MAKALAH

THE DEVELOPMENT OF TEACHING SPEAKING

Dosen : Sri Wahyuningsih, S.Pd., M.Pd.

Oleh :
1. M. JEJEN NURANI (211220004)
2. HOFIFATUNISA (211220011)
3. MONICA GIANY (211220016)

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
( STKIP ) PGRI BANDAR LAMPUNG
2023
 CHAPTER I

1.1 Background of the Problem

In the era of revolution 4.0, many jobs include mastering English among their requirements.
therefore students are competitive in learning it. especially in the four most important skills in learning
English, one of which is speaking.
Speaking has a very important social role in human life, because speaking is a very vital face-to-
face communication tool. Likewise, a students' speaking ability is very important for the development of
achievement, especially in learning English.
The Students' often experience difficulties in speaking, because they have to be skilled in
mastering vocabulary and using grammar. Difficulties in speaking are usually caused by: Difficulty
expressing ideas orally, limited vocabulary, limited grammar skills. so that it is difficult to speak using the
correct rules, limited pronunciation so that it is difficult to pronounce the words that are spoken correctly,
and lack of courage to speak because of fear of making mistakes.
Apart from that, there are several factors that can influence linguistic aspects, namely: Accuracy
of speech (pronunciation), Emphasis or appropriate placement of tone and duration, Choice of words. and
Accuracy of conversation targets.
However, after observing the habitual element, it turns out that many people can or are fluent in
English because they are used to it. And it further strengthens the opinion of experts that "practice makes
perfect" or maybe because you get used to it. With the assumption that English is difficult, the author is
interested in making it easier to speak English so that it is popular with everyone.
 CHAPTER II
2.1 Overview
When it comes to speaking abilities and the materials needed, Bygate (1987: 5-6) suggests an
approach that involves looking at speech from two main perspectives. The first is mastering sounds and
structures in a general sense, without regard to a specific situation, which can be termed as receptive
motor skills. The second is interaction skills, which involve choosing how to express something in a
particular communicative context to convey the intended meaning or maintain relationships. It's important
to note that these two skill sets should not be seen as entirely separate, as emphasized by Littlewood
(1981: 16), and they shouldn't be taught as a two-step process. Johnson (1982: 22) proposes that from the
outset, structure and skills should be taught together.

2.2 Methodological Trends

Discussing materials development for speaking skills cannot ignore the significant influence of
communicative language teaching (CLT). Evidence from conversational activities in course materials
from the 1970s to the early 2000s clearly shows the prevalence of the communicative approach. CLT has
improved the teaching of spoken language, making it more engaging and effective, which is why it
remains in use. The evolution of communicative approaches began in the mid-1960s, challenging the
focus on learning the linguistic system. Criticism of mechanical language practice led to the
"communicative revolution" in the 1970s, but not everyone saw it as beneficial. The 1980s witnessed
attempts to make the communicative approach less extreme by emphasizing use while recognizing the
learners' need for linguistic knowledge. Scholarly efforts aimed to harmonize these opposing tendencies,
leading to the development of a multi-dimensional syllabus in the early 1990s. This approach combines
communicative criteria with systematic practice in the formal aspects of language.

2.3 Trends In Materials for Speaking Skills

Teaching materials often adapt to changing pedagogy, especially in coursebooks where theory
meets practice. In the last three decades, materials have embraced communicative principles, particularly
in speaking activities. This transformation isn't limited to speaking but is intertwined with broader
pedagogical debates and philosophies. Efforts have consistently aimed to improve speaking materials,
progressing from mechanical language structure practice to interactive factual exchanges and dynamic
personal expression. While materials may sometimes revert to older methods, there's an overall trend
toward sophistication. Recent approaches seek a balance between grammar and communication,
recognizing the interconnectedness of form and use. It's vital to address how this balance is achieved and
avoid separating form and use. Some materials focus too much on pre-communicative tasks, potentially
hindering learners' communication skills, revealing a gap between publishers' intentions and their actual
impact.2.4 A Proposed Framework for Developing Materials for Spoken Languange.
2.4 A Proposed Framework for Developing Materials for Spoken Language
In this framework, we would like to purpose and discuss an approach comprising five dimensions for
developing materials for speaking skilss :

 Conceptualizing Learner Needs

When designing educational materials, it's essential to start by understanding the learners, connecting
language study to both their future language use and their current readiness to learn. This involves
assessing subjective aspects like their speaking skills and real-life conversational situations to determine
what to teach, as well as objective factors such as their personality and learning styles to decide how to
teach. Identifying learner needs should be an ongoing process, encompassing the period before, during,
and after the course. Active involvement of learners in the material development process and considering
their input is vital. This understanding of learner needs serves as the foundation for selecting pertinent
content for instructional materials, aligning it with the contexts where the language is applied. Learner
input helps define topics, situations, functions, strategies, registers, and key language structures, as well
as authentic sources to capture natural speech characteristics in the materials. This initial step lays the
groundwork for designing instructional content, which might encompass challenging elements like
communication strategies and authentic sources. Later sections will explore techniques to support these
tasks.

