Designing a set of english instructional materials using task-based learning for the eighth grade students of junior high school in a self development activity - USD Repository

DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS

USING TASK-BASED LEARNING FOR THE EIGHTH GRADE

STUDENTS OF JUNIOR HIGH SCHOOL IN A SELF DEVELOPMENT

ACTIVITY

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By: Brigitta Gun Rinanti

Student Number: 021214067

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

IT’S A LONG ROAD TO FREEDOM

It’s a long road to freedom, a winding steep and high But when you walk in love with the wind on your wing And cover the earth with the songs you sing, the miles fly by I walked one morning by the sea,

And all the waves reached out to me.

I took their tears, then let them be.

I walked one morning at the dawn, When bits of night still lingered on.

I sought my star, but it was gone. I walked one morning with a friend, And prayed the day would never end. The years have fown so why pretend. I walked one morning with my King, And all my winters turned to spring.

Yet ev’ry moment held its sting.

I dedicate this thesis to: Bapak, Ibu, Eyang Uti, Bagas, and Satya All of my families and friends

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 5 May 2009 The Writer,

Brigitta Gun Rinanti 021214067

ACKNOWLEDGEMENTS

First of all, I would like to give my praise and greatest gratitude to Jesus Christ, whose amazing grace and love have always led me in every step that I have taken. Without His guidance, it is impossible for me to finish this thesis.

I would like to express my greatest gratitude to Yohana Veniranda,

S.Pd., M.Hum., my sponsor, for her attention, patience, guidance, criticism,

careful reading, and encouragement. I really thank her for the time she gave to help me during the finishing process of my thesis.

My appreciation goes to Drs. Mas’udi Asy, the headmaster of SMP

Negeri 1 Yogyakarta , who gave me permission to conduct my research. My

sincere gratitude is addressed to Wiyati, S.Pd. and Sujadi, BA for their open hands during my study there and who gave me valuable guidance, evaluation, and suggestion to my design. My sincere gratitude is also addressed to the English Speaking Club students of SMP Negeri 1 Yogyakarta.

I am deeply indebted to all my respondents: Drs. J.B. Gunawan, M.A. and all the English teachers of SMP Negeri 1 Yogyakarta. I really appreciate their cooperation and sincerity. I thank mbak Dani, mbak Tari, and all librarians for their unlimited time and help.

My deepest gratitude goes to my beloved father and mother, Dwi

Gunawan and Sumiyati, as well as my beloved grandma (Eyang Uti), Sriyati,

who always gave support, encouragement and prayers. They were my greatest motivation to finish my thesis. My sincere thanks also go to my brothers,

Sebastian Gun Bagaskara and Ignatius Gun Satya Atmaja, for their special

ways of showing their care and support.

My sweet thank is directed to Khristiawan Nurcahyo and family for their great love, support, help, shoulders to cry on, and for being good listeners as well as for having constantly reminded me to finish my thesis.

My deepest thank goes to my best friends, Adesti Komalasari, Linda

Setyaningrum, and E. Tri Astutiningtyas, for the times they have been there for

me, for the wonderful friendship, sharing and times we have had together. I thank all PBI 2002 students and my KKN friends for the wonderful friendship. I also give my special thank to Dameria Magdalena S. and Niken Wijayani for accompanying and helping me in finishing my thesis.

Finally I thank those, whose names I cannot mention one by one, who helped me and contributed a lot to my thesis in many different ways.

May God bless them all.

Brigitta Gun Rinanti

TABLE OF CONTENTS

PAGE TITLE PAGE ..............................................................................................

APPROVAL PAGES .................................................................................. DEDICATION PAGE ................................................................................ STATEMENT OF WORK’S ORIGINALITY .......................................... ACKNOWLEDGEMENTS ........................................................................ TABLE OF CONTENTS ........................................................................... LIST OF FIGURES .................................................................................... LIST OF TABLES ..................................................................................... ABSTRACT ...............................................................................................

5. The Curriculum for Junior High School …………………. i ii iv v vi viii xi xii xiii xiv

4. Syllabus …………………………………………………..

3. Task-Based Learning ……………………………………..

2. Writing Skill ………..........................................................

1. Speaking Skill ……………………....................................

CHAPTER I. INTRODUCTION A. Background ............................................................................... B. Problem Identification .............................................................. C. Problem Limitation ................................................................... D. Problem Formulation ................................................................ E. Research Objectives ................................................................. F. Research Benefits ..................................................................... G. Definitions of Terms ................................................................. CHAPTER II. LITERATURE REVIEW A. Theoretical Description ............................................................

