A SET OF SPEAKING MATERIALS USING COMMUNICATIVE APPROACH FOR THE ELEVENTH GRADE STUDENTS OF TOURISM DEPARTMENT OFSMK KARYA RINI YHI KOWANI A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Lan

  A SET OF SPEAKING MATERIALS USING COMMUNICATIVE APPROACH FOR THE ELEVENTH GRADE STUDENTS OF TOURISM DEPARTMENT OF SMK KARYA RINI YHI KOWANI A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Agnes Aline Wulandari

  Students Number: 041214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  A SET OF SPEAKING MATERIALS USING COMMUNICATIVE APPROACH FOR THE ELEVENTH GRADE STUDENTS OF TOURISM DEPARTMENT OF SMK KARYA RINI YHI KOWANI A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Agnes Aline Wulandari

  Students Number: 041214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

DEDICATION PAGE

  I dedicated this thesis to: Dr. Retno Muljani, M.Pd.

  Audifax Niko Kris Pratama My parents

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, July 29, 2011 The Writer

  Agnes Aline Wulandari 041214096

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Agnes Aline Wulandari Nomor Mahasiswa : 041214096

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  A SET OF SPEAKING MATERIALS USING COMMUNICATIVE APPROACH FOR THE ELEVENTH GRADE STUDENTS OF TOURISM DEPARTMENT OF SMK KARYA RINI YHI KOWANI beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya in internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupin memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal 29 Juli 2011 Yang menyatakan

  

ABSTRACT

  Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative

  

Approach for the Eleventh Grade Students of Tourism Department of SMK Karya

Rini YHI Kowani. Yogyakarta: English Language Education Study Program,

  Sanata Dharma University.

  Speaking skill is really important for the students of tourism department since people working on tourism field need to communicate orally. From the observation, it was found that the students of SMK Karya Rini YHI Kowani have difficulties in expressing something orally. Having minimal contact with native speakers, the students need something authentic which can present the real atmosphere of communication of the target language. Communicative approach can be an alternative to solve that problem because this approach employs authentic materials and focuses on interaction in the classromm.

  This research aimed to design a set of speaking materials using communicative approach for the eleventh grade students of tourism department of

  

SMK Karya Rini YHI Kowani . This research dealt with two problem formulation:

  (1) How is a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani is designed? and (2) What does a set of speaking materials for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani look like?

  To answer the first question, the researcher adapted Kemp’s and Yalden’s Instructional Design Model and R & D (Research and Development) method. There were five steps applied in the research: (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision.

  To answer the second question, the researcher presented the final version of the designed materials after the revision. The materials consist of three units: (1) Welcome to my Paradise, (2) I Like Doing It, and (3) Hello, Who’s Speaking, Please? Each unit is divided into three sections: (1) Pre-Task Activity, (2) Task Cycle, and (3) Language Focus.

  Based on the results of the evaluation, the materials are suitable and acceptable.The result of the descriptive statistics showed that the grand mean was more than 4 (four).

  Hopefully, these designed materials will be useful to improve the students’ speaking ability and will encourage other researchers to develop other materials.

  Key words: speaking, material, communicative approach, tourism department

  

ABSTRAK

  Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative

  

Approach for the Eleventh Grade Students of Tourism Department of SMK Karya

Rini YHI Kowani . Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

  Universitas Sanata Dharma.

  Kemampuan berbicara sangat penting untuk siswa jurusan pariwisata karena orang-orang yang bekerja di bidang pariwisata perlu untuk berkomunikasi secara lisan. Dari pengamatan, diketahui bahwa siswa jurusan pariwisata SMK

  

Karya Rini YHI Kowani memiliki kesulitan untuk mengungkapkan sesuatu secara

  lisan. Karena rendahnya kontak dengan penutur asli, siswa memerlukan sesuatu yang otentik yang mampu menghadirkan suasana nyata dari komunikasi pada bahasa target. Pendekatan komunikatif dapat menjadi sebuah pilihan untuk mengatasi masalah tersebut karena pendekatan ini menggunakan materi otentik dan fokus pada interaksi di ruang kelas.

