Designing a set of English instructional writing materials using taks-based language learning for the tenth grade students of SMA Santa Maria Yogyakarta.

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL
WRITING MATERIALS USING TASK-BASED LANGUAGE
LEARNING FOR THE TENTH GRADE STUDENTS OF
SMA SANTA MARIA YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in the English Language Education

By
Maria Oktaviarini
Student Number: 081214005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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A Sarjana Pendidikan Thesis on

DESIGNING A SET OF ENGLISH INSTRUCTIONAL
WRITING MATERIAL USING TASK-BASED LANGUAGE
LEARNING FOR THE TENTH GRADE STUDENTS OF SMA

SANTA MARIA YOGYAKARTA

By
Maria Oktaviarini
Student Number: 081214005

Approved by

Sponsor

Ag. Hardi Prasetyo, S. Pd., M. A.

Date May 27, 2013

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, June 5, 2013
The Writer

Maria Oktaviarini
081214005

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama

: Maria Oktaviarini

Nomor Mahasiswa

: 081214005

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF ENGLISH INSTRUCTIONAL WRITING
MATERIALS USING TASK-BASED LANGUAGE LEARNING FOR THE
TENTH GRADE STUDENTS OF SMA SANTA MARIA YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikannya di Internet atau media lain untk kepentingan akademis
tanpa perlu meminta ijin maupun memberikan royalty kepada saya selama tetap
mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 24 Mei 2013
Yang menyatakan

(Maria Oktaviarini)

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ABSTRACT
Oktaviarini, Maria. (2013). Designing a Set of English Instructional Writing
Materials Using Task-Based Language Learning for the Tenth Grade Students of
SMA Santa Maria Yogyakarta. Yogyakarta: Sanata Dharma University.
English is a compulsory school subject in Indonesia. Learning English
becomes very important among Indonesian students. They have to able to develop
their English skills: listening, speaking, reading and writing. Many students like to
write their expressions in English but sometimes they do not do it in correct
grammar.

Based on the researcher’s study on one of senior high schools in
Yogyakarta, SMA Santa Maria Yogyakarta, many students were not able to write
in correct grammar. They did not have many chances in writing activities. They
got many difficulties in developing ideas and did not have any chances to have
some feedback on their writing. As the result, the students were not able to
develop their writing.
This research was intended to design a set of English instructional
writing materials using task-based learning for the tenth grade students of SMA
Santa Maria Yogyakarta. This study concerned with two problems, they were: (1)
how is a set of English Writing materials using task-based language learning for
the tenth grade students of SMA Santa Maria Yogyakarta designed? And (2) what
does a designed set of materials look like?
In order to answer the first question of this research, the researcher
applied eight steps in designing the materials. The eight steps were from Kemp’s
Instructional Design models which were in line with Borg and Gall’s Educational
Research and Development (R & D) cycle to design the materials. Those step
were (1) conducting need analysis, (2) Stating goals, topics and general purposes,
(3) Stating the learning objectives, (4) listing the subject content, (5) selecting the
teaching activities, (6) designing the materials, (7) conducting the materials
evaluation, and (8) revising the designed materials.In order to answer the second

research problem, the researcher presented the designed a set of instructional
English writing materials that consists of eight sections that are namely Snapshot,
Model Discussion Text, Grammar Focus, Gap Filling, Pair Project, Hint, Final
Project, and Summary. The units were arranged based on the KTSP curriculum as
formulated in the syllabus for English subject of SMA Santa Maria Yogyakarta.
Keywords: designed materials, writing skill, task-based learning.

