11 Speaking comes naturally to humans, but it is not as simple as it seems.
Sometimes people feel afraid or nervous to speak in front of people or a large group.
According to Davies 2000, there are some implications for teaching: a. Try to create relaxed atmosphere in your classes so that most learners are not
frightened of speaking in front of the rest of the class. And do as many speaking activities as possible in pairs and groups, so that the learners can
speak English without the rest of the class listening. b. Expose the learners as much as possible to naturally pronounce speech, and
also integrate some pronunciation work into your lessons. They will not learn to pronounce intelligibly, or to develop speaking skill in general, if they do not
hear enough natural speech. c. Accustom the learners to combine listening and speaking in real time, in
natural interaction. Perhaps the most important opportunity for this is in the general use of English in the classroom.
2.1.3 The Characteristics of Good Speaking Activities
According to Harmer 2007, p. 123, “good speaking activities can and should be extremely engaging for the students.” If they are all participating fully
and if the teacher has set up the activity properly and can then give sympathetic and useful feedback, they will get tremendous satisfaction from it. Harmer 2007,
p. 123 also stated “where there is a task to complete and speaking is the way to complete it”, which is called speaking-as-skill. The activities are designed to
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12 foster better speaking, rather than having students speak only to focus on specific
language construction. According Davies 2000, script-based role play or simulations, script-
based conversations, and form-based interviews or surveys are examples of activities designed to encourage learners to communicate as naturally as possible.
In natural communication, attention is not usually focused on the language used, but the message it conveys.
2.1.4 Communicative Language Teaching CLT
One of approaches in language teaching which is going to use to develop the speaking instructional materials for first grade students of SMK Paramitha 2 is
Communicative Language Teaching CLT. According to Richards 2001, p. 36 “CLT is a broad approach to teaching that resulted from communication as the
organizing principle for teaching rather than a focus on grammatical system of the language.”
According to Richard and Rodgers 2001 CLT is the best considered an approach than method. CLT refers to a varied set of principles which reflect a
communicative view of language and language learning and which can be used to support a wide variety of classroom procedures. These principles include:
1. Through using the language, the learners learn to communicate. 2. The goal of classroom activities is at authentic and meaningful
communication. 3. Fluency is an important aspect of communication.
4. The integration of different language skill is involved in the communication.
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13 5. Learning is a process of creative construction and involves trial and error.
Brown 2000 offers six interconnected characteristic as a description of CLT, namely:
1. Classroom goals are focused on the entire component of communication competence and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic, authentic and functional use of the language for meaningful purposes.
Organizational language terms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen complementary principles underlying communicative techniques. At times fluency may have to take on more
importance than accuracy in order to keep learners meaningfully engaged in linguistic use.
4. Students in communicative classroom, students ultimately have to use the language productively and receptively, in unrehearsed context outside the
classroom. 5. Students are given opportunities to focus on their own learning process through
an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.
6. The role of the teacher is a facilitator and guide. Richard and Rodgers 2001 state that there are a lot of materials used to
support communicative approaches to language teaching. Material is a way to influence the quality of classroom interaction and language use.
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14 There are three kinds of materials considered in CLT:
a. Text-based materials Text-based materials are materials that based on the texts that help the
teacher to initiate conversation. The examples of these materials are visual cues, pictures, and sentence fragments.
b. Task-based materials In order to support CLT classes, a variety of games, role play, and task-
based communication activities have been prepared. These are usually in the form of one-of-a-kind items: exercise handbooks, cues cards, pair communication
practice, and learners-interaction practice. c. Realia
Realia might be included as proponents of CLT. This might include language based realia such as sign, magazines, newspaper, or visual sources
around which communicative activities can be built maps, pictures, etc.
2.1.5 Vocational School
