An English speaking module for the English extracurricular class of the elevent graders of SMA Pangudi Luhur Yogyakarta using task-based language teaching.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

AN ENGLISH SPEAKING MODULE FOR THE ENGLISH
EXTRACURRICULAR CLASS OF THE ELEVENTH
GRADERS OF SMA PANGUDI LUHUR
YOGYAKARTA USING TASK-BASED
LANGUAGE TEACHING

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anastasia Sastrikirana

Student Number: 071214005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

AN ENGLISH SPEAKING MODULE FOR THE ENGLISH
EXTRACURRICULAR CLASS OF THE ELEVENTH
GRADERS OF SMA PANGUDI LUHUR
YOGYAKARTA USING TASK-BASED

LANGUAGE TEACHING

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anastasia Sastrikirana
Student Number: 071214005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

ii

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

iii

PLAGIAT
PLAGIATMERUPAKAN

MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

I am grateful for the tender care I feel every day
I am grateful for the joy, laughter, and sadness we share
I am grateful for the warm healing touch when I am sick
I am grateful for experiences that you never hesitate to share with me
I am grateful for the wise life advice I get so that I will not be lost
I am grateful for having chance to be beside you; the most wonderful people God
gives to me.
~Anastasia Sastrikirana~

I dedicate this thesis to:
My Mom and Dad
My late Grandfather and Grandmothers

iv

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 14 May 2012
The Writer

Anastasia Sastrikirana
071214005

v

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Anastasia Sastrikirana

Nomor Mahasiswa

: 071214005

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN

ENGLISH

SPEAKING

MODULE

FOR

THE

ENGLISH

EXTRACURRICULAR CLASS OF THE ELEVENTH GRADERS OF SMA
PANGUDI LUHUR YOGYAKARTA USING TASK-BASED LANGUAGE
TEACHING
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada
Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalty pada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 May 2012
Yang menyatakan

Anastasia Sastrikirana
vi

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

ABSTRACT
Sastrikirana, Anastasia. 2012. An English Speaking Module for the English
Extracurricular Class of the Eleventh Graders of SMA Pangudi Luhur
Yogyakarta Using Task-Based Language Teaching. Yogyakarta: Sanata Dharma
University.
English is an international language which is often used both in daily
conversation and in many fields, for example, education, technology, politics, and
economy. The huge number of English speakers is one reason why learning and
mastering English is important. The research presented in this thesis was
conducted in SMA Pangudi Luhur Yogyakarta, a school which has a mission to
provide its students with active English through the English extracurricular
activity. Therefore, the school needs an English module which materials can help
the students improve their speaking skill so that they can cope with the situation
either in daily conversation or in workplaces.
This study is conducted to create a module for the English extracurricular.
There are two problems discussed in this study, those are 1) How is English
speaking module for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta designed? and 2) What does the English speaking module look like?
This study uses Research and Development usually known as R&D, as its
research method. The writer adapts two models from Kemp and Yalden to answer

the first question. The steps are 1) Conducting Needs Analysis (Yalden), 2)
Formulating Goals, Topics, and General Purposes (Kemp), 3) Defining Learning
Objectives (Kemp), 4) Choosing Subject Content, 5) Selecting Teaching/Learning
Activities and Resources (Kemp), and 6) Evaluation (Yalden). Then, the answer
to the second question can be seen in the appendix I, which is the presentation of
the materials in the module. All materials in the module are made based on TaskBased Language Teaching framework which includes Pre-Task, Task Cycle, and
Language Focus. In the module, Pre-Task is called as ‘Prepare Yourself’. Task
Cycle is then called as ‘Work on the Tasks’, and Language Focus is called as its
original term.
The data used in this study was obtained from the interviewers between the
writer with both students and teachers, and also from the questionnaires
distributed to the students. The data gave the writer descriptions of how the
module should be made. Then, after the writer finished making the module for the
English extracurricular activity, the writer gave it to the evaluators to obtain
suggestions and criticism for the sake of the module improvement before it is
declared acceptable to be used to teach English extracurricular.
Keywords: Speaking, A Module, Extracurricular Class, Task-Based Language
Teaching, Tasks

