ENGLISH CONVERSATION MODULE FOR THE TENTH GRADE STUDENTS OF CONVERSATION CLASS AT SMA SANTA MARIA YOGYAKARTA USING TASK-BASED LEARNING A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
ENGLISH CONVERSATION MODULE FOR THE TENTH GRADE STUDENTS OF CONVERSATION CLASS AT SMA SANTA MARIA YOGYAKARTA USING TASK-BASED LEARNING A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Maria Widawati
Student Number: 071214010
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
This study is dedicated to my lovely parents, Bapak Petrus Bambang Wijanarko and Ibu Susana Tuminah, and SMA Santa Maria Yogyakarta
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ABSTRACT
Widawati, Maria. 2012. English Conversation Module for the Tenth Grade
Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-
Based Learning . Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Since English was selected as the first foreign language for communication, English became a compulsory subject in Indonesian schools. One of the senior high schools in Yogyakarta, SMA Santa Maria Yogyakarta, sees that having English in regular class is not enough to fulfill students’ need on improving communicative skill. Therefore, SMA Santa Maria Yogyakarta adds conversation class as an obligatory extracurricular class. This study intended to design a new conversation module using Task-Based Learning. Since the conversation program is an extracurricular class, the learning materials were not regulated by the current curriculum. Therefore, the writer selected the materials herself under the guidance of the coordinator of the conversation program.
This study was aimed at answering two problems, i.e. (1) How is a set of English conversation module for the tenth grade students of conversation class at SMA Santa Maria Yogyakarta designed? and (2) What does the design look like?
To answer the first problem, the writer adapted Kemp’s instructional design (1977) and Yalden’s model (1983) which were put together with the five first steps of Reaseacrh and Development (R&D) cycle by Borg and Gall (1983). The five steps of R&D cycle were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) field testing, and (5) final product revision.
The writer distributed questionnaire to the four respondents to evaluate the proposed module. Through distributing the questionnaire, the writer found that the proposed module was quite satisfying which was shown by the mean ranged between 3 and 5. After revising some parts based on the feedback obtained from the evaluation, the writer presented the final version of the designed module. The manifestation of the designed module was divided into two books, students’ book and teachers’ guide. The students’ book contained sequenced activities for the students to follow during the learning process. Meanwhile, the teacher’s guide was designed to help the teacher conduct the learning process as the facilitator. It consisted of general description, syllabus and lesson plan, game instructions, photocopiable materials, and answer key.
The designed module was recommended to be used since it contained many interesting and various activities which were designed to stimulate students actively involved in conversation program. Besides, it also could be used to extend knowledge on things happening in other countries. Though the designed module was designed for the SMA Santa Maria Yogyakarta, it also enabled to be used by other schools or institutions since most students at the same age have similar characteristics.
Keywords: English conversation module, SMA Santa Maria, Task-Based Learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Widawati, Maria. 2012. English Conversation Module for the Tenth Grade
Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-
Based Learning. Yogyakarta: Program Study Bahasa Inggris, Universitas Sanata
Dharma.Sejak Bahasa Inggris dipilih sebagai bahasa utama untuk
berkomunikasi, Bahasa Inggris menjadi mata pelajaran wajib di sekolah-sekolah
di Indonesia. Salah satu SMA di Yogyakarta, SMA Santa Maria Yogyakarta,
melihat bahwa memiliki mata pelajaran Bahasa Inggris di kelas regular tidaklah
cukup untuk memenuhi kebutuhan siswa dalam meningkatkan kemampuan bahasa
Inggris yang komunikatif. Karenanya SMA Santa Maria Yogyakarta
menambahkan ekstrakurikuler wajib kelas percakapan (conversation class). Studi
