Designing a set of english instructional speaking materials for the first semester students of program khusus sarajana perkebunan kelapa sawit Institut Pertanian STIPER Yogyakarta using task-based language teaching - USD Repository

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING

MATERIALS FOR THE FIRST SEMESTER STUDENTS OF PROGRAM

KHUSUS SARJANA PERKEBUNAN KELAPA SAWIT INSTITUT PERTANIAN

STIPER YOGYAKARTA

USING TASK-BASED LANGUAGE TEACHING

A Thesis

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By:

WIDI ARIANTI VALENTINA

  Student Number: 011214072

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

  ! " #

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ACKNOWLEDGMENTS

  I wholly praise Jesus Christ for His blessing and wonderful touches through all people who have given me strength and spirit to make the best thing in my life. I would also like to express my greatest gratitude to Mother Marry for the guidance and for making my wishes come true.

  I am also very much indebted to Caecilia Tutyandari S.Pd., M.Pd., my major sponsor, and Laurentia Sumarni S.Pd., my co-sponsor, for their patient guidance, careful correction, time and thought, advice and encouragement so that I could finish this thesis. I would also like to thank SR. Margaret O’Donohue for the input, encouragement and being so kind to me.

  Besides, my deepest gratitude is addressed to Pak Tri, Pak Andre, Mas Wid,

  

Dura and Pisifera classes, and all lecturers and staff of Program Khusus Sarjana

Perkebunan Kelapa Sawit Institut Pertanian Yogyakarta who have given me warm

welcome and opportunity in doing my research there.

  My sincere gratitude goes to my beloved family: Babe Albertus Hadi

  

Suparyo, Ibu’ Yuliana Maria Astuti, Mba’ Renny, Mba’ Lucy, Adien, Jasson,

  and Elyon who always give me endless love, support, prayer and encouragement to face the world.

  My special thanks go to Astrid, Anggi, Ely, Son and Thesada for the sharing, support, love, and laugh. They always support me with their own way and give me beautiful friendship (keep on fighting friends!). It is nice to have them in my life. I am also grateful to my lovely friends: Novi Bali, Henry, Victor, Tonny, Mas

  

Totok, Nino, Prima, Pom2, Suci, Siska and all PBI 2001 students for the wonderful

friendship and “the lesson” I have learnt.

  Many thanks also go to Pak Yusuf, all teachers, staff and my students at SMP Kanisius Kalasan for the unforgettable moments. Thank a lot to Ms. Tyas and Ms.

  

Yoke for their support and understanding. I also thank English First Nusantara

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  I am grateful to Mas Giwang for the illustrations, Ginting for sharing experiences, Bona (my little brother), Niken and Novi for being great partners, Dani for the margins, Mba’ Andri, and Mas Kiki for always being ready to help me. I thank to Dhika for giving me the “cross” and “wings”. They will always strengthen me.

  I would like to give my special thank to Frans Denol Swarse for the love, understanding, patience, support and prayer. “We have learnt many things together so don’t worry, everything will be okay”.

  Finnaly, I would also like to thank Sanata Dharma University and all PBI lecturers from whom I have learnt many things including the values of life; and all staff of Sanata Dharma University who have given me their smile and best service. May God bless them.

  Widi Arianti Valentina

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TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………………… i

PAGES OF APPROVAL ………………………………………………………. ii

STATEMENT OF WORK’S ORIGINALITY ……………………………….. iv

PAGE OF DEDICATION ……………………………………………………… v

ACKNOWLEDGMENTS ……………………………………………………… vi

TABLES OF CONTENTS …………………………………………………… viii

LIST OF TABLES ……………………………………………………………… x

LIST OF FIGURES …………………………………………………………....... xi

LIST OF APPENDICES ………………………………………………………. xii

ABSTRACT …………………………………………………………………….. xiii

ABSTRAK …………………………………………………………………….. xv

  

CHAPTER I: INTRODUCTION ……………………………………………… 1

A. Background …………………………………………………………………… 1 B. Problem Identification ……………………………………………………….. 3 C. Problem Limitation …………………………………………………………… 3 D. Problem Formulation ………………………………………………………..... 4 E. Objectives of the Research …………………………………………………… 4 F. Benefits of the Study ……………………………………………………….. 5 G. Definition of Terms …………………………………………………………… 6