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ABSTRAK
Oktaviarini, Maria. (2013). Designing a Set of English Instructional Writing
Materials Using Task-Based Language Learning for the Tenth Grade Students of
SMA Santa Maria Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu mata pelajaran wajib di sekolahsekolah di Indonesia dan menjadi suatu hal yang sangat penting bagi para pelajar
Indonesia. Para pelajar dapat mengembangkan keterampilan berbahasa Inggris
mereka seperti keterampilan mendengarkan, berbicara, membaca dan menulis.
Banyak diantara pelajar yang suka menggambarkan ungkapan mereka
menggunakan bahasa Inggris akan tetapi terkadang mereka tidak menggunakan
tata bahasa Inggris secara baik dan benar.
Berdasarkan penelitian penulis terhadap salah satu sekolah di Yogyakarta,
yaitu SMA Santa Maria Yogyakata, terdapat banyak pelajar yang tidak mampu
menulis menggunakan bahasa Inggris dengan tata bahasa yang benar. Mereka
tidak memiliki kesempatan yang cukup untuk berlatih menulis dalam basaha
Inggris. Mereka mendapatkan banyak kesulitan dalam membangun ide mereka
dan tidak mendapatkan kesempatan yang cukup untuk memperoleh timbal balik
atas hasil kegiatan menulis mereka.
Penelitian ini ditujukan untuk merancang seperangkat materi pembelajaran
bahasa Inggris yang menggunakan task-based language learning
untuk
keterampilan menulis dalam bahasa Inggris untuk murid kelas X SMA Santa
Maria Yogyakarta. Penelitian ini membahas dua permasalahan, yaitu: (1)
bagaimana seperangkat materi pembelajaran bahasa Inggris yang menggunakan
task-based language learning untuk keterampilan menulis dalam bahasa Inggris

untuk murid kelas X SMA Santa Maria Yogyakarta dirancang? Dan (2) seperti
apakah rancangan seperangkat materi tersebut?
Untuk menjawab pertanyaan pertama, penulis menerapkan empat tahap
dalam merancang materi. Keempat langkah tersebut berasal dari teori instructional
design Kemp yang sesuai dengan teori penelitian dan pengembangan materi milik
Borg dan Gall. Langkah-langkah tersebut diantaranya: (1) survei kebutuhan, (2)
menentukan tujuan umum dan topik, (3) menentukan tujuan khusus, (4) membuat
daftar isi, (5) memilih kegiatan mengajar, (6) merancang materi, (7) evaluasi
materi, dan (8) merevisi rancangan material. Untuk menjawab pertanyaan kedua,
peneliti menyajikan rancangan seperangkat materi pembelajaran untuk
keterampilan bahasa Inggris, rancangan materi ini terdiri dari delapan bagian yang
diberi nama Snapshot, Model Discussion Text, Grammar Focus, Gap Filling, Pair
Project, Hint, Final Project dan Summary. Semua unit yang telah disusun,
disesuaikan dengan kurikulum KTSP seperti yang sudah disusun dalam silabus
yang digunakan oleh SMA Santa Maria Yogyakarta
Kata kunci: designed materials, writing skill, task-based learning.

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ACKNOWLEDGEMENTS

This is a great opportunity for me to express my deepest gratitude to those
who have supported and facilitated me in accomplishing this thesis. First of all, I
would like to express my deepest gratitude to my Beloved Father, Jesus Christ, for
the greatest, endless love and blessings so I am able to finish my thesis and my
study in Sanata Dharma University.
I would like to address my sincere gratitude to my thesis advisor, Ag.
Hardi Prasetyo, S. Pd., M. A., for always giving me beneficial feedback,
encouraging me patiently and spending his precious time guiding me in this
thesis. My deepest thanks to all of my lecturers in PBI who have guided and
taught me very well, especially to Yuseva Ariyani Iswandari, S. Pd., M. Ed. and
Christina Lhaksmita Anandari, S. Pd., M. Ed., for their time to evaluate and give
suggestion on my materials.
I would like to express my gratitude to Sr. Yohanna Maria, OSF, S.Ag.,
the principle of SMA Santa Maria Yogyakarta, who has given me permission to
conduct my research. I would also address my special thanks to L. Astuti
Purwaningsih, S.Pd., the English teacher, who has helped me during the research.
I also thank all of students of XA, XD, and XE of SMA Santa Maria Yogyakarta
for being my research participants.
I would like to express my special gratitude to my parents who have
supported me through their sincere prayer, companion, and guidance. They are the
greatest motivation in my life. I would like to give my special thanks to my

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beloved sister, Maria Dwi Lestari, who has supported and amused me every single
day.
My sincerest thanks is addressed to my best friends, Delis, Yessie, Sisil,
Save, Judith, Dictus, Niko, Theo, Sinta, Tyas, Dilla, and Wanda for their prayer,
help, support and time. I addressed my thanks to Masilus Marsell Wibowo S.S.
and Brahma Putra Pratama S.S., for their support, time and for their help to proof
read my work. I found precious friendship with them. I also dedicate my thanks to
Mas Galih for his great care, time, patience and support in finishing this thesis.
I also give my gratitude to all of my friends in English Language
Education Program, all of my friends who join Gandroeng Choir, all of my friends
who work in All Plus - Puri Kids, thanks for their prayer and support.

