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ii v T C A R T S B A . 2 1 0 2 . Y D D U R , O T N A I B R E
F A Se t o f Instrucitona l Speaking Materiasl g n it a r r a N e r u t c i P g n i z il it
U Technique fo r the Firs t Grade o f SMPN 2 a t r a k a y g o
Y .Yogyakarta:Engilsh Language Educa iton Study Program ,Sanata y ti s r e v i n U a m r a h D .
A sthe globa ldemand ,Engilsh ha sbecome an internaitona llanguage in . s t c e p s a e fi l t s o
m Beingablet ospeak lfuencyist heoneo fpeople’ sdream swhen y d u t s y e h
t Engilsh l anguage .Based on t he survey done du irng t he PPL proces s s e ri a n n o it s e u q e h t d n
a which weredistirbuted ,i twa sfound outt ha tthestudent s a tr a k a y g o Y 2 N P M S n
i go tdfi ifcutly in speaking skill .Atfe ranalyzing wha t e h t t a h t d e d u l c n o c r e ti r w e h t ,l li k s g n i k a e p s r i e h t e v o r p m i o t tl u c if fi d m e h t e d a m g n i k a e p
s mateiralsused i n SMPN 2 Yogyaka tra d id no t rtuly faclitiated t hem t o s u h T . k a e p
s , t hi sstudy aims ot ifndwhatt hemos tapprop iratespeakingmate irals s i a tr a k a y g o Y 2 N P M S f o e d a r g t s ri f e h t r o
f . Thewrtie rdecided t o uitilzepicture e u q i n h c e t g n it a r r a
n dueto t hepowe ro fusing picture sont hel earning proces .s I t m it s n a c e r u t c i p t a h t t e r c e s n o m m o c a e b o t s a
h ulate t hel earners t o create t hei r e r a s e r u t c i p e h t t a h w n o n o it a n i g a m
i re lfected(Kreeidle,r1971) . t n e m p o l e v e D d n a h c r a e s e R s e s u y d u t s s i h
T techniquewhich adapt ssome
m o r f s p e t
s Kemp’ smode lbuli tbyJerro lE .Kemp ,Ed.D .H,( 1977). TheKemp’ s i
l e d o
m sused ast hebasic foundaiton for t he ifna lproduc tdesigning .Sincet hi s n r e c n o c y d u t
s e dwtiht heuseo fpicturenarraitngt echniqueandt hes peakings kill , d n a g n it a r r a n e r u t c i p t u o b a s tr e p x e y n a m m o r f s e ir o e h t e m o s d e y o l p m e r e ti r w e h t . g n i k a e p
s Through datawhich were gained on t he ifeld, t hewrtie rcan conclude a tr a k a y g o Y 2 N P M S n i s t n e d u t s e d a r g t s ri f e h t t a h
t had high moitvaiton in
g n i k a e p s g n i c it c a r
p skli lbutt heEngilsh mate iralswereno t rtuly f aclitiated t hem .l li k s g n i k a e p s ri e h t e r o m e r o l p x e o t s p e t s e s o h t g n it e l p m o c r e tf
A ,the wrtie rpresented a se to finsrtucitona l g n i k a e p
s mateirals fo rthe fris tgrade o fSMPN2 Yogyaka tra .The mateirals s
u c o
f e d on the language expression swhich are used in daliy communicaiton . s n o i s s e r p x e e g a u g n a l e s o h
T w ere b irelfy developed into 4 untis .The fris tuni t d
e k l a
t abou texpressing ilke sand disilke ,s t he second uni tw as abou tasking fo r k l a t ti n u d ri h t e h t , n o i n i p o g n i v i g d n
a e dabou tasking fo rand t alking abou tfact s t i n u t s a l e h t d n
a w as asking fo rcla irifcaiton sand ti sresponses .Each uni twa s n i d e d i v i
d to ifves eciton snamelyt hewarmingups eciton,t hel anguageexpression e h t d n a , n o it c e s g n it a r r a n e r u t c i p e h t , n o it c e s r a m m a r g e h t , y r o e h
t las tonew asthe
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s Thewarmingup seciton contain sof r eading passaget o sitmulate o t s e r u t c i p f o s e ir e s a s n i a t n o c n o it c e s g n it a r r a n e r u t c i p e h t e li h w d n o p s e r o t m e h t . y l e e r f k a e p s o t s t n e d u t s e h t s e t a l u m it s n o it c e s t s a l e h T . d e t a r r a n e
b aB sed on t he
t a h t d e w o h s t l u s e r e h T . d e t p e c c a y ll a r e n e g e r e w s l a ir e t a m n g i s e d e h t , n o it a u l a v e g n it a r r a n s e r u t c i p f o e s u e h t d n a s l a ir e t a m e h t o t d e e r g a s r o t a u l a v e e h t f o % 0 0 1 .l li k s g n i k a e p s ri e h t e v o r p m i o t s r e n r a e l e h t r o f g n it s e r e t n i e r e w e u q i n h c e t o w y e
ii i v B A STRAK .
2 1 0 2 . Y D D U R , O T N A I B R E
F A Se to fInstruc itona lSpeaking Materiasl g
n it a r r a N e r u t c i P g n i z il it
U Technique for the Firs t Grade o f SMPN 2 a
t r a k a y g o
Y .Yogyakarta :FakutlasPendidikanBahasaInggri ,sUniverstiasSanata .
a m r a h D
n a t u t n u
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a n o it a n r e t n i a s a h a
b yang mempengaruhi banyak lh a dalam berbagai bidang n
a p u d i h e
k .Dapat berbicara bahasa Inggris dengan lance r adalah ha l yang n
a k p a r a h i
d oleh orang-orang.Berdasarkan peneilitan selama masa P PL d an i
r a d a t a
d angket ,ssiwa-siswi d iSMPN 2 masih mengalami kesultian dalam i
a s a u g n e
m kemampuan berbicara dalam bahasa Inggris . Setelah melalui is
a v r e s b
o nd a ana ilsa data , diketahui bahwa materia lpembelajaran bahasa Inggris khususnya mengenai speaking masih kurang dalam menfaslitiasi murid
-k u t n u a tr a k a y g o Y 2 N P M S i d d i r u
m mempraktekan bahasa inggris secara g
n u s g n a
l .O leh karena tiu ,peneilitan ii n bertujuan untuk menemukan mater i it
r e p e s g n i k a e p
s apakah yang cocok untuk digunakan b agi siswa-sisw iSMPN 2 7
s a l e
k .Penuils memutuskan membuat sebuah materi pembelajaran speaking n
a g n e
d menggunakan picture narraitng teknik..Menggunakan gambar dalam r
a j a l e b m e p s e s o r
p a n telah dikenal dapat merangsang murid-murid untuk i
s a n ij a m i r e
b terhadapapayangdigambarkan ho le gambar-gambartersebu .t n
a it il e n e
P ii n menggunakan metode Research and Developmen t yang i
s a t p a d a g n e
m beberapalangkahdar iKemp’ smode lyangdibangun ho le Jerro lE . 7
7 9 1 ( H . D . d E , p m e
K ) sebagai acuan teor.iSelain teor i R&D , penulsi juga n
a k a n u g g n e
m teori-teo ir mengenai picture narraitng d an speaking. Berdasarkan h
a l e t g n a y a t a d s i s il a n
a dikumpulkan ,diketahuibahwasiswa-siswikela s7SMPN a
t r a k a y g o Y
2 mempunyai moitvas iyang itnggidalam menguasaibahasa Inggris a
m a t u r e
t dalam speaking skill ,akan tetapi mater iyang digunakan belum cukup i
s a il i s a f m e
m merekauntukmenggunakanbahasaInggrissecaralangsung.
