A set english speaking materials based on task-based approach for english tutorial student.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This study was conducted to design a set of English speaking materials for
Economic faculty tutorial students Sanata Dharma University. This design was a set
English speaking materials based on task-based approach which had a purpose to help
the students to improve their speaking skill.
There were two problems discussed in this study. First, how a set of English
speaking materials based on task-based approach for English tutorial students is
designed. Second, what the set of English speaking materials based on task-based
approach for English speaking materials looks like.
To answer the first problem, the writer applied an instructional design model
which was a combination of two models from Banathy and Kemp. This ins tructional
design model consisted of six steps. They were considering learners’ characteristics,
formulating goals, topics, and general purposes, specifying learning objectives,
design, evaluation, and changing to improve.
The writer conducted educational research and development in order to
develop a set of English speaking materials. There were two types of research
administered in this study. The first type was research and information collecting in
order to obtain data about students’ needs and interests in learning English language.
In conducting this research, the writer distributed questionnaires to the English
tutorial students. The second type was preliminary field testing which had a purpose
to find out opinions, suggestions, and comments toward the designed materials. In
this research, the writer distributed questionnaires to two English language lecturers
of English Education Study Program Sanata Dharma University Yogyakarta and three
English language instructors of LPK Global Lingua Yogyakarta.
To answer the second problem, the writer presented the final version of the
designed materials in the appendices. There are eight units of materials in this study.
Each unit consisted of four parts. They are Knock-Knock, Talk and Talk, Focus on
Language, and Talk Some More.
Based on the results of the preliminary field testing, the writer made a
conclusion that the designed materials were acceptable. It could be seen from the data
presentation of the descriptive statistics in which the grand mean is 3.4 out of scale of
1 to 4. In the end, the writer hopes that the designed materials will be useful for the
students and teachers who would like to apply these designed materials. The writer
also hopes that the designed materials will inspire other researchers or instructors to
develop the designed materials from another side.
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran
berbicara bahasa inggris berdasarkan task-based approach bagi mahasiswa fakultas
ekonomi khususnya yang mengikuti tutorial bahasa Inggris. Seperangkat materi
pengajaran berbicara bahasa inggris berdasarkan task-based approach ini mempunyai
tujuan untuk membantu siswa mengembangkan kemampuan berbicara dalam bahasa
Inggris.
Ada dua masalah yang dibahas dalam skripsi ini. Pertama, bagaimana
seperangkat materi pengajaran berbicara bahasa Inggris berdasarkan task-based
approach bagi mahasiswa fakultas ekonomi yang mengikuti tutorial bahasa Inggris
didesain. Kedua, bagaimana bentuk seperangkat materi pengajaran berbicara bahasa
Inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi yang
mengikuti tutorial bahasa Inggris itu.
Untuk menjawab permasalahan pertama, penulis menerapkan satu model
desain pembelajaran, yang merupakan penggabungan dua model dari Banathy dan
Kemp. Model pembelajaran itu terdiri dari enam langkah. Langkah-langkah tersebut
adalah mempertimbangkan karakteristik siswa, mengembangkan tujuan, topik dan
tujuan khusus pembelajaran, merincikan tujuan pembelajaran, mendesain, evaluasi,
dan memperbaiki kekurangan dalam materi pembelajaran.
Penulis melakukan penelitian pengembangan yang proses pengembangannya
digunakan untuk mengembangkan materi. Ada dua macam penelitian dalam
pembelajaran ini. Yang pertama adalah penelitian dan pengumpulan informasi yang
bertujuan untuk memperoleh data tentang kebutuhan dan minat siswa terhadap
pembelajaran bahasa Inggris. Dalam melaksanakan penelitian ini, penulis
menyebarkan kuisioner kepada siswa-siswa yang mengikuti tutorial bahasa Inggris.
Yang kedua yaitu penelitian untuk mengevaluasi materi pembelajaran yang telah
disusun. Penelitian ini bertujuan untuk mengumpulkan pendapat-pendapat, saransaran, dan masukan- masukan tentang materi pembelajaran yang telah disusun. Untuk
penelitian ini, penulis membagikan kuisioner kepada dua dosen Pendidikan Bahasa
Inggris Universitas Sanata Dharma dan tiga instruktur bahsa Inggris dari LPK Global
Lingua Yogyakarta.
Untuk menjawab permasalahan kedua, penulis menyajikan versi terakhir dari
seperangkat materi pembelajaran di lampiran. Setiap unit materi terdiri dari empat
bagian yaitu Knock-Knock, Talk and Talk, Focus on Language, dan Talk Some
More.
Berdasarkan hasil penelitian setelah perancangan materi, penulis
menyimpulkan bahwa materi ini dapat diterima dengan baik. Hal ini dapat dilihat dari
sajian data statistik deskriptif di mana total rata-rata adalah 3.4 dari skala 1 sampai 4.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Pada akhirnya, penulis mengharapkan bahwa seperangkat materi pengajaran
ini dapat berguna bagi siswa dan guru yang akan menggunakan materi pengajaran ini.
Penulis juga berharap bahwa seperangkat materi ini dapat memberi inspirasi bagi para
peneliti dan instruktur lainnya untuk mengembangkan materi pengajaran ini dari sisi
yang lain.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH SPEAKING MATERIALS BASED ON
TASK-BASED APPROACH
FOR ENGLISH TUTORIAL STUDENTS
A Thesis
Presented as Partial Fulfillment of the Requirements
to obtain the Sarjana Pendidikan Degree
in the English Language Education
By
Christine
Student Number: 031214068
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUGE AND ARTS EDUCATION
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama
Nomor Mahasiswa
: Christine
: 031214068
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED
APPROACH FOR ENGLISH TUTORIAL STUDENTS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun
memberikan roya lty kepada saya selamA tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyatan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 27 Maret 2008
Yang menyatakan
(Christine )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declared that the thesis which I wrote does not contain the works or part of
the works of other people, except those cited in the quotations and references, as a
scientific paper should.
Yogyakarta, March 4, 2008
The writer,
Christine
03 1214 068
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
WE CANNOT DO GREAT THINGS
ONLY A SMALL THING
WITH THE GREATEST LOVE
(Mother Theresa)
This thesis is dedicat ed t o:
M y L ord, Jesus Christ
M y lovely family: M ama, the late Papa, and Cie Ay
M y sweetheart: Ali Candra Hanjaya
M y beloved best friends
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to my Lord, my
Father in Heaven, and my Savior, Jesus Christ for the greatest and endless love and
blessings during the completion of this thesis. My special gratitude goes to my major
sponsor Caecillia Tutyandari, S.Pd., M.Pd., and my co-sponsor Christina
Kristiyani, S.Pd., M.Pd., for their patience, help, guidance, suggestions and support
in helping and guiding me to complete this thesis. I really appreciate their willingness
and compassion to help me to solve my problems.
I would like to give my sincere and deepest gratitude to all the lecturers of
English Language Education Study Program for the support and guidance during my
study here. I would also like to thank to my academic advisor Yohana Veniranda,
S.Pd., M.Hum., for her support and kindness during my study here. I also express my
gratitude to Drs. Y.B. Gunawan, M.A., and Drs. Concilianus Laos Mbato, M.A.,
for helping me to finish this thesis.
I address my sincere gratitude to Ir. Drs. Hansiadi Yuli Hartanto, M. Si,
Akt., the head of Accounting Study Program Sanata Dharma University Yogyakarta.
I thank him for allowing me to do this study in Accounting Study Program of Sanata
Dharma University Yogyakarta. I would also like to thank all English tutorial
students. I really spent beautiful moments with them.
My sincere and deepest gratitude are addressed to my lovely mother, Yeyet
who always gives me all the best things in this world. I really thank her for every
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
single prayer, endless love, patience, trust, sacrifice and financial support she has
given to me. I also address my deepest gratitude to my father, the late Kampeng who
taught me the meaning of life. I thank him for his love, support, and concern. My
gratitude also goes to Arnih Kampeng and Andrial Kusuma, my lovely sister and
brother who always give me their wise advice. I thank them for giving me love,
guidance and financial support.
My very special gratitude goes to my soul mate, Ali Candra Hanjaya, S.E.,
who always guides me to be a better person. I thank him for his love, sacrifice,
support, prayer, and very wonderful moment that we have spent together. He always
gives me spirit to finish this thesis.
I also would like to express my sincere gratitude to my best friends, Moniqa
Friesta de Wanna, Seeviana Yenoriani, and Janiati for their help, support and
prayer. I really appreciate the beautiful moment that we have spent together. I also
give my gratitude to all my friends in English Education Study Program, especially to
Melanie, Meiske, Dudy, Fendi, Winny, Timor, for their help and support.
Christine
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………
i
APPROVAL PAGE ……………………………………………………….
ii
BOARD OF EXAMINERS ……………………………………………….
iii
STATEMENT OF WORK’S ORIGINALITY ……………………………
iv
DEDICATION PAGE …………………………………………………….
v
ACKNOWLEDGEMENTS ……………………………………………….
vi
TABLE OF CONTENTS ………………………………………………….
viii
LIST OF TABLES …………………………………………………………
xii
LIST OF FIGURES ……………………………………………………….
xiii
ABSTRACT ……………………………………………………………….
iv
ABSTRAK ………………………………………………………………….
xv
CHAPTER I: INTRODUCTION …………………………………………
1
A. Research Background …………………………………………………
1
B. Problem Formulation …………………………………………………
4
C. Problem Limitation ……………………………………………………
5
D. Research Objectives …………………………………………………..
5
E. Research Benefits …………………………………………………….
6
F. Definition of Terms …………………………………………………..
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Page
CHAPTER II: REVIEW OF RELATED LITERATURE ……………
9
A. Theoretical Description ………………………………………………..
9
1. Speaking ……………………………………………………………
9
a. The Definition of Speaking ……………………………………
9
b. The Nature of Speaking ……………………………………….