vii

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

ABSTRAK
Sastrikirana, Anastasia. 2012. An English Speaking Module for the English
Extracurricular Class of the Eleventh Graders of SMA Pangudi Luhur
Yogyakarta Using Task-Based Language Teaching. Yogyakarta: Universitas
Sanata Dharma.
Bahasa Inggris merupakan bahasa internasional yang sering digunakan dalam
percakapan sehari-hari maupun di berbagai bidang seperti pendidikan, teknologi,
politik, dan ekonomi. Dengan banyaknya penutur Bahasa Inggris sekarang ini,
maka mempelajari dan menguasai Bahasa Inggris sangat penting. Penelitian yang
dibahas dalam skripsi ini dilaksanakan di SMA Pangudi Luhur Yogyakarta,
sebuah sekolah yang juga memiliki misi untuk membekali para siswa-siswi
dengan Bahasa Inggris aktif melalui kegiatan ekstrakurikuler. Untuk itu sekolah
membutuhkan modul Bahasa Inggris yang mencakup materi-materi yang kelak
dapat membantu para siswa-siswi meningkatkan kemampuan berbicara supaya
mereka mampu mengahadapi situasi-situasi dalam kehidupan sehari-hari maupun
di tempat kerja.
Studi ini dilakukan untuk membuat modul untuk kegiatan ekstrakurikuler.
Penelitian ini membahas dua masalah, yaitu bagaimana modul untuk
ekstrakurikuler Bahasa Inggris dibuat dan seperti apakah modul untuk
ekstrakurikuler Bahasa Inggris tersebut?
Studi ini menggunakan metode Research and Development, atau yang lebih
sering disebut R&D. Untuk menjawab pertanyaan pertama, penulis mengadaptasi
dua model dari Kemp dan Yalden. Langkah-langkah yang digunakan adalah: 1)
Survei kebutuhan siswa (Yalden), 2) Merumuskan tujuan umum, topik-topik, dan
tujuan khusus (Kemp), 3) Menentukan indikator-indikator (Kemp), 4) Memilih
konten, 5) Menentukan aktivitas serta sumber pengajaran dan pembelajaran
(Kemp), dan 6) Evaluasi (Yalden). Selanjutnya, jawaban dari pertanyaan kedua
dapat dilihat pada lampiran I. Materi dalam modul disusun berdasarkan kerangka
Task-Based Language Teaching yang meliputi Pre-Task, Task Cycle, dan
Language Focus. Di dalam modul Pre-task disebut sebagai ‘Prepare Yourself’,
Task Cycle disebut sebagai ‘Work on the Task’, dan Language Focus tetap
disebut dengan istilah yang sama.
Data-datayang digunakan dalam penelitian ini diperoleh dari wawancara
terhadap siswa-siswi serta guru dan juga kuesioner yang dibagikan kepada siswasiswi. Data-data tersebut memberi penulis gambaran bagaimana nanti modul harus
dibuat. Setelah penulis menyusun modul untuk ekstrakurikuler Bahasa Inggris,
penulis menyerahkannya kepada para evaluator untuk mendapatkan kritik dan
saran demi perbaikan modul sebelum nanti akhirnya layak digunakan untuk
mengajar ekstrakurikuler Bahasa Inggris.
Kata Kunci: Speaking, A Module, Extracurricular Class, Task-Based Language
Teaching, Tasks
viii

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

ACKNOWLEDGEMENTS
It is relieving to know that I have finished my thesis. I know for sure that I
will not be able to finish my thesis without the help from others. Therefore, I’d
like to thank all people who were always there for me during the process of
making the thesis.
First of all, I would like to thank Jesus for His amazing, never-ending love and
blessings, for the strength and endurance He gives me through all my ups and
downs. He is the light in the darkness, the hope in desperation. I am no one
without Him.
My deepest gratitude then, goes to Bu Caecilia Tutyandari, S. Pd., M. Pd.
Thank you for being my major advisor who has always been patient and willing to
listen to my problems and help me solve them. I thank her for spending time for
me even in the busy schedule in order to help me.
I am also thankful to Pak Ag. Hardi Prasetyo, S. Pd., M.A for being the
evaluator of the designed module. The suggestions were very useful for me.
Without the suggestions, I will not be able to design a good module.
I would also like to thank Drs. Br. Herman Yoseph, FIC for giving me a
permission to conduct the research in SMA Pangudi Luhur Yogyakarta. Thank
you for permitting me to interview the students and the teachers. The permission
has enabled me to do the research smoothly.
I would also like to express gratitude for Bu Restituta Krismanti, S. Pd, and
also Bu Kristiana Sigit Karyanti, S. Pd, the senior English teachers in SMA
Pangudi Luhur Yogyakarta, for the willingness to spend some time helping me
ix

