Speaking material for immersion class teachers of grade X 2010/2011 at SMA N 2 Klaten by using communicative language teaching - USD Repository

  SPEAKING MATERIALS FOR IMMERSION TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN BY USING COMMUNICATIVE LANGUAGE TEACHING A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Bety Kurnia Sari 061214056 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

  SPEAKING MATERIALS FOR IMMERSION TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN BY USING COMMUNICATIVE LANGUAGE TEACHING A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Bety Kurnia Sari 061214056 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

  A Thesis on SPEAKING MATERIALS FOR IMMERSION TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN BY USING COMMUNICATIVE LANGUAGE TEACHING By Bety Kurnia Sari

  Student Number : 06 1214 056 Approved by Sponsor

  

Ch. Kristiyani, S.Pd., M.Pd. Date: August 23, 2011

  

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. rd

  

Yogyakarta, August 23 , 2011

The Writer

Bety Kurnia Sari

06 1214 056

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini saya Mahasiswa Universitas Sanata Dharma:

Nama : Bety Kurnia Sari

  Nomor Mahasiswa : 06 1214 056

Demi pengembangan ilmu pengetahuan, saya memberikan kepada kepada

Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

“SPEAKING MATERIALS FOR IMMERSION CLASS TEACHERS

OF GRADE X 2010/2011 AT SMA N 2 KLATEN

BY USING COMMUNICATIVE LANGUAGE TEACHING”

  

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, mendistribusikannya secara terbatas, dan mempublikasikannya di internet

atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Yogyakarta, 29 September 2011 (Bety Kurnia Sari)

  Take Time (Author unknown) Take time to think… It is the source of power.

  Take time to play… It is the secret of perpetual youth. Take time to pray… It is the greatest power on earth. Take time to love and to be loved… It is God-given privilege.

  Take time to be friendly… It is the road to the happiness.

  Take time to laugh… It is the music of the soul.

  Take time to give… It is too short a day to be selfish. Take time to work… It is the price of success. Take time to do charity… It is the key to heaven.

  I dedicate this thesis to : my lovely parents my brother and sister my dearest one.

  

ABSTRACT

Sari, Bety Kurnia. (2011). Speaking Material for Immersion Class Teachers of

Grade X 2010/2011 at SMA N 2 Klaten by Using Communicative Language

Teaching . Yogyakarta: Sanata Dharma University.

  Immersion program is one of good progress of Indonesian education. It is

a program in which bilingual language (English-Indonesian) are used in the

teaching learning process. The success of the program depends on the ability of

both teacher and student in using the foreign language as medium of instructions.

Since the immersion teachers came from non-English background, they needed to

learn English. Considering that teachers should be able to speak, the speaking

material was designed to meet their needs of communication with foreign

language. In addition, the material was designed by using communicative

language teaching which emphasized on the function of language as

communication.

  The study answered two questions. The questions were (1) How is a

speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2

Klaten by using Communicative Language Teaching designed? (2) What does the

speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2

Klaten by using Communicative Language Teaching look like? In conducting the study, the Research and Development (R&D) was used.

It consisted of eight steps. However, the writer only used six steps. The steps were

(1) Product selection (2) Research and information collecting (3) Development of

preliminary form of the product (4) Planning (5) Preliminary field test (6) Product

revision.

  To answer the first question, Kemp’s steps of instructional design were

used. The writer used six steps out of eight steps. The steps were (1) selecting

goal, topic and general purpose (2) analyzing learners’ characteristics (3) defining

learning objectives (4) organizing subject content (5) selecting learning activities

(6) evaluation. To answer the second question, the writer presented the speaking

material for the immersion teachers at SMA 2 Klaten by using Communicative

Language Teaching.

  The writer distributed questionnaires to ten immersion teachers and thirty

two immersion students of Grade X at SMA N 2 Klaten. The results were used to

design the material. The designed material was evaluated by distributing

questionnaire to two lecturers of English Education Study Program of Sanata

Dharma University, two English instructors of Speak First and one English

teacher of SMA N 2 Klaten. It consisted of five units and each unit consisted of

seven main parts and two supplementary parts. The main parts were Warming

Up!, Vocabulary, Conversation, Comprehension, Language Focus, Practice

and Speak Up!. The supplementary parts were Do you know? and Words of

Wisdom.