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e t a M . a t r a k a y g o
Y -materi pembelajaran tersebut memfokuskan terhadap n
a k a n u g i d g n a y i t r e p e s n o i s s e r p x e e g a u g n a
l dalam keseharian yang dibuat
a m a tr e p t i n U . ti n u 4 m a l a d e
k menjelaskan tentang expressing ilke sand disilkes , t
i n
u kedua tentang asking fo rand giving opinion ,uni tkeitga berbicara tentang s
t c a f t u o b a g n i k l a t d n a r o f g n i k s
a ,dan un tit erakhir menjelaskan tentang asking s
e s n o p s e r s ti d n a s n o it a c if ir a l c r o
f .Seitap uni tdibagimenjad i5 seciton yatiu the t
c e s p u g n i m r a
w ion ,the language expression theory ,the gramma rseciton ,the n
o it c e s g n it a r r a n e r u t c i
p ,dan yang terakhir adalah the shairng season. Bagian p
u g n i m r a
w berisi wacana yang mensitmulate parasiswa-siswi untuk merespon n
a
d bagian picturenarraitngberisirangkaian gambaruntukdinara iskan .Bagian r
i h k a r e
t mensitmulate ssiwa-siswi untuk berbicara dengan beba .sMenurut hasli i
r e t a m , i s a u l a v
e speaking telah memadai . Secara keseluruhan,para evaluato r ,
% 0 0 1 , u j u t e
s bahwa mater i speaking yang telah dibuat menairk untuk n
a k t a k g n i n e
m kemampuan ap ar siswauntukberbicarabahasaIngg ir .s i
c n u k a t a
K : i nsrtucitona lmateirals ,speaking ,SMPN 2 Yogyakatra ,pictures , l
e d o M s ’ p m e K , g n it a r r a n e r u t c i
x i S T N E M G D E L W O N K C A d I , ll a f o t s ri
F edicate my deepes tgrattiude to the holy Buddha ,fo rH si
e m s e v i g s y a w l a e H . e m o t g n i s s e l b d n a e c n a d i u
g thehopeswhenI l osemyway .
n u f s m e e s tI . n w o d l l a f I n e h w p u e m s tf il s y a w l a e
H nywhen Ialway skep tasking
Him when Icould ifnish i n accompilshing t his t hesi sbut I dd i no tknow how I h s i n if d l u o h
s ti when I ma concernedwtih mybusiness .Nothingi si mpossiblefo r
t u b , ’t c e fr e p ‘ d r o w e h t m o r f r a f s a w t i h g u o h t n e v e , s i s e h t s i h t h s i n if d l u o c I . m i H .s d n a h s i H h g u o r h t n o i s s a p d n a k r o w y m l l a d e t a c i d e d I n o s r e p t n a tr o p m i t s o m o w
T s ow h havemajorr olef o rmei naccomp ilshing
t u o h ti W . s t n e r a p y m e r a s i s e h t s i h
t therif orce , Iwouldkeeppostponingdoingt hi s
e e r g e d r o l e h c a b s a h d n a n w o g c i m e d a c a e s u l li w I n e h w g n i k s a t p e k y e h T . k r o w o s m a I . e r u s s e r p r e d n u d n a d e s u f n o c e m e d a m h c i h
w proudo fhavingt hema smy
.s t n e r a p a n it s ir h C , s i s e h t y m r o f r o s i v d a t a e r g a e v a h o t l u f e t a r g o s l a m a I d a e t s n i s i s e h t y m t u o b a k n i h t o t e m d e d n i m e r s y a w l a e h S . d P . M ,. d P . S , i n a y it s ir K s i v e r e h t t i m b u s o t e m d e t s i s n i o h w e n o e h t o s l a s i e h S . s s e n i s u b y m f
o ion on
e c i v d a d n a , s n o it s e g g u s , s n o i n i p o , s t n e m m o c e h t ll a r o f t e g r o f r e v e n l li w I . e m it .s i s e h t s i h t g n i h s il p m o c c a n i e m d e p l e h y ll a e r t a h t . d E ,. d P . S , ir a d n a n A a ti m s k a h L a n it s ir h C o t s e o g o s l a s s e n l u f k n a h t y
M M ,.
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I also give my hono r to al l PB I lecturers , PB I Staff , and
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t Wtihoutt hei rpaitenceandhelp , Iwouldno t ifnisht hist hesi .s
o l e b y m o t s g n o l e b o s l a s s e n l u f k n a h t e r e c n i s y
M ved f irends , Rima ,
W , e c n a S , n u y u
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r and suggesiton son my work .The special hono rgoes to
e m it t s e d r a h e h t g n ir u d e m d e i n a p m o c c a s a h o h w a m i
R to ifnish thist hesis .We
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e h t d n e tt a o t y l d a l g m a I . r e h t e g o t t h g i n t p m o r p e h t o t o g o t e s i m o r p e d a m
it a u d a r
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i x
S T N E T N O C F O E L B A T
G A P E L T I
T E ... i E
G A P L A V O R P P
A ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... iv .
E G A P N O I T A C I L B U
P ... v E
G A P N O I T A C I D E
D ... vi T
C A R T S B
A ... vii K
A R T S B
A ... iv ii S
T N E M G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... x iii S
E C I D N E P P A F O T S I
L ... vi N
O I T C U D O R T N I .I R E T P A H C
.
A Backgroundoft heStudy ... 1 .... .
B ProblemFormulaiton... 5 .
C ProblemLimtiaiton ... 5 .
D Objecitve soft heStudy ... 6 .
E Benefti soft heStudy ... 6 .
F Deifniitono fTerms... 7
R E T I L F O W E I V E R . I I R E T P A H
C ATURE
.
A Theoreitca lDesc irpiton ... 11 .
1 Insrtucitona lDesign... 11 .
2 CommunicaitveLanguageTeaching ... 61 .
3 TheSchool-BasedCurirculum( KTSP) ... 02 .
4 SpeakingSkill ... 22 .
5 PictureNarraitng ... 62 .
6 Storytelilng... 13 .
B Theoreitca lFramework ... 43
.I I I R E T P A H
C METHODOLOGY
.
A ResearchTechnique... 63 .
B ResearchParitcipants... 93 .
C ResearchI nsrtumentsandDataGatheirngTechnique... 24 .
D DataAnalysi sTechnique ... 5.... 4 .
E ResearchProcedures ... 74
D N A S T L U S E R H C R A E S E R . V I R E T P A H
ii x .
1 TheGoal ,TopicsandGenera lPurposes ... 15 .
2 TheStudents ’Need sandCharacte irsitcs... 35 .
3 TheObjecitve sandSubjec tContents ... 65 .
4 Teaching-LearningAcitviites ... 95 .
5 TheEvaluators ’Feedbackont heMate irals... 4.... 6 .
6 TheMainRevision... 66
S N O I T A D N E M O C C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions... 96 .
