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communication. The learners got a language when they use the language to communicate with others. It also can be said that the strong version of
Communicative Language Teaching is using language to learn. The weak version of Communicative Language Teaching is providing opportunities to the learners
to use English for communicative purposes. In another term, the weak version of Communicative Language Teaching is learning to use English.
Communicative Language Teaching is an approach of a language teaching which has two main purposes: 1 to create the communicative competence of
teaching English in which the students are expected to use the language for communication, 2 to develop the strategy of teaching English skills speaking,
listening, reading, and writing which has relation to the language and communication. In this research, Communicative Language Teaching is used to
develop the English hour teaching strategy as the speaking teaching strategy. When looking at the
Howatt’s theory, the English hour belongs to the weak version of Communicative Language Teaching because the English hour provides
a chance for the students to learn how to use the language. The students are invited to use English in the communication context during the teaching-learning
activities such as asking permission, asking and answering questions, and communicating with their friends.
4. Curriculum
Language teaching is done based on a curriculum. The curriculum provides the learning objectives that have to be achieved by the students in
studying a certain subject. SMK Marsudi Luhur II Yogyakarta uses curriculum
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2006 which has two goals. The first goal is that the students are expected to be able to master English knowledge and skills in order to support the vocational
program. The second goal is that the students are able to apply the English knowledge and skills in the communication context oral and written form at
intermediate level. This is the goals of the curriculum of English 2006 for vocational school:
1. Menguasai pengetahuan dan keterampilan dasar Bahasa Inggris
untuk mendukung pencapaian kompetensi program keahlian 2.
Menerapkan penguasaan kemampuan dan keterampilan Bahasa Inggris untuk berkomunikasi baik lisan maupun tertulis pada level
intermediate.
Two goals that have been stated in curriculum 2006 should be achieved by the students step by step. Step by step means that every grade has different
competence standards. Because of that reason, the communicative teaching is needed in teaching-learning process. The communicative teaching invites the
students to use English in the communication without considering the errors so that the students are not afraid to make mistakes such as pronunciation and
grammar.
5. Speaking Skill
Hughes 2002: 9 states that a speaking skill is a production aspect like writing. Productive aspects between spoken and written discourses are different.
Figure 1.1 shows some aspects which are produced by spoken discourse and
writing discourse.
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Oral aural static
non-transient Unplanned
visual planned context
transient dynamic
motoric dependent
decontextualised
Figure 1.1 Aspects of production From figure 1.1, spoken discourses have five aspects: context dependent,
unplanned, transient, oral and dynamic. It can be said that speaking is a part of production skill in which the people produce a language orally and unconsciously;
unconsciously means that people speak without any plans. Byrne 1980: 271 explains that the speaking skill is the communicative
ability between the members of the community in order to show the social behavior and to express ideas or opinions. When speaking is the focus of the
teaching-learning activities, Hughes 2002: 6 mentions that it has some purposes such as helping the students to practice of linguistic knowledge grammar rule, to
improve speaking skill pronunciation, or to improve students’ awareness of
some sociolinguistic or pragmatic making conversation with others. From the previous explanation, teaching the speaking skill actually has some purposes in
terms of expressing the ideas, improving the English pronunciation, and making some conversations with others.
Written discourse
Spoken discourse
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6. Motivation
