4 Provide chances for students to talk by limiting the teacher’s talk. 5 Group work and pair work provides opportunities for students to
practice their speaking. 6 Plan speaking tasks that involve negotiation for meaning
7 Negotiation of meaning takes place when students practice speaking because by speaking they try to understand each other.
8 Prepare speaking guidance and practice in both transactional and interactional speaking.
9 Interactional speech is communicating with someone for social context; meanwhile, transactional speech is communicating to get
something done including the exchange of goods andor service. Speaking activities must cover both transactional and interactional
purposes because students use the language for both purposes.
b. Classroom Techniques and Tasks
There are some techniques and tasks that can be used to teach speaking Bailey, 2003: 56-58.
1 Information gap It is an activity where someone has information which the others do
not have. Then hey share the information using the target language. 2 Jigsaw activity
It is bidirectional or multidirectional information gap where each person in a pair or group has some information the other persons
need. Then they share the information using target language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 Role play Learners are given certain roles in the target language, e.g. one as
tourist and the other as native. Then the tourist pretends to get lost and ask the way to native. They have to practice speaking using
English. 4 Simulation
In a simulation, props and documents provide realistic environment for language practice. For example, a student who act as a doctor
bring his own stethoscope and medicine, while the other act as his patient and have to wear thick cloth while the weather is warm to
practice doctor-patient check up. 5 Contact assignment
In foreign language context, there can be found tourist for students to talk to in the target language. For example, the students have to
search for the tourists and interview them. Then they report what they have learned.
4. Instructional Design Model
The designed instructional materials are taken from Kemp’s and Yalden’s design models.
a. Kemp’s Design Model
Kemp 1977: 8 states that instructional design plan is meant to answer three important questions. They are:
1 What must be learned? objectives PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
