DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR AN ENGLISH CLUB IN SMA NEGERI 1 DEPOK TO ENHANCE THE PUBLIC SPEAKING SKILL

  DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR AN ENGLISH CLUB

  IN SMA NEGERI 1 DEPOK TO ENHANCE THE PUBLIC SPEAKING SKILL A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Maria Setyaningsih Nernere Student Number: 091214063 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013

   DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR AN ENGLISH CLUB

  IN SMA NEGERI 1 DEPOK TO ENHANCE THE PUBLIC SPEAKING SKILL A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Maria Setyaningsih Nernere Student Number: 091214063 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013

  

I dedicate this thesis to Bapa, Mama, Galuh, Vian, Putri

and the people whom I love.

  Nernere, M.S. 2013. A Set of English Instructional Materials for the English Club

  

in SMA Negeri 1 Depok to Enhance the Public Speaking Skill . Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  SMA Negeri 1 Depok is one of the schools which has an English

  extracurricular namely English Club. It is programmed as an opportunity for students to compensate for their minimum speaking practice time. The English Club aims to enhance the students’ public speaking skill. Unfortunately, the materials of English Club are not designed based on the needs analysis. Therefore, in this research, the researcher designs a set of English instructional materials for the English Club in SMAN 1 Depok to enhance the public speaking skill.

  There were two research problems in this research: 1) how is a set of English instructional material for the English Club in SMAN 1 Depok to enhance the public speaking skill designed? 2) what does the designed instructional materials for English Club in SMAN 1 Depok to enhance the public speaking skill look like? In order to answer the research problems, the researcher applied the adapted model of Educational Research and Development by Borg and Gall (1983) which consisted of five steps for the research and the adapted instructional design model by Jerrold E. Kemp (1977) which consisted of seven steps for the designing process. To gather the data needed in this research in the pre- design, the researcher distributed questionnaires to the participants, tutors and the coordinator of English Club. Then, in the post- design the researcher also distributed questionnaires to the lecturers of English Language Education Study Program from Sanata Dharma University and an English teacher who was the coordinator of English Club in SMAN 1 Depok to evaluate the designed materials.

  In this research, the researcher also conducted interview to obtain the more complete data.

  The research applied communicative language teaching as the approach used to design the materials. The designed materials consisted of six topics. They are: 1) Be an Effective Speaker, 2) Seize Their Attention, 3) Let’s Practice, 4) Let’s Write A Speech, 5) Let’s Prepare, 6) Let’s Perform. In each meeting, they were three main parts. They were: 1) pre- activity, 2) whilst activity and 3) post- activity. Based on the result of preliminary field testing, the designed materials are acceptable but they should be revised. The revised version of the designed materials is presented in appendix F. Keywords: design, instructional materials, public speaking, speech Nernere, M.S. 2013. A Set of English Instructional Materials for The English Club

  

in SMA Negeri 1 Depok to Enhance The Public Speaking Skill . Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  SMA Negeri 1 Depok adalah salah satu sekolah yang memiliki program

ekstrakurikuler Bahasa Inggris yang bernama English Club. Program ini

memberi kesempatan bagi siswa untuk mengatasi minimnya waktu untuk melatih

keahlian berbicara. Dalam program ini, keahlian para siswa dalam berbicara di

depan umum ditingkatkan. Sayangnya, materi English Club tidak didesain

berdasarkan analisis kebutuhan. Oleh karena itu, dalam penelitian ini peneliti

mendesain seperangkat materi Bahasa Inggris untuk English Club di SMAN 1

Depok demi meningkatkan keahlian berbicara di depan umum.

  Dalam penelitian ini ada dua rumusan masalah, yaitu: 1) bagaimana

seperangkat materi Bahasa Inggris untuk English Club di SMAN 1 Depok demi

meningkatkan keahlian para siswa dalam berbicara di depan umum didesain, 2)

seperti apa desain materi Bahasa Inggris untuk English Club di SMAN 1 Depok?

Untuk menjawab rumusan masalah tersebut, peneliti mengaplikasikan model

Educational Research and Development oleh Borg and Gall (1983) yang terdiri

dari 5 langkah dan model Instructional Design oleh Jerrold E. Kemp (1977) yang

terdiri dari 7 langkah untuk proses desain. Untuk mengumpulkan data yang

dibutuhkan dalam penelitian sebelum mendesain materi, peneliti mendistribusi

kuesioner bagi 96 peserta, 11 tutor dan seorang koordinator English Club.