10
c. The Theories of Teaching Speaking …………………………..
11
2. Task-Based Approach ……………………………………………..
13
a. The Definition of Task Based on Task-Based Approach ……..
14
b. Types of Task …………………………………………………
15
c. Framework of Task-Based Approach …………………………
18
3. Instructional Design Model ……………………………………….
19
a. Banathy’s Model ……………………………………………..
19
b. Kemp’s Model ……………………………………………….
22
B. Theoretical Framework……………………………………………….
25
CHAPTER III: METHODOLOGY …………………………………..
28
A. Research Method ……………………………………………………
28
B. Research Participants ………………………………………………..
31
C. Research Setting …………………………………………………….
32
D. Research Instrument …………………………………………………
32
E. Data Gathering Techniques …………………………………………
33
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Page
F. Data Analysis Techniques ……………………………………………
34
G. Research Procedure ………………………………………………….
37
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ……..
40
A. The Steps in Designing the Materials ………………………………..
40
1. Considering Learner Characteristics …………………………….
41
2. Formulating Goals, Topics, and General Purposes ……………..
45
3. Specifying Learning Objectives ………………………………...
46
4. Design …………………………………………………………..
49
5. Evaluation ………………………………………………………
50
6. Change to Improve ……………………………………………..
50
B. The Evaluation Results of the Survey Study Administered to Evaluate
the Designed Materials ……………………………………………..
50
1. Data Presentation in the Form of Likert Scale …………………
51
2. The Participants’ Comments and Suggestions Toward the Designed
Materials ………………………………………………………
52
C. The Discussion on the Designed Materials Evaluation …………..
53
D. The Presentation of the Designed Materials ……………………..
54
CHAPTER V: CONCLUSION AND SUGGESSTIONS …………
56
A. Conclusions ……………………………………………………….
56
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. Suggestions ………………………………………………………
58
REFERENCES ……………………………………………………….
59
APPENDICES …………………………………………………………
61
Appendix A …………………………………………………………….
62
Surat Permohonan Ijin Penelitian ………………………………
63
Appendix B …………………………………………………………….
64
The Questionnaire for Needs Survey for the Students …………
65
Permohonan Pengisian Kuisioner ………………………………
68
Gambaran Umum ………………………………………………
69
The Questionnaire for the Designed Materials Evaluation …….
71
Appendix C …………………………………………………………….
74
Syllabus ………………………………………………………..
75
Lesson Plan …………………………………………………….
77
The Designed Materials ………………………………………..
101
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Page
Table 3.1 The Description of Participants ………………………………..
32
Table 3.2 The Questionnaire Answers …………………………………...
35
Table 3.3 The Description of the Participants’ Opinion Using Central
Tendency ………………………………………………………
36
Table 3.4 The Assessment of the Mean ………………………………….
37
Table 4.1 The Result of the Needs Survey ………………………………
41
Table 4.2 Goals ………………………………………………………….
45
Table 4.3 General Purposes ……………………………………………..
45
Table 4.4 Learning Objectives …………………………………………..
47
Table 4.5 The List of Participant’s Evaluation …………………………...
51
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Page
Figure 2.1 Task-Based Framework ………………………………………
18
Figure 2.2 Banathy’s Instructional design Model ………………………
22
Figure 2.3 Kemp’s Instructional Design Model …………………………
23
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This study was conducted to design a set of English speaking materials for
Economic faculty tutorial students Sanata Dharma University. This design was a set
English speaking materials based on task-based approach which had a purpose to help
the students to improve their speaking skill.
There were two problems discussed in this study. First, how a set of English
speaking materials based on task-based approach for English tutorial students is
designed. Second, what the set of English speaking materials based on task-based
approach for English speaking materials looks like.
To answer the first problem, the writer applied an instructional design model
which was a combination of two models from Banathy and Kemp. This ins tructional
design model consisted of six steps. They were considering learners’ characteristics,
formulating goals, topics, and general purposes, specifying learning objectives,
design, evaluation, and changing to improve.
The writer conducted educational research and development in order to
develop a set of English speaking materials. There were two types of research
administered in this study. The first type was research and information collecting in
order to obtain data about students’ needs and interests in learning English language.
In conducting this research, the writer distributed questionnaires to the English
tutorial students. The second type was preliminary field testing which had a purpose
to find out opinions, suggestions, and comments toward the designed materials. In
this research, the writer distributed questionnaires to two English language lecturers
of English Education Study Program Sanata Dharma University Yogyakarta and three
English language instructors of LPK Global Lingua Yogyakarta.
To answer the second problem, the writer presented the final version of the
designed materials in the appendices. There are eight units of materials in this study.
Each unit consisted of four parts. They are Knock-Knock, Talk and Talk, Focus on
Language, and Talk Some More.
Based on the results of the preliminary field testing, the writer made a
conclusion that the designed materials were acceptable. It could be seen from the data
presentation of the descriptive statistics in which the grand mean is 3.4 out of scale of
1 to 4. In the end, the writer hopes that the designed materials will be useful for the
students and teachers who would like to apply these designed materials. The writer
also hopes that the designed materials will inspire other researchers or instructors to
develop the designed materials from another side.
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran
berbicara bahasa inggris berdasarkan task-based approach bagi mahasiswa fakultas
ekonomi khususnya yang mengikuti tutorial bahasa Inggris. Seperangkat materi
pengajaran berbicara bahasa inggris berdasarkan task-based approach ini mempunyai
tujuan untuk membantu siswa mengembangkan kemampuan berbicara dalam bahasa
Inggris.
Ada dua masalah yang dibahas dalam skripsi ini. Pertama, bagaimana
seperangkat materi pengajaran berbicara bahasa Inggris berdasarkan task-based
approach bagi mahasiswa fakultas ekonomi yang mengikuti tutorial bahasa Inggris
didesain. Kedua, bagaimana bentuk seperangkat materi pengajaran berbicara bahasa
Inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi yang
mengikuti tutorial bahasa Inggris itu.
Untuk menjawab permasalahan pertama, penulis menerapkan satu model
desain pembelajaran, yang merupakan penggabungan dua model dari Banathy dan
Kemp. Model pembelajaran itu terdiri dari enam langkah. Langkah-langkah tersebut
adalah mempertimbangkan karakteristik siswa, mengembangkan tujuan, topik dan
tujuan khusus pembelajaran, merincikan tujuan pembelajaran, mendesain, evaluasi,
dan memperbaiki kekurangan dalam materi pembelajaran.
Penulis melakukan penelitian pengembangan yang proses pengembangannya
digunakan untuk mengembangkan materi. Ada dua macam penelitian dalam
pembelajaran ini. Yang pertama adalah penelitian dan pengumpulan informasi yang
bertujuan untuk memperoleh data tentang kebutuhan dan minat siswa terhadap
pembelajaran bahasa Inggris. Dalam melaksanakan penelitian ini, penulis
menyebarkan kuisioner kepada siswa-siswa yang mengikuti tutorial bahasa Inggris.
Yang kedua yaitu penelitian untuk mengevaluasi materi pembelajaran yang telah
disusun. Penelitian ini bertujuan untuk mengumpulkan pendapat-pendapat, saransaran, dan masukan- masukan tentang materi pembelajaran yang telah disusun. Untuk
penelitian ini, penulis membagikan kuisioner kepada dua dosen Pendidikan Bahasa
Inggris Universitas Sanata Dharma dan tiga instruktur bahsa Inggris dari LPK Global
Lingua Yogyakarta.
Untuk menjawab permasalahan kedua, penulis menyajikan versi terakhir dari
seperangkat materi pembelajaran di lampiran. Setiap unit materi terdiri dari empat
bagian yaitu Knock-Knock, Talk and Talk, Focus on Language, dan Talk Some
More.
Berdasarkan hasil penelitian setelah perancangan materi, penulis
menyimpulkan bahwa materi ini dapat diterima dengan baik. Hal ini dapat dilihat dari
sajian data statistik deskriptif di mana total rata-rata adalah 3.4 dari skala 1 sampai 4.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Pada akhirnya, penulis mengharapkan bahwa seperangkat materi pengajaran
ini dapat berguna bagi siswa dan guru yang akan menggunakan materi pengajaran ini.
Penulis juga berharap bahwa seperangkat materi ini dapat memberi inspirasi bagi para
peneliti dan instruktur lainnya untuk mengembangkan materi pengajaran ini dari sisi
yang lain.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study, which is divided, into
seven parts. They are research background, problem formulation, problem limitation,
research objectives, research benefits and the last is definition of terms.