  The evaluation of the material showed that the material was good and

  

ABSTRAK

Sari, Bety Kurnia. (2011). Speaking Material for Immersion Class Teachers of

Grade X 2010/2011 at SMA N 2 Klaten by Using Communicative Language

Teaching . Yogyakarta: Universitas Sanata Dharma.

  Program imersi merupakan perkembangan yang bagus bagi dunia

pendidikan di Indonesia. Program ini melibatkan dua bahasa (Indonesia dan

Inggris) dalam proses belajar mengajar. Kesuksesan program ini bergantung pada

kemampuan guru dan murid dalam menggunakan bahasa asing sebagai bahasa

pengantar. Karena banyak guru-guru imersi yang memiliki latar belakang

pendidikan bukan Bahasa Inggris, mereka perlu belajar bahasa Inggris. Mengingat

bahwa guru-guru seharusnya bisa berbicara, materi ini didesain untuk membantu

mereka dalam memenuhi kebutuhan akan komunikasi dalam bahasa asing. Materi

yang didesain juga berdasar pada Communicative Language Teaching yang

menekankan kegunaan bahasa sebagai alat komunikasi.

  Penelitian ini bertujuan untuk menjawab dua pertanyaan. Pertanyaan-

pertanyaan tersebut ialah (1) Bagaimana materi berbicara untuk guru-guru imersi

kelas X tahun ajaran 2010/2011 di SMA N 2 Klaten dengan menggunakan

Communicative Language Teaching didesain? (2) Seperti apakah penyajian materi

berbicara untuk guru-guru imersi kelas X tahun ajaran 2010/2011 di SMA N 2

Klaten dengan menggunakan Communicative Language Teaching?

  Dalam melakukan penelitian ini, penulis menggunakan enam langkah

dalam Research & Development (R&D). Langkah-langkah tersebut adalah (1)

Pemilihan produk (2) Pengumpulan informasi (3) Pengembangan bentuk awal

produk (4) perencanaan (5) Pengujian awal di lapangan (6) Revisi produk.

  Untuk menjawab pertanyaan pertama, penulis menggunakan langkah-

langkah desain instruksional dari Kemp. Langkah-langkah tersebut adalah (1)

memilih tujuan, topik dan tujuan umum (2) menganalisa karakteristik murid (3)

menentukan tujuan pembelajaran (4) memilih isi pembelajaran (5) memilih

aktifitas pembelajaran (6) evaluasi. Untuk menjawab pertanyaan kedua, penulis

menyajikan materi berbicara untuk guru-guru imersi kelas X tahun ajaran

2010/2011 di SMA N 2 Klaten dengan menggunakan Communicative Language

Teaching .

  Penulis menyebarkan kuesioner kepada sepuluh guru-guru imersi dua tiga

puluh dua siswa imersi kelas X di SMA N 2 Klaten. Hasil dari kuesioner tersebut

digunakan untuk menyusun materi. Materi yang telah didesain, kemudian diujikan

dengan membagikan kuesioner kepada dua dosen Pendidikan Bahasa Inggris di

Universitas Sanata Dharma, dua guru Bahasa Inggris di Speak First dan seorang

guru Bahasa Inggris di SMA N 2 Klaten. Materi yang telah didesain terdiri dari

lima unit dimana dalam setiap unit terdapat tujuh bagian utama dan dua bagian

tambahan. Bagian utamanya yaitu Warming Up!, Vocabulary, Conversation,

Comprehension, Language Focus, Practice and Speak Up!. Bagian

tambahannya yaitu Do you know? dan Words of Wisdom.

  Evaluasi dari materi yang telah didesain menunjukkan bahwa materi

tersebut bagus, cocok untuk pembaca dan dikembangkan dengan baik. Materi

tersebut sesuai dengan guru-guru imersi di SMA N 2 Klaten.

  

ACKNOWLEDGEMENTS

I would like to express my greatest gratitude to My Lord, Jesus Christ

who gives me strength, blessing and love to finish the thesis. Words would not be

enough to express my gratitude to Him.

