Designing a set of speaking instructional materials using role-plays for second grade students of SMU Kolese Loyola Semarang - USD Repository
DESIGNING A SET OF SPEAKING INSTRUCTIONAL
MATERIALS USING ROLE-PLAYS FOR THE SECOND
GRADE STUDENTS OF SMU KOLESE LOYOLA
SEMARANG
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Education
LUFTY DYAH PERMANASARI
Student Number: 971214121
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
Page
PAGE OF TITLE…………………………………………………………. i PAGES OF APPROVAL………………………………………………… ii STATEMENT OF WORK’S ORIGINALITY………………………… iv PAGE OF DEDICATION……………………………………………… v ACKNOWLEDGEMENTS…………………………………………….. vi TABLE OF CONTENTS………………………………………………. viii LIST OF FIGURES…………………………………………………….. xii LIST OF TABLES……………………………………………………... xiii
ABSTRACT……………………………………………………………. xiv
ABSTRAK………………………………………………………………. xvCHAPTER I. INTRODUCTION……………………………………… 1 A. Background……………………………………………………. 1 B. Problem Identification…………………………………………. 3 C. Problem Limitation……………………………………………. 4 D. Problem Formulation……………………………………………4 E. Research Objectives…………………………………………….
4 F. Research Benefits……………………………………………….5
G. Definition of Terms……………………………………………. 6
CHAPTER II. REVIEW OF RELATED LITERATURE……………. 9 A. Theoretical Description…………………………………………
9
1. Communicative Approach...…………………………………9
b. Theory of Learning…………………………………….. 12
c. Syllabus………………………………………………… 13
d. Types of Learning and Teaching Activities……………. 14
e. Learner Roles……………………….………………….. 16
f. Teacher Roles……………..……………………………. 16
g. The Role of Instructional Materials…………….……… 17
h. Procedure…………………………….………………… 18
2. Instructional Design Model……………………………..…. 19
a. Jerrold E Kemp’s Model……………………………..… 19
b. Janice Yalden’s Model………………………………… 21
3. Role Play……………………………………………..……. 23
a. The Nature of Role-play…………………...……………23
b. The Use of Role-play…………………………………... 24 4. Speaking Skill……………………………………………....
25
a. The Nature of Speaking…………………………..…… 25
b. The Process of Speaking…………………………….... 27
c. Teaching Speaking………………………………...…… 28
5. Senior High School………………………………………… 29
a. The 1994 English Curriculum for Senior High School………………………………… 29 b. English Textbook for Senior High School…………...… 29
B. Theoretical Framework…………………………………………
31 CHAPTER III. METHODOLOGY…….………………………………. 33
A. Research Method.……………………………………………… 33
1. Document Analysis.……….……………………………….. 34
2. Survey Research…………………………………………….34
B. Subjects and Respondents…...…...…………………………….. 35
1. Subjects of Document Analysis.…………………………… 35
2. Respondents of Survey Research…………………..………. 36
C. Research Instrument…………………..……………………….. 36
D. Data Gathering………………………………………………... 39
E. Data Analysis…………………………………………….…... 39
F. Research Procedure.…………………………………….……. 41
CHAPTER IV. RESULTS AND DISCUSSION……….……………… 42
A. Document Analysis…………………………………………….. 421. Designing The Speaking Instructional Materials………...…42
2. The 1994 English Curriculum for the Senior High School……………………………….…49 B. Survey Research……………………………………………….. 49
1. Results of Informal Interview and Observation……..… 49
2. Results of the Questionnaire……………………….….. 50
C. Discussion………………………………………………………
53
A. Conclusions……………………………………………………. 57
B. Suggestions……………………………………………………. 58
BIBLIOGRAPHY APPENDIX 1 APPENDIX 2
Page Figure 1: Kemp’s Instructional Design Model……………………………. 20 Figure 2: Yalden’s Instructional Design Model…………………………… 22 Figure 3: The Process of Communication System………………………… 27 Figure 4: The Research Frameworks’ Steps………………………………. 30 Figure 5: Modified Model of Kemp……………………………………….. 32
Page Table 3.1: Descriptive Statistics of the Respondents……………………… 40 Table 4.1: Learning Objectives……………………………………………. 45 Table 4.2: Time Allocation………………………………………………... 49 Table 4.3: Descriptive Statistics of Respondents’ Opinion……………….. 51
ABSTRACT
Permanasari, Lufty Dyah (2003). Designing a set of Speaking Instructional
Materials Using Role-plays for the Second Grade Students of SMU Kolese Loyola
Semarang . Yogyakarta: Sanata Dharma University.This study focuses on designing speaking instructional materials using role-plays for the second grade students of SMU Kolese Loyola Semarang. The designed set of materials was developed in accordance with the 1994 English Curriculum for the Senior High School Students. These materials are offered as supplementary materials for developing the speaking skill of the students under study.