CHAPTER II: LITERATURE REVIEW ……………………………………… 8

A. Theoretical Description ………………………………………………………... 8

  1. Instructional Design Model ………………………………………………... 8

  a. Yalden’s Model ………………………………………………………... 8

  b. Kemp’s Mode …………………………………………………….......... 11

  2. English for Specific Purpose …………………………………………........ 13

  a. Criteria of ESP ………………………………………………………... 13

  b. Categorization of ESP ………………………………………………... 14

  3. Task-Based Language Teaching ………………………………………….. 15

  a. The objective of TBLT ………………………………………………... 15

  b. The characteristics of TBLT ………………………………………….. 16

  c. Types of Tasks ………………………………………………………... 18

  d. The procedures ………………………………………………………... 19

  e. The learner roles …………………………………………………........ 20

  f. The teacher roles …………………………………………………........ 21

  g. The role of Instructional Material in TBLT ………………………….. 22

  4. Syllabus ……………………………………………………………………. 22

  a. Syllabus Types ………………………………………………………... 22

  b. Reason for having syllabus in ESP ……………………………………. 23

  b. Teaching Techniques ………………………………………………….. 25

  2. Considering the Goals, Listing the Topics and Stating General Purposes …………………………………………………………….......... 45

  D. Presentation of the Designed Set of Materials ………………………………... 55

  C. Discussion of the Design Set of Materials Evaluation ………………………... 53

  4. Respondents’ Suggestions on the Designed Set of Materials ……………… 53

  3. Respondents’ Comments on the Designed Set of Materials ……………… 52

  2. Data Presentation in the Form of Descriptive Statistics ………………….. 50

  1. Description of the Respondents ………………………………………….. 49

  B. The Result of the Survey Administered to evaluate the Design Set of Materials and Evaluation Instruments ……………………………………… 49

  7. Evaluation ………………………………………………………………... 48

  6. Selecting the Teaching or Learning Activities and Instructional Resources ………………………………………………….. 47

  5. Listing the Subject Contents ……………………………………………… 46

  4. Selecting Syllabus Type ...……………………………………………......... 46

  3. Specifying the Learning Objectives ……………………………………… 46

  1. Conducting a Needs Survey ……………………………………………….. 41

  B. Theoretical Framework ……………………………………………………… 29

  

CHAPTER IV: RESEARCH RESULT AND DISCUSSION .……………….... 41

A. The Steps involved in Designing a Set of Materials …………………………... 41

  F. Research Procedures ………………………………………………………….. 38

  E. Data Analysis ………………………………………………………………... 37

  D. Data Gathering ………………………………………………………………... 36

  2. Interview ………………………………………………………………... 36

  1. Questionnaire ……………………………………………………………… 35

  C. Research Instruments ………………………………………………………... 35

  B. Respondent of the Survey Study ……………………………………………… 34

  3. Post-design Survey ……………………………………………………… 33

  2. Material Development ………………………………………………......... 33

  1. Pre-design Survey ………………………………………………………... 32

  

CHAPTER III: METHODOLOGY ………………………………………….. 32

A. Research Methodology ………………………………………………………... 32

  

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ………………............. 58

A. Conclusions …..……………………………………………………………… 58 B. Suggestions …..……………………………………………………………… 59

BIBLIOGRAPHY ……………………………………………………………… 61

APPENDICES ……………………………………………………………… 63

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LIST OF TABLES

  Table 2.1: Stages in Language Program Development ………………………... 9 Table 3.2: The Description of the Respondents (Blank) ……………………….. 34 Table 3.3: The Descriptive Statistic of respondents’ Opinion (Blank) ……….. 38 Table 4.4: The Result of the Needs Survey …………………………………… 42 Table 4.5: The Description of the Respondents ……………………………….. 50 Table 4.6: The Descriptive Statistic of Respondents’ Opinions ………….......... 51 Table 4.7: The Titles and Contents ………………………………………........ 55 Table 4.8: The Contents of Each Parts …………………………………………. 56

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LIST OF FIGURES

  Figure 2.1: Yalden’s Model …………………………………………………… 10 Figure 2.2: Kemp’s Model .…………………………………………………….. 12 Figure 2.3: The Writer’s Model ……………………………………………….. 31 Figure 3.4: The Research Procedures ...…………………………………………. 40

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  Appendix 1: Letters of Research Permission and Statement …………………….. 63 Appendix 2: Research Questionnaire ……………………………………………. 65 Appendix 3: The Syllabus ………………………………………………………... 72 Appendix 4: The Presentation of the Designed Set of Materials ………………… 80

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ABSTRACT

  Valentina, Widi Arianti. 2007. Designing a Set of English Instructional Speaking

  

Materials for the First Semester Students of Program Khusus Sarjana Perkebunan

Kelapa Sawit Institut Pertanian STIPER Yogyakarta Using Task-Based Language

Teaching. Yogyakarta: Sanata Dharma University.