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

with everything dealing with my module design. The advice given to me is such a
great help.
I would also like to thank my classmate who is also the English extracurricular
teacher in SMA Pangudi Luhur Yogyakarta, Anna Keke Widitesnowati, for
helping me get clear descriptions and information about the English
extracurricular activity. The information is such a useful help that I can design an
English speaking module based on the students’ needs.
Then, my gratitude also goes to Drs. Ariadi Carolus Borromeus and
Anastasia Kiki Widiantari, S. Pd., who were willing to spend some time to be
the proof readers of my thesis. I thank them for giving some correction for my
thesis which is very useful for my thesis improvement.
I thank all my 2007 friends Eboy, Arum, Noti, Katrok, Ninggar, Ajeng
‘badak’, Ocha, Riris, Dini, Nidya, Susi, Popon, Keke, Novi, Eko, Lita, Kecap,
Celli, and Merici for the togetherness, for sharing experiences, and for supports
during the hard time. Those are the things which make me not easily desperate.
Then, I want to thank all my 2007 friends and my relatives who go to other
universities, no matter where they are, for supporting me and reminding me not to
be desperate. The distance may separate us, yet our relationship will remain
strong.
Last, but not least, I would like to thank all my boarding house friends
especially Mbak Ria, Yenni, Henny, Siska, Tata, Shella, and Fetra for always
reminding me to pray, to be patient and to always move forward no matter how
hard things can be. It makes me believe that every problem can always be solved.
x

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

TABLE OF CONTENTS

TITLE PAGE............................................................................................................i
APPROVAL PAGES...............................................................................................ii
DEDICATION PAGE.............................................................................................iv
STATEMENT OF WORK’S ORIGINALITY........................................................v
PERNYATAAN PERSETUJUAN PUBLIKASI...................................................vi
ABSTRACT...........................................................................................................vii
ABSTRAK............................................................................................................viii
ACKNOWLEDGEMENTS....................................................................................ix
TABLE OF CONTENTS........................................................................................xi
LIST OF TABLES.................................................................................................xv
LIST OF FIGURES..............................................................................................xvi
LIST OF APPENDICES......................................................................................xvii

CHAPTER I. INTRODUCTION
A. Background of the Study........................................................................1
B. Problem Limitation................................................................................5
C. Research Problems.................................................................................5
D. Objectives of the Study..........................................................................5
E. Benefits of the Study..............................................................................5
F. Definition of Terms................................................................................6

xi

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

CHAPTER II. THEORETICAL REVIEW
A. Theoretical Descriptions.....................................................................10
1. Instructional Design Models.........................................................10
a. Kemp’s Model.........................................................................11
b. Yalden’s Model.......................................................................15
2. Task-Based Language Teaching...................................................17
a. Task.........................................................................................17
b. Theory of Language and Learning..........................................18
c. Teacher’s and Learner’s Roles................................................21
d. Framework of Task-Based Language Teaching......................22
e. The Characteristics of Tasks...................................................24
f. Types of Tasks........................................................................25
3. Communicative Language Teaching.............................................27
a. Communicative Approach.......................................................27
b. Communicative Competence..................................................28
c. Communicative Approach Features........................................29
4. Teaching Speaking........................................................................30
a. The Nature of Speaking...........................................................30
b. Transactional and Interactional Language..............................30
c. Listening to Facilitate Speaking..............................................30
d. The Reluctant Speaking..........................................................32
e. Techniques in Teaching Speaking...........................................33
B. Theoretical Framework.......................................................................34
xii

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

Chapter III. RESEARCH METHODOLOGY
A. Research Method....................................................................................38
B. Research Setting.....................................................................................41
C. Research Participants.............................................................................42
D. Research Instruments and Data Gathering Techniques….....................43
E. Data Analysis Techniques......................................................................47
F. Research Procedure................................................................................49

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS
A. Discussion of the Research Results.........................................................50
1. Conducting Needs Survey..................................................................50
2. Developing Goals, Topics, and General Purposes.............................64
3. Defining Learning Objectives............................................................66
4. Choosing Subject Content..................................................................68
5. Selecting Teaching/Learning Activities and Resources.....................70
6. Evaluation..........................................................................................77
B. The Presentation of the Designed Module...............................................77
1. The Content of the Units………………………………….………...77
2. The Explanation of Each Section in the Units……………..……….80

CHAPTER V. CONCLUSIONS AND RECOMMENDATION
A. Conclusions…………………………………………………………….82
B. Recommendation……………………………………………………….83
xiii