  Penelitian ini bertujuan untuk merancang seperangkat materi berbicara menggunakan pendekatan komunikatif untuk siswa kelas XI jurusan pariwisata

  

SMK Karya Rini YHI Kowani . Penelitian ini mengemukakan dua rumusan

  masalah: (1) Bagaimana seperangkat materi berbicara menggunakan pendekatan komunikatid dirancang untuk siswa kelas XI jurusan pariwisata SMK Karya Rini

  

YHI Kowani ? dan (2) Bagaimana bentuk seperangkat materi berbicara untuk siswa

  kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani? Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model rancangan Kemp dan Yalden dan metode R & D (penelitian dan pengembangan).

  Ada 5 tahap dalam penelitian ini: (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal Produk, (4) Pengujian Awal di Lapangan, (5) Perbaikan Produk Utama.

  Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil akhir dari materi setelah perbaikan. Materi terdiri dari tiga unit: (1) Welcome to my

  

Paradise , (2) I Like Doing It, dan (3) Hello! Who’s Speaking, Please? Setiap unit

  dibagi menjadi tiga bagian: (1) Pre-Task Activity, (2) Task Cycle, dan (3) Language Focus.

  Berdasarkan hasil evaluasi, materi ini sesuai dan dapat diterima. Hasil statistik deskriptif menunjukkan bahwa nilai total rata-rata lebih dari 4 (empat). Semoga materi ini bermanfaat untuk memperbaiki kemampuan berbicara siswa dan mampu mendorong penelitian lain untuk mengembangkan materi lain.

  Kata kunci: berbicara, materi, pendekatan komunikatif, jurusan pariwisata

  

ACKNOWLEDGEMENTS

  I praise Jesus Christ for giving me this miracle. Only because of His blessing, finally I can complete this thesis. Nothing is impossible for Jesus.

  My deepest gratitude to my sponsor, Dr. Retno Muljani, M.Pd. Thank you for encouraging me in accomplishing this work. I am nothing without her guidance. Special appreciation also goes to all lecturers of English Language Education Study Program for teaching and sharing many things during my study in Sanata Dharma University.

  With all my love, I give thanks to Audifax Niko Kris Pratama. Thank you for loving and always being around whenever I need help. His support is everything to me. I dedicate this thesis for him.

  I should thank all teachers and staff ofSMK Karya Rini YHI Kowani for making the process so easy, especially ibu Ani Alifah, S.Pd. I thank her for guiding me in developing the materials for the students of SMK Karya Rini YHI Kowani.

  For my parents, Daniel Sarjio and Paulina Agustina, this thesis is for them, too. For my nephew,Ivano Wasesadewa, my brother,Petrus Dhoni

  

Wisnugroho, and my sister-in-law,Anggela Ratnasari,I thank them for always

supporting and praying for me.

  My warmest gratitude goes toRina Candrawati, Dhionisius Bambang

Gumilang, Lucia Etri Indriani, Dwi Aryani and other friends in PBI 2004. Their support encourage me to finish my study. I am also very grateful to my business partner, Uning Yuniati and her brothers for giving great support.

  Finally, my gratitude also goes to those who have given me a hand, whom I cannot mention one by one. May God bless them.

  Agnes Aline Wulandari

  TABLE OF CONTENTS

  Page TITLE PAGE ........................................................................................ i APPROVAL PAGES ........................................................................... ii DEDICATION PAGE ......................................................................... iv STATEMENT OF WORK’S ORIGINALITY ................................... v

  

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............. vi

  ABSTRACT ........................................................................................ vii

  

ABSTRAK ............................................................................................ viii

  ACKNOWLEDGMENTS .................................................................. ix TABLE OF CONTENTS .................................................................... xi LIST OF TABLES .............................................................................. xvi LIST OF FIGURES ............................................................................ xvii LIST OF APPENDICES .................................................................... xviii CHAPTER I: INTRODUCTION .......................................................

  1 A. Background of the Study..............................................................

  1 B. Problem Formulation ...................................................................

  5 C. Problem Limitation .......................................................................

  6 D. Research Objective .......................................................................

  6 E. Research Benefits .........................................................................

  7 F. Definition of Terms .....................................................................

  8

  1. Instructional Materials ..........................................................

  8 2. Speaking ...............................................................................

  8 3. Communicative Approach ....................................................

  9

  4. The Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani ............................................

  9 CHAPTER II: THEORETICAL REVIEW........................................

  11 A. Theoretical Description ...............................................................

  11 1. Speaking Skill ......................................................................

  11 a. Age or Maturational Constraints ..................................