The issue that established the background of designing these speaking instructional materials was the lack of attention to speaking skill in the teaching English at school. As an impact, students are not able to speak and use the language in real situation although they can produce grammatically correct sentences.
There are two questions that this study tried to answer. The first question was concerned with how a set of speaking instructional materials using role-plays for second grade students of SMU Kolese Loyola Semarang was designed. The second one was concerned with what the designed materials looked like.
In designing the materials, the researcher used the modified Kemp’s design model which has six steps, 1) determining goals, topics and general purposes, 2) identifying the learners’ characteristic, 3) specifying the learning objectives, 4) clarifying subject contents, 5) selecting teaching learning activities and resources, and 6) elaborating support services.
The methods that were applied in this study to answer the two questions were document analysis and survey research. These methods are descriptive study, of which the data were obtained through the opinions of the respondents, which later were used as basis in decision making for the materials design.
The results of the study were the speaking instructional materials design using role-plays for the second grade students of SMU Kolese Loyola Semarang, which was presented in Appendix 2. The respondents’ opinions were used in making the improvement of the material design.
ABSTRAK
Permanasari, Lufty Dyah. 2003. Designing a set of Speaking Instructional
Materials Using Role-plays for the Second Grade Students of SMU Kolese Loyola
Semarang. Yogyakarta: Pendidikan Bahasa Inggris. Universitas Sanata Dharma.Studi ini difokuskan pada penyusunan materi ketrampilan berbicara menggunakan permainan peran (role-play) untuk siswa kelas 2, SMU Kolese Loyola Semarang. Materi-materi ketrampilan berbicara ini disusun sesuai dengan kurikulum 1994 mata pelajaran Bahasa Inggris untuk SMU. Materi ini ditawarkan sebagai materi tambahan untuk pengembangan kemampuan berbicara Bahasa Inggris bagi siswa-siswi yang menjadi subyek penelitian.
Hal yang melatarbelakangi penyusunan materi ketrampilan berbicara ini adalah kurangnya perhatian terhadap ketrampilan berbicara dalam pengajaran bahasa Inggris di sekolah. Sebagai dampaknya, murid tidak mampu berbicara memakai bahasa Inggris dalam situasi kehidupan sebenarnya meskipun mereka bisa memproduksi kalimat yang benar secara gramatikal.
Masalah yang dipecahkan dalam studi ini meliputi dua pertanyaan. Pertanyaan pertama mengenai bagaimana merancang satu set materi ketrampilan berbicara dengan menggunakan permainan peran bagi siswa-siswi kelas 2 cawu 2 SMU Kolese Loyola.. Pertanyaan kedua adalah bagaimana penampilan materi tersebut.
Dalam menyusun materi, penulis menggunakan modifikasi dari model Kemp yang memiliki enam langkah yaitu; 1) menentukan tujuan, topik, dan tujuan umum, 2) mementukan karakteristik murid, 3) mementukan tujuan belajar, 4) menentukan isi materi, 5) menentukan sumber dan aktivitas belajar, dan 6) menentukan sarana pendukung.
Metode yang diterapkan untuk menjawab dua masalah dalam studi ini adalah studi pustaka dan survei. Metode ini dipilih karena studi ini merupakan studi deskriptif yang memperoleh data melalui pendapat responden yang nantinya digunakan sebagai dasar dalam penyusunan materi.
Hasil dari studi ini adalah materi ketrampilan berbicara menggunakan permainan peran untuk siswa kelas 2 SMU Kolese Loyola Semarang. yang dipresentasikan pada bagian lampiran 2. Pendapat responden digunakan dalam penyempurnaan materi.
