English conversation module for the tenth grade students of conversation class at SMA Santa Maria Yogyakarta using task-based learning.

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ENGLISH CONVERSATION MODULE FOR THE TENTH GRADE STUDENTS OF CONVERSATION CLASS

AT SMA SANTA MARIA YOGYAKARTA USING TASK-BASED LEARNING

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Maria Widawati Student Number: 071214010

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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This study is dedicated to my lovely parents, Bapak Petrus Bambang Wijanarko and Ibu Susana Tuminah, and SMA

Santa Maria Yogyakarta

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ABSTRACT

Widawati, Maria. 2012. English Conversation Module for the Tenth Grade Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-Based Learning. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Since English was selected as the first foreign language for communication, English became a compulsory subject in Indonesian schools. One of the senior high schools in Yogyakarta, SMA Santa Maria Yogyakarta, sees that having English in regular class is not enough to fulfill students’ need on improving communicative skill. Therefore, SMA Santa Maria Yogyakarta adds conversation class as an obligatory extracurricular class. This study intended to design a new conversation module using Task-Based Learning. Since the conversation program is an extracurricular class, the learning materials were not regulated by the current curriculum. Therefore, the writer selected the materials herself under the guidance of the coordinator of the conversation program.

This study was aimed at answering two problems, i.e. (1) How is a set of English conversation module for the tenth grade students of conversation class at SMA Santa Maria Yogyakarta designed? and (2) What does the design look like?

To answer the first problem, the writer adapted Kemp’s instructional design (1977) and Yalden’s model (1983) which were put together with the five first steps of Reaseacrh and Development (R&D) cycle by Borg and Gall (1983). The five steps of R&D cycle were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) field testing, and (5) final product revision.

The writer distributed questionnaire to the four respondents to evaluate the proposed module. Through distributing the questionnaire, the writer found that the proposed module was quite satisfying which was shown by the mean ranged between 3 and 5. After revising some parts based on the feedback obtained from the evaluation, the writer presented the final version of the designed module. The manifestation of the designed module was divided into two books, students’ book and teachers’ guide. The students’ book contained sequenced activities for the students to follow during the learning process. Meanwhile, the teacher’s guide was designed to help the teacher conduct the learning process as the facilitator. It consisted of general description, syllabus and lesson plan, game instructions, photocopiable materials, and answer key.

The designed module was recommended to be used since it contained many interesting and various activities which were designed to stimulate students actively involved in conversation program. Besides, it also could be used to extend knowledge on things happening in other countries. Though the designed module was designed for the SMA Santa Maria Yogyakarta, it also enabled to be used by other schools or institutions since most students at the same age have similar characteristics.

Keywords: English conversation module, SMA Santa Maria, Task-Based Learning.

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ABSTRAK

Widawati, Maria. 2012. English Conversation Module for the Tenth Grade Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-Based Learning. Yogyakarta: Program Study Bahasa Inggris, Universitas Sanata Dharma.

Sejak Bahasa Inggris dipilih sebagai bahasa utama untuk berkomunikasi, Bahasa Inggris menjadi mata pelajaran wajib di sekolah-sekolah di Indonesia. Salah satu SMA di Yogyakarta, SMA Santa Maria Yogyakarta, melihat bahwa memiliki mata pelajaran Bahasa Inggris di kelas regular tidaklah cukup untuk memenuhi kebutuhan siswa dalam meningkatkan kemampuan bahasa Inggris yang komunikatif. Karenanya SMA Santa Maria Yogyakarta menambahkan ekstrakurikuler wajib kelas percakapan (conversation class). Studi ini bertujuan untuk merancang modul baru untuk kelas percakapan dengan menggunakan pendekatan Task-Based Learning (TBL). Karena program conversation class ini adalah kelas ekstrakurikuler, materi-materi pembelajaran yang digunakan tidaklah diatur oleh kurikulum yang berlaku saat ini. Maka dari itu, penulis memilih sendiri materi-materi pembelajaran yang diperlukan dibawah bimbingan koordinator dari kelas percakapan.

Studi ini bertujuan untuk menjawab dua masalah, yaitu (1) Bagaimana merancang modul percakapan Bahasa Inggris untuk kelas sepuluh SMA Santa Maria Yogyakarta menggunakan pendekatan Task-Based Learning? dan (2) seperti apakah pembelajaran yang dimaksud?

Penulis membagikan kuesioner kepada empat responden untuk mengevaluasi modul yang diajukan. Dengan membagikan kuesioner, penulis mengetahui bahwa modul yang diajukan cukup memuaskan. Hal ini ditunjukkan dengan hasil kuesioner yang berkisar 3 sampai 5. Setelah merevisi beberapa bagian berdasarkan komentar balik yang diperoleh dari evaluasi, penulis menampilkan produk akhir. Produk akhir dari modul dibagi menjadi dua buku, yaitu students’ book dan teacher’s guide. Students’ book berisi urutan aktifitas bagi siswa yang akan dilakukan selama proses pembelajaran. Sementara teacher’s guide dirancang untuk membantu guru dalam menjalankan proses pembelajaran sebagai fasilitator. Teacher’s guide berisi general description, syllabus and lesson plan, game instructions, photocopiable materials, dan answer key.

Penulis menganjurkan untuk menggunakan modul yang dirancang karena modul ini berisi banyak aktivitas yang beragam dan menarik yang dirancang untuk menstimulasi siswa berperan aktif di kelas percakapan. Selain itu, modul ini juga dapat digunakan untuk memperluas pengetahuan tentang hal-hal yang terjadi di Negara-negara lain. Walaupun modul ini dirancang bagi SMA Santa Maria Yogyakarta, modul ini juga memungkinkan untuk digunakan oleh sekolah-sekolah atau intsansi-instansi lain karena sebagian besar siswa dengan umur yang sama memiliki kemiripan karakteristik.

Kata kunci: modul percakapan Bahasa Inggris, SMA Santa Maria, Task-Based Learning.

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ACKNOWLEDGEMENTS

I feel grateful that the love of God always guide me and accompany me in every step I take. There’s nothing I can do but to live in a grateful heart and do the best I could.

I am deeply indebted to my advisor, Caecilia Tutyandari, S.Pd., M.Pd. for the time given, patience and guidance, for every suggestion, critic, support and faith. All of them were precious to finish my thesis.

I thank Sr.Theresiani, OSF as the headmistress of SMA Santa Maria Yogyakarta for giving me a chance to conduct study at SMA Santa Maria Yogyakarta. I also thank Astuti Purwaningsih, S.Pd., the coordinator of conversation module, who had guided me and gave me a chance to conduct study in her program.

I thank my participants of this study, Christina Laksmita Anandari, S.Pd., M.Ed., Drs. Y.B. Gunawan, M.A., Gregorius Punto Aji, S.Pd., M.Hum., for being evaluators of my designed module. I am thankful for every opinion and suggestion given to improve my designed module. I also thank my other participants, Mbak Ganis, Mbak Taju, Mbak Nova, and Mas Candra for helping me and participating cooperatively while I collected much information to fulfill data of the pre-study.

I thank all the lecturers and PBI staff for every help related to academic matters. I also thank the entire librarian staff who had assisted me related to library matters that really helped me to finish this thesis.

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I am deeply indebted to my family. My lovely parents, Bapak Petrus Bambang Wijanarko and Ibu Susana Tuminah, my lovely sister, Yustina Dian Fajar, and my lovely brother, Mikael Nanung Prastio. I feel grateful to have them. I thank for every support, love, and spirit given. I also thank my closest friend, F.K. Jati Prasetya, and his family for his support and patience accompanying me.

