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done in pairs or groups because the learners must do several task types in one activity and sometimes they need an out-of-class research. Creative tasks also need
organizational skills and teamwork. c. The Procedure of Task-Based Learning
In applying the task-based learning, we need a procedure that can make the implementation easier. Willis 2003:40 introduces the task-based learning that
consists of three phases: the pre-task phase, the task cycle phase, and the language focus phase. The teacher introduces the topic and the tasks during the pre-task phase.
In the task cycle phase, the learners do the exercises tasks with the language they have already known. The teacher functions as the guide to help the learners improve
their language. Doing the tasks under the teacher’s guidance, the learners are ready to plan the report of the task. Language focus, as the last phase, discusses some specific
features of the language that come naturally during the task cycle phase. Figure 2.4 is the task-based learning framework according to Willis 2003:38.
Figure 2.4. Components of task-based learning adapted from Willis 2003:38
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B. Theoretical Framework
This section focuses on creating the steps to design a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De
Britto Yogyakarta. The writer refers to both Kemp’s 1977 and Yalden’s 1987 instructional material design in finding the suitable model to be applied in this study.
Each instructional material design model has its distinctive characteristic and cannot be adapted without any modification. Therefore, the writer will combine them and
make a new instructional materials design model by selecting the most appropriate steps or stages from Kemp’s and Yalden’s model.
The instructional materials design that has been established by the writer consists of six stages. It can be explained as follows:
1. Needs Survey. This first stage, which is taken from Yalden’s model 1987, attempts to
collect all the necessary information related to learners’ needs. The journalistic extracurricular activity is not compulsory. Students who attend the program are
interested in learning newspaper journalism, so that they have specific needs of achieving a certain skill in newspaper journalism. Considering their age, this program
is a new experience for some students. Therefore, the needs survey also gathers some information from the experts in newspaper journalism and the journalistic
extracurricular instructors to find what subjects are best suited to apply. 2. Consider the goal and purpose.
After collecting and listing the needed information in the first stage, the next step is to consider the goal and the purpose of learning. This stage is taken from
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Kemp’s model 1977 that describes what skills and knowledge aimed to be achieved, and from Yalden’s model 1987 that determines whether it is broadly or narrowly
purpose, and it is occupational or educational categories. 3. Specify the learning objectives.
This stage is taken from Kemp’s model 1977 and describes the level of knowledge the students should reach. The goal and purpose that have been defined
become the starting point to formulate the specific objectives. The input obtained from the journalists and extracurricular instructor in the needs survey gives some
important contribution for determining what objectives should be specified. In this study, the students learn the basic principles of how to produce good
news stories in school newspaper, and then the journalists and extracurricular instructor know the guideline much better.
4. List the subject content In this stage, which is taken from Kemp’s model 1977, the content is derived
from the objectives and it organizes the specific knowledge and skills. The content helps the students in achieving the objectives. In general, the content consists of
several specific information or explanation and procedures in doing certain activity related to the topic. However, the content and the objectives must be interrelated.
5. Teaching Learning Activities and Resources. This stage is the combination of Kemp’s 1977 and Yalden’s model 1987
that focuses on selecting the appropriate activities to be conducted in classroom and resources that will help the students in learning process.
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6. Designing the Materials At this stage, the writer begins to design the materials based on the collected
information and decisions from the previous stages. The materials’ units, the sources, and the layout of the designed materials are considered and selected in this stage. The
writer aims to design the materials that are not only interesting but also suitable with the lesson plan and its objectives.
6. Evaluating. This stage is the modification of Kemp’s 1977 and Yalden’s model 1987.
This is the final stage in the instructional material design. The finished instructional materials will be evaluated to check whether the outcome is related to the objectives
or not. If the result of evaluation indicates a flaw in the designed material, the process of revising must be carried out. The revision may be applied to fix the subject content
or the selected teaching learning activities and resources. The whole process of designing the instructional material can be explained in
figure 2.5:
Figure 2.5. The modified instructional model
