20 Zero Category consists of five techniques, namely, modification,
replacement, reorganization, resequencing, and conversation. In the modification technique the teachers made the changes to instructions. In the replacement
technique the teachers swapped one activity with another. In the reorganization technique the teachers changed the positions of texts and illustrations. In the
resequencing technique the teachers changed the sequence of the activities. In the conversion technique the teachers changed the genre of a text or move the content
from one medium to another.
B. Theoretical Framework
Referring to the theoretical descriptions that have been discussed in the previous section, the researcher discussed the synthesis of those theoretical
descriptions. Designing materials for language teaching required a lot of considerations. Starting from the designing the curriculum, then designing the
syllabus, and the lesson plan, then designing the content of the materials. Therefore, the researcher start the design from understanding the 2013 Curriculum
to make an appropriate materials design for the students. The 2013 Curriculum was used by the researcher as the basic of the
material designed beside the need analysis. As we know that the 2013 Curriculum was the latest Curriculum in Indonesia. Based on
Kementrian Pendidikan dan Kebudayaan
2013 states that this curriculum leads the students to have chance to learn the lesson based on their competence and potency. The students had more
opportunities to learn English through the designed materials which are purposed
21 to accommodate the
students’ needs. The 2013 Curriculum supported the active skill such as speaking skill. Since this research was conducted to develop
speaking materials, the researcher also explained the use of speaking in this research.
Speaking as the main activity in this research would be designed by the researcher in a form of module. The researcher used the speaking theory of Nunan
2003. In order to obtain the material design, the researcher should design classroom activities that provide the chance for the students to speak. The
researcher also wanted to limit the teacher talk in the activity. It meant that the activities would lead the students to use their opportunities to speak. The goal was
the students would be able to speak as fluently as possible. The speaking skill could be learnt by doing some tasks. In this research, the researcher used task-
based learning as the basic in developing the tasks in the material designed. The theory of task-based learning by Richards and Rodgers 2001 and
Willis 2003 were used by the researcher to choose the kinds of task in the designed materials. Task-based learning had its framework which consists of three
components: pre-task phases, task-cycle phases and language focus phases. Each component had their functions. The researcher proposed to develop the design by
referring to the components of task-based learning framework. The use of journal also as the form of task-based learning which would help the students more aware
on their learning goals, learning strategies, learning difficulties, achievements, and also help the teacher to know the students’ progress. By using task-based learning
22 in developing the designed materials, the researcher also used material adaptation
to support the development of the designed materials. The material adaptation theory of Tomlinson and Masuhara 2004 is used
to adapt the materials from several kinds of book which have the same learning goals with the designed materials of the researcher. The researcher adapted some
materials which have been in speaking books. The adaptation would be on the third categories of the material adaptation theory. There would be Plus Category,
Minus Category and also Zero Category. Each Category would be used in adapting the materials of this research.
Figure 2.2: t he Researcher’s Theoretical Framework
Research Problem
Task-based Learning Theory
Speaking Theory
Materials Adaptation Theory
The 2013 Curriculum
Speaking Materials
23
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research method used in this research. This chapter consists of six important points in conducting the research. They are
research method, research setting, research participants, research instruments and data gathering technique, data analysis technique, research procedure.
A. Research Method
This research was conducted to obtain the relevant data needed in order to reach the research objective of this research. The researcher gathered and
analyzed the data to answer the question in the research problem of this research. There was one question to be answered, that was
‘what do speaking materials using task-based learning for the seventh grade students of English Extracurricular
Activity at
SMP Pangudi Luhur
Yogyakarta look like?’.
The researcher employed Educational Research and Development RD to achieve the research objective. According to Borg, Gall and Gall 2007,
Educational Research and Development RD is “an industry-based
development model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated,
and refined until they meet specified criteria of effectiveness, quality, or similar
