Stage 5: Repeat Speaking Task Stage 6: Direct Learners’ Reflection on Learning

30 30 teacher has to treat them as whole-person as Larsen-Freeman and Anderson 2011 summarize, “All objectives can be achieved if the students and the teacher treat each other as whole-persons” p. 98. As long as the goals of this method to make them use the target language communicatively, the teacher lets the students to have their own conversation. The teacher only gives a help whether the students ask as La Forge 1983 concludes, “In this phase, the teacher helps each student who needs a help” p. 30. Hence, they will have a communicative competence because they do the conversation like a real condition as Hymes summarizes, “An individual’s communicative competence is hisher ability to use language effectively in actual communication” as cited in Goh Burns, 2012, p. 51. In term of teaching speaking, the teacher must organize learning activities for learners to practice the speaking skills. Therefore, he or she should be guided by any particular model for teaching speaking. Goh and Burns 2012 point out that the teacher should aim to help learners develop their speaking skills competence p. 152. In Community Language Learning, he or she organizes learning activities by letting the students have a conversation about a particular topic. In addition, the conversation is started by discussion. In this case, the discussion is aimed to prepare the students for the conversation. It means the preparation can help them feel more comfortable in doing the conversation. Indeed, during the teaching-learning process, the teacher can help the students by standing behind them to support them whether they need a help. The teacher’s help will make the preparation of the conversation better and encourage the students’ self-confidence in practicing the conversation, therefore, 31 31 mistakes can be decreased. In addition, this preparation is a form of meta- cognitive knowledge as Goh and Burns 2012 conclude, “Meta-cognitive activities can be done by encouraging learners to plan for overall speaking development” p. 153.