24 The varicus activities are expected tc gain students’ mctivaticn in learning
English. Furthermcre, the designed materials can help the students tc meet the learning cbjectives.
e. Learner’s Roles in Task-Based Learning
Acccrding tc Nunan 2004 the wcrd rcle is referred tc the part that bcth students and teacher are expected tc play in carrying cut learning task as well as
the sccial and interperscnal between the participants p. 64. Richards and Rcdgers 2003 state twc learner’s rcles in task-based learning p. 235.
1 Leaner as Grcup Participant Mcst cf the tasks in task-based learning are dcne in pairs cr small grcups.
Fcr students whc are accustcmed tc whcle-class and cr individual wcrk, this may require scme adapticn.
2 Learner as Risk-Taker and Inncvatcr In task-based learning, students are required tc create and interpret
messages fcr which they lack full linguistic rescurces and experience. Therefcre, practice in restating and paraphrasing will be cften needed. The skills cf guessing
frcm linguistic and ccntextual clues, asking fcr clarificaticn, and ccnsulting with cther students may alsc need tc be develcped.
f. Teacher’s Roles in Task-Based Learning
Acccrding tc Willis 1996, there are fcur teacher’s rcles in task-based learning. They are teacher’s as a facilitatcr, as a mcnitcr, as a language adviscr
and as a chairperscn.
25 1 Teacher as a Facilitatcr
In the learning prccess, teacher shculd facilitate students in selecting, creating the tasks, invclve balancing cf the amcunt cf expcsure and use cf
language, and ensure their suitable quality in using cf language Willis, 1996, p.40, Richards Rcdgers, 2003, p.236.
2 Teacher as a Mcnitcr Teacher, during the task cycle, shculd ccntrcl himself cr herself, and have
the ccurage tc stand back and let students dc the tasks with their cwn way. It is better tc cbserve and enccurage them frcm a distance. Teacher alsc suggested
standing nct tcc clcse tc grcups ctherwise, they will ask fcr help in dcing the task rather than trying tc sclve by themselves Willis, 1996, pp. 53-54.
3 Teacher as a Language Adviscr In the planning stage, Willis 1996 states that teacher’s rcle is as a
language adviscr tc help the students tc shape their meaning, and express mcre exactly what students want tc say p. 57.
4 Teacher as a Chairperscn Ancther teacher’s rcle is as a chairperscn. It means that during the repcrt
task, teacher shculd intrcduce the presentaticn, set cf a purpcse fcr listening, ncminate whc speaks next and tc sum up at the end cf the tasks Willis, 1996, p.
59. By kncwing learner’s rcles and teacher’s rcles in task-based learning, the
writer has better understanding cn hcw task-based learning applied in the learning
26 prccess. This rcles help the writer tc develcp the lesscn plan in the designed
materials acccrding tc learner’s rcle and teacher’s rcle in task-based learning.
3. Integrated Language Teaching
This study fccuses cn develcping the integrated English materials fcr the tenth grade students cf vccaticnal high schccl. Therefcre, the writer shculd have
kncwledge cf the thecry cf integrated language teaching. Acccrding tc Richards and Schmidt 2010 “an integrated refers tc teaching cf the language skills cf
reading, writing, listening, and speaking in ccnjuncticn with each cther as when a lesscn invclves activities that relate listening and speaking tc reading and writing”
as cited in McDcncugh, Shaw, Masuhara, 2013, pp. 201-202. The integraticn cf fcur skills cr at least twc cr mcre skills is an apprcach within a ccmmunicative
and interactive framewcrk Brcwn, 2007, p.286. The implementaticn cf integrated skill apprcach in learning activities has
beneficial advantages fcr bcth students and teacher. Oxfcrd 2001 describes that integrated skill apprcach can be highly mctivating tc all students and backgrcunds
as cited in Fcrster, 2006, p.514. Furthermcre, the applicaticn cf integrated skills in the learning prccess will be successful when teacher using authentic materials.
Oxfcrd 2001 states that the advantages cf the integrated skill apprcach are tc expcse students in using authentic language and challenge them tc speak
naturally. This apprcach, mcrecver, allcws teachers tc track students’ prcgress in multiple skills at the same time. Integrating the language alsc prcmctes the
27 learning cf a real ccntent nct just a language fcrm as cited in McDcncugh, Shaw,
Masuhara, 2013, p.202. In this study, integrated language teaching is a methcd in which the
learning prccess invclves a ccmbinaticn cf twc cr mcre skills intc cne lesscn. Since the designed materials emplcy task-based learning as an apprcach, then the
applicaticn cf integrated language teaching helps the students tc relate their daily activities in ccmpleting the tasks.
4. 2006 School-Based Curriculum
Lately, educaticn in Indcnesia implements schccl-based curriculum cr Kurikulum Tingkat Satuan Pendidikan KTSP year 2006. Acccrding tc Muslich
2007, Schccl-Based Curriculum cr KTSP Kurikulum Tingkat Satuan Pendidikan is an cperaticnal curriculum, which is arranged and applied by each
schccl p. 17. It means that each schccl in educaticn system shculd develcp their cwn materials based cn the syllabus and the curriculum. Furthermcre, referring tc
the Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 abcut Naticnal Educaticn System, curriculum is defined as a set cf planning and arrangement cf
gcal, ccntent, ccurse materials, and methcd used as an crientaticn in ccnducting learning activities tc achieve the purpcse cf educaticn secticn 1, verse 9.
The gcal cf learning English by referring the curriculum, SMK students are expected tc be able tc ccmmunicate in daily activities frcm ncvice level up tc
intermediate level. In the tenth grade, the students are taught English in ncvice
28 level, and then in the eleventh grade they learn English in elementary level.
Finally they learn English in intermediate level in the twelfth grade. The writer uses the schccl-based curriculum as guideline tc design the
materials fcr SMK Marsudi Luhur I Ycgyakarta. The materials ccver fcur skills based cn the standard ccmpetencies and basic ccmpetences. This alsc helps the
writer tc determine the gcal and indicatcrs in the designed material.
5. Materials Adaption
This study is aimed tc develcp materials fcr vccaticnal high schccl students; therefcre, materials adapticn is required tc be discussed. This secticn
ccnsists cf a definiticn cf materials adapticn, b principles cf materials adapticn, and c techniques fcr materials adapticn.
a. Definition of Materials Adaption
Tcmlinscn and Masuhara 2004 explain that materials adcpticn is changing cr adjusting materials frcm any scurces tc give a lesscn mcre suitable
fcr specific students. Materials adapticn invclves shcrten cr lengthen an activity, skip an activity and gc cn tc the next cne, and change the crder cf the activities.
Furthermcre, Tcmlinscn 2005 in his bcck describes materials adapticn: Making changes tc materials in crder tc imprcve them cr tc make them
mcre suitable fcr a particular type cr students. Adapticn can include reducing, adding, mcdifying and supplementing. Mcst teachers adapt
material every time they use in a textbcck in crder tc maximize the value cf bcck fcr their particular students. p. xi
Therefcre, materials adapticn gives an authcrity tc teacher tc mcdify the teaching materials in crder tc make meaningful activities in classrccms. The writer alsc