ini bertujuan untuk merancang modul baru untuk kelas percakapan dengan
menggunakan pendekatan Task-Based Learning (TBL). Karena program
conversation class ini adalah kelas ekstrakurikuler, materi-materi pembelajaran
yang digunakan tidaklah diatur oleh kurikulum yang berlaku saat ini. Maka dari
itu, penulis memilih sendiri materi-materi pembelajaran yang diperlukan dibawah
bimbingan koordinator dari kelas percakapan.Studi ini bertujuan untuk menjawab dua masalah, yaitu (1) Bagaimana
merancang modul percakapan Bahasa Inggris untuk kelas sepuluh SMA Santa
Maria Yogyakarta menggunakan pendekatan Task-Based Learning? dan (2)
seperti apakah pembelajaran yang dimaksud?Penulis membagikan kuesioner kepada empat responden untuk
mengevaluasi modul yang diajukan. Dengan membagikan kuesioner, penulis
mengetahui bahwa modul yang diajukan cukup memuaskan. Hal ini ditunjukkan
dengan hasil kuesioner yang berkisar 3 sampai 5. Setelah merevisi beberapa
bagian berdasarkan komentar balik yang diperoleh dari evaluasi, penulis
menampilkan produk akhir. Produk akhir dari modul dibagi menjadi dua buku,
students’ book dan teacher’s guide. Students’ book berisi urutan aktifitas
yaitu
bagi siswa yang akan dilakukan selama proses pembelajaran. Sementara
teacher’s guide dirancang untuk membantu guru dalam menjalankan proses Teacher’s guide berisi general description, pembelajaran sebagai fasilitator. syllabus and lesson plan, game instructions, photocopiable materials, dan answer key.
Penulis menganjurkan untuk menggunakan modul yang dirancang karena
modul ini berisi banyak aktivitas yang beragam dan menarik yang dirancang
untuk menstimulasi siswa berperan aktif di kelas percakapan. Selain itu, modul
ini juga dapat digunakan untuk memperluas pengetahuan tentang hal-hal yang
terjadi di Negara-negara lain. Walaupun modul ini dirancang bagi SMA Santa
Maria Yogyakarta, modul ini juga memungkinkan untuk digunakan oleh sekolah-
sekolah atau intsansi-instansi lain karena sebagian besar siswa dengan umur
yang sama memiliki kemiripan karakteristik.
Kata kunci: modul percakapan Bahasa Inggris, SMA Santa Maria, Task-Based
Learning.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ACKNOWLEDGEMENTS
I feel grateful that the love of God always guide me and accompany me in every step I take. There’s nothing I can do but to live in a grateful heart and do the best I could.
I am deeply indebted to my advisor, Caecilia Tutyandari, S.Pd., M.Pd. for the time given, patience and guidance, for every suggestion, critic, support and faith. All of them were precious to finish my thesis.
I thank Sr.Theresiani, OSF as the headmistress of SMA Santa Maria Yogyakarta for giving me a chance to conduct study at SMA Santa Maria Yogyakarta. I also thank Astuti Purwaningsih, S.Pd., the coordinator of conversation module, who had guided me and gave me a chance to conduct study in her program.
I thank my participants of this study, Christina Laksmita Anandari, S.Pd., M.Ed., Drs. Y.B. Gunawan, M.A., Gregorius Punto Aji, S.Pd., M.Hum., for being evaluators of my designed module. I am thankful for every opinion and suggestion given to improve my designed module. I also thank my other participants, Mbak Ganis, Mbak Taju, Mbak Nova, and Mas Candra for helping me and participating cooperatively while I collected much information to fulfill data of the pre-study.
I thank all the lecturers and PBI staff for every help related to academic matters. I also thank the entire librarian staff who had assisted me related to library matters that really helped me to finish this thesis.
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I am deeply indebted to my family. My lovely parents, Bapak Petrus Bambang Wijanarko and Ibu Susana Tuminah, my lovely sister, Yustina Dian Fajar, and my lovely brother, Mikael Nanung Prastio. I feel grateful to have them.
I thank for every support, love, and spirit given. I also thank my closest friend, F.K. Jati Prasetya, and his family for his support and patience accompanying me.
I thank my great friends, especially my fellows, Notty, Gobe, Pipit, Reli, Milka, Tika, Anti, Martha, Dini, Riris, Ocha, and Sisca for supporting, reminding, and helping each other. I thank Mas Deinza who has helped me and been ready for answering every question I asked. I also thank Sr. Margareth and my friend, Ninggar, who sincerely became my grammar consultant. I thank Surya 6 family.