B Recommendaitons ... 17
S E C N E R E F E
R ... 27 E
P P
ii i x
LISTOFTABLES
e l b a
T Page
d n a h c r a e s e R r o f s t n a p i c it r a P t s ri F e h t f o n o it p ir c s e D e h T 1 . 3
p e t S g n ir e h t a G n o it a m r o f n
I ... .... 4 0
d n a h c r a e s e R r o f t n a p i c it r a P d n o c e S e h t f o n o it p ir c s e D e h T . 2 . 3
p e t S g n ir e h t a G n o it a m r o f n
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t s o P r o f t n a p i c it r a P e h t f o n o it p ir c s e D e h T . 3 .
3 -DesignStep... 4 1 .
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1 I R E T P A H C
N O I T C U D O R T N I
, n o it a l u m r o f m e l b o r p , d n u o r g k c a b h c r a e s e r e h t s e t a r o b a l e r e t p a h c s i h T
.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p
.
A Backgroundoft heStudy
t s a
M eirng speaking sk li li sthe one o fthe dfiifcul tpatrs in learning a foreign language .The nature beyond speaking i s"the proces so fbuliding and
n o n d n a l a b r e v f o e s u e h t h g u o r h t g n i n a e m g n ir a h
s -verba lsymbol ,si navairetyo f
.) 3 1 . p , 8 9 9 1 , y e n a h C ( " s t x e t n o
c Thus ,speaking become sacrucia lpar to fsecond g
n i n r a e l e g a u g n a
l andt eachingbecauseo fti scomplex tiy .Mos tofs choolsi nclude l
li k s g n i k a e p s e h
t i n thei rcurirculum .Desptie tisi mpo trance, t eaching speaking g n i h c a e t f o d e m u s s a s r e h c a e t e g a u g n a l h s il g n E e m o s e c n i s d e u l a v r e d n u n e e b s a h
m it d n a d e t a c il p m o c s i g n i k a e p
s e-consuming( Kresse,l1986 .) Compilcated mean s .
g n i k a e p s g n i h c a e t n i d e r u s a e m e b d l u o h s h c i h w s t c e p s a f o t o l a e r a e r e h t
g n i k a e p s e h t , I I V e d a r g r o f y l n i a m m u l u c ir r u c l o o h c s h g i h r o i n u j n I
o w t n i s e c n e t e p m o c d r a d n a t s r u o f o t n i d e s ir p m o c y lf e ir b s i n o it r o
p semester swtih
g n it e e m 2 2 t u o b a s i e m it f o n o it a l u m u c c a e h
t s hwti i n40minutesi neachmeeitng . e k a m , n e v i g e u g o l a i d e h t d a e r o t e r a s e c n e t e p m o c c i s a b e s o h t f o s n o it c u rt s n i e h T
y l n o d n a , t p ir c s e h t t u o h ti w r o t p ir c s e h t h ti w t n o r f n i d a e r e b o t e u g o l a i d a
e h t g n ir e w s n
a teache rquesitons(Depdikna ,s2006) .Basedont heobservaiton done e
h t y
f f e e b t o n d l u o
w icien t in b irnging them up to speak i fthey did no t have s t n e d u t s e h t d e k c o l b h c i h w s t c e p s a e m o s l li t s e r e w e r e h t ,s e d i s e B . o o t s s e n g n il li w g n i k a m f o s u o i x n a e h t , e r e h p s o m t a g n i k a e p s d e tr o p p u s n u e h t s a h c u s , k a e p s o t f g n il e e f d e g a r u o c s i d e h t d n a , s e k a t s i
m romt heris urround.
Today' swo lrd r equ riest hat t hegoa loft eachingspeaking shouldi mprove s ll i k s e v it a c i n u m m o c ' s t n e d u t
s in which thestudent scan expresst hemselve sand h c a e n i e t a ir p o r p p a s e l u r l a r u tl u c d n a l a i c o s e h t w o ll o f o t w o h n r a e l e c n a t s m u c ri c e v it a c i n u m m o
c a s ctied on Teaching Speaking : Acitviite s to e g a u g n a L d n o c e S a n i g n i k a e p S e t o m o r
P (Hay ire ,2006) .A si ti sseen o fwha t s e n if e d e ir y a
H on hisj ournal ,aboutt hegoa loft eachingspeaking , tii scleart ha t l o o h c S h g i H r o i n u J r o f g n i d u l c n i s l o o h c s f o t s o m n i g n i k a e p s g n i h c a e t f o m i a e h t o s , e g a u g n a l h s il g n E s i e s a c s i h t n i , e g a u g n a l e h t h ti w r a il i m a f m e h t e k a m o t s i t t a h
t hey are able to produce the language orally , communicaitvely , and h g i H r o i n u J n i t a h t s i l o o h c S h g i H r o i n e S h ti w e c n e r e f fi d r o j a m e h T . y l e v i s s e r p x e s i tI . h s il g n E d e c n a v d a g n i n r a e l f o l e v e l y r a m ir p e h t n i e r a s t n e d u t s e h t ,l o o h c S r a li m i s t o
n wtih t heEngilshl essont heygeti nelementaryschool .Thestudentsi n . y lt n e d n e p e d n i g n i k a e p s n i e v it c a e r o m e b o t d e t c e p x e e r a l o o h c s h g i h r o i n u
j In
e h t t a h w , d l e
if wrtierha sobservedw asthes tudent sw erepassivetospeak.
e h t , y l e v it c a k a e p s o t g n il li w l o o h c s h g i h r o i n u j n i s t n e d u t s e h t e k a m o T s l a ir e t a
m of t eaching speaking should befun and i nteresitng .Meaning to say, t he d l u o h s s t n e d u t
s n eot b burdened by thei rresponsiblitiy to speak bu tfu trhe rthey e v a h d l u o h
d e c n a v d a g n i n r a e l f o l e v e l r e i m e r p n i ll it s e r a y e h t e c n i S . y l e v i s s e r p x e d n a y l e e r f
r e t n i e r o m e b l li w y e h t , h s il g n
E ested i nl earning fit hemateiralstheyhavet o study g
n i n r a e l e h t n i e r u t c i p f o e s u e h T . m e h t r o f e v it c a rt t a o s l a s
i process ,according t o
r e l d e ir
K (1971 )i sone o fthe soluitons since the student sin tha tleve lare more g
, r o l o c , s e r u t c i p n i d e t s e r e t n
i raphic ,and even sounds .(p ).1 .Nevetrheless , there d
i a g n i h c a e t f o t o l a e r
a s canbeusedtot each ,sucha sdigtialr ecorder ,sildeshow , T
. g n o s n e v e r o , s e i v o
m heproblemmaycomeou taccordingt ot hei mplementaiton d
i a g n i h c a e t e s o h t f
o s in the ifeld , of rexamplet hedisablitiy oft het eachers when y
e h
t should face to use those kind s o fteaching aids .Some o fthem can be e
v i s n e p x
e enough wh lie some other scan be dfiifcutl enough fo rthe teache rto .
m o o r s s a l c n i t n e m e l p m i
( r e l d e ir K , e r o m r e h tr u
F 1971,p.14) explain s tha tthe use o f picture s ha s s
r e h c a e t e h t d n a s t n e d u t s e h t h t o b r o f s e g a t n a v d a l a r e v e
s .Sincei tcanbecheapand
o t y s a
e eb eu ds ,t het eacher scan compliemany source so reven draw t hepicture s .