CHAPTER I INTRODUCTION A. BACKGROUND English in Indonesia is taught as a compulsory subject in the Junior and Senior High Schools. The 1994 English Curriculum emphasizes the integrated teaching of
the four language skills, namely reading, listening, speaking and writing. In practice, however, the 1994 English curriculum gives more portions to reading skill than any other skills. As we know, this skill is one of the passive skills. The other skills seem to be inferior and neglected.
As it is stated in the 1994 English Curriculum, teaching reading is the focus of teaching English in schools. Therefore, English textbooks for Senior High School provide more exercises for the mastery of reading skill than for other skills. In an English textbook for grade 2 of SMU namely Window to the World (National Instructor Team of English: 1998) published by Erlangga, there are 4 reading exercises from the whole 6 exercises in one of the chapter (chapter 8). In another textbook, English in Use (Maskur: 1996) also published by Erlangga, there are only reading exercises in one chapter. This is, in fact, a proof that the textbooks do not pay much attention on active skills, especially speaking.
The emphasis on reading skill should not leave the mastery of the other communicate in the target language, English.
Teaching speaking really is not an easy job. There are some difficulties that had become a barrier in learning English. Those difficulties are: teachers’ lack of creativity, students’ lack of motivation and courage, etc. Apparently these problems also occurred not only in Indonesia but also in other countries. In a paper by M.M.
Lewis titled Spoken English in the School, the difficulty in teaching speaking in Secondary Schools in Great Britain is boys and girls are shy and self conscious, they no longer care much for classroom games and make-believe seems silly. In Nairobi, Kenya, the difficulty of teaching speaking also laid on the students who are shy and afraid to make mistakes in their speaking. To deal with the problem, the teacher needs to have creativity. The teacher has to be creative to find the way so that the students willing to speak using English.
Teacher needs creativity to make activities that can encourage the students to speak. Not all teachers have this kind of quality. Many of them only get stuck on teaching speaking based on the textbook without any variation on the activities. The researcher also experienced this when she was in High School.
In High School, the researcher experienced that the teacher taught the students merely based on the textbook and instructed them to do the exercises on the textbook.
These activities makes the students bored and lose their motivation to learn English. They need activities that can motivate them and help them in the mastery of the language skills in the same time. the main goal. This skill helps the students using the language actively in order to express their ideas, thoughts and feelings. This speaking ability is crucial in order to make the students comprehend the language.
The students of Senior High School have been taught all of the English grammar so they can at least produce short conversations. Therefore, in this research the writer intended to apply role-plays as activity to encourage the students to speak. The designed materials can be regarded as a way out from the difficulties as mentioned above. For this purpose the writer designed speaking instructional materials for trimester 2, grade 2 of senior high school.
B. PROBLEM IDENTIFICATION
Many English textbooks provide themes that are in line with the 1994 English Curriculum. These themes are discussed in the classroom in application of the four language skills. There are also language functions provided in the textbooks.
By using these themes and the language functions, teachers can actually develop them into useful activities such as speaking activities. One possible speaking activity for Senior High School students is role-play. Role-play activity would help the students to communicate and produce appropriate responses in certain situation.
In this study, the writer intended to design speaking materials using role-plays that cover all the language functions in the English textbooks used by students of trimester 2 of second year students, SMU Kolese Loyola Semarang.
In this research, the problem to be discussed is limited on the material development only and it is not meant to be developed into experimental research. The design will be particularly on the development of speaking instructional materials using role-plays based on the language functions listed in selected English textbooks and the 1994 English Curriculum for Senior High School.
The source of materials would be developed from the language functions included in each theme with examples of dialogues. By providing the roles and language function, the students will be encouraged to speak and make conversation based on the situation. The role-play in each theme would be adjusted to the students’ knowledge and ability.
D. PROBLEM FORMULATION
This study aims to answer two main problems. The two problems are stated as follows:
1. How is a set of speaking instructional materials using role-plays for the second grade students of SMU Kolese Loyola Semarang designed?
2. What will the designed set of materials look like?
E. RESEARCH OBJECTIVES
As having been highlighted earlier, this study intends to: nd
of SMU Kolese Loyola Semarang trimester II are designed 2. present the designed materials.
