Extra-curricular speaking materials based on communicative language learning for the 10th grade students of SMA Pangudi Luhur Sedayu Bantul - USD Repository

  

EXTRA-CURRICULAR SPEAKING MATERIALS

BASED ON COMMUNICATIVE LANGUAGE LEARNING

FOR THE 10 TH GRADE STUDENTS

  

OF SMA PANGUDI LUHUR SEDAYU BANTUL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

  

In English Language Education

By Fransisca Suharti

  Student Number: 031214O87

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  

2009

  

DEDICATION PAGE

WE CANNOT DO GREAT THINGS

ONLY A SMALL THING WITH THE GREATEST LOVE

(Mother Theresa)

  

This thesis is dedicated to:

My Lord, Jesus Christ

My beloved family: Dad, Mom, my sisters, my brothers, and my nieces

My beloved best friends

  

ACKNOWLEDGMENTS

First of all, I would like to give my greatest gratitude to my Lord Jesus

  

Christ Almighty, for His endless love, blessings, mercy and guidance in every

breath that I take. I thank Mother Mary for all the amazing things in my life and

for being beside me every time and everywhere, especially until I accomplish my

thesis.

  I also want to give my sincere gratitude to my major sponsor Carla Sih

Prabandari, S.Pd., M.Hum., as my sponsor, for her guidance, suggestions,

criticism and being patient when I was accomplishing my thesis.

  I am deeply thankful to P. Kuswandono, S.Pd., M.Ed. as my academic

advisor and to all PBI lecturers for the teaching, guidance and support during my

study time. I also would like to thank Laurentia Sumarni S.Pd., and Drs.

  

Concilianus Laos Mbato, M.A. for being my research respondents and giving

feedback to my thesis. Next, I thank PBI secretariat staffs (Mbak Dani and Mbak

Tari), for the assistance and the support during the last five years.

  I would like to give my special gratitude to the Headmaster of SMA

Pangudi Luhur Sedayu-Bantul , Drs. Markoes Padmonegoro for allowing me to

conduct the research in the school and to Ag. Erna Setyorini S.Pd., the English

teacher in SMA Pangudi Luhur Sedayu Bantul, for the assistance, guidance and

the kindness during my research.

  My deepest gratitude, I would like to address to my beloved parents Y.

  

Sukirman and Ch. Marsiyem for their love, prayers, patience, and financial

  

support given to me. I give my special thanks to my sisters and brothers, Mbak

Marni, Mbak Sumi, Mas Warjono and Mas Mardi for the love, prayers and

financial supports given to me during my study and for being my great sisters.

  My special gratitude goes to my sweetheart, Mas Zainal for the love, attention, patience, and support given to me.

  Next, I dedicate my deepest gratitude, to my best friends Eti, Anash,

Linda, Nina, Wiwid, Petra, Yusta, Datu for the friendship, support and

knowledge given to me and for the beautiful moment that we have during my

study.

  At last, I thank my TOP Training Centre friends, Mbak Ita, Mas Dhani,

Mas Paryono, Mbak Shinta, Wini, Anggi, Ayi, Suci, Ekta, Mbak Dhini, Mbak

Rina, Mbak Rini, Ning, Cici and all new TOP Training Centre members and

USD Library staff for always reminding and motivating me to accomplish my

thesis.

  Fransisca Suharti

  

TABLE OF CONTENTS

Page

TITLE PAGE .............................................................................................. i

  

APPROVAL PAGES .................................................................................. ii

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

PAGE OF PUBLICITY .............................................................................. v

DEDICATION PAGE ................................................................................. vi

ACKNOWLEDGMENTS .......................................................................... vii

TABLE OF CONTENTS ............................................................................ ix

LIST OF FIGURES .................................................................................... xii

LIST OF TABLES ...................................................................................... xiii

ABSTRACT ............................................................................................... xiv

ABSTRAK ................................................................................................... xv

  