  12 b. Aural Medium ..............................................................

  12 c. Sociocultural Factors ....................................................

  13 d. Affective Factors ..........................................................

  13 a) Acting from a Script .....................................................

  14 b) Communication Games ................................................

  14 c) Discussion ....................................................................

  14 d) Prepared Talks ..............................................................

  15 e) Questionnaires ..............................................................

  15 f) Simulation and Role-Play .............................................

  15 (a) Grammatical Competence ............................................

  16 (b) Discourse Competence .................................................

  16 (c) Sociolinguistic Competence .........................................

  17 (d) Strategic Competence ..................................................

  17

  2. Communicative Approach ..................................................

  17 3. Designing Instructional Materials .........................................

  19 a. Kemp’s Instructional Materials Design Model ..............

  20 b. Yalden’s Instructional Materials Design Model ............

  22 1) Stage 1: The Need Survey ......................................

  22 2) Stage 2: Description of the Purpose .......................

  22 3) Stage 3: Selection or Development of Syllabus Type .......................................................................

  22 4) Stage 4: The Proto-Syllabus ..................................

  22 5) Stage 5: The Pedagogical Syllabus ........................

  23 6) Stage 6: Development and Implementation of Clasroom Procedures .............................................

  23 7) Stage 7: Evaluation ...............................................

  23 8) Stage 8: Recycling ................................................

  23 B. Theoretical Framework ...............................................................

  24 1. Conducting a Need Survey ..................................................

  25 2. Determining Goals, Topics and General Purposes ..............

  26 3. Specifying Learning Objectives ..........................................

  26 4. Listing Subject Contents .....................................................

  26 5. Selecting Teaching Learning Activities and Materials .......

  26 6. Evaluating Materials ...........................................................

  27

  CHAPTER III: METHODOLOGY ..................................................

  28 A. Research Method ........................................................................

  28 B. Research Participants .................................................................

  31 1. Respondents of the Pre-Design Survey ..............................

  31 2. Respondents of the Post-Design Survey ............................

  32 C. Research Instruments .................................................................

  33 1. Questionnaire .....................................................................

  33 2. Interview ............................................................................

  36 D. Data Gathering Technique .........................................................

  36 E. Data Analysis Technique ...........................................................

  37 F. Research Procedures ..................................................................

  40 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION .....

  41 A. Research Findings .....................................................................

  41 1. Research and Information Collecting ................................

  41

  a. The Result of the Questionnaire Distributed to the Eleventh Grade Students ...........................................

  41

  b. The Result of the Interview with the English Teacher

  45 2. Planning .............................................................................

  47 3. Develop Preliminary Form of Product ..............................

  49 a. Pre-Task Activities .....................................................

  49 b. Task Cycle ..................................................................

  50 c. Language Focus .........................................................

  50

  4. Preliminary Field Testing .................................................

  51 a. Description of the Evaluators ....................................

  51 b. Data Presentation and Analysis ....................................

  52 5. Main Product Revision ........................................................

  55 B. Discussion on the Designed Materials ......................................

  56 CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion .................................................................................

  61 B. Suggestions ................................................................................

  62 REFERENCES ...............................................................................

  64

  LIST OF TABLES

  Table Page 3.1 Categories of Questions in the First Questionnaire .................

  34 3.2 The Whole Process of Data Collecting ....................................

  37 3.3 Points of Agreement on the Designed Materials .....................

  38 3.4 The Results of the Second Questionnaire ................................

  39 4.1 Basic Competences of Designed Materials ..............................

  48 4.2 Indicators of the Designed Materials .......................................

  48 4.3 The Description of the Evaluator .............................................

  51 4.4 The Descriptive Statistics of the Evaluators’ Opinion .............

  52 4.5 Product Specification ...............................................................

  56 4.6 The Presentations of the Designed Materials ...........................

  57

  LIST OF FIGURES

  Figure Page 2.1 Kemp’s Model ........................................................................

  21 2.2 Yalden’s Model ......................................................................

  24 2.3 The Researcher’s Framework ................................................

  27 3.1 R & D Cycle and the Writer’s Model ....................................

  30

  LIST OF APPENDICES

  Appendices Page Appendices A

  Permission Letter from Sanata Dharma University .................. 68 Permission Letter from Bappeda ............................................... 69 Information Letter from SMK Karya Rini YHI Kowani .......... 72

  Appendices B Questionnaire on Research and Information Collecting ........... 73 Interview Guideline ..................................................................

