4. Q
: Before performing a presentation, you will read reference journals, then do you find the difficulty with this skill?
A : Yes.
Yes, sometimes. Yes, but I can understand its main points.
Yes, I have difficulty since my vocabulary is lack. Based on the interview data, the students feel that they still have difficulty
in reading, especially reading journals. However, the questionnaire result did not fit with the interview data since in questionnaire, they said that reading is quite
easy, while listening is the most difficult skill to master. In addition, it is also supported by the field notes see appendix 5 that the students were active in
accomplishing the task. They actively discussed the text and the answer with their partner. However, when the lecturer asked them to answer the questions, most of
them answered those questions incorrectly. They reasoned that they still confused with the text organization and its technical terms.
4.2 Discussion: Task-based Syllabus and Text-based Syllabus Differences
Text-based syllabus shares some features with task-based syllabus, since it focuses on preparing learners for real-word uses of English rather than organizing
instruction around tasks. Furthermore, in both task-based and text-based syllabus, students are taught grammar implicitly. However, there are also some differences
between the two syllabuses in teaching English for students of Diploma IV of Road Safety Transport ManagementStudents will do some tasks namely Real-
world task rehearsal rational and pedagogical tasks activation rational. Those tasks, furthermore, are based on task-based syllabus principle.
A task-based syllabus is concerned with purposeful activities which learners might be expected to engage them in meaningful communication. This
fundamental claim for a task-based is shown in Strategi Pembelajaran Learning Strategy and Penilaian Evaluation. Real-world task rehearsal rational and
pedagogical tasks activation rational are used as learning strategy and evaluation in order to create learning opportunities in the classroom. The individual and
group tasks below are an example of rehearsal rational:
Study the position available advertisements related to your educational background in the newspaper or internet website and
find three that would be suitable for you and your partner. Then, write your own CV and exchange it with the partner.
Figure 4.9 Example of rehearsal rational activity
Moreover, pedagogical tasks activation rational such as role plays, simulation, problem-solving tasks and information exchange tasks are also used as
parts of learning strategy and evaluation of spoken cycle:
JOB INTERVIEW ROLEPLAY
3. Your teacher will be an interviewer, and you will be an
interviewee. 4.
Get yourself to prepare for your interview by answering the following questions:
- Tell about your personal identification
- Tell your strenght, best skills.
- Tell your biggest weakness.
- Tell your career goals, future plans.
- Advertise to sell yourself why they hire you.
- Tell your salary expectation.
5. At the end of class, as an interviewer, the teacher will report
about who wins, why they are choosen.
Figure 4.10 Example of activation rational activity
In contrast, the content for a text-based syllabus is based on whole text. This approach to syllabus design emphasizes the social contexts in which genres
are constructed, and how language is used in these contexts. In this concept of syllabus, learners need to make progress through mastery of key genre or text
types occurring most frequently in specific context. Those text types are exchanges, procedures, information texts, story texts, and persuasive texts.
In addition, text-based syllabus is possible to help the students understand clearly the rhetorical move structure of the target genres. Another point worth
noting is that this syllabus also specifies other components of texts, such as grammar, vocabulary, topics and functions. It expresses on the following
Kompetensi Dasar Basic Competence: 1.
Speaking in various ideational meaning within oral interactional discourse particularly in the form simple descriptive related with the tour traveled by
public transportation. 2.
Understanding written descriptive and recount texts related with the importance of road safety and its problems particularly in the developing
countries. 3.
Doing monologue in the form of persuasive and narrative related with road safety refinement which is done together.
4. Doing a simple monologue in the form of procedure about how to get a
driving license.
4.3 Integrated Syllabus for Teaching English based on ESP Approach
