Speaking instructional materials based on task-based language teaching for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta.

SPEAKING INSTRUCTIONAL MATERIALS BASED ON TASK-BASED LANGUAGE TEACHING

FOR THE EXTRACURRICULAR ACTIVITY

OF THE 2ND GRADERS OF SD PANGUDI LUHUR YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Lucia Retno Palupi Student Number: 061214075

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

SPEAKING INSTRUCTIONAL MATERIALS BASED ON TASK-BASED LANGUAGE TEACHING

FOR THE EXTRACURRICULAR ACTIVITY

OF THE 2ND GRADERS OF SD PANGUDI LUHUR YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Lucia Retno Palupi Student Number: 061214075

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

Let the light of your life shine in such a way

that others see your good deeds

and bring glory

to your Father in Heaven

(Matthew 5: 16)

I dedicate this thesis to:

My Jesus Christ and Mother Marry

My Beloved Parents and Families

ABSTRACT

Palupi, Lucia Retno. 2010. Speaking Instructional Materials Based on Task-Based Language Teaching for the Extracurricular Activity of the 2nd Graders of SD Pangudi Luhur Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Considering the importance of mastering English, many schools demand the students to learn English in the earlier age. With an expectation that earlier age will bring improvement for their proficiency levels in speaking English, SD Pangudi LuhurYogyakarta held English extracurricular activity. The absence of the speaking materials for the English extracurricular activity of the 2nd graders of SD Pangudi LuhurYogyakarta, the lack of speaking practice and the monotonous drilling method in the daily class encouraged the writer to design speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of SD Pangudi LuhurYogyakarta.

This study was carried out to answer two research questions: (1) how is a set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta designed? and (2) what does the designed set of speaking instructional materials look like?

To answer the first research question, the writer employed five stages of the Research and Development (R&D) methodology proposed by Borg and Gall (1986) as the umbrella of the writer’s model which were derived from combining both Kemp’s and Yalden’s models. The writer’s instructional design model included six steps, namely (1) Conducting Needs Survey, (2) Formulating Goals, Listing Topics and Stating General Purposes, (3) Formulating learning Objectives, (4) Listing Subject Content, (5) Selecting Teaching and Learning Activities and Resources and (6) Evaluating the Designed Materials. Based on the evaluation done by distributing post-design questionnaires to 5 respondents, the results showed that the mean of each statement ranged from 3.2 up to 3.6 in the scale of 4. It is considered that the speaking instructional materials were appropriate and acceptable for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta.

To answer the second research question, the writer presents the final version of the speaking instructional materials after conducting some revisions based on comments and suggestions from the post-design respondents. The speaking instructional materials consist of 8 units. Each topic includes three main sections, namely Let’s Get Ready, Let’s Do It, and Let’s Practice and an additional section,

Review: Short but Smart which takes a short time. The designed materials are equipped with a teacher’s book in order to ease the teachers for implementing Task-Based Language Teaching in the extracurricular activity.

Finally, it is expected that the speaking instructional materials will help the 2nd graders of the extracurricular activity in SD Pangudi LuhurYogyakarta to develop

their speaking skill through the tasks and activities offered. Hopefully, the designed materials give contributions to the teachers and other researchers who are interested in doing further research.

ABSTRAK

Palupi, Lucia Retno. 2010. Speaking Instructional Materials Based on Task-Based Language Teaching for the Extracurricular Activity of the 2nd Graders of SD Pangudi

Luhur Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

Universitas Sanata Dharma.

Mengingat pentingnya penguasaan Bahasa Inggris, banyak sekolah menuntut para siswanya untuk belajar Bahasa Inggris pada usia dini. Dengan harapan bahwa usia dini dapat meningkatkan kecakapan berbahasa Inggris mereka, terutama terhadap ketrampilan berbicara bahasa Inggris, SD Pangudi Luhur Yogyakarta mengadakan kegiatan ekstrakurikuler Bahasa Inggris. Tidak tersedianya materi berbicara untuk kegiatan ekstrakurikuler Bahasa Inggris siswa kelas 2 SD Pangudi Luhur Yogyakarta, kurangnya praktek berbicara dalam Bahasa Inggris dan drilling yang monoton mendorong penulis untuk merancang materi pembelajaran berbicara berdasarkan pembelajaran berdasar tugas untuk kegiatan ekstrakurikuler siswa kelas 2 SD Pangudi Luhur Yogyakarta.

Studi ini dilaksanakan untuk menjawab 2 masalah penelitian: (1) bagaimana satu set materi pembelajaran berbicara berdasarkan pembelajaran berdasar tugas untuk kegiatan ekstrakurikuler siswa kelas 2 SD Pangudi Luhur Yogyakarta dirancang? dan (2) seperti apakah set rancangan materi pembelajaran berbicara tersebut?

Untuk menjawab pertanyaan pertama dalam rumusan permasalahan, penulis menggunakan 5 langkah metodologi penelitian dan pengembangan yang dikemukakan oleh Borg dan Gall (1986) sebagai payung untuk model rancangan pembelajaran penulis yang menggabungkan dua model desain instruksional dari Kemp dan Yalden. Model rancangan pembelajaran penulis meliputi 6 langkah yaitu (1) melaksanakan survey kebutuhan, (2) merumuskan tujuan, menentukan topik, dan tujuan umum, (3) menentukan tujuan pembelajaran, (4) Menentukan kegiatan pembelajaran (5) memilih kegiatan belajar dan mengajar serta sumber belajar dan (6) merevisi materi. Berdasarkan hasil evaluasi yang dilaksanakan dengan menyebarkan kuesioner kepada 5 reponden, hasil menunjukkan bahwa nilai tengah dari tiap pernyataan berkisar antara 3.2 sampai 3.6 dari skala 4. Maka, dapat disimpulkan bahwa materi pembelajaran berbicara tersebut baik dan dapat diterima.

Untuk menjawab pertanyaan kedua dalam rumusan permasalahan, penulis menyajikan versi akhir dari materi pembelajaran setelah mendapatkan komentar dan masukan dari responden. Materi pembelajaran berbicara terdiri dari 8 unit yang setiap unitnya mempunyai 3 bagian yaitu Let’s Get Ready, Let’s Do It, dan Let’s Practice

dan satu bagian tambahan, Review: Short but Smart. Materi juga dilengkapi dengan buku pegangan guru untuk memudahkan penerapannya di dalam kelas.

Akhirnya, diharapkan bahwa materi pembelajaran berbicara tersebut akan membantu siswa kelas 2 yang mengikuti kegiatan ekstrakurikuler di SD Pangudi

Luhur Yogyakarta untuk mengembangkan ketrampilan berbicara mereka melalui tugas dan kegiatan yang di tawarkan. Semoga materi pembelajaran tersebut memberikan kontribusi terhadap para guru dan peneliti yang tertarik untuk meneliti bidang ini lebih lanjut.

ACKNOWLEDGEMENTS

My greatest gratitude goes to my One, Jesus Christ, for His marvelous grace, everlasting love and endless guidance throughout my life. Without Him, I could not have passed the hard times in completing my thesis. I would like to express my thankfulness to Mother Mary for wonderful mercy and prayer.

I am particularly indebted to Drs. Y.B Gunawan, M.A, my major sponsor, who has been willing to devote his valuable time reading, correcting and giving suggestions on my thesis. Without his help, I would not be able to finish my thesis.

I owe a great deal to Yuseva Ariyani Iswandari, S.Pd., M.Ed., Christina Kristiyani, S.Pd., M.Pd. and Christina Lhaksmita Anandari, S.Pd., M.Ed., for their invaluable assistance to evaluate my materials design. I also thank all of the lecturers and secretariat staffs of English Language Education Study Program of Sanata Dharma University and all librarians who have assisted me during the completion of my thesis.

My sincere gratitude is sent to SD Pangudi Luhur Yogyakarta for allowing me to do research for my thesis. I also thank F.E. Kris Nuhoni, S.Pd. and Cornelia Anindyasari, S.Pd. for their kindness and willingness to evaluate my materials design. Hopefully, the materials will be useful for the extracurricular classroom of SD Pangudi Luhur Yogyakarta. I am grateful to have a chance to teach my beloved ex-students, the 2nd graders, who have inspired me to do my thesis.