  76 Questionnaire Result ................................................................. 77 Interview Result .......................................................................

  80 Appendices C Questonnaire on Preliminary Field testing ...............................

  83 Questionnaire Result ................................................................. 85 General Description ..................................................................

  86 Appendices D Syllabus ...................................................................................

  90 Lesson Plan .............................................................................

  99 The Designed Materials .......................................................... 115

CHAPTER I INTRODUCTION A. Background of the Study In this globalization era, the world needs a universal language that unifies

  many people from many different countries in communication. Crystal (1997: 2) says that a language achieves its global status when it develops a ‘special role which is recognized in every country’.This special status can be achievedif a language becomes an official language of the country or if the country gives special priority to the language by requiring its study as a foreign language. English meets that requirement.

  McKay (2002: 17) mentions that 90% of international bodies in Asia and the Pacific and many international scientific organizations carry on their proceedings only in English. Hence, he concludes that as an international language in a global sense, English is the key which enables countries to discuss and negotiate political, social, educational, and economic concerns.

  That is why nowadays almost all companies in many countries including companies in Indonesia propose a specific requirement of English ability, orally in particular, on their vacancy letters. Even in the beginning of the job application, job applicants sometimes have to do an oral test in English in their interview process. The aim is no other than to seek employees who are able to make communications and relations with any business partners around the world. That is why learning English can be a necessity to anybody before entering the working world.

  In order to make students accustomed to this international language, teachers of any school levels have been teaching English as early as possible.

  Language materials used are improved and adjusted to curriculum and learning purposes. Teachers of senior high schools have a greater duty and responsibility to enhance their students’ English skill; preparing them to continue to a higher educational level – college – before finally entering the gate of working world.

  Then teachers of vocational schools have to prepare their students to face the working world right after their graduation. In Kurikulum SMK Edisi 2004 (2004: 1) Departemen Pendidikan Nasional saysthat as a part of national educational system, vocational schools focus on the development of the students’ abilities to work in certain fields, to adapt to the working environment, to catch working opportunities, and to develop themselves in the future. That is why teachers of the vocational schools have to push themselves to be more active, creative and innovative in the learning process so that their students will get more interest into the subject and eventually improve their language skills.

  Tourism department is one of the departments held by vocational schools. Pusat Pengembangan Penataran Guru Kejuruan Bisnis & Pariwisata says in Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat Bahasa Inggris that based on Undang-undang Sistem Pendidikan Nasional, the general objective of vocational school is to prepare the students to work in certain fields. It also stated there that specifically the objective of Hotel Accomodation Skill Program is to enrich the students with skills, knowledge and manner to do the duty in Front Office area as receptionists, reservation staff, telephone operators and Porters or the duty in Housekeeping are as Public Area Attendants, Room Attendants, Order Takers, Linen and Uniform Attendants and also Laundry Attendants.

  Tourism and English influence and are related each other. McKay in her book Teaching English as an International Language Rethinking Goals and

  

Approaches (2002: 18) mentions that travel and tourism fuel the current spread of

  English. As cited by McKay, Graddol (1997) points out that over 10 per cent of the world’s labor is employed in tourist-related industries and notes international travel has a globalizing effect, promoting the need for a common language; that is English. She adds that international airports around the world have essential information available in English and major international hotels have English- speaking staff available. It is not surprising if employees working in tourism field are required to master English actively. Staff working on the tourism field should be able to master English not only to have conversation but also to explain or describe something to the guests.

  Unfortunately, the researcher’s experience when teaching three eleventh grade students of SMK Karya Rini YHI (Yayasan Hari Ibu) Kowani in an English course showed that the students there had lack of chances to practice speaking. The researcher found that they needed much time to express their opinion or thought on certain topics. They even had difficulty in choosing appropriate vocabulary to produce sentences orally. That is why their speaking ability was poor.

  An approach is needed to teach speaking based on the needs of the eleventh grade students of tourism department. Richards (2002: 204) states that speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. He adds that owing to minimal exposure to the target language and contact with native speakers, adult learners of English as Foreign Language in general are relatively poor at spoken English, especially regarding fluency, control of idiomatic expressions, and understanding of cultural pragmatics. These statements direct the researcher to choose an approach that requires the learners to interact each other during the lesson with authentic materials as the teaching aid to present the real atmosphere of communication in the classroom.