F. RESEARCH BENEFITS
This research is expected to provide valuable contributions to the following people:
1. English teachers
With the development of speaking instructional materials, it is hoped that the
nd
materials can function as supplementary materials in teaching speaking to the 2 grade students of Senior High School. The teachers are also expected to be able to expand the themes listed in the English textbook and to teach the speaking skill more effectively.
2. Second year students of Senior High School
By doing the role-play activity, the students are expected to improve their speaking ability and on the later stage, they will be able to speak English fluently.
3. Curriculum designers
This research is expected to be useful for the curriculum designers as feedback and further insight. It will provide more information whether the curriculum is
This research hopefully will help the future researcher in designing similar topics to this research as well as in expanding another research of similar topics.
G. DEFINITION OF TERMS
There are five important terms to be defined:
1. The term “design” according to Cyril O Houle ( 1978:230 ) in her book, The Design of Education, is defined as a developed plan to guide educational activity in a situation. The plan in this case is the design, which will be used in the classroom. In this study, the term refers to the speaking instructional materials designed by the researcher.
2. The term “speaking” refers to a kind of active and productive interaction that makes use of aural medium (Widdowson, 1979:59). Aural media means mouth, lips, tongue, and other oral cavities. In speaking, a message is transferred from the speaker to the hearer. The speaker produces the message, and the hearer receives it. Thus speaking is a part of reciprocal exchange in which the reception and production play a part (Widdowson, 1979:59). In this study, speaking is the skill to be mastered by the students through communicative activities, in this case are role-plays.
3. The term “instruction” comes from the word instruct which means to ask someone to do something that the people who give order wants the person to do. through which the learner is making progress toward the attainment of specific and purpose knowledge, skills and attitude (Banathy, 1976). In the classroom, teacher often gives instruction to the students based on the instruction written in the textbooks. Instruction plays an important role in supporting teaching and learning process in order to obtain the learning objectives. In this study, the instruction for each role play basically the same: the teacher asks the students to use the language function for the proper situations in form of role playing.
4. The term “materials” refers to a means in teaching learning process to help students in obtaining both general and specific instructional objectives. Materials are designed in various forms to develop students’ language skills and speaking skill. Each material for each skill has its own purpose that is to help the students’ mastery of each skill. In this study, the materials are the activities arranged by the teacher to be given to the students as a means to help them achieve their mastery in speaking.
5. The term “role plays” refers to the exercises where the learners are assigned a fictitious role from which they have to improvise some kinds of behavior toward the other role characters in the exercise (Paulston and bruder, 1976:70). In role- for role-plays.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents a discussion of the related literature as a theoretical
base upon which the study highlighted in Chapter 1 is laid. The discussion includes 1) theoretical description and 2) theoretical framework.
A. THEORETICAL DESCRIPTION
Theoretical Description here is important to discuss the related theories concerning the language, the teaching and instructional materials design.
Developing a set of English instructional material for Senior High School involves several factors. The factors that should be considered are the design needed, the teaching technique, and the syllabus. The following paragraphs are theoretical descriptions of some of the factors involved in developing English Instructional Design for Senior High School.
l. Communicative Approach
This study deals with the teaching of speaking in line with the use of communicative approach. The theoretical description of this approach can help the readers understand this study. In this part, the researcher put forward some of the
The communicative approach in language teaching starts from a theory of language as communication. Finochario (as cited in Brown, 1987: 4) says,”Language is in fact the means used by people to communicate and interact.” “ The goal of language teaching is to develop communicative ability (Richards and Rodgers, 1986: 69). In order to be able to communicate, people should understand the functions of language. The functions of language according to Halliday (Richards and Rodgers, 1986: 70) are as follows:
1. The instrumental function Language is used to manipulate the environment and to cause certain events to happen.
2. The regularly function Language is used to control the behavior of others. The regulations of encounters among people are all regularly features of language (approval, disaproval, setting , laws and rules).
3. The interactional function Language is used to ensure social maintenance. The communicative contact between and among human beings allow them to establish social contact and to keep channels of communication.
4. The personal function In the personal nature of language, cognition, affect, and culture all
Language is used to acquire knowledge and to learn about environment.
6. The image function Language is used to create imaginary ideas. Telling fairy tales, joking or writing a novel are all used of the imaginative function.