My deepest gratitude goes to my beloved parents Bapak Fx. Sukartija and Ibu Modesta Sutimah for the endless love and prayer for me. I owe my elder brother and sisters and their spouses, Mas Toro & Mbak Mar, Mbak In & Mas Gun, Mbak Wahyu and Mas Wawan for sharing their unconditional love and support. They have taught me how to value life in a wonderful way. I love you all ☺

I address my gratitude to my other families for their support both spiritually and financially, Pak Dhe Giyo’s, Om Tijan’s, Om Jodo’s, Om Harto’s, Om Sarwana’s, Om Sabiri’s, Bulek Suti’s and Om Bambang’s. I also thank to Om Jiman’s family (Lek Mur, Yudha, Ade) for always be there for my family.

My special thanks go to my friends. I thank them for coloring my life, sharing laughs and loves. I thank The Fireflies (Kaven, Aldi, Bang’Sat, Ri2s, Esti, and Nita) for the hard work and companionship. I thank my faithful sisters (Ndutz, Tengilz and Lucy) for caring and loving. Dear my best friends in Petra Fortunatus Vocal Group, I am thankful for joy and songs we’ve shared. I do appreciate my faithful friends (Sari for lending me the printer, Cik Puy for the gossiping time and Vita for cheering me up) and all PBI 2006 students for wonderful friendships. I thank my boarding house’s friends (Mbak Tian, Cinta, Agnes and Dewi) for precious moments during these 4 years. The last, I also give my deepest gratitude to all the people whose name I cannot mention one by one for their patience, friendship and attention.

Love,

TABLE OF CONTENTS

Page

TITLE PAGE... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY... v

ABSTRACT ... vii

ABSTRAK... ix

ACKNOWLEDGEMENTS... xi

TABLE OF CONTENTS ... xiii

LIST OF TABLES... xvii

LIST OF FIGURES ... xviii

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 5

C. Problem Limitation... 6

D. Research Objectives ... 6

E. Research Benefits ... 7

F. Definition of Terms ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description... 11

1. Instructional Design Models ... 11

a. Kemp’s Model... 12

b. Yalden’s Model ... 15

2. Task-Based Language Teaching ... 17

a. Task... 18

necessary for Language Acquisition ... 21

2) Task Activity and Achievement are Motivational ... 21

3) Learning Difficulty can be Negotiated and Fine-tuned for Particular Pedagogical Purposes ... 22

c. The Characteristics of Task-Based Language Teaching ... 22

1) Bring the Real World into the Classroom ... 22

2) Focus on Process rather than Product... 23

3) Communicative Interaction ... 23

4) Interesting Activities through Tasks... 23

d. The Task Types... 24

e. The Framework of Task-Based Language Teaching ... 25

f. Task-Based Language Teaching for Beginners and Young g. Learners ... 27

3. Teaching Speaking for Beginners and Young Learners ... 29

a. Using Video ... 31

b. Using Games... 32

c. Using Songs ... 32

B. Theoretical Framework... 33

CHAPTER III. METHODOLOGY A. Research Method ... 41

B. Research Participants... 48

1. Participants of the Pre-design study ... 48

2. Participants of the Post-design study... 49

C. Research Instruments... 49

1. Instruments of the Pre-design study... 49

2. Instrument of the Post-design study... 50

D. Data Gathering Techniques ... 50

1. Data Gathering Techniques of the Pre-design study ... 50

E. Data Analysis Technique... 51

1. Data Analysis Technique of the Pre-design study ... 51

2. Data Analysis Technique of the Post-design study ... 52

F. Research Procedure ... 55

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Elaboration of the Steps of the Writer’s Model to Design Speaking Instructional Materials based on Task-Based Language teaching for the Extracurricular Activity of the 2nd Graders of SD Pangudi Luhur Yogyakarta ... 56

1. Conducting Needs Survey... 57

2. Formulating Goals, Listing Topics and Stating General Purposes ... 68

3. Formulating learning Objectives... 71

4. Listing the Subject Content... 74

5. Selecting Teaching and learning Activities and resources... 81

6. Evaluating the Designed Materials ... 82

a. The Discussion of the Results of the Post-design Questionnaire ... 83

b. Revising the Designed Materials ... 89

B. The Brief Description of the Speaking instructional Materials based on Task-Based Language Teaching for the Extracurricular Activity of the 2nd Graders of SD Pangudi Luhur Yogyakarta... 94

CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion ... 97

B. Suggestions ... 100

1. Suggestions for the Elementary Teachers, especially the English Teachers of SD Pangudi Luhur Yogyakarta ... 100

2. Suggestions for the Other Researchers ... 100

REFERENCES ... 102

APPENDICES ... 104

APPENDIX C: The Lists of Interview Questions ... 112

APPENDIX D: The Post-design Questionnaire ... 115

APPENDIX E: The Teacher’s Book ... 120

LIST OF TABLES

Page

Table 3.1 The Blueprint of the Description of the Respondents’ Background... 52

Table 3.2 The Blueprint of the Results of the First Part of the Post-design Questionnaire... 54

Table 4.1 The Goal and General Purposes of the Deigned Materials... 70

Table 4.2 The Learning Indicators ... 72

Table 4.3 The Description of the Respondents’ Background ... 84

Table 4.4 The Results of the First Part of the Post-design Questionnaire ... 85

   

LIST OF FIGURES

Page

Figure 2.1 The Kemp’s Instructional Design Model ... 15

Figure 2.2 The Yalden’s Instructional Design Model... 17

Figure 2.3 The TBLT Framework for Beginners and Young Learners ... 29

Figure 2.4 The Writer’s Instructional Design Model... 40

Figure 3.1 The R&D Cycle and the Writer’s Model... 46

CHAPTER I INTRODUCTION

This chapter discusses six major points. Those include research background, problem formulation, problem limitation, research objectives, research benefits and some definition of terms which will be helpful to understand this study. A. Research Background

In the globalization era, English plays a significant role as a bridge for people around the world to communicate. In today’s society, English is used in many aspects of human life such as trade, technology, science, education and many other aspects. Knowing the importance of English, the Indonesian government considers English as the first foreign language to teach in the education institutes starting from elementary up to university level. In Indonesia, English as a foreign language has many purposes namely absorbing and developing science, technology, culture and arts which further build relationship with other nations in the world. Further, it will show Indonesians in answering the challenging era of globalization (BNSP, 2006:402-403).

Since language is a means of communication, every English learner should be able to speak English well. Not only theoretical English is needed but also the capability of speaking English because the capability of speaking English will sign whether they are competent enough to follow the globalization era. Consequently, Indonesian students now begin to be excellent in mastering English

because it is essential to assist them in accessing knowledge through technology innovation and in being prepared to compete in the globalization era.

Considering the importance of speaking English, many schools in Indonesia demand the students to learn English in the earlier age. In some elementary schools, English is taught starting from the fourth grade. On the other hand, some schools have different policy in determining from what grade English should be taught. With an expectation that the earlier age will bring improvement for the students’ proficiency in mastering English at the next level, some elementary schools offer English extracurricular activity starting from the 1st grade. The policy is taken to give the learners longer time to learn English. Oksaar (1983:147) in ”Language Acquisition in the Early Years” states another reason why English should be taught in the early age. The children in elementary school are in a critical period. The critical period is a period between age 1-13 when the children must learn a language, otherwise it becomes much more difficult to learn after this period.

One of the elementary schools which held English extracurricular activity was SD Pangudi Luhur Yogyakarta. Based on the interview results and participant observations done in SD Pangudi Luhur Yogyakarta, the goals of the English extracurricular activity were to provide the students more chances to practice their speaking in English and to make them able to start as well as respond to simple daily conversation. The regular English classroom, which lasted for 80 minutes per week, provided little chance for the students to practice their speaking in English. As a result, their ability in English was limited to the vocabulary mastery.

 

Besides, the drilling method which was monotonously applied in the regular English classroom sometimes bored the students.