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

REFERENCES……………………………………………….…………………..84
APPENDICES……………………………………………….…………………..86

xiv

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

LIST OF TABLES

Table
2.1 Phases in Task-Based Language Teaching Framework………..……..……..24
3.1Research Schedule……………………………….………………………...…41
4.1 Needs Survey Participants (the students)…………………….………………52
4.2 The Results of the Needs Survey…………………………….………………53
4.3 Needs Survey Participants (the teachers)…………………….………………56
4.4Goals, General Purposes, Topics…………….……………….………………64
4.5 Indicators……………………………………………………..………………66
4.6 The Data of the Evaluators…………………………..……………………….73
4.7 The Results of the Evaluation……………………….……………………….74
4.8 The Content of the Units…………………………..…………………………77

xv

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

LIST OF FIGURES

Figure
2.1 Kemp’s Model……………………………………………….……………….14
2.2 Yalden’s Model…………………………………………….………………...17

xvi

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

LIST OF APPENDICES

APPENDIX A : The Permission Letter………………….……………………...87
APPENDIX B : The Needs Survey Questionnaires for Students…..…….……..88
APPENDIX C : The Interview Checklists for Teachers…….….………………91
APPENDIX D : The Interview Checklists for Extracurricular Teacher…...……93
APPENDIX E : The Interview Checklists for Students….………………..…….96
APPENDIX F : The Questionnaires for the Evaluators…………….…..……….98
APPENDIX G : The Syllabus…………….….……………………..…….…….100
APPENDIX H : The Lesson Plan……………….……….…………………….109
APPENDIX I : The Student’s Book………………….……..…………………124
APPENDIX J : .The Teacher’s Book……………………….…………………144

xvii

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

CHAPTER I
INTRODUCTION

This chapter consists of six major sections. Those are background of the
study, problem limitation, problem formulation, objectives of the study, benefits
of the study, and definition of terms.

A. Background of the Study
In today’s world, there is no doubt that English has become an important
language. It is widely used in many fields including education. Since this is a
globalization era, people can interact with everyone they want to, including
people from different countries. What enables them to interact is the international
language that is English. English is used by around 320 to 380 million people as
the first language and 250 to 380 other people as the second language in 1985
(Harmer, 2007, p.13). This fact proves that English is widely spoken. It is possible
that the number of people speaking English increase at anytime.
Kachru (1983) states “The other side of English is concerned with English as
the “other tongue,” or as a second language.” (p.1) Considering the fact that
English is globally used either as a foreign or second language, and the
possibility of increasing number of English speaking people, indirectly demand
everybody to be able to speak English not only in a fluent way, but also in a right
way. SMA Pangudi Luhur Yogyakarta attempts to provide the students with
English which they can use in their daily life or in the workplace. The English
1

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
2
extracurricular activity is held because it is hoped that in this class the students
will always practice speaking English a lot in order to make them accustomed to
speaking English well which can be a plus point for the school. Therefore, the
English extracurricular class, the materials are all focused on the speaking skill.
In Indonesia, English is not a second language, but it is a foreign language.
Learning a foreign language can be very difficult, especially for those who do not
have sufficient background in English. Even, not all of the people who have learnt
English from elementary school up to now are able to use English well when
speaking. It is due to the fact that the learners have a little chance to speak in
English and even if they have a chance, they are not confident enough to say
something in English because they are afraid to make mistakes. The school really
hopes that the students do not only know the ‘passive’ English which means the
students are only able to read and listen without being able to speak. It is hoped
that facilitating the students to speak, encouraging the students to speak English,
and convincing them that they should not be afraid to practice speaking become
important things which should be paid attention to.
Teaching speaking and facilitating the senior high school students during the
English extracurricular class is challenging. It is not an easy thing to do. Based
on the experiences of the English senior teachers, it will be hard to get their
attention especially because they have already learned for eight hours in their
intra or regular class before they have the extracurricular class. They have spent a
lot of energy. They are already tired and bored. If the materials are not made in
such a way that can attract them, it is possible that they will be unwilling to join

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
3
the English extracurricular class. If the materials are boring, it is not impossible
that they would rather do another activity than join the English extracurricular
class. It is also necessary to know the fact that English is often learned because of
its heritage, because of the status it may confer on the reader or speaker, because
of the doors which it opens in technology, science, trade, and diplomacy
(Kachru, 1983, p.3). When the students have mastered English, they will open
the door of their own chance to participate in any fields such as those mentioned
by Kachru and also other fields they like to learn.
So far, the teacher of English extracurricular class in SMA Pangudi Luhur
Yogyakarta has to prepare the syllabus and the speaking materials herself. The
fact that the English extracurricular teachers always change after their fulfilling
the contract with the school, makes a change also in the English speaking
materials given. A different teacher will give different materials compared to the
previous teacher. This fact makes the objectives which should be achieved by
the students also change. The school needs English speaking module to make the
objectives fixed, so that all extracurricular students can achieve the same
objectives. The fixed objectives mean the standards for the students are the same.
Making the fixed objectives is important. It is due to the fact that each
extracurricular teacher never gives the school the module, so the school never
knows exactly what the materials look like. This fact makes the school unable to
know whether the materials are really able to facilitate the students to speak. The
school also cannot match the materials with the goal set by the school. That is the
reason why a set of English speaking module for English extracurricular class is

