ON STUDY ND ARTS E ING AND E NIVERSITY TA MATERIAL FIRST SEM

  EN USING T OF THE T NGLISH IN TASK-BASE TENTH GRA A Presented to O NSTRUCTIO ED INSTRU ADE STUD SARJANA P as Partial F

ONAL LIST

MATERIAL FIRST SEM

  Obtain the Sa in English

  Sophia An

  

UCTIONS F

DENTS OF S

PENDIDIK

Fulfillment

arjana Pend

  Language E

  By nggita Kiwa

  TENING M FOR THE F SMA DOMI KAN THESI of the Requ didikan Deg Education

  ang Soge

  INIKUS WO S uirements gree S MESTER

  ONOSARI

  EN USING T OF THE T NGLISH IN TASK-BASE TENTH GRA A Presented to O NSTRUCTIO ED INSTRU ADE STUD SARJANA P as Partial F

ONAL LIST

MATERIAL FIRST SEM

  Obtain the Sa in English

  Sophia An

  

UCTIONS F

DENTS OF S

PENDIDIK

Fulfillment

arjana Pend

  Language E

  By nggita Kiwa

  TENING M FOR THE F SMA DOMI KAN THESI of the Requ didikan Deg Education

  ang Soge

  INIKUS WO S uirements gree S MESTER

  ONOSARI

  

DEDICATION PAGE

Knowing is not enough; we must apply.

  Willing is not enough; we must do.

• Johann Wolfgang von Goethe- To climb steep hills requires a slow pace at first.
• William Shakespeare-

  Success is the sum of small efforts, repeated day in and day out.

• Robert Collier-

  This thesis is dedicated to: Jesus Christ

  

STATEMENT OF WORK’S ORIGINALITY

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

  Yogyakarta, September 19, 2011 The Writer

  Sophia Anggita Kiwang Soge 051214014

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Sophia Anggita Kiwang Soge Nomor Mahasiswa : 051214014

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  English Instructional Listening Materials Using Task-Based Instructions

for the First Semester of the Tenth Grade Students of SMA Dominikus

Wonosari

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 19 September 2011

  

ABSTRACT

  Soge, Sophia Anggita Kiwang. 2011. English Instructional Listening Materials

  

Using Task-Based Instructions for the First Semester of the Tenth Grade Students

of SMA Dominikus Wonosari. Yogyakarta: English Language Education Study

  Program, Sanata Dharma University.

  Among all English skills required by School-Based Curriculum, listening is the basic skill in learning English. The students have problems with listening since the teachers rarely speak English in class. Moreover, the teachers are accustomed to use the textbook or buku paket instead of using other sources of varied listening materials. The problem becomes more serious since listening becomes a part of the National Exam.

  This study concerned with the designing of the new and varied English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari. The listening materials were designed based on the Task-Based Instructions which the main purpose was to help the students in improving their English skills, especially listening. The problem formulated in this study was: What does the design of the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus look like?

  In order to answer the problem, the writer employed R & D (Research and Development) Method and adapted Kemp’s design. There were five steps applied in this study. The steps were: (1) Research and Information Collecting. This step aimed to obtain the students’ characteristics, needs, and interests. (2) Planning. This step included stating the competency standard, basic competences, and topics, and listing the indicators. (3) Development of Preliminary Form of Product. This step included listing subject content and selecting teaching-learning activities. (4) Preliminary Field Testing. In this step, the evaluation of the design of the materials was done by distributing the questionnaires to the English teachers of SMA Dominikus Wonosari, and the lecturers of the English Language Education of Sanata Dharma University. (5) Main Product Revision. The designed materials were revised based on the result of the Preliminary Field Testing. The

  

ABSTRAK

  Soge, Sophia Anggita Kiwang. 2011. English Instructional Listening Materials

  

Using Task-Based Instructions for the First Semester of the Tenth Grade Students

of SMA Dominikus Wonosari. Yogyakarta: Program Studi Pendidikan Bahasa

  Inggris, Universitas Sanata Dharma.