  My gratitude also goes to my sponsor, Christina Kristiyani, S.Pd., M Pd.

for her guidance and advice so I could finish this thesis. I would not be able to

finish this thesis without her helping, correction, advice, especially her time to

read my thesis.

  I would like to thank to those who are at SMA N 2 Klaten, immersion

teachers for helping me to conduct the research, Bu Hermin and Pak Riyanto for

being my “connector” to the students and immersion students in grade X

2010/2011 for being my respondents in the research.

  My deep gratitude also goes to Yuseva Ariyani Iswandari, S. Pd., M.

  

Ed. and Christina Lhaksmita Anandari, S. Pd., Ed. M. for their willingness

and time to evaluate my material. My deepest gratitude also goes to all lecturers of

English Education Study Program for their warmth and care. I also thank to all

PBI staffs for their nice service.

  I love my parents and my family, the closest people in my life who

always pour me with never ending love and caring. They had supported and

forced me to finish this thesis. I would say my gratitude for my lovely family,

Bapak Darsono, Ibu Tri Yanti, Beny and Vety for giving me support and praying

  

with love and care. He is the place to share all ups and downs. He is the friend in

the bright and the sorrow.

  I would thank to my “supporters” who always strengthen me to finish this

thesis. Therefore, I give thank to the “dream workers”, Riski, Vika and those who

live in Anging Mammiri, Fr. Pet, Fr. Anton, Fr. Untung for being my friend in

the late night. I give thanks to Ms. Rini, Ms. Lia, Ms. Arina, Ms. Vita, Ms.

  Vonny and others second family at Speak First Klaten for their supports.

  Finally, I would like to thank to those who always support me whom I cannot mention one by one.

  Bety Kurnia Sari

  

TABLE OF CONTENTS

TITLE PAGE ..................................................................................................... i

APPROVAL PAGES ......................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBILKASI ................................... v

PAGE OF DEDICATION................................................................................... vi

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

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

ACKNOWLEDGEMENTS ................................................................................ x

TABLE OF CONTENTS ................................................................................... xii

LIST OF TABLES ............................................................................................ xvii

LIST OF FIGURES .......................................................................................... xviii

LIST OF APPENDICES ................................................................................... xix

  CHAPTER I. INTRODUCTION A. Research Background ............................................................... 1 B. Problems Formulation ............................................................... 4 C. Problem Limitations .................................................................. 5 D. Research Objectives .................................................................. 5 E. Research Benefits ...................................................................... 6 F. Definition of Terms ................................................................... 6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................... 9

  1. Design ................................................................................... 9

  a. The Nature of Speaking ..................................................... 12

  b. Speaking Skill ................................................................... 13

  3. Communicative Language Teaching .................................... 14

  a. Characteristics ................................................................... 14

  b. Learners’ Roles ................................................................. 16

  c. Teachers’ Roles ................................................................. 16

  d. Activities ........................................................................... 18

  4. Curriculum ............................................................................ 19

  a. Curriculum Theory and Practice ....................................... 19 1) Curriculum as a Body of Knowledge ........................... 19 2) Curriculum as Product .................................................. 20 3) Curriculum as Process .................................................. 20 4) Curriculum as Praxis ..................................................... 20

  b. Curriculum Process ........................................................... 21 1) Aims, Goals and Objectives ......................................... 22 2) Selection of Learning Experience ................................. 22 3) Selection of Content ..................................................... 22 4) Organization of Experience and Content ...................... 23 5) Evaluation ..................................................................... 23

  

5. Adult Learners ....................................................................... 23

  a. Characteristics of Adult Learners ...................................... 24

  b. Effective Learning of Adult Learners ............................... 25 1) Voluntary Participation ................................................. 25 2) Mutual Respect ............................................................. 25

  5) Critical Reflection ......................................................... 26 6) Self-direction ................................................................ 26

  6. Immersion Program ............................................................... 27

  a. The Concept of Immersion Program ................................. 27

  b. Types of Immersion Program ........................................... 28

  c. The Goal of Immersion Program....................................... 28

  B. Theoretical Framework ............................................................... 29

  CHAPTER III. METHODOLOGY A. Research Methods ....................................................................... 33