ABSTRAK .................................................................................................

6. Instructional Design Models ...............................................

29 a. Kemp’s Model ..............................................................

30 b. Yalden’s Model ............................................................

31 c. Comparison between Kemp’s and Yalden’s Model .....

34 B. Theoretical Framework .............................................................

34 CHAPTER III. METHODOLOGY A. Method ......................................................................................

38 B. Research Respondents ...............................................................

42 C. Setting .......................................................................................

42 D. Data Gathering Instruments ......................................................

42 E. Data Analysis Techniques ........................................................

43 F. Research Procedures .................................................................

45 CHAPTER IV. ANALYSIS RESULTS

A. The Elaboration of Steps in Designing a set of English Instructional Materials Using Task-Based Learning for the Eighth Grade of Junior High School Students .........................

46 B. The Finding of the Evaluation on the Designed Materials .......

55 C. Discussion on the Results of the Survey...................................

57 D. The Presentation of the Designed Materials..............................

59 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions …….......................................................................

60 B. Suggestions …...........................................................................

62 REFERENCES …..………………………………………………………..

64 APPENDICES Appendix 1. Permission Letters ………………………………………….

Appendix 3. Questionnaire of Evaluation ………………………………... Appendix 4. Syllabus …………………………………………………….. Appendix 5. Lesson Plan ………………………………………………… Appendix 6. Presentation of Instructional Material Design ………………

82 105

LIST OF FIGURES

PAGE Figure 2.1. Kemp’s Model ..........................................................................

Figure 2.2. Yalden’s Language Program Development .............................Figure 2.3. The Combined Plan Used to Design the Instructional Materials ……………………………………………………...Figure 3.1. Relationship between the Writer’s Design Model and R & D Cycle ………………………………………………………….

LIST OF TABLES

PAGE Table 2.1 Yalden’s Stages in Language Program Development................

Table 4.1 List of the Topics ……………...................................................Table 4.2 List of the General Purposes ……………..................................Table 4.3 List of the Indicators …………………………………………..Table 4.4 Description of the Participants ……………………...................Table 4.5 Description of the Data ………………………………………..

ABSTRACT

Rinanti, Brigitta Gun. (2009). Designing a Set of English Instructional Materials

Using Task-Based Learning for the Eighth Grade Students of Junior High

School in a Self Development Activity. Yogyakarta: Sanata Dharma University.

In the recent years, our government has been trying to develop better curricula to improve the quality of education. One of the changes is creating a new program named a self development activity which is aimed to help the students get more opportunities to express themselves based on their needs, talent, and interest according to the school condition. Teachers should be able to create enjoyable activities to encourage students to speak in English. However, teachers sometimes do not have enough materials to conduct the activity. Thus, a set of instructional materials is needed to help teachers carry out the teaching learning process.

There were two problems formulated in this study. The first was about how a set of English instructional materials using task-based learning for the eighth grade of junior high school students in a self development activity was designed. The second was about what the designed materials looked like.

To answer the first question, the writer modified two instructional design models from Kemp and Yalden. The new steps would be (1) Conducting Needs Survey, (2) Determining Goals, Listing Topics, and Stating General Purposes for Each Topic, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching-Learning Activities, (6) Preparing the Lesson Plans, (7) Designing the Materials, (8) Evaluating the Materials, and (9) Revising the Materials.

In order to obtain the data of the students’ needs, the writer conducted informal interviews. The first interview was conducted with some English teachers to get the principle of a self development activity and what the students should master. The second interview was conducted with some students to find out their needs and the activities they liked to do.

To answer the second question, the writer revised and improved the materials based on participants’ criticisms and suggestions. The evaluation was conducted by distributing questionnaires to two English teachers of SMP Negeri 1 Yogyakarta and an English lecturer of Sanata Dharma University. The suggestions and feedback were used to improve the materials.

The statistical computation showed that the grand mean was 3.87. It meant the materials were acceptable and appropriate for the eighth grade students though it still needed revisions and improvement. The materials consisted of students’ book and teacher’s manual. There were eight units and four sections. The writer suggested the teachers to be able to hold the role as facilitators and give students more opportunities to speak. The writer also suggested further researchers to

ABSTRAK

Rinanti, Brigitta Gun. (2009). Designing a Set of English Instructional Materials

Using Task-Based Learning for the Eighth Grade Students of Junior High

School in a Self Development Activity. Yogyakarta: Sanata Dharma University.

