B. Theoretical Framework
This section discusses the synthesis of the theories discussed in the previous subchapters.
To find out the answer to the first objective of this study, the writer has to understand the underlying principles of ESP, speaking and task based learning. ESP
is an approach which is based on the learners’ needs. It means that all the decisions related to the designing of the materials will be based on the learners’ needs and
interests. The result of ESP is a kind of materials that match directly with the condition that they are going to encounter in their working field.
In teaching speaking, the writer should design classroom activities which are adjusted with the teaching of English as the Foreign Language. Therefore, the
activities should have balanced fluency and accuracy, provide learners with more opportunities to talk and limit the teacher talk, involve negotiation of meaning as well
as guidance and practice in transactional and interactional speaking. In task based learning, tasks are considered as the core unit of planning and
instruction. Tasks enable learners to discern, manipulate and interact in authentic language while their attention is principally paid to meaning rather than to form. This
is a kind of situation at which Krashen and Terrel 1983 argued the language is taught best. The framework of task based learning consists of three components: pre-
task, task-cycle, and language focus phase. In these phases both the teacher and the learners play various roles. The learners function as active language users, language
learners as well as group participants, while the teacher acts as a monitor, a language advisor, or a chairperson, depending on the phase the teacher is in.
Due to its learner-centeredness, learners learning using task based learning might have difficulty in assessing and taking control of their own learning. The writer
therefore proposes the use of journals to make learners more aware of their learning goals, learning strategies, learning difficulties, achievements, as well as to provide
vast writing opportunities for them and to help the teacher monitor learners’ progress. This study adapts Kemp’s instructional model for developing the materials.
Below are the steps for developing the materials. However, as the Kemp’s model is flexible, the following steps do not mean to be obligatory. As long as necessary
adjustments to the affected steps are made, the change of order is possible.
1. Identify learners’ characteristics
In this step, the writer identifies the appropriate materials based on the students’ characteristics and needs. The writer obtains information on learners’
academic factors, learning styles, learning conditions, as well as their capabilities, needs and interests through needs analysis questionnaire.
2. Consider the necessary support service
The writer finds out the facilities, equipment, as well as available schedules for implementing the materials through needs analysis questionnaire.
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