CHAPTER I: INTRODUCTION ................................................................ 1

A. Research Background ............................................................................ 1

B. Problem Identification ........................................................................... 2

C. Problem Formulation ........................................................................... 3

D. Problem Limitation ............................................................................... 3

E. Research Objectives ............................................................................... 4

F. Research Benefits ................................................................................... 4

G. Definition of Terms ............................................................................... 5

CHAPTER II: LITERATURE REVIEW ................................................... 7

A. Theoretical Description ......................................................................... 7

  1. Materials Design ............................................................................. 7

  2. Kemp’s Intructional Model ............................................................ 9

  3. Yalden’s Instructional Model .......................................................... 10

  4. Communication Language Teaching .............................................. 14

  5. The Teaching of Speaking ............................................................... 19

  6. The Theories of Cooperative Learning ........................................... 21

  

D. Research Instruments ............................................................................ 44

  3. PreliminaryForm of the Product Developing ................................... 64

  2. Planning ........................................................................................... 60

  1. Research and Information Collecting............................................... 55 (a) The Result of Needs Survey ....................................................... 55

  

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................ 54

A. The Process of Designing Extra-curricular Speaking Materials ........... 54

  

G. Research Procedures ............................................................................. 51

  2. Preliminary Field Testing ................................................................ 48

  1. Research and Information Collecting .............................................. 46

  

F. Data Analysis Technique ....................................................................... 46

  

E. Data Gathering Techniques ................................................................... 45

  1. Research and Information Collecting .............................................. 44

  

C. Setting ................................................................................................... 43

  7. Problem Solving Activities ............................................................. 26

  2. Preliminary Field Testing ................................................................ 43

  1. Research and Information Collecting .............................................. 42

  

B. Research Respondents ........................................................................... 42

  5. Main Product Revising .................................................................... 42

  4. Preliminary Field Testing ................................................................ 42

  3. Preliminary Form of the Product Developing ................................. 41

  2. Planning .......................................................................................... 41

  1. Research and Information Collecting .............................................. 40

  

CHAPTER III: METHODOLOGY ............................................................ 39

A. Research Methods .................................................................................. 39

  

B. Theoretical Framework ......................................................................... 34

  8. Games ……………………………………………………………. 30

  4. Field Testing .................................................................................... 68

  5. Main Product Revising ..................................................................... 71

  

B. The Presentation of the Designed Materials ......................................... 72

  

CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 75

A. CONCLUSIONS ................................................................................... 75

B. SUGGESTIONS ................................................................................... 77

REFERENCES ............................................................................................ 79

APPENDICES ............................................................................................. 82

Appendix A: Letter of Permission .............................................................. 82

Appendix B: Questionnaire of Research and Information Collecting for Students ................................................................................. 83

Appendix C: List of Interview Questions .................................................... 86

Appendix D: Questionnaire of Materials Evaluation ................................... 87

Appendix E: Observation Sheet ................................................................... 90

Appendix F: Gambaran Umum Materi ........................................................ 91

Appendix G: Syllabus .................................................................................. 94

Appendix H: Lesson Plan ............................................................................ 98

Appendix I: Teacher’s Guideline ................................................................. 114

Appendix J : Presentation of the Materials ................................................. 130

  

LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model ........................................................................... 10Figure 2.2 Yalden’s Model .......................................................................... 14Figure 2.3 The Writer’s Model ................................................................... 38 Figure 3. 1 The Research Procedure ............................................................ 53

  

LIST OF TABLES

Table 3.1 The Respondents of the Preliminary Field Testing ...................... 43Table 3.2 The Format of Observation Sheet .............................................. 48Table 3.3 The Format of Second Questionnaire .......................................... 49 Table 3. 4 The Format of the Resulted Data ............................................... 50Table 4.1 The Data of the Interview from the Teacher ............................... 55Table 4.2 The Results of Questionnaire for the Tenth Grade Students ....... 57Table 4.3 The Table of Basic Competences ................................................ 61Table 4.4 The Table of Achievement of Indicators ..................................... 62Table 4.5 The Presented Data of Materials Evaluation ................................ 69

  

ABSTRACT

Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on

th

  Communicative Language Learning for the 10 Grade Students of SMA Pangudi Luhur Sedayu Bantul. Yogyakarta: English Language Education Study Program Sanata Dharma University. This research was conducted to design extra-curricular speaking materials th

based on communicative language learning for the 10 grade students. There were

two questions formulated in the problem formulation that were 1). How is extra-

th

curricular speaking materials using games and problem solving for the 10 grade

students of SMA Pangudi Luhur Sedayu Bantul was designed? and 2). What does

the designed extra-curricular speaking materials look like? To answer the two research questions above, the writer applied five steps

of Research & Development theory. They were: (1) Research and Information

Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4)

Preliminary Field Testing, and (5) Main Product Revision. The data gathering

techniques used were questionnaire, interview and observation.