A. Research Background
In this study, the writer is interested in focus ing on speaking skill. The first
reason is that “to most people, mastering the art of speaking is the single most
important aspect of learning a second or foreign language, and success is measured in
terms of the ability to speak and interact orally in a foreign language ” (Nunan, 1991:
39). The second reason is that of all the four skills (listening, speaking, reading, and
writing), speaking or oral communication skill seems to be the most important and
most foreign language learners are primarily interested in learning to speak (Nunan
1999: 8).
Then, many people feel that speaking in a new language is harder than
reading, writing, or listening. It is because speaking takes place in actual situation so
the speaker cannot rearrange and evaluate what he or she wants to say (Nunan, 2003:
48). Besides that, speaking skills must be developed as soon as possible in order to
assist the development of the other English skills. As Widdowson (1979: 60) says that
speaking and listening are basic since the aim of the language course is language for
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
communication. The other reason why the main focus in this study is on speaking
skill is that learning a language is learning how to be able to speak in that language, to
interact with the language and make the language become a unity with the person who
learns it. Thus, the writer decides to choose speaking skill as the main focus in
designing the materials.
Nevertheless, mastering speaking skills is not an easy job. From the writer’s
experiences, la ck of grammar and vocabulary might be the two main problems for the
English learners to master speaking. The other obstacle might be that most of the
English learners in Indonesia rarely practice speaking English in their daily life.
Besides that, a number of learners are sensitive and therefore are easily embarrassed if
found to be in error or not understood (Rivers, 1968: 193). Moreover, most of the
Indonesian learners tend to have a lack of self-confident to say something in English.
Thus, it is necessary for the teacher to choose the most appropriate approach and
material in order to achieve the objectives of teaching and learning process.
One of the approaches, which was introduced in 1980 is called task-based
approach. According to Nunan, (2003: 202) students are just as likely to learn
language if they are thinking about non- linguistic problem as when they are
concentrating on particular language forms. The main concern of task-based approach
is that the students are presented with a task they have to perform or a problem they
have to solve. In a task-based lesson, the lesson is based around the completion of a
central task and the language studied is determined by what happens as the students
complete it (Willis 1996: 52). The task-based lesson is good for the learners because
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
it can provide opportunities for learners to talk about communication and language
practice (Nunan 1999: 199). Besides that, task-based approach can help the teachers
to involve learners actively in all phases of the learning process (Littlewood, 1983:
94). “In task-based lesson, the learners see themselves as being controlled of their
own learning rather than as passive recipients of content provided by the teacher”
(Nunan 2004: 36).
Learning a foreign language requires more than knowing its grammatical and
semantic rules. Nevertheless, “most of English learners tend to learn facts about
language rather than how to use it communicatively to express ideas, to talk and write
to other people, to read and listen to real language, and to learn how to cooperate with
others” (Nunan, 1999: 74). Moreover, based on informal observation, the Indonesian
learners tend to be passive learners in the class. They spend most of their learning
time by listening to the teacher’s explanation and doing written exercises. This kind
of condition concerns the writer greatly. It encourages the writer to offer the English
speaking material design in order to improve the development of the Indonesian
learners’ speaking skill.
The materials are intended particularly for Economics faculty students. The
purpose of the English tutorial program is to help Economics faculty students to be
able to use English for real communication fluently. However, there is a difficulty to
encourage them to speak English. Furthermore, there are not any suitable English
materials to be used in English tutorial for Economics faculty students. That is why
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
there is a need to design the materials for Economics faculty students that can
encourage Economics faculty students to use English actively.
Therefore, the implementation of task-based approach in designing a set of
English speaking materials that can encourage the language learner to speak English
is a suitable choice to solve the problem in English tutorial for Economics faculty
students. The writer hopes that by designing a set of English speaking materials based
on task-based approach, the students will be motivated to speak English. The writer
also hopes that the English speaking materials will be useful for the students to
improve and practice their speaking ability in English. Hopefully, it will give the
advantages both for the teacher and the student. Thus, this study tries to find out how
a set of English speaking materials for Economics faculty tutorial students that can be
used to encourage students to speak English is designed and to present the designed
English speaking materials.
B. Problem Formulation
There are two problems to be answered in this study. They are formulated as
follows:
1. How is a set of English speaking materials based on task-based approach for
English tutorial students designed?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2. What does the set of English speaking materials based on task-based approach for
English tutorial students look like?
C. Problem Limitation
There are four English skills that are significant to be developed by the
English language learners, but in this study, the writer only designs the English
speaking materials. It is because the purpose of the language course is that English for
real communication.
In this study, the material development is based on task-based approach
because the task-based approach provides the opportunities for the learners to achieve
the purpose of the language course which is English for real communication. The
research is limited on the English tutorial for accounting study program students of
Sanata Dharma University Yogyakarta, and hopefully the English speaking materials,
which are based on task-based approach, can help the students to achieve their goal of
learning English.
D. Research Objectives
The objectives of this study are to find out what kind of English speaking
materials based on task-based approach that can be used to encourage students to
speak English, to find out how a set of English speaking materials based on task-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
based approach to teach speaking are designed, and to present the designed English
speaking materials based on task-based approach.
E. Research Benefits
The result s of this study are expected to share valuable contributions to the
people who deal with teaching learning development of English language and the
students’ speaking skill development. Here are those whose might benefit from this
study:
1. For students
For students, the writer expects that this study will give a contribution to the
development of the student’s speaking skill.
2. For lecturers
For others lecturers, the writer hopes that this study will give knowledge in
improving their teaching skills, and encourage them to be more creative in
developing the materials.
3. For the University
For the university, the writer expects that this study will share a contribution
to the development of education, which is related to the material development.
4. For readers
For readers, the writer hopes that this study will contribute a new perception
and knowledge about the English speaking materials based on task-based
approach that can be used to motivate students to speak English.
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F. Definition of Terms
In this part, the writer tries to define the terms that are related to the topic of
this study which are design, speaking, task-based approach, material, and Economics
faculty tutorial students.
1. Design is “the plan to guide educational activity in a situation or the plan, which
can be inferred by an analyst of that activity” (Houle, 1978: 230). According to
Hutchinson and Waters (1994: 106) “designing is creating a new set of materials
that fit the learning objectives and specific subject area of particular learners”. In
this study, design means an activity to make a set of materials that is needed to
support the teaching and learning process in English tutorial for Economics
faculty students.
2. Speaking is “a kind of active and productive interaction that makes use of aural
mediums” (Widdowson, 1979: 58). In this study, speaking means an activity to
deliver a particular message to someone.
3. Task-based approach refers to an approach based on the use of tasks to facilitate
meaningful communication and interaction (Richards and Renandya, 2002: 93).
In this study, task-based approach refers to the approach, which focuses on the
task that the students have to complete. This approach encourages the students to
be active in all phases of learning processes.
4. Material is “a means which is used by teachers and students to facilitate the
learning of a language ” (Tomlinson, 1998: 2). Materials are designed in various
forms to develop students’ language skills, such as reading, writing, speaking, and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
listening skill. In this study, materials are designed to improve speaking skill of
Economics faculty tutorial students.
5. English tutorial students refer to the Economics faculty of Sanata Dharma
University students who follow the English tutorial.
6. English tutorial program is one of the HIMAKS’s programs. HIMAKS is one of
the organizations in Economics faculty Sanata Dharma University. The purpose
of the English tutorial program is to help the English tutorial students to use
English actively for real communication.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses literature review of this study that is divided into two
parts: theoretical description and theoretical framework. Theoretical description
describes some theories that directly relevant to this study, whereas theoretical
framework summarizes and synthesizes all the theories which will help the researcher
solve the problem in this study. Besides that, theoretical framework also relates all
the theories to this study.
A. Theoretical Description
In the theoretical description there are three main parts that will be
discussed. They are speaking, task-based approach, and instructional design models
theories.
1. Speaking
a. The Definition of Speaking
Speaking is “the productive aural or oral skill. It consists of producing
systematic verbal utterances to convey meaning” (Nunan, 2003: 48). Speaking or
commonly known as speech is a means which is used by a human being to
communicate and maintain good relationship with other human being (Rasmussen,
1962: 4). “Speaking skill or oral communication is typ ified as an activity involving
two or more people in which the participants are both hearer and speakers having to
react to what they are and make their contributions at high speed” (Johnson and
9
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10
Morrow, 1983; 70). Meanwhile, Clark and Clark say that speaking is an activity in
which the speaker delivers a particular message to the listener (Clark and Clark,
1977: 223). According to Rivers (1968: 162), “through speech man expresses his
emotions, communicates his intentions, reacts to other persons and situations, and
influences other human being”.
b. The Nature of Speaking
One needs to have a linguistic competence (know how to articulate sounds in
a comprehensible manner, one needs an adequate vocabulary, and one needs to have
mastery of syntax) in order to speak in another language in this case English language
(Nunan, 1999: 226). Nevertheless, Hymes (1974) as stated in Nunan (1999: 226)
proposed the notion of communicative competence as an alternative linguistic
competence. Savigon (1972) as stated in Nunan (1999: 226) defined communicative
competence as “the ability to function in a truly communicative setting—that is, a
dynamic exchange in which linguistic competence must adjust itself to the total
information input, both linguistic and paralinguistic, of one or more interlocutors”.