My big family in Jogja, they are Ci’ Linda, Meme, Boti, Mira, Cintya, Ika, Ella, and Dita for precious moments I experienced.
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Page
TITLE PAGE ..................................................................................................... i APPROVAL PAGES ......................................................................................... ii STATEMENT OF WORK’S ORIGINALITY .................................................. iv DEDICATION PAGE ....................................................................................... v ABSRACT ......................................................................................................... vi
ABSTRAK ........................................................................................................... vii Lembar Pernyataan Persetujuan Publikasi ....................................................... viii
ACKNOWLEDGEMENTS ............................................................................... ix TABLE OF CONTENTS ................................................................................... xi LIST OF TABLES ............................................................................................. xii LIST OF FIGURES .......................................................................................... xiii LIST OF APPENDICES .................................................................................... xiv
CHAPTER I. INTRODUCTION A. Research Background .......................................................................... 1 B. Research Problem ................................................................................ 5 C. Problem Limitation .............................................................................. 5 D. Research Objectives ............................................................................ 6 E. Research Benefits ................................................................................. 6 F. Definitions of Terms ............................................................................ 7 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ....................................................................... 9
1. Kemp’s Instructional Design Model .......................................... 9
2. Yalden’s Model ......................................................................... 12
3. Teaching Speaking ..................................................................... 16
a. Principles for Teaching Speaking ...................................... 16
b. Types of Classroom Speaking Performance ...................... 18
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c. Assessing Speaking ........................................................... 19
4. Teaching Conversation ............................................................. 20
5. Providing Learning Materials ................................................... 20
6. Task-Based Learning ................................................................. 22
a. Tasks ................................................................................... 22
b. Task-Based Language Learning ......................................... 24
c. TBL Framework ................................................................ 26
d. Types of TBL ................................................................... 27
7. Syllabus ..................................................................................... 29
8. Students’ Characteristics ........................................................... 30
B. Theoretical Framework ....................................................................... 31
CHAPTER III. RESEARCH METHODOLOGY A. Research Method ................................................................................ 35
1. Research and Information Collecting ...................................... 36
2. Planning ..................................................................................... 37
3. Develop Preliminary Form of Product ...................................... 37
4. Preliminary Field Testing ......................................................... 37
5. Main Product Revision ............................................................. 38
B. Research Setting ................................................................................. 38
C. Research Participants .......................................................................... 38
D. Instruments and Data Gathering Technique ....................................... 39
1. Instruments of the Research ...................................................... 39
2. Data Gathering Technique ........................................................ 41
E. Data Analysis Technique .................................................................... 42
F. Research Procedure ............................................................................. 44
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. The Steps in Conducting the Study .................................................... 46
1. Research and Information Collecting ............................................ 47
a. Conversation Class’ Students’ Characteristics ................. 47
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b. Background of Conversation Class ................................... 51
c. Review on the Previous Module ....................................... 52
d. Observing Support Services .............................................. 55