I thank my great friends, especially my fellows, Notty, Gobe, Pipit, Reli, Milka, Tika, Anti, Martha, Dini, Riris, Ocha, and Sisca for supporting, reminding, and helping each other. I thank Mas Deinza who has helped me and been ready for answering every question I asked. I also thank Sr. Margareth and my friend, Ninggar, who sincerely became my grammar consultant. I thank Surya 6 family. My big family in Jogja, they are Ci’ Linda, Meme, Boti, Mira, Cintya, Ika, Ella, and Dita for precious moments I experienced.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

DEDICATION PAGE ... v

ABSRACT ... vi

ABSTRAK ... vii

Lembar Pernyataan Persetujuan Publikasi ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Problem ... 5

C. Problem Limitation ... 5

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definitions of Terms ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. Kemp’s Instructional Design Model ... 9

2. Yalden’s Model ... 12

3. Teaching Speaking ... 16

a. Principles for Teaching Speaking ... 16

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xii

c. Assessing Speaking ... 19

4. Teaching Conversation ... 20

5. Providing Learning Materials ... 20

6. Task-Based Learning ... 22

a. Tasks ... 22

b. Task-Based Language Learning ... 24

c. TBL Framework ... 26

d. Types of TBL ... 27

7. Syllabus ... 29

8. Students’ Characteristics ... 30

B. Theoretical Framework ... 31

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 35

1. Research and Information Collecting ... 36

2. Planning ... 37

3. Develop Preliminary Form of Product ... 37

4. Preliminary Field Testing ... 37

5. Main Product Revision ... 38

B. Research Setting ... 38

C. Research Participants ... 38

D. Instruments and Data Gathering Technique ... 39

1. Instruments of the Research ... 39

2. Data Gathering Technique ... 41

E. Data Analysis Technique ... 42

F. Research Procedure ... 44

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. The Steps in Conducting the Study ... 46

1. Research and Information Collecting ... 47

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xiii

b. Background of Conversation Class ... 51

c. Review on the Previous Module ... 52

d. Observing Support Services ... 55

2. Planning ... 56

a. Stating Goals, Topics, and General Purposes ... 56

b. Stating Learning Objectives ... 57

3. Developing Preliminary form of Product ... 59

a. Arranging Subject Content ... 59

b. Determining Teaching/Learning Activities and Resources ... 61

c. Pedagogical Syllabus ... 62

4. Preliminary Field testing ... 62

5. Main Product Revision ... 67

B. The Final Presentation of the Designed Material ... 70

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 72

B. Recommendations ... 73

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LIST OF TABLES

Table Page

2.1. Stages in Language Program Development ... 15

3.1. Central Tendencies of Respondents’ Opinion ... 44

4.1. The General Purposes ... 57

4.2. The Learning Objectives ... 57

4.3. The Learning Topics ... 59

4.4. The Background of the Respondents ... 63

4.5. The Result of the Preliminary Field Testing ... 64

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LIST OF FIGURES

Figure Page 2.1. Kemp’s Instructional Design Model ... 12

2.2. Yalden’s Model ... 13 2.3. The writer’s Model ... 34

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LIST OF APPENDICES

Appendix Page

APPENDIX A: Surat Permohonan Ijin Penelitian ... 78

APPENDIX B: Interview Checklists ... 80

APPENDIX C: Observation Forms ... 83

APPENDIX D: The Result of Interviews ... 85

APPENDIX E: The Result of Observations ... 91

APPENDIX F: Field Testing Questionnaire ... 95

APPENDIX G: Teacher’s Guide ... 98

APPENDIX H: Students’ Book ... 151

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1 I R E T P A H C

N O I T C U D O R T N I

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c e j b u s h s il g n

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o t g n i d r o c c

a Richards and Rod rg s e (2001:224), Task-Based Learning propose s g

n i h c a e t d n a g n i n n a l p f o t i n u l a rt n e c a s a ” k s a t “ f o n o it o n e h

t ,whlie “by using

u c o f a g n it a r o p r o c n i y b d n a , g n i n r a e l f o t i n u c i s a b a s a k s a

t son srtategies ,we

o t n e p

o thestudentst hepossiblitiyo fplanningandmontio irngt hei rownl earning N

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w -wo lrdl anguagel earning, share s ti s ’ s r e h c a e t d n a g n i n r a e l d n a g n i h c a e t l a u t x e t n o c n e e w t e b e g d ir b a e k a m o t n o it o n

l ck o fmoitvaitngt hestudents .By t his, student scan havemany oppo truniites to h

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t a h w s a n o it a u ti s l a e r d n

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s e r p x e o t s t n e d u t

s themselvesf reely ,wherea s“teacheri si nvolvedi ns etitngt ask s a o t m e h t g n i w a r d d n a , m e h t h ti w n o t e g d n a d n a t s r e d n u s r e n r a e l t a h t g n ir u s n e , p u

e s o l

c ”( Wliils ,1996 :41). g n ir e d i s n o

C thei mpo trance o fusing t ask i n conversaiton class, the study e

s o p o r

p s a se to fEngilsh conversaiton module fo rthe tenth grade student so f t

a s s a l c n o it a s r e v n o

c SMASantaMariaYogyakatrausingt askbasedl earning.The r

e ti r

w designs a more relevant new module fo rthe tenth grade fo SMA Santa a

i r a

M conversaitonclassusings equenced andvairousacitviite .s e

d a r g h t n e t e h

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o it a d n u o

f before they conitnue thei rlearning to the nex tleve lo fconversaiton s

s a l

c .Anotherr easoni stha tthewrtie rha sconducted hert eachingpracitcein t hi s e

d a r

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d e t c e p x e e r a s d n u o r g k c a b e s e h T . y ll a r e n e

g t o help the wrtie r in designing .s

t n e d u t s e h t o t s l a ir e t a m e t a ir p o r p p a

B ResearchProblem

: y d u t s s i h t n i d e r e w s n a e b l li w t a h t s m e l b o r p r o j a m o w t e r a e r e h T .

1 How i sase to fEngilsh conversaiton modulefo rthe t enth grade student s c

n o it a s r e v n o c f

o las sa tSMA Santa Maria Yogyakatrausing Task-Based g

n i n r a e

L designed? .

2 Wha tdoes thedesign o fEngilsh conversaiton modulef o rthet enth g erad c

n o it a s r e v n o c f

o las sa tSMA Santa Maria Yogyakatrausing Ta -sk Based g

n i n r a e

L look il ? ke

C ProblemLimtia iton s u c o f ll i w y d u t s s i h

T onmateira lf ro conversaitonclas softhet enthgrade s s

t n e d u t

s o fSMASantaMariaYogyakatra .Thedesignedmo le du iss etf ort hef ris t r

e t s e m e

s excluding middle and ifna lassessment so fthe program .The approach e

l u d o m e h t g n i n g i s e d n i d e s

u i sTask-BasedLearning .Thet opicst ha twli lbeused n

o it a v r e s b o e h t m o r f d e n i a t b o e r

a and i nterview .Thet opic sare no tregulated by s

t s e u q e r s ’l o o h c s e h t o t d e t s u j d a e r a d n a m u l u c ir r u c t n e r r u c e h

t and needs. The

e l u d o m d e n g i s e

d i snoti mplemented ,bu ttii sevaluated byt hecoordinato roft he .s

tr e p x e e m o s d n a m a r g o r p

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D ResearchObjec itves

n a c , n o r e t a l , y d u t s e h t t a h t d e t c e p x e s i ti , e v o b a s m e l b o r p e h t n o d e s a B

e v e i h c

a thef ollowingtwogoals: .

1 Todescirbehow ase to fEngilsh conversaiton modulef o rthetenth grade t

n e d u t

s so fconversaiton clas sa tSMA Santa Maria Yogyakatra using k

s a

t -basedl earningi sdesigned. .

2 Topresen tthedesigno fase to fEngilshconversaitonmodulef o rthetenth e

d a r

g student so fconversaiton clas sa tSMA Santa Maria Yogyakatra k

s a t g n i s

u -basedl earning.

E ResearchBeneftis s

i h

T SarjanaPendidikanthesisi sexpectedt obebene ifcialt o: .