According to Richards, Platt and Webber (1985: 49), there are four
characteristic s of communicative competence. They are: (a) knowledge of the
grammar and vocabulary of the language; (b) knowledge of rules of speaking (e.g.,
knowing how to begin and end conversations, knowing what topics can be talked
about in different types of speech events, knowing which address forms) should be
used with different persons one speaks to and in different situations; (c) knowing how
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
to use and respond to different types of speech acts such as requests, apologies,
thanks, and invitations; (d) knowing to use language appropriately.
c. The Theories of Teaching Speaking
In this study, there are two theories of teaching speaking. They are the
characteristics of a successful speaking activity and the difficulties in teaching
speaking. It is hoped that these theories can be very useful in the process of making
the appropriate materials that can encourage the students of English tutorial to speak.
1) The Characteristics of a Successful Speaking Activity
There are some characteristics that indicate a speaking activity is successfully
applied in class as stated in Ur (1996: 120). They are as follows:
a) Learners talk a lot
The major focus in the speaking activity is to support the learners to
practice their speaking ability as many as possible. Thus, the speaking activity
should promote the learners to participate actively in the speaking activity.
b) Participation is even
The speaking activity should provide the same amount of time for all
learners to talk. It means that there is no a minority of active learners that does not
monopolize the speaking activity.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
c) Motivation is high
Learners’ motivation is one of the most important factors that can promote
a successful speaking activity. Thus, it is very significant to create an enjoyable
speaking activity that can motivate the learners to speak a lot.
d) Language is of an acceptable level
The background of learners in learning English was not the same.
Therefore, the level of speaking activity should be adjusted with the level of
learners’ speaking ability.
2) The Difficulties in Teaching Speaking
Teaching speaking skill is not an easy job. The teacher often finds some
difficulties when he or she conducts the speaking activities in the class. By knowing
the difficulties in teaching speaking, it is expected that the writer can design the
speaking materials as one of the solution to these problem. According to Ur (1996:
120) those problems are:
a) Inhibition
Since the speaking activity takes place in actual situation, so it is a great
challenge for the learners to participate actively in the speaking activity without
being shy or afraid. It is because most of the learners tend to be inhibited when
they are trying to express something in foreign language or afraid of making
mistakes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
b) Nothing to say
The other problem is that sometimes the learners prefer to say nothing in a
speaking activity. It is not only because they feel afraid or shy, but it is because
they do not have any motivation to express what they think or feel in a speaking
activity.
c) Low or uneven participation
Usually there is only one learner who can express the mselves in a
speaking activity and when the learners have to work in a group, it means that
each learner only have little time to talk. Besides that, there are some learners
who tend to be active learners while others tend to talk very little or not at all.
d) Mother tongue use
In a speaking activity, learners usually tend to use their mother tongue. It
is because all learners tend to have the same mother tongue. Moreover, the
learners speak their mother tongue because they feel more comfortable and
natural.
2. Task-Based Approach
Task-based approach refers to an approach based on the use of tasks as the
core unit of planning and instruction in language teaching (Richards and Rodgers,
2001: 223). As Willis (1996) presents it as a logical development of communicative
language teaching since it draws on several principles that formed part of
communicative language teaching movement from 1980s, for example: activities that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
involve real communication are essential for language learning, activities in which
language is used for carrying out meaningful tasks promote learning, and language
that is meaningful to the learner supports the learning process.
Here are the key assumptions of task-based approach which are summarized
by Feez as stated in Richards and Rodgers (2001: 223):
1) The focus is on the process rather than product.
2) Basic elements are purposeful activities and tasks that emphasize
communication and meaning.
3) Learners learn language by interacting communicatively and purposefully
while engaged in the activities and tasks.
4) Activities and tasks can be either those that learners might need to achieve in
real life or those that have a pedagogical purpose specific to the classroom.
5) Activities and tasks of task-based syllabus are sequenced according to
difficulty.
6) The difficulty of a task depends on a range of factors including the previous
experience of the learner, the complexity of the task, the language required to
undertake the task, and the degree of support available.
There are three parts that are discussed in the task-based approach. They are:
definition of tasks based on task-based approach, types of tasks, and framework of
task-based approach. The writer hopes that all of those things can help the readers to
know and understand the task-based approach better.
a. The Definition of Tasks Based on Task-Based Approach
“Tasks are activities where the target language is used by the learner for a
communicative purpose (goal) in order to achieve an outcome ” (Willis, 1996: 23).
According to Richards and Rodgers (2001: 224), a task is an activity which is done in
a particular language classroom for instance asking and giving information, playing a
communicative game, and practicing a dialogue in front of the class. Meanwhile,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Nunan (1999: 10) states that a communicative task is a piece of classroom activity
which provides learners the opportunities to produce, comprehend, and interact in the
target language. For Prabhu as quoted by Richards and Rodgers (2001: 233) a task is
“an activity which requires learners to arrive at an outcome for given information
through some process of thought, and which allows teachers to control and regulate
that process”. The last definition in this study is defined by Crookes. Crookes defines
a task as “a piece of work or an activity, usually with a specified objective,
undertaken as part of educational course” (Richards and Rodgers, 2001: 233).
b. Types of Task
In the literature of task-based approach, several attempts have been made to
classify tasks into categories, as a basis for task design and description (Richards and
Rodgers, 2001: 234). Willis (1996: 26) proposes six types of task. They are:
1) Listing
a)
b)
2)
a)
b)
c)
d)
3)
Listing tasks tend to generate a lot of talk as learners explain their
ideas. The processes involved are:
Brainstorming, in which learners draw on their knowledge and experience
either as a class or in pairs or groups.
Fact-finding, in which learners find things out by asking each other or other
people and referring to books, etc. The outcome would be the completed list,
or possibly a draft mind map.
Ordering and Sorting
Ordering and Sorting involves four main processes:
Sequencing items, actions or events in a logical or chronological order.
Ranking items according to personal values or specified criteria.
Categorizing items in groups or grouping them under given headings.
Classifying items in different ways, where the categories themselves are not
given.
Comparing
These tasks involve comparing information of a similar nature but
from different sources or versions in order to identify common points and or
differences. The processes involved are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
a)
b)
c)
4)
Matching to identify specific points and relate them to each other.
Finding similarities and things in common.
Finding differences.
Problem solving
Problem solving tasks make demands upon people’s intellectual and
reasoning powers, and, though challenging, they are engaging and often
satisfying to solve. The processes and time scale will vary enormously
depending on the type and complexity of the problem.
5) Sharing personal experience
These tasks encourage learners to talk more freely about themselves
and share their experiences with others. The resulting interaction is closer to
casual social conversation in that it is not so directly goal-oriented as in other
tasks. For that ve ry reason, however, these open tasks ma y be more difficult to
get going in the classroom.
6) Creative tasks
These are often called projects and involve pairs or groups of learners
in some kind of freer creative work. They also tend to have more stages than
other tasks, and can involve combinations of tasks types: listing, ordering and
sorting, comparing and problem solving. Out of class research is sometimes
needed. Organizational skills and team-work are important in getting the task
done. The outcome can often be appreciated by a wider audience than the
students who produced it.
Meanwhile Pica, Kanagy, and Falodun as quoted by Richards and Rodgers
(2001: 234) classify tasks according to the type of interaction that occurs in task
accomplishment and give the following classification:
1) Jigsaw tasks
These tasks tend to involve learners to unite different pieces of
information to construct a whole, for example learners work in pairs then they are
given different parts of story and have to combine the story together.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
2) Information- gap tasks
Some students are given a set of information and other students are given
a complementary set of information. These tasks involve learners to negotiate and
find out what the other party’s information in order to finish an activity.
3) Problem-solving tasks
Students are given a problem and a set of information. They must arrive at
a solution to the problem. There is generally a single resolution of the outcome.
4) Decision- making tasks
Students are given a problem for which there are a number of possible
outcomes and they must choose one through negotiation and discussion.
5) Opinion exchange tasks
Learners engage in discussion and exchange of ideas. They do not need to
reach agreement.
In addition to selecting tasks as the basis for a task-based approach syllabus,
the ordering tasks also has to be determined. The intrinsic difficulty of tasks has been
proposed as a basis for the sequencing of tasks, but tasks difficulty itself is a concept
that is not easy to determine (Richards and Rodgers, 2001: 232). Honeyfield as stated
in Richards and Rodgers (2001: 129) offers the following considerations:
1) Procedures or what the learners have to do to derive output from input.
2) Input text
3) Output required
a) Language items: vocabulary, structure, discourse structure, processability, and
so on.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
4)
5)
6)
7)
8)
9)
b) Skills, both macro-skills and sub skills.
c) World knowledge or “topic content”
d) Text handling or conversation strategies.
Amount and type of help given
Role of teachers and learners
Time allowed
Motivation
Confidence
Learning style
c. Framewo rk of Task-Based Approach
Willis (1996: 38) offers the components of the task-based approach
framework. The framework can be seen in Figure 2.1.
Pre -task
Introduction to topic and task
Teacher explores the topic with the class, highlights useful words and phrases, helps students
understand task instructions and prepare, students may hear a recording of others doing
similar task.
Task cycle
Task
Students do the task, in pairs or small groups. Teacher monitors from a distance.
Planning
Students prepare to report to the whole class (orally or in writing) how they did the task what
they decided or discovered
Report
Some groups present their reports to the class, or exchange written reports, and compare
result.