  Program Khusus Sarjana Perkebunan Kelapa Sawit (Program Khusus SPKS) is a study program of Agricultural Faculty Institut Pertanian STIPER Yogyakarta.

  This program aims to prepare agricultural experts with special skill to work at oil palm plantations or companies.

  Program Khusus SPKS Institut Pertanian STIPER realized that besides giving

  the students with special knowledge about oil palm, it needs to provide the students with opportunity to practice English speaking. English is much needed for their study or their future job. Task-Based Language Teaching gives the learners abundant opportunity to interact by doing various and purposeful tasks.

  There were two problems formulated in this study. The first problem was how to design a set of English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta using Task-Based Language Teaching. The second one was about how to present the designed set of materials.

  In order to solve the first problem, the writer adapted the two models of instructional program design suggested by Kemp and Yalden. The outcome of the modification was seven steps used to design the materials. They were: (1) Conducting Needs survey, (2) Considering the Goals, Listing the Topics and Stating General Purposes, (3) Specifying the Learning Objectives, (4) Selecting Syllabus Type, (5) Listing the Subject Contents, (6) Selecting the Teaching or Learning activities and Instructional Resources, and (7) Evaluation.

  Moreover, the writer conducted Pre-design survey, Material Development, and Post-design survey. The Pre-design survey was conducted by interviewing the lecturers and distributing questionnaire for the students of Program Khusus SPKS

  

Institut Pertanian STIPER. The result of the pre-design survey was used as the basis

  for developing English instructional speaking materials which are suitable for the students.

  After completing the designed materials, the writer conducted Post-design survey to obtain opinions, comments, and suggestions from the respondents towards the existing materials. The respondents were 3 English lecturers, one English consultant and 2 English instructors. The data obtained were then analyzed. The result of the analysis showed that the means ranged from 4 to 4.5. It means that the designed set of materials is good and acceptable.

  To answer the second question in the problem formulation, the writer presented the materials. This final version had been revised and improved according to the respondents’ relevant suggestions. This designed set of materials consists of

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  The writer hopes that this set of materials will be useful for the English lecturer of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta as well as other agricultural institutes to help the students develop their English speaking skills.

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ABSTRAK

  Valentina, Widi Arianti. 2007. Designing a Set of English Instructional Speaking

  

Materials for the First Semester Students of Program Khusus Sarjana Perkebunan

Kelapa Sawit Institut Pertanian STIPER Yogyakarta Using Task-Based Language

Teaching. Yogyakarta: Sanata Dharma University.

  Program Khusus Sarjana Perkebunan Kelapa Sawit (Program Khusus SPKS) merupakan salah satu program studi yang terdapat di Fakultas Pertanian Institut Pertanian STIPER Yogyakarta. Program ini bertujuan untuk menyiapkan sarjana pertanian dengan kompetensi khusus, yaitu sarjana yang siap bekerja di perkebunan ataupun perusahaan kelapa sawit.

  Program Khusus SPKS Institut Pertanian STIPER menyadari bahwa disamping mahasiswa dibekali dengan pengetahuan tentang kelapa sawit, mereka juga perlu memperoleh keterampilan berbicara dalam Bahasa Inggris. Bahasa Inggris sangat diperlukan oleh para mahasiswa baik dalam studi ataupun pekerjaan mereka kelak. Pengajaran Berbahasa Berbasis Tugas memberikan kesempatan bagi para mahasiswa untuk berinteraksi dengan menggunakan bahasa Inggris dalam menyelesaikan tugas-tugas yang beraneka ragam dan bertujuan jelas.

  Studi ini membahas dua permasalahan. Yang pertama berkaitan dengan bagaimana merancang seperangkat materi keterampilan berbicara Bahasa Inggris untuk mahasiswa semester 1 Program Khusus SPKS Institut Pertanian STIPER Yogyakarta menggunakan Pengajaran Bahasa Berbasis Tugas. Sedangkan permasalahan yang kedua berkenaan dengan penyajian materi tersebut.