  1. Product Selection .................................................................... 33

  2. Research and Information Collecting ..................................... 34

  3. Development the Preliminary Form ....................................... 34

  4. Planning .................................................................................. 34

  5. Preliminary Field Test ............................................................ 34

  6. Product Revision ..................................................................... 35

  B. Research Respondents ................................................................. 36

  1. Pre-design ............................................................................... 36

  2. Post-design .............................................................................. 36

  C. Research Instruments .................................................................. 36

  1. Pre-design ............................................................................... 36

  2. Post-design .............................................................................. 37

  D. Data Gathering Techniques ......................................................... 37

  E. Data Analysis Techniques ........................................................... 38

  F. Research Procedures ................................................................... 39

  CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Designing Process of Speaking Material by Using Communicative Language Teaching ........................................... 41

  1. Setting the Goals ................................................................... 41

  2. Analyzing Learners’ Characteristics ..................................... 42

  a) Teacher’s Questionnaire.................................................. 42

  b) Student’s Questionnaire .................................................. 46

  3. Defining Learning Objectives ............................................... 49

  4. Organizing Subject Contents ................................................ 52

  a) Warming Up! .................................................................. 52

  b) Vocabulary ...................................................................... 52

  c) Conversation ................................................................... 53

  d) Comprehension ............................................................... 53

  e) Language Focus .............................................................. 53 f) Practice .......................................................................

  54

  g) Speak Up! ....................................................................... 54

  5. Selecting Teaching Learning Activities ................................ 54

  6. Evaluation ............................................................................. 54

  B. The Presentation of Speaking Material by Using Communicative Language Teaching ........................................... 55

  1. Finding of the Preliminary Field Test .................................... 55

  2. Final Product Revision ........................................................... 58

  a. Warming Up! ...................................................................... 59

  c. Conversation ....................................................................... 60

  d. Comprehension ................................................................... 60

  e. Language Focus .................................................................. 60

  f. Practice ................................................................................ 61

  g. Speak Up! ........................................................................... 61

  CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ................................................................................. 63 B. Suggestions ................................................................................. 64

  1. Suggestions for Immersion Teachers ...................................... 64

  2. Suggestions for Future Researchers ........................................ 65

REFERENCES .................................................................................................... 67

  

LIST OF TABLES

Table 4. 1. Result of Teacher’s Questionnaire ................................................... 42

Table 4. 2. Result of Student’s Questionnaire..................................................... 46

Table 4. 3. Topics for the Material ...................................................................... 48

Table 4. 4. Competence Standards and Basic Competencies ............................. 49

Table 4. 5. Indicators for Each Unit .................................................................... 50

Table 4. 6. Research Respondents Description ................................................... 54

Table 4. 7. Result of Post-design Questionnaire ................................................. 55

Table 4. 8. List of the Topics .............................................................................. 58

Table 4. 9. The Principles and Implementations of CLT .................................... 60

  

LIST OF FIGURES

Figure 2.1. Kemp’s Instructional Design Model ................................................. 11 Figure 2. 2. The Five Phases of Curriculum Process .......................................... 21

  

Figure 2. 3. The Writer’s Instructional Design Model ........................................ 32

Figure 3. 1. The Writer’s Research and Development Steps .............................. 35

  

LIST OF APPENDICES

Appendix A. Letters of Permission ..................................................................... 69

Appendix B. Pre-design and Post-design Questionnaires ................................... 72

Appendix C. Results of Pre-design Questionnaire .............................................. 83

Appendix D. Results of Post-design Questionnaire ............................................ 89

Appendix E. Competence Standards and Basic Competencies .......................... 91

Appendix F. Indicators ........................................................................................ 92

Appendix G. Syllabus ......................................................................................... 94

Appendix H. Lesson Plan .................................................................................... 97

Appendix I. Designed Material ........................................................................... 112

CHAPTER I INTRODUCTION This thesis consists of some chapters and chapter I is divided into six

  

parts, those are research background, problem formulation, problem limitation,

research objectives, research benefits and definition of terms.