The 2nd graders of SD Pangudi Luhur Yogyakarta were also joining English extracurricular activity. Based on the writer’s experience in teaching English extracurricular activity for two semesters, the 2nd grade students were on a critical age. As the elementary level students, they had short attention spans and they easily got bored. In certain time, it was very difficult to gain their attention as they started to play with each other. Further, they were highly motivated in writing rather than speaking whereas the main purpose of the English extracurricular activity was to develop speaking skill. The lack of the chance to practice their speaking and monotonous drilling method made them not accustomed to producing English words. As a result they could barely speak simple sentence. Another obstacle was their impression towards English; they assumed that English was difficult. Accordingly, they were afraid of making mistakes and taking risks in learning English. They became less motivated to speak. The other barrier was the absence of the speaking instructional materials for the extracurricular activity of the 2nd graders.

Because of several problems appeared in the teaching and learning process in the English extracurricular classroom and the absence of the speaking instructional materials, the writer was motivated to design speaking instructional materials based on Task-Based Language Teaching (TBLT) for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta.

In this study, the writer offers one approach in language teaching to overcome those problems namely Task-Based Language Teaching (TBLT). According to Richards and Rodgers (2001:223), “Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” TBLT is a logical development of Communicative approach as it depicts three principles which are included in Communicative approach, those are: activities that involve real communication are essential for language learning, activities in which language is used for carrying out meaningful tasks promote learning and language that is meaningful to the learner supports the learning process.

Based on the writer’s experience in teaching English extracurricular activity, Task-Based Language Teaching is relevant to conduct in the learning process of the English extracurricular activity for the 2nd graders. Task-Based Language Teaching aims at maximizing opportunities for learners to put their limited language to the real use. Besides, it helps the teacher to manage the classroom interaction as well as to create more effective learning environment (Willis, 1996:19). In order to provide the 2nd graders of SD Pangudi Luhur Yogyakarta

with more chances to practice speaking and enable them to start as well as to respond to simple daily conversation, the design offers various pedagogical tasks which cover many utterances used in the daily conversation. Based on the fact that the students were highly motivated to write rather than speak, TBLT allows the students to learn the language by doing interactions with each other communicatively and purposefully when they engage themselves in finishing the

 

tasks. It will make the students to get involved more on speaking rather than writing. Since the students were interested in guessing words, the writer attempts to design interesting and challenging tasks and games to create fun learning environment. It is expected that the students will be confident and more motivated to practice their speaking because designing attractive materials which suit the children’s mental growth will raise their motivation. The pedagogical tasks will be selected based on the results of the students’ needs survey. The topics will be chosen based on their needs and in accordance with the current curriculum, KTSP. KTSP emphasizes on contextual learning which also offered by TBLT. According to Richard and Rodgers (2001:225), TBLT is an approach for real-world language learning which shares its notion to relate contextual teaching and learning with teacher’s lack of motivating the students to use the target language.

This set of speaking instructional materials is supposed to achieve the goals of the English extracurricular activity. This set of designed materials includes activities which provide the students with more chances to practice their speaking and making the students to be able to communicate simple daily conversation. B. Problem Formulation

Based on the problems elaborated in the background of the research, there are two problems which will be solved as formulated in the following questions:

1. How is a set of speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of

2. What does the designed set of speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta look like?

C. Problem Limitation

The study is aimed at designing speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta. This study is focused on the materials development which includes the speaking materials and instructions based on Task-Based Language Teaching Approach.

The topics of the materials are arranged based on the needs survey and in accordance with the current curriculum, KTSP. It is aimed at motivating the students with the topics that they need and want to learn. The topics chosen are derived from their interests and needs as the results of participant observation and interview. At the end of the study, the designed materials are presented without implementing them to find out their effectiveness.

D. Research Objectives

There are two main objectives proposed in this study:

1. To develop speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of

SD Pangudi Luhur Yogyakarta.

2. To present designed set of speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta.

 

E. Research Benefits

This study is conducted to bring benefits for those who are mentioned below:

1. The 2nd graders of SD Pangudi Luhur Yogyakarta

The speaking materials are proposed to make the 2nd graders of SD Pangudi Luhur Yogyakarta able to start as well as respond to simple daily conversation and provide more chances to practice speaking through the tasks based on Task-Based Language Teaching. Task-Based Language Teaching allows them to do real world tasks which make them use the simple daily conversation utterances. Besides, the students will be interested to learn since the topics presented based on their needs and interests. Various tasks types motivate the students to practice speaking in forms of creative games, singing songs, matching, and others.

2. English extracurricular teachers

This study is aimed at offering the teacher with a different approach in teaching speaking in the extracurricular activity. Besides, it gives the teachers broader knowledge about conducting Task-Based Language Teaching in the extracurricular activity as well as motivates the teachers to be more creative in designing speaking materials in order to bring the learning process to the fullest.

3. Other researchers

This study aims to motivate the other researchers who are interested in developing speaking instructional materials or activities for the English

extracurricular activity. Therefore, they can use the design materials as the guidance to design other speaking materials in different levels.

F. Definition of Terms

This section will discuss some definition of terms used in this study to avoid misunderstanding during the reading. They are elaborated below:

1. Design

According to Kemp (1977:8), design is a plan which is applied in every level of education and it has three essential and important elements namely objective of the learning, the activities and recourses and evaluation. Closely related to Kemp’s definition, Hutchinson and Waters (1994:106) define designing as creating a new set of materials that fits the learning objectives and specific subject area of particular learners. In this study, the term design is closely defined as those two proponents’ definitions where design considers a new set of English speaking instructional materials as the subject area and Task-Based Language Teaching as the approach of determining the activities. Further, the 2nd graders of extracurricular class in

SD Pangudi Luhur Yogyakarta are regarded as the particular learners. 2. Speaking instructional materials

Banathy (1976:16) defines instructional material as a system which includes the objectives, materials, and evaluation. Another definition comes from Dick and Reiser (1989:3) who defines instructional materials as the materials designed or planned by the teacher for teaching instructions. In this study, the definition of speaking instructional materials is a set of units

 

which include activities involving speaking which can be used by the teacher or instructor in teaching the English extracurricular class in SD Pangudi Luhur Yogyakarta for the 2nd graders semester 1. The speaking instructional materials include some utterances used in a daily conversation which allow the students to improve their speaking skill.

3. Task-Based Language Teaching (TBLT)

According to Nunan (2004:4), Task-Based language Teaching is an approach involving pedagogical tasks transferred from real-world tasks where the learners comprehend, produce, or interact with the target language. Pedagogical tasks involve communicative language in which the user’s attention is focused on meaning rather than grammatical form. In this study, the definition of Task-Based Language Teaching is close to Nunan’s definition where it uses tasks as vehicle to fulfill the communicative purpose and offers the learners with the real life needs and activities. This study refers to Task-Based Language Teaching which particularly focuses on beginners and young learners as the target learners.

4. Extracurricular activity

According to KTSP SD designed by BNSP 2006, extracurricular activities are included into the programmed activity. The programmed activity has been planned in the classroom or school level. Extracurricular activity should give additional knowledge and new elements in the society which are important for the students’ development. The extracurricular activity could be in form of workshop, additional class for science,

language, art and sport. In this case, the extracurricular activity includes additional class for English language mastery especially in accelerating English speaking skill. The additional knowledge and new elements are given by providing the students with the communicative utterances used in the daily conversation of the society.

In this study, extracurricular activity includes the English teaching and learning as the extra lesson which is aimed at giving a broader chance for the learners to practice speaking and make them able to start as well as respond to simple daily conversation. The extracurricular activity is expected to develop the students’ capability in speaking skill in both transactional and interactional functions of language.

5. The 2nd Graders of SD Pangudi Luhur Yogyakarta

The 2nd graders students are the students of SD Pangudi Luhur Yogyakarta who are in the 2nd level of elementary school. SD Pangudi Luhur Yogyakarta has five classes of the 2nd graders. In this study, the target learners are the 2nd graders who are taking English extracurricular activity. In the English extracurricular, the takers come from different class of 2nd grade. The 2nd graders extracurricular class is very unique since it includes some students from different classes.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes a discussion of the related literature. This chapter is divided into two major parts, namely theoretical description and theoretical framework. In the theoretical description, the writer attempts to present some related literature, which are needed to design the materials, as the basis to conduct the study.