  Untuk menyelesaikan masalah yang pertama, penulis memodifikasi model- model perancangan materi yang dikemukakan oleh Kemp dan Yalden. Hasil dari modifikasi tersebut adalah 7 langkah yang digunakan untuk mendesain materi. Langkah-langkah tersebut adalah: (1) Mengadakan analisis kebutuhan siswa, (2) Mempertimbangkan tujuan, membuat daftar topik-topik, menyatakan tujuan di setiap topic, (3) Mengkhususkan tujuan pembelajaran, (4) Memilih jenis silabus, (5) Membuat daftar isi materi pembelajaran, (6) Menyeleksi kegiatan belajar mengajar dan sumber-sumber pengajaran, (7) Mengevaluasi.

  Penulis juga mengadakan Survei Pra-desain, Pengembangan Materi, dan Survei Paska-desain. Survei Pre-desain dilakukan melalui wawancara dengan dosen dan membagikan kuisioner kepada mahasiswa Program Khusus SPKS Institut Pertanian STIPER. Hasil dari survei ini digunakan sebagai dasar untuk mengembangan materi yang sesuai bagi mahasiswa.

  Setelah menyelesaikan seperangkat materi tersebut, penulis mengadakan survei Paska-desain untuk memperoleh pendapat, komentar, dan saran dari para responden. Para responden terdiri dari 3 dosen Bahasa Inggris, 1 konsultan Bahasa Inggris, dan 2 instruktur Bahasa Inggris. Data yang diperoleh kemudian dianalisa. Hasil dari analisa tersebut menunjukkan bahwa nilai rata-rata berkisar antara 4 sampai 4,5. Ini berarti rancangan materi yang sudah dibuat sudah baik dan dapat diterima.

  Untuk menjawab pertanyaan ke dua dalam rumusan masalah, penulis

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  ini terdiri dari 8 unit. Isi dari unit-unit tersebut adalah ‘What’s up?’, ‘Try it!’, ‘Do you know about it?’, dan ‘Be active!’.

  Penulis berharap rancangan materi ini berguna bagi dosen Bahasa Inggris Program Khusus SPKS Institut Pertanian Yogyakarta maupun institut-institut pertanian lainnya dalam membantu mahasiswa mengembangkan kemampuan berbicara mereka.

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CHAPTER I INTRODUCTION A. Background Nowadays, English has become a basic requirement for people in Indonesia

  who are involved in areas or work places where they meet a lot of foreigners. We can find that English is widely used in many aspects of life such as in politics, trade, entertainment, and education.

  In this era of globalization, Indonesia often makes cooperation with many foreigners or investors who take roles in various fields, especially trade or business.

  English, which is used internationally as the language for communication among nations, becomes a compulsory language to master. It is for the reason that now job seekers are expected to show their mastery in English.

  Institut Pertanian STIPER, an institute of agriculture in Yogyakarta is

  concerned with the quality of the students. It tries to develop their human resources by conducting English practice class.

  In addition, in 2005 Institut Pertanian STIPER Yogyakarta founded a new study program named Program Khusus Sarjana Perkebunan Kelapa Sawit (Program

  

Khusus SPKS). This program is designed to prepare the students as workers at oil

  palm plantations and companies in Indonesia. In conducting this program, this university cooperates with some commercial agriculture enterprises, such as PT.

  ASTRA ARGO LESTARI Tbk, PT. SELAPAN JAYA, MATAHARI KAHURIPAN

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  2 their investors, managers, biologists, and instructors are English speakers. It means that they will often make contacts with foreigners in doing their job. Therefore, it cannot be avoided that they are really expected to be able to speak English so they can communicate with them well.

  The writer interviewed some people who have work experiences in the oil palm plantations and companies and found that generally the oil palm plantations and companies’ workers do not have good ability to use English actively and passively. The workers could not use correct English sentences with English speakers. Sometimes, they used sign language in asking and giving information to the instructors or the biologists. Knowing this condition, the companies really expect that their workers have good English ability especially in speaking.

  To respond to the need, the writer conducts a study which aims at designing English speaking instructional materials for the first semester students of Program

  

Khusus SPKS Institut Pertanian STIPER Yogyakarta who are expected to work at oil

  palm plantations and companies. It is expected that English instructional materials, which are presented in this thesis will be relevant to their job.