Beberapa tahun terakhir ini pemerintah Indonesia telah mencoba mengembangkan dan meningkatkan kualitas pendidikan kita. Salah satu perubahan yang ada adalah dibuatnya kegiatan baru yang bernama Pengembangan Diri yang bertujuan untuk membantu siswa mendapat lebih banyak kesempatan untuk mengembangkan dan mengekspresikan diri sesuai dengan kebutuhan, bakat, dan minat setiap siswa sesuai dengan kondisi sekolah. Guru dituntut untuk mampu menciptakan aktivitas belajar yang menyenangkan agar dapat memacu siswa berbicara dalam bahasa Inggris. Namun, terkadang guru tidak memiliki panduan materi selama proses belajar mengajar berlangsung. Maka seperangkat materi pengajaran diperlukan untuk membantu para guru dalam proses belajar mengajar.

Ada dua permasalahan yang dibahas dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat materi pengajaran yang menggunakan teori task-based learning bagi siswa kelas 8 SMP dalam kegiatan Pengembangan Diri. Permasalahan kedua adalah seperti apa bentuk akhir dari seperangkat materi pengajaran tersebut.

Untuk menjawab permasalahan pertama, penulis memodifikasi dua model dari Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan penelitian akan kebutuhan berbahasa siswa, (2) menentukan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar dan mengajar, (6) mempersiapkan rencana pengajaran, (7) membuat materi, (8) mengevaluasi materi, dan (9) merevisi materi.

Untuk mendapatkan data tentang kebutuhan siswa, penulis melakukan wawancara informal. Wawancara pertama dilakukan dengan beberapa guru bahasa Inggris untuk mengetahui prinsip kegiatan Pengembangan Diri dan mengetahui kebutuhan siswa. Wawancara kedua dilakukan dengan beberapa siswa kelas 8 SMP untuk mengetahui kebutuhan dan kegiatan yang disukai dalam belajar bahasa Inggris.

Untuk menjawab permasalahan kedua, penulis memperbaiki materi berdasarkan evalusi dan saran yang diberikan. Evaluasi ini dilakukan dengan membagikan kuisioner kepada dua orang guru bahasa Inggris SMP Negeri 1 Yogyakarta dan seorang dosen Universitas Sanata Dharma. Semua saran dan pendapat dari para evaluator digunakan untuk memperbaiki materi pengajaran.

Hasil evaluasi menunjukkan bahwa angka grand mean adalah 3, 87. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk siswa kelas 8 SMP meskipun masih dibutuhkan banyak perbaikan. Materi pengajaran untuk bisa menjadi fasilitator dan memberi kesempatan bagi siswa untuk lebih aktif berbicara dalam bahasa Inggris. Penulis juga menyarankan kepada para peneliti yang akan datang untuk menerapkan dan mengadakan penelitian lebih lanjut ke sekolah-sekolah lain yang memiliki situasi dan kondisi yang berbeda.

CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It

consists of the background, problem identification, problem limitation, problems formulation, research objectives, research benefits, and definition of terms.

A. Background

In the recent years, our government has been trying to develop better curricula to improve quality of education, for students and teachers. The government tried to design Competence Based Curriculum (CBC) which was firstly implemented in 2004. In 2006, the government tried to perfect the CBC by making some changes, reducing some aspects, as well as making some addition. In the revised CBC, there is an addition in the curriculum content. The curriculum contains regular subjects, a local subject, and a self-development activity (Body of Education National Standard, 2006, p.8).

A self-development activity is an activity which is aimed to give opportunities to students to develop and express themselves based on their needs, talent, and interest according to their school condition (Body of Education National Standard, 2006, p.8). This activity seems similar to an extracurricular activity. However, this is different from the extracurricular activity in a way that this is a compulsory activity, while the extracurricular activity is an optional activity. It means that students have to follow an activity out of some activities curriculum structure in the level of elementary and high education. This activity is equivalent to two-hour learning per week.

Many students have understood the importance and benefits of mastering English for their lives. More students are now interested in learning English.