 Identifying Verbal Communication Strategies

Tay (1988) conducted a fascinating experiment on spoken English in which British listeners, unfamiliar
with Singaporean English, assessed the intelligibility of speech from ten Singaporean university students.
Some students scored well, but issues in intelligibility were linked to interaction strategies, speech styles,
and registers, rather than pronunciation. These findings highlight the importance of including
conversational strategies in teaching materials, such as practicing interaction skills and using practical
devices like simpler syntax and filler words to aid oral production. This helps both materials designers
and learners better understand the dynamics of spoken language and the tolerance for imperfections in
interactive communication.

 Utilizing Verbal Source from Real Life

While preparing materials is an important part of teaching, it's just the beginning. Implementing and
adapting these materials are crucial to bridging the gap between plans and outcomes. To modify materials
effectively, we can draw from real-life verbal interactions, like taping learners' peer group conversations
in the target language to identify common communication challenges and create problem-solving
teaching strategies. Another approach involves comparing naturally occurring conversations with
designed versions on the same topic, as some scripted dialogues may miss essential elements of real-life
communication. Keeping a diary to gather resources from various sources, such as overheard public
conversations or interactions with native speakers, can also aid in designing speaking activities for the
classroom. Ultimately, the key is to create tasks that help learners acquire new language, understand
interaction rules, and experience meaningful communication.
 A. To aid language acquisition, learners should first internalize new language elements by either
presenting linguistic structures or, more effectively, guiding learners to discover form and function on
their own.
B. This internalization process can be enhanced by introducing orientation tasks like ranking
exercises, brainstorming key words, or generating ideas related to the communicative topic.
Learning interaction rules involves providing conditions for learners to grasp fundamental skills and
understand the rules within the target topic, achieved through activities like reading dialogues, listening to
conversations, and discussing performance characteristics.
C. For meaningful communication of meanings, learners require content-based activities where
they interact with peers through role-playing, social tasks, and motivating reasons to communicate.
This classroom process not only empowers materials users to contribute to task design but also reveals
areas in materials that require modification. It assists teachers in utilizing practical contexts to create
adaptable activities, allowing them to discover their strengths over time.

2.5 A Rationale for Effective Materials for Speaking Skills

Based on academic discourse and my own experiences in the second language classroom, I propose a
rationale for designing speaking materials that prioritizes key aspects of learner abilities.

 Focus on Both Sharing and Processing Information

Speaking tasks should do more than facilitate information sharing during interactions; they should also
encourage information processing. Sharing information involves learning from partners to fill knowledge
gaps, while processing information means allowing learners to draw from their unique backgrounds and
personalities. This includes skills like expressing reactions, justifying opinions, suggesting solutions, and
making personal judgments. For a task to be effective, it should bring out the individuality of learners,
enabling them to provide authentic and meaningful responses in their interactions.

 Respect for Learner Control of Meanings

Effective communication skills are best cultivated when learners gain control over their own
performance, rather than being directed by the teacher. Tasks that empower learners to make personal
decisions and contribute voluntarily, like sharing their interests, raising questions, sharing experiences, or
bringing stories to the classroom, reflect real-life communication dynamics. Materials should respect
learners' autonomy by offering opportunities for independent thinking, creativity, individual attitudes, and
the use of personal interactive strategies to achieve communicative goals. Allowing learners to be actively
involved in the materials development process is essential to achieve this.

 Potential for a Range of Learner Choices

Effective materials should offer learners choices in various forms, such as selecting their role in a project,
choosing subtasks, or picking topics. Learners should also have the opportunity to assess and determine
what they need from the provided content. Additionally, materials should not always dictate interaction
partners but allow learners to seek their own partners, reflecting real-life communication. Allowing these
decisions helps train learners in active participation, responsibility, autonomy, and personal involvement,
crucial for authentic communication. However, it's important to strike a balance, as excessive freedom
might lead to confusion. Therefore, it's advisable to introduce low-level choices within a structured
framework under teacher control, gradually increasing learner autonomy as their confidence grows.

