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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

The national curriculum in Indonesia has been changed several times. This year, the 2013

curriculum with its integrative thematic concept, is used in elementary, junior high, and senior

high schools. Kasim(2013) cited in Hissha(2013), the Indonesia‟s deputy minister of education,

explained that changes in the Indonesian educational system curriculum was an absolute

necessity because at the moment many students do not have character, tolerance for others,

empathy for others and kinds of characters in social life. Government officials asserted that

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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.

By looking at Hymes‟ point of view and comparing at speaking activities written on the

textbook, there were aspects of the language on the speaking activities that were not noticed, for

example, there was no explanation about specific behavior attached to speaking activities to

show sympathy, tolerance or politeness, there was no clear instruction on the speaking activities

about who were the participants involved or there was no explanation about the tone that should

be shaped from the speaking activities. Question came up from this condition, such as how the

speaking activities could stimulate students about good character whereas aspects of the

language used in the speaking activities was not clear and incomplete. Now, the question was

whether or not the speaking activities can enhance students‟ speaking skill and characters using

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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‟

speaking skills, because, only in that way, students could express themselves and learn how to

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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:

Zand-Vakili, Kashani, Tabandeh (2012) stated on their journal that Dell Hymes

formulated the first letter S that designates Situation, which includes both the scene and the

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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.

Carbaugh (2007) on his article stated that, Hymes formulated A becomes Acts or speech,

including both message form and message content. That is, any action can be considered a

communicative action if it conveys meaning to the participants. It refers to the actual form and

content of what is said: the precise words used, how they are used, and the relationship of what is

said to the actual topic at hand. This component invites a careful look at the sequential

organization of the practice, its message and form.

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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

basic rules of constructing process able sequences of words to the use of appropriate code or

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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.

Analyzing a textbook can be done in many ways, by comparing one book to another, or

checking the materials against the syllabus of the 2013 curriculum. This study analyzed a

textbook based on 2013 curriculum Pathway to English in speaking activities section through a

mnemonic device proposed by Dell Hymes, S.P.E.A.K.I.N.G. These tools (S.P.E.A.K.I.N.G.)

was employ to analyze one unit, such as particular speech, a researcher can come to learn more

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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

This study described a quantitative analysis of a textbook in term of speaking based on

the mnemonic device S.P.E.A.K.I.N.G proposed by Hymes. The main research questions of this

study was, to what extent the speaking activities written on the textbook fulfilled the categories

described in the mnemonic device, S.P.E.A.K.I.N.G proposed by Dell Hymes. This study is

necessary since looking at one of the intention of the 2013 curriculum was to stimulate and instill

good characters for the students through speaking activities written on the textbook. While the

aim of the mnemonic device, S.P.E.A.K.I.N.G by Dell Hymes, was to analyze a language

contained on the communication practice in which is included something culturally, such as

characters or habit to shape social life. The aim of the formulation of mnemonic device,

S.P.E.A.K.I.N.G, were used in analyzing speaking activities written on the textbook that were

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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.

TOTAL

10

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

This section presents the result and the discussion of the quantitative analysis of the data.

The data was speaking activities on speaking section which written on the textbook. The result of

the analysis of speaking activities written in the textbook that based on mnemonic device,

S.P.E.A.K.I.N.G is displayed in the form of table below.

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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%

The table shows that not all categories in the mnemonic device ,S.P.EA.K.I.N.G

proposed by Dell Hymes, had been fulfilled by Pathway to English textbook. From 57 speaking

activities written on the textbook, only fulfilled three out of eight categories of mnemonic device

proposed by Dell Hymes, S.P.E.A.K.I.N.G, those were S(Setting), E(Ends) and

I(Instrumentality). It was clear why S(Setting) category of mnemonic device S.P.E.A.K.I.N.G

has been fulfilled all of the speaking activities in the textbook. The reason was because the

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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.

Here were some pictures presented as the examples in analyzing the speaking activities

written on the textbook based on mnemonic device S.P.E.A.K.I.N.G proposed by Dell Hymes.

