ANALYSIS OF SPEAKING ACTIVITIES IN PATHWAY TO ENGLISH: A TEXTBOOK BASED ON 2013 CURRICULUM
Linea Dorothea
Abstract
This study aimed to find out to what extent the speaking activities in Pathway to English textbook fulfilled the criteria of mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell Hymes(1974). The sample of this research was a textbook, Pathway to English, published by Erlangga in 2013. The data were collected by selecting speaking activities written on the textbook and they were analyzed using the checklist of mnemonic device, S.P.E.A.K.I.N.G. The result show that 57 speaking activities written on the textbook only fulfilled three categories of the mnemonic device; S,E and I. The findings of this study were to remind the teacher, who use Pathway to English textbook, to develop the instruction of the speaking activities in line with S.P.EA.K.I.N.G proposed by Dell Hymes.
Keywords: speaking activities, mnemonic device S.P.E.A.K.I.N.G, 2013 curriculum textbook
Introduction
students needed to learn how to become better citizens and that it could only be achieved by instilling good character and a greater sense of morality.
In this regard, the government prepared many things in implementing the new curriculum. One of them was the textbook which contained activities with aim to instill good characters for students through speaking activities written on the textbook. In speaking activities, students learn a language, which is English, in term of speaking. The learning of the language was included language used in the instruction and how to practice the speaking activities itself. During the learning process, students engaged in stimulating activities that link to other subjects such as social science. Dell Hymes in 1962 stated in his paper that language is not just a formal system of grammar, but also something culturally, such as characters or habit, which could shape the context in social life (Carbaugh, 2007). The point of view triggered Dell Hymes formulated a range of speech components or aspects into a tool called S.P.E.A.K.I.N.G. I am the same mind with Hymes since a language used by people could influence social life, especially of someone‟s
characters.
the categories in the mnemonic device S.P.E.A.K.I.N.G that Dell Hymes proposed in 1974. Looking at this curiosity, this research wanted to find out:
1. To what extent the speaking activities written on the textbook meet or fulfilled the principles of S.P.E.A.K.I.N.G proposed by Dell Hymes?
The objective of this study was to analyze the textbook whether the material of speaking activities fulfilled the mnemonic device S.P.E.A.K.I.N.G proposed by Hymes. The findings of this study could be as the reminder for teachers, who used the 2013 curriculum textbook, that they play important roles in teaching speaking. Teachers had to develop or make the instruction of the speaking activities in Pathway to English in line with the tool, S.P.E.A.K.I.N.G, so that students could engage in stimulating and improving their good characters through language used in speaking activities. Further, the result could be used as feedback for the designer of the textbook to design the speaking activities based on mnemonic device, S.P.E.A.K.I.N.G, so that language used in speaking activities on the textbook could help in stimulating and instilling students‟ good character in social life. While for the students, the findings may provide new information in speaking such as the students would know a theory of S.P.E.A.K.I.N.G that proposed by Dell Hymes.
Review of Literature
Pathway to English, a textbook based on 2013 curriculum, provided activity that would enhance students‟ skills, one of them was speaking activity. Speaking activity was the process of
building and sharing meaning through verbal and non-verbal symbols, in a variety of contexts (Channey, 1998). Today‟s world required speaking activity that could improve students‟
follow the social theme and cultural rules appropriate in each communicative circumstance (Kayi, 2006). Talking about social theme and cultural rules, the speaking activity on the textbook was thematic with good moral instilled through the language used both in instruction and the speaking activity itself. To check the language or speech aspect contained on each speaking activity written on the textbook, this study used a tool called S.P.E.A.K.I.N.G proposed by Dell Hymes.
Dell Hymes was an expert in ethnography in speaking. Hymes (1972) proposed the concept of „communicative competence‟ which underlies knowledge of the rules of speaking. I used the mnemonic device S.P.E.A.K.I.N.G that proposed by Dell Hymes since each component invite us to ask certain questions about the communication of practice, including speaking activities. Questions such as these provide abstract theoretical bases for analyses that accomplish many objectives, including an understanding of specific qualities of specific communication practice (Carbaugh, 2007). Moreover, the mnemonic device, S.P.E.A.K.I.N.G, was formulated by Dell Hymes to analyze language which is something culturally, such as characters and habit, in social life.
