F. Definition of Terms
To clarify concepts and avoid misinterpretation, here the writer defines the terms used in this study:
1. Instructional Materials
Richard and Rodgers 2001: 29 define that instructional materials can provide detailed specifications of content, even in the absence of syllabus. They
give guidance to teachers on both the intensity of coverage and the amount of attention demanded by particular contents of pedagogical tasks. In this research,
similar to Richard and Rodgers, instructional materials focus on the discussion and all things which are going to be taught and learned.
2. Speaking
Speaking is the productive skill in the oral mode
http:www.sil.orglingualinkslanguagelearningotherresourcesgudlnsfraln ggandcltrlrnngprgrmSpeakingSkill.htm. Nunan 1991: 51 says that the theory
and research summarised in the preceding section suggest that learning to speak in a second or foreign language will be facilitated when learners are actively
engaged in attempting to communicate. He also cites what Swain suggests: we learn to read by reading, so also do we learn to speak by speaking. In this
research, the teachers give the students many speaking activities to enhance their
speaking ability.
Richards 2002: 208 says that communication in the classroom is embedded in meaning-focused activity; this requires teachers to tailor their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
instruction carefully to the needs of learners and teach them how to listen to other, how to talk with others, and how to negotiate meaning in a shared context.
In this research, speaking activities means all teaching learning activities that facilitate students to practice producing oral languange.
3. Communicative Approach
Communicative approach is also often called communicative language teaching . Richards and Rodgers 2001: 155 say that for some, communicative
language teaching means little more than an integration of grammatical and functional teaching. As they cite, Littewood states that one of the most
characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language.
Richards and Rodgers 2001: 169 state that a variety of games, role plays, simulations, and task-based communication activities have been prepared to
support communicative language teaching. They add that many proponents of communicative language teaching have advocated the use of authentic, “from life”
materials in the classroom. In this research, the writer proposes the use of authentic materials and
activities that present the real communication in the speaking classrom.
4. The Eleventh Grade Students of Tourism Department of
Kategori