The Goals of the Teacher Using Community Language Learning The Role of the Teacher

21 21 wishes to say as heshe can in writing. Therefore, the speakers have to have ability in using the language as Goh and Burns 2012 conclude, “Speaking requires the ability to fulfill various communicative demands through efficient use of the spoken language” p. 67. Having speaking skills usually refers to how good and how clear someone talks to others. The speaking happens orally, as Thornbury 2005 concludes, “Speech production takes place in real time. It is also called as oral skill” p. 2. Moreover, because it happens orally and directly in a conversation, it can be examined by referring to the concept of communicative competence. Hymes states “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 learning a second language, someone who has speaking skills in the second language is the person who has certain skills and several different types of knowledge Thornbury, 2005, p. 1. Johnson 1996 describes speaking as a combinatorial skill that involves doing various things at the same time p. 155. It means that a competent second language speaker must have skills to do various things while speaking. He or she may do the various things by paying attention on the grammar and semantics. In this case, he or she must speak grammatically correct and semantically acceptable. Another characteristic of the second language communicative competence is the discourse competence. Goh and Burns 2012 point out that the discourse competence comprises linguistic about the structure of spoken genres and the 22 22 skills needed to organize various genres according to the socio-cultural context p. 52. In term of teaching speaking, in order to make the students have the speaking competence, the teachers must organize learning activities for learners to practice the speaking skill. Therefore, they should be guided by any particular model for teaching speaking. Goh and Burns 2012 point out that they should aim to help learners develop their speaking skill competence by encouraging them to use a wide range of core speaking skill; pronunciation, speech function, interaction management, and discourse organization p. 151-152. Next, the students should develop fluency in expression of meaning. The teachers should also encourage the students to use grammar flexibly to produce a wide range of utterances that can express meaning precisely. Then the students should be able to use appropriate vocabulary and accurate language forms relevant to their speaking needs so that they can understand and use social and linguistic conventions of speech for various contexts. Moreover, the teachers should develop the learners’ speaking skills by encouraging them to employ appropriate oral communication and discourse strategies, increase their awareness of genre and genre structures, and increase their meta-cognitive awareness about second language speaking. In order to maintain those points, teachers’ role is crucial. Teachers need to facilitate practice and learning, and also provide input and feedback. Goh and Burns 2012 mention the teaching-speaking cycle in order to help teachers organize the learning activities p. 52. Every stage in the teaching cycle supports