57 believed that the task-based learning was possible to be applied in SMK Marsudi
Luhur 1 Yogyakarta.
Table 4.4 Students’ Preference in Learning
No. Item
Response Number Percentage
10. In doing tasks, which one
do you prefer? a. Individually
b. In pair c. In a group
4 10
16 13.3
30 53.3
11. In your opinion, you
learn best when you a. See others to
do the task. b. Listen to your
teacher or friend on how
to do the task. c. Try to do the
task by yourself.
1 12
17 3.3
40
56.7
Table 4.4 showed students’ preference in learning style. Most of them preferred to work in a group while doing the tasks. After that, it was followed by
working in pairs and individually. In task-based learning, most of activities had been done in pairs or in a group. The advantage of working together in task-based
learning was that teammates would help their friends to do the tasks since it was a student-centred activity. The next question also gave a framework that students
would try to do tasks first rather than listen to other people or see others to do tasks.
From the data above, the tasks in the designed materials were mostly done in pairs and in a group rather than in individually. To adjust teacher-centred to
student-centred activities, the instructions of each task were letting students to
58 think the answers by themselves first, and then teacher would discuss the task
together. The opinion to improve learning English in SMK Marsudi Luhur 1
Yogyakarta was the last question in identifying the students’ characteristics. Majority, the students wanted to have a student’s book to prepare more before
entering the classroom. Some others said that the teacher should provide speaking materials more to practice vocabulary. In short, the writer concluded that the tenth
grade students of SMK Marsudi Luhur 1 Yogyakarta needed the various materials in the teaching learning process. Therefore, in this study, the writer developed the
designed materials for the tenth grade students of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta. Thus, the designed materials were expected to
facilitate the students in learning English language better.
2. Planning
After gathering the data, the writer then began to make a framework of the designed materials. This step involved task analysis, instructional objectives, and
content sequencing.
a. Task Analysis
Since SMK Marsudi Luhur 1 Yogyakarta implemented 2006 curriculum school-based KTSP 2006, then the writer adopted the curriculum to develop the
designed materials. In general, the competency standard for tenth grade students
of vocational high school is “communicating in English equals to novice level”.
By referring to the results in the information collection, the writer chose four basic
59 competences from 2006 school-based curriculum. The basic competences, which
were implemented in the designed materials, is presented in Table 4.5.
Table 4.5. Basic Competences
Basic Competences
1.2 Mentioning the characteristic of things 1.3 Describing function of things
1.4 Describing location of things 1.5 Expressing ongoing activities
After determining the basic competences adopted from 2006 school-based curriculum, the writer chose four topics based on the students’ characteristics and
students’ needs from pre-design questionnaires. The selected topics are presented as follows.
Table 4.6 Learning Topics and Subject Contents
Unit Topic
Subject Content
1 Describing location of things
around a workshop Preposition of place
2 Mentioning characteristics of
things around a workshop Vocabulary to mention characteristic
of things 3
Describing function of things around a workshop
Expression of purpose 4
Describing ongoing activities around a workshop
Describing ongoing activities
In task-based learning, it was suggested that the task should grow out of, and then the writer arranged the topic form the easiest topic to the complicated
topic. Therefore, the topic of describing location of things around a workshop was put in unit 1. The writer believed that the topic of describing location of
60 things around a workshop was the basis topic to go to the next topics in the
designed materials.
b. Instructional Objectives
In this stage, the writer had to determine the learning objectives according to competency standards, basic competencies and topics selected. The learning
objectives were important in the designed materials since they were a tool to measure students’ progresses in the learning materials. The learning objectives in
the designed materials can be seen in Table 4.7
Table 4.7 Learning Indicators in the Designed Materials Unit
Topic Learning Indicators
1 Describing
location of things around a
workshop
Students are able to:
a. Find the specific information from the text to support vocabulary development.
b. Complete the text according to the diagram. c. Match the part of vehicle with their functions
correctly. d. Identify the location of tools based on the
description listened. e. Apply the preposition to make a dialogue
correctly. f. Perform a dialogue of describing location
correctly, confidently and fluently. g. Draw a picture according to the short description
of location.
2 Mentioning
characteristics of things around a
workshop
Students are able to:
a. Identify the main idea in the passage that relate to describing things.
b. Identify the specific information in the passage to support vocabulary development.
c. Categorize the tools from the passage according to materials and characteristics.
d. Label the name of tools based on the short descriptions correctly.
e. Apply the adjectives in speaking and writing correctly.
f. Familiarize the students to perform describing things activity accurately, fluently , and
confidently. g. Write a short paragraph to mention things around
a workshop.
61
Unit Topics
Learning Indicators
3 Describing
functions of things around a
workshop
Students are able to:
a. Identify the main idea and detailed information in the passage to familiarize vocabulary.
b. Match the tools to its proper use correctly. c. Apply the expression of purpose to make a
dialogue correctly and accurately. d. Produce a sentence using the expression of
purpose orally. e. Perform the expression of purpose activity
accurately, fluently, and confidently.
4 Describing
ongoing activities around a
workshop
Students are able to:
a. Number the pictures based on the sentences listened.
b. Identify the main idea from the text that describes ongoing activity.
c. Identify specific information from the text to familiarize vocabulary.
d. Apply ongoing activity to make a dialogue according to time and place correctly and
accurately. e. Perform ongoing activity correctly, fluently, and
confidently.
c. Content Sequencing
After the writer stated the competency standard, basic competences and learning indicators, the writer arranged the instructions in the designed materials
to be developed. By adapting the framework of Willis phase in the task-based learning, namely, pre-task, task-cycle, and language focus Willis, 1996.
However, the writer developed the designed materials, which consisted of five steps. They were 1 Warming-Up, 2 Let’s Do It, 3 Challenge for You, 4
Language Focus, and 5 Time to Share. Those five steps in the designed materials were the modification of the framework in task-based learning as proposed by
Willis 1996. The sections in the designed materials would be described further on the next page.
62
1 Warming Up
Warming up was the pre-task phase in task-based learning. The purpose of this phase was to introduce the main topic about what they were going to learn.
These activities would activate students’ background knowledge on the topics. Thus, this step would help students to boost their confidence and give them
opportunities to use the language. The types of task in the designed materials were thinking of question to ask, brainstorming, and mind mapping.
2 Let’s Do It
This section was the task phase and the planning phase in the task cycle. In this section, students were introduced to the vocabulary, expressions and language
that would be useful for doing the main task. This section also gave students a chance to prepare themselves before doing the main tasks by practicing a
dialogue. In this section, the tasks were mostly listening and reading.
3 Challenge For You
Challenge for you was the main task for the designed materials. This section involved report phase in task cycle. The students had to try using the
language in doing the main task based on what they had learnt from the previous tasks. Since the students demanded on speaking skill, then the tasks in this section
were mostly focused on speaking. The tasks in the designed materials were done in pairs or in a group because the students preferred to work in pairs or in a group.
After they completed the main task, the students had to report orally on what they had done.
