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often shared with a real audience, leads students to take their formal accuracy more seriously” p. 274. Furthermore, PBL aims to engage students in the
investigation of real- life problems and develop students’ creativity, problem-
solving skills, and lifelong learning Barron, 1998; Blumenfeld et al., 1991; Breault Breault, 2005. Alan and Stoller 2005 also propose that a real-world
project is designed for intermediate and high intermediate EFL students. Real world that is brought in PBL can be supported by authentic tasks given by task-
based learning TBL. In implementing PBL in the research, the project in the teaching and
learning process can differ from three types of classifications, which are based on roles of instructor and learners in deciding the project-related activities Henry,
1994, as quoted in Stoller, 1997: 5, data collection techniques and sources of information Stoller, 1997: 5, and way of informatin is reported Stoller, 1997:
6. Firstly, the project might be differed from the roles of the instructor and learning toward the project arrangement. There are three types of projects:
structured, unstructured, and semi-structured projects. The projects are called structured when the teacher dominate the decision making particularly on the
topic, materials, methodology, and presentation. Conversely, unstructured projects are projects that are defined largely by the learner only. Whereas, projects that are
defined and organized by both the teacher and the learners are called semi- structured projects.
Secondly, based on the data collection techniques and sources of information, projects can be classified into research projects, text projects,
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correspondence projects, survey projects, and encounter projects. Thirdly, the projects may differ in the way information is reported, which are classified into
production projects, performance projects, and organizational projects. In production projects, the projects are in forms of written production, such as
written reports, letters, hand books, brochures, and so on and so forth. In performance projects, the projects can be in forms of oral presentations, stage
debates, theatrical performance, etc. Whereas, the organizational projects deal with planning a club or community which leads into useful discussion of
particular topics. After determining the type of the project, afterwards, the project is being
accomplished. The steps in project-based learning that are acquired in the research are steps proposed by Stoller 1997 as quoted in Richards and Renandya 2002.
There are ten steps of project-based learning: 1 agree on a theme for the project, 2 determine the final outcome, 3 structure the project, 4 prepare students for
the langugae demands of step 5, 5 gather information, 6 prepare students for the language demand of step 7, 7 compile and analyze information, 8 prepare
students for the language demands of step 9, 9 present final product, and 10 evaluate the project. Furthermore, the reason why the research adopts project-
based proposed by Stoller 1997 is that the project-based steps are considered as complete steps as there is project evaluation. Including the project evaluation can
be a way for the students to reflect their process of accomplishing the project as well.
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6. Task-Based Learning
To support the implementation of Project-Based Learning PBL, Task- Based Learning TBL is utilized as a teaching-learning approach for the students
to enhance their English ability in a classroom context. Stoller 2006 suggests that:
PBL conjures up other images as well. It has been equated, by some, with in-class group work, out-of-class activities, cooperative
learning, task-based instruction, a vehicle for fully integrated language and content learning, and a mechanism for cross-curricular
work p. 21.
Based on the reference above, there is a possibility to combine PBL with
TBL. The contribution of TBL will make PBL more effective to be done. For example, before committing to the project, the learners can do some appropriate
tasks as the scaffolding. In other words, first of all, the students will learn through TBL and then PBL afterwards, as PBL completes the implementation of TBL in a
classroom. According to Stoller 1997, as quoted in Beckett Miller 2006, “in
some setings, project-based learning is a natural extension, or an enhancement, of what is already taking place in class” p. 22. The implementation of PBL steps, in
the materials, will be adjusted later on based on the units being learned in the classroom.
Task-based learning is a kind of learning through tasks provision. Demanded to be authentic, tasks in the teaching and learning process are hoped to
bring a real world to the classroom. In the designed materials, the learning activities are all about accomplishing the given tasks. The tasks that are arranged
should be closely related to the language implementation. It means that, through PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the tasks, the students use the language communicatively and actively. According to Hudelson 1993,
“a task is an activity or goal that is carried out using language” p. 161. Furthermore, Willis 1996 states that “the emphasis of task is
on understanding and conveying meanings in order to complete the task carefully; while learners are doing tasks, they are using language in a meaningful way” p.
24. Supported by Ellis 2008, in task, the meaning is primary in a language- teaching activity p. 981. Shortly, the tasks that are given to the students should
contain meaningful purposes so that the students can accomplish the tasks communicatively for the sake of optimizing the use of English in the classroom.