s e v l e s m e h
t O n the students ’side ,through the pictures ,student scan create and e n o m o r f s e ir o t s t n e r e f fi d g n it s e r e t n i g n i k a m y b y ti li b a g n i k a e p s r i e h t p o l e v e d
r e h t o n
a wtihou tbeing afraid o fmaking mistakes .Thus ,i twli lhelp them to be .
r e k a e p s e v it c a e r o
m Inaccordancewtihpictures ,picturenarraitngt echniquei sone g
n i h c a e t n i e r u t c i p e s u o t s e u q i n h c e t e h t f
o .Picturenarraitng means t he student s d
e t a r r a n e b o t s e r u t c i p e h t m o r f y r o t s a e t a e r
c . A studen tfrom Universtiy o f
s e n o it n e m e i y a K e ir y a H ; a d a v e
N tha t picture narraitng is based on severa l s
e r u t c i p l a it n e u q e
e h t s e r u t c u rt s r o y r a l u b a c o v e h t e d u l c n i n a c s c ir b u R . c ir b u r a s a r e h c a e
t y need t o
. g n it a r r a n e li h w e s
u Wha ti tshould bepu tunde rconcern i sno thow perfectt hey . y r o t s r i e h t g n it a r r a n n i e l b a y o j n e l e e f y e h t w o h t u b k a e p
s In extend wtih Hay ire
( n a D c o u Q , i y a
K http://www.b iritshcounci.lorg )statest ha tusing picturestory wli l o t d e s u e b n a c o s l a t i ,s e d i s e B . n r a e l y e h t n e h w d e t s e r e t n i l e e f s t n e d u t s e h t e k a m .l li k s s r e h t o n i a rt it a l e r n
I o ont picturenarraitngtechnique,t hes torytelilngi susedast hew ayto . s t n e d u t s e h t y b e d a m n e e b s a h h c i h w y r o t s e h t g n il l e t e
r Through storytelilng,t he
e l y t s d n a s a e d i ri e h t s s e r p x e o t e e r f e r a s t n e d u t
s .Storytelilng i s t he bes tway t o ’ e l p o e p r e v il e
d sidea sby using the language .Thus ,the student scan use the n a c y r o t s e h t r o e g a s s e m e h t t a h t o s e l b i s s o p s a e v it a e r c s a s e r u t s e g d n a e g a u g n a l .s r e n e t s il e h t o t n i d e r e v il e d e
b A sprofessiona lstoryteller, Helen Forest (2007 , I
I I
X ) point sout tha tthe advantage so fstorytelilng i sto encourage student sto s t h g u o h t e t a c i n u m m o c o t y ti li b a ’ s t n e d u t s a n e t h g i e h d n a s s e n e v i s s e r p x e e r o l p x e .) 8 . p ( r e n n a m d i c u l , e t a l u c it r a n a n i g n il e e f d n a , n o tl i m a H o t g n i d r o c c a , d e e d n
I 1971 ,student scan speak t hei rown story t o t n a tr o p m i s i tI . s d n i m r i e h t f o s e r u t c u rt s l a t n e m a d n u f t c e lf e r y lt c e ri d d n a , s r e h t
o to
tr o p p u
s the developmen t o f speaking sk li l since the student s can learn the . r e h t o n a e n o a e d i ri e h t r o y r o t s r i e h t e r a h s o t w o h d n a e g a u g n a l ri e h t f o s e r u t c u rt s ,s e d i s e
B tii si ntegratedwtihothert hreeskills ,sincet hrough storytelilng ,speaking . e n o l a d n a t s t o n n a
c Added by Hay irye Kayi ,2006 ,storytelilngcan f oste rcreaitve t a m r o f n i s a e d i ri e h t s s e r p x e s t n e d u t s p l e h n a c t i t a h t d i a s e h , n o it i d d a n I . g n i k n i h t g n i d n e d n a , t n e m p o l e v e d , g n i n n i g e b f
m o r f s t n e d u t s e h
T SMPN2arechosenast her epresentaitvet ogaint hedata e
ti r w e h t t a h
t rneeded .Based on the survey which had done before making the n
g i s e
d ,thestudent sw eredfi ifcutlt ospeakEngilsh lfuen ltysincetheytended t o be s
t n e d u t s e v i s s a
p .Wha tmadethembeingr eluctantt o speak w asbecauset heywere a
y h
s nd afraid o fmaking mistake .Moslty ,the student sonly used theri Engilsh s
n i k o o b t x e t h s il g n E e h t t a h w d e w o ll o f d n a k o o b t x e
t rtucted .Ast her esutl , til acks
s s e n g n il li w e h t e t a e r c o t c i s a b t n a tr o p m i t s o m e h t s i h c i h w e r e h p s o m t a e l b a y o j n e f o
g n ir e d i s n o C . k a e p s o t r e k a e p s e h t f
o thef act ,st het eacher shavet ot eachEngilsha s ’ s t n e d u t s o t n i d e z i s a h p m e e b d l u o h s g n i n r a e l e h T . e l b i s s o p s a g n it s e r e t n i
g n it s e r e t n i h g u o r h t s i k a e p s o t r e g a e m e h t e k a m o t w o H . k a e p s o t s s e n g n il li w
d n a y ti v it a e r c r i e h t e t a ti li c a f o t e l b a h c i h w y ti v it c
a imaginaiton .Thekeyi showt o
n i d e t s e r e t n i e r a y e h t t u b d e k s a g n i e b t u o h ti w k a e p s o t r e g a e e r a s t n e d u t s e h t e k a m
. n o it a s r e v n o c e h t g n ir u d g n i v l o v n i
.
B ProblemFormula iton
m e l b o r p e n o e r a e r e h t , e v o b a d e s s u c s i d d n u o r g k c a b h c r a e s e r e h t n o d e s a B
e b d l u o h
s discussed .The problem is w“ ha ti sthe sutiable design o fa se to f g
n i k a e p s l a n o it c u rt s n
i mateiralsusingaseire so fpicturet hrough picturenarraitng e
u q i n h c e
t forJ unio rHighSchoo lState2Student sGradeVII?” .
C ProblemLimtia iton e h t , y d u t s s i h t n
I wrtier designed a se tof i nsrtucitona lspeaking mateirals l
o o h c S h g i H r o i n u J r o f s e r u t c i p f o s e ir e s a g n i s
u State 2 Student sGrade VI I
. m u l u c ir r u c e h t n o d e s a b s n o i s s e r p x e e g a u g n a l n o g n i s u c o
f The wrtie rchose
i u b n i s u c o f n i a m e h t s a s n o i s s e r p x e e g a u g n a
t u o b a k l a t d n a t u o b a g n i k s a , s n o i n i p o g n i v i g d n a r o f g n i k s a , s e k il s i d d n a s e k il
r o f g n i k s a d n a , s t c a
f clair ifcaitons .Here ,the wrtie rconcern swtih the use o f .
s e r u t c i p e h t e t a r r a n o t e u g o l a i d
g n it a r r a n e r u t c i
P techniqu e i sappiled in the design by uitilzing some e h t g n it a ti li c a f n i d i a g n i h c a e t n i a m e h t e r a s e r u t c i p t a h t s n a e m t I . s e r u t c i p
. k a e p s o t s t n e d u t
s Whlie ,storytelilng i st he main t echnique t o i mplemen tas t he v
a h s t n e d u t s e h t t a h w g n ir a h s r o g n ir e v il e d f o m i
a ebeendonewtiht hepicture .s
.