Hymes‟ theory could analyze any speech or written document using a tool called
S.P.E.A.K.I.N.G (Zand-Vakili; Kashani; Tabandeh, 2012). Hymes (1974) developed a mnemonic device to describe the elements that make up any speech. The term “speech” was
used here to stand in various means of communication, verbal and nonverbal, written and oral (Carbaugh, 2007). Dell Hymes referred to this as the S.P.E.A.K.I.N.G model and the parts were as follows:
setting. This is where the activities are taking place and the overall scene in which they are a part. Setting refers to the time and place which is the concrete physical circumstances in which speech takes place. A particular bit of speech may actually serve to define a scene, whereas another bit of speech may be deemed to be quite inappropriate in certain circumstances. Within a particular setting, of course, participants are free to change scenes as they change the level of formality, or as they change the kind of activity in which they are involved. The setting can be formal into informal. Additionally, according to Gelderen(2002), formal language is language used in formal situations such as ceremonies, formal lectures, meeting government official.
The second refers to the Participants involved in the communication practice. This area includes the people present. It includes various combinations of speaker-listener, addressor-addressee or sender receiver. They generally fill certain socially specified roles. A two-person conversation involves a speaker and hearer whose roles change and the roles they play, or the relationships they have with other participants. (Zand-Vakili; Kashani; Tabandeh, 2012)
Hymes (1974) cited in Carbaugh (2007) said that E is Ends or goals of communication. It refers to the conventionally recognized and expected outcomes of an exchange as well as to the goals that seek to accomplish on particular occasions. Ends are about the goal that may have in the communication practice.
Zand-Vakili, Kashani and Tabandeh (2012) corroborate with Hymes that K is Key or tone of speech. How the speech sounds or was delivered. In the course of social interaction, participants offer each other cues as how to interpret the message content. It refers to the tone, manner, or spirit in which a particular message is conveyed: lighthearted, serious, precise, pedantic, mocking, sarcastic, pompous, and so on. The key may also be marked nonverbally by certain kind of behavior, gesture, posture, or even deportment. When there is a lack of fit between what a person is actually saying and the key that the person is using, listeners are likely to pay more attention to the key than to the actual content. Like what Reville(1966) reported in Hymes(1974), for instance, that “some forms have been found which cannot be described as reflecting feelings on the part of the speaker, but they will used in certain social situation” e.g for
emphasizing, clarity, or politeness.
I is Instrumentality or the channel through which communication flows can be examined. It refers to the choice of channel such as oral, written, or telegraphic, and to the actual form of speech employed, such as the language, dialect, code, or register that is chosen. (Zand-Vakili; Kashani; Tabandeh, 2012)
Zand-Vakili, Kashani, Tabandeh (2012) also stated that N is Norms of communication or the rules guiding talk and its interpretation can reveal meaning. Hymes(1974) assumed that speech is a rule- governed behavior and that the researcher‟s task is to infer such rules from systematic observation and recording of spontaneous verbal interaction. It refers to the specific behaviors and properties that attach to speaking and also to how these may be viewed by someone who does not share them, like loudness, silence, and gaze return and so on. Duranti (1985) believes that „norms of interaction involve different levels of competence, from the very
register. Carbaugh (2007) declared that there is a second distinction that guides this component: norms for interaction can be distinguished from norm of interpretation. The norm for interaction can be formulated as a rule for how someone should properly interact when conducting the practice of communication: e.g, someone should respect someone‟s elders. The norm for interpretation can be formulated as a rule for what a practice means: e.g, sitting in silence with an elder counts as respecting elders. Both norms are analyzed through this component
While the last category was G, stands for Genre. Samuelson (2009) simplified theory from Dell Hymes, on his articles stated that Genre is cultural or traditional speech Genres, such as proverbs, apologies, prayers, small talk, problems talk, etc. It refers to clearly demarcated types of utterance; such things as poems, proverbs, riddles, sermons, prayers, lecture, and editorials. These are all „marked‟ in specific ways in contrast to casual speech. Of course, in the
middle of a prayer, a casual aside would be „marked‟ too. While particular genres seem more appropriate on certain occasions than on others, such as sermons inserted into church services, they can be independent, we can ask someone to stop „sermonizing‟, that is, we can recognize a
genre of sermons when an instance of it, or something closely resembling an instance, occurs outside its usual setting. Individuals have access to many different speech genres, and they choose which to use based on variables such as the participants, the type of communication, and the setting.