  To answer the first question, the writer adapted the Kemp and Yalden’s

instructional design model that consisted of seven steps. The adapted steps were:

(1) Conducting Needs Survey, (2) Specifying Topics, Goals, and General

Purposes, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5)

Selecting Teaching Learning Activities and Instrument Resources, (6) Conducting

Evaluation and Revision, (7) Presenting the Final Version of the Materials Design.

The writer also adapted Communicative Language Teaching and Cooperative

Learning for elementary learners in designing the materials.

  After being designed, the designed materials were evaluated by

distributing a questionnaire to an English teacher of SMA Pangudi Luhur Sedayu

Bantul and two lecturers of English Education Study Program Sanata Dharma

University. The writer used the Central Tendency formulation to analyze that data.

  

It was resulted that the score of the mean were 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5,

and 4.2. The result showed that all score of the Mean were more than 3.5.

Therefore, it could be concluded that most of respondents agreed that the designed

materials were acceptable and appropriate to be implemented. However, there

were some revisions that need to be conducted to improve the designed materials.

  To answer the second question, the writer presented the final version of the

designed materials after making some revisions and improvements based on

results of the designed materials evaluation. The materials consisted of eight units.

They were Greeting and Introduction, Congratulating and Sympathizing,

Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving

Instructions, Talking about Folk Tales, and Giving Advice. Each unit consisted of

four main part, which were Warm Up, Let’s Talk, Wrap Up and Review.

  Finally, the writer expects that the designed materials will help learners to

learn speaking effectively through the enjoyable way, which are games and

problem solving. The writer also expects that the designed materials will be useful

for the English teachers and the future researchers.

  

ABSTRAK

Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on

th

  Communicative Language Learning for the 10 Grade Students of SMA Pangudi Luhur Sedayu Bantul. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini dilaksanakan untuk merancang seperangkat materi berbahasa

Inggris untuk siswa kelas 10 untuk mengajar berbicara. Terdapat dua pertanyaan

rumusan masalah yaitu 1). Bagaimana seperangkat materi berbahasa Inggris untuk

siswa kelas 10 untuk mengajar berbicara dirancang? dan 2). Bagaimanakah bentuk

seperangkat materi bahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara

tersebut?

  Untuk menjawab dua pertanyaan rumusan masalah diatas, peneliti

menerapkan 5 langkah Research and Development (R & D) yaitu: (1)

Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan

bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan

produk utama. Penulis menggunakan kuesioner, wawancara dan observasi untuk

mengumpulkan data.

  Untuk menjawab pertanyaan pertama, penulis mengadaptasi langkah-

langkah sebuah model perancangan pembelajaran dari Kemp dan Yalden.

Langkah-langkah yang diadaptasi antara lain: (1) melaksanakan survei, (2)

menentukan topik, tujuan pembelajaran dan tujuan umum pembelajaran, (3)

menentukan tujuan khusus pembelajaran, (4) menulis materi, (5)

mengembangkan dan menyeleksi materi pembelajaran, (6) melaksanakan

evaluasi dan perbaikan, (7) menyajikan versi akhir dari materi yang dirancang.

Selain itu, penulis juga mengadaptasi teori pendekatan pembelajaran berbasis

kerja sama (Cooperative Learning) dan metode pembelajaran yang komunikatif

(Communicative Language Teaching) untuk pelajar yang masih di tingkat dasar.

  Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan

kuesioner kepada guru bahasa Inggris SMA Pangudi Luhur Sedayu Bantul dan

dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk

menganalisa data yang didapat, penulis menggunakan rumus Central Tendency.

  Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata atau

mean adalah 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2.  Hasil evaluasi tersebut

menunjukkan bahwa semua nilai mean atau nilai rata-rata berada di atas 3.5.

  

Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju

bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Namun, masih

diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi

dan bentuk materi.

  Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari

materi yang telah dirancang setelah melalui beberapa perbaikan dan peningkatan

berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan

unit tersebut adalah Greeting and Introduction, Congratulating and Sympathizing,

Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving

  

Instructions, Talking about Folk Tales, and Giving Advice. Masing-masing unit

terdiri dari 4 bagian besar yaitu Warm Up, Let’s Talk, Wrap Up and Review.

  Akhirnya, penulis berharap bahwa materi yang telah dirancang dapat

membantu siswa untuk berbicara bahasa Inggris dengan efektif dan

menyenangkan. Penulis juga berharap bahwa materi tersebut dapat berguna bagi

para guru dan peneliti berikutnya.

CHAPTER I INTRODUCTION This chapter presents the introduction of the study. It is divided into six parts. They are background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms. A. Background of the Study English nowadays plays a very important role in communication. English is an

  international language which can be understood as a means of communication by most people. To do so, people must have a good speaking ability.

  English in Indonesia is taught as a compulsory subject in all Junior and Senior High Schools. Speaking as one of the four language skills, inside the class, is taught by just discussing the curriculum-based topics being learnt in a short time. It doesn’t help students to achieve their speaking ability properly. Even they are easily get bored.

  There are many factors that influence the students in not speaking English. They are such as little or no background in English language, lack of vocabularies, and lack of confidence in speaking. It makes the students prefer to say nothing. They lack confidence in speaking, sharing their ideas or expressing their feelings. Some of the topics that are included in the course content are greeting, describing people, and talking about the festivals. Then, appropriate topics will be helpful for the students. They will attain information about the situation around them in everyday life. Those conditions motivate the writer to offer a design in order to encourage the development of speaking skill.

  Since some of the tenth grade students of SMA Pangudi Luhur Sedayu Bantul have not enough time to speak English inside the class, the writer designed a set of speaking materials for extra-curricular program using games and problem solving activities for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul. In this school, the extra-curricular program is as a compulsory program. It means that this speaking material design can be applied to all of the tenth grade students of SMA

  

Pangudi Luhur Sedayu Bantul . Through an extra-curricular program, the writer wants

  to promote the tenth grade students’ mastery of speaking ability. The speaking materials were designed to develop speaking ability so that the students can develop their speaking ability inside of the class and out of the class. The teacher has to control the learning process and it is possible to work in team with the volunteer students to achieve the learning objectives. The role of the teacher in this activity is as a facilitator.

  An extra-curricular program was chosen because it is considered as an appropriate program where the students can learn English, especially speaking. In extra-curricular program the students have enough time to develop their speaking ability. They are able to use English in a real communication with their own friends and talk about everything they are interested in. Through an extra-curricular program the students also find the peers to whom they can speak about the topics. It is difficult for them to find someone whom they are comfortable with. That is why the writer designs speaking materials for the extra-curricular program.

  This study proposes games and problem solving as communicative exercises in providing practices for extra-curricular program for the tenth grade students of SMA

  

Pangudi Luhur Sedayu-Bantul . These communicative exercises were chosen with an

  expectation that the students would actively use the language according to their needs.

  B. Problem Formulation

  Referring to the background of the study above, this study forms two questions as the problem formulation. The problem formulations are as follows:

  1. How is extra-curricular speaking materials based on communicative language learning for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul designed? 2. What do the extra-curricular speaking materials based on communicative language learning for the tenth grade students of SMA Pangudi Luhur Sedayu look like?

  Bantul

  C. Problem Limitation

  In designing speaking materials that is used in extra-curricular program, the writer involved exercises of speaking skill which related to daily activities. However, the writer included games and problem solving into the designed materials in order to create a fun English learning. It means that the teacher should guide the activity and give the materials in an informal and interesting way. In order to encourage their speaking ability, they need an opportunity to express their ideas, thoughts and feelings orally.