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
4
made; to be able to create the suitable speaking materials which can help the
student reach the goal. Besides, this module is made based on the needs analysis
that it is hopefully suitable with the students’ need and attractive. The materials
in the module are also hoped to be well-designed in such a way that really helps
the students practice their English to sharpen their speaking skill.
The Task-Based Language Teaching is chosen for developing the English
speaking module because it is believed that Task Based Language Teaching
principles follow those in Communicative Language Teaching. These approaches
share the same principle or belief that is activities which engage the students in
the real-world situation will support the teaching and learning process. It will
encourage the students to get involved in the tasks because they see its
significance. Later, the students’ involvement in the tasks given will help them to
actively use English in any situation they may face in the real life so that they can
handle it.
Another reason is that tasks can be varied in many ways so that the students
really learn step by step in understanding the materials starting from the simplest
to the more complex ones. Feez, (1998, p.7) as quoted in Richards and Rodgers
(2001, p.224) states the key assumptions of task-based instruction, one of which is
activities and tasks of a task-based syllabus are sequenced according to difficulty.
When the students succeed in accomplishing the easier tasks, they will be
encouraged to do the more complicated tasks. At this point, the students will have
gained more confidence in speaking English which later affect their achievement
during teaching and learning process.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
5
B. Problem Limitation
This study has a limitation. The limitation, which is also the focus of this study
is developing English speaking module for the English extracurricular class of the
eleventh grade students of SMA Pangudi Luhur Yogyakarta using Task-Based
Language Teaching method.

C. Research Problems
Referring to the background and the problem limitation of this study, the
research problems are formulated as follows:
1.

How is English speaking instructional module for the eleventh grade
students of SMA Pangudi Luhur Yogyakarta designed?

2.

What does the English speaking module look like?

D. Objectives of the Study
The objectives of the study are to answer the questions stated in the problem
formulation section. The objectives can be formulated as follows:
1.

To describe how the English speaking instructional materials are designed.

2.

To present the designed set of materials.

E. Benefits of the Study
This study is hopefully useful and beneficial for some parties, especially the
extracurricular teachers, the students, and also the school in terms of students’
speaking ability improvement.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
6
1.

The teacher of English extracurricular class
It is expected that the designed module is helpful for the English

extracurricular teacher to be able to assist the student optimally to learn English
by actively using it according to the situation given which is based on the real
life.

2.

The students
Hopefully the designed materials in the module can help the students improve

their ability in speaking English in a fluent, accurate, and right way in any
situation which happens in the daily life or in the workplace. Then, the tasks
hopefully, can improve students’ motivation to learn in the English extracurricular
class so that gradually they can speak English fluently and accurately.

3.

The school
It is hoped that the school also gets the benefits from the designed module.

The module will be made in such a way so that the students have chances to speak
English in which if they are successful in mastering English, it will be a plus point
for the school because the graduates are different in a good way from those in
other schools.

F. Definition of Terms
1. Design
According to Kemp (1977, p.8) design is a plan which is applied on any

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
7
level in the educational field whether it is in the elementary or college level
which involves the work of teachers and instructional designers. This plan has
three important elements; those are objectives, activities and resources, and
evaluation.

2. Speaking
According to Widdowson (1978), “Speaking is a kind of active and
productive interaction that makes use of an oral medium.” (p.106) It is an
activity of transferring a message from the speaker to the addressee. The speaker
speaks to express the feeling or idea that comes to his or her mind and transfer it
to the addressee who is the listener of the message delivered.

3. A Module
A module is one of the separate units that a course of study has been divided
into (“Module”). This study is aimed to create a module consists of four units in
which each two units are made under one certain topic. This module is made
based on the needs analysis of the eleventh graders of SMA Pangudi Luhur
Yogyakarta.