1 SMASantaMariaYogyakatra

e v i g l li w s i s e h t s i h t t a h t d e t c e p x e s i t

I cont irbuitons fo rteaching and g

n i n r a e

l proces satSMA Santa Maria ,especially i n conversaiton clas sand i t h

g u o r h t t a h t d e t c e p x e o s l a s

i thist hesis, thevision o fSMA Santa Maria can .

d e v e i h c a e b

2 EngilshConversaitonTeachers

e v a h h c i h w s l o o h c s y n a m e r a e r e h t ,s y a d a w o

N conversaitonclas sast hei r d

e t c e p x e s i ti , s i s e h t s i h t h g u o r h T . r a l u c ir r u c a rt x

e tha tEngilsh conversaiton

s r e h c a e

t can have more sources deailng wtih conversaiton acitvtiy whlie .s

s a l c n o it a s r e v n o c e h t g n i h c a e t

(23)

3 Othe rFutureW erti r s

, s i s e h t s i h t h g u o r h t t a h t d e t c e p x e s i

tI otherf uturewrtier so fconversaiton e

l u d o

m f ro thetenthgrades tudent sdesigncanhavemorer eference.

F Deifniiton so fTerms .

1 EngilshConversa itonClass t a s s a l c n o it a s r e v n o c h s il g n

E SMA Santa Maria Yogyaka tra i s an s

a t e s s i h c i h w s s a l c r a l u c ir r u c a rt x

e an obilgatory clas sfo rthe tenth and h

t n e v e l

e grades .Thi sclas si sheld every Saturday a tfe rclass .Thi sclas si s d

r o n i d e t c u d n o

c ert oachievet hevisionoft hes choo.l .

2 Module

a “ t a h t s e t a t s ) 5 7 9 1 ( n il n o

C module i ssimply a uniifed “block” o f c if i c e p s a f o t r a p e r a t a h t s t n e m e l e s u o ir a v e h t f o g n it s i s n o c , s n o it c u rt s n i

” .t p e c n o c r o t i n u l a n o it c u rt s n

i Int hi sstudy ,amodulei sase to fconversaiton l

a ir e t a

m tha t wli l be used as a guideilne fo r teaching and learning in .s s a l c n o it a s r e v n o c a n i w o ll o f o t s n o it c u rt s n i g n i n i a t n o c s s a l c n o it a s r e v n o c

3 TenthGradeStudents e

T tenthgradestudents fo SMA SantaMariaYogyakatra ea r studentsi n t

s ri f e h

t gradeofs enio rhighs chool .Themember soft hisl eve lares tudent sa t n

e e w t e b e g a e h

t 15 and 16 year s old . Therefore , these student s are .)

6 0 1 : 7 0 0 2 , n w o r B ( s n e e t s a d e z ir o g e t a

c There are fou rclasses ,each o f h

c i h

(24)

4 SMASantaMariaYogyakarta a

i r a M a t n a S A M

S Yogyakatrai sal adie sschoo lwhichi sl ocateda tJalan a

tr a k a y g o Y A 9 1 . o N a d e r

I .Thi sschoo lprovide smany faclitii es to suppor t h

s il g n

E learning .Those faciilites are language laboratory and Mulitmedia r

e w e i v e v a h h c i h w s m o o

r s and compute s. r tIi salso possiblef o rstudent sto v

h eanoutdoorl earnings incethiss choo lha sprettybig ifeldandaudtio irum. .

5 Task-BasedLearning d

r a h c i

R s and Rod rg s e (2001:223 )deifned Task-Based Learning a san e r o c e h t s a s k s a t f o e s u e h t n o d e s a b s i h c i h w g n i n r a e l e g a u g n a l f o h c a o r p p a

g n i h c a e t e g a u g n a l n i n o it c u rt s n i d n a g n i n n a l p f o t i n

u -learning. In t hi sstudy , s

k s a t e h

t are also used a s the main acitvtiy to improve students ’ .

y ti li b a e v it a c i n u m m o

c The task sare selected by consideirng the selected .s

c i p o

(25)

9 I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

, s tr a p o w t e r a e r e h T . y d u t s e h t g n i y lr e d n u y r o e h t e h t s e s s u c s i d t r a p s i h T

n o it p ir c s e d l a c it e r o e h t e h T . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t

r o e h t e h t l l a s e b ir c s e

d i es needed to use and suppor tthe designed m uo led .The k

r o w e m a r f l a c it e r o e h

t descirbe showt het heo iressolvet heproblem .s

A Theoreitca lDescrip iton n

I thi spar,tt hewrtie rt ires toprovidesomet heo irest o suppo trt hestudy . s

tr a t s r e ti r w e h

T from insrtucitona ldesign mode lby Kemp (1977) ,Yalden’ s a

e t f o y r o e h t ,) 3 8 9 1 ( l e d o

m chingspeaking ,conversaitonand providingmateirals , k

s a T f o y r o e h

t -Based Learning (TBL) , theory o f syllabus , laslty , students ’ .s

c it s ir e t c a r a h c

1 Kemp’ sInstrucitona lDesignModel d

e s u y lt s ri f r e ti r w e h

T Kemp’si nsrtucitona ldesign( 1977)i nt hisr esearch . d

e il p p a e b n a c t i e s u a c e b n e s o h c s i s i h

T in any educaitona l leve land the .

p e t s r e v e h c i h w m o r f tr a t s n a c r e h c r a e s e

r Kemp’si nsrtucitona lmodeli sdesigned h

c i h w s n o it s e u q e e r h t r e w s n a o

t , according to Kemp, a er considered a sthe e

l e l a it n e s s

e ment .sThoseelement scanbeobservedasf ollow .s .

1 Wha tmus tbel earned?( objecitves) .

2 Wha tprocedure sand resource swli lwork bes tto reach the desried (

? s l e v e l g n i n r a e

(26)

3 How wli l we know when the requried learning ha staken place? (evaluaiton)

e r e h

T areeigh telement soft hi splan .Theywli lbediscussedasf ollows. .

a Goals ,Topics ,andGenera lPurposes

t s l a o g e h t g n i z i n g o c e r s i n g i s e d l a n o it c u rt s n i f o g n i n n a l p c i s a b e h

T ha t

d n a s c i p o t e h t , n e h T . s a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s m o r f d e v ir e d e b y a m

y d u t s e h t f o s e s o p r u p l a r e n e

g aredetermined(Kemp ,1977 : - 413 1 .) .

b Learner Characterisitcs e h t f o c it s ir e t c a r a h c e h

T student smus tbe recognized t o obtain students ’ i

b a p a

c ilites , needs , and interest . Academic factors , socia l factors, learning n

o it i d n o

c andl earningstyle scanhelprecognizet hecharacteirsitc soft hestudents 7

7 9 1 , p m e K

( : - 018 2 .) .

c Learning Objecitves s e v it c e j b o g n i n r a e

L tel lthe student sthe goals tha tshould be achieved , r

e tf a , r o i v a h e b d n a e g d e l w o n k h ti w g n il a e

d student sstudy cetrain topics .Al l b

t s u m s e v it c e j b

o e stated in term so facitviites .Each o fthem should also be 7

7 9 1 , p m e K ( e l b a r u s a e m d n a e l b a v r e s b

o : - 022 3 .)

d Subject Content t c e j b u

S contenti sanessenita lpar tofl earningandi tmus tcloselyr elatet o r e h c r a e s e r e h T . ) 3 4 : 7 7 9 1 , p m e K ( s d e e n s ’t n e d u t s e h t o t d n a s e v it c e j b o e h t

n e p p a h n o it a u ti s e h t s r e d i s n o

c i dng a n then follows ther ecen tphenomena . tIi si n e

il wtihKemp’sideat ha tcontenti sdynamicandchanging.I talsocompirsest he s ll i k s , ) n o it a m r o f n i d n a s t c a f ( e g d e l w o n k c if i c e p s e h t f o g n i z i n a g r o d n a n o it c e l e s

(27)

p e t s

( - yb -step procedures ,condiitons ,and r equ riements) ,and atttiudinalf actor so f . ) 4 4 : 7 7 9 1 , p m e K ( s c i p o t y n a .

e Pre-assessments e

P -assessment ,usually a sknown a spretes tenables thet eachert o obtain y r a s s e c e n e h t f o n o it a m r o f n i e h

t topic to teach .I tcan also measure students ’ l a ir e t a m e h t e r a p e r p o t r e h c a e t p l e h n a c s i h T . c i p o t n i a tr e c t u o b a y ti li b a p a c , p m e K

( 1977:52) .