  Nunan (1991: 51) says that learning to speak in a second or foreign language will be facilitated when learners are actively engaged in attempting to communicate. Nunan (2003: 50) then adds that several studies led to the conclusion that people don’t learn the pieces of the language and then put them together to make conversations but infants acquire their first language and people acquire second languages by interacting with other people. It is suitable with the concept of communicative language teaching or often called communicative approach: if people learn by interacting, then learners should interact during the lessons.

  To replicate communication in real life, activities in communicative language teaching involve students in realistic communication (Harmer, 2002:

  69). Richards and Rodgers (2001: 170) state that many proponents of communicative language teaching make use of authentic materials in the classroom. They also mention that learning activities are selected according how well they engage the learner in meaningful and authentic language use than merely mechanical pratice of language patterns. They add that pair and group work is suggested to encourage students to use and practice functions and forms.

  With respect to this, the writer offers a set of speaking materials using communicative approach to be applied in a selected vocational school, that is,

  

SMK Karya RiniYHI Kowani, specifically to teach the eleventh grade students of

  tourism department. The writer chooses the students of tourism department as the subject of the study because the graduatesare predicted to potentially meet, face and communicate with much more people with various foreign citizens and background languages due to their job in tourism field.

B. Problem Formulation

  From the explanation above, the writer formulates this study into two main questions, they are:

  1. How is a set of speaking materials using communicative approach designed for the eleventh grade students of tourism department of SMK Karya Rini YHI

  Kowani ?

  2. What does a set of the speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI

  Kowani look like?

  C. Problem Limitation

  The problems to discuss in this study are limited to designing a set of speaking materials based on communicative approach for the students of grade XI of tourism department of SMK Karya Rini YHI Kowani. This research intends to help the students to enhance their speaking ability.

  The speaking materials using communicative approach are designed for the eleventh grade students of tourism department of SMK Karya Rini YHI

  

Kowani based on Kurikulum Tingkat Satuan Pendidikan 2006 and adjusted to the

  students’ needs and interests. By learning from authentic materials, they will adapt to speak like in a real communication and by talking about something they like and they are interested in, they are expected to practice speaking enthusiastically.

  D. Research Objective

  In line with the problem formulation, the objective of the study is to designa set of speaking materialsbased on communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani.

E. Research Benefits

  This research is intended to give some benefits to all parties dealing with the English learning in SMK Karya Rini YHI Kowani. The significances, therefore, will be clarified as follows: 1.

  

for the Eleventh Grade Studentsof Tourism Department of SMK Karya

Rini YHI Kowani

  The eleventh grade students of tourism department of SMK Karya Rini YHI

  Kowani will get a set of speaking materials based on the result of the

  research. The speaking materials provide chances to practice speaking in a challenging and enjoyable way to improve their speaking skills.

  2. for the English Teachers of SMK Karya Rini YHI Kowani

  The English teachers of SMK Karya Rini YHI Kowani can use the speaking materials based on communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani as sources to teach.

  3. for the Researcher

  The researcher, as a student of English Education Study Program, will get many experiences and much knowledge in designing a set of speaking materials based on communicative approach for the students of grade XI of tourism department of SMK Karya Rini YHI Kowani.

  4. for Future Researches

  The result of this research can be a starting point to conduct other researches about English for Senior High School or Vocational School because the materials designed still need development and evaluation.

F. Definition of Terms

  To clarify concepts and avoid misinterpretation, here the writer defines the terms used in this study:

  1. Instructional Materials

  Richard and Rodgers (2001: 29) define that instructional materials can provide detailed specifications of content, even in the absence of syllabus. They give guidance to teachers on both the intensity of coverage and the amount of attention demanded by particular contents of pedagogical tasks. In this research, similar to Richard and Rodgers, instructional materials focus on the discussion and all things which are going to be taught and learned.

  2. Speaking

  Speaking is the productive skill in the oral

  (

  mode http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfraln ggandcltrlrnngprgrm/SpeakingSkill.htm). Nunan (1991: 51) says that the theory and research summarised in the preceding section suggest that learning to speak in a second or foreign language will be facilitated when learners are actively engaged in attempting to communicate. He also cites what Swain suggests: we learn to read by reading, so also do we learn to speak by speaking. In this research, the teachers give the students many speaking activities to enhance their speaking ability.