7. The representational function Language is used to make statements, conveys facts and knowledge.
Talking about language teaching means more or less talking about teaching method. English teachers are freely to choose what method to teach English, but one suitable method is Communicative Language Teaching. The focus of the Communicative Language Teaching is communicative competence.
According to Hymes, communicative competence refers to “what a speaker needs to know to be communicatively competent in a speech community” (Richards and Rodgers,1986:70).
Communicative competence appears where two or more people communicate and talk to each other by using the system of speech sounds. Human beings use most of their time to communicate with others. During the communicative process, one produces sentences, transfers messages, and reveals utterances. One can produce new and long sentences or utterances that never been said or heard before. In communication, one is not restricted by the quantity of words and never been stopped from being creative because langiuage is productive and creative (Nikelas,1988:21). perform this language functions in every situation. The use of language functions during communication processes is not restricted to merely one function. There are two or more language functions that simultaneously occur in a communication.
One of the characteristics of language is for interaction and communication. This supports the significance of teaching speaking in CLT. Language elements such as structure supports the use of communication as the basis of meaningful and organized products of communicative activities.
b. Theory of Learning
There are three elements that underlie the learning theory of Communicative Language Teaching. The three elements are: 1. ”Activities”
Activities promote learning. It involves real communication (Richards and Rodgers,1986:72). If there are less communicative activities in the textbook during language teaching, teacher’s creativity is needed in promoting the teaching learning process by creating speaking activties. Teacher’s creativity in proving the supporting activities helps the students to improve their speaking skill.
2. “Task principle” It means that the activities using language are used to carry out meaningful process of language learning in the classroom. 3. “Meaningfulness principle”
This principle means that the meaning of a language to the learner supports the learning process (Richards and Rodgers,1986:72). This principle puts meaning in the paramount position that holds an important role in the success of language learning.
By using language in real communication one acquires language. The acquisition is the result of using the language in practice. If one uses the language merely by learning the structure without using it in communication, it will be useless and it can be said that one does not learn a language because language learning comes through the use of certain language communicatively (Krashen, quoted by Richards and Rodgers,1986:72)
c. Syllabus
A syllabus plays a very important role for teacher in designing as instruction. Syllabus is a plan of work used by the teacher as a guideline and context for the class content (Robinson,1991:34). A syllabus however, gives the teacher idea of what the course would like and to what dirrection it should be brought.
This syllabus has a purpose to teach some contents using the language that learner are also learning.
2. Skill-based syllabus It is a syllabus in which the content of the language teaching was a collection of specific abilities that may play a part in using language
(Krahnke,1987:10). There are two kinds of skill-based syllabus:
a. Language skills-based. It is divided into four skills, namely, productive speaking, writing, and perceptive reading and listening.
b. Learning skills-based. It is looking at the constituents of the language skills that are sub skills and micro skills.
3. Method-based syllabus It is divided into two sub-categories as follow:
a. Process syllabus. Its characteristic refers to procedure or method of langauge learning.
b. Task syllabus. It consists of a set of tasks ordered according to cognitive difficulty. The language becomes the focus only if it is necessary for completion of the tasks.
d. Types of Learning and Teaching Activities
Teaching learning activities in the Communicative Language Teaching must be communicative in order to enable learners to attain the communicative writing, listening, and speaking. The communicative objectives are clearly stated in speaking objectives in the curriculum. Using various communicative activities should attain these objectives.
Communicative actvities are required to engage learners in communication by using discussion, and by working together in groups (Nunan,1989:90) In Communicative Language Teaching the students are expected to transfer messages to others in the form of ideas, information, and feelings
(Hoffman,1967:242). Teachers have to motivate the learners to interact both with the other learners in the target language (Richards and Rodgers,1986:76).
There are two kinds of communicative activities.
1. Functional communicative activities that requires learners to compare pictures and find the similarities and the difference of the pictures, discover missing features in a picture or map, etc. These functional communicative activities are more logic in their application (Littlewood, 1981).
2. Social interaction activities that emphasize on socail relationship between learners. Learners are asked to do conversation, role plays, debates and so on (Richards and Rodgers,1986:76). These activities require the learners to use their communicative competence.
By doing such activities, the learners are expected to obtain some objectives of communication. In communicative activities such as dialogue, the learners try to recite their purpose both to the context and to the person with whom they are person shares the same ideas and feelings about the messages just like what he or she intends to express.