.f Teaching/LearningAcitviites & Resources s e it i v it c a g n i n r a e l/ g n i h c a e

T dea lwtih t he efifcien tand effecitve method s t e h t n i d e s u e b l li w t a h

t eachingl/earning acitviites so tha tthe goal scan be d e v e i h c

a .Meanwhlie ,Kempstate ssomer esourcessucha sp irntedmediao fmany n a c t a h t s e s u l a u d i v i d n i d n a p u o r g r o f s m e ti r e h t o d n a , a i d e m l a u s i v o i d u a , s d n i k s l a ir e t a m g n i n r a e l g n it r o p p u s r o f d e t c e l e s e

b (Kemp ,1977:55– 37 .)

g Suppor tServices 7 7 9 1 ( p m e

K :84 )emphasize stha tsuppor tservice s .ie .funds ,faciilites , e b t s u m e m it e s o h w l e n n o s r e p , t n e m p i u q

e scheduled fo rparitcipaiton in the , n a l p l a n o it c u rt s n

i andi tmus tbeconsideredast heprogramplanned . .

h Evalua iton

e t s f f o y a p e h t s i s i h

T p oft he i nsrtucitona ldesign .From t hi sstage, i tcan s

b e en whethe ro rno tthe learning outcome sachieve the intended objecitves . l a n if e h t g n i n i m a x e y b e n o d e b n a c s t n e d u t s e h t f o s t n e m e v e i h c a e h t g n ir u s a e M l a ir e t a m l l a g n i n i a t n o c s t n e m u rt s n i n o it a u l a v e r e h t o r o n o it a n i m a x

e s given(Kemp ,

1 9 : 7 7 9

1 -9 2 .) Since the mateira lwli lno tbe implemented ,the wrtie rdoe sno t n o it a u l a v e e h T . s l o o t d e t s e g g u s e h t y b s t n e m h s il p m o c c a ’ s t n e d u t s e h t e r u s a e m .t n e m e v o r p m i d e e n t a h t s e g a t s f o s tr a p y n a g n it a u l a v e e r d n a g n i s i v e r h ti w s l a e d

(28)

.i Revision

e n il n e k o r b e h

T s a sseen in ifgure 2.1 indicate revision o fthe process . s

n o it s e g g u s d n a s k c a b d e e f e h t , n o it a u l a v e g n it c u d n o c r e tf

A obtained from the

. l a ir e t a m e h t e s i v e r o t d e s u e r a n o it a u l a v e

l a n o it c u r t s n I s ’ p m e K : 1 . 2 e r u g i

F DesignModel

2 Yalden’ sModel r

e h t o n

A mode ltha ti sused to design the mateira lis Yalden’ smodel . s

e t a t s n e d l a

Y theproces so fplanningasecond-languageprogram( Yalden ,1987 : 8

8 ) .Therearesevenstagest o f ollowi nYalden’ smodel ,a sshown i n diagramon .

2 . 2 e r u g if

e s i v e R

, sl a o G

d n a , s c i p o T

l a r e n e G

e s o p r u

p s _L_e_a_r_n_e_r

t c a r a h C

r e isitc

g n i n r a e L

s e v it c e j b O

t c e j b u S

t n e t n o C e

r P -

t n e m s s e s s A /

g n i h c a e T

g n i n r a e l

,s e it i v it c A

s e c r u o s e R t r o p p u S

s e c i v r e S

n o it a u l a v E

(29)

, n e d l a Y ( l e d o M s ’ n e d l a Y : 2 . 2 e r u g i

F 1983 :88)

A seen in thediagram, t hef ris tstagei n Yalden’ smodeli sneed ssurvey. i y e v r u s s d e e n , n e d l a Y o t g n i d r o c c

A san i niita lstage t o be done and i tmus tbe m a r g o r p e h t r o f e s o p r u p f o n o it p ir c s e d a f o n o it c u d o r p e h t y b d e w o ll o

f Y( alden ,

) 1 0 1 : 3 8 9

1 .In t hi sfris tstage, T irm (1981 )a sstated i n Yalden (1983 :9 ,0) say s , s t n e m e ri u q e r n o it a c i n u m m o c e h t f o n o it a c if it n e d i e h t s e d u l c n i “ w o n y e v r u s s d e e n ” r e n r a e l e h t r o s e c r u o s e r d n a s c it s ir e t c a r a h c t n a v e l e r ,s n o it a v it o m , s d e e n l a n o s r e p . s i h

T stagea s tim a collecti ng a smany dataa spossibleaboutt hestudentsi norde r l a e r h s il b a t s e o

t isitcandacceptableobjecitves . e g a t s d n o c e s e h

T ist hedescirpitono fpurpose.I nt hi sstage,t heobjecitve s g o r p e h t f o e s o p r u p e h t y fi r a l c o t d e t a l u m r o f s i e g a u g n a l g n i n r a e l e h t f

o rambyt he

n a m e r a e r e h T . y e v r u s s d e e n , e g a t s s u o i v e r p e h t m o r f d e n i a t b o t l u s e

r yagreement s

w o h t u o b

a the objecitve sshould be stated and wha tshould be stated a sthe .s e v it c e j b

o Accordingt o Yalden( 1983 :105) ,howeve ,rthepointi show accurate c e j b o e h

t itve sto the students ’needs .Thi sidea can be observed through hi s t n e m e t a t

s “the more accurately one can predic twha tthe students ’language o r e b n a c s u b a ll y s a f o t n e t n o c e h t y lr a e l c e r o m e h t , e b l li w s d e e n e v it a c i n u m m o c ” d e t a e n il e d . s d e e N y e v r u s n o it p i r c s e D p f

o urposes Evaluation

/ n o it c e l e S t n e m p o l e v e d s u b a ll y s f o e p y t n o it c u d o r P o t o r p a f o -s u b a ll y s n o it c u d o r P a f o l a c i g o g a d e p s u b a ll y s t n e m p o l e v e D d n a o it a t n e m e l p m i s a l c f o

n sroom s e r u d e c o r p

(30)

s i e g a t s d ri h t e h

T the choice o fsyllabus t ype .In thi sstage ,the mateira l s i r e n g i s e

d to choose a syllabu stype .In sptie a tthe fac ttha tthere are many ,s e p y t s u b a ll y

s Yalden say sthat there i sno single o fsyllabu sdesign which i s . n o p u d e e r g a y ll a s r e v i n

u Therefore ,Yalden ( 1983 :108 )suggestcombine va irou s o ir a v h g u o h t s u b a ll y

s u sfocuses . However ,Yalden (1983 :109 )suggests su e h c i h w e c n e ir e p x e m o o r s s a l c a e b ir c s e d o t y a w t s e b e h t s a s u b a ll y s e v it a c i n u m m o c a e r f o t n e m n o ri v n e n a s e t a m i x o r p p a y l e s o l c e r o

m ll anguageuse.

r e tf

A we decide the syllabu sto be used ,the nex tstage to follow i sthe o

t o r

p -syllabus .In thi sstage ,the mateira ldesigne rdescirbe sthe conten tto be e v it a c i n u m m o c , s c i p o t c if i c e p s d n a s n o it o n l a r e n e g e d u l c n i t h g i m e s e h T . d e il p p a it c n u

f ons ,discourse and rheto irca l skills , va irety o flanguage ,role-sets ,and s t n e v e e v it a c i n u m m o

c (Yalden , 1983 : 138) . Yalden also meniton s some m m o c f o s t c e p s a l l a e z il it u o t s n o it a r e d i s n o

c unicaitvecompetence .Frist , tii sno t e v e e d u l c n i o t e l b i s s o p s y a w l

a rything ,reducing the proces scan assis tto have . d a e t s n i n o it r o p o r p e l b a e g a n a

m Second ,(Yalden ,1983 :139 )“consideraitonoft he n i d i a l li w y e v r u s s d e e n e h t m o r f e l b a li a v a n o it a m r o f n i f o y ti l a u q d n a t n u o m a o h s s u b a ll y s e h t s t n e n o p m o c y n a m w o h g n i n i m r e t e

d uld have ,and late ron how

. ” r e h t o h c a e o t d e t a l e r e b d l u o h s e s e h t . s u b a ll y s l a c i g o g a d e p e h t s i e g a t s h tf if e h