about how people communicate and how that communication is often patterned (Hymes, 1974). The thematic speaking activities written on the textbook had goal in instilling good characters through them. I think if the speaking activities had fulfilled the categories of mnemonic device proposed by Dell Hymes, S.P.E.A.K.I.N.G, it means that the language used in speaking activities was appropriate and clear enough in instilling good characters through it. As the implication from each category of mnemonic device to the speaking activities written on the textbook, the students could improve their speaking ability to the real situation later and they could stimulate of having good characters in doing their speaking skill, such as show sympathy, respect or politeness, and so forth since the language used on the speaking activity had been fulfilled the category of S.P.E.A.K.I.N.G in which Hymes(1974) believe that this tool would produce a satisfactory description of any particular speaking.
The Study
expected to be able to instill students‟ good characters through it, whether the speaking activities
written on the textbook meet the principle of the mnemonic device or not.
The samples of the study were the speaking activities in Pathway to English textbook published by Erlangga in 2013. The analysis used this textbook since there was a new idea in education that contained in the 2013 curriculum: expectation of stimulating and instilling students‟ good characters through English activities written on the textbook. Besides, this
textbook was the only textbook that based on 2013 curriculum so far and it had been used in some reputable schools in Salatiga. It has 11 chapters and provides activities to enhance the fourth skills (speaking, reading, listening, writing) while for speaking section, there are 57 speaking activities altogether written on the textbook. The instrument for this research was a checklist based on S.P.E.A.K.I.N.G mnemonic device as seen below.
Number of speaking
activities S P E A K I N G
1.
57.
PERCENT AGE
The research procedures of this study were, first step was choosing the textbook that based on 2013 curriculum. After finding the textbook, the next step was selecting the speaking activities written on the textbook. 57 speaking activities were analyzed based on the checklist of mnemonic device, S.P.E.A.K.I.N.G proposed by Dell Hymes by deciding which categories of the mnemonic device that contained in each speaking activity written on Pathway to English textbook. For each category that was fulfilled by the speaking activities, I put a tick (√) on the checklist. The next step was counting how many speaking activities which fulfilled each categories of mnemonic device, S.P.E.A.K.I.N.G. Finally, the total number of each category was presented in the form of percentage. Through this checklist, which categories of mnemonic device, S.P.E.A.K.I.N.G, which were fulfilled by all the speaking activities written on the textbook could be seen.
Results and Discussion
Figure 1. Result of S.P.E.A.K.I.N.G Analysis
Category Total number of speaking activities fulfilled the category
Percentage
S (Setting) 57 100%
P (Participant) 35 61,40%
E (Ends) 57 100%
A (Act Sequence) 17 29,82%
K (Key) 0 0%
I
(Instrumentality)
57 100%
N (Norms) 0 0%
G (Genre) 20 35,08%
textbook, including speaking activities, was designed to be done in school environment and it was a guide to do the learning process, so for every activity would be held in school or classroom. The second category that had been fulfilled was E(Ends). Based on Hymes (1974) on mnemonic device, S.P.E.A.K.I.N.G, that refers to the goal that may have in the communication practice. For every speaking activity written on the textbook must have it own goal, such as doing a presentation of students‟ opinion about poverty or doing a role play to show sympathy of
flood victims. Those kinds of activity had a goal to improve students‟ speaking skill and stimulate good character for the students through it.
The last category that had been fulfilled by 57 speaking activities was I(Instrumentality) which discuss about the channel of the speech(Hymes, 1974). The channel of all speaking activities in the textbook was obviously oral. The reason it was direct interaction between the students and teacher in the classroom or in simple words, face-to-face communication. Moreover, the E(Ends) of speaking activity in the textbook was to improve students‟ speaking ability in English, such as through doing presentation, performing role play or responding certain topic. That was why to check students‟ speaking ability in the classroom, the channel, which the
communication flows, had to in oral way.