Kemudian setelah mendesain materi, peneliti mendistribusikan kuesioner untuk

mengevaluasi materi kepada 2 dosen PBI Unversitas Sanata Dharma dan seorang

guru Bahasa Inggris yang merupakan koordinator English Club. Dalam

penelitian ini, peneliti mjuga melakukan interview untuk memperoleh data yang

lebih lengkap.

  Peneliti mengaplikasikan communicative language teaching sebagai dasar

untuk mendesain materi. Materi yang didesain terdiri dari 6 topik. Topiknya

adalah 1) Be an Effective Speaker, 2) Seize Their Attention, 3) Let’s Practice, 4)

Let’s Write A Speech, 5) Let’s Prepare, dan 6) Let’s Perform. Setiap pertemuan

terbagi dalam 3 bagian, yaitu: 1) kegiatan awal, 2) kegiatan inti dan 3) kegiatan

akhir. Berdasarkan hasil dari tahap preliminary field testing, materi yang telah

didesain dapat diterima sebagai bahan ajar, namun masih perlu direvisi. Materi

yang telah direvisi dapat dilihat di lampiran F.

  Kata kunci: design, instructional materials, public speaking, speech

  First of all, I dedicate my greatest gratitude to my one and only Jesus for His patience and great blessing. He always has His own way to motivate me. He watches me find unpredictable problems and other difficulties on writing this thesis then He lets me find a way. The path seems so far but He makes me feel that there is a hope.

  I would thank my sponsor, Agustinus Hardi Prasetyo, S.Pd., M.A., for his guidance, advice and encouragement in his own style to support me in finishing this thesis. I thank also Christina Lhaksmita Anandari, S.Pd., Ed.M.,

  

Patricia Angelina, M.Hum., Laurentia Sumarni, S.Pd., J. Sri Murwani, and

  other lecturers who were willing to evaluate my design and share their knowledge with me. I would also thank my advisor, C. Sih Prabandari, S.Pd., M.Hum.,

  

Caecilia Tutyandari, S.Pd., M.Pd., Mbak Danik, Mbak Tari, and all of the

  staff members of the English Language Education Study Program for all their help.

  My gratitude also goes to Priyanta Ari, S.Pd. and Ms. Agnes, the English teachers in SMAN 1 Depok who are so kind. They guide me on gathering data and give suggestion when I face problems. I also thank Ika as my partner in SMAN 1

  

Depok . The students in SMAN 1 Depok are also supportive. I am so blessed to

have them as the participants in my research.

  I sincerely express my gratitude to my lovely parents, Papa Yus and

  

Mama Siwi, who always give their best love to me although I am the annoying

  daughter. They are the best parents I have ever had in this life. I do feel blessed by having Galuh, Vian, and Putri as my precious siblings who were annoying by joking around about when I can finish my thesis. I also thank Ngare, Sawe, Pae,

  

Bue, Bibi, Om Dedy, Jo, and all of my family for their prayers and supports that

they give. I love them and I will always love them until the end of my life.

  I would also thank my college friends who accompany my journey in PBI. My special thanks go to Awang, Rini, Hehen, Rosi, all my caring friends in PBI, PSM Cantus Firmus’ members and other friends I met in Sanata Dharma give. I do also thank Gusti for his love, patience and support that he shares to me.

  I thank the people around me for their suggestions, courage, and any help to finish this undergraduate thesis and making it happen at last.

  Maria Setyaningsih Nernere

  Page TITLE PAGE............................................................................................................i APPROVAL PAGE.................................................................................................ii DEDICATION PAGE.............................................................................................iv STATEMENT OF WORK’S ORIGINALITY........................................................v

  

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................vi

  ABSTRACT...........................................................................................................vii

  

ABSTRAK ..............................................................................................................viii

  ACKNOWLEDGEMENTS....................................................................................ix TABLE OF CONTENTS........................................................................................xi LIST OF TABLES................................................................................................xiv LIST OF FIGURES................................................................................................xv LIST OF APPENDICES.......................................................................................xvi

  CHAPTER I: INTRODUCTION.............................................................................1 A. Research Background.........................................................................................1 B. Research Problem...............................................................................................3 C. Problem Limitation............................................................................................4 D. Research Objectives...........................................................................................4 E. Research Benefits...............................................................................................4 F. Definition of the Terms......................................................................................6