To carry out these two kinds of activities, teacher should give learners the ‘real world’situation as closely as possible, so that the learners have clear description of the expected learning and teaching results (clark and Silberstein,1977:51).
e. Learner Roles
CLT emphasizes the process of communication, rather than mastery of the language forms. The learners’ role is as negotiator between self,learning process and the objectives of learning (Breen and Candlin, 1980:110 as quoted by Richards and Rodgers,1986:77). Learners have to be active in interaction with other rather than with the teacher. The learner should contribute as much as he gain, and thereby, learn in interdependent way. The learners bring preconceptions of what teaching and learning should be like. In short, the learners’ role in CLT is that they have an active, negotiative role; should contribute as well as receive.
f. Teacher Roles
In CLT, teacher has two primary roles. The first is as the facilitator in thre communication process beween all participants, between various activities and text. The second is as an interdependent participant within the teaching learning and activities, as a need enelyst who identifies learner needs, as a counselor in which the students can ask their problems concerning the materials, and finally as a group process manager who manage the comunication among learners in a group (Breen and Candlin,1980:99).
g. The Role of Instructional Materials
Instructional material plays an important role in language teaching, especially in CLT. Teaching materials are used as ways of influencing the quality of classroom interaction and language use. There are three kinds of materials that employ the success of language teaching:
1. Text-based materials These are materials that based on text, written largelly in structural syllabus.
The examples of text-based materials are visual cues, pictures, and sentence fragments. These materials help language teachers to initiate conversations among students (Richards and Rodgers,1986:80). Other kinds of materials that employ pair work such as role-play and discussions based on texts promote the process of students’ language leasrning.
2. Task-based materials These materials typically one of-a-kind items form. Materials such as exercise handbooks, cue cards, activity cards, pair communication practice, and
The materials can be in the form of sources from real life and the authentic ones such as, magazines, newspapers, advertisements, graphics, symbols and so forth. Teacher uses them to buid the students’ communicative skill. Another real object is possible to be used in order to attract the students’interest in language learning.
h. Procedure
Finocchiaro and Brumfit (1983:107-108) suggest evolutionary procedures for the CLT. The procedures consists of eleven activities as follows:
1. Presentation of a brief dialogue or mini-dialogue preceded by a motivation to the learners’ community expressions and a discussion of the function and situation.
2. Oral practice of each utterance of the dialogue segment preceded by teacher’s model.
3. Questions and answers based on the dialogue topic(s) and situation itself.
4. Questions and answers related to the learners’ personal experience but centered around the dialogue theme.
5. Study of one basis communicative expression in the dialogue or one of the structure which exemplify the function.
6. Learners’ discovery of generalizations or rules underlying the functional expression or structure. activities.
9. Copying the dialogues or mini-dialogues or modules if they are not in the class text.
10. Sampling of the written homework assignment, if given.
11. Evaluation of learning (oral only).
2.Instructional Design Model
a. Jerrold E Kemp’s Model
Kemp states that this design can answer three basic questions in instructional technology: 1. what must be learned (objectives)? 2. what good procedures and resources , which can be used to reach the desired learning level (acts and resources)?
3. How will we know whether the required learning has taken place (evaluation)?
The design consists of eight steps that can be sumarized as follows:
1. Determine goals, list of topics, and state the general purposes of teaching each topic.
2. Enumerate learners’ characteristics for determination of instruction.
3. Specify the learning objectives to be achieved by the students as the behavioral learning outcomes.
4. List the subject content in order to clarify the learning objectives. knowledge.
6. Select teaching learning activities and instructional resources that will be treated as subject contents to help the students accomplish the objectives.
7. Coordinate support services such as budget, equipment, personnel, facilities, and schedules.
8. Evaluate the students learning in terms of their accomplishment of the
objectives, with a view to revise and re-evaluate any phase of the plan that need an improvement.
Goals, topic, and general purposes Learners’
Evaluation characteristic
Support Learning services objectives
Revise Teaching learning
Subject activities content resources
Pre-assessment Figure 1: This model has been designed based on the difficulties in syllabus construction during the last decade and the communicativeness of learning outcomes expected. According to Yalden (1983:7), after knowing the type of syllabus that will be applied, the teacher should prepare himself in developing the instructional materials. The process of constructing the type of syllabus is as follows:
1. Needs survey The teacher should make surveys of needs before starting the purpose in order to find the importance of the community of local needs.