  The materials were developed in the form of games and problem solving. By providing some cases based on the topics which are closely related to daily situation, the students were encouraged to think and try to solve the problems. It aims to make the students to communicate actively by revealing their ideas and opinions to find the best solution to the problem.

D. Objectives of the Study

  This study aims to answer the questions as formulated in the problem formulation. The objectives of the study are as follows:

  1. To find out how extra-curricular speaking materials based on communicative language learning for the tenth grade students of SMA Pangudi Luhur Sedayu

  Bantul is designed.

2. To present extra-curricular speaking materials based on communicative language learning for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul.

E. Benefits of the Study

  First, the study is expected to give benefits to English teachers of SMA Pangudi . The writer hopes these speaking materials renew techniques

  Luhur Sedayu Bantul and strategies in teaching speaking.

  Second, the study aims to give contribution to the tenth grade students of SMA

  

Pangudi Luhur Sedayu Bantul in improving their speaking ability. It is expected that this study may contribute to the improvement of the speaking ability of the tenth grade Senior High School students and help them to realize that their cognitive development also supports their speaking skill.

F. Definition of Terms

  There are some terms used by the writer in this study. They are design, speaking, materials, extra-curricular activities, problem solving, and games. In order to make those terms clear, the writer gives the definition of those terms.

  1. Design Design is the general arrangement or planning. Design is as “a developed plan to guide educational activity in a situation” (Houle, 1978: 230). In this study, the design refers to a set of speaking materials which implements games and problem solving. These speaking materials have a primary role in promoting speaking ability mastery. This design was used for extra-curricular program to acquire speaking ability for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul.

  2. Speaking Materials Speaking materials are substances, facts, or information from which a course can be made in the purpose of developing speaking ability. Speaking is “a part of reciprocal exchange in which the reception and production play a part” (Widdowson, 1979: 38). In this study, the writer emphasizes speaking skill as the final achievement that the students should have.

  3. Extra-curricular program An extra-curricular is “an activity which is carried out after formal class in order to add the time, as a complement of subject” (Thomas, 1978: 302). The extra- curricular program in SMA Pangudi Luhur Sedayu-Bantul is a compulsory program to take by the students. This activity offers an informal atmosphere where the learners can learn English as a fun and an interesting subject. In this study the writer chose an extra-curricular program as a means of developing speaking skill of the students.

  4. Games Game is defined as “a structured activity with a set of rules for play in which two or more learners interact to reach clearly designated instructional objectives”

  (Brown, Lewis and Harclerood, 1973: 351). The rules of games govern the interaction among the learners to reach the goal of the game and educational objectives.

  5. Problem solving Problem solving is “one activity involving two people or a group of people that works together, toward a solution to a problem” (Curtis, et al, 1979: 2). In this study, the writer offered some problems to be solved by the students and asked them to use their speaking ability as a medium to solve the given problems. The given problems were closely related to students’ daily activities.

  6. The tenth grade students of SMA Pangudi Luhur Sedayu-Bantul The tenth grade students are the students who are normally in the age of fifteen years old (Thomas, 1978: 329). This grade is categorized in the elementary level of English course (Mulyasa, 2003: 45) .

CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the detailed discussion on some theories as the basis in

  designing a set of materials for extra-curricular program. This chapter is divided into two main points, namely theoretical description and theoretical framework.

A. Theoretical Description

  There are six elements that are discussed in this section. They are: materials design, Communicative Language Teaching, cooperative learning approach, the teaching of speaking, games, and problem solving.

1. Materials Design

  In order to achieve the objectives of the activity, the teachers need the materials to carry out the course. The materials are designed to stimulate the students to develop their abilities in English. Before creating materials design, the teacher should know first about the syllabus that will be applied in a course. After knowing the type of syllabus that will be applied, the teacher should prepare himself in developing the materials. Then the designing of materials is expected to facilitate the teacher in preparing materials and as an alternative source.

  Designing materials, according to Hutchinson (1994: 106), is described as “creating a set of materials that fits the specific subject area of particular learners.” Then, a set of materials can be used as a resource in following the language activity.

