Theoretical Framework REVIEW OF RELATED LITERATURE

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B. Theoretical Framework

Referring to the related theory discussed above, the writer would make use of two instructional design models of Kemp and Yalden. The writer adapted those two instructional models because it revealed clearer and complete steps in designing materials. The writer combined both Kemp’s and Yalden’s instructional design models because both models were completing one another. However, the writer mostly utilized Kemp’s instructional design model. The writer chose Kemp’s model because it offers interdependence among the eight elements where any decision made for one step will affect the others. Kemp’s instructional model is flexible; the designer does not always necessarily start from the first step but the designer can start from whichever element he or she is ready to start and move back or forth to the other steps since they are interrelated. The writer is able to select the step and place the other steps based on his or her own creativity in designing the instructional materials. The other reason is that because this instructional model can be applied to all levels of education, this instructional model is suitable to all levels of education. Therefore, these steps can also be used to design materials for extracurricular activity in the elementary school level. Kemp suggests that in order to get the desired result, the designer should include the eight steps. The broken lines indicate that each step connected to a central focus namely revision. Yalden’s model gave contribution in completing Kemp’s model. Firstly, Yalden emphasized that needs survey was very important so this model began its first step with needs survey. Therefore, the writer chose Yalden because its 34 emphasis on needs survey as the foremost basis of designing instructional materials. Secondly, Yalden’s model combines some Kemp’s steps. In addition to that, the writer formulated six steps which include 1 conducting needs survey, 2 formulating goals, listing topics, and stating general purposes, 3 Formulating learning objectives, 4 listing subject content, 5 selecting teaching and learning activities and resources, 6 evaluating the deigned materials. From the two instructional models explained, the writer did not use all the steps; however the writer adapted those two models by using some of those steps and not using the rest of the steps. From Yalden’s model, the writer took the first step which was needs survey. The writer adapted the needs survey since it was very important to conduct in Task-Based Language Teaching. The results of it were used to determine which materials should be taught and what the students’ needs for their learning which include their interests and needs of the designed materials. The second step of Kemp’s model is omitted because it is already included in the needs analysis. The writer also combined the second step of Yalden’s model which is “The Description of Purpose” with the first step of Kemp’s model “Goals, Topics and General Purposes”. Those two steps were combined because after knowing the results of the needs survey, the writer clarified and identified the goal, topic and general purposes of the use of Task-Based Language Teaching. The third step of Kemp’s model was used to determine the learning objectives of the designed materials based on Task-Based Language Teaching. The fourth step is listing the subject content taken from Kemp’s model. The next step is taken from Kemp’s sixth step which is selecting the teaching learning activities and 35 resources. This step includes various kinds of tasks, for example jigsaw, opinion- exchange, problem solving tasks, and others. The writer used Yalden’s evaluation because this step includes evaluation of the design materials which is not mentioned in Kemp’s model. This thesis employed TBLT approach to design speaking instructional materials for the extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta. According to Richards and Rodgers 2001:223, “Task-Based Language Teaching TBLT refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” TBLT provides the pedagogical tasks which can be used to develop their life skills because they will do “learning by doing”. TBLT is suitable to design the English speaking instructional materials for the extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta because it delivers three significances. The first one is that TBLT opens chances to bring real-world tasks into the classroom which can be used to rehearse the 2 nd graders to start and respond simple daily conversation. Though, according to Halliwell 1992:14 “Language teaching should be concerned with the real-life, but it would be a great pity if we ignore that reality for children include imagination and fantasy.” The act of imagining and fantasying are very much authentic parts of being a child. So, it is good to combine actual words they use in real life with the imagination, for example imaginary monster has five legs and four hands. Secondly, TBLT offers lots opportunities for the students to improve their communicative competence, their speaking ability, because TBLT provides 36 communicative interaction through doing the tasks. The third is that TBLT provides various tasks and activities which can attract the students’ willingness to use the language. There are role play, puzzle, problem-solving, etc. TBLT can shift the students perception that writing is interesting better than speaking since the goal of the extracurricular activity is encouraging them to speak. Step 1. Conducting Needs Survey Yalden Yalden’s first step emphasizes needs survey as the foremost basis of designing instructional materials. The data were gathered by conducting needs survey. The needs analysis played important role to determine the broad goal of the English extracurricular activity and what materials should be taught. The writer did participant observations twice by teaching the English extracurricular activity for the 2 nd graders of SD Pangudi Luhur Yogyakarta. The participant observations were done to get information about the students’ characteristics, interests, the real teaching and learning situation and media used. The writer taught the students in the English extracurricular activity during the first up to the second semesters. After long observations done by the writer, the writer found out what bore and interest them as well as the topics which they like and do not like. The writer interviewed two English teachers in SD Pangudi Luhur Yogyakarta. The first teacher was the English teacher who coordinates the English extracurricular activity. It was done to know the goals and expectations of the English extracurricular