4. Extracurricular activity
Extracurricular means something, in this case is a program or activity which is
not an element of the regular course at a school (“Extracurricular”). The
extracurricular activity is held after all regular classes are finished. In SMA

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
8
Pangudi Luhur Yogyakarta there are two types of extracurricular, those are
obligatory and optional. English used to be an obligatory extracurricular instead of
computing program. Yet, the school has changed the rule because of some reasons
one of which is the students’ frequent absence in the class. Based on that
consideration, now English is an optional extracurricular.

5. Task-Based Language Teaching
According to Richards and Rodgers (2001), “Task-Based Language Teaching
refers to an approach based on the use of tasks as the core unit of planning and
instruction in language teaching.” (p.223) This means Tasks-Based Language
Teaching is a method which utilizes tasks in the teaching learning process.

6. Tasks
The word ‘task’ itself means an activity or action which is carried out as the
result of processing or understanding language (i.e. as a response)…A task
usually requires the teacher to specify what will be regarded as successful
completion of the task. (Richards, Platt, and Weber 1985, p. 289 as quoted in
Nunan, 1988, p.45) It means that in Task-Based Language Teaching, the students
are given some information through teacher’s explanation and instructions. They
then, process and understand both the explanation and instructions before doing
what they are expected to do. The teacher has to control the learning process so
that the students understand exactly what they need to do so that they can
practice using the language in the expected way.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
9
7. The Eleventh Graders of SMA Pangudi Luhur Yogyakarta
The eleventh graders of SMA Pangudi Luhur Yogyakarta refer to all students
in grade XI, which include both students in science and social departments. The
materials for both departments are similar and not distinguished.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI

CHAPTER II
THEORETICAL REVIEW

This chapter includes a discussion on related literature. This chapter is
divided into two parts, namely theoretical description and theoretical framework.
In the theoretical description, the writer presents some related literature as the
basis to conduct the study. Then, in the theoretical framework, the writer uses and
adapts the theories mentioned in the theoretical description as the basis to design
the English speaking module for the eleventh grade students of SMA Pangudi
Luhur Yogyakarta.

A. Theoretical Description
In this section, some related literature will be explained. The theories written
are those which have relation with this study. The theories in this section
include 1) Instructional Design Models, 2) Task-Based Language Teaching 3)
Communicative Language Teaching, and 4) Teaching Speaking.

1. Instructional Design
Creating instructional materials cannot be separated from instructional design
models. It is because the models contain some steps which become the basic steps
in developing instructional materials, in this case is English speaking module for
the eleventh graders of SMA Pangudi Luhur Yogyakarta. There will be two
models; those are Kemp’s and Yalden’s models.
10

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
11
a. Kemp’s Model
Kemp states that the instructional design plan is aimed to find the answers of
three questions, namely “what must be learned?” (objectives), “what procedures
and resources will work best to reach the desired learning levels?” and “how will
we know when the required learning has taken place?” (evaluation).

The

instructional design plan presented by Kemp consists of eight elements, those are:
Step 1. Defining Goals, Topics, and General Purposes
Most instructional design planning begins with what it is called by defining
goals or deciding the broad goals which can be derived from society, students, and
subject areas. After deciding the broad goals, the major topics are then selected
within the content area. The topics are usually arranged from the simplest ones to
the most complex ones. Students’ previous knowledge should also be taken into
account so that they really learn step by step and understand the complexity of the
topics. The next step after selecting topics is defining the general purposes for
each topic chosen.

Step 2. Understanding the Learners’ Characteristic
The information about the learners’ characteristic needs to be gathered in
order to help them achieve the success in their educational program. In
discovering the learners’ characteristic, there are two factors to be considered
namely academic factors and social factors. Kemp (1977) mentions some
academic factors some of which are level of intelligence, number of students,
motivation for studying the subject, academic background, and study habits.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
12
Still, according to Kemp (1977), there are also social factors to be considered such
as special talents, maturity, relations among students, age, and attention span.
Beside these two factors, there are other factors which also need to be
considered as well, namely learning condition and learning styles. Kemp (1977)
states “Learning condition refers to groups of factors that can affect a person’s
ability to concentrate, absorb, and retain information” (p.19). Meanwhile, the
learning styles are dealing with methods of learning that suit them best compared
to the other methods.

Step 3. Listing the Learning Objectives
The learning objectives are necessary because the focus is on the learning as
the outcome of the instruction. The learning objectives must be stated in the forms
of activities which is suitable for the learning process. Kemp mentions (1977)
“Objectives for learning can be grouped into three major categories—cognitive,
psychomotor, and affective” (p.24). Among the three categories, cognitive is the
one that is mostly used in educational program. It consists of knowledge,
comprehension, application, analysis, synthesis, evaluation.

