Teacher roles Theoretical Description 1.

24 1 Managerial Management Reason A syllabus provides a practical basis for the division of materials, assessment, textbooks, and learning time. 2 Reason of Moral Support A syllabus makes language learning task appear manageable. 3 Cosmetic role of syllabus A syllabus can become reassurance meaning to give evidence to convince and impress sponsors, students, or “the outsiders”. 4 Directive Reason A syllabus serves as statement of projected route of learning direction goal, aim, the processes, and objectives 5 Rationale Syllabus tells the teacher and the students the “what” to be learned and the “why” to learn. 6 Set of criteria for materials selection A syllabus defines the kind of text to look for or produce the items to flows on in the exercise, etc. 7 Uniformity Standardization A syllabus is one way of informing or standardizing elements involved within an institution or educational system. 25 8 Basis for test and evaluation A syllabus becomes the basis for deciding the criteria of evaluating the success and or the failure in reaching the state of knowledge or the target desired.

5. Speaking Skill a. The nature of Speaking

Speaking involves the development of a particular type of communication skill. Spoken language is basically different from written language. Brown and Yule as quoted by Nunan 1989: 26-27 discuss the differences. Written language is characterized by well formed sentences, which are integrated into highly structured paragraphs. On the other hand, spoken language consists of short, often fragmentary utterances, in a range of pronunciations.

b. Teaching Techniques

In learning speaking, the learners should be eager to practice actively in order to achieve the oral production fluency. According to Davies 1988: 261, fluency can only be achieved by actual and frequent use of the language in meaningful context. As a consequence, the teacher should be able to create effective activities and consider whether the learners have achieved the fluency or not. Penny, Ur 1999 states four characteristics a successful activity. They are as follows: a. Learners talk a lot. The class activities provide the opportunity for the learners to use their speaking ability. The teacher should not dominate the class.