activity. The second teacher was the 2 nd graders’ English teacher in SD Pangudi Luhur Yogyakarta. This step was done in order to obtain 37 supporting needs including the English teaching and learning activities in the classroom, the students’ characteristics, difficulties and interests. Step 2. Formulating Goals, Listing Topics and Stating General Purposes Combination of Kemp and Yalden After doing needs survey, the writer identified the goals of the instructional materials and they were arranged in accordance with the goals of the extracurricular activity and also the current curriculum, KTSP. According to Mulyasa 2008:22, there are two purposes why English is taught in KTSP namely: 1 to develop communication ability orally to accompany the action in school context and 2 it is aimed at possessing the awareness of the essence and importance of English to increase the globalization era competition. The goals of the English extracurricular activity can be included into the goals of KTSP where the students should have opportunity to speak communicatively and in context. Therefore, the goals of this designed materials is to provide the 2 nd graders opportunity to speak and to respond communicatively through the teaching and learning activities based on TBLT. The topics were chosen based on the observation and the interview results. The observation was done along the first and the second semesters since the writer was the teacher of the 2 nd graders who were taking English extracurricular activity. The writer chose two meetings which were reported in details. The interview result showed the topics which usually bored and interested the students. 38 After listing the topics, the writer stated the general purpose of the designed materials. The general purpose of each topic is very important and the writer stated general purpose of each topic in term of Basic Competences BC. The description of purposes would ensure that the materials were designed to fulfill the goals. Step 3. Formulating Learning Objectives Kemp In this stage, the writer specified the learning objectives and constructed them in accordance with the indicators of the goals of the extracurricular activity. The term of the learning objectives was Learning Indicators LI which show what to achieve in every meeting. However, the writer suited the indicators with the nature of TBLT also where the students can use the language communicatively in the process of completing the tasks. Step 4. Listing Subject Content Kemp In this stage, the writer listed subject content to support each objective. The subject content was based on the topics that the students interested in and formulated together with the subject content included in KTSP. The topics were listed from the less to more difficult subject content contained. In accordance with the framework of TBLT for beginners and young learners proposed by Willis 1996, the subject content was included in three main sections, namely Pre-Task, Task cycle and Language Focus. The framework was adapted by the writer and was thus divided into three main sections and one additional section. The subject content was arranged in various tasks types, such as listing, ordering, sorting and others. 39 Step 5. Selecting Teaching and Learning Activities and Resources Kemp After listing the subject content, the writer selected the teaching and learning activities to be used in the English extracurricular activity. Since the approach proposed by the writer is TBLT so the writer employed teaching and learning activities based on Willis’ framework for beginners and young learners. Besides, the writer chose the theory of learning stated by Richards and Rodgers 2001:288 to ponder the teaching and learning activities. In this stage the writer chose some interesting activities which were included into TBLT, for example games, singing songs, matching, performing dialog, discussion and others. The resources were taken from the internet and also some reliable textbooks. The materials were based on Task-Based Language Teaching where real- world tasks were brought into the class by using pedagogical tasks. Because this thesis focuses on designing speaking instructional materials, the term “task” is further described as communicative task which also covers pedagogical task which deals with the activities done by the learners in the classroom. Since it is unusual for real-world tasks not to be adapted in some way when they are brought into the classroom, the various pedagogical tasks are included. Considering that the goals of the extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta are to provide the students much opportunity to speak English and to make them able to start as well as respond to the simple daily activities, the writer employed the communicative tasks in TBLT. Communicative task allow the learners to interact each other and encourage them to practice their speaking. 40 Step 6. Evaluating the Designed Materials Yalden According to Yalden, there are two kinds of evaluation. The first is used to measure the learners’ achievement toward the designed materials whereas the second is used to measure whether the designed materials is appropriate and relevant. The writer distributed post-questionnaires to two English teachers of SD Pangudi Luhur Yogyakarta and also three lecturers of English Language Education Study Program of Sanata Dharma University. Concisely, the writer’s designed model done in this study can be seen in Figure 2.4. Figure 2.4: The Writer’s Instructional Design Model Formulating Learning Objectives Listing Subject Content Formulating goals, listing topics and stating general purposes Evaluating the Designed Materials Selecting teaching and learning activities and resources Conducting Needs Survey Revision 41

CHAPTER III METHODOLOGY

This chapter will discuss six important points. The discussion of the six important points covers research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

The research was carried out to answer two questions as mentioned in the problem formulation namely “How is a set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta designed?” and “What does the designed set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta look like?” Intended to answer those two questions, this research employed Research and Development method or RD. According to Borg and Gall 1983: 771-772 in their book, Educational Research: An Introduction, educational research and development is a process to develop and validate educational products which can be in forms of teaching materials, teaching methods and method for organizing instruction. While the goal of RD is to develop research knowledge and incorporate it into a product by combining educational research and educational practice.