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material for immersion teachers of Grade X 20102011 at SMA N 2 Klaten by using communicative language teaching.
E. Research Benefits
This design of a speaking material is expected to help immersion class teachers in using English for teaching and learning activity easily. It was a good
program which can improve the quality of education in Indonesia. However, it is difficult to support the program if there is no good human resource. This program
demands on teachers’ ability on second language acquisition. Therefore, they need to learn English through simple and useful
material which based on the right method. Communicative language teaching is used in the material because it
emphasized on the function of language as communication. They need speaking material because they will use it to communicate with the students.
Finally, the writer expects that it can help other researchers to support information for their research.
F. Definition of Terms
Some terms used through this thesis have different meaning in its general. The meanings are explained below in order to avoid misinterpretation.
1. Design
Kemp stated that design is a plan to be applied in education level 1977: 8. It covers eight steps, namely setting the goal, analyzing learners’
characteristics, defining learning objectives, organizing the subject content,
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conducting pre-assessment, selecting teaching learning activity, giving support service, evaluating learning outcomes. In this study, the steps of conducting pre-
assessment and giving support service were excluded by considering their function in designing the material. The design for this study dealt with a plan to
design speaking material for the immersion teachers which will help them to speak in target language.
2. Communicative Language Teaching
Communicative Language Teaching is one of L2 teaching approach. This approach emphasized the function of language as a tool for communication
Larsen-Freeman, 2004. It was learner-centered in which learning activity was mostly in group in order to let the students to interact with other students. The role
of the teacher was only as facilitator for the students and monitoring their performance. By applying this method in foreign learning, learners were
motivated to learn foreign language because they learned something beneficial for them as a means of communication Rivers, 1983: 77.
However, there were many activities related with communicative ability. There were functional communicative activities and social interaction activities.
The common activities in communicative approach were role play, dialogue, discussion Littlewood, 1983: 20. In this study, Communicative Language
Teaching is dealing with learning situation in which the learners were asked to feel their own learning process by encouraging themselves to communicate and to
interact by using the target language. It also regards error as natural learning process. However, revisions of errors are still needed.
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3. Speaking
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