  1. Instructional Material..................................................................................6

  2. Public Speaking...........................................................................................6

  3. Speech.........................................................................................................6

  4. English Club................................................................................................7

  CHAPTER II: REVIEW OF RELATED LITERATURE.......................................8 A. Theoretical Description......................................................................................8

  1. Instructional Design....................................................................................8

  2. Educational Research and Development...................................................12

  3. Public Speaking.........................................................................................13

  5. Speech.......................................................................................................19

  B. Theoretical Framework....................................................................................21

  1. Identifying Learner’s Characteristics and Needs.......................................22

  2. Formulating the goals, topics and general purposes..................................23

  3. Formulating Learning Objectives..............................................................23

  4. Listing Subject Content..............................................................................23

  5. Designing Learning Activities...................................................................24

  6. Evaluating the Designed Materials............................................................24

  7. Revising the Designed Materials...............................................................24

  CHAPTER III METHODOLOGY........................................................................25 A. Research Method..............................................................................................25 B. Research Participants.......................................................................................28 C. Research Instruments.......................................................................................29 D. Data Gathering Technique...............................................................................30 E. Data Analysis Technique.................................................................................31 F. Research Procedures........................................................................................32 CHAPTER IV RESEARCH RESULTS AND DISCUSSION..............................36 A. The Steps of Designing Instructional Materials...............................................36

  1. Learner’s Characteristics...........................................................................36

  2. Goals, list topics, and the general purposes for teaching each topic.........38

  3. Subject Content.........................................................................................40

  4. Learning Objectives..................................................................................42

  5. Learning Activities....................................................................................43

  6. Evaluation.................................................................................................46

  7. Product Revision.......................................................................................51

  B. Presentation of A Set Of English Instructional Materials...............................52

  CHAPTER V CONCLUSIONS AND RECOMMENDATIONS.........................55 A. Conclusions......................................................................................................55 B. Recommendations............................................................................................56 REFERENCES.......................................................................................................58

  Table Page

Table 3.1 The Expected Data.................................................................................31Table 3.2 The Form of Evaluation Device.............................................................32Table 4.1 The Learners’ Characteristics Summary................................................38Table 4.2 List of The Topics..................................................................................39Table 4.3 List of Topics and Content.....................................................................42Table 4.4 List of Topics and Indicators.................................................................43Table 4.5 The Description of Designed Materials.................................................45Table 4.6 The Description of Participants of Post- Design Survey.......................46Table 4.7 The Result of Post- Design Survey........................................................46Table 4.8 The Strengths and Weaknesses of the Designed Materials....................50Table 4.9 The Revised List Topics, Indicators and The Activities........................53

  Figure Page

  Figure 1: Kemp’s model: The Relationship of Each Step in The Plan to Other Steps (Kemp, 1977, p.9).........................................................................10 Figure 2: Kemp’s model: The Combined R & D model and Kemp’s Model........27

  Page APPENDICES........................................................................................................60 Appendix A: Letter of Permission.........................................................................61 Appendix B: Questionnaire and Interview Checklist for Research and Information Collecting and the results.............................................63 Appendix C: Questionnaire of Preliminary Field Testing and the Result.............71 Appendix D: Overview of the Designed Materials................................................74 Appendix E: Syllabus.............................................................................................77 Appendix F: Presentation of the Designed Materials and the Lesson Plan...........81

CHAPTER I INTRODUCTION This chapter consists of six major parts, namely the research background,

  research problem, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

  Based on TEFLIN (2013), the Minister of Kemendiknas decided to have English as the local subject and/ or the extracurricular in schools (p.12). Some schools in Yogyakarta put English as one of the extracurricular activities in school to support their students in practicing English. One of those schools is SMAN 1

  

Depok, Sleman . This school facilitates the students with English Club. This

  program is a place for students to practice their speaking skill to compensate for minimum speaking practice time. Based on the statement of English Club’s coordinator, the school expects that by facilitating the students to practice, their ability to communicate in English orally will be developed, especially in public speaking. Grice and Skinner (1995) say that studying public speaking helps students to succeed in college, increases the students’ knowledge and builds the students’ confidence (p.2). In this case, the school explicitly expects that through English Club, there will be students who master debate, storytelling, and speech.