Maria Oktaviarini

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TABLE OF CONTENTS
Page
TITLE PAGE ..................................................................................................

i

APPROVAL PAGES ......................................................................................

ii

STATEMENT OF WORK’S ORIGINALITY ................................................ iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .................................

v

ABSTRACT ................................................................................................... vi
ABSTRAK ....................................................................................................... vii
ACKNOWLEDGEMENTS ............................................................................ viii
TABLE OF CONTENTS ................................................................................

x

LIST OF TABLES .......................................................................................... xiv
LIST OF FIGURES ........................................................................................ xvi
LIST OF APPENDICES ................................................................................. xvii
CHAPTER I INTRODUCTION .....................................................................

1

A. Research Background ..............................................................

1

B. Problem Limitation ..................................................................

3

C. Research Problems ...................................................................

4

D. Research Objectives .................................................................

4

E. Benefits of the Research ...........................................................

5

F. Definition of Terms ..................................................................

6

1. Task-based learning ..............................................................

6

2. Communicative Task ............................................................

6

3. Pre-Task activity ...................................................................

7

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4. Whilst Task Activity .............................................................

7

5. Post-Task Activity ................................................................

8

6. Genre-Based Approach .........................................................

8

CHAPTER II REVIEW OF RELATED LITERATURE .................................

9

A. Theoretical Description ............................................................

9

1. Kemp’s Instructional Design Model .....................................

9

2. Task-Based Language Learning ............................................ 12
a. Definition of Task ............................................................ 12
1) Target Task ................................................................. 12
2) Pedagogical Task ........................................................ 13
b. Framework of Task-Based Language Learning ................ 14
3. Genre-Based Learning .......................................................... 16
4. Nature of Teaching Writing ............................................................. 18
a. Writing as A Process ................................................................... 18
b. The Benefits of Writing .............................................................. 19

B. Theoretical Framework ............................................................ 19
CHAPTER III RESEARCH METHODOLOGY ............................................. 23
A. Research Method ..................................................................... 23
B. Research Participants ............................................................... 26
C. Setting ...................................................................................... 27
D. Research Instrument ................................................................. 28
E. Data Gathering Technique ........................................................ 29
F. Data Analysis Technique .......................................................... 30
G. Procedures of the Study ............................................................ 32
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CHAPTER IV RESEARCH FINDINGS DISCUSSION ................................. 34
A. The Steps of the Development of the Designed Materials ......... 34
1. Conducting Needs Analysis .................................................. 35
a. The discussion of the Result of Interview with Fifteen
Students of SMA Santa Maria Yogyakarta .................... 35
b. The Discussion of the Result of Questionnaires
Distributed to Tenth Grade Students of
SMA Santa Maria Yogyakarta ...................................... 37
1) Writing Currency and Frequency in Classroom ..... 37
2) Writing Process in Classroom ............................... 39
3) Students’ English Writing Ability ........................ 40
4) Students’ Difficulty in Writing English ................ 44
5) Students’ Need in Writing Activity in the Class
Using English ................................................... 49
2. Stating the Goals, Topics, and General Purposes .................. 51
3. Stating the Learning Objectives ............................................ 52
4. Selecting the Teaching Activities ......................................... 53
5. Designing the Materials ........................................................ 56
6. Conducting Material Evaluation ........................................... 56
7. Revising the Designing Materials ......................................... 57
B. Findings and Discussion on the Designed Material Evaluation .. 57
1. Preliminary Field Testing ..................................................... 57
a. The Description of the Evaluation

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of the Material Design ............................................................. 57
b. The Data Presentation ............................................................... 58

1) The Descriptive Statistics of Respondent’s Opinion
on the Designed Materials ................................... 58
2 ) The Respondent’s Comment and Suggestion on
The Designed Materials ....................................... 60
2. Main Product Revision ......................................................... 61
C. The Presentation of the Designed Materials ............................. 62
CHAPTER V CONCLUSIONS AND SUGGESTIONS .................................. 65
A. Conclusions ............................................................................. 65
B. Suggestions .............................................................................. 69
REFERENCES ............................................................................................... 71
APPENDICES ................................................................................................ 73