2. Planning ......................................................................................... 56
a. Stating Goals, Topics, and General Purposes ................... 56
b. Stating Learning Objectives .............................................. 57
3. Developing Preliminary form of Product ...................................... 59
a. Arranging Subject Content .................................................... 59
b. Determining Teaching/Learning Activities and Resources ... 61
c. Pedagogical Syllabus ............................................................. 62
4. Preliminary Field testing ............................................................... 62
5. Main Product Revision ................................................................. 67
B. The Final Presentation of the Designed Material ............................... 70
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ........................................................................................ 72 B. Recommendations ............................................................................... 73 REFERENCES .................................................................................................. 75
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LIST OF TABLES
TablePage
2.1. Stages in Language Program Development ............................................... 15
3.1. Central Tendencies of Respondents’ Opinion .......................................... 44
4.1. The General Purposes ............................................................................... 57
4.2. The Learning Objectives ........................................................................... 57
4.3. The Learning Topics ................................................................................. 59
4.4. The Background of the Respondents ........................................................ 63
4.5. The Result of the Preliminary Field Testing ............................................. 64
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES
Figure Page
2.1. Kemp’s Instructional Design Model ......................................................... 12
2.2. Yalden’s Model .......................................................................................... 13
2.3. The writer’s Model ................................................................................... 34
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LIST OF APPENDICES
AppendixPage
APPENDIX A: Surat Permohonan Ijin Penelitian ........................................... 78 APPENDIX B: Interview Checklists ................................................................ 80 APPENDIX C: Observation Forms .................................................................. 83 APPENDIX D: The Result of Interviews ......................................................... 85 APPENDIX E: The Result of Observations ..................................................... 91 APPENDIX F: Field Testing Questionnaire ..................................................... 95 APPENDIX G: Teacher’s Guide ...................................................................... 98 APPENDIX H: Students’ Book ........................................................................ 151
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C H A P T E R
I I N T R O D U C T
I O N
T h i s s t u d y i s c o n d u c t e d t o d e s i g n a c o n v e r s a it o n m o d u l e f o r t h e t e n t h g r a d e s t u d e n t s o f c o n v e r s a it o n c l a s s a t S M A S a n t a M a r i a Y o g y a k a tr a u - s i n g t a s k b a s e d l e a r n i n g . T h i s p a r t d i s c u s s e s r e s e a r c h b a c k g r o u n d , r e s e a r c h p r o b l e m , p r o b l e m il m ti a it o n , r e s e a r c h o b j e c it v e s , r e s e a r c h b e n e f ti s , a n d d e if n i it o n o f t e r m s o f t h e s t u d y .
. R e s e a r c h B a c k g r o u n d A
S i n c e E n g il s h w a s s e l e c t e d a s t h e f ri s t f o r e i g n l a n g u a g e f o r c o m m u n i c a it o n i n
1
9
6 7 , E n g il s h h a s b e c o m e o n e o f t h e c o m p u l s o r y s u b j e c t s i n I n d o n e s i a n s c h o o l s . T h e r e a r e f o u r m a i n s k i ll s , w h i c h a r e a c q u a i n t e d d u ir n g E n g il s h l e s s o n s . T h e f o u r l a n g u a g e s k li l s a r e o tf e n c a t e g o ir z e d i n t o e ti h e r
r e c e p it v e r o p r o d u c it v e . S p e a k i n g a n d w ir it n g a r e t h e p r o d u c it v e s k i ll s . L i s t e n i n g ,
a l o n g w ti h r e a d i n g t h e n , a r e r e c e p it v e s k i ll s ( N u n a n ,
2 3 :
2 4 ) . P r o d u c it v e s k li l r e f e r s t o l a n g u a g e t h a t s i g e n e r a t e d b y t h e l e a r n e r , w h li e r e c e p it v e s k li l r e f e r s t o l a n g u a g e t h a t s i d ri e c t e d a t t h e l e a r n e r s ( N u n a n ,
2 3 :
4 8 .) T h o s e f o u r s k i ll a ll o t m e n t s a r e r e g u l a t e d b a s e d o n S c h o o l B a s e d C u r ir c u l u m ( K T S P ) . U n f o tr u n a t e l y , t h i s d o e s n o t g i v e e n o u g h o p p o tr u n ti y f o r s t u d e n t s t o d e v e l o p t h e i r c o m m u n i c a it v e s k li l d u e t o t h e il m ti e d o p p o tr u n ti y o f r p r a c it c i n g s p e a k i n g s k li l a n d il s t e n i n g s k i ll . O n e o f t h e e f f o tr s t h a t c a n h e l p i m p r o v e s t u d e n t s ’ c o m m u n i c a it v e s k li l i s c o n d u c it n g c o n v e r s a it o n c l a s s a l o n g w ti h i n rt a c u r ir c u l a r E n g il s h s u b j e c t .