  Later, those students can be the school’s representatives who are expected to win the debate, storytelling, and speech competitions which are held by the office of education annually.

  The English Club in SMAN 1 Depok is held from 6.30 to 7.30 a.m every Saturday during one semester for the tenth grade students. In order to improve the students’ public speaking skill and prepare them for debate, storytelling, and debate competitions effectively in one semester, there should be good designed materials and motivated students.

  Unfortunately, the materials for this English Club have not been fixed yet by the coordinator. Each semester, the coordinator only asks the tutors to create the materials without any guidance as long as there are basic practices for debate, storytelling and speech. Needs analysis was not conducted prior to the designing process. The materials were designed only based on the coordinator’s expectation without asking information about the students’ need first. Based on Kemp’s instructional design’s model (Kemp, 1977), “in order to create materials, needs analysis from some important parties such as students, teachers and other sponsors are important to consider for creating the materials” (p.8). Since the fact says that the materials have not been designed optimally, the researcher wants to design the materials using the right steps. Later, the result of this research can be used effectively to support the process of achieving English Club’s goal.

  In order to enhance the students’ public speaking skill, the activities designed in the materials will be based only on speech. The researcher limits the activities because the materials to enhance the English public speaking skill the principles of public speaking and speech, the student is expected to be a good public speaker. Research shows that by taking a speech course, people can improve their speech skills significantly. Moreover, Ross (1995) states that testimonials by successful individuals have affirmed the value of speech training, and research has indicated its usefulness to the people in better understanding related to courses (p.4). By using speech as the context, the students, as educated people, can learn how to manage their ideas and deliver them to the public. The researcher will design the materials based on the needs analysis done to the students, tutors and English Club’s coordinator. These materials will be useful for the school since it is designed for the effectiveness of English Club itself. If the material is well organized and the motivated students are guided through the right method, the goal will be achieved.

B. Research Problem

  This research is intended to answer the research problems which are stated as follows:

  1. How is a set of English instructional materials for the English Club in SMAN 1 Depok to enhance public speaking designed?

  2. What does a set of English instructional materials for the English Club in

  SMAN 1 Depok to enhance public speaking look like?

  C. Problem Limitation

  The skill developed through this material is speaking, specifically in public speaking. The English Club is held to develop the public speaking skill by using storytelling, speech, and debate activities. In this case, the researcher will focus only on designing English instructional materials by choosing speech as the context for the activities. These materials are designed to guide the students to perform a speech in public well. The researcher chooses to design the materials for this program because it is closely related to students’ achievement in public speaking. Since the time is limited, the researcher will design the materials without implementing them.

  D. Research Objectives

  This research aims to: 1. design a set of English instructional materials for the English Club in SMAN 1

  Depok

  2. present the designed instructional speaking materials for the English Club in

  SMAN 1 Depok E.

   Research Benefits

  This research will be useful for: 1.

   Students of SMAN 1 Depok

  The researcher has done the observation on the activities of the English Club by using the materials that they like and need. Then, they can be more interested to join the activities designed for the English Club. Later on, they can improve their public speaking skill significantly.

  2. Tutors of the English Club in SMAN 1 Depok

  The tutors can apply the suitable materials in the learning process so they may find it easy to guide the students to achieve the expected goals.

  3. SMAN 1 Depok

  If the materials of English Club have been designed well based on the needs analysis, the program of English Club can be done effectively. Then, the students can improve their public speaking skill specifically skill needed to deliver a speech. Later, there will be students of SMAN 1 Depok who master public speaking skill born through this English Club. They can be the school’s representatives who can join the speech competition.

  4. PBI field and the readers

  This research will help the PBI students and the readers to know the suitable materials to improve the public speaking skill by applying speech activities.

  5. The future researchers

  The future researchers can implement these designed materials in SMAN 1

  

Depok to measure the effectiveness of the materials. They also can apply these

materials in the similar field and observe the result.

F. Definition of Terms

  There are several terms used in this research. In this research, the terms are:

  1. Instructional Material In this research, the researcher will design a set of instructional materials.

  According to Newby, Stepich, Lehman, and Russell (2000), “instructional materials are the specific items used in a lesson and delivered through various media (p.17)”. The media used for instructional materials are tutor’s printed book and student’s handout compilation. In this research, the materials are designed for the first seven meetings in English Club.

