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of Kalisuci Gunungkidul to support the tour guides’ job as the tour guides of a
cave tubing activity.
2. Speaking
In this section, the researcher discusses the theories of speaking. This section consists of three parts, namely, the definition of speaking and English
speaking materials, teaching speaking, and assessing speaking.
a. The Definition of Speaking and English Speaking Materials
Joyce and Weil 1986 state that “speaking is the process in which people
address each other from their communication process ” p. 242. According to
Widdowson 1979 “speaking is a reciprocal exchange in which the speaker
produces the message and the heare r receives as well as response” p. 38. Thus,
in this study, speaking is a process of exchanging information from a speaker to interlocutor and they both have the same understanding of the topic they discuss
and they are able to have extending conversation in similar topics they discuss. According to Richards and Rodgers 2003, materials or instructional
materials generally serve as the basis of the language input learners receive the language practice that occurs in the classroom. The materials are designed to
provide the learners with some instructions to be practiced in the classroom as their input.
Therefore, in this study, English speaking materials are the speaking materials consisting of a series of tasks which are designed by the researcher to
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improve the learners speaking skills so that they are able to exchange information to answer and or comment on foreign guests’ statements and questions.
b. Teaching Speaking
There are five principles stated by Nunan 2003 for teaching speaking. The five principles are 1 being aware of the differences between second
language and foreign language learning context, 2 giving the learners practice with both fluency and accuracy, 3 providing opportunities for learners to talk by
using group or pair work and limiting teacher talk, 4 planning speaking tasks should involve negotiating for meaning, and 5 designing classroom activities
should involve guidance and practice in both transactional and interactional speaking pp. 54-56. Therefore, by understanding the five principles to have a
successful speaking class, the researcher can create suitable activities by applying the principles for teaching speaking into consideration.
There are also two main activities in teaching speaking suggested by Ur 1996 to achieve the successful communication in speaking; they are topic-based
activities and task-based activities. Topic-based activities are simply asking the learners to talk about a controversial subject which is the main objective of the
discussion. Task-based activities are asking the learners to perform something, where the discussion is a means to an end p. 123. By applying topic-based and
task-based activities on the experiment, Ur revealed that task-centered activities scores are higher with most learners groups on all criteria that there is more talk,
even more participation, more motivation, and enjoyment. From Ur 1996
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experiment, it is concluded that task-based activities create active learning atmosphere.
Therefore, the researcher decides the suitable learning activities from Nunan’s five principles of teaching in teaching speaking are task-based activities.
Task-based activities can create, prepare, and apply the most appropriate tasks for the learners so that they are motivated to do the activities by completing the task.
c. Assessing Speaking
