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Table 4.4 The Model Unit Unit
Section Activities
Unit 1 HOW ARE YOU?
Recall Your Memory Share past experience
Be Ready Listen to the recorder
Read a dialogue Underline the
expression What to Say
Language expressions Let’s Practice
Make a conversation Practice in a group
Time to reflect Recall what they have
learn
The explanation of each section are as the follows.
a. Recall Your Memory
The first section of each unit was Recall Your Memory This section had function as the schema building in the Nunan
’s task based procedure. In this section, the students would try to recall their past experiences about the topic. By
recalling their past experiences, the students could guess the topic of the lesson. Pictures stories, sharing personal experiences, question and answer activities are
used in this section. This section aimed to prepare the student before entering the main activity. The example of this section can be seen in Figure 4.1 The Example
of Recall Your Memory Section.
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Figure 4.1 The Example of Recall Your Memory Section
b. Be Ready
The function of this section was to prepare the students for the main task. The activities in this section were used to build the prior knowledge of the
students. The tasks such as listening and matching activities are given in this section.
Nunan’s second and third procedures were used in this section. The example of this section is shown in Figure 4.2.
Figure 4.2 The Example of Be Ready Section
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c. What to Say
What to Say provided the students the language expression of the functional skills that being learnt. The teacher had to emphasize that the language
expressions in this section are just an additional guidance for the students. The students could make another expressions based on their own experiences or
knowledge. In Nunan task-based language teaching, this step including in the fourth step, focus on language element. The example of what to say section can be
seen in Figure 4.3.
Figure 4.3 The Example of What to Say Section
d. Let’s Practice
This section served as the main task of the lesson. This section was design according to peer practice one
of Nunan’s procedure. The main tasks focused on providing the students an opportunity to produce and perform the language. The
38 main activities in this section were performing the dialogue, role play, and opinion
gap activities. Figure 4.4 is the example of the activities of this section that can be seen in the materials.
Figure 4.4 The Example of Let’s Practice Section
e. Time to reflect
In Time to Reflect, the writer gave an opportunity to the students to reflect what they have learnt during the process. This section followed the last principle
of task-based language teaching. Nunan stated that reflective element has a particular affinity with task-based language teaching 2004, p. 38. By reflecting,
the students can aware the whole processes that they have passed. In this section, the writer gave some questions and tasks to be answered by the students.
Nunan’ last procedure pedagogical task was used in this section.
The details of the speaking materials for the tenth grade students of Agricultural Product Processing Technique Program using task-based language
teaching can be seen in Appendix G – Student’s Book.
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CHAPTER V CONCLUSION AND RECOMMENDATIONS
The writer presents the conclusion and the recommendation of the study in this chapter. In the first part, the writer concludes the summary of the study while
in the second part, the recommendations for the teachers, students and anyone who intends to conduct further study are provided.
A. Conclusion
This study was conducted to answer one major problem, what the designed of speaking materials look like. In order to solve the problem, the writer
implemented Educational Research and Development RD method as the research method. Furthermore, the writer used
Dick and Carey’s Instructional Design. In designing the materials, the writer also used theories related to the
study as the fundamental information. The writer steps in designing the material were: 1 identify instructional
goal, 2 conduct instructional analysis, 3 analyze learners and contexts, 4 write performance objective, 5 develop instructional strategy, 6 develop and
select instructional the materials, 7 design and conduct formative evaluation of instruction.
The final version of the speaking materials for tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan using
task-based language teaching consist of four units. Those units are presented in the Table 5.1.
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Table 5.1 The Unit of the Materials Unit
Title
UNIT 1 HOW DO YOU DO?
UNIT 2 HER NAME IS AJENG
UNIT 3 LET ME HELP YOU, SIR
UNIT 4 WHERE IS THE
SCHOOL?
The writer divided each unit into five sections. Those sections are Recall Your Memory
, Be Ready, What to Say, Let’s Practice and Time to Reflect. The
sections represent Nunan’s developing unit of work. Those are schema building,
controlled practice, authentic listening practice, focus on linguistic elements, rovide preer practice,and introduce the pedagogical task.
The result of the evaluating stage showed that the speaking materials are well-designed and acceptable since the result ranging from 3 - 3.66 from the scale
1 to 4. The complete designed set of materials can be found in Appendix G and H.
B. Recommendations
In this part, the writer would like to give some recommendations to the related to this study. The recommendations are presented below.
1. Recommendations for the English teacher
The teacher is suggested to implement these speaking materials as an alternative source in order to encourage the students in learning English. The
teacher also should motivate the students to speak as much as possible by using English during teaching and learning process. The writer also suggests the teacher
41 asks the students to practice in front of the classroom to improve their confidence
in speaking English.
2. Recommendations for the students
The students should not to be ashamed to express their ideas, opinions, thoughts or experiences. By expressing their ideas, opinions, thoughts or
experiences, they learn to practice English.
3. Recommendations for the future researchers
This research only focuses on Kurikulum Tingkat Satuan Pendidikan KTSP
. This occurs due to limited time and energy. Therefore, the future researcher may continue to develop these speaking materials using the newest
curriculum. Even though the design has been finished, the writer can not measure the effectiveness of these speaking materials. The future researchers can apply
these speaking materials to know its effectiveness and make some necessary improvement if needed.
