63
Title Classroom
Activity Willis’
Task- Sequence
Description
How Far am I?
Post- activities
- Additional
Phase created by
the researcher
This phase was a reflection or self- evaluation
section. This section
provided the description of three feelings, namely, understand, doubt,
and confused
which would be chosen by the learners after finishing
every unit. The learners were able to write some useful things and
difficult things that learners have learnt. Thus, if there
was any
students who was still confused or in doubt, and had the difficulties
with the materials, the teacher might review quickly in the next meeting.
To support the designed materials, the researcher made a teacher’s guide
to help the teacher implemented the designed materials. The teacher’s guide
consisted of syllabus, lesson plans, instructions for each activity, answer keys to exercises, and video transcripts. The researcher allocated 120 minutes for each
unit in each meeting. The teachers’ guide can be seen in Appendix E.
3. Developing Preliminary Form of Product
This step was to develop and select speaking materials. The researcher looked for the suitable authentic speaking materials for cave tubing guides. The
researcher did plus, minus, and zero categories. Plus category was done to add some activities. Minus category was done to decrease some sentences and text.
The zero category was done to change some task instructions and reorganized the position of the tasks. The purpose of developing materials was to find the suitable
sequence of materials for the learners.
64
There were five types of tasks which were used in the speaking materials. The first was cognitive tasks such as predicting, inferencing, and taking notes in
describing a picture, performing something, finding information on a video. The second was interpersonal tasks such as role playing and co-operating in making a
conversation with friends in pairs or a group of three people. The third was linguistics tasks such as using context, selective listening, practicing, and
conversational pattern in making a conversation, describing something, listening to the important expression in listening section, and speaking English to practice a
conversation. The fourth was affective tasks such as personalizing and self- evaluation in reflection to measure the
learners’ achievement and the learners’ weaknesses. Then, the last was creative tasks such as brainstorming in guessing
something and describing something. The specifications of the preliminary form of product can be seen in Table 4.8 on the next page.
65
Table 4.8 The Specification of the Designed Materials
Name Task-Based English Speaking Materials for
the Tour Guides of Kalisuci Gunungkidul Purpose
Improving learners’ skills in speaking User
The tour guides of Kalisuci Gunungkidul Language Skills
Speaking Teaching-Learning Approach
Task-Based Learning Syllabus Type
A Combination of Topic-based and Task- based Syllabus
Time Allocations 4 x 120 minutes
Type of Product Printed and recorded materials
The Use of Materials Materials used as the main speaking
materials for the tour guides of Kalisuci Gunungkidul
Strategies Individual work, pair work, group work
Activities Predicting, inferencing, taking notes, co-
operating, role playing, conversational patterns, practicing, selective listening, using
context, personalizing, reflecting, brainstorming.
Media Text, worksheet, dialogues, video recording,
pictures.
4. Preliminary Field Testing