Language focus
Analysis
Students examine and discuss
ABSTRACT
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This study was conducted to design a set of English speaking materials for
Economic faculty tutorial students Sanata Dharma University. This design was a set
English speaking materials based on task-based approach which had a purpose to help
the students to improve their speaking skill.
There were two problems discussed in this study. First, how a set of English
speaking materials based on task-based approach for English tutorial students is
designed. Second, what the set of English speaking materials based on task-based
approach for English speaking materials looks like.
To answer the first problem, the writer applied an instructional design model
which was a combination of two models from Banathy and Kemp. This ins tructional
design model consisted of six steps. They were considering learners’ characteristics,
formulating goals, topics, and general purposes, specifying learning objectives,
design, evaluation, and changing to improve.
The writer conducted educational research and development in order to
develop a set of English speaking materials. There were two types of research
administered in this study. The first type was research and information collecting in
order to obtain data about students’ needs and interests in learning English language.
In conducting this research, the writer distributed questionnaires to the English
tutorial students. The second type was preliminary field testing which had a purpose
to find out opinions, suggestions, and comments toward the designed materials. In
this research, the writer distributed questionnaires to two English language lecturers
of English Education Study Program Sanata Dharma University Yogyakarta and three
English language instructors of LPK Global Lingua Yogyakarta.
To answer the second problem, the writer presented the final version of the
designed materials in the appendices. There are eight units of materials in this study.
Each unit consisted of four parts. They are Knock-Knock, Talk and Talk, Focus on
Language, and Talk Some More.
Based on the results of the preliminary field testing, the writer made a
conclusion that the designed materials were acceptable. It could be seen from the data
presentation of the descriptive statistics in which the grand mean is 3.4 out of scale of
1 to 4. In the end, the writer hopes that the designed materials will be useful for the
students and teachers who would like to apply these designed materials. The writer
also hopes that the designed materials will inspire other researchers or instructors to
develop the designed materials from another side.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran
berbicara bahasa inggris berdasarkan task-based approach bagi mahasiswa fakultas
ekonomi khususnya yang mengikuti tutorial bahasa Inggris. Seperangkat materi
pengajaran berbicara bahasa inggris berdasarkan task-based approach ini mempunyai
tujuan untuk membantu siswa mengembangkan kemampuan berbicara dalam bahasa
Inggris.
Ada dua masalah yang dibahas dalam skripsi ini. Pertama, bagaimana
seperangkat materi pengajaran berbicara bahasa Inggris berdasarkan task-based
approach bagi mahasiswa fakultas ekonomi yang mengikuti tutorial bahasa Inggris
didesain. Kedua, bagaimana bentuk seperangkat materi pengajaran berbicara bahasa
Inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi yang
mengikuti tutorial bahasa Inggris itu.
Untuk menjawab permasalahan pertama, penulis menerapkan satu model
desain pembelajaran, yang merupakan penggabungan dua model dari Banathy dan
Kemp. Model pembelajaran itu terdiri dari enam langkah. Langkah-langkah tersebut
adalah mempertimbangkan karakteristik siswa, mengembangkan tujuan, topik dan
tujuan khusus pembelajaran, merincikan tujuan pembelajaran, mendesain, evaluasi,
dan memperbaiki kekurangan dalam materi pembelajaran.
Penulis melakukan penelitian pengembangan yang proses pengembangannya
digunakan untuk mengembangkan materi. Ada dua macam penelitian dalam
pembelajaran ini. Yang pertama adalah penelitian dan pengumpulan informasi yang
bertujuan untuk memperoleh data tentang kebutuhan dan minat siswa terhadap
pembelajaran bahasa Inggris. Dalam melaksanakan penelitian ini, penulis
menyebarkan kuisioner kepada siswa-siswa yang mengikuti tutorial bahasa Inggris.
Yang kedua yaitu penelitian untuk mengevaluasi materi pembelajaran yang telah
disusun. Penelitian ini bertujuan untuk mengumpulkan pendapat-pendapat, saransaran, dan masukan- masukan tentang materi pembelajaran yang telah disusun. Untuk
penelitian ini, penulis membagikan kuisioner kepada dua dosen Pendidikan Bahasa
Inggris Universitas Sanata Dharma dan tiga instruktur bahsa Inggris dari LPK Global
Lingua Yogyakarta.
Untuk menjawab permasalahan kedua, penulis menyajikan versi terakhir dari
seperangkat materi pembelajaran di lampiran. Setiap unit materi terdiri dari empat
bagian yaitu Knock-Knock, Talk and Talk, Focus on Language, dan Talk Some
More.
Berdasarkan hasil penelitian setelah perancangan materi, penulis
menyimpulkan bahwa materi ini dapat diterima dengan baik. Hal ini dapat dilihat dari
sajian data statistik deskriptif di mana total rata-rata adalah 3.4 dari skala 1 sampai 4.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Pada akhirnya, penulis mengharapkan bahwa seperangkat materi pengajaran
ini dapat berguna bagi siswa dan guru yang akan menggunakan materi pengajaran ini.
Penulis juga berharap bahwa seperangkat materi ini dapat memberi inspirasi bagi para
peneliti dan instruktur lainnya untuk mengembangkan materi pengajaran ini dari sisi
yang lain.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH SPEAKING MATERIALS BASED ON
TASK-BASED APPROACH
FOR ENGLISH TUTORIAL STUDENTS
A Thesis
Presented as Partial Fulfillment of the Requirements
to obtain the Sarjana Pendidikan Degree
in the English Language Education
By
Christine
Student Number: 031214068
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUGE AND ARTS EDUCATION
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama
Nomor Mahasiswa
: Christine
: 031214068
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED
APPROACH FOR ENGLISH TUTORIAL STUDENTS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun
memberikan roya lty kepada saya selamA tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyatan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 27 Maret 2008
Yang menyatakan
(Christine )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declared that the thesis which I wrote does not contain the works or part of
the works of other people, except those cited in the quotations and references, as a
scientific paper should.
Yogyakarta, March 4, 2008
The writer,
Christine
03 1214 068
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
WE CANNOT DO GREAT THINGS
ONLY A SMALL THING
WITH THE GREATEST LOVE
(Mother Theresa)
This thesis is dedicat ed t o:
M y L ord, Jesus Christ
M y lovely family: M ama, the late Papa, and Cie Ay
M y sweetheart: Ali Candra Hanjaya
M y beloved best friends
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to my Lord, my
Father in Heaven, and my Savior, Jesus Christ for the greatest and endless love and
blessings during the completion of this thesis. My special gratitude goes to my major
sponsor Caecillia Tutyandari, S.Pd., M.Pd., and my co-sponsor Christina
Kristiyani, S.Pd., M.Pd., for their patience, help, guidance, suggestions and support
in helping and guiding me to complete this thesis. I really appreciate their willingness
and compassion to help me to solve my problems.
I would like to give my sincere and deepest gratitude to all the lecturers of
English Language Education Study Program for the support and guidance during my
study here. I would also like to thank to my academic advisor Yohana Veniranda,
S.Pd., M.Hum., for her support and kindness during my study here. I also express my
gratitude to Drs. Y.B. Gunawan, M.A., and Drs. Concilianus Laos Mbato, M.A.,
for helping me to finish this thesis.
I address my sincere gratitude to Ir. Drs. Hansiadi Yuli Hartanto, M. Si,
Akt., the head of Accounting Study Program Sanata Dharma University Yogyakarta.
I thank him for allowing me to do this study in Accounting Study Program of Sanata
Dharma University Yogyakarta. I would also like to thank all English tutorial
students. I really spent beautiful moments with them.
My sincere and deepest gratitude are addressed to my lovely mother, Yeyet
who always gives me all the best things in this world. I really thank her for every
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
single prayer, endless love, patience, trust, sacrifice and financial support she has
given to me. I also address my deepest gratitude to my father, the late Kampeng who
taught me the meaning of life. I thank him for his love, support, and concern. My
gratitude also goes to Arnih Kampeng and Andrial Kusuma, my lovely sister and
brother who always give me their wise advice. I thank them for giving me love,
guidance and financial support.
My very special gratitude goes to my soul mate, Ali Candra Hanjaya, S.E.,
who always guides me to be a better person. I thank him for his love, sacrifice,
support, prayer, and very wonderful moment that we have spent together. He always
gives me spirit to finish this thesis.
I also would like to express my sincere gratitude to my best friends, Moniqa
Friesta de Wanna, Seeviana Yenoriani, and Janiati for their help, support and
prayer. I really appreciate the beautiful moment that we have spent together. I also
give my gratitude to all my friends in English Education Study Program, especially to
Melanie, Meiske, Dudy, Fendi, Winny, Timor, for their help and support.
Christine
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TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………
i
APPROVAL PAGE ……………………………………………………….
ii
BOARD OF EXAMINERS ……………………………………………….
iii
STATEMENT OF WORK’S ORIGINALITY ……………………………
iv
DEDICATION PAGE …………………………………………………….
v
ACKNOWLEDGEMENTS ……………………………………………….
vi
TABLE OF CONTENTS ………………………………………………….
viii
LIST OF TABLES …………………………………………………………
xii
LIST OF FIGURES ……………………………………………………….
xiii
ABSTRACT ……………………………………………………………….
iv
ABSTRAK ………………………………………………………………….
xv
CHAPTER I: INTRODUCTION …………………………………………
1
A. Research Background …………………………………………………
1
B. Problem Formulation …………………………………………………
4
C. Problem Limitation ……………………………………………………
5
D. Research Objectives …………………………………………………..
5
E. Research Benefits …………………………………………………….
6
F. Definition of Terms …………………………………………………..
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Page
CHAPTER II: REVIEW OF RELATED LITERATURE ……………
9
A. Theoretical Description ………………………………………………..
9
1. Speaking ……………………………………………………………
9
a. The Definition of Speaking ……………………………………
9
b. The Nature of Speaking ……………………………………….