Many schools that are able to see the situation then offer English learning as one of the self-development activities. This activity can also help students to support the achievement of their regular subjects since English is included in the regular subjects. Therefore, English teachers should be able to design an activity that can increase students’ interest in learning English. Even though students choose English as their self-development activity, which means that students are already interested in English, it is better for teachers to provide interesting topics so that the students are more enthusiastic in expressing themselves. By this, teachers can accomplish the aim of the activity.

To support the learning activity, teachers are required to design appropriate materials. To produce the appropriate design, teachers should know the characteristic of learning English. When a student learns English, it means that he learns a means of communication that is used to communicate with other people. The book of 2004 curriculum wrote that “we could not say that a student had mastered English if he could not use English to communicate even though he got good grades in vocabulary and grammar mastery” (p. 556). Even though grammar mastery can help a student to express their thought correctly, teachers should understand that grammar is only an aid to help students master language teachers can put some important skills, such as speaking, which they usually diminish from the common subject activity.

Designing teaching-learning materials means that teachers create not only the materials for the learning activity, but also a syllabus and lesson plans they will use in their teaching activity. In designing good learning materials, teachers should understand some important aspects. Teachers should understand theories, principles, and appropriate approaches of teaching-learning activities in their classes. For instance, teachers may consider a learning theory given by Wallace, Engel, and Mooney (1997). They provided four postulates of learning theory. They are (1) learning is tightened by daily experiences, (2) problem solving is better than memorizing, (3) ‘transfer’ will happen if the learning goes on the context that is similar to the application area, and (4) learning should involve group discussion to develop students’ critical thinking. By knowing the theory, teachers will understand that daily experiences are important in students’ learning process. This is one example that teachers can use students’ experiences to create interesting topics.

The self-development activity is a new activity in elementary and high schools. Some schools have already implemented this activity to their students.

However, many schools have not implemented the activity yet. Some schools believe that they do not need the activity yet since students can continue following their extracurricular activity. Some schools are still confused with the new curriculum designed by the government. Even many teachers are confused how to

Based on the previous illustrations, it is necessary for the writer to conduct a research in this topic and to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. By conducting this research and producing the designed materials, the writer wants to raise the students’ interests in learning English especially for students of self- development activity and help them to improve their quality of English. The design will also help English teachers to conduct this new activity.

B. Problem Identification

Many curriculum changes made by the government have confused many teachers in conducting teaching activities. Many teachers consider that the new activity, which is self-development activity, does not have a big difference to an extracurricular activity. They are also doubtful in the implementation of the new activity. As a result, many schools have not implemented the activity yet, whereas the activity is important to provide students an opportunity to develop themselves.

Some schools that have implemented the activity still face a problem. Some teachers are still confused about the appropriate materials since there is an overlapping activity between the regular subject and the self-development activity, and between the self-development activity and extracurricular activity.

Another problem that also occurs is that teachers should be able to create enjoyable activities since students are required to develop and express themselves.

Teachers should be able to design an activity that can raise students’ confidence in expressing their feelings, thoughts, and ideas.

One of the aims of the English subject in the junior high school is to develop students’ communicative competence, both oral and written competence.

The competence is spelled out into receptive skills, which are listening and reading, and productive skills, which are speaking and writing. However, teachers tend to have less attention to the productive skills especially the speaking skill since they teach grammar and reading comprehension more than the other skills.

Therefore, the writer offers mostly speaking activities and some writing activities that help teachers in conducting the self-development activity.

C. Problem Limitation

The research is limited on the discussion of designing a set of English instructional materials for the eighth grade students of Junior High School since they already have enough experience in learning English. They also have been close to their friends so that they are more confident to express themselves and they do not feel embarrassed in making mistakes. The design mostly deals with speaking activities and some writing activities since the aim of the self- development activity is to help students develop and express themselves.

The writer limits the materials for the eighth grade students of SMP Negeri

1 Yogyakarta . This study also focuses on how to design an instructional material using task-based learning.

D. Problem Formulation

There are two problems in this study that can be formulated as follows:

1. How is a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity designed?

2. What does the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity look like?

E. Research Objectives

Based on the problems formulation, this study has two objectives. This study is conducted to:

1. Find out how a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity is designed.

2. Present the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity.

F. Research Benefits

This study is expected to give valuable contributions to English language teaching in Indonesia. The study benefits are: 1. for English teachers in a self-development activity

This study is hopefully able to give contribution for the teachers on the materials of a self-development activity.

2. for the eighth grade students of Junior High School This study is hopefully able to help the students to raise their talent and ability in English, as well as to fulfill their needs and interest in learning

English.