  Di antara semua keterampilan berbahasa Inggris yang ada di dalam Kurikulum Satuan Tingkat Pembelajaran, mendengarkan adalah kemampuan yang paling dasar. Siswa-siswa memiliki permasalahan dengan kemampuan mendengarkan dikarenakan para guru jarang berbahasa Inggris di dalam kelas. Terlebih lagi, para guru terbiasa menggunakan buku paket dibandingkan dengan menggunakan materi listening yang beragam dari sumber lainnya. Masalah menjadi lebih berat karena mendengarkan merupakan salah satu keterampilan yang diujikan dalam Ujian Nasional.

  Skripsi ini bertujuan untuk menyusun materi yang baru dan bervariasi untuk pengajaran mendengarkan bahasa Inggris menggunakan Task-Based

  

Instructions bagi siswa-siswa semester satu kelas sepuluh SMA Dominikus

  Wonosari. Materi pelajaran dikembangkan berdasarkan Task-Based Instructions yang bertujuan untuk meningkatkan kemampuan berbahasa Inggris, khususnya keterampilan mendengarkan. Permasalahan yang dirumuskan dalam skripsi ini adalah bagaimanakah bentuk materi listening untuk siswa semester satu kelas sepuluh tersebut?

  Untuk menjawab permasalahan tersebut, penulis menerapkan metode R & D (metode penilitian dan pengembangan) dan mengadaptasi rancangan dari Kemp. Ada lima tahap yang diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah (1) Pengumpulan Penelitian dan Informasi. Tahap ini bertujuan untuk memperoleh karakteristik, kebutuhan dan minat siswa. (2) Perencanaan. Tahap ini meliputi penentuan standar kompetensi, kompetensi dasar, dan topic, serta merumuskan tujuan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Tahap ini meliputi penentuan isi pokok dan pemilihan sumber dan kegiatan pembelajaran. (4) Pengujian Awal di Lapangan. Pada tahap ini, materi dievaluasi dengan cara membagikan kuesioner kepada guru bahasa Inggris SMA Dominikus

  

ACKNOWLEDGEMENTS

  First of all, I would like to express my deepest gratitude to my dear Jesus

  

Christ who is always by my side especially in the hard times during my study and

  my thesis writing. My special gratitude goes to my thesis advisor Gregorius

  

Punto Aji, S.Pd., M.Hum. for his time, patience, guidance, help, suggestions,

  and support in finishing my study. I am thankful to all the lecturers of English

  

Language Study Program for guiding me during my study in Sanata Dharma

  University. I sincerely send my gratefulness to Ag. Hardi Prasetyo, S.Pd., M.A., my academic advisor for his guidance and motivation. I am also very grateful for

  

all secretariat staffs of the English Language Education Study Program,

  especially MM. Pramudhani and Ch. Artilantari for always helping with the administrative matters.

  My deep gratitude also goes to Sister Maria Krisanti Woro Palupi, Op., the headmaster of SMA Dominikus Wonosari for giving me permission to conduct the study in SMA Dominikus Wonosari. I would also like to give my gratitude to the English teachers of SMA Dominikus Wonosari: Dra. V. Ari Wijayanti, Agnes

  

Margi Winarni, S.Pd., Agustinus Putiadi, S.Pd., and Matius Teguh Prasetyo, understanding, and support, advice, patience and everything they have given to strengthen me. Thanks for teaching me not to give up in any situation. My gratitude also goes to my beloved brother, Franciscus Xaverius Kia Wisang

  

Soge for his love, shoulder, and support during my hard time. Hopefully, this

  thesis would be my present for my family. I also send my special gratitude to

  

Martinus Boby Novianto who always reminds me in his special way; I thank

  him for being never tired supporting me in finishing my thesis. I would also thank

  

mbak Wisnu, Atri, Ossie, Getrud, bulbul Yayuk, and all my big family for their

caring and support.