10
c. The Theories of Teaching Speaking …………………………..
11
2. Task-Based Approach ……………………………………………..
13
a. The Definition of Task Based on Task-Based Approach ……..
14
b. Types of Task …………………………………………………
15
c. Framework of Task-Based Approach …………………………
18
3. Instructional Design Model ……………………………………….
19
a. Banathy’s Model ……………………………………………..
19
b. Kemp’s Model ……………………………………………….
22
B. Theoretical Framework……………………………………………….
25
CHAPTER III: METHODOLOGY …………………………………..
28
A. Research Method ……………………………………………………
28
B. Research Participants ………………………………………………..
31
C. Research Setting …………………………………………………….
32
D. Research Instrument …………………………………………………
32
E. Data Gathering Techniques …………………………………………
33
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Page
F. Data Analysis Techniques ……………………………………………
34
G. Research Procedure ………………………………………………….
37
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ……..
40
A. The Steps in Designing the Materials ………………………………..
40
1. Considering Learner Characteristics …………………………….
41
2. Formulating Goals, Topics, and General Purposes ……………..
45
3. Specifying Learning Objectives ………………………………...
46
4. Design …………………………………………………………..
49
5. Evaluation ………………………………………………………
50
6. Change to Improve ……………………………………………..
50
B. The Evaluation Results of the Survey Study Administered to Evaluate
the Designed Materials ……………………………………………..
50
1. Data Presentation in the Form of Likert Scale …………………
51
2. The Participants’ Comments and Suggestions Toward the Designed
Materials ………………………………………………………
52
C. The Discussion on the Designed Materials Evaluation …………..
53
D. The Presentation of the Designed Materials ……………………..
54
CHAPTER V: CONCLUSION AND SUGGESSTIONS …………
56
A. Conclusions ……………………………………………………….
56
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. Suggestions ………………………………………………………
58
REFERENCES ……………………………………………………….
59
APPENDICES …………………………………………………………
61
Appendix A …………………………………………………………….
62
Surat Permohonan Ijin Penelitian ………………………………
63
Appendix B …………………………………………………………….
64
The Questionnaire for Needs Survey for the Students …………
65
Permohonan Pengisian Kuisioner ………………………………
68
Gambaran Umum ………………………………………………
69
The Questionnaire for the Designed Materials Evaluation …….
71
Appendix C …………………………………………………………….
74
Syllabus ………………………………………………………..
75
Lesson Plan …………………………………………………….
77
The Designed Materials ………………………………………..
101
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LIST OF TABLES
Page
Table 3.1 The Description of Participants ………………………………..
32
Table 3.2 The Questionnaire Answers …………………………………...
35
Table 3.3 The Description of the Participants’ Opinion Using Central
Tendency ………………………………………………………
36
Table 3.4 The Assessment of the Mean ………………………………….
37
Table 4.1 The Result of the Needs Survey ………………………………
41
Table 4.2 Goals ………………………………………………………….
45
Table 4.3 General Purposes ……………………………………………..
45
Table 4.4 Learning Objectives …………………………………………..
47
Table 4.5 The List of Participant’s Evaluation …………………………...
51
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LIST OF FIGURES
Page
Figure 2.1 Task-Based Framework ………………………………………
18
Figure 2.2 Banathy’s Instructional design Model ………………………
22
Figure 2.3 Kemp’s Instructional Design Model …………………………
23
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ABSTRACT
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This study was conducted to design a set of English speaking materials for
Economic faculty tutorial students Sanata Dharma University. This design was a set
English speaking materials based on task-based approach which had a purpose to help
the students to improve their speaking skill.
There were two problems discussed in this study. First, how a set of English
speaking materials based on task-based approach for English tutorial students is
designed. Second, what the set of English speaking materials based on task-based
approach for English speaking materials looks like.
To answer the first problem, the writer applied an instructional design model
which was a combination of two models from Banathy and Kemp. This ins tructional
design model consisted of six steps. They were considering learners’ characteristics,
formulating goals, topics, and general purposes, specifying learning objectives,
design, evaluation, and changing to improve.
The writer conducted educational research and development in order to
develop a set of English speaking materials. There were two types of research
administered in this study. The first type was research and information collecting in
order to obtain data about students’ needs and interests in learning English language.
In conducting this research, the writer distributed questionnaires to the English
tutorial students. The second type was preliminary field testing which had a purpose
to find out opinions, suggestions, and comments toward the designed materials. In
this research, the writer distributed questionnaires to two English language lecturers
of English Education Study Program Sanata Dharma University Yogyakarta and three
English language instructors of LPK Global Lingua Yogyakarta.
To answer the second problem, the writer presented the final version of the
designed materials in the appendices. There are eight units of materials in this study.
Each unit consisted of four parts. They are Knock-Knock, Talk and Talk, Focus on
Language, and Talk Some More.
Based on the results of the preliminary field testing, the writer made a
conclusion that the designed materials were acceptable. It could be seen from the data
presentation of the descriptive statistics in which the grand mean is 3.4 out of scale of
1 to 4. In the end, the writer hopes that the designed materials will be useful for the
students and teachers who would like to apply these designed materials. The writer
also hopes that the designed materials will inspire other researchers or instructors to
develop the designed materials from another side.
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ABSTRAK
Christine. 2008. A Set of English Speaking Materials Based on Task-Based
Approach for English Tutorial Students. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran
berbicara bahasa inggris berdasarkan task-based approach bagi mahasiswa fakultas
ekonomi khususnya yang mengikuti tutorial bahasa Inggris. Seperangkat materi
pengajaran berbicara bahasa inggris berdasarkan task-based approach ini mempunyai
tujuan untuk membantu siswa mengembangkan kemampuan berbicara dalam bahasa
Inggris.
Ada dua masalah yang dibahas dalam skripsi ini. Pertama, bagaimana
seperangkat materi pengajaran berbicara bahasa Inggris berdasarkan task-based
approach bagi mahasiswa fakultas ekonomi yang mengikuti tutorial bahasa Inggris
didesain. Kedua, bagaimana bentuk seperangkat materi pengajaran berbicara bahasa
Inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi yang
mengikuti tutorial bahasa Inggris itu.
Untuk menjawab permasalahan pertama, penulis menerapkan satu model
desain pembelajaran, yang merupakan penggabungan dua model dari Banathy dan
Kemp. Model pembelajaran itu terdiri dari enam langkah. Langkah-langkah tersebut
adalah mempertimbangkan karakteristik siswa, mengembangkan tujuan, topik dan
tujuan khusus pembelajaran, merincikan tujuan pembelajaran, mendesain, evaluasi,
dan memperbaiki kekurangan dalam materi pembelajaran.
Penulis melakukan penelitian pengembangan yang proses pengembangannya
digunakan untuk mengembangkan materi. Ada dua macam penelitian dalam
pembelajaran ini. Yang pertama adalah penelitian dan pengumpulan informasi yang
bertujuan untuk memperoleh data tentang kebutuhan dan minat siswa terhadap
pembelajaran bahasa Inggris. Dalam melaksanakan penelitian ini, penulis
menyebarkan kuisioner kepada siswa-siswa yang mengikuti tutorial bahasa Inggris.
Yang kedua yaitu penelitian untuk mengevaluasi materi pembelajaran yang telah
disusun. Penelitian ini bertujuan untuk mengumpulkan pendapat-pendapat, saransaran, dan masukan- masukan tentang materi pembelajaran yang telah disusun. Untuk
penelitian ini, penulis membagikan kuisioner kepada dua dosen Pendidikan Bahasa
Inggris Universitas Sanata Dharma dan tiga instruktur bahsa Inggris dari LPK Global
Lingua Yogyakarta.
Untuk menjawab permasalahan kedua, penulis menyajikan versi terakhir dari
seperangkat materi pembelajaran di lampiran. Setiap unit materi terdiri dari empat
bagian yaitu Knock-Knock, Talk and Talk, Focus on Language, dan Talk Some
More.
Berdasarkan hasil penelitian setelah perancangan materi, penulis
menyimpulkan bahwa materi ini dapat diterima dengan baik. Hal ini dapat dilihat dari
sajian data statistik deskriptif di mana total rata-rata adalah 3.4 dari skala 1 sampai 4.
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Pada akhirnya, penulis mengharapkan bahwa seperangkat materi pengajaran
ini dapat berguna bagi siswa dan guru yang akan menggunakan materi pengajaran ini.
Penulis juga berharap bahwa seperangkat materi ini dapat memberi inspirasi bagi para
peneliti dan instruktur lainnya untuk mengembangkan materi pengajaran ini dari sisi
yang lain.
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study, which is divided, into
seven parts. They are research background, problem formulation, problem limitation,
research objectives, research benefits and the last is definition of terms.