  The researcher applied an approach, which is called English for Specific Purposes (ESP) in designing English speaking instructional material for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta.

  It is because, as proposed by Hutchinson and Waters (1944: 19), “English for Specific Purpose is an approach to language teaching which all decisions as to

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  3 specific, the English required here is English for Occupational Purposes (EOP), which is one of ESP branches. It can be concluded that the type of English here is English that meets learners’ needs to support their job.

  B. Problem Identification

  To successfully prepare and participate in the working world, the students of

  

Program Khusus SPKS Insitut Pertanian STIPER Yogyakarta need to have a good

  ability in speaking English. Since most of them want and are expected to work at oil palm plantations and companies, they do not only have to master English in daily contexts but also in agricultural contexts.

  However, lack of information and knowledge about language functions needed by the planters will cause the students to have difficulties in carrying out their duty later. It means that their ability and knowledge of English need to be prepared and improved.

  On the other hand, they have different levels of abilities of English basic skills. Therefore, an English course that emphasizes the learners’ needs to achieve necessary language functions should be established.

  C. Problem Limitation

  The students of Program Khusus SPKS Institut Pertanian STIPER

  

Yogyakarta study oil palm plantation and are expected to work at oil palm plantations

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  4 working world, the needs should be analyzed. The information gathered from the analysis will be used as the starting point to design an English instructional speaking material for English for Specific Purposes for the first semester students of Program

  Khusus SPKS Institut Pertanian STIPER to develop their English Speaking ability.

  The discussion will focus on designing a set of English instructional materials for the students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta.

  The design will focus on the English speaking skill.

  D. Problem Formulation

  Based on the background and the problem limitation, the problems in this study can be formulated as follows:

  1. How is a set of English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta using Task-Based Language teaching designed?

  2. What does the set of English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta using Task- Based Language Teaching look like?

  E. Objectives of the Research

  The objective of this research is to answer the questions that are stated in the problem formulation. The first objective is to find out how a set English instructional

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  5 Pertanian STIPER Yogyakarta using Task-Based Language Teaching is designed.

  The second objective is to present the set of English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian STIPER

  Yogyakarta using Task-Based Language Teaching.

F. Benefits of the Study

  The writer hopes that the design will give advantages for the learners who are the students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta, for the designer, and for further studies. The benefits are:

  1. For the lecturers of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta Since there were no well –prepared materials yet for English speaking practice class in Program Khusus SPKS Institut Pertanian STIPER Yogyakarta, the presentation of the designed materials in this thesis will help the lecturers prepare the teaching learning process.

  2. For the students of Program Khusus SPKS Institut Pertanian STIPER The students learn to speak English in an effective and simple way and they increase the student’s willingness to practice English using interesting materials in order to improve their speaking ability related to their network based on what they need, want, and like.

  3. For the writer herself This study proves the writer’s concern in the educational field. Besides, she knows and learns better how to apply her knowledge and ability to develop

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  4. For further studies This thesis may serve as a base of conducting further research of language teaching method. Hopefully, this research result can provide helpful information and give a stimulus for the further research. Hence, better and more various activities or task through Task-Based Language Teaching will be found.

G. Definition of Terms

  To get clear information of this study, here the writer includes some definitions of important terms:

  1. Design Design is to develop plans to guide educational activity in a situation (Houle,

  1978: 230). The plan refers to an instructional materials design that will be used in the classroom. Design is purposeful and it is made firstly before one is doing something. A teacher has to make or design a lesson plan in order to facilitate the teaching learning process.

  2. Instructional Speaking Materials The writer formulates instructional speaking materials in this study as materials planned by the designer to be used by the teachers or instructors and learners as the focus of discussion in teaching and learning process. Instructional materials are materials planned by the teacher for instruction using textbook, journal, and newspaper as the example of printed materials (Walters and Reisser A, 1983:3) The approach that is used in this study is Task-Based Language Teaching.

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  7 the point of departure is not an ordered list of linguistic items, but collection of tasks (Nunan, 1992: 24).

  3. Institut Pertanian STIPER In English, it is called STIPER Agricultural Institute. This institute focuses on the agricultural study. It was founded on December 10, 1958. Institut Pertanian

  STIPER has two campuses, located at Jl. Nangka II Maguwoharjo, Depok Sleman, Yogyakarta and at Jl. Petung No. 2 Papnngan Yogyakarta. There are three faculties in this institute: they are Agricultural Faculty, Agricultural Engineering Faculty, and Forestry Faculty.