3. for other researchers This study is hopefully able to encourage and motivate other researchers to conduct further research on this topic.

G. Definitions of Terms

To give more understanding to the readers about this study, the writer provides definitions of some terms.

1. Designing Designing is the same as creating a new set of materials that fit the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994, p.106). By designing a set of materials, teachers will have a guideline in conducting a teaching-learning activity. In this study, the writer defines designing as making a set of materials based on the students’ needs to obtain the objectives.

2. Instructional Material Gagne and Briggs (1974) stated that “Instruction is the means employed by teachers, designers of materials, curriculum specialists, and other whose purpose is to develop an organized plan to promote learning” (p. 19). While materials are means in teaching learning process to help students in obtaining both general and specific instructional objectives (Ely, 2000, p.7). In this study, the writer defines instructional material as a means in teaching learning process, which is designed through an organized plan to help students to achieve learning

3. Task-Based Learning Willis (1996) stated that “In task based learning, communication tasks involve learners in an entirely different mental process as they compose what they want to say, expressing what they think or feel” (p.18). Skehan (1998) as cited by Brown (2001: p. 50) defined a task as an activity in which there is some sort of relationship to comparable real-world activity.

Using the previous principles, the writer wants to clarify task-based learning in this study as a learning activity that uses tasks which are close to real- life situation to help students compose what they want to say and express their thought, feeling, and ideas.

4. Junior High School Junior high school is a level that students have to go through after they pass their elementary school. It is compulsory for Indonesian students to go through elementary and junior high school. The junior high school takes three years of study. The students start the junior high school in grade seven.

5. Self-development Activity A self-development activity is an integrated part of curriculum structure, conducted once a week for two hour learning, equals to 2 x 40 minutes. This is aimed to provide students with an opportunity to develop and express themselves based on their needs, talent, and interest according to the school condition (Body of Education National Standard, 2006, p.8). In this study, a self-development activity refers to an activity that provides students with more opportunities in

CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It

consists of the background, problem identification, problem limitation, problems formulation, research objectives, research benefits, and definition of terms.

A. Background

Many students have understood the importance and benefits of mastering English for their lives. More students are now interested in learning English.

The self-development activity is a new activity in elementary and high schools. Some schools have already implemented this activity to their students.

B. Problem Identification

Another problem that also occurs is that teachers should be able to create enjoyable activities since students are required to develop and express themselves.

Teachers should be able to design an activity that can raise students’ confidence in expressing their feelings, thoughts, and ideas.

One of the aims of the English subject in the junior high school is to develop students’ communicative competence, both oral and written competence.

Therefore, the writer offers mostly speaking activities and some writing activities that help teachers in conducting the self-development activity.

C. Problem Limitation

The writer limits the materials for the eighth grade students of SMP Negeri

1 Yogyakarta . This study also focuses on how to design an instructional material using task-based learning.

D. Problem Formulation

There are two problems in this study that can be formulated as follows:

1. How is a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity designed?

2. What does the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity look like?

E. Research Objectives

Based on the problems formulation, this study has two objectives. This study is conducted to:

1. Find out how a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity is designed.

2. Present the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity.

F. Research Benefits

This study is expected to give valuable contributions to English language teaching in Indonesia. The study benefits are: 1. for English teachers in a self-development activity

This study is hopefully able to give contribution for the teachers on the materials of a self-development activity.

English.

3. for other researchers This study is hopefully able to encourage and motivate other researchers to conduct further research on this topic.

G. Definitions of Terms

To give more understanding to the readers about this study, the writer provides definitions of some terms.

CHAPTER II LITERATURE REVIEW This chapter is divided into two parts, namely theoretical description and

theoretical framework. In the theoretical description, the writer elaborates theories of speaking and writing skills, theory of task-based learning, information of curriculum used in Junior High School, including the self-development activity, and instructional design models. In the theoretical framework, the writer explains what design model that is used to design the instructional materials.

A. Theoretical Description

There are two problems in this study that have been formulated in chapter one. The theoretical description helps the writer to answer the first problem, how to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. The following theories provide important information and principles used in designing the materials. The theories are description of speaking and writing skills, task-based learning, syllabus theory, curriculum used in Junior High School, self-development activity, and instructional design models.