T In thi s stage , Yalden

y l e m e rt x e s i m o o r s s a l c e h t f o y g o l o h c y s p e h t t a h t s e z i s a h p m

e moreimpo trantt o

d e n r a e l e

b than theoreitca l ilnguisitcs .The component sproduced in the proto -.s t n ir p e u l b t o n , s e n il e d i u g s a d e w e i v e b o t e r a e g a t s s u b a ll y

s Moreover ,Yalden

t a h t s e t a t

(31)

e b o t s i w o h d n

a ordered ,bu talsoaboutther eailzaitonoft hesyllabusi nt hef orm ,

s k o o b t x e t s a h c u s s l a ir e t a m g n i h c a e t f

o exercises ,tapes ,flimstirp sand so on” )

5 9 : 3 8 9 1 , n e d l a Y (

m o o r s s a l c f o n o it a t n e m e l p m i d n a t n e m p o l e v e d s i e g a t s h t x i s e h T

. s e r u d e c o r

p Int hi sstage ,teacher sareexpectedt oexploret hemateiralsi nf ormo f .

m o o r s s a l c a n i s e u q i n h c e t g n i h c a e t

. n o it a u l a v e s i e g a t s t s a l e h

T Yalden ( 1983 :96 )explainst wo broadaspect s F

“ . e g a t s n o it a u l a v e f

o rist ,onewould wish t o evaluateort estt hestudents i n t he ;

m a r g o r

p nex,t t het eaching a swel last heoveral ldesign oft hecourseshould be .

” d e s s e s s

a Int hi sstage,t heobjecitveoft heprogramandt he ifna lpefrormanceo f t

n e d u t

s saredetermined .Ift herei sdeviaitonbetweent hem,t hen, themateira land .

d e s i v e r e b d l u o h s s e h c a o r p p a g n i h c a e t e h t

, tr o h s n

I thestage sofYalden’ smode lcanbes eeni ntable2.1. t n e m p o l e v e D m a r g o r P e g a u g n a L n i s e g a t S 1 . 2 e l b a T

e g a t

S Descirpiton

I NeedSurvey I

I Descirpitono fpurposet obepreparedi nt erm so f .

1 Student scharacteirsitc s .

2 Studentss kill sonenrtyt oandonextif romt heprogram I

I Seleciton o rdevelopmen to fsyllabu stype in term so fIV and physica l m

a r g o r p e h t n o s t n i a rt s n o c V

I Theproto-syllabus :descirpitonofl anguageandl anguageuset obecoveredi n .

m a r g o r p e h t

V The pedagogica lsyllabus :developmen to fteaching ,learning and tesitng .s

e h c a o r p p a

1 Developmen toft eachingmateirals( asf a ra spossible) .

2 Developmen toft esitngs equenceanddecision sont esitngi nsrtuments I

V a) Developmen to fclassroomprocedures .

1 Selecitono fexerciset ype sandt eachingt echniques .

2 Preparaitonofl essonplans .

3 Preparaitono fweeklys chedules )

b Teache rrtaining :bireifng so rworkshop son .

1 Pirnciples .

(32)

e g a t

S Descirpiton

3 Explotiaiton/creaitonoft eachingmateiral I

V Evaluaiton .

1 Ofs tudents .

2 O fprogram .

3 Oft eaching I

I I

V Recycilngs tage .

1 Congruence o r‘if’t between goal sse tand student sperformance i s d

e n i m r e t e d .

2 Contenti sr eassessed .

3 Mateiral sandmethodologica lprocedure sarer evised

3 TeachingSpeaking

) 4 0 0 2 ( n a n u N o t g n i d r o c c

A , the hardes tskli li n learni ng language i s g

n i k a e p

s , fi compared to othe rskills, ilstening ,w iritng and reading .Fo rthis , e

d i v o r p ) 8 4 : 3 0 0 2 ( n a n u

N s twor easons .

n i s n e p p a h g n i k a e p s , g n it ir w r o g n i d a e r e k il n u , t s ri

F rea l itme :usuallyt he

o c e S . n e h t t h g ir k a e p s o t u o y r o f g n it i a w s i o t g n i k l a t e r a u o y n o s r e

p nd ,

u o y s a , y a s o t h s i w u o y t a h w e s i v e r d n a t i d e t o n n a c u o y , k a e p s u o y n e h w

g n it ir w e r a u o y f i n a

c .

t , s m g i d a r a p e s o h t e v a h e l p o e p y n a m e s u a c e

B herefore ,to teach speaking i sno t t

n e m e l p m i d n a t x e t f o t i n u y r e v e d n a t s r e d n u d l u o h s s r e h c a e T . y s a

e i tin thei r

e r a y e h T . s s a l

c no t to focu s on form to rtansfe r meaning . The following n

o it a n a l p x

e s discus sp irnciple sfort eaching speaking according t o Nunan (2003 ) .

) 7 0 0 2 ( n w o r B o t g n i d r o c c a e c n a m r o f r e p g n i k a e p s m o o r s s a l c f o s e p y t d n a

a Principlesf orTeachingSpeaking s n o it n e m ) 3 0 0 2 ( n a n u

N ifve p irnciple stha tcan be used fo rteaching e

h t n o d e s s u c s i d e r a y e h T . g n i k a e p

(33)

)

1 Be aware o f the dfiference s between second language and foreign t x e t n o c g n i n r a e l e g a u g n a l s e b ir c s e d ) 3 0 0 2 ( n a n u

N tha t“speaking i s l earned i n t wo broad contexts : s i h s il g n E , a i s e n o d n I n I ” .s n o it a u ti s e g a u g n a l d n o c e s d n a e g a u g n a l n g i e r o f e g a u g n a l n g i e r o f s a d e z ir o g e t a

c ,which means the language si no tused a sa . y t e i c o s n i l o o t n o it a c i n u m m o

c Therefore, there i s smal l possibiltiy fo r the t n e d u t

s st ouseEngilshoutsidet heclassroom. )

2 Gives tudent spracitcewtihboth lfuencyandaccuracy A

“ ccuracy i sthe exten tto which students ’speech matche swha tpeople t n e t x e e h t s i y c n e u l F . e g a u g n a l t e g r a t e h t e s u y e h t n e h w y a s y ll a u t c

a to which

’ s t n e d u t s p o l e v e d o T ” . c t e , y lt n e d if n o c d n a y l k c i u q e g a u g n a l e h t e s u s r e k a e p s s t n e d u t s o t y ti n u tr o p p o e v i g d l u o h s s r e h c a e t , y c a r u c c a d n a y c n e u

lf ot understand

s t n e d u t s y b e n o d e k a t s i m y r e v e t c e r r o c o t d e w o ll a t o n e r a s r e h c a e T . s e k a t s i m r i e h t n u N

( an ,2003 :55 .) )

3 Provide opportuni ite sfor student sto talk through group work or pair d n a , k r o

w by ilmiitngt eachert alk

d n e m m o c e r n a n u N t a h t r a e l c s i ti , e v o b a t n e m e t a t s e h t m o r

F s teacherst o

o l p x e n a c s t n e d u t s h c i h w n i n o it a u ti s a e t a e r

c ret hei rspeakingsk li lbothi n group k

r o

w andpai rwork.Nunanalsoaddst hati ns peakingpracitce,t eacherss hould rty e r o m e v a h n a c s t n e d u t s t a h t o s s e v l e s m e h t l o rt n o c o

t chance t to a lk(Nunan ,2003 : )

5 5 .