  4. Program Khusus Sarjana Perkebunan Kelapa Sawit Program Khusus Sarjana Perkebunan Kelapa Sawit is a new program that is designed to prepare the students to be planters or experts in oil palm plantations. This program is a special program in Agricultural Faculty and was founded in 2005.

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CHAPTER II LITERATURE REVIEW In this study, the writer aims to design English instructional speaking

  materials for the first semester students of Program Khusus SPKS Institut Pertanian

  

STIPER Yogyakarta. In this chapter, the discussion will be divided into two main

parts i.e. theoretical description and theoretical framework.

  The theoretical description is aimed to give foundation for designing the materials by reviewing related literature. This section consists of five subchapters, which will discuss (1) Instructional Design Model, (2) English for Specific Purposes, (3) Task – Based Language Teaching, (4) Syllabus, and (5) Speaking Skill. The theoretical framework will discuss the significance of the theories to design materials.

A. Theoretical Description

1. Instructional Design Model

a. Yalden’s Model

  Yalden suggests the design of a communicative syllabus. According to Yalden, a syllabus can be considered as communicative since it takes into consideration everything required assuring communication (1987: 87). It suggests ten compositions that can be listed as follows (1987: 86-87):

  a. As detailed a consideration as possible of the purpose for which the learners wish to acquire the target language; b. Some ideas of the setting in which they will want to use the target language

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  c. The socially defined role of the learners that will be assumed in the target language as well as the role of their interlocutors; d. The communicative events in which the learners will participate in everyday situation, vocational situation or professional situation, academic situation, and so on;

  e. The language functions involved the events, or what the learner will need to be able to do with or through the language; f. The notion involved, or what the learner will need to be able to talk about;

  g. The skills involved in the “together” of discourse: discourse and rhetorical skills;

  h. The variety or varieties of the target language that will be needed, and the levels in the spoken language in which the learners will need to reach; i. The grammatical content that will be needed; j. The lexical content that will be needed.

  Furthermore, Yalden (1987: 88) suggests that having a syllabus is not the same as having the teaching materials and lesson plans. Therefore, after knowing the type of syllabus that will be applied, a teacher should prepare in developing the instructional materials. Yalden suggests eight stages in developing a language program.

  The stages can be seen in table 2.1 below:

  

Table 2.1:

Stages in Language Program Development (Yalden, 1987: 89)

STAGE DESCRIPTION

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  IV V

  Of classroom procedure Evaluation

  l.

  Developme nt & Imp

  Producti on Of proto Syllabus

  Produc tion Of Pedago gical Syllab us

  Needs Survey Descrip tion of Purpose Selec. of Syllab us Type

  10 III

  2. of program’ 3. of teaching Recycling stage 1. congruence or “fit” between goals set and students performance is determined. 2. content is reassessed.

3. materials and methodological procedures are revised.

  2. desired outcome 3. exploitation/creating of teaching material Evaluation 1. of students

  2. preparation of lesson plan 3. preparation of weekly schedules b) Teachers training: briefings or workshop on: 1. principles

  

1. development of teaching material (as far as possible)

2. development of teaching sequence and decision and testing instruments a) Development of classroom procedures 1. selection of exercises type and teaching techniques

  

b. students skill entry to and on exit from the program

Selection or development of syllabus type IV and physical constraints on the program. The proto syllabus: description of language and language use to be covered in the program. The pedagogical syllabus: development of teaching, learning and testing approaches.

  a. students’ characteristics

VI VII

  VIII

  The steps of the process of designing instructional materials are presented below:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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b. Kemp’s Model

  Kemp (1977: 8-9) states that a plan is designed to answer three questions, which may be considered the essential element. The three questions are (a) what must be learned?, (b) what procedures and resources will work best to reach this desired learning level? (activities and resources) and (c) how will we know when this required learning has taken place? (evaluation).

  Kemp (1977: 8-9) suggests eight elements in designing a program. The eight elements can be started with and then move back and forth to the other steps, so the writer can set her own pattern and in some instances it is unnecessary to treat all eight elements.

  The steps are:

  1. Consider goals, and then list the topics, stating the general purpose for teaching each topic.

  2. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

  3. Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes.

  4. List the subject content to support each objective.

  5. Develop pre-assessment to determine the students’ background and present level of