D Objecitveoft heStudy e v it c e j b o e h
T o fthe study i sto ifnd ou tthe idea ldesign o fa se to f g
n i k a e p s l a n o it c u rt s n
i mateirals by using a seire so fpicture sthrough picture .
g n it a r r a n
.
E Beneftis oft heStudy
g n i k a e p s l a n o it c u rt s n i f o t e s a g n i n g i s e d s i y d u t s s i h
T mateiralsst hrough
g n it a r r a n e r u t c i
p techniquefo rSMPN2gradeVI Istudents .Throught hi sstudy,i t e
b o t d e t c e p x e s
i beneifcialf o rsomeparites ,suchast heSMPN2Yogyakatra,t he N
P M S f o s t n e d u t
s 2Yogyakatra,t het eachers ,andf u trherr esearcher .s .
1 SMPN2Yogyakarta
l o o h c s h g i h r o i n u j e l b a t u p e r e h t f o e n o s
A s in Yogyakatra, t hi sstudy can g
n i k a e p s h s il g n E f o y ti l a u q e h t e v o r p m
i mateirals .Ast heoutcomeofl earning a l
e h t s i g n i k a e p s , e g a u g n a
l as tskillt obeacquried .To achievet hegoa lo fSMPN2 h
s il g n E f o t n e m e v o r p m i e h t , l o o h c s l a n o it a n r e t n i n a s a a tr a k a y g o
Y mateirals
.
2 Fort heJuniorHighSchoo lState2s tudents o
t m e h t p l e h d l u o w y d u t s s i h
T improvethei rspeakingskli lbasedon t hei r f o s e ir e s a h g u o r h t y r o t s e h t g n il l e t e r d n a y r o t s e h t g n i p o l e v e d n i y ti v it a e r c
. e r u t c i
p Thebasicaimoft hi sstudyi st omoitvatet hemt ol earnEngilshespecially .
y a w n u f a n i k a e p s o t
.
3 Fort heEngilsh t eachers ,developers ,and t hosewho areconcerned wtih r o i n u J r o f ll i k s g n i k a e p s e h t e v o r p m i o t e r u t c i p f o s e i r e s a g n i s u f o a e d i e h t
t n e d u t s l o o h c S h g i
H st hroughpicturenarra itng t
, y ll u f e p o
H hi sstudy nc a g nive a illusrtaiton and the example o fthe g
n i k a e p
s mate irals using a seire so fpicture swhich uitilze spicture narraitng e
u q i n h c e
t which can be i mplemented i n genera lclassroom acitviites .Thewrtie r ,
e p o h o
d int hef uture,t het eachers ,developers ,andt hosewhoareconcernedwtih l
e v e d o t e l b a e b l li w y d u t s s i h
t opt hei rownt eachingmateiralsbyusingpictures. .
F De ifniitonoft heTerms .
1 Picture
m a r g a i d r o , p a m , h c t e k s , g n i w a r d , g n it n i a p s a d e b ir c s e d e b n a c e r u t c i P
e h t f o e n o s i e r u t c i p , r e v o e r o M . e k il s k o o l e n o e m o s r o g n i h t e m o s t a h w g n i w o h s
c i h w s d i a g n i h c a e
t h consis to fcolorfu lpainitng which can be seen no theard f o l a it n e u q e s e h t e r a d e s u e r a h c i h w s e r u t c i p e h t , y d u t s s i h t n I . ) I X : 4 6 9 1 , s a a H (
r e h t o n a e n o e r e h w n i s e r u t c i
p a re connected to create a story .Ofifcially ,i ti s n
o c h c i h w y r o t s e r u t c i p s a d e m i a l
c sist schielfy o rwholly o fpictures .In thi s ,
n g i s e
d thepicture susedaredeifntiely wtihoutt ext .Thestudent shavet odevelop .s
.
2 Insrtucitona lMateirals n
o d e s a
B http://www.planningl.eon.k12f..lus/Poilcies/411.htm , an l
a n o it c u rt s n
i mateirals si tiem stha tare designed to serve a sa majo rtoo lfo r n i e l b a li a v a e b y a m s m e ti e s e h T . e s r u o c r o t c e j b u s a f o n o it c u rt s n i e h t n i g n it s i s s a
t f o s r o d e k c a b d r a h f o t s i s n o c y a m d n a m r o f e g a k c a p r o t i k , d n u o b n u , d n u o b
, s e l b a m u s n o c , s k o o b t x e t d e k c a
b learningl aborato ires ,silde ,s f lim sandf limstirps , , s m a r g o r p r e t u p m o c l a n o it c u rt s n i( a i d e m c i n o rt c e l e , e v it a l u p i n a m , s g n i d r o c e r
D C , s c s i d r e s a l , s e c i v r e s e n il n
o -ROM , etc. ) and othe r commonly accepted s
l o o t l a n o it c u rt s n
i .
l a n o it c u rt s n i , y d u t s s i h t n
I mate irals ea r deifned a sinsrtuciton which e
h t s n i a t n o
c mateirals fo rteaching ,in thi scase i sspeaking ,in the classroom a h g u o r h t ll i k s c if i c e p s a h c a e t o t w o h s p e t s f o t e s a e r a s t n e t n o c e h T . g n i n r a e l
f o s e ir e
s mate iralsandexercise .s .
3 PictureNarrait ng ,i y a K e ir y a
H (2006) ,men itoned tha tpicture narraitng is based on severa l e h t n i e c a l p g n i k a t y r o t s e h t l l e t o t d e k s a e r a s t n e d u t S . s e r u t c i p l a it n e u q e s
a s a r e h c a e t e h t y b d e d i v o r p a ir e ti r c e h t o t n o it n e tt a g n i y a p y b s e r u t c i p l a it n e u q e s
s c ir b u R . c ir b u
r can include the vocabulary o rsrtucture sthey need to use whlie g
n it a r r a
n .Picture Narraitng can be donet horough storytelilng. The student scan e h t , y r o t s h g u o r h t ,s e d i s e B . s e t a m s s a l c r i e h t ll e t o t y r o t s n w o r i e h t e t a e r c o s l
a they
u g n a l r i e h t p o l e v e d n a
c age ablitiy and appreciaitng ltierature . (Aiex , 1988 ; )
9 8 9 1 , y e ll u G & i ri a b o Z ; 8 9 9 1 , i k o K ; 9 8 9 1 , r e p o o
C .Moreover ,W irght ,1995 ,
s t a h t e t o r
. n e r d li h c e h t r o f e c n e ir e p x e e g a u g n a l f
o In thi sstudy, picture narraitng si a d
e s u s i h c i h w e u q i n h c e t g n i n r a e
l aseire so fpicturesfort hestudentst o sitmulate k
a e p s o t m e h
t .Throught hosepicture ,st hestudent shavet o bulidand developt he e
m e h t e h t n o d e s a b n o it a n i g a m i ri e h t o t g n i d r o c c a y r o t
s givenbyt het eacher .The
s i e d a m n e e b s a h h c i h w y r o t
s narratedinf ron toft heclassthroughs torytelilng. .