Further, the theoretical framework makes use of some theories mentioned in the theoretical description as the basis to design the speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the2nd graders of SD Pangudi Luhur Yogyakarta.

A. Theoretical Description

In this section, several related literature of the study will be explained. The related literature includes some theories which are involved in designing materials. This section covers the descriptions of 1) Instructional Design Models, 2) Task-Based Language Teaching, and 3) Teaching and Learning Speaking. 1. Instructional Design Models

The instructional model is an inseparable part in instructional materials design as it is served as the basic steps of developing the instructional materials. Therefore, this study employs two instructional models. They are Kemp’s and Yalden’s models. Those two instructional models were adapted to design

speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta. a. Kemp’s Model (Kemp, 1977)

Kemp argues that there are three questions which are needed to answer, namely “what must be learned?” (Objectives), “what procedures and resources will be best to reach the desired learning level?” (Activities and Resources), and “how will we know when the required learning has taken place?” (Evaluation). The instructional design plan stated by Kemp includes eight elements, those are:

Step 1. Defining Goals, Topics, and General Purposes

Ordinarily, instructional design planning begins with the introduction of the board goals of the institution or school system which can be derived from the society, students and subject areas. After defining the goals, the designer then selects major topics within the content area. The next step is expressing general purposes from each of the chosen topics.

Step 2. Discovering Leaner’s Characteristics

In order to make sure the success of the learners in their educational program, the learners are considered and respected as individuals as well as groups in which we should find out the characteristics. There are two factors to be considered to discover the learner’s characteristics, namely academic and social factors. Academic factors include number of the students, academic background, level of intelligence, motivation for studying the subject, study habits, etc. The social factors include the information about age, maturity, relation among students, special talents, socioeconomic situation and others. The other factors

should also involve are learning conditions and learning styles. Kemp (1977:19) states that “learning conditions refer to groups of factors that can affect a person’s ability to concentrate, absorb, and retain information.”

Step 3. Specifying Learning Objective

Learning objectives must be stated in forms of activities that will best promote learning. According to Kemp (1977:24), there are three categories of objectives; those are cognitive, psychomotor and affective. The cognitive is mostly used in educational program which consist knowledge, comprehension, application, analysis, synthesis and evaluation. The designer formulates the specific instructional objectives that should be achieved based on the observable and measurable students’ attitudes. The designer should also consider the action verb in specifying each of the learning objectives because action verb relates to certain level of objectives.

Step 4. Organizing Subject Content

Subject content should be related to the student’s learning experiences. The content should be related to the objectives that have been chosen and the student’s needs. Kemp states (1977:44) that subject content consist of “the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions and requirements), and attitudinal factors of any topic.”

Step 5. Developing Pre-assessment

Kemp offers two questions in this step (1977:50), (1) is the student prepared to study the topic or unit? and (2) Is the student already competent in some of the stated objectives? There are two kinds of tests, the first is prerequisite testing and

pretesting. Prerequisite testing aims to know whether the students have the appropriate background preparation for the topic while pretesting aims to determine which of the objectives students may already have achieved.

Step 6. Planning the Teaching / Learning Activities and Resources

Kemp (1977:55) states In order to achieve good learning, the designer must determine the most efficient and effective methods and then select materials which provide learning experiences that will associate with each of the objectives. The designer selects teaching learning activities and instructional resources that can be applied to achieve the specific instructional objective appropriate for accomplishing each objective.

Step 7. Organizing Support services

Identify support services of facilities which are required to implement the design plan such as funds, facilities, equipment, etc. The designer should be able to manage the support service carefully, especially with the budget. The budget can be divided into two sections; the first one is the budget during the development which covers all the budgets during the program preparation and the second is budget during the implementation which cover all budgets during the program’s implementation.

Step 8. Evaluation

In this step, the designer is ready to measure the learning outcomes relating to the objectives by determining the standards of achievement. Evaluation can be used as the measurement. There are two kinds of evaluations, namely formative and summative evaluations. The formative evaluation is done during the

development and tryouts while inversely the summative evaluation is done at the end of the course. Kemp states (1977:98) that there are several ways of evaluating the developed program, (1) test result, (2) reactions from the students, (3) observations of students at work, (4) suggestions from colleagues. The steps of Kemp’s model are illustrated in Figure 2.1.

b. Yalden’s Model (Yalden, 1987)

Yalden offers seven stages in designing materials. Further, Yalden suggests the use of communicative syllabus design (1987:88). The seven steps will be elaborated on the next page:

Goals, topics and General Purposes

 

Evaluation

Revision

Learning Objectives

 

Supports services

 

Teaching/ Learning Activities,

Resources

Pre-assessment

 

Subject Content

 

Learner characteristics

 

Step 1. The Needs Survey

Yalden argues that conducting needs survey can gather a great deal of information about the learners (1987:101). Further, this step is very important considering the learners’ needs. The need survey can show who the learners and it is aimed at establishing realistic and acceptable objectives. Therefore, the needs survey include the identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learners.

Step 2. The Description of Purpose

The results of the needs survey will be used as the basis in developing the purpose of the program. After the designer does needs survey, the designer clarifies the purpose of the language program and “this will establish the foundation for the major decision facing the language course designer when he or she goes on the next step” (1987:105).

Step 3. The Choice of a Syllabus

“There is no single model of syllabus design which is universally agreed upon” (1987:108). The designer can combine more than one syllabus in order to make the course design more reliable.

Step 4. Production of Proto Syllabus

This stage will give much information about the content in which the syllabus will have (1987: 138). In order to gain the description of the syllabus content, the designer should select the most effective syllabus and then determine the content covered by the syllabus. The content may include the communicative functions, discourse skills, and study skills. 

Step 5. Production of Pedagogical Syllabus

In this stage, the designer chooses words and phrases based on the function and the topics. The designer also develops teaching, learning and testing approaches.

Step 6. Development and Implementation of Classroom Procedure

It includes the selection of the exercise type and teaching techniques, preparation of the lesson plans and weekly schedule.

Step 7. Evaluation of Students, Program and Teaching Process

Yalden states that evaluation covers two significant aspects. Firstly, evaluating or testing the students in the program and secondly, evaluating the teaching as well as the over-all design of the course. This is the recycling step because the whole cycle can begin again at this point or stage.

The Yalden’s instructional design model is described in Figure 2.2.

Figure 2.2: The Yalden’s Instructional Model (Yalden, 1987:88)

2. Task-Based Language Teaching

Task-Based Language Teaching (TBLT) is used as an approach in this study. Therefore, it is important to discuss about TBLT. This part covers six main points, which are: a) Task, b) Theory of Language and Learning, c) The

Needs survey   Description of purpose    Selection/ development of syllabus type Production of a-proto syllabus Production of a-pedagogical syllabus Development and implementation of classroom Evaluation  

Characteristics of TBLT, d) The Task Types, e) The Framework of TBLT and f) TBLT for Beginners and Young learners.

a. Task

Task plays important roles in Task-Based Language Teaching (TBLT) approach. Because of that reason, the next discussion elaborates the meaning of the term “task” and presents some definitions of task. The task’s definitions will be used as basic consideration to determine the content of the designed materials.

According to Willis (1996:23), in her book titled “A Framework for Task-Based learning, the definition of tasks deal with activities where the target language is used and experienced by the language learner for a communicative purpose or goal in order to achieve an outcome. It can be concluded that the language learners directly use the language as a tool to finish the task; they directly experience the language and indirectly learn how the target language is meaningful to them.

Nunan (2004:4) defines task as a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act with a beginning, middle and an end. However, meaning and form are highly interrelated where the grammar exists to enable language users to express different communicative meanings.