  To make it easier to conduct the course, the teacher needs special preparation. The designed materials can provide a resource for teaching-learning process for the teacher.

  In designing the materials systematically, Hutchinson and Waters (1987: 55-65) suggest some significant considerations to be taken into account as presented below: a. Materials design must be based on the target needs. They refer to what the learners have to know in order to function effectively in the target situation.

  b. Materials design should pay attention to the significant potentialities and constraints such as experience, finance, facilities, competence, background, knowledge, and time, which exist in the learning situation in order to adjust what is possible and what is impossible to be done in the system.

  c.

  Materials design is supposed to develop the language-centered approach, the skill- centered approach, or learning-centered approach.

  There are some considerations in making the materials design. The writer discusses Kemp’s model and Yalden’s model.

  These models have the same characteristics in the process of analyzing learning needs, goals and development the system to meet the students’ needs. The models describe clearly all details and step-by-step procedures about what a language program designer should do in order to develop the program from the very beginning process. These models are also flexible, meaning that those models can be applied to design either a general English program or an ESP program. The writer presents two models. Those models are: Kemp’s and Yalden's.

a. Kemp’s Model

  “The approach and procedures called the Instructional Design Plan can be applied to any education level-elementary, secondary or college” (Kemp, 1977: 7). In this model the plan is a flexible process. There is an interdependence among the elements. It is the designer’s freedom to choose which element will be used first in making the process. In this model the materials design plan is a design to support and to answer three basic questions. They are as follows:

  1) What must be learned? (objective)

  2) What procedures and resources will work best to reach the desired learning levels? (activities and resources) 3)

  How we will know when the required learning has taken place? (evaluation) According to Kemp (1977: 8), the design consists of eight steps that can be summarized as follows: 1) Consider the goals and the list topics; state the general purposes for teaching each topic.

  2) Enumerate the important characteristics of the learners from whom the instructional materials are to be designed.

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

4) List the subject contents that support each objective.

  5) Develop the pre-assessments to determine the student’s background and to present the level of knowledge about the topic.

  6) Select the teaching learning activities and the instructional resources that will accomplish the objectives.

  7) Coordinate such support services as budget, personal facilities, equipment, and schedule to carry out the instructional plan.

  8) Evaluate the students’ knowledge in terms of their accomplishment of the objectives, with a view to revise and re-evaluate any phases of the plan that need an improvement.

  Goals, Topics, and General purposes Learner

  Evaluation characteristics Support

  Learning Services Objectives Revision

  Teaching / Subject Learning

  Content Pre-Assessment Instructional Activities

  Figure 1. The Kemp’s Model (Kemp, 1977: 9)

b. The Yalden’s Model

  Yalden’s model has been designed based on the difficulties in syllabus construction and the communicativeness of learning outcome expected. Having a syllabus is not the same as teaching materials. After knowing the type of syllabus that will be applied, the teacher should prepare to develop the materials. According to Yalden (1987: 101), the process of constructing the syllabus is as follows:

  1) Needs Survey

  The teacher should make a survey needs before starting the purpose in order to find the importance of the community of the local needs. It is aimed at understanding as much about the learners as possible prior to the beginning of the program, in order to establish realistic and acceptable.

  2) Description of purpose

  The description of purpose is prepared in terms of the characteristic of the students, and the skills of the students on entry to and on exit from the program.

  Conducted need survey will give the syllabus and the designer direction for describing the purpose of language program. The purpose can also be investigated from the setting in which the survey is conducted.

  3) Selection and development of syllabus type

  In this stage, the writer should make a decision on what kind of syllabus type will be employed, since there is no definite model of syllabus design, a number of solutions are offered. They range from an adaptation of the existing syllabus to a learner-oriented syllabus. However, as Yalden suggests, the combination of the various models is possible.

  There are six types of syllabus in Yalden’s model. The descriptions are as follows:

  Type 1: Structural – Functional

  This type involves a separation of forms and communicative function. This type suggests that the linguistic forms proceed the communicative function. This is the easiest solution in communicative syllabus design.