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LIST OF TABLES

Table

Page

3.1 The Description of the Respondents (Blank) ........................................... 27
3.2 The Result of the Questionnaire .............................................................. 30
3.3 Points of Agreement ................................................................................ 31
3.4 The Description of the Evaluation of Design
Material Participants (Blanks) ................................................................. 31
3.5 The Interpretation of the Degree of Agreement ....................................... 32
4.1 Questionnaire Result Asking About Writing Frequency in Classroom ...... 38
4.2 Questionnaire Result Asking about Writing Process in Classroom ........... 39
4.3 Questionnaire Result Asking about Students’ English Written Ability ...... 40
4.4 Questionnaire Result Asking about Students’ Difficulty in
Doing Written English ............................................................................. 44
4.5 Questionnaire Result Asking about Students’ Need in Writing
Activity in the Class Using English ................................................................ 49
4.6 The Goal and General Purposes of the Materials Design .......................... 51
4.7 The List of The Topics ............................................................................. 52
4.8 The Specific Learning Objectives of the Designed Materials .................... 52
4. 9 The Description of the Respondents of the Materials Design ................... 58
4. 10 Meaning of Point of Agreement ............................................................ 58
4.11 The Descriptive Statistics of Participants’ Opinions ............................... 59

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4.12 The List of Unit and Topics of the Designed Materials ............................ 62

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LIST OF FIGURES

Figures

Page

2.1 Kemp’s Instructional Design Method and Model .................................... 11
2.2 The Writer’s Model ................................................................................. 22
3.1 R & D Cycle and Researcher’s Instructional Design Model....................... 26

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LIST OF APPENDICES

Appendix

Page

APPENDIX A: Research Permission Letter from Sanata Dharma University . 74
APPENDIX B: The Result of Interview .......................................................... 76
APPENDIX C: The Result of Questionnaire ................................................... 79
APPENDIX D: The Evaluation Questionnaire ................................................ 98
APPENDIX E: The General Description of the Designed Materials ................. 111
APPENDIX F: Lesson Plan of the Designed Materials..................................... 113
APPENDIX G: The Designed Materials ......................................................... 133

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CHAPTER I
INTRODUCTION

This chapter presents the introduction of the research, which is divided into
six parts. The first part presents the background of the problem. The next part is the
problem limitation. It is followed by the problem formulation and the objectives of
the research. After that, the next discussion is for the benefits of the research. The last
part of this chapter is the definition of the terms.

A.

Research Background
The reason why people learn a language is to learn how to communicate well

with others people. There are many kinds of language that people are able to learn,
one of them is English. There are several ways to have communication with others,
namely: visual, audio, audio-visual and in the written form.
During the teaching practice at SMA Santa Maria Yogyakarta, the researcher
got a problem that was faced by the most tenth grade students there. Based on the
researcher’s experience in practicing teaching, most of the students did not show
ability to use English in their daily lives, especially in writing. The students of SMA
Santa Maria Yogyakarta had a module that facilitated them in learning English. The
English module itself was made by the teacher of the tenth grade students.
Unfortunately, based on the researcher’s observation, the use of English
module was not effective enough in improving students’ writing skill. The module
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consists of some texts which were followed by some questions and some grammar
explanations. There was not enough space for students to practice their writing skill
there. Based on the researcher’s observation, the teacher gave students opportunities
to practice their writing skill in groups. The teacher asked them to make a text then
presented it in front of the class in the form of power point presentation. In presenting
the text, a group of students also needed to explain the generic structures of the text
and tense which are used in the text. After the students finished explaining the text,
the teacher gave some feedbacks to the group who was presenting the text and after
that, the teacher asked the group to revise the text and to submit the text in the next
meeting. So, by doing those steps, the students did not have any chances to analyze
friends’ work and to deliver their opinion on their friends’ work.
To build up a good communication in the class, the teacher should apply a
two-way interaction. According to Krashen (1985), “two-way interaction is a
particular good way in providing a comprehensible input because it enables the
students to obtain additional contextual information and optimally an adjusted input
when meaning has to be negotiated because of some communication problems”. The
students were asked to check the others’ work and give opinion is an application of
two-way interaction. Using task in the class activity allows students involved in
teaching learning process. Class situation becomes more interactive. Here the
students have experience in teaching learning process. “Task-based teaching relies
heavily on learner’s involvement and their world knowledge, which emphasizes on

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the value of the information and experiences which participants bring to language
learning sessions” (Willis & Willis, 2001: 40). Task Based teaching offers a change
from a grammar practice routines through which many learners have previously failed
to learn to communicate.
To help the teacher and students make the teaching learning activities more
communicative, and enjoyable, and to make the students have a chance to improve
their writing skill, a set of materials was made for tenth grade students of SMA Santa
Maria Yogyakarta. Here, the teacher gives the students more chances to learn and
practice English in the written form. The designed materials provide more interesting,
challenging and beneficial instructional materials, teaching-learning activities, tasks
and techniques that they have not had before.
The set that the writer is going to make is about writing. As it is stated by
Suwignyo (1999: 29), “writing is a process of production in the sense that it releases
the result of the mind process of thinking.” Writing refers to transforming ideas and
through into written form. The writer thinks that this set is important to help students
in learning writing English easily.