Additional information delivered by Nunan. Nunan (1989:5-6) explains further two different types of tasks namely “real-world task” and “pedagogical

tasks”. Real-world task is a piece of work undertaken for oneself or for others, freely or for some reward. The examples are painting a fence, dressing a child, filling out form and others. Therefore, it is also called technical, non-linguistic one. Secondly, pedagogical task means an activity or action which is carried out as the result of processing or understanding language or response. The examples are drawing a map while listening to a tape, listening instruction and performing command. Tasks are defined as what the learners do in the classroom. b. Theory of Language and Learning

According to Richards and Rodgers (2001:223), “Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” Task-Based is a logical development of Communicative Approach as it depicts three principles which are included in Communicative Approach, those are: activities that involve real communication are essential for language learning, activities in which language is used for carrying out meaningful tasks promote learning and language that is meaningful to the learner supports the learning process. Supported by the Hong Kong Ministry of Education quotation as cited by Nunan (2004:13-14):

The task-based approach [upon which the curriculum is built] aims at providing opportunities for learners to experiment with 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 purposes. Learners are encouraged to activate and use whatever language they already have in the process of completing a task. The use of tasks will also give a clear and purposeful context for the teaching and learning of grammar and other language features as well as skill…All in all, the role of task-based language learning is to stimulate a natural desire in learners to improve their language competence by challenging them to complete meaningful tasks. (CDC 1999:41)

Further, Krahnke (1987:57-58) explains that Task-Based Language Teaching enforces students to do the activities for non instructional purpose outside of the classroom as the chances for language learning. Tasks are different from the other activities to the degree non instructional purpose and a measurable outcome and they bring the real world into the classroom. Therefore, the intent of Task-Based Language Teaching is to use the real-life needs and activities as learning experiences.

Nunan (2004:12) argues that the experiential learning is the basis of TBLT where the learner’s immediate personal experience involved. The active involvement of the learner is also central as it allows students to have “experiential learning” in the process of “learning by doing”. Experiential learning theory provides the basic view of learning as personal growth which enables the learners to be self-directed and responsible for their own learning.

As a logical development of Communicative Approach, TBLT put its focus on the language use where the students actively practice their speaking ability in the language. The theory of language emphasizes on making meaning because language is a means of making meaning.

TBLT Approach is primarily motivated by the theory of learning rather than language. Since TBLT Approach is expected to bring about a change in teaching and learning process in the extracurricular activity, it is considered important to mention the theory of learning. The theory of learning is used to offer and design task activities in the teaching and learning process. According to Richards and

Rodgers in “Approaches and Methods in Language Teaching” there are three learning principles which include:

1) Tasks Provide both the Input and Output Processing necessary for Language Acquisition

Canale, as cited by Krahnke (1987:59), states:

Linguistic and sociolinguistic competence is acquired through the comprehensible input as the student processes the information necessary to perform the task (plus whatever instruction in language form that accompanies it); discourse competence is acquired through experiencing the various discourse types called for by the tasks; and strategic competence or the ability to use communicative strategies, is acquired through the need for understanding during the interaction required to accomplish the tasks. From the acquisition theory above, TBLT becomes a strategic approach as it offers both input and output. The input appears when learners process the information each other which they have as their linguistic and sociolinguistic competences. They attempt to acquire discourse and strategic competence in the process of doing the tasks through using the language. Finally the outcome of the process is the tasks accomplishment. Through the process of doing the tasks, the learners attempt to acquire many competences. Therefore, TBLT is said to focus on the process rather than product. Even though the focus is not on the output or product of the task, output is still needed as a means of assessment.

2) Task Activity and Achievement are Motivational

Richards and Rodgers (2001:229) stated that tasks may improve the learner motivation and finally promote learning as they have well-defined dimensions and closure, involve authentic language, are varied in terms of format and operation,

include physical activity, involve partnership and collaboration, tolerate and encourage a variety of communication styles and call the learners past experience. 3) Learning Difficulty can be Negotiated and Fine-tuned for particular Pedagogical Purposes

Long and Crookes, as cited by Richards and Rodgers (2001:229), states tasks are seen as vehicles to present appropriate examples of the target language and for delivery of comprehension and production chances of negotiable difficulty.

Further supported by Larsen and Freeman (2000:144), TBLT offer the learners with natural context for language use. The learners work to complete the task and allow them to have the opportunity to interact. Natural context of language use will enable the learners to start and respond the daily conversation which usually happened in their environment.

c. The Characteristics of Task-Based Language Teaching

There are some characteristics of Task-Based Language Teaching stated by some experts to support this study and shown below:

1) Bring the Real World into the Classroom

According to Krahnke (1987:57), tasks are a way of bringing the real world into the classroom. Tasks used in the TBLT should intent on the real-life needs and activities of the learners so that they can use them as learning experiences.

Further, Nunan (2004:1) states that TBLT provides the link between the classroom language learning with the language use outside the classroom. In the

TBLT classroom, the learners will experience real-world situation by doing pedagogical tasks. Therefore, it supports the contextual learning.

2) Focus on Process rather than Product

According to Nunan (2004:1), TBLT focuses on the process of the language learning rather than product. The goal is not merely the task’s accomplishment but the process when the learners use the language to finish the task.

3) Communicative Interaction

Nunan (2004:7,19) argues that the basis view is that language as a tool for communication rather than a set of grammatical to be memorized. According to Halliday, as cited by Nunan (2004:19), there are three functions in general level, namely exchanging goods and services, socializing with others and for enjoyment. Since the focus is on the language use in doing the tasks, TBLT provides a great chance for learners to improve their speaking English ability as a major skill used in communication.

Further explained, TBLT encourages the learners to participate actively in small, collaborative groups. TBLT allows the learners to learn language by interacting communicatively and purposefully while they are engaged in doing the tasks.

4) Interesting Activities through Tasks

According to Krahnke (1987:61), TBLT requires a high level of creative and initiative on the part of the designer. In order to design the tasks into interesting activities, the designer should be creative in finding various kinds of activities.

There are several task types according to Prabhu (1987:46-47), Pattinson (1987) and Richards (2001:162) which may vary the task types.

d. The Task Types

The Task-Based Language Teaching places tasks as a core unit in learning a language. Therefore, the selection of the task types will be a paramount consideration in designing the instructional materials. In order to get so much information about the task types, there will be presented some task typologies delivered by some proponents.

The first typology stated by Willis (1996:26-27) who divides task types into six, those are: listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative tasks. First, listing involves brainstorming and fact-finding either in pairs or group, the outcome can be in forms of completed list or mind mapping. Secondly, ordering and sorting includes sequencing items, actions or events in logical or chronological order, ranking items on specific criteria, categorizing items or classifying items in different ways. Thirdly, comparing involves matching to identify specific points and relate them to each other, finding similarities and things in common, and finding differences. The fourth, problem solving demands upon people’s intellectual and reasoning powers, though challenging, they are engaging and satisfying to solve. It can be in form of puzzle, real-life problem and others. While sharing personal experiences encourage the learners to talk more freely about themselves and share their experiences with others, creative tasks involve listing, ordering and sorting, comparing and problem solving. Teamwork is the most important aspect in this

type of task. The tasks are mostly done though collaborative learning when the learners work in pairs and in groups. The communicative interaction will provide the students with much opportunity to the real language use.

Another typology showed by Pattinson (1987) where he explores seven task and activity types. Those are: questions and answers, dialogues and role plays, matching, communication strategies, pictures and picture stories, puzzles and problems, discussions and decisions. Questions and answers are based on the notion of creating information gap between the learners by letting them transferring given information from one person to another. In dialogues and role plays students will be more willing to learn if they are involved and given some choice of what to say in their role play rather than told to simply repeat a given dialogue in pairs. While matching include recognizing matching items, or to complete pairs or sets, communication strategies such as paraphrasing, inventing words, using gestures, asking for feedback, simplifying which can be used to encourage learners to practice communication. Many activities can be stimulated through the use of pictures and picture stories, for example spot the difference, memory test or sequence pictures to tell story.

e. The Framework of Task-Based Language Teaching

Task-Based Language Teaching is not merely about giving tasks all the time to the learners. The learners are not given the tasks over and over without giving time or phase from one task to another. An important aspect in Task-Based Language Teaching is its framework because it will present the tasks given within the process of the framework. According to Willis (1996:38-40), there are three

basic phases in the framework of Task-Based Language Teaching namely Pre-Task, Task-Cycle and Language Focus. Pre-task is the first phase which introduces the topic and task. In this phase, the teacher helps the learners to get the depiction of the topic or to understand the task instructions. The teacher can start by offering topic-related words or phrases. This phase can also be used to give appropriate exposure to the learners to be interested to the topic. The second phase of TBLT allows the learners to use whatever language they already know in order to carry out the task and improve the language under the teacher’s guidance while they report the result of the task. The framework provides the three basic conditions for learning, namely exposure, use and motivation. The last phase is language focus; it includes analysis and practice components. It allows a closer study of some of the specific features as what naturally occurred in the language use during the task cycle. The learners have already worked with the language and processed it for meaning.

