The Nature of Speaking

22 matches what people actually say. Moreover, fluency is the extent to which speakers use the language quickly and confidently. The learner cannot develop their fluency if the teacher always interrupts them to correct their oral errors. 3 Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk In class, teacher should be aware of how much they are talking in class, so they do not take the students’ opportunity for speaking in class. Pair work and group work activities intend to make the students increase the students’ opportunity to speak in the target language during the lesson. 4 Plan speaking tasks that involve negotiation for meaning In communicating with others, the learners are hoped to make progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood. This process involves clarification, repetition, or explanations during conversations. 5 Design classroom activities that involve guidance and practice in both transactional and interactional speaking Transactional speech involves communicating to get something done, including the exchange of goods andor services. Interactional speech is communicating with someone for social purposes. Since the learners will have to speak the target language in both transactional and interactional condition, the teacher should arrange the speaking activities that embody both transactional and interactional purposes. 23

B. Theoretical Framework

This part presents the researcher’s design model. In this research, the researcher adapts Kemp’s instructional design model for developing the materials. Moreover, in designing a set of instructional speaking materials for Theology Study Program students, the researcher employed the Ignatian Pedagogy. There are seven steps adapted by the researcher namely 1 identifying the learners’ characteristics; 2 determining goals, topics and general purposes; 3 specifying learning objectives; 4 listing the subject contents; 5 selecting teaching-learning activities and instructional resources; 6 conducting evaluation of the final product; 7 revising the final product. Those seven steps of Kemp’s instructional design model become the researcher’s framework. The explanation of the researcher’s framework can be seen as follows:

1. Identifying the Learners’ Characteristic

In this step, the researcher collects all the information about the students’ characteristics, lacks, condition, learning styles and needs. In order to gather the data, the researcher observes the students and distributes the needs analysis questionnaire to the first semester students of Theology Study Program of Sanata Dharma University.

2. Determining Goals, Topics and General Purposes

Based on the data gathered, the researcher determines the goals, topics, and general purposes of the designed materials.