B.

Problem Limitation
This research is limited providing suitable writing materials. The writer has

mentioned before the importance of writing and the students’ needs. Based on that,
the writer provides a writing material that is proper for the students’ needs and ability.

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The students are those who are now in the tenth grade of SMA Santa Maria
Yogyakarta. The writer also presents the material in the form of Task-Based Learning
method that allows the students to have much practice. Besides, the writer tries to
design a writing material that is suitable for the school curriculum so at the end of the
study, the students have some competencies.

C.

Research Problems
The research problems investigated in this study are formulated as follows:

1.

How is a set of writing materials using task-based language learning for the
tenth grade students of SMA Santa Maria Yogyakarta designed?

2.

What does the design of a set of the writing materials using task-based
language learning for the tenth grade students of SMA Santa Maria
Yogyakarta look like?

D.

Research Objectives
This research is conducted to answer the questions stated in the problem

formulation. Thus, the objectives of the research are:
1.

To find out how a set of writing materials using task-based language learning
for the tenth grade students of Saint Mary Senior High School is designed.

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2.

To present proper design of a set of the writing materials using task-based
language learning for the tenth grade students of SMA Santa Maria
Yogyakarta.

E.

Benefits of the Research
The result of this study is valuable for people who concern with teaching-

learning process of English language. The following are those who might be the
beneficiary from this study.
1.

English teachers
The English teachers are able to use this designed material as additional or

supplementary materials to teach English. This study may help them to be more
creative to make an interesting situation in the classroom, or may help them design
their own materials. It also helps them to improve their techniques, strategies, and
creativity in teaching English for Senior High School.
2.

Ten Grade students
The result of this study is beneficial for the students to improve their writing

ability in English. The designed material would give them opportunity to learn
English more intensively but still in enjoyable situation.
3.

The writer
This research is useful for the writer as feedback and further inside. It

provides more useful information whether the set of material is applicable and
whether the goal and objectives is achievable or not so the writer is able to provide a

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proper set of writing materials for tenth grade students of SMA Santa Maria
Yogyakarta.

F.

Definition of Terms

1.

Task-based Language Learning
Discussing Task-Based Language Learning, Nunan (2004) states that, “task-

based learning aims to provide opportunities for learners to experiment with other
learner and explore both spoken and written language through learning activities that
are designed to engage learners in the authentic, practical and functional use of
language for meaningful purpose” (p. 13). In task-based language learning, the
process is started from creating the right kinds of interactional processes in classroom
and to the best way to create language learning by using designed instructional tasks.
Grammar and other part of communicative competence can be improved and
developed as a by-product of engaging learners in interactive tasks in task-based
teaching.
2.

Communicative Task
In conducting the learning process in task-based teaching, the task which is

used is communicative task. Nunan (1989) notes communicative task “as a piece
classroom work which involves learning in comprehending, manipulating, producing
or interacting in the target language while attention is principally focused on meaning
rather than form” (p. 10).

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3.

Pre-Task Activity
Willis (2003) states that “the pre-task phase introduces the class to the topic

and the task, activates topic-related words and phrases” (p. 40). In the pre-task
activities teacher helps students understand the theme and objectives of the tasks, for
example, brainstorming ideas with the class, using pictures, miming or asking
personal experiences to introduce the topic.
4.

Whilst Task Activity
Whilst-task activity or the task cycle is the main activity for the students.

Willis (2003) noted “the task-cycle offers learners the chance to use whatever
language they already know in order to carry out the task, and then to improve that
language, under teacher guidance, while planning their reports of the task” (p. 40). In
the task step, the tasks are done by the students in pair or group. In this step, teacher
gives students an opportunity to use the language form that they already have to
deliver what they are going to say and express themselves. The planning step is used
by the students to show the result of their group work to the whole class and teacher
is able to advise students on their writing and encourage them to do peer editing by
using the dictionaries. The last step is reporting. In the reporting section, the teacher
asks students in group to report what they find after comparing the tasks with other
group. This report can be in the form of comment and additional extra points.