)

4 Plans peakingt askst hati nvolvenego ita itngformeaning

Iti ss uggestedf o rstudentst oalway suse targetl anguagebecauset heywli l : 3 0 0 2 , n a n u N ( g n i n a e m r o f g n it a it o g e n d e ll a c s i tI . e g a u g n a l e h t d n a t s r e d n u o t y rt .) 5 5

(34)

)

5 Design classroom acitvi ite stha tinvolve guidance and pracitce in both s

n a r

t acitona landi nteracitonals peaking

, s e s o p r u p l a i c o s r o f e n o e m o s h ti w g n it a c i n u m m o c s i h c e e p s l a n o it c a r e t n I “

” . e n o d g n i h t e m o s t e g o t g n it a c i n u m m o c s e v l o v n i h c e e p s l a n o it c a s n a rt s a e r e h w

.) 6 5 : 3 0 0 2 , n a n u N

( Fo rthis ,i ti sclea lry stated tha tNunan (2003 )suggest s s s a l c a n i , l a n o it c a r e t n i d n a l a n o it c a s n a rt , g n i k a e p s f o e p y t o w t e s o h t e n i b m o c

l a e r n i ti d n if t h g i m s t n e d u t s e c n i

s wo lrd.

b Type so fClassroomSpeakingPerformance )

1 Imtiaitve: student simtiate how naitve speake ruse targe tlanguage .Thi s t

a ivtiy focuse sonsomeparitcula relements oft hel anguagef orm ,sucha s .)

7 2 3 : 7 0 0 2 , n w o r B ( n o it a n o t n i )

2 Intensive: thi sacitvtiy f ocuse son i mprovingphonologica lo rgrammaitca l .)

9 2 3 : 7 0 0 2 , n w o r B ( e g a u g n a l f o t c e p s a )

3 Responsive: i tdeal swtih “shor trep ile sto teacher- o rstudent- iniitated .)

9 2 3 : 7 0 0 2 , n w o r B ( ” s t n e m m o c r o s n o it s e u q )

4 Transacitonal: thi s acitvtiy aim s a t conveying o r exchanging speci ifc .)

9 2 3 : 7 0 0 2 , n w o r B ( n o it a m r o f n i )

5 Interpersonal: thi sacitvtiyf ocuse son“maintainings ocialr elaitonshipt han .)

0 3 3 : 7 0 0 2 , n w o r B ( ” n o it a m r o f n i d n a s t c a f f o n o i s s i m s n a rt e h t r o f )

6 Extensive(monologue): thi sacitvtiyenabless tudentst oextendmonologue ” s e h c e e p s t r o h s s p a h r e p r o , s e ir a m m u s , s tr o p e r l a r o f o m r o f e h t n i “ t x e t

, n w o r B

(35)

c AssessingSpeaking

e v it c a r e t n i y l e m a n , t n e m s s e s s a n o it c u d o r p l a r o f o s e ir o g a t a c o w t e r a e r e h T .) 7 6 1 : 4 0 0 2 , n w o r B ( g n i k a e p s e v i s n e t x e d n

a Brown (2004 :167 )explain sabou t .s w o ll o f s a s e ir o g e t a c o w t e s o h t t s k s a t e d u l c n i g n i k a e p s e v it c a r e t n

I hati nvolvel ongsrtetche sofi nteracitve e v i s n e t x e e li h w , ) s e m a g , s n o i s s u c s i d , s y a l p e l o r , w e i v r e t n i( e s r u o c s i d s s e l e v l o v n i t a h t t u b n o it a r u d g n o l y ll a u q e f o s k s a t e d u l c n i g n i k a e p s n a s n o it a n a l p x e d n e t x e d n a , s e ir o t s r e g n o l g n il l e t , s e h c e e p s ( n o it c a r e t n i d . ) s n o it a l s n a rt d l u o w e m o s t a h w e r a s k s a t e v it c a r e t n i “ t a h t s e if ir a l c ) 7 6 1 : 4 0 0 2 ( n w o r B , f e ir b n I e r o m s e d u l c n i y r o g e t a c l a n if e h t e li h w , l a n o s r e p r e t n i s a e b ir c s e

d rtansacitonal

” .s t n e v e h c e e p

s Brown (2004 ) provide s many sco irng catego ire s to asses s u

s dents ’speaking pro ifciency .One o fspeaking pro ifciency sco irng catego ire s d e d i v o r

p i sora lpro ifciencys coringcatego ires. r e ti r w e h

T reailzest ha tteache rmighti ntegrateskill sin t eachingl anguage f o e k a s e h t r o

f helpi ng student shave bette runderstanding. Therefore, reading s

k s a

t arei nvolveda soneoft heassessmen tint hestudy .Ther eadingt askused i s . s k s a t e z o l

c The word ‘cloze ’in thi sterm refer sto the Gestal tpsychologica l s n a e m h c i h w ’ e r u s o l c ‘ t p e c n o

c “theablitiy t o iflli ngapsi n ani ncompletei mage d n u o r g k c a b m o r f ( y l p p u s d n a ) e v it i n g o c r o , y r o ti d u a , l a u s i v

( schema )omitted

) 1 0 2 : 4 0 0 2 , n w o r B ( ” s li a t e

d . Thet es tcanbeconsrtuctedasl ongast hecrtieiraf o r . d e n if e d y lr a e l c e r a s n o it e l e d g n i s o o h

c Brown ( 2004 :202 )menitonst wo t ype so f . s n o it e l e

d The ifrs tonei s ifxed-raitodeleiton,t hati s ,omtiitngwordusingpattern , . d e t e l e d s i ) o w t s u n i m r o s u l p ( d r o w h t n e v e s y r e v e y ll a u s

u The second one i s

l a n o it a

r deleiton, t shat i , choosing deleiton sbased on the gramma ro rdiscourse .s d r o w e h t f o s n o it c n u f

(36)

4 TeachingConversa iton 7

0 0 2 ( n w o r

B :323) ,“Histo ircally,‘ conversaiton ’classe shaver angedf rom i

s a u

q -communicaitvedrliilngt of ree ,open ,ands omeitme sagendales sdiscussions g n i d r o c c a n o it a s r e v n o c h c a e t o t s e h c a o r p p a r o j a m o w t e r a e r e h T ” .s t n e d u t s g n o m a

t McCatrhy & O’keefe a squoted in Brown (2007 :332), namely indriec tand h

c a o r p p a t c e ri d n I . h c a o r p p a t c e ri

d , student s are driected to conside r it

n e v n o c , s e l u r l a n o it a s r e v n o

c ons , and srtategies .Whlie in indriec tapproach , s

t n e d u t

s d o notr eailzet hatt heyl earn conversaiton becauset he stiuaiton i sseti n , l a ir e t a m e h t g n i n g i s e d n I . y ll a r u t a n n o it a s r e v n o c e ri u q c a n a c s t n e d u t s h c i h w

e ir t r e ti r

w s todriects tudent susingi ndriec tapproach . o t d e d e e n l li t s e r a s e l o r r e h c a e t , r e v e w o

H montior students ’acitvtiy . s

e l b a n e g n ir o ti n o m s r e h c a e

T t hestudent st oreailzewhene vertheymakemistakes. d

e d e e n s i r e h c a e t e h t f o e l o r e h

T because “People don’ tlearn the piece so fthe .) 0 5 : 3 0 0 2 , n a n u N ( ” n o it a s r e v n o c e k a m o t r e h t e g o t m e h t t u p n e h t d n a e g a u g n a l

5 ProvidingLearningMaterials 1

0 0 2 ( s d r a h c i

R :251 )explain sin hi sbook abou tthe role and design o f .

s l a ir e t a

m Through t hei nformaiton given, t he wrtie rabsorbst wo patr saboutt he e

r a y e h T . s l a ir e t a m f o n g i s e

d adapitng mateirals ,and developing mateirals .Each .r

e h tr u f d e n i a l p x e e b l li w h c i h w f o

a Adap itngMaterials ) 0 6 2 : 1 0 0 2 ( s d r a h c i

R statest ha t“mostt eachersareno tcreator soft eaching s

l a ir e t a

(37)

l a ir e t a m r e d i v o r

p byDudleyandS.tJ ohn( 1998 :173 )a sstatedbyRichards( 2001 : )

0 6

2 .Agoodprovide rmateira lwli lbeablet o: )