  2. Public Speaking

  Public speaking belongs to five levels of communication. Grice and Skinner (1995) state that public speaking occurs when one person speaks face to face with the audience, either large or small. Public speaking involves verbal, vocal, and visual channels (p.10). In this research, public speaking is meant to deliver a message, whether it is a story, speech or another message.

  3. Speech

  Based on Cambridge dictionary, speech is a formal talk given usually to a large number of people on a special occasion. Due to Keppler and Gunther (1994), speeches are sound waves that go out from the speakers across the room and into the ears of the listeners. It is meant primarily to entertain, to inform, or to defend (p.9). Grice and Skinner (1995) also say that commonly, speech has two concludes that a speech is a form of communication in spoken language built by a speaker to an audience for a purpose, whether to inform or to persuade.

4. English Club

  English Club is one of the extracuricular activities. In SMAN 1 Depok, it is held from 6.30- 7.30 a.m., before the learning activity starts. Every tenth grade student has to join this activity. There are twelve classes in English Club and each class consists of 16 students. This extracuricular aims to improve the students’ public speaking skill and mainly to train the debate, storytelling, and speech skills.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two major parts. The first part will deal with the

  theoretical description which covers main points, namely the instructional design, educational research and development, communicative language teaching, public speaking, and speech. Then, the second part will be about the theoretical framework. The researcher will discuss the relation among the concepts stated previously as the basis of designing the English instructional materials for English Club in SMAN 1 Depok.

A. Theoretical Description 1. Instructional Design

  There are some theories of instructional design that become the underlying theories for many studies related to pedagogical design. In this research, the researcher will adapt the instructional design proposed by Kemp. “Instructional design is a process of systematic planning that establishes a way to examine instructional problems and needs, set of procedure for solving them and then evaluates the result (Kemp, 1977, p.7)”. The process is clearly stated and arranged in order. Kemp’s model can be used at all education level from elementary school up to college. Another benefit is that this model can be implemented in the instructional unit for a single subject. It is suitable for this

  (1977), the instructional design plan is designed to supply answers to three questions. They are: “what must be learned (objectives); what procedures and resources will work best to reach the desired learning levels (activities and resources); how will we know when the required learning has taken place? (evaluation)” (p.8). The model proposed by Kemp consists of eight parts which are as follows:

  a. Consider goals, and then list topics, stating the general purposes for teaching each topic.

  b. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

  c. Specify learning objectives to be achieved in terms of measurable student behavioral outcomes.

  d. List the subject content that supports each objective.

  e. Develop pre- assessments to determine the student’s background and present level of knowledge about the topic.

  f. Select teaching/ learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

  g. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

  h. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that needs improvement.

  Here is the Kemp’s model:

  

Goals,

Topics, and

General

Purposes

  Learner Evaluation Characteristics Support

  Learning

Revise

Services

  Objectives Teaching/ Subject Learning

  Content Activities, Resources

Pre-

  

Assessment

  Figure 1: Kemp’s model: the Relationship of Each Step in The Plan to Other Steps (Kemp, 1977, p.9)

  The process in Kemp’s model is flexible. The researcher can start the process from whichever element ready to start with. The elements can be done in different order, by not following the order stated on the figure above. The researcher also can adapt the elements based on the researcher’s need and situation. In this research, the researcher applied six steps adapted from eight Kemp’s steps. They are as follows:

  a. Enumerate the important characteristics of the learners for whom the

  In order to achieve the target of learning, the student should be considered as an individual learner. Therefore, the students’ capabilities, need and interest are important to be observed then used as consideration to plan the learning.

  b. Consider goals, and then list topics, stating the general purposes for teaching each topic.

  The goals will be derived from the society, students and subject areas. When the goal is identified, the researcher will list the major topics which will be the scope of the course. The topics should be selected in detail (include the portion and in what depth). Each topic should have general purposes using the clear expression/ action verb.

  c. Specify learning objectives to be achieved in terms of measurable student behavioral outcomes.

  The learning outcome consists of cognitive, psychomotor and affective. As the result of instruction, those outcomes should be measurable.

  d. List the subject content that supports each objective.