Step 4. Defining Subject Content
Subject content should have close relation to the objectives which support the
students to achieve the objectives. It should be also close with the students’ needs
that it supports their learning. Kemp (1977) states “Subject content comprises the
selection and organizing of the specific knowledge (facts and information), skills

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
13
(step-by-step procedures, conditions and requirements), and attitudinal factors of
any topic.” (p.44)
Step 5. Developing Pre-assessments
Kemp (1977) proposes two questions in this step: 1) Is the student prepared to
study the topic or unit? and 2) Is the student already competent in some of the
stated objectives? Those two questions are important to obtain information
whether the students have background on the topics and whether the students
really achieve the desired objectives. There are two kinds of tests, the first is
prerequisite testing and pretesting. Prerequisite testing has an aim to know
whether the students have the appropriate background preparation for the topic
while pretesting has an aim to determine which of the objectives students may
already have achieved.

Step 6. Choosing Teaching/ Learning Activities and Resources
Kemp (1977) mentions “It is very crucial to determine the most efficient and
effective methods and then select materials to provide learning experiences that
will utilize the content associated with each objective” (p.55). The materials
should help the students achieve the determined objectives. So, it must be made in
line with the objectives.
Step 7. Organizing Support Service
Educators sometimes forget to consider the support service they need. In fact,
support services are always needed and those services include equipment, funds,
Facilities, and personnel. It is because educational system cannot work without

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
14
those support services. Educational system needs facilities such as projector,
computer, etc. to support the learning and also people who will participate and
manage many things in the educational program.

Step 8. Evaluation
In this step, the learning outcomes related to the objective are measured. By
examining the learning outcomes and match it to the objectives, then, it can be
clearly seen what things are already good and what things that go wrong. When
things go wrong, then, it should be improved. The eight steps in the Kemp’s
model can be seen in figure 1 as follows:

Evaluation

Support
Services

Goals,
topic, and
general
purposes

Learners’
characteristics

Learning
Objectives

Revision

Teaching/
Learning
Activities

P r eassessment

Subject
content

Figure 2.1 Kemp’s Model

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
15
a. Yalden’s Model
Yalden also has an instructional design model which steps are quite different
from Kemp. Yalden proposes seven steps in designing materials. The steps will be
explained as follows.

Step 1. The Needs Survey
When a need survey is conducted, there are a lot information that can be
obtained. In a need survey, it is very possible to get information such as the
learners’ personal need and characteristic. Yalden (1987, p. 101) states that the
reason to do the information gathering is to understand as much as possible about
the learners prior to the beginning of the program, in order to establish realistic
and acceptable objectives.

Step 2. The Description of purpose
In this stage, the purpose of the language program is clarified. Yalden (1987,
p.106) mentions “This will establish the foundation for the major decision facing
the language course designer when he or she arrives in the next step.” By deciding
the purpose, the course designer is expected to know what materials look like so
that it will support the learners to achieve the purpose.

Step 3. The Choice of a Syllabus Type
There is no single model of syllabus design which is universally agreed upon
(1987, p. 108) and therefore the designer can combine the syllabus in order to

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
16
make it more dependable. One syllabus might not be totally suitable for the whole
course, so it is possible to combine types of syllabus to make it more appropriate.

Step 4. Production of a Proto-Syllabus
This step is done after choosing the syllabus type. Then, in this stage, the
designer starts to think about the content of the syllabus which will be suitable for
the program.

Step 5. Production of The Pedagogical Syllabus
In this stage, the designer selects what topics are important for the learners and
the topics which are suitable for the learners are being identified.

Step 6. Development and Implementation of Classroom Procedure
It is dealing with teacher preparation including making the lesson plan and
deciding what teaching techniques will be used.

Step 7. Evaluation
Yalden mentions that this step has two aspects. The first is testing or
evaluating the students in the program. The second is evaluating teaching as well
as the over-all design of the course. After that there is also what is called by
recycling stage when the appropriateness between the goals and the final
performance of the learners are determined. In this study, the recycling stage is the
revision the writer makes after obtaining feedback from the evaluators.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
17
Needs

Descript i on of
Purpose

Survey

Selection
of Syllabus
Type

Production
of a protosyllabus

Production
of a
pedagogical
syllabus

Development and
implementation

Figure 2.2 Yalden’s Model

2.