  My gratitude goes to all my beloved best friends, Caecilia Devy, Stefani

  

Adelita, Lia Ardiana, Ayuningtyas Lulu, Ignasius Sapta Waskita, and Alexy

Ramano for their support, smile, laugh, friendship and all the moment we spent

  together. I am also grateful for my lovely friends Anastasia Paliran, Bety

  

Kusumastuty, Rengganis Istikasari, Maria Anggraheni Linda, Ni Putu Nova,

Bondan Rachmat, Andreas Jeffry, and Morias Dedy for sharing the beautiful

  moment of our friendship.

  Last but not least, my gratitude also goes to all PBI 2005 students, for the

  

TABLE OF CONTENTS

  TITLE PAGE ....................................................................................................... i APPROVAL PAGES ........................................................................................... ii DEDICATION PAGE ......................................................................................... iv STATEMENT OF WORK’S ORIGINALITY .................................................... v

  

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi

  ABSTRACT ......................................................................................................... vii ............................................................................................................. viii

  ABSTRAK

  ACKNOWLEDGEMENTS ................................................................................. ix TABLE OF CONTENTS ..................................................................................... xi LIST OF TABLES ............................................................................................... xiv LIST OF FIGURES ............................................................................................. xv LIST OF APPENDICES ...................................................................................... xvi

  CHAPTER I. INTRODUCTION ......................................................................... 1 A. Research Background .............................................................................. 1 B. Problem Formulation ............................................................................... 4 C. Problem Limitation .................................................................................. 5 D. Research Objective .................................................................................. 5 E. Research Benefits .................................................................................... 5 F. Definition of Terms ................................................................................. 6

  B. Theoretical Framework ............................................................................ 35

  1. Identifying Students’ Characteristics ................................................. 36

  2. Stating the Competency Standards, Topics, and Basic Competences 36

  3. Listing the Indicators ......................................................................... 36

  4. Listing the Subject Content ................................................................ 37

  5. Selecting some Teaching-Learning Activities and Resources ........... 37

  6. Designing the Materials ..................................................................... 37

  7. Evaluating the Design of the Materials .............................................. 38

  8. Revising the Design of the Materials ................................................. 38

  CHAPTER III. METHODOLOGY ..................................................................... 39 A. Research Method ..................................................................................... 39 B. Research Setting ....................................................................................... 44 C. Research Participants ............................................................................... 44 D. Instrument and Data Gathering Technique ............................................. 45 E. Data Analysis Techniques ........................................................................ 48 F. Research Procedure .................................................................................. 49 CHAPTER IV. RESEARCH RESULTS AND FINDINGS ................................ 51 A. Students’ Characteristics ......................................................................... 51 B. Competency Standard, Basic Competences, and Topics ......................... 56 C. Indicators ................................................................................................. 59 D. Subject Content ........................................................................................ 61

  REFERENCES .................................................................................................... 81 APPENDICES ..................................................................................................... 83

  