A. Research Background

  According to Wheller (1970: 11) education, both formal and informal, is

a major process to maintain the society. Education is the most important part of a

country. By having good quality of education, a country has power on its human

resources. The condition of education in Indonesia had passed many changes and

the development of education in Indonesia is getting better. Based on the Law of

National Education System 20/2003 Act 50 No. 3, which stated that government

should develop one international standard school, the government held new

program called SSN (Sekolah Standar Nasional), RSBI (Rintisan Sekolah Bertaraf

Internasional) and SBI (Sekolah Bertaraf Internasional). These are the levels of

new program held by the government. The first level is SSN, the second level is

RSBI and the last is SBI. The last two programs enable teachers and students to

use international standard in teaching and learning process. Schools, which are in

SSN or RSBI level, can move to the higher level if they fulfill the criteria in each

  However, there was another program called “immersion program”. In

immersion program, teachers and students used both second and foreign language

during the teaching and learning process. Originally, the immersion program had

purpose to develop the competence of English to the students who had limited

English-speaking ability (Alatis & Staczek, 1985: 10).

  Alatis and Staczek (1985: 11) also explained that immersion program or

bilingual education was sociolinguistics subject for it dealt with ways of speaking

which related to social meanings and situations. By the end of this program,

students should be able to adapt themselves in their community by communicating

well through the changing circumstances. In its implementation in Indonesia,

immersion program is aimed to fulfill the demand of development of education in

Indonesia.

  Since the education acted as service which gave benefit to the students

(Wheeler, 1970: 12), a school should facilitate the students by preparing

competent teachers who did not only have good in academic background but also

good in material delivery. In other words, the international standard school should

be supported by international educational aspects. Schools could adapt the

materials and teaching methods given by the government. They could give

international facilities by collecting the school fee and they could select the

students who had good second language acquisition, especially in English. Yet,

schools could not prepare teachers who were able in foreign language acquisition.

Teachers needed to learn foreign language. Therefore, they really need “help” to

  Teachers had the ability to teach and to transfer knowledge, but teaching

in English will not be as easy as they do in Indonesian language. They could get

the material on the internet, but they still needed to explain it verbally to the

students. Therefore, the teachers needed to learn speaking as the productive skill.

  SMA N 2 Klaten is located in the south part of Klaten. However, they

always try to update the education program by opening immersion program.

  

Immersion program is new program at SMA N 2 Klaten. It was first held in 2009

and they continue it in 2010. The success of this program mostly depends on the

teachers. Therefore, teachers’ ability to teach in English is important. By

considering that the teachers are from non-English background, the immersion

teachers need English material which is simple and communicative. Therefore, the

writer proposed to help the teachers in learning English by designing English

speaking materials.

  The writer comes up with communicative language teaching with some

considerations. Larsen and Freeman (2004, 128) explained that this method

emphasizes on speaking and it is because the essence of language is for

communications. By considering the focus of communicative language teaching,

learners will be motivated to learn English because they can practice what they

learn. The plus point of this method is that it facilitates the learners to be active in

the learning process. Teacher will only facilitate and monitor the students. Since

this method emphasizes in speaking, the learners’ accuracy and fluency become

the focus in evaluation.

  However, this method also regards error as the process of learning

because English is foreign language for the learners. Error might happen in the

fluency activity, but instructors should note the error in the accuracy activity.

Instructors could write the errors on the board and discuss it with the whole class.

Another alternative to revise the learners’ error is to revise them in the end of the

lesson in order to keep learners’ confident. Instructors should consider carefully

when they revised learners’ error, otherwise it would affect learners’ confident

(Larsen-Freeman, 2004: 132).

  In relation to the study, having good foreign language acquisition was

needed by the teachers because they involved directly to the teaching and learning

process. Considering that teachers should be able to speak, the speaking material

was designed to meet their needs of communication with foreign language. In

addition, the material was designed by using communicative language teaching

which emphasized on the function of language as communication. It was also

learners’ centered in which teachers were only facilitator in learning process. The

method was applied through the material and the learning activities.