  Type 2: Structures and Functions

  This type provides a structure in a communicative function. In this type, the form and the function are conducted from the beginning. This type of syllabus enables the learners to study the linguistic form and the communicative function simultaneously.

  Type 3: Variable Focus Variable emphasizes the language program shifts according to the proficiency.

  Thus, the emphasis is not determined in a given unit. This implies the need of the learners. Allen cited by Yalden (1987: 113) listed “tree of communicative competence: structural, functional, and instrumental.” The structural progression, as well as structural exercises and activities, dominate at the first level then change to communicative function and finally to situation or subject-matter.

  Type 4: Functional The objective that is stated in this type is in terms of communicative function.

  Here, the objectives determine the functions needed, and the functions determine the selection and sequencing of grammatical materials. This syllabus can be extremely valuable for the situations where rapid progress to a slightly variety of the target language essential.

  Type 5: Notional

  This type of syllabus is applicable for the learner who already has adequate proficiency of English but still need to be specified in a new particular purpose. In this syllabus, all the components-socio-cultural, semantic, linguistics as well as psycho-pedagogical-are united together.

  Type 6: Fully Communicative Syllabus

  This type of syllabus is also called as the learner-generated syllabus. The learners become the source of input.

  4) Production of proto-syllabus

  This syllabus will cover several components such as topics, communicative functions, variety of language, and grammar.

  5) Production of pedagogical syllabus

  In this stage, the course designer is supposed to develop teaching, learning, and testing approaches (pedagogical syllabus). At this stage, a stock of words and phrases suitable to the topics in the program is identified.

  6) Development and implementation of classroom procedures.

  The development and implementation of classroom procedures, the selection of exercises and teaching technique employed in the classroom, preparation of lesson plans as well as weekly schedule described in this stage.

  7) Evaluation

  The final step is evaluation that compares two aspects. First, it evaluates the students in the program and secondly, it assesses the teaching as well as the whole design of the course. If there are not differences, revision on the materials and teaching approaches must be held. The schema of Language Development program made by Yalden is described in Figure 2.

  

Need Descrip- Selection/ Produc- Produc- Develop- Eva-

Sur- tion of develop- tion of tion of ment& lua-

vey Purpose ment of proto- pedagogi- implemen- tion

syllabus Syllabus cal tation of type syllabus classroom procedures

  

Figure 2. Language Development (Yalden, 1987: 8)

2. Communicative Language Teaching

  This part discusses about Communicative Language Teaching and its sustaining theories. In this part, the writer explains about the Definition of CLT, the Role of Teachers and Learners, the Role of Materials, and the last is about Communicative Competence.

a. Definition of Communicative Language Teaching

  Some approaches can be used in teaching learning activities. In this research, the writer used one of the approaches called Communicative Language Teaching because this approach is suitable to teach speaking to Senior High School students. In CLT, teachers and students have their own roles. The following roles are the important concepts in Communicative Language Teaching.

b. The Role of Teachers and Learners

  In this part, the writer discusses about the teacher and the learner’s role. The description is stated below.

  1) Learner’s Role

  Learners are the subjects of the teaching and not the objects in Communicative Language Learning. It means that the learners should actively participate in every language activity. Breed and Candlin describe the learner’s role within CLT in the following terms:

  The role of learner as negotiator – between the self, the learning process, and the object of learning – emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (1980: 110).

  2) Teacher’s Role

  There are several roles of teachers in CLT according to Breed and Candlin (1980) as quoted by Richards and Rodgers (2001:167). The teacher’s roles can be summarized as follows:

  a) Facilitator

  A teacher has to facilitate the communication process between the participants and the various activities and the texts.

  b) Participants

  The teacher should act as an independent participant within learning teaching group. It means that a teacher’s role is as resources and its organizer.

  c) Needs Analyst A teacher assumes to be responsible for responding to learner’s language needs.

  The teacher plans a group and an individual instruction that responds to the learner’s need.

  d) Counselor

  The teacher is expected to demonstrate an effective communicator seeking to minimize the meshing of speakers’ intention and learners’ interpretation, using paraphrase, confirmation and feedback.

  e) Group Process Manager