LIST OF TABLES

  Table

  3.1 The Description of the Research Participant (blank) ............................. 45

  3.2 Types of Data ......................................................................................... 47

  3.3 The Result of the Questionnaire (blank) ................................................ 49

  4.1 Data of the Students ............................................................................... 52

  4.2 The Result of Students’ Questionnaire Part A Item Number 1 to 6 ...... 52

  4.3 The Result of Students’ Questionnaire Part B Item Number 1 and 3 .... 53

  4.4 The Result of Teachers’ Questionnaire Part A Item Number 1 to 5 ...... 54

  4.5 The Result of Teachers’ Questionnaire Part B Item Number 1 ............. 54

  4.6 The Topics and Titles in the Design of the Materials ............................ 57

  4.7 The Competency Standards, Basic Competence, Topics, and Titles ..... 57

  4.8 The Indicators ........................................................................................ 60

  4.9 The Subject Content ............................................................................... 61

  4.10 The Result of Students’ Questionnaire Part A Item Number 7 to 10 .... 64

  4.11 The Result of Students’ Questionnaire Part B Item Number 2 and 4 .... 64

  4.12 The Result of Teachers’ Questionnaire Part A Item Number 6 to 10 .... 65

  4.13 The Result of Teachers’ Questionnaire Part B Item Number 2 to 7 ...... 66

  4.14 Teaching-Learning Activities ............................................................... 68

  4.15 The Description of the Participants ........................................................ 72

  4.16 The Result of the Preliminary Field Testing Questionnaire .................. 73

  

LIST OF FIGURES

  Figure

  2.1 Kemp’s Diagram .................................................................................... 13

  2.2 A Framework for Analyzing Communicative Tasks ............................. 20

  2.3 The Components of Task-Based Instructions ........................................ 28

  2.4 The Theoretical Framework .................................................................. 36

  3.4 The Research Method ........................................................................... 43

  

LIST OF APPENDICES

  APPENDIX A. OFFICIAL LETTER ................................................................. 84 Letter of Permission to the Headmaster of SMA Dominikus Wonosari ........ 85 Letter of Official Statement from SMA Dominikus Wonosari ...................... 86

  APPENDIX B. QUESTIONNAIRE .................................................................. 87 Questionnaire in Research and Information Collecting for Teachers ........... 88 Questionnaire in Research and Information Collecting for Students ........... 91 Questionnaire in Preliminary Field Testing for Teachers and Lecturers ...... 93

  APPENDIX C. THE DESIGN OF THE MATERIALS ..................................... 96 Syllabus ......................................................................................................... 97 Lesson Plans .................................................................................................. 106 General Description ...................................................................................... 119 The Design of the English Instructional Listening Materials ....................... 12

   

CHAPTER I INTRODUCTION In this chapter, the writer would like to present six sections which are:

  research background, problem formulation, problem limitation, research objectives, research benefits, and the definition of terms.

A. Research Background

  Since 2006, the government applies the newest curriculum called School- based Curriculum (SBC) or Kurikulum Tingkat Satuan Pembelajaran (KTSP). In this kind of curriculum, every school has its own right to develop the syllabus, which means the schools are to develop the components of the curriculum itself.

  School-based Curriculum (SBC) of the English Subject for Senior High Schools expects the students to be able to understand and express information, thoughts, and feelings, and develop knowledge, technology, and culture (Diknas, 2006). Those expectations, which are called communicative competences, are realized through the four English skills: listening, speaking, reading, and writing. Although

  2   as clarifies by Brownell (1996: 6) that listening is learnt first before speaking, reading, and writing. Listening skill is the first skill that we receive or train before when we can speak or even before we are born. According to Krashen and Terell (1983), as cited by Celce Murcia (2001: 87), listening is very important and is viewed as the basic skill that will allow speaking, reading, and writing to develop spontaneously over time, given the right conditions. Here, the listening activities hold big role in helping the students to be more accustomed to English. Therefore, the more the students have the listening practice, the more they become familiar with English language.

  Listening is a fundamental language skill but it is often ignored by foreign and second language teachers. In many instances or schools, listening is treated like a stepchild. Generally, the students lack of listening skill because the listening exercise are not maximally conducted. In addition, the teachers themselves rarely speak English in class; the teachers focus more on the other three skills instead of listening. Also, the teachers are accustomed to use the textbook or buku paket decided by the school. Here, the listening materials are not provided so that the teacher should find the listening materials themselves. As a result, the students are

  3   the teachers conveyed the materials were often monotonous so that they were easy to get bored during the class. Therefore, seeing those facts above, the writer would design the suitable listening materials which would attract the students to be more interested at listening. The use of pictures, vocabulary building, games, sounds and music would be used in the materials designed. The listening materials would be recorded in the form of mp3 files burned CD so that it can be used easier. Since the purpose of School-Based Curriculum in English Lesson is to help the students to improve their communicative competence, the writer tried to provide the new and varied listening materials referred to the School-Based Curriculum to help the students achieving the purpose. Also, it is to help the teachers in developing the listening materials.