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The first picture was one example of the speaking activities taken from chapter 9 on page

191 in Pathway to English textbook, which could be said almost perfect since it had been

fulfilled 6 out of 8 categories of mnemonic device S.P.E.A.K.I.N.G proposed by Dell Hymes.

The first category that had been fulfilled was S(Setting). This is where the activities are taking

place and the overall scene in which they are a part (Hymes, 1974). Looking at the picture above,

it was clearly presented that the S(Setting) of the speaking activity was in the classroom since the

direction stated that the students need to do the interview and the report of the interview would

be held in front of the class.

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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.

This speaking activity had E(Ends) which about the goal that may have in the

communication practice (Hymes, 1974). The goal of this speaking activity was to improve

students‟ speaking ability by acting like a journalist and having interview with some people. Yet,

if the speaking activity was noticed, there was an explanation that the students need to say thank

you at the end of the interview (on the fourth point of the direction). This kind of instruction had

E(Ends) which is stimulating and instilling good character for students in term of politeness. The

next category was A(Act Sequence) that including message content and message form. This

speaking activity had provide the example on the table of what kind of the content that students

should report and how the report looks like to be delivered in front of the class. In other word,

this speaking activity had fulfilled the category of A(Act Sequence) in mnemonic device

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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

Six out of eight categories of mnemonic device, S.P.E.A.K.I.N.G, proposed by Dell

Hymes had been fulfilled by the speaking activity above while two categories were missing.

The first one was K(Key). Zand-Vakili, Kashani and Tabandeh (2012) corroborate with

Hymes(1974) 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

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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.

The other example of speaking activity written on the textbook that could be said a good

speaking activity was on chapter 6 page 114 as seen below.

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It was the same with the previous speaking activity that being discussed, this speaking

activity fulfilled 6 out of 8 categories of mnemonic device proposed by Dell Hymes,

S.P.E.A.K.I.N.G. The S(Setting) of this speaking activity was at the classroom since there was

an explanation that the teacher needed to divide the class into small group. In other words, the

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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).

While the I(Instrumentality) of the speaking activity was oral since it was direct

interaction inside the classroom. What I like from this speaking activity was everything clearly

stated on the direction such as ‘….and providing oral description about the picture.’ Through

such clear direction, some categories of mnemonic device, S.P.E.A.K.I.N.G could be fulfilled.

The first category was I(Instrumentality) which the direction stated that it was oral. And the

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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 and 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.

The speaking activity above was taken from chapter 1 on page 7. The extract shows that

the speaking activity was not really good. It only had an instruction with no model of speaking

activity followed. I think this kind of speaking activity needn‟t to write on the textbook, since the

teacher would tell the students about this instruction consciously after he/she finished the

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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.

Unfortunately, this speaking activity had no category of A(Act Sequence) since it only an

instruction without any explanation or example served. It would be better if the speaking activity

provided some examples such as in the form of dialogue yet the students needed to fill the blanks

with their own expression toward certain topic, so that they could stimulate what kind of

questions that could be used on the dialogue. This speaking activity also had no category of

K(Key). When looked at the instruction of the speaking activity, it could not be found what kind

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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 first

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.

The last picture was also the example of speaking activity that only fulfilled 4 out of 8

categories on mnemonic device S.P.E.A.K.I.N.G proposed by Dell Hymes.

22

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

morning/afternoon, ladies and gentlemen, my name is….and I am delighted to be here today to

talk to you about…..’ By noticing at the illustration, the speaking activity fulfilled the category of

A(Act Sequence) since message content and message form were described on the instruction, so

that the students would know how to deliver their presentation in front of the class. Through the

example of the instruction that mention before, the category of K(Key) also stated which were

serious and formal. Through this kind of instruction, the students could know the atmosphere that

23

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

for learning process in giving instruction and explanation about the speaking activities written on

the textbook so that the aim of curriculum, that was stimulating and instilling good character for

24

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

First and foremost, praise and thanks goes to my savior Jesus Christ for the many

blessing undeservingly bestowed upon me. Secondly, my sincere gratitude goes to my advisor,

Pak Gusti Astika, for his guidance, encouragement, and tremendous patience during the research

25

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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