Task-Based Language Teaching
This part covers six points: a) Task, b) Theory of Language and Learning,

c) Teacher’s and learners’ roles, d) Framework of Task-Based Language
Teaching, e) The characteristic of tasks, and e) Types of Tasks.

a. Task
Since Task-Based Language Teaching is the method the writer uses to
design instructional materials so, it is necessary to find out the definition of tasks
to give an overview of what tasks are. There are some definitions of tasks. The
writer uses the definition of tasks offered by Nunan and Skehan. Nunan (2004)
states the definition of a task. “Task is a piece of classroom work that involves
learners in comprehending, manipulating, producing or interacting in the target
language while their attention is focused on meaning rather than form” (p.4).
According to Skehan (1996b, p.20) as quoted in Richard and Rodgers
(2001, p.224) “Tasks…are activities which have meaning as their primary focus.
Success in tasks is evaluated in terms of achievement of an outcome, and tasks

Evaluation

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
18
generally bear some resemblance to real-life language use.” It means that through
tasks, the students will get enough exposure to the real-life language use so that
the students know the way English speakers speak because they are often exposed
to the authentic language English speakers use.
According to Richard and Rodgers (2001), Task-Based Language Teaching
proposes the notion of “task” as a central unit of planning and teaching (p.224). In
other words, this method makes use of tasks as the focus of the teaching activities.
Doing the tasks will help students to learn the language gradually.
Feez (1998, p.17) as quoted in Richard and Rodgers (2001, p.224) summarizes
the key assumptions of task-based instruction. Some of them are described as
follows.
1. The focus is on process rather than product.
2. Activities and tasks can be either those that the learner needs to achieve
in the real life or those that have a pedagogical purpose specific
to the classroom.
3. Activities and tasks of a task-based syllabus are sequenced according to
difficulty.

b. Theory of Language and Learning
Basically Task-Based Language Teaching is affected more by theory of
learning rather than theory of language. However, it is necessary to understand
some assumptions that underlie TBLT including the theory of language and
learning which are explained in the next page.

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
19
Below are the theory of language which underlie Task-Based Language Teaching
mentioned by Richards and Rodgers (2001).

1.

Language is primarily a means of making meaning
Task-Based Language Teaching emphasizes that meaning is primary in

language use and therefore, task-based instruction does not focus on language
display.

2.

Lexical units are central in language use and learning
Many Task-Based proposals use perspective that vocabulary also plays an

important role. Richards and Rodgers (2001) mention “Vocabulary is used to
include the consideration of lexical phrases, sentence stems, prefabricated
routines, and collocations, and not only words as significant units of lexical
analysis and language pedagogy” (p.227).
Then, there are some learning principles which play vital role in Task-Based
Language Teaching. The principles were explained in theory of learning as stated
below.

1.

Tasks Provide Both The Input and Output Processing Necessary for
Language Acquisition
Krashen insists that input is very necessary in language acquisition.

However, others argue that it is also necessary to productively use the language
because without it the language ability of the learners still lags behind. It is due

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
20
to the fact that there is no opportunity to use the language while it is very
important for language development. Richards and Rodgers, 2001, state “Tasks
provide full opportunities for both input and output requirements which are
believed to be key processes in language learning” (p.228).

2. Task Activity and Achievement are Motivational
Tasks are said to be motivational since it may remind the learners about their
past experience in doing the task. The learners may like it because they may have
done the same tasks before and they want to know how they progress. Tasks also
make the learners use authentic language which is good for them. Tasks can also
be varied in many ways. Some tasks also require the learners to do physical
activity, and even collaboration. The various forms of tasks encourage the
learners to enjoy the learning process. This enjoyment will make them more
enthusiastic in the learning process.

3. Learning Difficulty Can Be Negotiated and Fine-Tuned for Particular
Pedagogical Purpose
Some tasks are said to be able to facilitate the use and learning of particular
aspects of language (Richards and Rodgers, 2001). Long and Crookes states that
tasks are the vehicles that can be used for presentation of target language models
that the learners need. So, from the tasks given the learners can receive and find
out the sample of the target language which can make the learners develop
fluency and awareness of language forms. By obtaining enough exposure of the

PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
21
target language, the learners hopefully become more aware of the usage.

c.

Teacher’s and Learner’s Roles
In Task Based Language Teaching, both teachers and students have main

roles. Teachers’ roles are listed explained as follows.
1.

Selector and sequencer of tasks.
The teacher is responsible for selecting and adapting the tasks which are

suitable with the students’ interests and needs.

2.

Preparing learners for tasks
Getting the students to know what topics and tasks they are going to do is

important. Therefore, the teacher should do pre-task activity, for example
introducing the topic and useful new words which enables students to acquire
descriptions about what they should do.

3.

Consciousness-raising
Richard and Rodgers (2001) state “...if le