  Listening plays a big role in second language classrooms because of its crucial role to generate other skills in English learning. As it is stated by Nunan (1999: 141-142) that listening exercises provide teachers with the means for drawing learner’s attention to new forms (vocabulary, grammar, new interaction patterns) in the language. This design is intended to provide the English listening materials based on the School-Based Curriculum, using Communicative

  4   listening skill as well as to prepare the students to the next higher level and to the National Examination. As Rost (1994: 141-142) points out that listening is vital in language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin.

  Therefore, the lists of the materials are needed not only to prepare the students to pass the test, but also to help the students mastering English, especially listening skill.

  As the method, the writer implements the TBI (Task-Based Instructions) principles since the TBI supports the implementation of Communicative Language Teaching. The TBI is used to support the tasks given in the classroom activities. It could specify the tasks carried out by the students to improve their listening skill. Furthermore, the writer expects that the design of the materials could help the students in improving their listening skill, especially to be more familiar with listening practice so that they could learn how to communicate in English as well as to prepare the National Examination.

B. Problem Formulation

  5   C.

   Problem Limitation

  The study is limited to design the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of senior high school, especially for those of SMA Dominikus Wonosari. The design of the materials were based on the needs of the school to provide more materials for their English learning, especially in listening class. The design of the materials referred to the School-based Curriculum using Communicative Language Teaching as the approach, and Task-Based Instruction as the method. This study focused on the designing of the English instructional listening material. The implementation to see its effectiveness was not conducted. The listening materials itself would be recorded in the form of mp3 files.

D. Research Objective

  The study is aimed to design and present the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari.

  6   materials for the following English listening teaching-learning activities. Here, the English teachers are expected to motivate the students to be more familiar with English especially with the listening activities by using the design of the materials. Furthermore, the design of the materials is to motivate the teachers to develop their own listening materials using their own creativity.

2. For the Tenth Grade Students of SMA Dominikus Wonosari

  This study is to provide a set of English listening materials using Task- Based Instructions for the first semester of the tenth grade students of SMA

  

Dominikus Wonosari . By applying this set of English instructional listening

  materials, hopefully, the students will be easier to improve their English skills especially listening skill.

F. Definition of Terms

  There are some terms need to be clarified in order to avoid misunderstanding. Those terms are Listening, Instructional Materials, the tenth grade students, SMA Dominikus Wonosari, School-Based Curriculum, and Task- Based Instructions.

  7   purposeful process of listening, receiving, and responding the information the students obtained from the listening activities they have done.

  2. Instructional Materials

  Gagne & Briggs (1979: 3) state that Instruction is a set of events, which affect learners in such a way that learning is facilitated. It also includes events that are generated by a pager of print, by a picture, by a television programs, or by a combination of physical objects, among other things. In other words, the materials must be chosen carefully or must be suited with the students’ need so that the teaching-learning process can run smoothly. According to Briggs (1977: 19), instruction is the chosen solution to the educational program. In this study, instructional materials can be simply means all of materials that are used to facilitate the students in learning.

  3. The Tenth Grade Students

  There were 45 students of the tenth grade. They were divided in two classes. Their listening ability was considered as poor or still in beginner level.

  4. SMA Dominikus Wonosari SMA Dominikus is a Private Senior High School which is located in

  8   5.

   School-Based Curriculum

  In this study, School-Based Curriculum is defined as the curriculum which is used by the school; where the indicators should be achieved through communicative activities in the classroom.

