Some grammar problems are apparent and have negative effect on communication.
20 Grammar
problems interfere
with communication of the writer’s ideas. Difficult
to read sentences. 15
Severe grammar problem interfere greatly with the message. Reader can’t understand
what the writer was trying to say. 10
Style and
quality of
expression Attempts variety, good vocabulary, not
wordy. 25
Some vocabulary misused. Maybe too wordy. 20
Poor expression of ideas. Problems in vocabulary.
15 Inappropriate use of vocabulary. No sentence
variety. 10
Mechanic and spelling
Correct use of punctuation, capital letter, and spelling.
25 Some problems with punctuation and capital
letter. Occasional spelling errors. 20
Punctuation errors interfere with ideas. Spelling problems distract readers.
15 Severe spelling problems. Errors in sentence
punctuation and obvious in capital missing. 10
B. Relevant Studies
Supporting the literature review above, there are some researchers who have conducted the similar studies some years ago. The first is Nazenin Ruso 2007
who conducted a research under the title
The Influence of Task-based Learning on EFL Classrooms
. The second is Etika Putri Istiqomah 2014 who conducted a research under the title
Developing English for Tenth Grade Students of
Boga
Department at SMK 4 Yogyakarta.
The Ruso’s finding states that task-based learning TBL or task-based language teaching TBLT
is helpful to increase the students’ motivation and learning. TBL or
TBLT encourages students’ practice opportunities in using the target language in the lessons as a result of presenting various tasks. In the light of
continued
students’ reflections for the tasks used during the study, which are very positive, it can be concluded that students accept the idea of TBL or TBLT while learning
English as a second language. She also mentions that
the students’ attitudes toward TBL or TBLT are very positive. Students indicate that more emphasis is shown on interaction in class.
This interaction is encouraged not only individually but also within group work. Students also say that their teacher presented various tasks in class and they make
use of practice opportunities. Further, Istiqomah 2014 develops the English learning materials using
Task-based Language Teaching TBLT. She develops the English materials that match with the students’ learning needs and target needs. The materials cover the
four skills of English and it is developed well.
C. Conceptual Framework
It has been mentioned in Chapter I that vocational high school students are prepared to face their work life. They are equipped not only with the basic
knowledge of their study programme but also with the communication skills in daily life context based on the global demand.
In learning English, materials have the important role. It helps the students to get the input for their learning. However, some problems occur related to the
English materials that students have. One of them is the unavailability of the specific English materials for the specific study programme.
As vocational high schools have different aim from other schools, they need the specific English materials which match with their study programme. Materials
are presented in the form of tasks with the clear instruction, so that it can function properly. The tasks should be related with their study programme, needs, and
close to their real life situation. This kind of materials can help the vocational high school students to master their English to face their work life.
Based on the problem stated earlier and the good advantages of using tasks by some people above, the researcher decides to do a research on Developing
Task-based English Materials for the Tenth Graders of Vocational High School. They are developed based on the principle of effective tasks that have been
proposed by some experts such as Nunan 2004, Hutchinson and Waters 1989, Tomlinson 1998, and other experts.
If these English materials can be developed successfully, they will be very useful for both students and teachers. Students can get enough input to improve
their mastery of English skills which match with their study programme. Teachers can teach with the little preparation because the materials are ready to use.