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5.

Post-Task Activiy
Willis (2003) states that “post task activity or language focus allows a closer

study of some the specific features which are naturally occurring in the language used
during the task cycle” (p. 40). By this point, the learners have already worked with
the language and processed it for meaning, so they are ready to focus on the specific
language forms that carry that meaning. This final phase consists of analysis and
practice components.
6.

Genre-based approach
According to Lin (2006), “teaching and learning in genre-based approach

focuses on the understanding and production of selected genres of texts”. The genrebased approach focuses more on the texts rather than the sentences. This approach
may help them students get closer to the topic of the teaching and learning activities.
They learn in the simpler way to identify kinds of texts and the structure of the texts.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the writer presents some theories which are related to the
study. These theories are written in the two subchapters, they are theoretical
description and theoretical Framework.

A. Theoretical Description
In this section, the writer would like to discuss some related theories such as
on instructional design model, nature of writing, task-based learning and schoolbased curriculum.
1. Kemp’s Instructional Design Model
In this study, the writer uses the Kemp’s instructional design model. Kemp
(1977) states that “instructional process is complex” (p. 6). This process includes
many kinds of interrelated parts and functions which are operated in a coherent
manner in order to achieve success. The expectation afterward is to produce success
in improving the key outcome of education – learning by students.
Kemp (1977) also states that “the instructional design plan is to design
answers to three questions, which are considered the essential elements of
instructional technology” (p. 8). There are three elements of instructional technology:
(1) what must be learned? (objectives), (2) what kinds of procedures and resources

9

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that works best to reach the desired learning levels? (activities and resources) and the
last is about (3) how will we know when the require learning has taken place?
(evaluation). Kemp’s instructional design method and model has divided into eight
elements of instructional design. The following are eight elements which are very
important to design and develop the materials.
a. Goals, topics and general purposes: consider goals, and the list of topics, stating
the general purposes for teaching each topic.
b. Learner characteristics: enumerate the important characteristics of the learners for
whom the instruction is to be designed.
c. Learning objectives: specify the learning objectives to be achieved in terms of
measurable student behavior outcomes.
d. Subject content: list of subject contents that support each objective.
e. Pre-assessment: develop pre-assessment to determine the student’s background
and present level of knowledge about the topic.
f. Teaching/learning activities and resources: select the teaching/learning activities
and instructional resources that treat the subject contents so the students will
accomplish the objectives.
g. Support services: coordinate budget, personnel, facilities, equipment, and
schedules to carry out the instructional plan.

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h. Evaluation: evaluate the students’ learning in term of their accomplishment of
objectives, with a view to revise and reevaluate any phases of the plan that need
improvement.
The Kemp’s instructional design method and model is shown in figure 2.1.

Figure 2.1 Kemp’s instructional design method and model (Kemp, 1977: 9)

In this research, the three questions are used to determine the teaching and
learning materials and activities. The eight elements are used to help the writer to
design the process.

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2. Task-Based Language Learning
According to Nunan (2004), “task-based language learning aims to provide
opportunities for learners to experiment with other learners and explore both spoken
and written language through learning activities that are designed to engage learners
in the authentic, practical and functional use of language for meaningful purpose” (p.
13). Task-based language learning gives a chance to the students to experience some
practices in doing some exercises.
a. Definition of Task
Discussing the task definition, Nunan (1992) states that “a task is a piece of
work undertaken for oneself or for others, freely or for some reward” (p. 5). There are
two kinds of tasks which are used in the language class. They are target task and
pedagogical task.
1. Target Task
Long (1985: 89) states in Nunan (1992) that the definition of target task in the
form of task-based language learning is a “piece of work undertaken for oneself or for
others, freely or for some reward” (p. 5). This task is non-technical and nonlinguistics. The examples of target task are painting a fence, borrowing a library
book, taking a driving test, writing a cheque, and finding a street destination. In other
words, this task is one thing which people do in the daily activities.