4 Storytelilng
a g n il l e t y r o t s s e n if e d , 5 : 1 9 9 1 , n a ll a
M sone o fthe basic way so fshairng o t n o it a l e r n i fl e s e n o g n i e e s f o d n a , s e c n e ir e p x e f o e s n e s g n i k a m f o , e g d e l w o n k
a n i s e n e c s e t a e r c o t s y a w l u f r o l o c n i e r u t s e g d n a e g a u g n a l g n i s u y b s r e h t o
e c n e u q e
s . Int hi sstudy,storytelilngmeanst hetechnica lwayused f o rdeilveringa f o t n o r f n i s e r u t c i p f o s e ir e s e h t m o r f s t n e d u t s e h t y b e d a m n e e b s a h h c i h w y r o t s
. s s a l c e h t r o p u o r g e h
t Thus ,the student smake a story based a sequence o f .
r e h c a e t e h t y b n e v i g s e r u t c i
p Thestudent shavet opay attenitont o t hecrtieirai n g
n i k a
m the story such as t he coherence o feach i dea, t heapprop irateo fdiciton , .
n o o s d n a , r a m m a r g f o e t a ir p o r p p a e h t
5. Speaking
f o e s u e h t h g u o r h t g n i n a e m g n ir a h s d n a g n i d li u b f o s s e c o r p e h t " s i g n i k a e p S
n o n d n a l a b r e
v -verbals ymbol ,si navairetyo fcontexts"( Chaney ,1998 ,p .13) .A s n a e t a e r c o t h c e e p s r i e h t e s u e l p o e p , y l s u o i c s n o c n u r o y l s u o i c s n o c , r e k a e p s e h t
, h c ti p f o n o it a ir a v d n a , g n i s u a p d n a d e e p s g n i s u y B . s r e h t o o t s e v l e s m e h t f o e g a m i
l a t ri e h t r o f e r u t x e t a e t a e r c o s l a y e h t , n o it a n o t n i d n a e m u l o
v k t ha tsuppo tr sand
g n i k a e p s , s e d i s e B . g n i y a s e r a y e h t t a h w s e c n a h n
e i s seen a s meaningfu l
o it c a r e t n
f e h t s i d e s s e s s a s
i luency o fthe students in retelilng theri sstory to others ,the d n a , e r u t c i p s r e h t o f o y r o t s s r e h t o o t e r u t c i p e n o f o y r o t s e n o n e e w t e b e c n e r e h o c
1 1 I I R E T P A H C E R U T A R E T I L F O W E I V E R f o s i s a b e h t s a d e s u e r a t a h t s e ir o e h t d e t a l e r s e s s u c s i d r e t p a h c s i h T n i s n o it c e s r o j a m o w t e r a e r e h T . s l a ir e t a m l a n o it c u rt s n i h s il g n E f o t e s a g n i n g i s e d e r a e r e h T . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t y l e m a n , r e t p a h c s i h t e s s u c s i d s c i p o t e v
if d in the theoreitca ldesc irpiton .They are System Approach l
e d o
M , t eaching speaking skill ,picture narraitng ,and storytelilng .Moreover ,on e s o h t d e s u r e h c r a e s e r e h t y h w n o s a e r e h t s e d i v o r p k r o w e m a r f l a c it e r o e h t e h t . y d u t s s i h t n i s e ir o e h t .
A Theoreitca lDescrip iton
n i l i a t e d n i d e t a r o b a l e e r a s e ir o e h t e m o s , n o it p ir c s e d l a c it e r o e h t r e d n U e h t r o f e g d e l w o n k c i s a b s a e r a s e ir o e h t e s o h T . y d u t s s i h t n i d e s u e b o t r e d r o e r u t c i p g n i s u l a ir e t a m g n i k a e p s l a n o it c u rt s n i f o t e s e h t n g i s e d o t r e h c r a e s e r g n it a r r a
n technique fo rSMPN2Yogyakatra . .
1 Instrucitona lDesign
t i d n a n g i s e d l a n o it c u rt s n i e h t e n il r e d n u h c i h w s e ir o e h t f o t o l a e r a e r e h T e ri t n e e h t o t s r e f e r n g i s e d l a n o it c u rt s n I .l a ir e t a m g n i p o l e v e d r o f d e y o l p m e e b n a c n a s l a o g d n a s d e e n g n i n r a e l f o s i s y l a n a f o s s e c o r
p dt hedevelopmen to fadeilvery d n a s l a ir e t a m l a n o it c u rt s n i f o t n e m p o l e v e d s e d u l c n i ; s d e e n e h t t e e m o t m e t s y s t n e m s s e s s a r e n r a e l d n a n o it c u rt s n i l l a f o n o i s i v e r d n a t u o y rt d n a ; s e it i v it c a . ) x x : 7 7 9 1 , s g g ir B ( s e it i v it c
y b d e n g i s e d l e d o m h c a o r p p a m e t s y s e h t s i t n e m p o l e v e d d n a h c r a e s e
r proposedby
m e t s y s e h t s w o ll o f l e d o m s i h T . l e d o m s ’ p m e K s a d e ll a c H . D . d E , p m e K . E l o r r e J
d n a t n e m t s u j d a r o f d e s u e r a n o it a u l a v e d n a l a o g e h t e r e h w n i h c a o r p p a
.t n e m e v o r p m i
e
K mp’ sdesrie i sto supply answer sto three quesiton swhich may be . ) 8 : 7 7 9 1 , p m e K ( y g o l o n h c e t l a n o it c u rt s n i f o s t n e m e l e l a it n e s s e e h t d e r e d i s n o c
e r a y e h
T asf ollow .s .
1 Wha tmus tbel earned?( objecitves) .
2 Wha tprocedure sand r esource swli lwork bestt or each t hedesried l earning? )
s e c r u o s e r d n a s e it i v it c a ( .
3 Howwli lweknowwhent her equriedl earninghast akenplace?(evaluaiton) y e h t ,s tr a p t h g i e f o s t s i s n o c l e d o m s ’ p m e K , s n o it s e u q e e r h t e s o h t ll if l u f o t r e d r o n I
e r
a asf ollow .s .
1 Consideirnggoals ,ilsitngt hetopics ,ands taitngt hegenera lpurposes
e b y a m h c i h w s l a o g d e t a t s y l d a o r b n o d e s a b e r a s m a r g o r p l a n o it a c u d e l l A
d l u o h s s l a o g f o s t n e m e t a t S . s a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s m o r f d e v ir e d
i n g o c e r r e tf A . s t s e r e t n i d n a s d e e n s ’ r e n r a e l n i s e g n a h c e z i n g o c e
r zingt hegoal ,st he
l a r e n e g h c a e , y ll a n i F . a e r a t n e t n o c e h t n i h ti w d e t a e rt e b d l u o h s s c i p o t r o j a m
c if i c e p s e h t s a e v r e s l li w t a h t s e v it c e j b o n i a t b o o t d e t a t s e b d l u o h s e s o p r u p
.s e m o c t u o g n i n r a e l
.
2 Identfiyingt hel earner’ scharacteirsitcs n
r a e l l u f s s e c c u s
. s r o t c a f l a i c o s d n a s r o t c a f c i m e d a c a y l e m a n , s r e n r a e l e h t e n if e d o t s c it s ir e t c a r a h c n r e c n o c h c i h w s r o t c a f e h t o t s r e f e r r o t c a f c i m e d a c
A to t he academicbackground
. n o o s d n a , n o it a v it o m , s ti b a h y d u t s , e c n e g il l e t n i f o l e v e l s a h c u s , s r e n r a e l e h t f o c i m o n o c e o i c o s , y ti r u t a m , e g a e h t h ti w n r e c n o c s r o t c a f l a i c o s , e d i s r e h t o e h t n O .s r e h t o d n a , n o it a u ti
s The learning condiiton and learning style should be taken . ll e w s a , g n i n n a l p n e h w t n u o c c a o t n i .
