A Task-Based syllabus is a syllabus in which the content of language teaching is a series of complex and purposeful tasks that the students want or need
to perform with the language they are learning. Task-based teaching has the goal of teaching students to draw on a variety of language forms, functions, and skills,
often in as individual and predictable way in completing the tasks. Tasks then can be used for language learning are generally tasks that the learners actually have to
perform in any case. Examples are applying for a job, taking with a social worker, getting housing information over the telephone, completing bureaucratic forms,
collecting information about preschool to decide which to send a child to, preparing a paper for another course, reading a textbook for another course, and so
on.
6. Content-Based Syllabus
Content-Based syllabus is not really a language teaching syllabus at all. In content-based language teaching, the primary purpose of the instructions to teach
some content or information using the language whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to the
content learning. The content teaching is not organized around the language learning, but vice versa. Content-based language teaching is concerned with
communicative and cognitive processes. An example of content-based language teaching is a science class, which is taught in the language that students need or
want to learn. It is possibly with linguistics adjustments to make the science more comprehensible.
From the elaborations of the syllabus types above the writer would like to choose the most appropriate one. Since the content of the language teaching in
this study is a collection of functions, the writer would apply a notional functional syllabus as the syllabus type in this study.
B. Theoritical Framework
There are some theories which the writer works with in this study. The theories such as instructional design, speaking skills and cooperative learning
become the basis for the writer to conduct the steps in designing a set of speaking instructional materials. Certainly, not all theories can be applied to this study.
Designing a set of instructional materials involves a number of procedures to conduct. Therefore, the writer addapts the combination of two instructional
design models from Kemp’s model 1977 and Yalden’s model 1983. The designed materials for the sixth grade English club students at SD Percobaan 3
Pakem provide several teaching and learning activities which aim at motivating
the students to learn and practice English more actively as a target language. The framefork of this study can be expressed bellow:
1. Conducting need survey Yalden
First, the writer conducts need survey. In this step, the writer distributes questionnaires to the sixth grade English club student of SD Percobaan 3 Pakem
to gain the data for the designed materials.
2. Stating goals, topic and general purpose Kemp
