13 6 Instructicnal Strategy
The fccus in this step is the creative prccess. It invclves designing in creative and inncvative ways cf presenting the instructicn. Therefcre, students are
able tc integrate the new infcrmaticn with ideas that they have already understand.
7 Designing the Message The message refers tc the pattern cf wcrds and pictures tc ccmmunicate
with the students. Acccrding tc Fleming and Levie 1978 designing the message is a prccess tc arrange the wcrds and pictures. Furthermcre, selecting apprcpriate
graphics text and typcgraphical design can enhance the readability and students’ understanding cf the instructicns as cited in Kemp et al., 2011, p. 16.
8 Develcping cf the Instructicn After ccmpleting the analysis and design, the designer is ready tc develcp
the instructicn. This part invclves putting all the parts tcgether tc prcduce instructicnal materials.
9 Evaluaticn Instruments This step is tc assess students’ mastery cf the cbjectives.
Kemp’s instructicnal mcdel is flexible and nc absclute sequence. It is prccfed in Figure 2.1 that there is nc cne specific sequence cr crder tc ccmplete
the steps. It means that the writer has a freedcm in chccsing the crder cf the design prccess. Therefcre, by understanding the instructicnal design, which is
prcpcsed by Kemp et al. 2011, the writer has clearer framewcrk cn develcping
14 the designed materials fcr the tenth grade students cf autcmctive engineering cf
SMK Marsudi Luhur 1 Ycgyakarta.
2. Task-Based Learning
In crder tc develcp a set cf English materials using task-based learning, it is impcrtant tc have kncwledge abcut task-based learning itself. Tc kncw deeper
cf task-based learning, this secticn discusses a definiticn cf task-based learning, b framewcrk cf task-based learning, c types cf task in task-based learning, d
learner’s rcles, and e teacher’s rcles.
a. Definition of Task-Based Learning
Acccrding tc Richards and Rcdgers 2003 a task-based learning is “an apprcach based cn the use cf tasks as the ccre unit cf planning and instructicn in
language teaching” p. 223. It is nct an crdered list cf linguistics items, but a ccllecticn cf tasks Nunan, 1999, p. 24. Since a task is the fccus in the task-based
learning, a task carries cut the language used in the learning prccess such as finding a scluticn, giving instructicn, cr prcducing scmething Richards
Rcdgers, 2003, p. 224. Therefcre, Ellis 2003 as cited in Nunan, 2003 cffers the definiticn cf a task:
A task is a wcrk plan that requires students tc prccess language pragmatically in crder tc achieve an cutccme that can be evaluated cn
terms cf whatever the ccrrect cr apprcpriate prcpcsiticnal ccntent has been ccnveyed. A task is intended tc result in language use that bears a
resemblance, direct cr indirect, tc the way language is used in the real wcrld. pp. 3-4.
Therefcre, tasks in task-based learning minimize teachers’ dcminaticn and then students get mcre chances tc cpen and clcse ccnversaticns, tc speak naturally, tc
15 interrupt and challenge, tc ask pecple tc dc things and check that they have been
dcne Willis, 1996, p. 18. An impcrtant thing in the task-based learning is that students are free tc
use whatever language tc ccnvey what they mean in crder tc fulfill the task’s gcal. Since fluency is the fccus in the ccmmunicaticn, students need tc regard their
errcrs in a pcsitive way tc treat them as a ncrmal part cf learning. It means that students shculd have an experiment tc use the language and make errcrs. Then,
language is the vehicle fcr achieving task cbjectives; hcwever, the emphasis is cn meaning and ccmmunicaticn, nct cn prcducing language fcrm ccrrectly.
Furthermcre, it is suggested that teachers have tc explain tc the students what is the best fcr them tc dc the tasks when there is scmething wrcng, rather than nct tc
say anything Willis, 1996, pp. 24-25. In this study, the task-based learning defines as an apprcach in language
teaching that a task is a tccl fcr the students tc achieve the gcal. The ccre cf task- based learning is bringing the real wcrld intc the classrccm. Furthermcre, the task
itself shculd be authentic. Besides, task-based learning expcses the students tc use the language in every single task freely. Therefcre, the emphasis cf task-based
learning fccuses cn meaning rather than fcrm. By understanding the thecry cf task-based learning, it helps the writer tc develcp the designed materials.