The framework offers the learners three basic conditions of language learning, namely exposure, use and motivation. There is a desirable condition, namely instructions. Exposure is very important and it can be done by providing reading or listening or both inputs. Taken as an example, the teacher gives the students variety of types of language use so that they experience the language use of target language which may trigger their motivation. Use means giving the students chances to use real target language where making error is considered as natural. Motivation means providing activities which stimulate students’ interest and involvement in the learning process.

Not only learners who play important role in the teaching and learning process in the Task-Based Language Teaching but also the teacher. Willis (1996:40) further explains that the role of the teacher is as a facilitator. The teacher should keep in mind about the key condition for learning. He or she should make sure the balance between the exposure and the language use. Furthermore, the teacher should ensure the learners to understand and become a course guide who shows the objectives and how the components of the task can achieve it.

f. Task-Based Language Teaching for Beginners and Young Learners

Since the speaking instructional materials designed is intended for the second graders, it is important to know how Task-Based Language Teaching can be useful for beginners and young learners. In TBLT, the learners learn by doing; the learning is the part of the task itself. Therefore, the learner tries to acquire the language in the natural context by doing activities or tasks.

Supported by Brewster, J., Ellis, G., and Girard, D (2004:41-42), the learning-centered activities should be taken into account in teaching beginners and young learners. The learning-centered allows the learners to interact where the pupils have a chance to work on tasks in order to engage in organized talk with each other that is to use language in a more creative way. Further, tasks may encourage learners to express opinion, role playing and others which allows plenty opportunities to speak.

Willis (1996:118) adds the first thing that the beginners should learn is vocabulary rather than grammar. Children will learn their language by listening

and finally producing approximate renderings of words and phrases. Therefore, tasks allow the learners to listen and participate to the meaning-focused interactions from the very beginning to acquire the new language naturally.

Teaching and learning process of beginners is different from adults, thus the TBLT framework will be different one another. First, the time given for exposure in the first phase or pre-task will take longer than the standard framework. Second, the cycle may consist of shorter tasks rather than one long. Third, unless the learners haven’t gained confidence, the planning and report stages are omitted replaced by short report given by the teacher. The brief description of the Willis’ framework of TBLT for beginners and young learners (1996:116) can be seen in Figure 2.3 on the next page.

From Figure 2.3, Willis (1996:125) states that it is important to teach social language where the teacher simply chats to socially provides useful experience of language. It is important to expose learners to everyday social language in class. Whenever you meet the learners outside the classroom, speak in the target language. According to Brewster, et.al (2004:41-42) state, in their book titled

“The Primary English Teacher’s Guide”, there are several language patterns which can be taught namely: simple greetings, social English, routines, classroom language, asking permission and communication strategies.

Task-Based Language Teaching focuses on the use of tasks as the core unit of planning and instruction in language teaching. Since this approach is the logical development of Communicative Approach, it views language as a means of

communication. Because the language use is emphasized in TBLT, many tasks and activities in TBLT involve conversation on its realization.

3. Teaching Speaking for Beginners and Young learners

According to Mulyasa (2008:109), there are two significances why English should be taught in elementary school. Firstly, to develop communication ability orally accompanies the action in school context. Secondly, it is aimed at possessing the awareness of the essence and importance of English to increase the globalization era competition. The instructional materials designed will be intended to develop the 2nd graders of SD Pangudi Luhur to be able to speak.

Figure 2.3: The TBLT Framework for Beginners and Young learners

Longer PRE-TASK

Introduction to the topic and task, lots of teacher’s talk about the topic, use of pictures,

demonstrations, songs

TASK-CYCLE More

Sets of short tasks followed by lots of teacher’s chat about the tasks, gradual increase in emphasis on these: planning and report.

LANGUAGE FOCUS

Finding, Identifying and classifying common words and phrases, practice of classroom language and social phrase, keeping personal

Therefore, there will be presented some theories deal with teaching speaking for beginners and young learners.

According to Brown and Yule, as cited by Nunan (1989:26), spoken language consists of short, often fragmentally utterances, in a range of pronunciation. Further explained, there are two distinctions of language functions. The first one is transactional function which enables us to transfer the information and the second is interactional function, the purpose of which is maintenance of social relationship. Speaking takes a significance role in those two functions. Therefore, speaking is a skill which generally has to be learned and practiced.

According to Brewster, et.al (2004) in their book “The Primary English Teacher’s Guide” state that the first lesson of speaking for beginners and young learners often focus on teaching simple greeting and introduction. Attention can be focused on the learners’ pronunciation, providing a useful introduction to the features of the English pronunciation first. The aim is to make them confidence and heighten children’s awareness of language.

Further, the language is produced as whole chunks rather than being put together word by word. It often consists of routines or patterns which children memorize and which enable them to communicate minimum or simple linguistic competence. When this type of language (formulaic language) is repeated regularly, the children will learn it quickly and have the impression that they can speak a lot.

The formulaic language consists of:

2) Social English: Did you have a nice weekend? / Have a nice weekend! 3) Routines: What’s the date? What’s the day today?

4) Classroom language: Listen. Repeat. Sit down, etc.

5) Asking permission: Can I / May I go to the toilet? Can I clean the board? 6) Communication strategies: Can you do that again, please? Can I have..,

please?

There are some effective techniques which enable the students their ability in speaking; those are explained further.

a. Using Video

According to Zuber-Skerritt (1984:257-267) Video can be used as valuable aid in the learning process. Using video enables the teacher to maintain the learning process as learner-centered learning where the learners develop, through a broad range of possible activities, sensitivity to the critical or pertinent elements of communication. Using video allows them to be interested in the classroom as a stepping stone to fun and communicative activities. Fun learning will raise the students’ motivation to follow the lesson and thus create relaxed atmosphere which leads the students to learn easier.

Further supported by Sherman (2003:2-3), there are six main uses of video in language teaching. For beginner and young learners, video can be used as comprehension of spoken language, a language model, a stimulus or input and a moving picture book. The beginners and young learners are allowed to listen as well as see to contextual use of language, to listen to the foreigner’s pronunciation, to learn vocabulary from the pictures shown.

b. Using Games

Game is an activity with rules, a goal and an element for fun. Heinich, et.al, (1992:300) states that “even an elementary student likes to play a game”. Further, Silvers (1986:244) suggests that classes should be planned so that there is a minimum of formal drills and maximum of activities that make the students forget that they are in the classroom. The language use should be the focus in the speaking class and games will reduce their stress since the games can create relaxed and enjoyable atmosphere in the classroom.

Hadfield (1998) suggests communicative games are different from linguistic games. They are activities with no linguistics goal or aim. Successful completion of the game will involve the carrying out a task, such as filling in a chart or finding two matching pictures rather than the correct production of a structure. The emphasis is on the successful of communication not on the correctness of language. Games are very important for teaching beginners and young learners. Games can create fun environment for the learners to rise up their motivation in following the lesson.

c. Using Songs

Willis (1996:123) suggests the beginners’ teacher to use songs in teaching speaking. Songs make a welcome change. Listening, and then matching words to music, words to song lines, or simply following the words offer different kind of learning opportunity. Some learners will really enjoy singing. Songs can be used to give correct form of language in unusual way. The students unconsciously tune the target language as well as enjoy the songs.

B. Theoretical Framework

Referring to the related theory discussed above, the writer would make use of two instructional design models of Kemp and Yalden. The writer adapted those two instructional models because it revealed clearer and complete steps in designing materials. The writer combined both Kemp’s and Yalden’s instructional design models because both models were completing one another. However, the writer mostly utilized Kemp’s instructional design model. The writer chose Kemp’s model because it offers interdependence among the eight elements where any decision made for one step will affect the others. Kemp’s instructional model is flexible; the designer does not always necessarily start from the first step but the designer can start from whichever element he or she is ready to start and move back or forth to the other steps since they are interrelated. The writer is able to select the step and place the other steps based on his or her own creativity in designing the instructional materials. The other reason is that because this instructional model can be applied to all levels of education, this instructional model is suitable to all levels of education. Therefore, these steps can also be used to design materials for extracurricular activity in the elementary school level. Kemp suggests that in order to get the desired result, the designer should include the eight steps. The broken lines indicate that each step connected to a central focus namely revision.