  Richards (2002: 208) says that communication in the classroom is embedded in meaning-focused activity; this requires teachers to tailor their instruction carefully to the needs of learners and teach them how to listen to other, how to talk with others, and how to negotiate meaning in a shared context.

  In this research, speaking activities means all teaching learning activities that facilitate students to practice producing oral languange.

3. Communicative Approach

  Communicative approach is also often called communicative language teaching . Richards and Rodgers (2001: 155) say that for some, communicative language teaching means little more than an integration of grammatical and functional teaching. As they cite, Littewood states that one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language.

  Richards and Rodgers (2001: 169) state that a variety of games, role plays, simulations, and task-based communication activities have been prepared to support communicative language teaching. They add that many proponents of communicative language teaching have advocated the use of authentic, “from life” materials in the classroom.

  In this research, the writer proposes the use of authentic materials and activities that present the real communication in the speaking classrom.

  4. The Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani

  The eleventh grade students of tourism department of SMK Karya Rini

  

YHI Kowani are vocational school students, in the same level as senior high

  school, majoring tourism field. Pusat Pengembangan Penataran Guru Kejuruan

  

Bisnis & Pariwisata says in Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat

Bahasa Inggr is that they are prepared to work in tourist-related industries such as

  hotels as public area attendants, room attendants, order takers, linen and uniform attendants and also laundry attendants, etc.

  Eleventh grade is perceived as the second year in vocational school to learn the theoretical subjects including English. They will focus on the National Examination on the third year of the study and do the practical subjects related to tourism field in the fourth year of their study.

  The writer finds some interesting basic competences in Kurikulum

  

Tingkat Satuan Pendidikan 2006 which can be used to develop some topics of the

  designed speaking materials based on communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani.

                       

CHAPTER II THEORETICAL REVIEW This chapter mainly discusses the review of related literature to support the

  research. There are two parts of discussion. The first part is Theoretical Description consists of brief discussion on some theories as the basis of the study.

  The theories are discussed to establish the framework of the study. The second

  part is Theoretical Framework that summarizes all the major relevant theories for designing the materials. A. Theoretical Description There are three topics to discuss in this section. They are Speaking Skill, Communicative Approach, and Designing Instructional Materials. Therefore, this section is divided into three parts. Each part reviews the theories of the topics mentioned previously.

1. Speaking Skill

  Richards (2002: 204) states that speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. Learning to speak a foreign language requires knowing not only its grammatical and semantic rules but also how native speakers use the language in the context of structured interpersonal exchange. Therefore, Richards adds that it is difficult for language fluently and appropriately. Here are some factors affecting adult English as Foreign Language learners’ oral communication according to Richards (2002: 205): a.

   Age or Maturational Constraints

  As Richards cites, Krashen, Long, and Scarcella (1982) argue that acquirers who begin learning a second language in early childhood through natural exposure achieve higher proficiency than those beginning as adults. Richards also add that Oyama’s study (1976) shows that many adults fail to reach nativelike proficiency in a second language. This phenomenon is called fossilization, the permanent cessation of second language develepoment. This shows that the aging process itself may affect or limit adult learners’ ability to pronounce the target langauge fluently with nativelike pronunciation (Scarcella & Oxford, 1992).

b. Aural Medium

  Richards says that listening plays an extremeliy important role in the development of speaking abilities. Speaking feeds on listening, which precedes it.

  He cites Mendelson & Rubin (1995: 35) “While listening, learners must comprehend the text by retaining information in memory, integrate it with what follows, and continually adjust their understanding of what they hear in the light of prior knowledge and of incoming information.“ If one cannot understand what is said, one is certainly unable to respond.

  c. Sociocultural Factors

  To speak a language, one must konw how the language is used in a social context. It is well known that each langauge has its own rules of usage as to when, how, and to what degree a speaker may impose a given verbal behavior on his conversational partner (Berns, 1990). Because of the influence or interference of their own cultural norms, it is hard for nonnative speakers to choose the forms appropriate to certain situations.

  d. Affective Factors

  The affective factors related to foreign language learning are emotions, self-esteem, empathy anxiety, attitude and motivation. Richards cites Brown (1994) mentions that foreign language learning is a complex task that is susceptible to human anxiety, which is associated with feelings of uneasiness, frustration, self-doubt and apprehension. Unlike children, adults are concerned with how they are judged by others. Richards concludes that the sensitivity of adult learners to making mistakes, or fear of “losing face”, has been the explanation for their inability to speak English without hesitation.