3 Specfiyingt hel earningobjecitves
Wiritng objecitve si sa developmenta lacitvtiy tha trequrie sre ifnements , e h T . s p e t s g n i n n a l p t n e u q e s b u s s p o l e v e d r e ti r w e h t s a s n o it i d d a d n a , s e g n a h c j b o g n i n r a e
l ecitve sshouldbestatedclealryi nordert opromotet hel earning tisefl . d e t a t s e b t s u m s e v it c e j b o l l a , s u h T . r e n r a e l e h t y b t r o f f e e v it c a s e ri u q e r g n i n r a e L . g n i n r a e l e t o m o r p t s e b l li w t a h t s e it i v it c a f o s m r e t n i , s e v it c e j b o f o s e ir o g e t a c e e r h t e r a e r e h
T namely cogniitve ,psychomotor , s e v it c e j b o e h t o t s r e f e r h c i h w n i a m o d e v it i n g o c e h t s i e n o t s ri f e h T . e v it c e f f a d n a g n i k n i h t d n a , n o it a m r o f n i r o e g d e l w o n k g n i n r e c n o
c -naming , recognizing ,
s r e h t o d n a , g n it c i d e r
p .Bloom ,1956,i n hi sbook“CogniitveDomain ,Taxonomy y e h T . n i a m o d e v it i n g o c e h t r o f y m o n o x a t e h t s e t a t s ” s e v it c e j b O l a n o it a c u d E f o . n o it a u l a v e d n a , s i s e h t n y s , s i s y l a n a , n o it a c il p p a , n o i s n e h e r p m o c , e g d e l w o n k e r a s ll i k s e h t n o s n r e c n o c h c i h w n i a m o d r o t o m o h c y s p s i y r o g e t a c d n o c e s e h T g n ir i u q e
r use and coordinaiton o fskeleta lmuscles .Thel as tcategory i saffecitve d n a , n o it a i c e r p p a , e d u ti tt a g n i n r e c n o c s e v it c e j b o s e v l o v n i h c i h w n i a m o
.
4 Lisitngt hes ubjec tcontent
g n i h t e m o s s i n g i s e d l a n o it c u rt s n i f o t x e t n o c e h t n i t n e t n o c t c e j b u
S which
d n a , s ll i k s , e g d e l w o n k c if i c e p s e h t f o n o it a z i n a g r o d n a n o it c e l e s e h t s e s ir p m o c
t s u m , n r u t n i , t n e t n o c e h T . ) 4 4 : 7 7 9 1 , p m e K ( s c i p o t y n a f o s r o t c a f l a n i d u ti tt a
.s d e e n s ’ r e n r a e l e h t d n a s e v it c e j b o e h t o t e t a l e r y l e s o l c
.
5 Developingpre-assessment e
s u e h
T o fpre-assessmen t i sto plan learning acitviite sfo rwhich the e t s a w t o n o d s r e n r a e l t a h t e r u s n e o t e m it e m a s e h t t a d n a d e r a p e r p e r a s r e n r a e l
. w o n k y d a e rl a y e h t g n i h t n o e m it r i e h t
.
6 Selecitngt eaching-learningacitviite sandr esources e
r e h t , p e t s s i h t n
I searche rshoulddeterminet hemos tefifcien tand effecitve e
u q i n h c e
t thenselec tmateiralst o provideexpeirencest ha twli luitilzet heconten t .
e v it c e j b o h c a e h ti w d e t a i c o s s a
.
7 Specfiying suppor t service s fo r implemenitng acitviite s and producing s
l a ir e t a m
h c a e d n a n o it a u ti s l a n o it c u rt s n i y n a n i s t n e m e l e d e t a l e r r e t n i y n a m e r a e r e h T
e r a e s o h T . ) 5 8 : 7 7 9 1 , p m e K ( p e t s g n i n n a l p e h t g n ir u d n o it a r e d i s n o c l u f e r a c s d e e n
e r a p e r p d l u o h s r e n g i s e d e h T . s e l u d e h c s d n a e m it d n a , t n e m p i u q e , s e it il i c a f ,t e g d u b
x if n i g n i h t y r e v
e ed sot hatt hei ntended goal swhichbeachieved approp irately i n .t
l u s e r d n a e m it
.
8 Evaluaitngs tudents’l earningi nt erm soft hei raccompilshmen to fobjecitves b
d l u o h s n o it a u l a v e e h t t a h w e t a c i d n i s e v it c e j b o e h
T e .Therearet wokind s
l e m a n , s n o it a u l a v e f
e c a l p s e k a t ti d n a s e v it c e j b o s ti s e v r e s m a r g o r p e h t ll e w w o h w o n k o t d e s u s i e n o e h t f o s i s y l a n a l u f e r a c e h t s i e n o d n o c e s e h T . t u o y rt d n a t n e m p o l e v e d e h t g n ir u d n i s i ti n e h w m a r g o r p a f o s tl u s e
r ful luse.I tconcern swtiht hedegreeo fstudents ; .s e v it c e j b o e h t f o t n e m e v e i h c a l a n if s i e r e h T . s s e c o r p e l b i x e lf a e s ir p m o c l e d o m s ’ p m e K f o s tr a p t h g i e e h T . m e h t g n o m a e c n e d n e p e d r e t n
i . tIi s t heplanners ’choicet o star twhereve rhe/she a t r a t s o t s t n a
w nd move back and fo trh to the othe rstep s(Kemp ,1977:9) .The d l a n o it c u rt s n i s ’ p m e K f o l e d o
m esigncanbes eeni n ifgure2.1below.
n g i s e D l a n o it c u r t s n I s ’ p m e K e h T . 1 . 2 e r u g i F .
2 Communica itveLanguageTeaching
m o r f h t o b ; s e it r a p o w t n e e w t e b n o it a r e p o o c s e ri u q e r k a e p s y l e v it c a g n i e B e b o t e v a h h s il g n E f o k a e p s o t s s e n g n il li w e h T . s t n e d u t s d n a r e h c a e t e h t e c a l p s e k a t ti d n a s e v it c e j b o s ti s e v r e s m a r g o r p e h t ll e w w o h w o n k o t d e s u s i e n o e h t f o s i s y l a n a l u f e r a c e h t s i e n o d n o c e s e h T . t u o y rt d n a t n e m p o l e v e d e h t g n ir u d n i s i ti n e h w m a r g o r p a f o s tl u s e
r ful luse.I tconcern swtiht hedegreeo fstudents ; .s e v it c e j b o e h t f o t n e m e v e i h c a l a n if s i e r e h T . s s e c o r p e l b i x e lf a e s ir p m o c l e d o m s ’ p m e K f o s tr a p t h g i e e h T . m e h t g n o m a e c n e d n e p e d r e t n
i . tIi st he planners ’choicet o star twhereve rhe/she a t r a t s o t s t n a
w nd move back and fo trh to the othe rstep s(Kemp ,1977:9) .The d l a n o it c u rt s n i s ’ p m e K f o l e d o
m esigncanbes eeni n ifgure2.1below.
n g i s e D l a n o it c u r t s n I s ’ p m e K e h T . 1 . 2 e r u g i F .
