students will achieve. It answers the q uestion ‗Why am I doing this?‘ ‗Why am I
asking my students to do this? ‘ Clear and realistic aims are essential if a lesson is
going to be successful.‖
30
The teacher has to make them to practice to perform their speaking skill whether inside or outside the classroom by providing such an environmental
language supports for the students. The teacher needs to give them any kind of tasks and projects which need to be completed by them individually or in group as
well. In addition, to make sure that the aim has been achieved, the teacher has to make an evaluation and to give feedback on the tasks and projects done by the
students.
b. Material of Speaking
The teachers can use any kind of teaching speaking materials which become a course book and are prepared by the institution where they teach, the materials
provided by other people, or the materials which are made by the teachers themselves. Of course, what materials and where the teachers take them would be
fine if they know how to teach the students by materials they take. Therefore, when the teachers decide to teach the student using the course
book, they need to consider several things such as how good the book itself and the place where they try to apply the book. Riddell states:
Ideally, It should have been written by experienced teachers and also be roughly appropriate for the level intended. You can assume both. In addition,
though, the book should ideally be appropriate for the country you are teaching in, and this can be a problem. Unfortunately, a great many books are
British in content and culture, and if not solely British then European. It‘s all very well reading an article about British food when you are in London, but
less so when you are in Tokyo or Jakarta or New York. Photographs of
‗famous people‘, with some notable exceptions, are often not recognized by students.
31
In addition, when the teachers decide to use other materials, they might create the materials themselves or use authentic material which is real-life material not
30
Ridell, op. cit., p. 167.
31
Ibid., p. 207.
specially published for the classroom teaching. Even though it is good to use the authentic one, but the teachers need to concern on several things when they decide
to use the authentic one such as how up-to-date the material is and how appropriate the material is. As Riddell
states ―It is best to use something reasonably up-to-
date, at least as far as reading matter is concerned so, today‘s or yesterday‘s news, not last month‘s. It is good to use authentic material simply
because it is real and something your students migh t be exposed to on any day.‖
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Furthermore, Richards proposes the materials for the speaking class. They are:
Table 2.1 Unit 1
Unit 2 Let’s get started
1. Introducing yourself 2. Greeting people
3. Saying good-bye
Do you want to meet him?
1. Finding out about people 2. Introducing people
Are these your keys?
1. Identifying things 1 2. Identifying things 2
3. Complementing people
Where are they?
1. Describing where things are 2. Asking where things are
Unit 3 Unit 4
How old are you?
1. Describing personal information 2. Talking about interests 1
3. Talking about interests 2
Tell me about your family.
1. Talking about family members
2. Asking about family members What does she look like?
1. Describing colors and clothing 2. Describing people
Do you like this sweater?
1. Giving opinion
2. Talking about prices
Unit 5 Unit 6
What time is it?
1. Telling the time
Tell me about yourself.
1. Talking about school
32
Ibid., p. 211.
