f. Advanced
23
Riddell confirms that the students who finish advanced course should be able to do or know: express himself herself easily, integrate well with people whose
first language is English, vary stress and intonation to affect meaning, follow and understand most forms of entertainment, use a vocabulary of about 3,000 words,
study for a high-level qualification in English.
B. Teaching Speaking
1. Nature of Teaching Speaking
In general, teaching is not easy for everyone. It needs formal training to be professional teacher who can understand and adapt every dynamic changing
which might become influences to the learning-teaching process. Ambrose, Bridges, Lovett, DiPietro, Norman define
―Teaching is a complex activity, and yet most of us have not received formal training in pedagogy. Furthermore,
teaching is a highly contextualized activity because it is shaped by the students we have, advancements in our respective fields, changes in technology, and so on.
Therefore, our teaching must constantly adapt to changing parameters.‖
24
Furthermore, teaching speaking is a process where a teacher helps the students to provide and to facilitate them to obtain the learning goal which is the
needs to improve their performance in speaking skill. The teacher might encourage the students‘ desire in learning speaking skill during the teaching and
learning process to help them obtain their goal. In addition, to help the students learn particular things regarding their
performance in speaking skill, the teacher could make certain interventions such as making the students practice to speak English and giving them feedback on it.
Ambrose et al. state that: Together, then, practice and feedback can work together such that students
are continuing to work toward a focused goal and incorporating feedback ...
23
Ibid.
24
Susan A. Ambrose, Michael W. Bridges, Marsha C. Lovett, Michele DiPietro, Marie K. Norman, How Learning Works, San Francisco: Jossey-Bass, 2010, p. 218.
we can prioritize them appropriately and help make the learning- teaching process not only more effective but also more efficient.
25
The interventions that could be given by the teacher take the form of giving information, explaining the materials, listening activity, questioning and
answering activity, demonstrating speaking skill or the process of it, and testing the students‘ understanding and capacity. In interventions, the teacher also could
facilitate the students‘ learning activity using note taking, discussion, debating,
presenting, simulation and practice.
2. Curriculum
Curriculum has a big role in educational system and in creating effective education for people. It also becomes reference for the teaching and learning
process. Curriculum has several things to concern about. They are the objective, the content, and all things which lead the educational process such as materials,
media, methods, assessment, and even the time management. As Brown states ―Designs for carrying out a particular language program. Features include a
primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a
defined context.‖
26
One of primary function of curriculum is to provide the students by helping and leading them to obtain what they wish to have. Therefore, it is necessary to
conduct need analysis to develop the curriculum so that what the students want and does not in their learning process is known
. As Richards states ―One of the basic assumption of curriculum development is that a sound educational program
should be based on an analysis of learner‘s needs. Procedures used to collect
information about learner‘s needs are known as needs analysis.‖
27
There are at least four purposes of needs analysis. The first is to know language skills that the students need to own for the certain role. For instance, the
25
Ibid., p. 152.
26
Brown, op. cit., p. 16.
27
Jack C. Richards, Curriculum Development in Language Teaching, New York: Cambridge University Press, 2002, p. 51.
teacher has to know that one student who wants to be a doctor has different needs of language skills from those who want to be accountant.
As Harmer says ―We have said that different types of student will need to be treated differently, we also
saw that people learn languages for a variety of different reasons. ‖
28
The next is to help the teacher to know whether the teaching learning process has been sufficient in providing the students‘ needs. The third is to collect certain
information about the difficulties that the students faced. So, the teacher can prepare the solution to solve the problems. The last is to identify the gap between
the things that the students can do with what the students really need.
Here are what need to concern about in deciding and creating the teaching and learning curriculum:
a. Aim
The aim of the teaching speaking is to provide the students a teaching and learning speaking system which can help them to perform their oral ability so that
they can express themselves. Beside the desire to speak it well, having such ability will help the students not only to express their needs with the target
language but also to share their feelings. As Grauberg states: For many pupils the prime goal of learning a foreign language is to be able to
speak it. Teaching should therefore help them to achieve that goal to the best of their ability. Yet the task is not easy, because conditions in the classroom
are very different from those in real life. There speaking normally occurs in a domestic, social or occupational environment. Except for the fairly infrequent
occasions of a talk or a lecture, only a small group of people, typically two, is involved. At times people speak to each other simply to demonstrate
friendliness or sociability, but much the most frequent case is that one person has a reason to address the other: to request information or service, share
experience, suggest action. The other replies and a dialogue ensue.
29
It indicates that the teacher has to help the students to obtain their goal since the students‘ goal is the teaching and learning aim as well by giving a variety of
classroom activities. Furthermore, Riddell clarifies ―The aim of your lesson, or the
aim of the stage of the lesson, is what you hope to achieve, or what you hope your
28
Harmer, op. cit., p. 264.
29
Grauberg, op. cit., p. 201.
students will achieve. It answers the q uestion ‗Why am I doing this?‘ ‗Why am I
asking my students to do this? ‘ Clear and realistic aims are essential if a lesson is
going to be successful.‖
30
The teacher has to make them to practice to perform their speaking skill whether inside or outside the classroom by providing such an environmental
language supports for the students. The teacher needs to give them any kind of tasks and projects which need to be completed by them individually or in group as
well. In addition, to make sure that the aim has been achieved, the teacher has to make an evaluation and to give feedback on the tasks and projects done by the
students.
b. Material of Speaking
The teachers can use any kind of teaching speaking materials which become a course book and are prepared by the institution where they teach, the materials
provided by other people, or the materials which are made by the teachers themselves. Of course, what materials and where the teachers take them would be
fine if they know how to teach the students by materials they take. Therefore, when the teachers decide to teach the student using the course
book, they need to consider several things such as how good the book itself and the place where they try to apply the book. Riddell states:
Ideally, It should have been written by experienced teachers and also be roughly appropriate for the level intended. You can assume both. In addition,
though, the book should ideally be appropriate for the country you are teaching in, and this can be a problem. Unfortunately, a great many books are
British in content and culture, and if not solely British then European. It‘s all very well reading an article about British food when you are in London, but
less so when you are in Tokyo or Jakarta or New York. Photographs of
‗famous people‘, with some notable exceptions, are often not recognized by students.
31
In addition, when the teachers decide to use other materials, they might create the materials themselves or use authentic material which is real-life material not
30
Ridell, op. cit., p. 167.
31
Ibid., p. 207.