A. Research Background
In this study, the writer is interested in focus ing on speaking skill. The first
reason is that “to most people, mastering the art of speaking is the single most
important aspect of learning a second or foreign language, and success is measured in
terms of the ability to speak and interact orally in a foreign language ” (Nunan, 1991:
39). The second reason is that of all the four skills (listening, speaking, reading, and
writing), speaking or oral communication skill seems to be the most important and
most foreign language learners are primarily interested in learning to speak (Nunan
1999: 8).
Then, many people feel that speaking in a new language is harder than
reading, writing, or listening. It is because speaking takes place in actual situation so
the speaker cannot rearrange and evaluate what he or she wants to say (Nunan, 2003:
48). Besides that, speaking skills must be developed as soon as possible in order to
assist the development of the other English skills. As Widdowson (1979: 60) says that
speaking and listening are basic since the aim of the language course is language for
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
communication. The other reason why the main focus in this study is on speaking
skill is that learning a language is learning how to be able to speak in that language, to
interact with the language and make the language become a unity with the person who
learns it. Thus, the writer decides to choose speaking skill as the main focus in
designing the materials.
Nevertheless, mastering speaking skills is not an easy job. From the writer’s
experiences, la ck of grammar and vocabulary might be the two main problems for the
English learners to master speaking. The other obstacle might be that most of the
English learners in Indonesia rarely practice speaking English in their daily life.
Besides that, a number of learners are sensitive and therefore are easily embarrassed if
found to be in error or not understood (Rivers, 1968: 193). Moreover, most of the
Indonesian learners tend to have a lack of self-confident to say something in English.
Thus, it is necessary for the teacher to choose the most appropriate approach and
material in order to achieve the objectives of teaching and learning process.
One of the approaches, which was introduced in 1980 is called task-based
approach. According to Nunan, (2003: 202) students are just as likely to learn
language if they are thinking about non- linguistic problem as when they are
concentrating on particular language forms. The main concern of task-based approach
is that the students are presented with a task they have to perform or a problem they
have to solve. In a task-based lesson, the lesson is based around the completion of a
central task and the language studied is determined by what happens as the students
complete it (Willis 1996: 52). The task-based lesson is good for the learners because
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
it can provide opportunities for learners to talk about communication and language
practice (Nunan 1999: 199). Besides that, task-based approach can help the teachers
to involve learners actively in all phases of the learning process (Littlewood, 1983:
94). “In task-based lesson, the learners see themselves as being controlled of their
own learning rather than as passive recipients of content provided by the teacher”
(Nunan 2004: 36).
Learning a foreign language requires more than knowing its grammatical and
semantic rules. Nevertheless, “most of English learners tend to learn facts about
language rather than how to use it communicatively to express ideas, to talk and write
to other people, to read and listen to real language, and to learn how to cooperate with
others” (Nunan, 1999: 74). Moreover, based on informal observation, the Indonesian
learners tend to be passive learners in the class. They spend most of their learning
time by listening to the teacher’s explanation and doing written exercises. This kind
of condition concerns the writer greatly. It encourages the writer to offer the English
speaking material design in order to improve the development of the Indonesian
learners’ speaking skill.
The materials are intended particularly for Economics faculty students. The
purpose of the English tutorial program is to help Economics faculty students to be
able to use English for real communication fluently. However, there is a difficulty to
encourage them to speak English. Furthermore, there are not any suitable English
materials to be used in English tutorial for Economics faculty students. That is why
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
there is a need to design the materials for Economics faculty students that can
encourage Economics faculty students to use English actively.
Therefore, the implementation of task-based approach in designing a set of
English speaking materials that can encourage the language learner to speak English
is a suitable choice to solve the problem in English tutorial for Economics faculty
students. The writer hopes that by designing a set of English speaking materials based
on task-based approach, the students will be motivated to speak English. The writer
also hopes that the English speaking materials will be useful for the students to
improve and practice their speaking ability in English. Hopefully, it will give the
advantages both for the teacher and the student. Thus, this study tries to find out how
a set of English speaking materials for Economics faculty tutorial students that can be
used to encourage students to speak English is designed and to present the designed
English speaking materials.
B. Problem Formulation
There are two problems to be answered in this study. They are formulated as
follows:
1. How is a set of English speaking materials based on task-based approach for
English tutorial students designed?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2. What does the set of English speaking materials based on task-based approach for
English tutorial students look like?
C. Problem Limitation
There are four English skills that are significant to be developed by the
English language learners, but in this study, the writer only designs the English
speaking materials. It is because the purpose of the language course is that English for
real communication.
In this study, the material development is based on task-based approach
because the task-based approach provides the opportunities for the learners to achieve
the purpose of the language course which is English for real communication. The
research is limited on the English tutorial for accounting study program students of
Sanata Dharma University Yogyakarta, and hopefully the English speaking materials,
which are based on task-based approach, can help the students to achieve their goal of
learning English.
D. Research Objectives
The objectives of this study are to find out what kind of English speaking
materials based on task-based approach that can be used to encourage students to
speak English, to find out how a set of English speaking materials based on task-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
based approach to teach speaking are designed, and to present the designed English
speaking materials based on task-based approach.
E. Research Benefits
The result s of this study are expected to share valuable contributions to the
people who deal with teaching learning development of English language and the
students’ speaking skill development. Here are those whose might benefit from this
study:
1. For students
For students, the writer expects that this study will give a contribution to the
development of the student’s speaking skill.
2. For lecturers
For others lecturers, the writer hopes that this study will give knowledge in
improving their teaching skills, and encourage them to be more creative in
developing the materials.
3. For the University
For the university, the writer expects that this study will share a contribution
to the development of education, which is related to the material development.
4. For readers
For readers, the writer hopes that this study will contribute a new perception
and knowledge about the English speaking materials based on task-based
approach that can be used to motivate students to speak English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
F. Definition of Terms
In this part, the writer tries to define the terms that are related to the topic of
this study which are design, speaking, task-based approach, material, and Economics
faculty tutorial students.
1. Design is “the plan to guide educational activity in a situation or the plan, which
can be inferred by an analyst of that activity” (Houle, 1978: 230). According to
Hutchinson and Waters (1994: 106) “designing is creating a new set of materials
that fit the learning objectives and specific subject area of particular learners”. In
this study, design means an activity to make a set of materials that is needed to
support the teaching and learning process in English tutorial for Economics
faculty students.
2. Speaking is “a kind of active and productive interaction that makes use of aural
mediums” (Widdowson, 1979: 58). In this study, speaking means an activity to
deliver a particular message to someone.
3. Task-based approach refers to an approach based on the use of tasks to facilitate
meaningful communication and interaction (Richards and Renandya, 2002: 93).
In this study, task-based approach refers to the approach, which focuses on the
task that the students have to complete. This approach encourages the students to
be active in all phases of learning processes.
4. Material is “a means which is used by teachers and students to facilitate the
learning of a language ” (Tomlinson, 1998: 2). Materials are designed in various
forms to develop students’ language skills, such as reading, writing, speaking, and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
listening skill. In this study, materials are designed to improve speaking skill of
Economics faculty tutorial students.
5. English tutorial students refer to the Economics faculty of Sanata Dharma
University students who follow the English tutorial.
6. English tutorial program is one of the HIMAKS’s programs. HIMAKS is one of
the organizations in Economics faculty Sanata Dharma University. The purpose
of the English tutorial program is to help the English tutorial students to use
English actively for real communication.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses literature review of this study that is divided into two
parts: theoretical description and theoretical framework. Theoretical description
describes some theories that directly relevant to this study, whereas theoretical
framework summarizes and synthesizes all the theories which will help the researcher
solve the problem in this study. Besides that, theoretical framework also relates all
the theories to this study.
A. Theoretical Description
In the theoretical description there are three main parts that will be
discussed. They are speaking, task-based approach, and instructional design models
theories.
1. Speaking
a. The Definition of Speaking
Speaking is “the productive aural or oral skill. It consists of producing
systematic verbal utterances to convey meaning” (Nunan, 2003: 48). Speaking or
commonly known as speech is a means which is used by a human being to
communicate and maintain good relationship with other human being (Rasmussen,
1962: 4). “Speaking skill or oral communication is typ ified as an activity involving
two or more people in which the participants are both hearer and speakers having to
react to what they are and make their contributions at high speed” (Johnson and
9
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
Morrow, 1983; 70). Meanwhile, Clark and Clark say that speaking is an activity in
which the speaker delivers a particular message to the listener (Clark and Clark,
1977: 223). According to Rivers (1968: 162), “through speech man expresses his
emotions, communicates his intentions, reacts to other persons and situations, and
influences other human being”.
b. The Nature of Speaking
One needs to have a linguistic competence (know how to articulate sounds in
a comprehensible manner, one needs an adequate vocabulary, and one needs to have
mastery of syntax) in order to speak in another language in this case English language
(Nunan, 1999: 226). Nevertheless, Hymes (1974) as stated in Nunan (1999: 226)
proposed the notion of communicative competence as an alternative linguistic
competence. Savigon (1972) as stated in Nunan (1999: 226) defined communicative
competence as “the ability to function in a truly communicative setting—that is, a
dynamic exchange in which linguistic competence must adjust itself to the total
information input, both linguistic and paralinguistic, of one or more interlocutors”.