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2. Pedagogical Task
The previous one is different from this kind of task. Actually this task is also
taken in the real world but done more in the classroom. Richards, et al. (1986: 289) in
Nunan (1992) states, “pedagogical task is an activity or action which is carried out as
the result of processing or understanding language (i.e. as a response)” (p. 10). The
examples are drawing a map while listening to a recording and listening to an
instruction and then performing the instruction that is referred to the tasks. It means
that the tasks are defined in terms of activities that the learners will do in the class
rather than in the outside of classroom. Ellis (2003: 16) states that the pedagogical
task is a work plan that requires learners to process language grammatically in order
to achieve an outcome that can be evaluated whether the correct or appropriate
propositional content has been conveyed.
Nunan (2004: 4) states in his book about pedagogical task.
Pedagogical task is a piece of classroom work that involves learners in
comprehending, manipulating, producing or interacting in the target language
while their attention is focused on mobilizing their grammatical knowledge in
order to express meaning, and in which the intension is to convey meaning
rather than to manipulate form.
From those definitions of pedagogical task, this task focuses more on the
meaning form rather than the grammatical form. Nunan (2004) also remains that his
definition refers to the deployment of grammatical knowledge to express meaning,
highlighting the fact that meaning and form are highly interrelated, and the grammar

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exists to enable the language users to express different communicative meaning (p.
4).
Based on some definitions of task, the writer concludes that the kind of tasks
that are suitable in task-based language learning is pedagogical task. This task is used
in the learning activities in the classroom which is used to know the achievement of
the students and to know how students deliver the meaning using language.

b. Framework of Task-Based Language Learning
Task-based language learning gives more changes for the learners to interact
with others in order to facilitate language acquisition when the students have to
understand each other and to express their own meanings. Pedagogically, the taskbased language learning has strengthened the following principles and practices as
follows.
x

A need-based approach to content selection.

x

An emphasis on learning to communicate through interaction in target
language.

x

The introduction of authentic texts into the learning situation.

x

The provision of opportunities for learner to focus not only on language
but also on the learning process itself.

x

An enhancement of the learner’s own personal important experiences
contributing elements to classroom learning.

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x

The linking of classroom language learning with language use outside the
classroom.

The task-based language learning is about getting learners to do one task and
then another task that would make the learners quite advance in doing the tasks and
resourceful with their language and also would certainly gain fluency at the expense
of accuracy. Willis (1996: 40) states that the framework of task-based language
learning consists of three phases such as pre-task, whilst task (task cycle) and post
task (language focus).
Introduction on the topic and the task, activating topic-related word and
phrases are done in the pre-task. In the task cycle, learners will have a chance to use
any language they have already known in order to carry out the task, and then to
improve the language. It is surely done under the teacher’s guidance while the
students are planning their report of the task. The learners get the teacher’s feedback
when they really want to have it, at the planning stage and after the report. The taskbased language learning so far provides three basic conditions for language learning.
They are exposure, use and motivation. The learners get a holistic experience of
language use in the task cycle. The last phase is language focus. This phase allows a
closer study of some of the specific features naturally occurring in the language used
during the task cycle. The learners have already experienced to work with the
language and processed it for meaning. It means that they are ready to focus on the
specific language forms that carry the meaning.

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3.

Genre - Based Approach
This approach is used because the writer uses some genres of texts to design

the materials which are suitable with the Standard Competence of the school. Based
on the Standard Competence that is used by the teacher, there are five kinds of texts
that are needed for the students to be learned. According to Lin (2006), “genre-based
approach, teaching and learning focuses on the understanding and production of
selected genres of texts”.
To begin with, genre-based approach starts with the whole text as the unit in
focus rather than the sentences. The focus on the whole texts imply that there is
higher level of order and patterning in language than just in sentence-grammar at the
level of discourse organization and meta-patterning of grammatical features. Genre –
based approach emphasizes that higher order must be attended to effective language
use. Lin (2006) states that, “the specification of the genres to be taught is based on the
classification used by many systemic functional linguists, especially in application to
classroom teaching of English”.
There is a cycle in Genre Based Aproach. This cycle consists of four stages.
They are as follows.
1.

The field- building activities or Context exploration: aims to immers the
learners in the context of culture and social purpose of spoken text, their
temporal and spatial context, the roles and relationships of the related

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components, and the role of the language within the activity, as well as
medium chosen. This stage focuses on building up a shared experience and
cultural context about the topic of text. The interactions mostly happen
between teacher and class and students and students. The focus is on the
content information and the language of the genre of the text that is used. It
particularly focuses on controlling relevant vocabularies and grammatical
patterns of the particular genre.
2.