As the use of tasks in the classroom holds dominant role in the learning activities, therefore, this kind of situation is called task-based learning. According
to Richards Rodger 2001, “task-based learning is an educational approach
which uses tasks as the prominent unit of planning instructions in language teaching” p. 64. In the perspective of teaching, Ellis 2008 defines task-based
teaching as an approach to teach the classroom using syllabus containing communicative tasks which gives priority to the meaningful communication rather
than linguistic accuracy p. 981. Furthermore, it is obliged to have students with prior knowledge of the use of English used in the classroom. In other words, the
English utilized in the classroom should fit the students’ learning background or past experiences properly. The purpose of having prior knowledge is to make the
students relate what is learned in the classroom with what happened in their background or past experiences. In this case, the background of the students
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should be about wedding organization. This is equivalent with what Nunan 2004 states:
The main characteristic of task-based learning focuses in the experiential
learning where the learners’ past experiences become the starting point in learning, while their personal experience when
doing the tasks becomes the central point of learning p. 87. In arranging the tasks in each unit, the researcher refers to Willis’s 1996
framework of task-based learning which consists of three phases: pre-task, task cycle and language focus p. 42. Firstly, in this pre-task phase, the students are
introduced to the topic of the each unit of the materials. The warming up activities are included here to make the students enter the learning process. The warming up
activities are aimed to make the students recall and activate their prior knowledge. It can be through pictures or activities that the students should do, as long as it
contains real situation or experience. More specifically, the activities can be in forms of answering questions related to the picture provided, matching pictures,
brainstorming ideas, and so on and so forth. Moreover, in this phase, the students are introduced to the starting point of the topic through the introduction of the
learning indicators of the unit too. Secondly, after the students being engaged with the topic of the unit, the
students are introduced some inputs in this task cycle phase, as this phase is the main phase in task-based learning framework. The components of this steps are
task, planning, and report. In tasks, the students will do some tasks in pair or group. In planning, the students will prepare what they have done to be presented
in front of the class. In report, the students perform the results of the task they have been prepared. Furthermore, some inputs to make the students ready with the
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performance are given, so that the students have enough input to deliver the output comprehensibly.
Thirdly, language focus phase becomes the last phase of task-based learning. The purpose of this step is that the students learn deeper about the
language they used in their performances. The language focus deal with the probable weakness that the students will have in using the languge to deliver their
performances, therefore, the language focus is put after the performance of the students in every unit. Moreover, there are two components in this phase, namely
analysis and practice. In the analysis, the specific feature of the language being used in the performance is analyzed. The analysis is in form of learning the
language focus deeper. In practice, the students do some exercises related to the application of the language focus that has been learned previously. By still
referring to the topic of the units, the exercises contain new sentences or utterances. The components of task-based learning framework that have been
discussed above can be seen from the following figure.
Pre-Task Introduction to topic and task
Teacher explores the topic with the class, highlights useful words and phrases, helps students to understand task instructions and prepare. Students may hear a recording of others doing a similar
task.
Task Cycle Task
Students do the task, in pairs or small groups. Teacher
monitors from a distance.
Planning
Students prepare to report to the whole class orally or in
writing how they did the task, what
they decided
or discovered.
Report
Some groups present their reports
to the
class, or
exchange written reports, and compare results.
Language Focus Analysis
Students examine and discuss specific features of the text or transcript if the recording.
Practice
Teacher conducts practice of new words, phrases and patterns occurring in the date,
either during or after the analysis.
Figure 2.4. Task-Based Learning Framework Willis, 1996: 38
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7. Educational Research and Development R D
To design the materials, the researcher utilized educational Research and Development R D proposed by Borg and Gall 1983, as cited in Gall et al.
2007. Borg and Gall 1983 stated that “RD is a process used to develop and
validate educational products” p. 772. Moreover, Borg and Gall 1983 explain “the aim of RD was to take and develop the research knowledge and incorporate
it into an educational product that combines educational research and educational practice rather than discover new knowledge” p. 771. Whereas, RD is a
researcch whose findings are to plan new products or procedures which are field- tested and evaluated Gall et al., 2007: 589. The results of conducting this
research and development would be a set of teaching and learning materials, as well as the syllabus and lesson plans. The acceptability of the materials would be
considered as the results too, as the main point of research and development is whether the product that is designed is acceptable or not for the target research.
Utilizing RD will fit the principal of ESP, particularly EOP that was used in this research. EOP dealt with real situation of the students in using the
language in the classroom, as they also use the language communicatively. Meanwhile, in RD, the needs of the students are carefully determined and
analyzed as the first requirement of designing the materials. Furthermore, after the materials are being designed, the students will be involved in the implementation
of the materials. Thus, the development of the materials will definitely fit students’ needs and background, as the students are involved in the processes.
