27 6
Principle 6 : Reproduction to creation In this principle, the students must be given opportunities to produce their
own sentences. The students can work in group and in pairs in order to practice creating conversations to express themselves. The students also can reproduce the
conversation from the textbook given by the teacher. 7
Principle 7 : Reflection The last principle is reflection. In the learning process, the students should
be given opportunities to reflect what they have learned, how well they are doing, and the difficulties they face in the learning process.
From the
discussion above,
the writer concludes that Task-Based
Language Teaching provides wide opportunities for the students to speak English. In designing the speaking materials teachers or designers should consider the
procedures of developing unit works and the principles of Task-based Language Teaching. The procedures of developing unit works help the designers in
developing the unit works in the materials.
B. Theoretical Framework
As the basis for the material design, the writer employs a model synthesized from two models. The models come from the Kemp, and Dick and
Carey. Those two models are combined to make a framework in conducting this research. The writer will select some steps from the models because in general
they have the same description. The writer tries to combine the model of Kemp and Dick and Carey to be used in the designing of a set of Instructional Speaking
28 Materials for the tenth grade students of Marketing Program in SMK Negeri 7
Yogyakarta. The combined plan is as follows: 1.
Identifying Entry Behaviors and Learner Characteristics Dick and Carey The writer adapted this step from Dick and Carey’s model. This step was
used to gain information about learner characteristics and needs. The writer distributed questionnaires to the tenth grade students of Marketing Program of
SMK Negeri 7 Yogyakarta in order to gain information about the students’ characteristics and needs. The writer also interviewed the teacher of the tenth
grade students of Marketing Program of SMK Negeri 7 Yogyakarta. 2.
Determining Goals, List topics and state general purposes of each topic Kemp
This step was adapted from Kemp’s model. This step was done by determining the goals of the materials. The goals or competency standards of the
designed materials were determined based on KTSP. After determining the goals, the writer listed some topics. The topics were chosen based on the students’ needs
and in accordance with the goals. Then the writer determined the general purposes for each topic. The general purposes were formulated in accordance with the goals
and topics. 3.
Specifying the learning objectives Kemp The writer adapted this step from Kemp’s model. The objectives of the
learning should be specific because it will influence the teaching learning activity. The learning objectives or in KTSP it called indicators were specified based on
the goals and the general purposes of each topic.
29 4.
Listing subject contents Kemp This step was adapted from Kemp’s model. After specifying the
objectives, the writer listed the subject contents. The subject content should be closely related to the objectives of the learner’s needs. In listing the subject
contents for the material, the writer adapted the procedures of developing unit of works in Task-Based Language Teaching and the principles of Task-Based