B. Problem Formulation This thesis aims to answer two questions.

  

1. How is a speaking material for immersion teachers of Grade X 2010/2011 at

SMA N 2 Klaten by using Communicative Language Teaching designed?

  

2. What does the speaking material for immersion teachers of Grade X

2010/2011 at SMA N 2 Klaten by using Communicative Language Teaching look like? C.

   Problem Limitation The writer limited the problem in four limitations. First, it focuses on

designing speaking material for immersion teachers of Grade X 2010/2011 at

  

SMA N 2 Klaten. Second, it uses communicative language teaching which

emphasized in speaking and enabled teachers to use the functional meaning of the

language (Larsen&Freeman, 2004). Third, the target of this speaking material is

for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten. Since they are

immersion teachers, they need to learn English skills, especially speaking. Fourth,

the curriculum used is based on their needs. There is no curriculum about

immersion teachers’ education, so the writer did need analysis to find the suitable

curriculum for them. Finally, the speaking material enabled the teachers to teach

the students in English.

D. Research Objectives

  By considering the problems which have been formulated in the problem

formulation then there are two objectives which become the goals for this study.

  

First, this study presents how the speaking material for immersion teachers of

Grade X 2010/2011 at SMA N 2 Klaten by using communicative language

  

material for immersion teachers of Grade X 2010/2011 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’

  

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

  3. Speaking Speaking was the ability to produce words from the tongue which had

aim to communicate. People learned to speak because of the needs of

communication and they needed it to express themselves. They believed that their

ability to communicate well related with self-image (Koch, 1999). Therefore, in

this study, speaking was defined as the ability to produce sentence or utterance

based on certain topic.

  4. Immersion Program Immersion program, according to Hamers and Blanc (1990, 198), meant

“… a group of L1 speaking children receive all or part of their schooling through

a L2 as medium of instruction.” Originally, the immersion program had purpose

to develop the competence of English to the students who had limited English-

speaking ability (Alatis & Staczek, 1985: 10). In this study, immersion program is

a program held by a school in which bilingual language are used in teaching

learning process. The immersion program is held by SMA N 2 Klaten to fulfill the

demand of development of education in Indonesia.

  5. Adult Learners Adults are those who have attained the legal and chronological status of

adulthood (Brookfield, 1986: 2). The adult learners are the teachers who teach

immersion students of Grade X 2010/2011 at SMA N 2 Klaten in which the study

is conducted. The speaking material is expected to support them to teach

immersion program.

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer will discuss about the theories related to the

  

research. It will be divided in two parts, namely theoretical description which

explains about all relevant theories to the research and theoretical framework

which contains summary of all major relevant theories to answer the research

problem.

A. Theoretical Description

  There were many theories used for the research, and then it would be divided in some subparts to make it more manageable.

1. Design

  To design the material, Kemp’s instructional design was used and there were eight steps in designing material (Kemp, 1977).

  a. Setting The Goals, Topics and General Purpose This step is the starting points to design the material. The goal is made

based on certain condition in a society. It is reflected into certain topics which

would be used to achieve the purpose of learning.

  b. Analyzing The Learners’ Characteristics This step covers learners’ capabilities, needs, interest as well as theirs

  

background, learners’ level (beginner, medium, advance), learners’ motivation

and their willingness to learn. Learners’ age, maturity, physicals and emotional

conditions are included in social factors.

  c. Defining Learning Objectives Defining learning objectives used cognitive, psychomotor and affective.

  

Cognitive deals with knowledge and thinking, while psychomotor relates with

physical activities and affective concerns with attitudes, appreciations, values and

emotions.

  d. Organizing The Subject Content The researcher began to select and organize specific knowledge by

considering the objective of the material. The subject content is organized by

considering the first step, the goal, topic and general purpose.

  e. Conducting Pre-assessment The aim of this step is to know whether the learners already had the

appropriate background of the material or not, and to examine the objectives

which had been achieved by the learners. A test was used in this step of which the

aim was to measure learners’ ability in understanding the material.

  f. Selecting Teaching Learning Activities and Resources Selecting the learning activities with the best method is aimed to provide

learning experience for the learners. The activities should be made based on the

approach which was underlying the material. The activities which are made