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According to Rivers 1968:54, “to teach the speaking skill the teachers should provide themselves to speak the foreign language all the time in the
classroom, and the students will, at the same time begin to speak it fluently”. That is why in designing the materials the writer tries to design the materials which will
force the students and the teachers to speak English all the time in the classroom.
Message Received signal
Transmitted signal Noise signal
Figure 3: Model of Communication System Rivers, 1968:158
c. Teaching Techniques
Teaching speaking in this research adopts two types of techniques namely 1 a conversation and 2 role-play. These techniques are discussed because they
provide a great interaction between the learners. Those techniques allow all learners to participate in speaking activities.
1 Conversation Techniques
According to Rivers 1968:168, “in a conversation the informal language is learned in immediately useful form, which the students can practice by turning
his neighbor, or apply in contact outside classroom”. In this research conversation is used as a means of providing the first introduction of structure to be drilled. In
designing the conversation, the writer tries to make it relevant to the staffs of Culture and Tourism Department in Sleman in the real situation.
Info Source
Transmit ter
Noise Source
Receiv er
Destin ation
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In the conversation practice, the speakers have the tie to recognize their thought and select form that they want to express. They have the time to pause, so
that they can change the expression they produce. In the conversation the speaker also learn to speak to their friends directly. They learn to ask and answer the
question.
2 Role-play technique
The learners are involved in the material for role-play or dramatization, therefore they usually need role-play in their English Language learning.
There are three techniques proposed by Littlewood 1983: 50 in conducting a role-play technique, namely a Learners are asked to imagine
themselves in a situation which would occur in their daily activities; b They are asked to adopt a specific role, and c They are asked to behave as if the situation
really exists. In this technique, learner’s creativity is demanded. In role-play technique, the learners’ focus will be on the communication
activities. It means that they are asked to practice the language function that they have already known.
Those techniques should be concerned on the effective aspect of the learners and have some relevance to their interesting topic. Moreover, Rivers
1968: 165 says that the most learners respond to the activities that challenge them to apply what they have learned because they are given the opportunity. That
is why in applying the technique the researcher considers the students’ need and situation of their work.
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4. Instructional Design Model