If the S(Setting) was at classroom or school, it was also obvious that the P(Participant) was people in education. People in education here refer to students. The speaking activities above gave opportunity for the students to act like a journalist and do interview with 3 friends inside the classroom. This speaking activity had fulfilled the category P in mnemonic device S.P.E.A.K.I.N.G. Although it had been mention that the participant was students who act like a journalist, but it would be better if the explanation of the participant were more complete. For example, on the direction could be added ‘You are pretending to be a journalist of Jakarta Post who has duty to have interview some students (the age of 16-18 years old) toward the current issues.’ By this kind of direction, the students could give detail report such as ‘….I have interviewed some people about it and here their comments. Anna, an 18-years-old student from Lab School, commented that….’ Teacher who had role as the instructor in the classroom, could develop the instruction so that the students could had clear thoughts of the speaking activities.
S.P.E.A.K.I.N.G proposed by Dell Hymes and the direction about it was good since the speaking activity provide example for the students.
The next category in mnemonic device, S.P.E.A.K.I.N.G, that contains on the speaking activity above was I(Instrumentality). Zand-Vakili, Kashani and Tabandeh (2012) corroborate with Hymes that I(Instrumentality) was the channel of the communication practice. The channel of this speaking activity was evidently oral since speaking means speak up the idea verbally. Again, it was a face-to-face activity inside the classroom that had aim in improving students speaking ability in English.
The speaking activity above also contains category of G(Genre) of mnemonic device proposed by Dell Hymes, S.P.E.A.K.I.N.G. The G(Genre) of this speaking activity was a report speech of students‟ interviews. The G(Genre) could be seen in the example about how the students should deliver their presentation. On the model, the type text used was report text because the students need to report what they got from the interview in front of the class. Although by looking at the example and the conclusion that the genre was report text could be taken, but it would be better if the genre mentioned on the instruction. For example, You have to present the result of your interview, in the form of report. Since it was no complete instruction in
speaking activity written on the textbook, so for the teacher should give explanation about the genre of the speaking activity
content. It refers to the tone, manner, or spirit in which a particular message is conveyed. On the speaking activities above there was no explanation about how the tone should be shaped. It should be an explanation such as: The interview and the report should flow in the tone of serious as if you were really a professional journalist. Through this kind of the instruction, the students would shape the tone of the speech in front of the class. If the tone was serious, the other students inside the classroom would sit in silence and pay attention to their friends‟ presentation,
so that good character could be stimulated such as respecting each other.
It was the same case with N(Norms). It refers to the specific behaviors and properties that attach to speaking and also how these may be viewed by someone who does not share them, like loudness, silence, and gaze return and so on(Hymes, 1974). On speaking activity that had been analyzed above, it had no any explanation about the N(Norms) at all. It could be added on the direction such as : To start the interview, you should shake hand with your interviewee first. Why I suggest to shake hand first, in my opinion, having shake hand at the beginning of the conversation was the culturally habit exists in Indonesia. When a person meets the other person, they would shake their hand first to show politeness and respecting each other. Now, it was teacher‟s turn to develop and improve the direction on the textbook, so that the category of mnemonic device by Dell Hymes, S.P.E.A.K.I.N.G could be fulfilled.
direction has clearly stated that where the speaking activity took place was on the classroom. There were two kinds of P(Participant) involved in the speaking activity; teacher was the instructor and students were the listeners. Yet, this speaking activity gave opportunity for the students to be the speakers and the teacher would be the listener. Zand-Vakili, Kashani and Tabandeh(2012) said that a two-participants conversation involves speakers and hearers whose roles change and the roles they play, or the relationships they have with other participants. On this speaking activity the roles of each participant would change. At the beginning the teacher would be the speaker and the students would be the listeners. Later, on speaking practice, the students would be the speakers and the teacher would be the listener.