1
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2 I n o r d e r t o a c h i e v e t h e m a i n g o a l o f l e a r n i n g E n g il s h , o n e o f s e n i o r h i g h s c h o o l s i n Y o g y a k a tr a , S a n t a M a r i a S e n i o r H i g h s c h o o l , a d d s c o n v e r s a it o n a s a n e x rt a c u r ir c u l a r c l a s s . T h e s c h o o l s e t s t h e c l a s s a s a n o b il g a t o r y c l a s s t o f a c li ti a t e s t u d e n t s t o h a v e m o r e c h a n c e t o o b t a i n a d d i it o n a l E n g il s h l e s s o n , p a r it c u l a lr y s p e a k i , n g w ti h o u t r e d u c i n g t h e p o r it o n o f E n g il s h l e s s o n i n r e g u l a r c l a s s e s . T h i s c l a s s , h e l d e v e r y S a t u r d a y a tf e r s c h o o l , i s a n o b il g a t o r y c l a s s t o j r o i n f o t h e t e n t h a n d e l e v e n t h g es . M r a d e m b e r s o f c o n v e r s a it o n c l a s s a r e t h e s t u d e n t s o f r e g u l a r c l a s s e s , s o e v e r y c l a s s c o n s i s t s o f
2 t o 3 s t u d e n t .s A d d i n g c o n v e r s a it o n c l a s s i s a l s o r e l a t e d t o t h e v i s i o n o f t h i s s c h o o l , w h i c h i s t o p r e p a r e t h e s t u d e n t s t o f a c e t h e g l o b a il z a it o n e r a t h r o u g h E n g il s h a n d c o m p u t e r i z a it o n .
T h i s s c h o o l h a s p r o v i d e d a m o d u l e f o r t h e c o n v e r s a it o n c l a s s . T h e m o d u l e w a s d e s i g n e d b y t h e c o o r d i n a t o r o f t h e p r o g r a m . T h e m o d u l e h a s s o m e s rt e n g t h s a n d w e a k n e s s e s . T h e f a c t t h a t t h e m o d u l e h a s s o m e s rt e n g t h s a n d w e a k n e s s e s a r e o b t a i n e d t h r o u g h o b s e r v a it o n o f t h e e x i s it n g m o d u l e . T h e n , t h e w r ti e r i n t e r v i e w e d t h e c o o r d i n a t o r o f t h e c o n v e r s a it o n p r o g r a m t o h a v e c l a ir if c a it o n . T h e w r ti e r i n t e r v i e w e d t h e c o o r d i n a t o r o n A p r li
2
1 1 . T h e r e a r e s o m e s rt e n g t h s o f t h e m o d u l e . F ri s ,t t h e m o d u l e h a s a p p r o p ir a t e t o p i c s f o r s t u d e n t s a s b a s i c E n g il s h l e a r n e r s . S e c o n d , a l m o s t a l l t h e c h o s e n t o p i c s a r e o r d e r e d w e ll , s o i t e a s e s t h e s t u d e n t s t o u n d e r s t a n d m a t e ir a ,l i n t h e w a y t h a t t h e y c a n c o m p r e h e n d t h e p r o g r e s s o f t h e l e a r n i n g m a t e ir a l s . B e s i d e ,s t h e m o d u l e a l s o p r o v i d e s a p p r o p ir a t e i n f o r m a it o n i n e v e r y t o p i c . T h e i n f o r m a it o n g i v e n m a y b e i n c o m p l e t e , b u t ti s i c a r e f u ll y s e l e c t e d . T h e r e f o r e , t h e s t u d e n t s c a n u n d e r s t a n d t h e i m p o tr a n t i n f o r m a it o n g i v e n .