2. Description of purpose The description of purpose is prepared in terms of the characters of the students and the skills of the students on entry to and on exit from the program.
3. Selection and development of syllabus type
4. The proto-syllabus production that describes the language itself and language use to be covered in the program.
5. The pedagogical production that develops the teaching materials, learning and testing approaches which consists of testing sequence and decisions on testing instruments.
6. Development and implementation of classroom procedures
a. Development of classroom procedures
1. Selection of exercise types and teaching techniques b. Teacher training: briefings and workshops on
1. Principles
2. Desired outcomes
3. Exploitation or creation of teaching materials
7. Evaluation This stage describes the evaluation of the students, of the program, and of the teaching.
8. Stage recycling:
a. congruence or fit between goal set and students’ performance is determined.
b. Content is reassessed c. Materials and methodological procedures are revised.
Desc. of purposes Selc. / Dev. of syllabus Prod. of proto syllabus
Development and implementation of classroom procedure
Evaluation Needs
surveyFigure 2
a. The Nature of Role Play
Role-plays are exercises where the student is assigned a fictitious role from which he has to improvise some kind of behavior toward the other role characters in the exercise (Paulston and Bruder, 1976:70).
According to Golebiowska (1990:5), role-plays are communicative activities in which the learners are given a task to complete. In order to ensure a lively and unpredictable course of the activity, the learners are told who they are, what their opinions, and what they know is unknown to the others.
Role-play is a kind of activity that language teachers can use in language teaching, especially in teaching speaking skill. This activity works best either with young or mature learners. There are two basic requirements for role-play, namely improvisation and fictitious roles. Role-play can be very simple and the improvisation lightly controlled, or it can be very elaborate. Which one the teacher should choose is primarily a matter of learners’ proficiency. o With these techniques: learners are asked to imagine themselves in a situation which could occur o outside the classroom they are asked to adopt a specific role in this situation or may simply act as o themselves in some cases they are asked to behave as if the situation really existed, in accordance with gradually become less tight. As this control become less tight and specific, there is increased scope for the learners’ creativity.
Role-plays can be done in four different techniques. The difference in these techniques is only the teacher’s control toward the activities. Those techniques are:
1. Role-playing controlled through cued dialogues
2. Role-playing controlled through cues and information
3. Role-playing controlled through situation and goals
4. Role-playing in the form of debate and discussion These different techniques of role-play would be used deliberately in the designed materials.
b. The Use of Role-play
In role-play, the teacher can design the situation and some clues to bring the learners in creating their own situation and dialogue. By doing this activity, the learners get a lot of benefits such as, bringing the learners to experience events in real life, helping them to clarify way of thinking, developing their skill in making decision, thinking critically, communicating in groups (Waney,1980:3)
The format of role-play consists of three basic parts:
1. Situation Situation sets the scene and the plot. It is a good place to introduce speaking cultural if that is a part of the objective of a given role-play.
The roles assign the list of characteristics for the learners to act out. The roles are better to be fictitious and have fictitious names too, but the roles’ descriptions should not be overly elaborate.
3. Useful expressions Useful expressions contain the linguistic information. Grammar patterns which are necessary also fit in here.
4. Speaking Skill
a. The Nature of Speaking
Brown and Yule as quoted by Nunan (1989:26-27) begin their discussion of the nature of speaking by distinguishing spoken and written language. Written language is characterized by well-formed sentences which are integrated into highly structured paragraphs. Spoken language, on the other hand, consists of short, often fragmentary utterances, in range of pronunciations. Speaking is a skill that generally has to be learned and practiced.
Further, they suggest that teachers who are concerned with teaching the spoken language must confront the following types of questions to be considered:
1. What is appropriate form of spoken language to teach?
2. What is a reasonable model if it is considered from the pronunciation point of view? spoken language as if it were exactly like the written language but with a few “spoken expressions” throw in?
4. Is it appropriate to teach the same structures to all foreign language learners, no matter what their ages are or their intentions in learning the spoken language?
5. Are those structures described in standard grammars in which our learners should be expected to produce when they speak English?