1. Speaking Skill

There will be three aspects discussed in this part. They are the nature of speaking, the principles of teaching speaking, and types of speaking activities

a. The Nature of Speaking

Speaking seems come naturally to human. It will be true if they speak in their mother tongue. Speaking is not as simple as it seems, moreover for people who are learning foreign language. Speaking can be difficult for many reasons. People do not feel confident to speak as they apply this skill orally. They are required to transfer and convey their message directly without having much time to construct the utterances carefully. Davies (2002) stated the following:

In conversation, the commonest kind of speaking, we have to do many things all together: understand what the other person is saying, say what we want to when we get the chance to speak, be prepared for unexpected changes of topic, and think of something to say when there is a long pause (p. 82). The processes increase the difficulty in speaking. Therefore, in teaching this skill, teachers need to plan properly and have clear aims.

b. The Principles of Teaching Speaking

Speaking ability should partly be the natural result of using English as the main means of communication in the classroom (Davies, 2002: 82). Nevertheless, if teachers speak in English all the time, students might find difficulties in understanding whole utterances. Teachers may simplify their utterances to help students understand the utterances. When teaching speaking, teachers cannot easily get students to express themselves in English. Therefore, teachers should understand basic principles for teaching this skill.

Bailey (1994) as cited by Nunan (2003: p. 54-56) provided five principles

(1) Be aware of the differences between second language and foreign language learning context.

People learn speaking in two broad contexts: foreign language and second language situations. A foreign language (FL) context is one where the target language is not the language of communication in the society, such as learning English in Japan. A second language (SL) context is one where the target language is the language of communication in the society, such as English in Singapore.

Indonesia only uses Bahasa Indonesia as the language of communication in the society. Therefore, Indonesian students learn speaking in English in the foreign language context. Learning speaking in this context is very challenging since the students have few opportunities to use English outside the classroom.

(2) Give students practice with both fluency and accuracy.

According to Riddell (2003: 118), fluency is the ability to talk fairly, freely, without too much stopping or hesitating. It also requires that listeners understand what is being said, so there must be intelligibility and meaning. While in accuracy, the emphasis is on ‘correct English’ – the right grammar, the right vocabulary, etc.

Designing a set of english instructional materials using task-based learning for the eighth grade students of junior high school in a self development activity - USD Repository

CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It

A. Background

B. Problem Identification

C. Problem Limitation

1 Yogyakarta . This study also focuses on how to design an instructional material using task-based learning.

D. Problem Formulation

G. Definitions of Terms

CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It

A. Background

B. Problem Identification

C. Problem Limitation

1 Yogyakarta . This study also focuses on how to design an instructional material using task-based learning.

D. Problem Formulation

G. Definitions of Terms

CHAPTER II LITERATURE REVIEW This chapter is divided into two parts, namely theoretical description and

A. Theoretical Description

1. Speaking Skill

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Designing a set of english instructional materials using task-based learning for the eighth grade students of junior high school in a self development activity - USD Repository

CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It

A. Background

B. Problem Identification

C. Problem Limitation

1 Yogyakarta . This study also focuses on how to design an instructional material using task-based learning.

D. Problem Formulation

G. Definitions of Terms

CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It

A. Background

B. Problem Identification

C. Problem Limitation

1 Yogyakarta . This study also focuses on how to design an instructional material using task-based learning.

D. Problem Formulation

G. Definitions of Terms

CHAPTER II LITERATURE REVIEW This chapter is divided into two parts, namely theoretical description and

A. Theoretical Description

1. Speaking Skill

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Designing a set of instructional speaking materials using contextual teaching and learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

Designing a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP BOPKRI 2 Yogyakarta.

Designing a set of computer-based reading materials using task-based learning for the first grade students of senior high school of SMA N 9 Yogyakarta.

Designing a set of english instructional materials using task-based learning for the eighth grade students of junior high school in a self development activity.

Designing a set of english vocabulary materials for the second grade students of Kanisius Notoyudan elementary school in Yogyakarta using task-based learning.

Designing a set of english speaking instructional materials using task-based learning for the execuives of center for training and development Perum Perhutani Madiun.

Designing a set of English speaking instructional materials using the task-based method for the first grade of senior high school.

Designing a set of supplementary materials using task-based learning in teaching vocabulary for the first grade students of senior high school.

Designing a set of english instructional speaking materials using task-based learning for circle cashiers in Yogyakarta.

Designing a set of instructional speaking materials using contextual teaching and learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul

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