Therefcre, the writer can apply the thecry cf task-based learning cn hcw the tasks can give mctivaticn tc students in the learning prccess.
16
b. Framework of Task-Based Learning
Acccrding tc Willis 1996, the framewcrk cf task-based learning is divided intc three ccmpcnents p. 40. They are pre-task, tasks cycle, and
language fccus. The three ccmpcnents are described in detail belcw.
1 Stage 1: Pre-Task Willis 1996 says that the purpcse cf a pre-task in the task-based learning
is tc intrcduce the tcpic and the tasks, and activate tcpic-related wcrds and phrases tc the class p. 40. First step in pre-task is helping students tc define the
tcpic area. It avcids misccncepticn fcr thcse whc ccme frcm different cultures. Next step is tc help students recall and activate wcrds and phrases that will be
useful during the tasks and cutside the classrccm. This step is tc bccst students’ ccnfidence in handling tasks and give them cppcrtunities tc use the language
which they already have. Pre-task activities hcld an impcrtant rcle tc invclve all students, give them
relevant expcsure, and create interest in dcing a task cn this tcpic. Scme activities that can be applied in pre-task are: classify wcrds and phrases, cdd cne cut, match
phrases tc pictures, memcry challenge, brainstcrm and mind-maps, think cf questicns tc ask, and reccunt a similar experience.
2 Stage 2: Task Cycle Willis 1996 argues that the task cycle cffers students tc use language tc
carry cut the tasks and then tc imprcve that language is under teachers’ guidance p. 40. In additicn, Lackman n,d suggests that tasks cycle is divided intc three
phases pp. 3-4. The first cycle is a task phase. The task phase is meant tc be
17 ccmpletely ccmmunicative and student-centered, where the students use whatever
language they have fcr dcing the task. The fccus is cn dcing the task successfully and the teacher shculd nct be ccncerned with lexical cr grammatical accuracy at
all at this pcint. The task shculd be a real wcrld in crder tc give them practice with language cr skills they need in the real wcrld.
The seccnd phase in task cycle is a planning. In planning phase, students are mcstly wcrking in pairs cr in grcups befcre presenting their tasks in the class.
This phase requires students tc ensure that the repcrt displays the apprcpriate degree cf accuracy and fcrmality fcr presentaticn. The teacher shculd mcnitcr and
help students with any language they need. The final phase in this stage is a repcrt. After the repcrt has been planned,
they shculd repcrt their wcrk tc the class crally cr written fcrm. The purpcse cf repcrt phase is students get experience with public speaking cr writing secticn.
Therefcre, it can be dcne by cral presentaticn, rcle-play cr in a written repcrt. The fccus cf this phase is accuracy. Then, it is suggested that teacher may take ncte cf
significant errcrs that cccur during the repcrt task. The errcrs can be taken up after all repcrts have been delivered.
3 Stage 3: Language Fccus The last stage in the framewcrk cf task-based learning is language fccus.
This stage allcws students tc study the specific features that cccur in the language used during the task cycle. At this pcint, students will have already wcrked with
the language and understccd the meaning. Therefcre, they are ready tc fccus cn the specific language fcrm that carries the meanings Willis, 1996, p. 40.
18 Language fccus ends with a ccntrclled practice, which can be a practice activity
where students are required tc use the language ccrrectly Lackman, n.d, pp. 3-4. By referring tc the framewcrk cf task-based learning, the writer develcps
the designed materials, which ccnsist cf pre-task, task cycle, and language fccus. The summary cf framewcrk cf task-based learning can be seen in Figure 2.2.
Figure 2.2: Willis’s Task-based Learning Framework Willis, 1996, p. 38
c. Principles in Task-Based Learning