6. Task-Based Instructions

  Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (Willis, 1996: 23). In this study, Task-Based Instructions was the method used as the basis in formulating the listening activities.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is intended to review some theories related to the study and to

  formulate the theoretical framework of the study. Therefore, the writer divides this chapter into two major sections; they are Theoretical Description and Theoretical Framework. The Theoretical Description provides the theoretical issues related to the problem, while the Theoretical Framework explains the thread of the theories to formulate the orientation of the study.

A. Theoretical Description

  This section presents five major points referring to the related theories used in this study. They are Instructional Design Model, School-Based Curriculum, Communicative Language Teaching, Task-Based Instructions, and Listening.

1. Instructional Design Model

    plan incorporating parts of a process in a sequential pattern (Kemp, 1977: 6). There are three essential elements of instructional technology stated by Kemp (1977: 8) which are, objectives (what to be learned), method (what procedures and resources will work best to reach the learning levels), and evaluation (how will we know the learning we prepared to occur).

  In order to maintain those three essential elements, there are eight steps that must be accomplished in the designed plan (Kemp, 1977: 8), they are:

  1. Determining goals, topic, and general purposes for teaching each topic In determining the instructional design, a designer should decide the goals of the system, choose what topics to be taught, and list the general purposes of each topic. Topics are usually sequenced according to a logical organization; therefore, the topics should be arranged from the simple to the complex level.

  2. Enumerating learners’ characteristic The designer should obtain the information about the learners’ capabilities, needs, and interests. This step is important because learners’ characteristics will affect the emphases in instructional planning including the selection of topics and the level at which topics are introduced, the choice and sequencing of

   

  4. Listing the subject content Subject content supports each objective and must closely relate to the objectives and to the students’ needs. Subject content includes the organization of the content and task analysis. By doing task analysis, the designer can make sure that all elements of a procedure are considered in the planning and will therefore be treated properly during instruction.

  5. Developing pre-assessment This step is aimed to determine the student’s background and the present level of knowledge about the topic. Pre-assessment has two kinds of tests; they are pre-requisite testing and pre-testing. A pre-requisite test is to determine whether the students have the appropriate background preparation for the topic.

  Pre-testing is to determine which of the objective students may have already achieved.

  6. Selecting teaching/learning activities and instructional resources The designer has her own skill and rights to select the activity and methods for the learning activities that will enable the students to master the

    affect the other elements. This shows that the designer should prepare each element in order to prevent any possible constraints in designing the plan.

  8. Evaluating the students’ learning The last is evaluating the students’ learning in terms of their accomplishment of objectives, with a consideration to revise and reevaluate any phases of the plan that need improvement. The evaluation is conducted to test whether the materials are successfully implemented for the students.

  Kemp (1977: 9) states that the development process may start in any level and can move to other steps whenever the designer is ready. Therefore, the steps are independent elements they have a close relationship to another. The broken lines in the diagrams indicate revisions of elements made necessary by evaluation data gathered on students’ accomplishment of objectives.

  Kemp offers a flexible model (Kemp, 1977: 9). This is the strength of Kemp’s model. The diagram in Figure 2.1 illustrates the relationship of each step in the plan to the other steps.

  According to Soekamto (1993: 21-28), the strengths of Kemp’s models are first, in the process of designing and in the process of developing the instructional

    In this study, the writer conducted the steps of Kemp’s design in composing the design of the listening materials for the first semester of the tenth grade students of SMA Dominikus Wonosari. _{Eva lu a t ion Ch a r a ct e r -}

_{Topics, a n d}

_{Pu r pose s}

_{Ge n e r a l}

Goa ls,

_{Le a r n e r ist ics}

    _{Se r vice s} Su ppor t _{Obj e ct ive s Le a r n in g   Re sou r ce s} Te a ch in g/ _{Act iv it ie s, Con t e n t Le a r n in g Su bj e ct Asse ssm e n t Pr e -}  

   

  Figure 2.1: Kemp’s Diagram (1977: 9)

    According to Muslich (2007: 10), School-Based Curriculum (SBC), as the completing of the former curriculum used (2004 Curriculum), is an operational curriculum, which is arranged and implemented by each school. The arrangement of the SBC, which is trusted to each school, is almost the same as those principles of Competence-Based Curriculum (CBC) or Kurikulum Berbasis Kompetensi

  

(KBK) implementation. The principles are implemented for each school in

  planning, conducting, running, and assess the learning, referred to their condition and objective.