According to Richards, Platt and Webber (1985: 49), there are four
characteristic s of communicative competence. They are: (a) knowledge of the
grammar and vocabulary of the language; (b) knowledge of rules of speaking (e.g.,
knowing how to begin and end conversations, knowing what topics can be talked
about in different types of speech events, knowing which address forms) should be
used with different persons one speaks to and in different situations; (c) knowing how
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
to use and respond to different types of speech acts such as requests, apologies,
thanks, and invitations; (d) knowing to use language appropriately.
c. The Theories of Teaching Speaking
In this study, there are two theories of teaching speaking. They are the
characteristics of a successful speaking activity and the difficulties in teaching
speaking. It is hoped that these theories can be very useful in the process of making
the appropriate materials that can encourage the students of English tutorial to speak.
1) The Characteristics of a Successful Speaking Activity
There are some characteristics that indicate a speaking activity is successfully
applied in class as stated in Ur (1996: 120). They are as follows:
a) Learners talk a lot
The major focus in the speaking activity is to support the learners to
practice their speaking ability as many as possible. Thus, the speaking activity
should promote the learners to participate actively in the speaking activity.
b) Participation is even
The speaking activity should provide the same amount of time for all
learners to talk. It means that there is no a minority of active learners that does not
monopolize the speaking activity.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
c) Motivation is high
Learners’ motivation is one of the most important factors that can promote
a successful speaking activity. Thus, it is very significant to create an enjoyable
speaking activity that can motivate the learners to speak a lot.
d) Language is of an acceptable level
The background of learners in learning English was not the same.
Therefore, the level of speaking activity should be adjusted with the level of
learners’ speaking ability.
2) The Difficulties in Teaching Speaking
Teaching speaking skill is not an easy job. The teacher often finds some
difficulties when he or she conducts the speaking activities in the class. By knowing
the difficulties in teaching speaking, it is expected that the writer can design the
speaking materials as one of the solution to these problem. According to Ur (1996:
120) those problems are:
a) Inhibition
Since the speaking activity takes place in actual situation, so it is a great
challenge for the learners to participate actively in the speaking activity without
being shy or afraid. It is because most of the learners tend to be inhibited when
they are trying to express something in foreign language or afraid of making
mistakes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
b) Nothing to say
The other problem is that sometimes the learners prefer to say nothing in a
speaking activity. It is not only because they feel afraid or shy, but it is because
they do not have any motivation to express what they think or feel in a speaking
activity.
c) Low or uneven participation
Usually there is only one learner who can express the mselves in a
speaking activity and when the learners have to work in a group, it means that
each learner only have little time to talk. Besides that, there are some learners
who tend to be active learners while others tend to talk very little or not at all.
d) Mother tongue use
In a speaking activity, learners usually tend to use their mother tongue. It
is because all learners tend to have the same mother tongue. Moreover, the
learners speak their mother tongue because they feel more comfortable and
natural.
2. Task-Based Approach
Task-based approach refers to an approach based on the use of tasks as the
core unit of planning and instruction in language teaching (Richards and Rodgers,
2001: 223). As Willis (1996) presents it as a logical development of communicative
language teaching since it draws on several principles that formed part of
communicative language teaching movement from 1980s, for example: activities that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
involve real communication are essential for language learning, activities in which
language is used for carrying out meaningful tasks promote learning, and language
that is meaningful to the learner supports the learning process.
Here are the key assumptions of task-based approach which are summarized
by Feez as stated in Richards and Rodgers (2001: 223):
1) The focus is on the process rather than product.
2) Basic elements are purposeful activities and tasks that emphasize
communication and meaning.
3) Learners learn language by interacting communicatively and purposefully
while engaged in the activities and tasks.
4) Activities and tasks can be either those that learners might need to achieve in
real life or those that have a pedagogical purpose specific to the classroom.
5) Activities and tasks of task-based syllabus are sequenced according to
difficulty.
6) The difficulty of a task depends on a range of factors including the previous
experience of the learner, the complexity of the task, the language required to
undertake the task, and the degree of support available.
There are three parts that are discussed in the task-based approach. They are:
definition of tasks based on task-based approach, types of tasks, and framework of
task-based approach. The writer hopes that all of those things can help the readers to
know and understand the task-based approach better.
a. The Definition of Tasks Based on Task-Based Approach
“Tasks are activities where the target language is used by the learner for a
communicative purpose (goal) in order to achieve an outcome ” (Willis, 1996: 23).
According to Richards and Rodgers (2001: 224), a task is an activity which is done in
a particular language classroom for instance asking and giving information, playing a
communicative game, and practicing a dialogue in front of the class. Meanwhile,
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Nunan (1999: 10) states that a communicative task is a piece of classroom activity
which provides learners the opportunities to produce, comprehend, and interact in the
target language. For Prabhu as quoted by Richards and Rodgers (2001: 233) a task is
“an activity which requires learners to arrive at an outcome for given information
through some process of thought, and which allows teachers to control and regulate
that process”. The last definition in this study is defined by Crookes. Crookes defines
a task as “a piece of work or an activity, usually with a specified objective,
undertaken as part of educational course” (Richards and Rodgers, 2001: 233).
b. Types of Task
In the literature of task-based approach, several attempts have been made to
classify tasks into categories, as a basis for task design and description (Richards and
Rodgers, 2001: 234). Willis (1996: 26) proposes six types of task. They are:
1) Listing
a)
b)
2)
a)
b)
c)
d)
3)
Listing tasks tend to generate a lot of talk as learners explain their
ideas. The processes involved are:
Brainstorming, in which learners draw on their knowledge and experience
either as a class or in pairs or groups.
Fact-finding, in which learners find things out by asking each other or other
people and referring to books, etc. The outcome would be the completed list,
or possibly a draft mind map.
Ordering and Sorting
Ordering and Sorting involves four main processes:
Sequencing items, actions or events in a logical or chronological order.
Ranking items according to personal values or specified criteria.
Categorizing items in groups or grouping them under given headings.
Classifying items in different ways, where the categories themselves are not
given.
Comparing
These tasks involve comparing information of a similar nature but
from different sources or versions in order to identify common points and or
differences. The processes involved are:
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a)
b)
c)
4)
Matching to identify specific points and relate them to each other.
Finding similarities and things in common.
Finding differences.
Problem solving
Problem solving tasks make demands upon people’s intellectual and
reasoning powers, and, though challenging, they are engaging and often
satisfying to solve. The processes and time scale will vary enormously
depending on the type and complexity of the problem.
5) Sharing personal experience
These tasks encourage learners to talk more freely about themselves
and share their experiences with others. The resulting interaction is closer to
casual social conversation in that it is not so directly goal-oriented as in other
tasks. For that ve ry reason, however, these open tasks ma y be more difficult to
get going in the classroom.
6) Creative tasks
These are often called projects and involve pairs or groups of learners
in some kind of freer creative work. They also tend to have more stages than
other tasks, and can involve combinations of tasks types: listing, ordering and
sorting, comparing and problem solving. Out of class research is sometimes
needed. Organizational skills and team-work are important in getting the task
done. The outcome can often be appreciated by a wider audience than the
students who produced it.
Meanwhile Pica, Kanagy, and Falodun as quoted by Richards and Rodgers
(2001: 234) classify tasks according to the type of interaction that occurs in task
accomplishment and give the following classification:
1) Jigsaw tasks
These tasks tend to involve learners to unite different pieces of
information to construct a whole, for example learners work in pairs then they are
given different parts of story and have to combine the story together.
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2) Information- gap tasks
Some students are given a set of information and other students are given
a complementary set of information. These tasks involve learners to negotiate and
find out what the other party’s information in order to finish an activity.
3) Problem-solving tasks
Students are given a problem and a set of information. They must arrive at
a solution to the problem. There is generally a single resolution of the outcome.
4) Decision- making tasks
Students are given a problem for which there are a number of possible
outcomes and they must choose one through negotiation and discussion.
5) Opinion exchange tasks
Learners engage in discussion and exchange of ideas. They do not need to
reach agreement.
In addition to selecting tasks as the basis for a task-based approach syllabus,
the ordering tasks also has to be determined. The intrinsic difficulty of tasks has been
proposed as a basis for the sequencing of tasks, but tasks difficulty itself is a concept
that is not easy to determine (Richards and Rodgers, 2001: 232). Honeyfield as stated
in Richards and Rodgers (2001: 129) offers the following considerations:
1) Procedures or what the learners have to do to derive output from input.
2) Input text
3) Output required
a) Language items: vocabulary, structure, discourse structure, processability, and
so on.
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4)
5)
6)
7)
8)
9)
b) Skills, both macro-skills and sub skills.
c) World knowledge or “topic content”
d) Text handling or conversation strategies.
Amount and type of help given
Role of teachers and learners
Time allowed
Motivation
Confidence
Learning style
c. Framewo rk of Task-Based Approach
Willis (1996: 38) offers the components of the task-based approach
framework. The framework can be seen in Figure 2.1.
Pre -task
Introduction to topic and task
Teacher explores the topic with the class, highlights useful words and phrases, helps students
understand task instructions and prepare, students may hear a recording of others doing
similar task.
Task cycle
Task
Students do the task, in pairs or small groups. Teacher monitors from a distance.
Planning
Students prepare to report to the whole class (orally or in writing) how they did the task what
they decided or discovered
Report
Some groups present their reports to the class, or exchange written reports, and compare
result.
Language focus
Analysis
Students examine and discuss