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 B e s i d e s t h e s rt e n g t h s , s o m e w e a k n e s s s e o f t h e e x i s it n g m o d u l e a r e a l s o f o u n d . F ri s lt y , t h e e x i s it n g m o d u l e h a s n o t b e e n u p d a t e d f o r o n e y e a r . tI i s b e c a u s e t h e t e a c h e r if n d s m a n y s i m li a ir it e s b e t w e e n l a s t y e a r ’ s s t u d e n t s a n d t h i s y e a r ’ s . Y e t , o b s e r v i n g a l ti lt e d e e p e r , t h e r e s e a r c h e r if n d s t h a t s o m e t o p i c s c a n s t li l b e d e v e l o p e d a n d , u l it m a t e l y , i m p r o v e d . S e c o n d l y , t h e p r e v i o u s m o d u l e c o n t a i n s t o o m a n y t h e o ir e s w ti h f e w n u m b e r s o f a c it v i it e .s tI i s n o t a p p r o p ir a t e w ti h t h e g o a l o f t h i s p r o g r , a m t o a c h i e v e c o m m u n i c a it v e s k i ll . T h e r e f o r e , t h e s t u d e n t s n e e d t o h a v e b i g g e r o p p o tr u n i it e s t o rt a i n t h e m s e l v e s i n t h e t a r g e t l a n g u a g e . T h ri d l y ,t h e r e a r e s o m e c h a p t e r s t h a t d o n o t h a v e s e q u e n c e o f a c it v i it e s . T h i s c a n m a k e s t u d e n t s if n d i t d fi if c u l t t o f o ll o w t h e l e a r n i n g p r o c e s s b e c a u s e s t u d e n t s c a n n o t p r e p a r e t h e m s e l v e s t o f o ll o w t h e p r o g r a m w e ll . O n o n e h a n d , h a v i n g n o s e q u e n c e d a c it v i it e s i n a m o d u l e e n a b l e s e v e r y t u t o r t o c r e a t e t h e i r o w n a c it v ti y . H o w e v e r , t h e r e i s a p o s s i b li ti y t h a t e v e r y c l a s s h a s d fi f e r e n t a c it v i it e s . T h i s s ti u a it o n l e a d s t o t h e p o s s i b li ti y t h a t s t u d e n t s m v a y h a e d fi f e r e n t i n p u t a n d o u t p u t . M o r e o v e ,r e v e r y c l a s s m a y n e e d d fi f e r e n t it m e a ll o c a it o n t o if n i s h t h e m a t e ir a .l
I n o t h e r w o r d , o n e c l a s s m i g h t if n i s h o n e m a t e ir a l i n o n e m e e it n g , w h li e o t h e r s i n t w o o r t h r e e m e e it n g .s A n o t h e r p o s s i b li ti y h a p p e n i n g i s t h a t t h e s t u d e n t s s o m e it m e s c o m p a r e o n e t u t o r t o a n o t h e .r A tl h o u g h s t u d e n t s u s u a ll y s t li l c o m p a r e o n e t u t o r t o a n o t h e r e v e n w h e n t h e t u t o r s g i v e t h e m t h e s a m e a c it v ti y , u s i n g t h e s a m e s e q u e n c e o f a c it v ti y w li l m i n i m i z e t h e c o m p a ir s o n m a d e b y t h e s t u d e n t s a n d w li l h e l p t h e t u t o r s t o m a n a g e t h e i r it m e a ll o c a it o n .
F r o m t h i s c o n d i it o n , t h e w r ti e r p r o p o s e s a n e w m o d u l e w h i c h c o n t a i n s s e q u e n c e d a c it v i it e s t o f o ll o w . T h u s , f r o m m a n y a p p r o a c h e ,s t h e w r ti e r s e e s t h a t T a s k B a s e d L e a r n i n g i s t h e a p p r o p ir a t e a p p r o a c h t o s o l v e t h e p r o b l e m s s i n c e
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2 1 ) s t a t e s , - t a s k b a s e d l e a r n i n g , w h i c h b e c o m e s o n e o f t h e a p - p r o a c h e s f o r r e a l w o lr d l a n g u a g e l e a r n i n g , s h a r e s ti s n o it o n t o m a k e a b ir d g e b e t w e e n c o n t e x t u a l t e a c h i n g a n d l e a r n i n g a n d t e a c h e r s ’ l a c k o f m o it v a it n g t h e s t u d e n t s . B y t h i s , s t u d e n t s c a n h a v e m a n y o p p o tr u n i it e s t o h a v e c o n v e r s a it o n i n E n g il s h . T h e s t u d e n t s c a n a l s o c r e a t e c o m f o tr a b l e s ti u a it o n a n d r e a l s ti u a it o n a s w h a t t h e y w li l f a c e i n t h e r e a l w o lr d . T h i s s ti u a it o n e n a b l e s s t u d e n t s t o e x p r e s s t h e m s e l v e s f r e e l y , w h e r e a s “ t e a c h e r i s i n v o l v e d i n s e t it n g t a s k s u p , e n s u ir n g t h a t l e a r n e r s u n d e r s t a n d a n d g e t o n w ti h t h e m , a n d d r a w i n g t h e m t o a c l o s e ” ( W li il s ,