Yalden’s model gave contribution in completing Kemp’s model. Firstly, Yalden emphasized that needs survey was very important so this model began its first step with needs survey. Therefore, the writer chose Yalden because its

emphasis on needs survey as the foremost basis of designing instructional materials. Secondly, Yalden’s model combines some Kemp’s steps. In addition to that, the writer formulated six steps which include (1) conducting needs survey, (2) formulating goals, listing topics, and stating general purposes, (3) Formulating learning objectives, (4) listing subject content, (5) selecting teaching and learning activities and resources, (6) evaluating the deigned materials. From the two instructional models explained, the writer did not use all the steps; however the writer adapted those two models by using some of those steps and not using the rest of the steps. From Yalden’s model, the writer took the first step which was needs survey. The writer adapted the needs survey since it was very important to conduct in Task-Based Language Teaching. The results of it were used to determine which materials should be taught and what the students’ needs for their learning which include their interests and needs of the designed materials. The second step of Kemp’s model is omitted because it is already included in the needs analysis. The writer also combined the second step of Yalden’s model which is “The Description of Purpose” with the first step of Kemp’s model “Goals, Topics and General Purposes”. Those two steps were combined because after knowing the results of the needs survey, the writer clarified and identified the goal, topic and general purposes of the use of Task-Based Language Teaching. The third step of Kemp’s model was used to determine the learning objectives of the designed materials based on Task-Based Language Teaching. The fourth step is listing the subject content taken from Kemp’s model. The next step is taken from Kemp’s sixth step which is selecting the teaching learning activities and

resources. This step includes various kinds of tasks, for example jigsaw, opinion-exchange, problem solving tasks, and others. The writer used Yalden’s evaluation because this step includes evaluation of the design materials which is not mentioned in Kemp’s model.

This thesis employed TBLT approach to design speaking instructional materials for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta. According to Richards and Rodgers (2001:223), “Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” TBLT provides the pedagogical tasks which can be used to develop their life skills because they will do “learning by doing”.

TBLT is suitable to design the English speaking instructional materials for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta

because it delivers three significances. The first one is that TBLT opens chances to bring real-world tasks into the classroom which can be used to rehearse the 2nd graders to start and respond simple daily conversation. Though, according to Halliwell (1992:14) “Language teaching should be concerned with the real-life, but it would be a great pity if we ignore that reality for children include imagination and fantasy.” The act of imagining and fantasying are very much authentic parts of being a child. So, it is good to combine actual words they use in real life with the imagination, for example imaginary monster has five legs and four hands. Secondly, TBLT offers lots opportunities for the students to improve their communicative competence, their speaking ability, because TBLT provides

communicative interaction through doing the tasks. The third is that TBLT provides various tasks and activities which can attract the students’ willingness to use the language. There are role play, puzzle, problem-solving, etc. TBLT can shift the students perception that writing is interesting better than speaking since the goal of the extracurricular activity is encouraging them to speak.

Step 1. Conducting Needs Survey (Yalden)

Yalden’s first step emphasizes needs survey as the foremost basis of designing instructional materials. The data were gathered by conducting needs survey. The needs analysis played important role to determine the broad goal of the English extracurricular activity and what materials should be taught.

The writer did participant observations twice by teaching the English extracurricular activity for the 2nd graders of SD Pangudi Luhur Yogyakarta. The participant observations were done to get information about the students’ characteristics, interests, the real teaching and learning situation and media used. The writer taught the students in the English extracurricular activity during the first up to the second semesters. After long observations done by the writer, the writer found out what bore and interest them as well as the topics which they like and do not like.

The writer interviewed two English teachers in SD Pangudi Luhur Yogyakarta. The first teacher was the English teacher who coordinates the English extracurricular activity. It was done to know the goals and expectations of the English extracurricular activity. The second teacher was the 2nd graders’ English teacher in SD Pangudi Luhur Yogyakarta. This step was done in order to obtain

supporting needs including the English teaching and learning activities in the classroom, the students’ characteristics, difficulties and interests.

Step 2. Formulating Goals, Listing Topics and Stating General Purposes (Combination of Kemp and Yalden)

After doing needs survey, the writer identified the goals of the instructional materials and they were arranged in accordance with the goals of the extracurricular activity and also the current curriculum, KTSP. According to Mulyasa (2008:22), there are two purposes why English is taught in KTSP namely: (1) to develop communication ability orally to accompany the action in school context and (2) it is aimed at possessing the awareness of the essence and importance of English to increase the globalization era competition. The goals of the English extracurricular activity can be included into the goals of KTSP where the students should have opportunity to speak communicatively and in context. Therefore, the goals of this designed materials is to provide the 2nd graders opportunity to speak and to respond communicatively through the teaching and learning activities based on TBLT.

The topics were chosen based on the observation and the interview results. The observation was done along the first and the second semesters since the writer was the teacher of the 2nd graders who were taking English extracurricular activity. The writer chose two meetings which were reported in details. The interview result showed the topics which usually bored and interested the students.

After listing the topics, the writer stated the general purpose of the designed materials. The general purpose of each topic is very important and the writer stated general purpose of each topic in term of Basic Competences (BC). The description of purposes would ensure that the materials were designed to fulfill the goals.

Step 3. Formulating Learning Objectives (Kemp)

In this stage, the writer specified the learning objectives and constructed them in accordance with the indicators of the goals of the extracurricular activity. The term of the learning objectives was Learning Indicators (LI) which show what to achieve in every meeting. However, the writer suited the indicators with the nature of TBLT also where the students can use the language communicatively in the process of completing the tasks.

Step 4. Listing Subject Content (Kemp)

In this stage, the writer listed subject content to support each objective. The subject content was based on the topics that the students interested in and formulated together with the subject content included in KTSP. The topics were listed from the less to more difficult subject content contained. In accordance with the framework of TBLT for beginners and young learners proposed by Willis (1996), the subject content was included in three main sections, namely Pre-Task, Task cycle and Language Focus. The framework was adapted by the writer and was thus divided into three main sections and one additional section. The subject content was arranged in various tasks types, such as listing, ordering, sorting and others.

Step 5. Selecting Teaching and Learning Activities and Resources (Kemp) After listing the subject content, the writer selected the teaching and learning activities to be used in the English extracurricular activity. Since the approach proposed by the writer is TBLT so the writer employed teaching and learning activities based on Willis’ framework for beginners and young learners. Besides, the writer chose the theory of learning stated by Richards and Rodgers (2001:288) to ponder the teaching and learning activities. In this stage the writer chose some interesting activities which were included into TBLT, for example games, singing songs, matching, performing dialog, discussion and others. The resources were taken from the internet and also some reliable textbooks.

The materials were based on Task-Based Language Teaching where real-world tasks were brought into the class by using pedagogical tasks. Because this thesis focuses on designing speaking instructional materials, the term “task” is further described as communicative task which also covers pedagogical task which deals with the activities done by the learners in the classroom. Since it is unusual for real-world tasks not to be adapted in some way when they are brought into the classroom, the various pedagogical tasks are included. Considering that the goals of the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta are to provide the students much opportunity to speak English and to make them able to start as well as respond to the simple daily activities, the writer employed the communicative tasks in TBLT. Communicative task allow the learners to interact each other and encourage them to practice their speaking.

Step 6. Evaluating the Designed Materials (Yalden)

According to Yalden, there are two kinds of evaluation. The first is used to measure the learners’ achievement toward the designed materials whereas the second is used to measure whether the designed materials is appropriate and relevant. The writer distributed post-questionnaires to two English teachers of SD Pangudi Luhur Yogyakarta and also three lecturers of English Language Education Study Program of Sanata Dharma University.

Concisely, the writer’s designed model done in this study can be seen in Figure 2.4.                      