1 Selec tapprop iratelyf romwhati savaliable )

2 Becreaitvewtihwhati savaliable )

3 Modfiyacitviitest os util earners ’needs )

4 Supplemen tbyprovidingexrtaacitviites s

m r o f x i s s d d a ) 0 6 2 : 1 0 0 2 ( s d r a h c i

R o fadaptationt o maket hel earningmate iral s e

r o

m sutiablet obeused .Thes ixf orm so fadaptaiton sareexplainedasf ollow .s )

1 Modfiyingcontent .Conten tmay need t obechangebecausei tdoe s .s

r e n r a e l t e g r a t e h t ti u s t o n )

2 Addingo rdeleitngcontent .Thebookmaycontaint oomuchorl tilte .

m a r g o r p e h t r o f )

3 Reorganizing content .Wtihin a unti t he t eache rmay decidenot t o a r o f m e h t r e d r o e r o t t u b t i n u e h t n i s e it i v it c a f o e c n e u q e s e h t w o ll o f

. n o s a e r r a l u c it r a p )

4 Addressing omissions .The tex tmay omi t tiem stha tthe teache r .t

n a tr o p m i e r a s l e e f )

5 Modfiyingt asks .Exercise sandacitviite smayneedt obechangedt o .s

u c o f l a n o it i d d a n a m e h t e v i g )

6 Extending tasks .Exercise smay contain insufifcien tpracitce and l

a n o it i d d

a pracitcet ask smayneedt obechanged.

b DevelopingMaterials

g n i h c a e t e v it c e f f e g n ir a p e r p h ti w s l a e d s l a ir e t a m g n i p o l e v e d f o e r u t a n e h T

s l a ir e t a

m which i saccording to Richard s(2001 :262 )simlia rto the proces s e

l a g n i h c a e t d n a g n i n n a l p n i d e v l o v n

i sson. Richard s(2001 :262 )add stha t“In a p o l e v e d o t s i l a o g e h t g n i h c a e t m o o r s s a l c d n a t n e m p o l e v e d s l a ir e t a m h t o b

e t s d a e l t a h t s e it i v it c a f o e c n e u q e

s acher sandl earnerst hroughal earningr outet ha t g n it a v it o m h t o b s e d i v o r p t a h t , g n i g a g n e s i , y tl u c if fi d f o l e v e l e t a ir p o r p p a n a t a s i

” . e c it c a r p l u f e s u d n

a Therearesevera lpointst ha tcanbeconsideredpresentedby o

t ) 4 6 2 : 1 0 0 2 ( s d r a h c i

(38)

s e it il a u q e h t ,s d r a h c i R o

t o feach untii n t hemateiral sshouldr elfectsomeaspect s .s

w o ll o f s a n e e s e b n a c t a h t

)

1 Givesl earnerss omethingt heycant akeawayf romt hel esson )

2 Teachess omethingl earnersf eelt heycanuse )

3 Givesl earner sas enseo fachievement )

4 Pracitcesl earning tiemsi nani nteresitngandnove lway )

5 Provide sapleasurablelearningexpeirence )

6 Provide soppo truniitesf ors uccess )

7 Provide soppo truniitesf ori ndividua lpracitce )

8 Provide soppo truniitesf o rpersonailzaiton )

9 Provide soppo truniitesf ors efl-assessmentofl earning

6 Task-BasedLearning w

g n il a e

D tih the goa l o f the study tha ti sproposi ng a conversaiton e v it a c i n u m m o c f o s e h c a o r p p a d e t s e g g u s e h t f o e n o o t s e t a l e r y d u t s s i h t , e l u d o m

e b l li w y d u t s s i h t ,r e v e w o H . ) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o C . e .i s ll i k s

o t g n i d r o c c a h c i h w n i ) T L B T ( g n i h c a e T e g a u g n a L d e s a B k s a T o t d e t a l e r y l e s o l c

n w o r

B (2007:50 )“One o f the mos tprominen tperspecitve swtihin the CLT s

i k r o w e m a r

f Task Based Language Teaching (TBLT .)” The following e

s e s s u c s i d n o it a n a l p x

e very elementt ha tsuppo tr sTBLT which, elat r , on wli lbe r

r e f e

r eda sTBL( Ta -sk BasedLearning)

a Task s d r a h c i

R s (2001 :224 )states tha ttask i sa cenrta luni to fplanning and L

B T n i g n i h c a e

t .Consideirng t hi sstatement , ti i sbetter t o see t he de ifniiton of L

B T o t g n i o g e r o f e b t s ri f k s a

t .Richards ,Plat tand Webe r(1986 )a squoted by a

n u

N n (1989 )advocate ktas “a san acitvtiy o raciton which i scarired ou tast he .i

( e g a u g n a l g n i d n a t s r e d n u r o g n i s s e c o r p f o t l u s e

(39)

n i a l p x e o s l a n o it i n if e

d s tha ti ti sopitona l to have task which involves the . e g a u g n a l f o n o it c u d o r

p Whlie anothe rresearcher ,Wliil s(1996 :23), states tha t a r o f r e n r a e l e h t y b d e s u s i e g a u g n a l t e g r a t e h t e r e h w s e it i v it c a s y a w l a e r a s k s a t “ . ” e m o c t u o n a e v e i h c a o t r e d r o n i )l a o g ( e s o p r u p e v it a c i n u m m o

c From Richards s’

’ s il li W d n

a deifniiton ,tii sclealryseenthatt ask sgivebeneftit ol anguagestudent s e

c n i

s student sareablet oproducet het argetl anguagemoreacitvely . , r e v o e r o

M the researcher also refer s to Nunan (1989 ) deifniiton o f k s a t e v it a c i n u m m o

c , which i sclosely related to the study .Here ,the study also s

u c o

f e s on the language meaning .Therefore ,student sare able to learn how to c

u d o r

p e targe tlanguage so tha tthey can interac twtih other susing the targe t g a u g n a

l ea swha tNunan( 1989:10)s tates :

Consider sthe communicaitve task a sa piece o fclassroom work which r o g n i c u d o r p , g n it a l u p i n a m , g n i d n e h e r p m o c n i s r e n r a e l s e v l o v n i y ll a p i c n ir p s i n o it n e tt a r i e h t e li h w e g a u g n a l t e g r a t e h t n i g n it c a r e t n i h o s l a d l u o h s k s a t e h T . m r o f n a h t r e h t a r g n i n a e m n o d e s u c o

f aveasenseo f

n w o s ti n i t c a e v it a c i n u m m o c a s a e n o l a d n a t s o t e l b a g n i e b , s s e n e t e l p m o c .) 0 1 : 9 8 9 1 , n a n u N ( t h g ir m r o f e m o s n i a t n o c d l u o h s k s a t a t a h t d e t s e g g u s s i t i , s e d i s e

B s ,etiher verba lo r

n o

n -verbal ,and should have a goa land role sfo rteacher sand student s(Nunan , .) 0 1 : 9 8 9 1 d r a h c i R , e r o m r e h tr u

F s (2001 )descirbes eigh tcharacteirsitc so ftask sa s ll

o f o s. w

)

1 O -neway o rtwo-way :whethe rthe task involve sa one-way exchange of o w t a r o n o it a m r o f n

i -wayexchange )

2 Convergen to rdivergent :whethe rthe student sachieve a common goa lo r s l a o g t n e r e f fi d l a r e v e s

(40)

)

3 Collaboraitve o rcompeititve :whethert hestudent scollaboratet o carry ou ta k s a t a n o r e h t o h c a e h ti w e t e p m o c r o k s a t )

4 Single o rmulitple outcomes :whethe rthere i sa single outcome o rmany e l b i s s o p e r a s e m o c t u o t n e r e f fi d )

5 Concrete o rabsrtact l anguage :whethert het ask i nvolvest heuseo fconcrete e g a u g n a l t c a rt s b a r o e g a u g n a l )

6 Simpleo rcomplex processing :whethert het ask r equriesr elaitvely simpleo r g n i s s e c o r p e v it i n g o c x e l p m o c )

7 Simple o rcomplex l anguage :whethert he ilnguisitcdemand sof t het ask are x e l p m o c r o e l p m i s y l e v it a l e r )