Text Exploration Based on Model Text. This involves analysis of the
rhetorical staging on the spoken text, the lexical and grammatical resources
used. Lin (2006) states that this phase is used to familiarize the learners with
the target text types or genres and to draw attention to organizational and
linguistic features commonly found in the text belonging to it.

3.

The joint construction of similar spoken text is carried out by the teachers
and learners. Lin (2006) states that in this stage the students and teacher work
together to construct their own text in text-type or genre. Here is where the
interactive activities in the latter are often designed to stimulate real life
interaction.

4.

The independent construction individual application. Based on Lin (2006)
this stage requires students or learners to work individually and
independently, for example, to produce individual essay. This is carried out

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after the students have successfully produced a jointly constructed text or
understanding the text.
4. Nature of Teaching Writing
Horne Tiedt (1981) states “writing is a method of expressing ideas about any
subject content” (p. 1). Writing is interesting activity where someone will be more
freely express their thoughts about something. Writing helps someone to discover
what he or she thinks and feels. In writing, some people use written symbol to
express their ideas and thoughts about something.
a. Writing is a process
Everyone can learn to write clearly and effectively. The first step someone
needs to do is recognizing that most writing is not done in one sitting, it is a process.
It is a process of moving from writing that aids learning to write that shows learning.
To start writing, someone needs to collect information and ideas. After that, he or she
tries to explain his or her ideas and write a draft that helps to discover which aspect
that he or she needs to emphasize.
There is an approach in writing that is proper for this discussion. It is called as
the process approach. Writing process approach focuses more on the process of
getting the product as an output of the learning. Richards (2001) states that “this
approach allows students to explore and develop a personal approach to writing” (p.
114). Cohen (1990) defines writing process approach as the approach emphasizes on
a process in which the finished products come after a series of stages (p. 105). Based

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on this approach, the students in the classroom should be able to explore a topic fully
in the step of writing, for example in the prewriting activities. This approach explains
that students need to focus on their writing ideas. The students who are given the time
for the process in writing explore more new ideas, sentences and words as they plan,
write the first draft and then revise it as the second draft. That is how the process
works in this approach.
The teachers are expected to give the students two crucial supports. They are
time and feedback in this approach. Time is given to the students to find out the ideas.
The feedback is used to see the content of writing in which the authors write on their
first draft. In this section, the teacher understands that the writing process becomes a
discovery process of their students. The discovery process is about how to find new
ideas and new language forms to express those idea.
b. The Benefits of Writing
There are three benefits of writing. The first is by writing, someone is able to
discover what he or she thinks. Many people try to write many things in a particular
time in order to have an opportunity to learn more about herself or himself and the
world. The second benefit is to help someone to be more skillful in writing. This
benefit would like to help the students much in doing their job. The last benefit is that
by writing precisely what someone intends, he or she greatly enhances possibility of
being understood because he or she is able to transform the information clearly in the
written form.

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B. Theoretical Framework
This section discusses the relation between the theories which support other
theories. After discussing Instructional design, the framework of task-based language
learning and the nature of writing, the writer would like to make a discussion about
the relationship among the theories above.
The theory of instructional design is the major basic of the designing
procedure. It is used to create the step to create the design of English writing
instructional materials. These steps are used by the researcher to make the material
design, as follows.
1. Conducting Need Analysis
This step is adapted from the R & D approach. The writer takes the needbased approach to know what kind of contents that is suitable for the design
materials. In this step the writer firstly tries to find the needs of the teacher and
students, the problems and the solutions for both of them. The output of this step is
the character analysis and the needs of students and the teacher.
2. Stating Goals, Topics and General Purposes
This step aims to determine the goals, topics and the general purposes of
instructional design materials. These are accordance with the KTSP curriculum as
formulated in the syllabus of SMA Santa Maria Yogyakarta.

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3. Stating the Learning Objectives
In order to make the students easier to understand and achieve the material,
the writer states some learning objectives. The objectives are any activities or
behavior that can be measured and observed.
4. Listing the Subject Contents
The writer classifies the specific knowledge and skill which are connected
with the objectives and students’ need.
5. Selecting the Teaching Activities
In this step the writer tries to find suitable learning and teaching activities
related to the selection of appropriate sources for the materials.
6. Designing the Material
After determining the goals, topics, general purposes, objectives, subject
contents and the teaching activities, it is the time for the writer to design the material.
7. Conducting Material Evaluation
After making a set of material of instructional writing material, the writer
needs to do evaluation in order to know whether the materials are applicable or not.
To