31 2
The student has adjusted a passive role during the manipulative phase of language learning and is unprepared for the active role for demanded in
conversation practice Gaudart, 1992: 51. 3
The aims and objectives which are not suitable with the students’ level can be not challenging and uninteresting, which make students bored Gaudart, 1992: 52 or
difficult for them to achieve. The other problem in teaching speaking is the use of mother-tongue. Learners
tend to use their mother-tongue, because it is easier than using the target language. They feel unnatural to speak to one another in a foreign language Bygate, 1987:
121. There are some helps to overcome these problems, such as using group work,
basing the activities on easy language, making a careful topic of choice of topics and tasks to stimulate interest, giving some instructions or training in discussions and
keeping the learners speaking in target language Bygate, 1987: 121-122.
d. The Techniques in Teaching Speaking
Teaching speaking in this study adopts some techniques. They are: 1
Dialogue According to Rivers 1968: 168, “in a dialogue the informal language is learned
in immediately useful form, which the students can practice by turning his neighbor, or apply in contact outside classroom.” Everything in the dialogue is
meaningful and relevant to the situations of everyday life. In dialogue practice,
32 the speakers learn to speak to their friends directly. They also learn to ask and
answer the question. 2
Discussion Discussions are often the most successful sessions that the teacher and the class
ever have together. During discussion, the students share and give their opinion. There are two types of discussion used in this designed materials. They are
controlled discussion and buzz group discussion. Jaques 1991: 83 say “controlled discussion is commonly used as a means of checking for knowledge
and understanding of presented material.” The discussion is controlled by the teacher; either students ask questions or make comments, or the teacher ask
questions at students. Afterward, buzz group discussion can be used to check on the students understanding Jaques, 1991: 84. In buzz group discussion, the
students have a chance for quick discussions in small groups before any of them are asked to speak in public. It is to help the students who are reluctant to give an
opinion in front of the whole class. 3
Role-plays Littlewood 1981: 49 says “in role-playing learners are asked to imagine
themselves in a situation that could occur outside the classroom. They are asked to adopt a specific role in this situation as if the situation is really existed.” Role-
plays give learners practice speaking the target language before they do so in a real environment. Through well-prepared role-plays, the teacher can encourage
the students to experiment and innovate with the language, and create a supportive atmosphere that allows them to make mistakes without fear of
33 embarrassment. This will contribute to their self-confidence as speakers and to
their motivation to learn more. 4
Games “Students are put into situation in which they have to use all or any of the
language they posses to complete a game-like task” Halmer, 1991: 126. Games are used frequently in speaking class because it is enjoyable. Games also add
interest to what students might not find very interesting.
B. Theoretical Framework
In designing the materials, the researcher combined the Kemp’s model and Yalden’s model because those models are the most appropriate in designing for the
tenth grade students of senior high school, besides, those two models complete each other. Kemp focuses on a flexible process while Yalden takes into consideration
everything required to assure communication. The researcher adapts Kemp’s and Yalden’s instructional design models because the researcher makes some changes in
applying those two models. The steps used by the researcher are described as follows.
1. Needs Survey
This step is adapted from Yalden instructional design model. In the study, the designed materials will be based on the experiential learning theory for the tenth
grade students of senior high school and conducting need survey is the starting point in designing the materials. It is used to learn about the students’ needs. In doing so,
questionnaires were distributed to the students of the tenth grade of senior high