8 Realtiy-based o rno trealtiy-based :whethe rthe task mriror sa rea lwo lrd t o n y ti v it c a l a c i g o g a d e p a s i r o y ti v it c

a foundi nt her ea lwo lrd.

b TaskBasedLanguageLearning k

s a

T -Based Learning (Brown ,2007:51 )“views t he l earning proces sa sa y e h t s l a o g r a l u c ir r u c e h t o t d e k n il y lt c e ri d e r a t a h t s k s a t e v it a c i n u m m o c f o t e s e h t d n o y e b d n e t x e h c i h w f o s e s o p r u p e h t , e v r e

s pracitceofl anguage fo r ti sown e b n a c t i ,t n e m e t a t s s ’ n w o r B m o r F . ” e k a

s concluded t ha tTBL i san approp irate .s s a l c n o it a s r e v n o c n i d e v l o v n i e b o t h c a o r p p

a Nunan (2004:35 )statesthatt here s e r a s e l p i c n ir p n e v e s e s o h T . L B T n i s e l p i c n ir p n e v e s e b d l u o h

s caffolding, t ask

d n a , n o it a e r c o t n o it c u d o r p e r , n o it a r g e t n i , g n i n r a e l e v it c a , g n il c y c e r , y c n e d n e p e d t a c u d e n a , g n i d l o f f a c s , e l p i c n ir p t s ri f e h t n I . n o it c e lf e

r o r should provide

, e r o f e r e h T . s n o s s e l f o s k r o w e m a r f g n it r o p p u

s student s should no t produce g a u g n a

l e tha tha sno tbeen inrtoduced .An educato rshould also know when to .) 5 3 : 4 0 0 2 , n a n u N ( g n i d l o f f a c s e h t e v o m e r

(41)

d e r e d r o e b d l u o h s k s a t y r e v E . y c n e d n e p e d k s a t s i e l p i c n ir p d n o c e s e h T s u o u n it n o

c l y in such a way so tha tlearner sare led step by step to achieve the 5 3 : 4 0 0 2 , n a n u N ( g n i n r a e l f o s l a o

g -3 6 .)

e l p i c n ir p d ri h t e h

T i srecycilng .Nunan ,2004 states “recycilng language g n i n r a e l ’ c i n a g r o ‘ e h t s e t a v it c a d n a g n i n r a e l r o f s e it i n u tr o p p o s e z i m i x a m s e l b a n e e l p i c n ir p s i h T . ” e l p i c n ir

p student s to see whether a paritcula r tiem e v a h s n o it c n u

f connecitont oothe raspect sofl anguage.

d e t a t s y lr a e l c s i ti , e l p i c n ir p s i h t n I . g n i n r a e l e v it c a s i e l p i c n ir p h tr u o f e h T h

t ta studentsl earn bes tby acitvely using t het argetl anguage . tI i ssuggested t ha t d l u o h s e m it s s a l c t s o m

“ be devoted to oppo truniite sfo rstudent sto use the .) 6 3 : 4 0 0 2 , n a n u N ( ” e g a u g n a l s i e l p i c n ir p h tf if e h

T integraiton .Nunan states“Learner sshould bet augh t e v it a c i n u m m o c , m r o f c it s i u g n il n e e w t e b s p i h s n o it a l e r e h t e k a m t a h t s y a w n i m c it n a m e s d n a n o it c n u

f eaning” .Therefore ,tii ssuggestedt ot eachbyi ntegraitng e h t e v i g d n a e g a u g n a l f o s t c e p s a l a n o it c n u f d n a l a m r o

f studentst heoppo truniite s

. e g a u g n a l t e g r a t e h t n i e t a c i n u m m o c o t g n i c u d o r p e r s i e l p i c n ir p h t x i s e h

T to creaiton .Nunan ,state s“Learner s . ” e s u e g a u g n a l e v it a e r c o t e v it c u d o r p e r m o r f e v o m o t d e g a r u o c n e e b d l u o h s tI s n a e

m student s dono tproducel anguagebyt extbookort apeanymorebutt hey rty o

t do tii nt hei rownway.

. n o it c e lf e r s i e l p i c n ir p h t n e v e s e h

T student s should be given the y e h t ll e w w o h d n a d e n r a e l e v a h y e h t t a h w n o t c e lf e r o t s e it i n u tr o p p

o have done

e s u a c e b s i tI . t a h

t “Addinga re lfecitveelement t o t eaching can help l earner ssee .) 8 3 : 4 0 0 2 , n a n u N ( ” h c a o r p p a w e n e h t r o f e l a n o it a r e h t

(1)

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ABSTRACT

Widawati, Maria. 2012. English Conversation Module for the Tenth Grade Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-Based Learning. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Since English was selected as the first foreign language for communication, English became a compulsory subject in Indonesian schools. One of the senior high schools in Yogyakarta, SMA Santa Maria Yogyakarta, sees that having English in regular class is not enough to fulfill students’ need on improving communicative skill. Therefore, SMA Santa Maria Yogyakarta adds conversation class as an obligatory extracurricular class. This study intended to design a new conversation module using Task-Based Learning. Since the conversation program is an extracurricular class, the learning materials were not regulated by the current curriculum. Therefore, the writer selected the materials herself under the guidance of the coordinator of the conversation program.

The designed module was recommended to be used since it contained many interesting and various activities which were designed to stimulate students actively involved in conversation program. Besides, it also could be used to extend knowledge on things happening in other countries. Though the designed module was designed for the SMA Santa Maria Yogyakarta, it also enabled to be used by other schools or institutions since most students at the same age have similar characteristics.

Keywords: English conversation module, SMA Santa Maria, Task-Based

Learning.

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vii

ABSTRAK

Sejak Bahasa Inggris dipilih sebagai bahasa utama untuk berkomunikasi, Bahasa Inggris menjadi mata pelajaran wajib di sekolah-sekolah di Indonesia. Salah satu SMA di Yogyakarta, SMA Santa Maria Yogyakarta, melihat bahwa memiliki mata pelajaran Bahasa Inggris di kelas regular tidaklah cukup untuk memenuhi kebutuhan siswa dalam meningkatkan kemampuan bahasa Inggris yang komunikatif. Karenanya SMA Santa Maria Yogyakarta menambahkan ekstrakurikuler wajib kelas percakapan (conversation class). Studi ini bertujuan untuk merancang modul baru untuk kelas percakapan dengan menggunakan pendekatan Task-Based Learning (TBL). Karena program conversation class ini adalah kelas ekstrakurikuler, materi-materi pembelajaran yang digunakan tidaklah diatur oleh kurikulum yang berlaku saat ini. Maka dari itu, penulis memilih sendiri materi-materi pembelajaran yang diperlukan dibawah bimbingan koordinator dari kelas percakapan.

Studi ini bertujuan untuk menjawab dua masalah, yaitu (1) Bagaimana merancang modul percakapan Bahasa Inggris untuk kelas sepuluh SMA Santa Maria Yogyakarta menggunakan pendekatan Task-Based Learning? dan (2) seperti apakah pembelajaran yang dimaksud?

Penulis membagikan kuesioner kepada empat responden untuk mengevaluasi modul yang diajukan. Dengan membagikan kuesioner, penulis mengetahui bahwa modul yang diajukan cukup memuaskan. Hal ini ditunjukkan dengan hasil kuesioner yang berkisar 3 sampai 5. Setelah merevisi beberapa bagian berdasarkan komentar balik yang diperoleh dari evaluasi, penulis menampilkan produk akhir. Produk akhir dari modul dibagi menjadi dua buku, yaitu students’ book dan teacher’s guide. Students’ book berisi urutan aktifitas bagi siswa yang akan dilakukan selama proses pembelajaran. Sementara teacher’s guide dirancang untuk membantu guru dalam menjalankan proses pembelajaran sebagai fasilitator. Teacher’s guide berisi general description, syllabus and lesson plan, game instructions, photocopiable materials, dan answer key.

Kata kunci: modul percakapan Bahasa Inggris, SMA Santa Maria, Task-Based

Learning.