  School-Based Curriculum is developed based on these principles (Muslich, 2007: 11):

• It is focused on the potentials, developments, needs, and students’ importance and environment.
• It is various and integrated.
• It is concerned on knowledge, technology, and art.
• It is relevant to the life.
• It is total and continual.
• It is an unstopped learning.

    able to use language to fulfill their needs such as reading newspaper, manuals, or procedures. In informational level, people are able to access knowledge or information with language ability, meanwhile in epistemic level; people are able to express knowledge in the target language (Wells, 1987) as cited in Diknas (2006). However, the aim of the English lesson in the School-Based Curriculum is to help the students obtain the informational level, which aim is to access knowledge with their ability in English language (Diknas: 2006). In short, after learning English language in the classroom, the students are expected to be able to communicate using English language.

3. Communicative Language Teaching

  Teaching activities need an approach to be applied in classroom. Being a teacher also means being ready to provide the appropriate materials, teaching style, methods and strategies to conduct the teaching-learning process. In this study, the writer used the Communicative Language Teaching (CLT) Approach since it makes use of real-life situations that are needed in communication. The teacher sets a situation that students are likely to experience in real life.

    approach rather than a method,” as stated in Richard & Rodgers (2001: 172). As well, Littlewood (1981) in Richard & Rodgers (2001: 155) says that CLT pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative view.

  At level of language theory, CLT has a rich theoretical base. Some of the characteristic of this communicative view of language follow (Richard & Rodgers, 2001: 161):

  1) Language is a system for the expression of meaning 2) The primary function of language is to allow interaction and communication.

  3) The structure of language reflects its functional and communicative uses. 4) The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

  In CLT, learning is the conscious representation of grammatical knowledge that has result from instruction and it cannot lead to acquisition.

  Acquisition refers to the unconscious development of the target language system

    activities where language is used for carrying out meaningful tasks that promotes learning. The third element is the meaningfulness principle, which means that language which is meaningful for the learners that supports the learning process.

c. Classroom Activities

  The classroom activities and exercise types in CLT can be varied and unlimited. Those exercises and activities are set in communicative situation for the learner to be able to share information, negotiate meaning, and interact with others (Richard & Rodgers, 2001: 165). However, Littlewood (1981) in Richard & Rodgers (2001: 167) distinguishes communicative classroom activities between

  

functional communication activities and social interaction activities of major

types of activities in CLT.

  The purpose of the functional communication activities is to direct the learners to use the language they know to communicate in which they have to get the meaning of the language as effectively as possible. Some example of the functional activities are comparing sets of pictures, recognizing similarities and differences, sequencing events in a set of pictures, discovering missing features in a map, giving and performing instruction how to do something, solving problems

   

  d. Roles of Learners and Teacher

  Since CLT underlines the process of communication rather than the mastery of the language forms, the roles of the learners and teachers are different from those in traditional classrooms. Role refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social and interpersonal relationships between participants (Nunan, 1989: 79).

  Breen and Candlin (1980) as cited in Richard and Rodgers (2001: 166) say that in CLT, the learners’ roles are as negotiator between the self, the learning process, and the object of learning. Learners should be responsible for their own learning, developing autonomy and skills in learning how to learn. Moreover, the learners are to be able to contribute as much as they gain and learn in independent way.

  There are two roles of the teacher. The first is teacher as a facilitator in the communication process between all participants, and between these participants and the various activities and texts. The second role is teacher as an independent participant within the learning-teaching group (2001: 167).

  e. Role of Instructional Materials

    are:

  1. Text-based Material It can be taken from numerous textbooks which support the CLT approach, such as texts containing dialogues, drills, sentence patterns and uses visual cues, or which consist of a theme, task analysis for thematic development (2001: 169).