  The subject content is related to the objectives and the learners’ need.

  e. Select teaching/ learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

  The designer should select the suitable teaching/ learning method which will be applied in class. The activities should be arranged then the students can reach the objectives effectively and efficiently. f. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phase of the plan that needs improvement. After the process of designing is finished, the result will be checked whether it meet the objectives. Then, the designer will do the revision and reevaluation if any to do the improvements.

2. Educational Research and Development

  In order to produce a product which can meet its objectives, the researcher needs to apply the theory of educational research and development. According to Borg and Gall (1983), educational research and development (R & D) is a process used to develop and validate educational products. R & D creates a design as a solution to solve some practical problems in education.

  The major steps in the R & D cycle in this research used to develop mini courses are as follows (Borg& Gall, 1983, p.775) : a. Research and information collecting

  It includes review of literature, classroom observation, and preparation of report of state of the art. In this step, the researcher collects the theories which related to the research and other information needed.

  b. Planning In this step, the researcher focuses on defining skills, stating objectives determining course sequence and small scale feasibility testing. c. Develop preliminary form of product It includes preparation of instructional materials, handbooks, and evaluation devices.

  d. Preliminary field testing The researcher will conduct the survey using interview, observation and or questionnaire from 1 to 3 schools, using 6 to 12 subjects. Then, the interview, observational and questionnaire data would be collected and analyzed.

  e. Main product revision There will be revision of product as suggested by the preliminary field- test results.

3. Public Speaking

  The materials designed in this research are focused on enhancing the students’ public speaking skill. According to Zarefsky (1996), “public speaking is a communication process in which speakers and listeners jointly create meaning and understanding (p.3)”. To get this successful communication, the students should apply the principles of public speaking. Grice and Skinner (1995) say that “the first principle is that the more effective you prepare, the better the speech you will deliver and the more confident you will feel. The second principle is that every public speech is a blend of content, organization, and delivery (p.16)”. It is seen that preparation is the key to achieve the goal of communication that the students build in public. They should prepare by creating meaningful content, having well- arranged speech and rehearse to deliver a speech well. If they are well- prepared, they will perform better.

  In order to enhance the students’ speaking skill, the activities designed in the materials should support the students. According to Harmer (2007), “good speaking activities can and should be extremely engaging for the students (p.123)”. If the teacher at class could provide the useful and interesting activity, the students will get satisfaction from it. Then, they can show the good performance. Davies (2000) suggests that script-based role play or simulations, script-based conversations, and form-based interviews or surveys are the examples of activities designed to encourage learners to communicate as naturally as possible. By having practice on the usual things, students can be more fluent to speak in class. In a speaking class, the activities should be arranged properly. The concept of learning is focused more on practice. It does not only concern on the language construction. In assessing speaking, Klippel (2005) states some principles in developing and selecting learning activities (p.83):

  1. Target language is actually used as a means of communication.

  The learning activities used in speaking class are reflected from the spontaneous real communication. The tutor can guide the students to practice on discussing trending topics or other real issues.

  2. The existence of information gap and opinion gap which are considered as helpful devices in helping teachers to make up communicative activities.

  To create communicative activities, it is good to involve the students in a discussion where they can share their knowledge and inspire others with their opinion.

  3. Learning foreign language is not only a matter of memorizing a different set of names for the things around us; it is also an educational experience.

  In teaching speaking, the students do not only learn about the grammar and other structural things but they can find new knowledge from some contexts they have in the process of learning language.

  4. Learning will be more effective if the learners are actively involved in the process.

  By taking active roles in the learning activities, the students can get a greater chance to apply what they have learnt. In fact, something applicable is easier to understand.

  5. Learning becomes impossible even for the most extrovert person if the atmosphere in the group is unsympathetic and the learner is afraid of being ridiculed or mocked. The first essential requirement for the use of learner- centered activities is a relaxed and friendly atmosphere in the group. In order to achieve the goals of the activities in speaking class, the preparation is not only on the activities. The supporting class atmosphere should be considered also.

  The activities in English Club will be considered success if good public speakers could be born through. A good public speaker is the one who can deliver Skinner (1995) say that “as a first-time public speaker, success may mean being able to get up in front of the class, speak for at least the minimum time limit, and have a decently organized speech on an appropriate topic (p.15)”.