2 Communica itveLanguageTeaching
m o r f h t o b ; s e it r a p o w t n e e w t e b n o it a r e p o o c s e ri u q e r k a e p s y l e v it c a g n i e B e b o t e v a h h s il g n E f o k a e p s o t s s e n g n il li w e h T . s t n e d u t s d n a r e h c a e t e h t e c a l p s e k a t ti d n a s e v it c e j b o s ti s e v r e s m a r g o r p e h t ll e w w o h w o n k o t d e s u s i e n o e h t f o s i s y l a n a l u f e r a c e h t s i e n o d n o c e s e h T . t u o y rt d n a t n e m p o l e v e d e h t g n ir u d n i s i ti n e h w m a r g o r p a f o s tl u s e
r ful luse.I tconcern swtiht hedegreeo fstudents ; .s e v it c e j b o e h t f o t n e m e v e i h c a l a n if s i e r e h T . s s e c o r p e l b i x e lf a e s ir p m o c l e d o m s ’ p m e K f o s tr a p t h g i e e h T . m e h t g n o m a e c n e d n e p e d r e t n
i . tIi s t heplanners ’choicet o star twhereve rhe/she a t r a t s o t s t n a
w nd move back and fo trh to the othe rstep s(Kemp ,1977:9) .The d l a n o it c u rt s n i s ’ p m e K f o l e d o
m esigncanbes eeni n ifgure2.1below.
n g i s e D l a n o it c u r t s n I s ’ p m e K e h T . 1 . 2 e r u g i F .
2 Communica itveLanguageTeaching
k a e p s f o d e m a h s a e r a s t n e d u t s e h t f o t s o m , r e v e w o h , ti b a h a s a d e m o t s u c c a t u b t o n n a c y e h t e s u a c e b t o n h s il g n
E theyareafraid o fmakingmistakes .Besides , . g n i k a e p s f o t i b a h e h t t r o p p u s o t n o it a ti li c a f o n s i e r e h
t The atmosphere in
e h t t c e f f a y lt c e ri d n a c h c i h w s r o t c a f t s e g g i b e h t f o e n o s i g n i n r a e l m o o r s s a l c o m t a e h t e r o m e h T . k a e p s o t s t n e d u t s e h t f o s s e n g n il li
w sphere i sno tenjoyable ,
h s il g n E e s u y ll a u s u t o n o d y e h t , y lt n e u q e s n o C . f o d i a r f a e r a s t n e d u t s e h t e r o m e h t . e c it c a r p f o k c a l y e h t t a h t o s n o it a s r e v n o c r i e h t n i c it s i u g n il n a h t e r o m d e ri u q e r e t a c i n u m m o c o t e l b a g n i e b , tr o h s n I u m m o c d e ri u q e r t i ; e c n e t e p m o
c nicaitve competence (Hyme s 1971)-knowing o t e r e h p s o m t a d o o g h c u s g n it a e r C . m o h w o t t a h w y a s o t w o h d n a n e h
w faclitiate
e h
t habi t o fspeaking need s communicaitve approach which i simplemented g n i h c a e T e g a u g n a L e v it a c i n u m m o C h g u o r h
t i s the goa l o f communicative e c n e t e p m o c . e g a u g n a L f o y r o e h T . 1 . 2 s a e g a u g n a l e h t s e e s g n i h c a e t e g a u g n a l n i h c a o r p p A e v it a c i n u m m o c e h T n o it a c i n u m m o
c . Tha t i s why, the goa l o f language teaching i s to develop t s ri f e h t t a h t e t a t s ) 1 7 : 6 8 9 1 ( s r e g d o R d n a s d r a h c i R . ” e c n e t e p m o c e v it a c i n u m m o c “ r o f m e t s y s a s i e g a u g n a l s i e g a u g n a l f o s w e i v e v it a c i n u m m o c e h t f o c it s ir e t c a r a h c f y r a m ir p e h t , s e d i s e B . g n i n a e m f o n o i s s e r p x e e h
t unciton o flanguage i sfo r
f o s ti n u y r a m ir p e h T . e n o d n o c e s e h t n i s i n o it a c i n u m m o c e h t e li h w n o it c a r e t n i f o s e ir o g e t a c t u b , s e r u t a e f l a r u t c u rt s d n a l a c it a m m a r g s ti y l e r e m t o n e r a e g a u g n a l n o it a c i n u m m o c , y a s o t g n i n a e M . g n i n a e m e v it a c i n u m m o c d n a l a n o it c n u
, n a m e e r F d n a n e s r a L (. t n e i c if f u s n i s i e g a u g n a l f o m r o f e h t f o e g d e l w o n k ; s s e c o r p ) 8 2 1 : 0 0 0 2 . 2 .
2 Theoryo fLearning
s i t a h t g n i h t y r e v e t s o m l a t a h t s i T L C f o c it s ir e t c a r a h c s u o i v b o t s o m e h T e g a u g n a l e h t e s u s t n e d u t s e h T . t n e t n i e v it a c i n u m m o c a h ti w e n o
d a grea tdea l
p ir t s e r u t c i p d n a , s y a l p e l o r , s e m a g s a h c u s s e it i v it c a e v it a c i n u m m o c h g u o r h t y l u rt a ,) 1 8 9 1 , w o r r o M d n a n o s n h o J n i( w o r r o M o t g n i d r o c c A . y r o t s , e c i o h c , p a g n o it a m r o f n i y l e m a n , n o m m o c n i s e r u t a e f e e r h t s a h n o it a c i n u m m o c . k c a b d e e f d n a a m r o f n i n
A iton gap exists when one person in an exchange know s e c i o h c a s a h r e k a e p s e h t , n o it a c i n u m m o c n I .t o n s e o d n o s r e p r e h t o e h t g n i h t e m o s s i n o it a c i n u m m o c e u rt a , t s a L . ti y a s l li w e h s / e h w o h d n a y a s l li w e h s / e h t a h w f o r o r e h t e h w g n it a u l a v e h g u o r h t l u f e s o p r u
p no tthe speaker’ spurpose ha sbeen .s r e n e t s il e h t m o r f s e v i e c e r e h s n o it a m r o f n i e h t n o p u d e s a b d e v e i h c a T d n a g n i n r a e L f o s e p y T . 3 .
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b -skill so fcommunicaiton rather t han pracitcing t he t ota l d o o w e lt ti L , e r o m r e h tr u F . d e ri u q c a e b o t ll i k
e l b a t p e c c a e c u d o r p s r e n r a e l e h t r e h t e h w , s s e c c u s r o f n o ir e ti r c n i a m e h t h ti w . e g a u g n a l s e it i v it c a e v it a c i n u m m o C . 2 . 3 . 2 i a m o w t e r a e r e h
T n catego ire sin communicaitve acitviite sproposed by l a i c o s d n a s e it i v it c a n o it a c i n u m m o c l a n o it c n u f y l e m a n , 0 2 : 1 8 9 1 ( d o o w e lt ti L y b k s a t a m r o fr e p s r e n r a e l e h t e k a m o t s m i a e n o t s ri f e h T . s e it i v it c a n o it c a r e t n i s h ti w n a c s r e n r a e l e h t t s e b e h t g n it a c i n u m m o
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