22 of facilitating learning.
3 Risk-taker and innovator. Many tasks will require learners to create and interpret messages for which they lack full linguistic resources and prior
knowledge.
4. Kurikulum Tingkat Satuan Pendidikan KTSP
The educational program is described in a curriculum. Today’s curriculum in Indonesia is Kurikulum Tingkat Satuan Pendidikan KTSP in which every
school in every level of education has autonomy to construct its own curriculum. This curriculum is developed from Competency Based Curriculum CBC. Thus,
its focus is still on communicative competence but the achievement indicators are determined by the schools.
Sekolah Menengah Kejuruan SMK or vocational school is one of the educational institutions in Indonesia which has the same level as Senior High
School. The Indonesian government has competency standard for SMK. The first grade students of SMK should be able to communicate in English on novice level,
the second grade students of SMK should be able to communicate in English on elementary level, and the third grade students of SMK should be able to
communicate in English on intermediate level Syam, in http:www.psmk. netindex.html, accessed on 2
nd
March 2007.
B. Theoretical Framework
In this part, the writer relates the theories presented above and describes the steps used in designing the instructional materials.
23 In this study, the writer adapts ASSURE model and employs
Communicative Language Teaching and Task-Based Language Teaching. The writer does not apply all elements of these theories. However, the writer employs
some of them which can contribute to the processes of designing instructional writing materials using Task-Based Language Teaching for the second grade
students of SMK BOPKRI I Yogyakarta. Since this study focuses on designing writing materials, the writer employs
the writing process in the activities used in the designed materials. It includes planning pre-writing process to find and produce information in writing, drafting
a process to organize and develop a piece of writing, and revising a post-writing process to re-examine and re-evaluate the writing activities. It is hoped that the
students can develop their writing skills through this process. Moreover, the students should deal with many aspects in order to produce a good piece of
writing, such as purpose, content, organization, grammar, and mechanics, as illustrated in Figure 2.1. Besides, the students should recognize the environment
and individual components in producing a piece of writing which include social environment, physical environment, motivation and affect, cognitive process,
working memory, and long-term memory. Because the designed materials focus on communicative competence, the
writer applies Communicative Language Teaching. This approach helps the students in achieving the goals of Kurikulum Tingkat Satuan Pendidikan KTSP
SMK, which put emphasis on communicative competence. The materials are designed to encourage the students to use English language in communication,
especially in writing. The designed materials guide the students to deal with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 English in their daily life and in working world.
The writer also uses Task-Based Language Teaching TBLT since TBLT is an approach which uses tasks as the core or the main activity in the teaching-
learning process. Tasks become the primary focus in the designed materials; thus, there are many tasks given in the designed materials that demand the students to
write more. The tasks cover three components stated in the Task-Based Learning Framework. They are pre-task, task cycle, and language focus. The components
are presented in Figure 2.2. The task itself is aimed at developing their writing skill. It is also believed that tasks can motivate students to learn in order to reach
the learning objectives. Moreover, the teachers and the students have their own roles in the teaching- learning process to achieve the learning objectives.
The curriculum employed was Kurikulum Tingkat Satuan Pendidikan KTSP. Since the materials were designed for the second grade students of SMK,
the writer adopted the competency standard for the second grade students of SMK stated in KTSP; i.e., the students of SMK are able to communicate in English on
elementary level. Then, the writer elaborated the topics based on this competency standard.
The writer adapts ASSURE model in the process of designing the materials since the steps in that model are simple and the processes are very clear. The
writer employs the first, second, third, and sixth steps in ASSURE model as those four are essential in designing materials. Those steps are analyzing learner
characteristics; stating objectives; selecting, modifying, or designing materials; and evaluating. In step two, the writer lists the topics and states the objectives.
Moreover, the writer does not only select or modify or design materials but select, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 modify, and design materials. The writer adds revising action in step six. As stated
in the theoretical description that evaluation is an ongoing process, the revisions are also done before, during, and after instructional processes. Thus, the writer’s
instructional model has four steps as presented in Figure 2.3. They are 1 analyzing learner characteristics; 2 listing the topics and stating the objectives;
3 selecting, modifying, and designing materials; and 4 evaluating and revising the materials.
Analyzing Learner Listing the Topics Selecting, Modify ing,
Evaluating and Characteristics Stating the Objectives
Designing Materials Revising the Materials
Evaluation and revision line
Figure 2.3 The Writer’s Instructional Model Adapted from ASSURE Model
26
CHAPTER III METHODOLOGY
In this chapter, the writer would like to discuss some important points of the research method, research participants, research instruments, data gathering
technique, data analysis technique, and research procedures which are emplo yed in this study.
A. Research Method
This study attempts to find out the answers to the two questions as stated in the problem formulation. First, it is aimed at designing instructional writing
materials using Task-Based Language Teaching TBLT for SMK BOPKRI I Yogyakarta. Second, it is aimed to present the designed materials.
This study employed educational research and development R D method. Sometimes, it is called research-based development. Borg and Gall
1983: 772 define educational research and development R D as: A process used to develop and validate educational products. The term
‘product’ includes not only materials object, such as textbooks, instructional films, and so forth, but it is also intended to refer to established procedures
and processes, such as a method of teaching for organizing instruction.
There are some steps in this process which is called R D cycle. The R D cycle Borg and Gall, 1983: 772 consists of:
Studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting
it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage.
Moreover, Borg and Gall 1983: 775-776 elaborate R D cycle into ten steps. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
