20
Figure 2.3 Kemp’s Instructional Design Model
3. Speaking
In this part, the researcher writes two important ideas in teaching speaking. The first one is the nature of speaking. The second is the principles of teaching
speaking.
a. The Nature of Speaking
Speaking is one of the major skills learned by people when they learn language. For some people, speaking is more difficult than other skills writing,
reading and listening. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use
Goal, topic, general purpose
Evaluation Learners’
characteristic
Learning Objectives
Revision Supporting
Services
Learning Activities,
Resources Subject Content
Pre-assessment
21 the language appropriately in social interactions Richards Renandya, 2002, p.
204. According to Bailey 1994 as cited by Nunan 2003, p. 48, there are two reasons why speaking is more difficult than reading, listening, and writing. First is
because unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when
people speak, they cannot edit or revise what they wish to say, as they can if they are writing.
In language teaching, the four skills are described in terms of their direction. Bailey 1994 states speaking and writing are referred to as productive.
Moreover, listening and reading are referred to as receptive. Another important idea is the channel, which refers to the medium of the message auraloral or
written. Thus, speaking is the productive oral skill. It consists of producing systematic verbal utterances to convey meaning.
b. The Principles of Teaching Speaking
According to Bailey 1994 as cited by Nunan 2003, p. 54, there are five principles of teaching speaking. We can see as follows:
1 Be aware of the differences between second language and foreign language
learning contexts
In learning languages, there are two broad contexts. They are foreign language context and second language context.
2 Give students practice with both fluency and accuracy
In language lessons, learners must be given opportunities to develop both their fluency and accuracy. Accuracy is the extent to which students’ speech
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