The E(Ends) of all speaking activities written on the Pathway to English was the same, including the example above. The speaking activity above has goal to improve students speaking ability by doing impromptu speech about providing solutions to the certain problems. Besides, this speaking activity provided particular goal such as stimulate the students to be patient on waiting their turn and respecting other people who was talking. This speaking activity also provided example about how the message content and message from for the students as seen on part example of a game. On the explanation on that part, there were examples about the way the students should be delivered in the classroom, such as: I agree with you. In other words, this speaking activity has fulfilled the category of A(Act Sequence).
second category was G(Genre) which also obviously stated that it was a description. This speaking activity was the same like the previous example which no categories K(Key) and N(Norms) from mnemonic device S.P.E.A.K.I.N.G. It could be on the direction, for example: You should deliver your speech about the solution in communicative way since you would speak up your mind for your friends. This such direction would make the speaking activity fulfilled the category of K(Key) which talk about the tone of the communication practice. The students would have point of view about how the key on their impromptu speech should be shaped. Later for the category of N(Norms), the direction could be added such as: When one student delivered their speech in front of the class, eye contact should be exist and the other students should sit in silence on their chair a nd pay attention to the student who is delivering the speech. By giving specific behavior on the instruction, it would mean that the speaking activity fulfilled the category of N(Norms) of mnemonic device proposed by Dell Hymes, S.P.E.A.K.I.N.G, since there was explanation about specific behavior that students had to do.
In spite of the good speaking activities, there were also speaking activities that fulfilled less category of mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell Hymes. Take the following picture as the example.
explanation toward certain material. Looking at the picture above and comparing with the principles of mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell Hymes, this speaking activity had category of S(Setting) in which classroom.
The setting of this speaking activity was at classroom or school since it was designed to be done at school. Moreover in this speaking activity had P(Participant), teacher and students, that was stated on the instruction. As we know that teacher and students were people on the education who can be found mostly on the school. This speaking activity also fulfilled category E(Ends) of mnemonic device which discussed about the goal. The goal of this speaking activity was giving occasion for the students to ask some questions to the teacher with purpose to improve their speaking skill. Although it had fulfilled the category of E(Ends), yet I think the goal within the speaking activity was not really understandable. For example from the speaking activity, how many students joined a group or what kind of questions that the students should ask to the teacher. It would be better if the instruction was clear so that the E(Ends) was also clear, for example : Work in groups of four to discuss about expression used in the questions that you could ask to the teacher so that you could gain important information. By this kind of the instruction, the goal was clear since the teacher as the instructor and students as the doers would know what should be achieved on the speaking activity.
of tone that the participants should shape in doing it, whether it should be on communicative way or oral way or joking way. While for the I(Instrumentality) of the speaking activity was obviously oral, since it was face-to-face communication among teacher and students inside the classroom. And two last category, that were not fulfilled by this speaking activity, were; N(Norms) and G(Genre). For N(Norms), Hymes(1974) assumed that speech is accompanied by specific behavior. This speaking activity was no explanation about the specific behavior that students need to do. It would be better if there was explanation toward the specific behavior before the conversation happened, for example: The students should start the conversation with the teacher from outside the class. To enter the class, the students need to knock the door fi rst and greet the teacher. This kind of specific behavior would lead the N(Norms) of politeness. If the speaking activity on the dialogue for example, the G(Genre) could be seen through it. It would be better, if the instruction on the speaking activity also stated the G(Genre) for example: ……,the students need to knock the door first. Later, the students would do narrative
conversation with the teacher. From this kind of instruction, the speaking activity fulfilled the category of G(Genre) of the mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell Hymes.
This speaking activity was taken from chapter 6 on page 164 in Pathway to English textbook. Like what had been mention previously, this speaking activity fulfilled only 4 categories of mnemonic device proposed by Dell Hymes, S.P.EA.K.I.N.G. The first category that fulfilled was S(Setting). It was clearly stated on the third point that the students need to present their pie chart in front of the class. So, the S(Setting) was at classroom. The second category that had been fulfilled by the speaking activity above was P(Participants). The P(Participants) of the speaking activity were the students themselves as the presenter and victims of the tsunami as the data that being presented. While for category of E(Ends) has been fulfilled by the speaking activity. The goal of this speaking activity was to improve students speaking ability through students‟ individual presentation in front of the class. And the last category that had been
fulfilled by the speaking activity above was I(Instrumentality) which discussed about the channel of the speech. It was obvious that the channel that flow of the presentation was in oral way.