4. Communicative Language Teaching (CLT)

  According to Richards and Rodgers (2001) CLT refers to various sets of principles which reflects a communicative view of language and language learning and which can be used to support a wide variety of classroom procedures (p.172). CLT aims to foster and develop the learner’s communicative competence (Hughes, 2002). In this communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

a. Principles in Communicative Approach

  These principles are as follows (Richard and Rodgers, 2001): i. through using the language, the learners learn to communicate

  In this approach, language learning means as learning to communicate in which effective communication is sought. Furthermore, Hughes (2002) also consider that communicative approach should places high value on language in use. Then CLT links teaching methodologies to appropriate communicative tasks (rather than seeing classroom tasks as a means of practicing a particular grammatical feature) (p.24). The learners learn how to use the language. They do not learn the language itself (the structure of it) explicitly. Organizational language forms are not the central focus but rather aspects of language that enable competence, grammar is not the main thing to concern about. Brown (2000) confirms this idea by stating that classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence (p.266). The more important thing is how the communication works so the meaning can be delivered well. ii. the goal of classroom activities is at authentic and meaningful communication

  The activities held are to guide the learners to speak on specific things which are around us. Brown (2000) also stated the same by stating that language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. iii. fluency is an important aspect of communication

  Fluency and accuracy are seen as 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 language use (Brown, 2000). iv. the integration of different language skills is involved in the communication

  To develop the learners’ speaking skills, the skills trained during the activities are not only speaking, but also other skills. This is called integrated. v. learning is a process of creative construction and involves trial and error

  Hughes (2002) says “in CLT, the language is learnt, it is not an end in itself but rather, it is a means to carry out communication. Error is considered as a natural part of progression towards a greater understanding of the target language

  b. Student’s Role

  Hughes (2002) says that CLT places the learner at the centre of the learning process and assess progress in relation to factors affecting the individual (e.g level of motivation). It tends to favor inductive, student- centre routes to understanding (rather than explicit, teacher- led explanation). The students should take more active role on the activities so they can find the understanding by themselves, not merely by teacher’s explanation.

  c. Teacher’s Role

  There are number of teachers’ role in this approach. Richards and Rodgers (2001) classify those roles into three main categories. First, the teachers facilitate the communication process among the learners, and between the learners and the activities. Second, the teachers act as independent participants within the learning teaching process. Finally, the teachers have a role as researcher and learner in which they need to contribute knowledge, abilities and experiences.

  There are three kinds of materials considered in CLT: i. Text-based 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. ii. 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, cue cards, pair iii. 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.

5. Speech

  As stated in the research background, the researcher designs materials that use speech as its focus. The students have been familiar with speech. As what Rivers (1983) says that people are accustomed to speaking in which they can deliver ideas to others. Through delivering a speech, man expresses his emotions, communicates his intentions, reacts to other persons and situations, as well as influences other human beings (p.162). Then, the researcher concludes that a speech is a form of communication in spoken language which is made by a speaker to an audience. It is a formal talk to communicate what the speaker thought on certain topic to the audience for a certain purpose, whether to inform or to persuade.

  Students are expected to enhance their skill to communicate in public through speech. Speech is a kind of activity to transmit a particular message to the audience. To succeed in conveying the message, a speaker should have a good preparation. A speaker must learn and apply the principles and strategies of delivering a speech in public. According to Grice and Skinner (1995), the principles of speech are on the effective speech introduction, well- structured body of speech, effective ideas’ development, effective conclusion, dynamic voice and body to communicate his idea and correct word ideas correctly (pp. 16-22).

  Grice and Skinner (1995) conclude that in the process of developing and delivering a public speech, a speaker sharpens and uses eight categories of critical thinking skills (p.25). The example is focusing skills as the speaker selects his speech topic and narrows it to key points. A good speaker should be able to be critical by developing his ideas and manage them into great speech. “Speech is not spoken writing” (Bygate, 1987, p. 51). Since a speech is delivered not only to individual people, a speaker should manage his own speech, not too long and complicated as the writing has.

  According to Miyata (1956), there are some techniques that should be considered by a speaker. They are: a. Developing rapport with an audience

  A successful speaker needs to develop a rapport with an audience. He needs them in his side to root him, support him, sympathize with him and believe him. Eye contact and audience participation are the simplest and most effective techniques used to establish audience rapport.

  b. Using body language As public speakers, students need to impart positive messages to their audience. Through stance, gesture, and facial expression a speaker can add immense power and passion to a presentation. c. Exploring voice A speaker needs to be heard to get what he needs from his audience