 Concern for Learner Affectivity

Effective materials should ignite learners' enthusiasm and emotional engagement by aligning with their
interests, needs, and abilities. Motivation for language learning is often fueled by a genuine desire to
express opinions about subjects one truly cares about. Materials should also be user-friendly and
enjoyable, incorporating humor that respects cultural sensitivities. Moreover, they should introduce
elements of controversy or thought-provoking content, encouraging learners to exchange diverse
thoughts, values, and contrasting attitudes, rather than solely focusing on similarities and agreement.
Lastly, materials should provide flexibility to cater to a wide range of learners, avoiding the pitfall of
serving one group while frustrating others.

 Utilization of Individual Knowledge

In speaking tasks, it's essential to strike a balance in the familiarity of the topic. If students are presented
with an entirely unfamiliar topic for a verbal discussion, the time pressure often leads to frustration. On
the other hand, topics should not be so well-known to learners that there's nothing new to explore. A
usable activity lies in the middle, where learners can grasp the topic but still find room for meaningful
engagement and new insights, avoiding extremes like discussing skiing in a snowless region or describing
a familiar cultural festival to two people well-versed in it.

 Utilization of Ellipsis in Spoken Language

Having knowledge about colors doesn't make someone a skilled artist, as knowledge must be transformed
into skills through action. Materials for speaking skills should encourage learners to process speech by
experiencing its use, making quick decisions under time pressure, and adapting to limited vocabulary.
While learners might not construct perfect sentences in these challenges, it's worth noting that native
speakers in real conversations often don't produce flawless language either. In actual communication,
there are moments of silence, yet messages can still be conveyed. Therefore, speaking materials should
promote learner awareness of speech grammar and the use of ellipsis in spoken language, which is a
crucial feature for effective interpersonal communication.

2.6 Aspects that Deserve More Attention

In this closing discussion, I want to emphasize two vital aspects often overlooked in many current
speaking materials: learner identity and cultural context. By highlighting these issues, I aim to address the
common concern that course activities frequently rely on the authors' assumptions rather than considering
the learners' actual identities and cultural backgrounds.

 The Need for Reflection of Learner Identity

Learners seek the opportunity to express their identity in the second language, but many feel that the
language they learn doesn't allow them to truly reflect their individuality. The way learners are taught to
speak often fails to represent their sophistication and uniqueness. To make second language teaching
more realistic, materials development should consider this dilemma. Some learners, particularly adults,
may feel uncomfortable with childish content that treats them as unintelligent, when they would prefer
discussing more mature topics. Materials should be designed with an awareness of learners' maturity and
education, ensuring that a thirty-year-old intellectual doesn't sound like a three-year-old child and a
university student isn't forced to speak like a primary school student. It's less about linguistic levels and
more about providing the language and strategies that align with individual learners' interests and subject
matters.

 The Need for Cultural Localization of Materials

While communicative language teaching has gained recognition, it's important not to generalize its
effectiveness globally. The shift towards this approach has not occurred uniformly worldwide. Take
China as an example, where this approach was introduced only in the early 1990s. Some materials for
speaking skills do not resonate with learners in certain cultures due to content that is either too unfamiliar
or irrelevant. Occasionally, materials have failed to incorporate flexibility, which localizes language tasks
and reflects the cultural context. Some coursebooks have been UK-centric and portray non-Western
cultures in a clichéd manner. This lack of cultural appropriateness results in teachers and learners feeling
disconnected from the content. Developing materials that cater to local needs is challenging but
necessary. These materials should reflect the unique learning conditions, teaching styles, and cultural
contexts of the target audience. Localization should be integrated throughout the course, rather than being
an afterthought. Assessing materials for cultural appropriateness can involve questions like whether
learners can relate to the content in meaningful ways and if the materials reflect significant issues and
values in their society.
 CHAPTER III
3.1 Conclusion

This chapter has explored how methodology has influenced the design of speaking materials,
suggesting a framework and rationale for their development. It has also highlighted areas that deserve
greater attention in oral communication activities, with potential implications for other skills. Replicating
authentic communication in materials often faces challenges due to its unpredictability and complexity,
inherent characteristics of spoken language. While many current course materials simplify language and
communication, it is the ongoing responsibility of material writers to continually reconsider and revise
their work. Developing materials in a second language is a long-term process, involving observations of
real-life situations and user feedback for further refinement. Encouraging teachers to design their own
materials tailored to their students' needs and local contexts is essential, as it allows for more relevant and
effective materials.

3.2 Opinion
The goal of teaching speaking in today's world is to improve students communicative skills
because only in that way, students can express themselves and learn how to follow the social and culture
rules appropriate in each communicative circumstance.