Figure 2.4: The Writer’s Instructional Design Model

Formulating Learning Objectives   Listing Subject Content  Formulating goals, listing topics and stating general purposes Evaluating the Designed Materials  Selecting teaching and learning activities and resources  Conducting Needs Survey Revision

CHAPTER III METHODOLOGY

This chapter will discuss six important points. The discussion of the six important points covers research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

The research was carried out to answer two questions as mentioned in the problem formulation namely “How is a set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2nd

graders of SD Pangudi Luhur Yogyakarta designed?” and “What does the

designed set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2nd graders of SD Pangudi Luhur

Yogyakarta look like?”

Intended to answer those two questions, this research employed Research and Development method or R&D. According to Borg and Gall (1983: 771-772) in their book, Educational Research: An Introduction, educational research and

development is a process to develop and validate educational products which can be in forms of teaching materials, teaching methods and method for organizing instruction. While the goal of R&D is to develop research knowledge and incorporate it into a product by combining educational research and educational practice.

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Review: Short but Smart

Listen and answer your teacher’s questions. The fastest student

who raises his/her hand will have the first chance to answer!

1. Where is the lamp? 2. Where is the cupboard? 3. Where do you live?

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Anonymous. cliparts. (www.clipart.com, accessed on February 22, 2010).

Clipart Media. 2006. “Microsoft Office 2003”. Clipart Media. 2006. “Microsoft Office 2007”.

Ersoz, A. 2000. Six Games for the EFL/ESL Classrom. The TESL Journal, Vol.VI, No.6, June. (HTTP://WWW.TEFLGAMES.COM/WHY.HTML,accessed on March 7, 2009).

Holderness, J. and Hughes, Ani. 1998. 100+Ideas for Children. Oxford: Macmillan Heineman

Kim, L. S. 1995. Creative Game for the Language Class. ‘Forum’ Vol. 33 No 1, January - March, Page 35. (HTTP://WWW.TEFLGAMES.COM/WHY.HTML,accessed on March 7,

2009).

Knuffner, T. 2001. Play and learn 280.Aktivitas Bermain dan Belajar Bersama Anak (Usia 6-10). Jakarta: Elex Media Komputindo.

Wright, A., Betteridge, D. and Buckby, M. 2006. Games for Language Learning. Cambridge: Cambridge University Press.

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ABSTRACT

Palupi, Lucia Retno. 2010. Speaking Instructional Materials Based on Task-Based Language Teaching for the Extracurricular Activity of the 2nd Graders of SD Pangudi Luhur Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Considering the importance of mastering English, many schools demand the students to learn English in the earlier age. With an expectation that earlier age will bring improvement for their proficiency levels in speaking English, SD Pangudi LuhurYogyakarta held English extracurricular activity. The absence of the speaking materials for the English extracurricular activity of the 2nd graders of SD Pangudi LuhurYogyakarta, the lack of speaking practice and the monotonous drilling method in the daily class encouraged the writer to design speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2nd graders of SD Pangudi LuhurYogyakarta.

This study was carried out to answer two research questions: (1) how is a set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta designed? and (2) what does the designed set of speaking instructional materials look like?

To answer the first research question, the writer employed five stages of the Research and Development (R&D) methodology proposed by Borg and Gall (1986) as the umbrella of the writer’s model which were derived from combining both Kemp’s and Yalden’s models. The writer’s instructional design model included six steps, namely (1) Conducting Needs Survey, (2) Formulating Goals, Listing Topics and Stating General Purposes, (3) Formulating learning Objectives, (4) Listing Subject Content, (5) Selecting Teaching and Learning Activities and Resources and (6) Evaluating the Designed Materials. Based on the evaluation done by distributing post-design questionnaires to 5 respondents, the results showed that the mean of each statement ranged from 3.2 up to 3.6 in the scale of 4. It is considered that the speaking instructional materials were appropriate and acceptable for the extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta.

To answer the second research question, the writer presents the final version of the speaking instructional materials after conducting some revisions based on comments and suggestions from the post-design respondents. The speaking instructional materials consist of 8 units. Each topic includes three main sections, namely Let’s Get Ready, Let’s Do It, and Let’s Practice and an additional section,

Review: Short but Smart which takes a short time. The designed materials are equipped with a teacher’s book in order to ease the teachers for implementing Task-Based Language Teaching in the extracurricular activity.

Finally, it is expected that the speaking instructional materials will help the 2nd graders of the extracurricular activity in SD Pangudi LuhurYogyakarta to develop

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their speaking skill through the tasks and activities offered. Hopefully, the designed materials give contributions to the teachers and other researchers who are interested in doing further research.

ix

ABSTRAK

Palupi, Lucia Retno. 2010. Speaking Instructional Materials Based on Task-Based Language Teaching for the Extracurricular Activity of the 2nd Graders of SD Pangudi Luhur Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Mengingat pentingnya penguasaan Bahasa Inggris, banyak sekolah menuntut para siswanya untuk belajar Bahasa Inggris pada usia dini. Dengan harapan bahwa usia dini dapat meningkatkan kecakapan berbahasa Inggris mereka, terutama terhadap ketrampilan berbicara bahasa Inggris, SD Pangudi Luhur Yogyakarta mengadakan kegiatan ekstrakurikuler Bahasa Inggris. Tidak tersedianya materi berbicara untuk kegiatan ekstrakurikuler Bahasa Inggris siswa kelas 2 SD Pangudi Luhur Yogyakarta, kurangnya praktek berbicara dalam Bahasa Inggris dan drilling yang monoton mendorong penulis untuk merancang materi pembelajaran berbicara berdasarkan pembelajaran berdasar tugas untuk kegiatan ekstrakurikuler siswa kelas 2 SD Pangudi Luhur Yogyakarta.

Studi ini dilaksanakan untuk menjawab 2 masalah penelitian: (1) bagaimana satu set materi pembelajaran berbicara berdasarkan pembelajaran berdasar tugas untuk kegiatan ekstrakurikuler siswa kelas 2 SD Pangudi Luhur Yogyakarta dirancang? dan (2) seperti apakah set rancangan materi pembelajaran berbicara tersebut?

Untuk menjawab pertanyaan pertama dalam rumusan permasalahan, penulis menggunakan 5 langkah metodologi penelitian dan pengembangan yang dikemukakan oleh Borg dan Gall (1986) sebagai payung untuk model rancangan pembelajaran penulis yang menggabungkan dua model desain instruksional dari Kemp dan Yalden. Model rancangan pembelajaran penulis meliputi 6 langkah yaitu (1) melaksanakan survey kebutuhan, (2) merumuskan tujuan, menentukan topik, dan tujuan umum, (3) menentukan tujuan pembelajaran, (4) Menentukan kegiatan pembelajaran (5) memilih kegiatan belajar dan mengajar serta sumber belajar dan (6) merevisi materi. Berdasarkan hasil evaluasi yang dilaksanakan dengan menyebarkan kuesioner kepada 5 reponden, hasil menunjukkan bahwa nilai tengah dari tiap pernyataan berkisar antara 3.2 sampai 3.6 dari skala 4. Maka, dapat disimpulkan bahwa materi pembelajaran berbicara tersebut baik dan dapat diterima.

Untuk menjawab pertanyaan kedua dalam rumusan permasalahan, penulis menyajikan versi akhir dari materi pembelajaran setelah mendapatkan komentar dan masukan dari responden. Materi pembelajaran berbicara terdiri dari 8 unit yang setiap unitnya mempunyai 3 bagian yaitu Let’s Get Ready, Let’s Do It, dan Let’s Practice

dan satu bagian tambahan, Review: Short but Smart. Materi juga dilengkapi dengan buku pegangan guru untuk memudahkan penerapannya di dalam kelas.

Akhirnya, diharapkan bahwa materi pembelajaran berbicara tersebut akan membantu siswa kelas 2 yang mengikuti kegiatan ekstrakurikuler di SD Pangudi

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Luhur Yogyakarta untuk mengembangkan ketrampilan berbicara mereka melalui tugas dan kegiatan yang di tawarkan. Semoga materi pembelajaran tersebut memberikan kontribusi terhadap para guru dan peneliti yang tertarik untuk meneliti bidang ini lebih lanjut.