56 54 proposed five principles for teaching speaking that help the students to
participate more in learning English speaking skill. All of the five principles are discussed below.
a. Be Aware of the Differences between Second Language and Foreign Language Learning Contexts
In the international class of SMAN 3 Yogyakarta, English was still taught in foreign language context. This is due to the reason that English is not the
language of communication or second language of communication in Indonesia. The students had difficulties to practice their English outside the classroomin
order to make English as their second language Appendix C page 72. Moreover, the teachers and visiting lecturers did not encourage the students in speaking
English as language of communication inside the class. It is because although they were labelled as international class, the main spoken language of communication
is still Indonesian Appendix D page 77.
b. Give Students Practice with Both Fluency and Accuracy
In the ideal portrait of executing this principle, the teachers are asked to actively encourage the students to actively speak in English without the teachers
continuing to correct the mistakes that occur. Students must realize that making mistakes are natural. Hence, by actively speaking in English, students have the
opportunity to enhance their speaking accuracy because they have more experiences in understanding what the other speaker actually say. But the
57 researcher did not see this principle conducted in the international class of SMAN
3 Yogyakarta except inside the conversation class as seen in Appendix D pages
77-84. In the conversation class, students were asked to be actively involved in the speaking activity and the teachers encouraged students to speak English
confidently without spending times in correcting the errors. On the contrary, the researcher did not see this principle done in regular class. The students were not
encouraged to practice their language accuracy and to build their fluency since they were not also encouraged to speak English inside the class. This is due to the
fact that the regular teachers and visiting lecturers did not have enough background to handle CBI class.
c. Provide Opportunities for Students to Talk by Using Group Work or Pair Work, and Limiting Teacher Talk
Only the conversation class conducted the learning activities in the form of learner-centred. Both teachers only gave the main background knowledge for the
students and they were given plenty of time to practice their speaking skill. The regular class still conducted the teaching learning activities in the form of teacher-
centred. The lecturers took most of the class’ time to present their materials and left little time for the students to have discussions in the target language. In the
science class, according to the observation, the lecturers did not give time for the students to discuss the materials given in the target language but in full
Indonesian. The lecturers did not give the students free time to ask questions or to have discussion with their friends. The role of the students in the science class is
58 pure passive students since they were just waiting for the instructions from the
lecturers to do the activities, such as discussing or answering the instructor’s questions.
d. Plan Speaking Tasks that Involved Negotiation for Meaning