  2. Task-based Materials The task-based materials here mean variety games, role plays, simulations, and task-based communication activities. They are typically by the exercise handbooks, cue cards, and pair-communication practice materials (2001: 169).

  3. Realia Some materials required the use of “authentic”, “from-life” materials might be included in language-based realia. They can be found in signs, magazines, advertisements, newspaper and many other materials which are easy to find in the real life (2001: 170).

  To sum up, the writer applied Communicative Language Teaching (CLT) as an approach of the study after considering the characteristics of CLT which are suitable to apply in the school of this study. However, it is crucial to

   

  Communicative Task

  Nunan (1989: 10) clarifies communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.” It means that the students can learn and obtain the target language by the existence of communicative tasks. The students can express or give opinion towards what is happening in their surrounding so that they really learn and reach what they need to understand during the class, especially when it is really close to their real-life situation.

  There are some components in analyzing the communicative task in the classroom. They are teacher’s role, learner’s role, setting, activities, input, and goals. The components are described in Figure 2.2.

  Teacher’s   Goals   role   Learner’s   Input  

  TASK

  role  

Activities Settings

 

   

    materials for the first semester of the tenth grade students of SMA Dominikus

  

Wonosari. Clarke and Silberstein (1977: 51), as cited in Nunan (1989: 59), state

  that “Classroom activities should be parallel the ‘real-world’ as closely as possible.” Since language is a tool of communication, both methods and materials should concentrate on the message. It is expected that the activities in the designed materials would be closely related to the real-world situation and help the students to be familiar with the language used in the real-life communication.

4. Task-Based Instructions

  Willis (1996: 23) defines tasks as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. It means that tasks are carried out for the learners to use the target language in the classroom activities. Meanwhile, Richards and Rodgers (2001: 223) define Task-Based Instructions (TBI) as “an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” In fact, Task-Based Instructions represents a particular realization of Communicative Language Teaching in which the approach is applied in this study.

    achieve an objective. Generally, basic pair-work and group work are often used to increase the students’ interaction and collaboration.

  There are several characteristics of a task stated by Jack J. Richards (2005, 33-34). First, task is something that learners do or carry out using their existing language resources. The second is that when the learners are carrying out the task, the learning acquisition may occur. Furthermore, the task in Task-Based Instructions involves a focus on meaning, and it involves two or more learners to realize the communication strategies and interactional skills.

  Based on the characteristics of tasks from the TBI point of view, there are two kinds of tasks in TBI (Nunan, 2004: 1); they are real-world tasks and

  

pedagogical tasks . Real-world tasks refer to uses of language in the world beyond

  the classroom, while pedagogical tasks are usually designed for the classroom, which requires the use of specific interactional strategies and the use of specific types of language (skills, grammar, and vocabulary).

  In TBI, the activities used are those that increase the learners’ activities, not the teachers’. The teachers themselves need to produce and supply different tasks which help the learners to experience the target language spontaneously,

    proposed by Willis (1996: 26-27): 1) Listing

  Listing tasks tend to generate a lot of talk as learners explain their ideas. It involves two stages, namely brainstorming and fact-finding. In brainstorming, the learners would draw their experiences and knowledge either in class or in group/pairs. Whereas in fact-finding the learners are required to find out things by asking each other or other people and referring to books and many others. 2) Ordering and Sorting

  These tasks involve four main processes. First, the students are required to

  

sequence items, events, or actions in a chronological order. Second is ranking

  items according to personal values or specified criteria. Third is categorizing items in groups, and the last is classifying items in different ways, where the categories themselves are not given. 3) Comparing

  These tasks involve comparing information of similar nature but from different sources or versions in order to identify common points and/or differences. The processes involved in this task are matching to identify specific

    5) Sharing personal experiences