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T h e t e n t h g r a d e s t u d e n t s a r e c h o s e n b e c a u s e t h e y n e e d t o h a v e s rt o n g f o u n d a it o n b e f o r e t h e y c o n it n u e t h e i r l e a r n i n g t o t h e n e x t l e v e l o f c o n v e r s a it o n c l a s s . A n o t h e r r e a s o n i s t h a t t h e w r ti e r h a s c o n d u c t e d h e r t e a c h i n g p r a c it c e i n t h i s g r a d e . T h e r e f o r e , e t h w r ti e r c a n m e a s u r e t h e l e v e l o f t h e s t u d e n t s i n E n g il s h
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: y d u t s s i h t n i d e r e w s n a e b l li w t a h t s m e l b o r p r o j a m o w t e r a e r e h T . 1 c h s il g n E f o t e s a s i w o H r o f e l u d o m n o it a s r e v n o g h t n e t e h t e d a r s t n e d u t s c n o it a s r e v n o c f o t a s s a l
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. c a o r p p a e h T h e l u d o m e h t g n i n g i s e d n i d e s u k s a T s i - . g n i n r a e L d e s a B h T d e s u e b l li w t a h t s c i p o t e n o it a v r e s b o e h t m o r f d e n i a t b o e r a w e i v r e t n i d n a . e r a s c i p o t e h T d e t a l u g e r t o n y b
’l s t s e u q e r s o o h c s e h t o t d e t s u j d a e r a d n a m u l u c ir r u c t n e r r u c e h t s d e e n d n a . e h T e l u d o m d e n g i s e d
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2 . E n g il s h C o n v e r s a it o n T e a c h e r s N o w a d a y ,s t h e r e a r e m a n y s c h o o l s w h i c h h a v e c o n v e r s a it o n c l a s s a s t h e i r e x rt a c u r ir c u l a r . T h r o u g h t h i s t h e s i s , ti i s e x p e c t e d t h a t E n g il s h c o n v e r s a it o n t e a c h e r s c a n h a v e m o r e s o u r c e s d e a il n g w ti h c o n v e r s a it o n a c it v ti y w h li e t e a c h i n g t h e c o n v e r s a it o n c l a s .s
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7 3 . O t h e r F u t u r e W e r ti r s tI i s e x p e c t e d t h a t t h r o u g h t h i s t h e s i s , o t h e r f u t u r e w r ti e r s o f c o n v e r s a it o n m o d u l e f r o t h e t e n t h g r a d e s t u d e n t s d e s i g n c a n h a v e m o r e r e f e r e n c e .
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1 6 y e a r s o l d . T h e r e f o r e , t h e s e s t u d e n t s a r e c a t e g o ir z e d a s t e e n s ( B r o w n , 2 7 :
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7 7 ) i n t h i s r e s e a r c h . T h i s i s c h o s e n b e c a u s e i t c a n b e a p p il e d i n a n y e d u c a it o n a l l e v e l a n d t h e r e s e a r c h e r c a n s t a tr f r o m w h i c h e v e r s t e p . K e m p ’ s i n s rt u c it o n a l m o d e l i s d e s i g n e d t o a n s w e r t h r e e q u e s it o n s w h i c h , a c c o r d i n g t o K e m p , a e r c o n s i d e r e d a s t h e e s s e n it a l e l e m e n t .s T h o s e e l e m e n t s c a n b e o b s e r v e d a s f o ll o w .s
1 . W h a t m u s t b e l e a r n e d ? ( o b j e c it v e s ) 2 . W h a t p r o c e d u r e s a n d r e s o u r c e s w li l w o r k b e s t t o r e a c h t h e d e s ri e d l e a r n i n g l e v e l s ? ( a c it v i it e s a n d r e s o u r c e s )
9
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, r e tf a r o i v a h e b d n a e g d e l w o n k h ti w g n il a e d s t n e d u t s l l A . s c i p o t n i a tr e c y d u t s b t s u m s e v it c e j b o e