While the four categories of mnemonic device proposed by Dell Hymes, S.P.E.A.K.I.N.G, that had not fulfilled yet were A(Act Sequence), K(Key), N(Norms) and G(Genre). There was no instruction at all that described the fourth categories. On the direction should add, for example: The argumentative presentation will flow in serious and formal way. To start the presentation, you need to bow to the audience and do introduction such as ‘Good
they should shape in delivering the presentation. While for the category of N(Norms) can be seen that the students need to bow at the beginning of the presentation to show respect to the audience. And for the last category, G(Genre), also stated on the example of the instruction in which argumentative.
Although those examples above had been fulfilled 75% and 50% category of mnemonic device, S.P.E.A.K.I.N.G, yet the students also needed teacher‟s explanation against the speaking activities so that through speaking activities students‟ speaking ability could be improve and
students could stimulate good character. Beside, teacher‟s explanation played important role in
direct the speaking activities written on the textbook to the principle or categories in mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell Hymes.
Conclusion, Limitation, and Suggestion
Speaking exercises or activities on Pathway to English textbook has been analyzed using checklist of mnemonic device, S.P.E.A.K.I.N.G proposed by Dell Hymes. This study found out that, the textbook based on 2013 curriculum was not really good since it only fulfilled as much as 37,5% of eight categories of mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell Hymes. From 57 speaking activities, only 3 categories; S,E and I that have been accomplished in all speaking activities.
From this result, it can be conclude that there were some missing language aspects contained in the speaking activities written on the textbook so that all categories of mnemonic device had not been fulfilled yet. The pedagogical implication was this book need teacher‟s role
students through the speaking activities written on the textbook and the aim of mnemonic device, S.P.E.A.K.I.N.G, that was produce a satisfactory description of any particular speaking (Hymes, 1974) could be achieved. The ability to communicate in a certain language clearly and efficiently would contribute to the success of the learners in school environment and later in every phase of life.
For Pathway to English textbook that has not fulfilled the categories of P, A, K, N and G should considered how to design speaking activity so that all the categories in mnemonic device S.P.E.A.K.I.N.G proposed by Dell Hymes and the aim of stimulating and instilling good character for the students could be accomplished. The result from this study is expected to be useful for the teacher who used the textbook to develop the instruction of speaking activity, such as telling the missing explanation of the speaking activities so that the category of the mnemonic device could be achieved in learning process in the classroom. Since the analysis was done only on one textbook based on 2013 curriculum that spread in Salatiga, therefore this study has a limitation and the result cannot be used as the generalization for other similar studies. For the further study, it is important for the writer to know well about the categories of mnemonic device S.P.E.A.K.I.N.G in speaking activities that happened in learning process in the classroom, observation can be used as another method to enrich the data.
Acknowledgment
and thesis writing. Also for my examiner and wali study, Bu Nugrahenny T. Zacharias, thank you for the help, correction, and also the useful suggestions.
A lot of thanks also go to my beloved parents, Bungkus Irianto and Hendarcolin, thank you for turning my fears of failure into desires to success; I love you both to the moon and back. For my partner Endhyka Pratomo Sulkan who always encourages me to finish the study on time, thank you for always there beside, help and support me. I also say thank to my sister that passed away on last March, Eunike Dwiputri Sulkan, thank for accompanying me until late night to write my thesis, I miss you and I believe that you are now live happily with God in eternal life.
Lastly, I also want to say thank you to Mama Enim, Monika Rum, Tante Nuke and Winanty thank you for the spirit and support during my thesis writing process. My thank also for my beloved friends: Nena, Sesa, Ema, Sherly, Madha, Angga, Frans, Dida and all my comrade in arms of Tenners thank you for the friendship and togetherness for so long, and last but not least, for all of the teachers and staffs in ED, without them it is impossible for me to get all of the knowledge and experiences at the same time.
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