  Knowing those factors, Richards (2002: 208) states that a key factor in foreign language development is the opportunity given to learners to speak in the language-promoting interaction. Nunan (1991: 51) also says that the theory and research summarised in the preceding section suggest that learning to speak in a second or foreign language will be facilitated when learners are actively engaged in attempting to communicate. He also cites what Swain suggests: we learn to read by reading, so also do we learn to speak by speaking.Therefore, English teachers should be creative in rising the students’ willingness to speak or at least in giving them reason to speak in English. They can teach speaking with either attractive activities or interesting topics.

  Here are some attractive speaking activities which are widely used in many schools, according to Harmer (2002: 348):

  a) Acting from a Script

  English teachers can ask their students to act out scenes from plays and/or their coursebooks. Perhaps students will often act out dialogues they have written themselves. When students are working on plays, they should perform as ‘real’ acting. English teachers need to help them to go through the scripts as if the teachers were theatre directors, direct the students in producing appropriate stress, intonation and speed when they are acting out dialogues or performing the plays.

  b) Communication Games

  There are some popular games aimed to get students talking as quickly and fluently as possible. One of them is called guessing game. This game can be used to make the students practice on describing people, things and animals.

  c) Discussion

  Teachers can divide the students into some small or big groups then ask them to give comments on a reading passage they have read before or a statement about certain topic. Teachers can also ask the students to prepare arguments in favour or against various topics. To make the debates successful, students need to have time to plan their arguments, often in groups.

  d) Prepared Talks

  Another popular speaking activity is the prepared talk, where a student (or a group of students) makes a presentation on a topic. Teachers need to give them time to prepare their talks and help them in the preparation, if necessary. The students also need a chance to rehearse their presentations. They can present each other in pairs or small groups first.

  e) Questionnaires

  By being planned before, questionnaires ensure both questioner and respondents have something to say to each other. Students can design questionnaires on certain topics given. They work in pairs, one becomes a questioner and the other becomes a respondent. The results obtained can start a discussion, then.

  f) Simulation and Role-Play

  Simulation and role-play can encourage the students’ oral fluency in an interesting way. English teachers should allow them to be as creative as possible, but they have to get enough information about the situation in the story. By broadening the world of the classroom to include the world outside, simulation and role-play help students to use a wider range of language than other task- centred activities may do.

  Richards cites that Hymes (1971) assumes that foreign language learners need to know not only the linguistic knowledge, but also the culturally acceptable ways of interacting with others in different situations and relationships. His theory of communicative competence consists of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. Being influenced by Hymes’ theory, Canale and Swain (1980) mentions that communicative competence includes grammatical competence, discourse competence, discourse competence, sociolinguistic competence, and strategic competence, that reflect the linguistic system and the functional aspects of communication.

  (a) Grammatical Competence

  As Richards cites, Scarcella & Oxford (1992: 141) says that “Grammatical competence is an umbrella concept that includes increasing expertise in grammar (morphology, syntax), vocabulary, and mechanics.” To convey meaning, foreign language learners should have knowledge of words and sentences. They have to understand how words are segmented into various sounds and how sentences are stressed in particular ways. Therefore, grammatical competence enables speakers to use English accurately and fluently.

  (b) Discourse Competence

  Richards (2002: 207) says that in communication, both the production and comprehension of a language require one’a ability to perceive and process stretches of discourse, and to formulate representations of meaning from referents in both previous sentences and following sentences. Discourse competence enables learners to manage turn taking in conversation.

  (c) Sociolinguistic Competence

  Richards (2002: 207) mentions that learners must have competence which involves knowing what is expected socially and culturally by users of the target language. Understanding the socilinguistic aspect of language will help learners to give appropriate comments or responses.

  (d) Strategic Competence

  As cited by Richards, Berns (1990) says strategic competence is the ability to compensate fot imperfect knowledge of linguistic, sociolinguistic, and discourse rules. It refers to the ability to know how to keep the conversation going, how to start or take turn or end the conversation and how to clear up communication breakdown as well as comprehension problems.