Theoretical Framework LITERATURE REVIEW

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B. Theoretical Framework

In designing a set of English speaking instructional materials for homestay hosts of Desa Wisata Kembang Arum, the task-based learning approach will be applied. This approach determines how to teach and select the teaching learning activities. The core of the teaching learning activity is the task. The learner will learn the target language by completing the given tasks. In this design, activities in the tasks require the learners to use the language for a communicative purpose. Moreover, the writer will combine instructional design materials adapted from Kemp and Yalden as the framework. This combination is chosen because these two models describe completely the steps of procedure about how to develop materials from the beginning process. There are seven steps in writer’s theoretical model adopted from Kemp and Yalden’s model. Those steps are 1 conducting needs survey, 2 determining goals, topics, and general purposes, 3 specifying learning objectives, 4 listing the subject content, 5 selecting learning activities and resources, 6 conducting evaluation survey, and 7 revising the designed materials. The explanation of the seven steps is as follows. Step 1 . Conducting needs survey There is a potentially a great deal of information to be gathered in a needs survey Yalden, 1987: 101. Knowing the learners’ needs is very important to design the materials because the information from the needs survey becomes the basis to develop the purpose of the program. The writer will conduct the needs survey to the homestay hosts of Desa Wisata Kembang Arum. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 34 Step 2 . Determining goals, topics, and general purposes. The goals, topics and general purposes refer to what the teachers will accomplish in teaching Kemp: 1977: 13. The goal is set based on the result of the needs survey. Then, the topics are selected to facilitate learners to achieve the formulated goals. The topics are arranged based on a logical order, from simple to complex level. After arranging the topics, general purposes are explicitly expressed for each topic. In this study, the purposes are determined to ensure that the materials fulfill the communicative purpose. Step 3 . Specifying learning objectives According to Kemp 1977: 68, objectives are specific outcomes or products of a course which are outlined in a syllabus and initiated by action verbs. Specifying the learning objectives is necessary to know what the purposes of learning are. This design is English for specific purpose, thus the learners learn the materials which are designed for certain purposes according to their needs. Besides, since the design is based on task-based learning, the learning objectives are in accordance with task-based learning approach. Step 4 . Listing the subject content It is important to list the subject content in order to support each objective. Kemp 1977: 43 says that a students’ learning experience should include the subject contents. The subject contents should be related to the objective and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 35 learners’ needs. In this study, the content of the materials are in line with task- based learning. Step 5 . Selecting learning activities and resources According to Kemp 1977: 8, the learning activities and resources are selected to treat the subject content, so learners will accomplish the objectives. There are a lot of activities that relevant to the learners’ real context Willis, 2003: 26. Therefore, the designer should identify and select appropriate materials for the learners. The activities specify what the learners actually do and how they do. In this design, the learning activities are designed based on task-based learning which has some components, such as pre-task, task cycle, and language focus to achieve the communicative purpose. The resources are selection of supporting materials that can explain and illustrate subject content. Step 6 . Conducting evaluation survey After designing the materials, evaluation survey on the designed materials is conducted. Evaluation materials questionnaire is distributed to some respondents to evaluate the design. From this questionnaire, it is expected that they will give feedback about the designed materials and the learning purposes. The aim of this evaluation is to make a revision of the materials. Step 7 . Revising the designed materials After evaluating the designed materials, the designed materials are revised. The feedback from the materials evaluation is used to improve the designed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 36 materials in order to develop better materials. Besides, the writer will use the feedback to fit between the purposes of learning and the materials. The theoretical framework will be the bases of designing the instructional materials. Following the framework above, the writer will construct the most appropriate materials based on task-based learning for homestay hosts of Desa Wisata Kembang Arum . The steps of writer’s theoretical model can be seen in Figure 2.6. Figure: 2.6. Writer’s Theoretical Model PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37

CHAPTER III METHODOLOGY

This chapter discusses the methodology used in designing a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum in Yogyakarta. The methodology is presented to answer the two questions in the problem formulation: first, how a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum is designed; second, what the design of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum looks like. In detail, the methodology covers the research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this part, the writer compares Research and Development to the writer’s steps adapted from Kemp’s and Yalden’s model. The comparison aimed to assure that the method chosen for the design is appropriate to Research and Development methodology and whether it supports the design or not. Research and Development or R D is a process to develop and validate educational products Borg and Gall, 1983: 772. The products of it are teaching material, teaching method, and organizing instruction method. Developing the research knowledge and incorporating it into a product that combines educational PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI