Task-based instructional reading materials for SMK YPKK 3 Sleman.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for
SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
To master English, students have to learn four skills, namely listening,
speaking, reading, and writing. Among those skills, reading is the key to success
in learning anything, including English. The students’ reading ability contributes a
lot to their English mastery. There is a need for the eleventh grade students of
SMK YPKK 3 Sleman to enhance their reading ability since it will really help
them to master English. Moreover, the problem comes from the insufficient
reading materials. To respond to the problem, a study which was intended to
design Task-Based instructional reading materials for the eleventh grade students
of SMK YPKK 3 Sleman was conducted.
The study discussed two problems. Those problems are (1) How are TaskBased instructional reading materials for the eleventh grade students of SMK
YPKK 3 Sleman designed? (2) What do Task-Based instructional reading
materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To
answer those two questions, the writer employed Research and Development
Method (R & D), which consisted of ten steps. In the study, the writer only
employed the first five steps of R & D Method. Those steps were (1) researching

and collecting information, (2) planning, (3) developing preliminary form of
product, (4) conducting preliminary field-testing, and (5) revising main product.
To obtain the data needed, the writer conducted two kinds of surveys, namely predesign survey and post-design survey. In the pre-design survey, the writer used
questionnaire and interview checklist as the instruments. Moreover, in the postdesign survey the instrument used was questionnaire.
To answer the first question, the writer applied eight stages of instructional
design model, which were adapted from Kemp’s and Taba’s models. The stages
were (1) conducting needs survey, (2) specifying goals, topics, and general
purposes, (3) formulating objectives, (4) selecting and organizing contents, (5)
selecting learning activities and resources, (6) designing materials, (7) evaluating
materials, and (8) revising materials. To answer the second question, the writer
presented Task-Based instructional design materials for the students of SMK
YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four
sections, namely warming-up, let’s read, language focus, and what have you
learnt today?
The materials evaluation results showed that the mean ranged from 3.8 to
4.6. It shows that the designed materials are suitable and acceptable to be used for
the students of SMK YPKK 3 Sleman. Finally, it is hoped that the materials will
be beneficial for both students and English teachers of SMK YPKK 3 Sleman to
enhance the students’ reading ability.

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ABSTRAK
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for
SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat
ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua
keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari
mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa
mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas
sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu
untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat
membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu
adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu,
sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang
bertujuan untuk merancang materi pembelajaran membaca menggunakan TaskBased untuk siswa kelas sebelas SMK YPKK 3 Sleman.
Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1)

bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa
kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi
pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas
SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut,
penulis mengimplementasikan Research and Development (R & D) Method.
Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah
pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching
and collecting information, (2) planning, (3) developing preliminary form of
product, (4) conducting preliminary field-testing, and (5) revising main product.
Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis
survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai
instrumen pada pre-design dan post design survei, sedangkan interview checklist
digunakan pada post-design survei.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah
dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkahlangkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan,
topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun
isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7)
mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk
menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca
menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang

terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu
warming-up, let’s read, language focus, and what have you learnt today?
Dari hasil evaluasi rancangan materi didapatkan nilai rata-rata yang berkisar
antara 3,8 – 4,6. Hal itu menunjukkan bahwa rancangan materi pembelajaran
tersebut bisa diterima serta digunakan bagi siswa SMK YPKK 3 Sleman.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Akhir kata, materi pembelajaran ini diharapkan dapat bermanfaat bagi siswa
dan guru Bahasa Inggris SMK YPKK 3 Sleman untuk meningkatkan kemampuan
membaca
siswa.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TASK-BASED INSTRUCTIONAL READING MATERIALS

FOR SMK YPKK 3 SLEMAN

A THESIS

Presented as the Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Ratri Wahyuningtyas
Student Number: 03 1214 002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TASK-BASED INSTRUCTIONAL READING MATERIALS
FOR SMK YPKK 3 SLEMAN

A THESIS

Presented as the Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Ratri Wahyuningtyas
Student Number: 03 1214 002

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

YOGYAKARTA
2008

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

“There is a time for everything, because for everything there

is a season. A time to be born and a time to die, a time to
weep and a time to laugh, a time to mourn and a time to
dance, a time to seek and a time to lose. He has made

everything beautiful in its time; also He has put eternity into
man’s mind.”
Ecclesiates 3: 1-11

I am nothing. He is all.
I do nothing of my own. He does it.
I am God’s pencil.
A tiny bit of pencil with which He writes what He likes.
God writes through us, and however imperfect instruments we may be,
He writes beautifully.
- Mother Teresa -

I dedicat e t his t hesis t o
Jesus Christ and Mot her Mary
m y beloved m ot her, fat her and brot her,
m y relat ives,
and m y lovely friends who always love and support m e.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

This is for you all.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

Finally, I had done this thesis. I could not have done this all without God’s
blessing and supports from others. I would like to express my deepest and greatest
gratitude to Jesus Christ and Mother Mary for blessing and guiding me.
I am greatly indebted to Made Frida Yulia, S.Pd., M.Pd., my major
sponsor, for her guidance, patience, and kindness. I thank her for her advice,
corrections, and time to read my thesis thoroughly. My great thank goes to

Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and
correct it. I also thank her for giving me opportunity to improve my teaching skill.
I would like to express my gratitude to Drs. Pius Nurwidasa P, M.Ed.,
Henny Herawati, S.Pd, M.Hum., and Caecilia Tutyandari, S.Pd., M.Pd., for
their time to evaluate the materials. My deepest thanks are addressed to all of the
English Language Education Study Program lecturers. I would like to express
thanks to Mbak Dhanniek, Mbak Tari, and all of the librarians for all of their
assistance during my study.
I deliver my best thanks to the English teachers of SMK YPKK 3 Sleman,
Kitik Supadmi, S.Pd. and Siti Nurhayati, S.Ag., for their helps and valuable
feedback. I also thank all of the second grade students of SMK YPKK 3 Sleman
for their willingness to help me conduct my research.
My greatest gratitude goes to my beloved parents, Bapak Suharto and Ibu
E. Sutriningsih, S.H. I thank them for their love, care, patience, support, and
never ending prayer for me. They are my inspiration to be a better person and my

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

motivation to finish my thesis. I thank my only one brother, Bayu, for supporting
me in his own way. I would like to express thanks to my relatives, for their
support and prayer, especially Maguwo Crew: Om Sayid, Bulik Tanti, Dyas,
Bas, Hap, and Tyas. They really helped me a lot especially when I felt bored with
all the things I did.
My sincere appreciation goes to the big family of SMP Maria Immaculata
Yogyakarta, especially Suster Ancilla, Bu Ratmi, Bu Ning, Pak Adi, and Bu
Novi, for giving me a chance to learn how to be a real teacher.
My gratitude goes to my “journey” friends: Ichie, Ella, Maya, Nora, Nia,
and Eko’Kdx’. They show me the true meaning of friendship. I would like to
thank the old generation of ‘Mudika Yora’, for the great experiences, especially
Mbak Santi. All that we have done together really inspires me to be a tough and
independent person. I express my gratitude to all PBI-03: Lintang, Nila, Arum,
Anas, Yusta, Netty, and Qyer. I also thank Mbak Ayu ’02 and Mas Gede Agus
for sharing valuable knowledge. I deliver my very best thanks to BEEs: Nita,
Titien, Monchie, Ayoe, Layung, and Emil. I thank them for all the hard work,
spirit, optimism, laughter, and dreams we shared together. BEE Happy!
My sincere gratitude goes to Gabriel Adi W., for his understanding, care,
and support. I thank him very much for being there for me and helping me
sincerely.
God bless them all.
Ratri Wahyuningtyas

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TABLE OF CONTENTS

TITLE PAGE .......................................................................................

i

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

ii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................

vi

ACKNOWLEDGEMENTS .................................................................

vii

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

ix

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

xii

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

xiii

LIST OF APPENDICES ......................................................................

xiv

ABSTRACT ..........................................................................................

xv

ABSTRAK ..............................................................................................

xvi

CHAPTER I. INTRODUCTION
A. Background of the Study...........................................................

1

B. Problem Formulation.................................................................

4

C. Problem Limitation....................................................................

5

D. Objectives of the Study .............................................................

5

E. Benefits of the Study ................................................................

6

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

7

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

ix

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1. Instructional Design Models ................................................

9

a. The Nature of Kemp’s Model ...........................................

9

b. The Nature of Taba’s Model ............................................

14

2. Reading ................................................................................

16

a. The Nature of Reading ......................................................

16

b. Principles for Teaching Reading.......................................

17

c. Models of Reading Process ...............................................

19

d. Access to Content..............................................................

20

3. Task-Based Learning ...........................................................

21

a. The Framework of Task-Based Learning..........................

21

b. Principles of Task-Based Learning ...................................

23

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

24

CHAPTER III. METHODOLOGY
A. Method ......................................................................................

30

B. Participants of the Study............................................................

32

C. Research Instruments ................................................................

33

D. Data Gathering Techniques.......................................................

35

E. Data Analysis Techniques .........................................................

36

F. Research Procedure....................................................................

38

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Steps in Designing Instructional Reading Materials

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

for SMK YPKK 3 Sleman........................................................

40

1. Conducting Needs Survey.....................................................

40

2. Specifying Goals, Topics, and General Purposes .................

41

3. Formulating Objectives.........................................................

41

4. Selecting and Organizing Contents.......................................

41

5. Selecting Teaching Learning Activities and Resources........

42

6. Designing Materials ..............................................................

44

7. Evaluating Materials .............................................................

44

8. Revising Materials ................................................................

44

B. The Results of the Surveys ........................................................

45

1. The Results of the Needs Analysis .......................................

45

a. The Results of the Questionnaire ....................................

45

b. The Results of the Interview ...........................................

49

2. The Results of Materials Evaluation.....................................

52

C. The Presentation of the Final Design ........................................

54

CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................................................

58

B. Suggestions ................................................................................

61

REFERENCES ....................................................................................

63

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LIST OF TABLES

Table

Page

3.1 Participants of the Survey Study ......................................................

33

4.1 Goals, Topics, and General Purposes ...............................................

42

4.2 Objectives of the Course ..................................................................

43

4.3 Results of Post-design Survey ..........................................................

52

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LIST OF FIGURES

Figure

Page

2.1 Kemp’s Instructional Design Model .................................................

13

2.2 Components of the Willis’ Task-Based Learning Framework .........

22

2.3 The Writer’s Instructional Design Model .........................................

29

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LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Ijin Penelitian ....................................

65

Appendix B: Surat Keterangan ..............................................................

68

Appendix C: The Questionnaire for Students ........................................

70

Appendix D: Interview Checklist ..........................................................

74

Appendix E: General Description ..........................................................

76

Appendix F: The Questionnaire for Teachers and Lecturers..................

80

Appendix G: The Results of Needs Survey ...........................................

85

Appendix H: Syllabus ............................................................................

88

Appendix I: Silabus ................................................................................

96

Appendix J: The Designed Materials .....................................................

106

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for
SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
To master English, students have to learn four skills, namely listening,
speaking, reading, and writing. Among those skills, reading is the key to success
in learning anything, including English. The students’ reading ability contributes a
lot to their English mastery. There is a need for the eleventh grade students of
SMK YPKK 3 Sleman to enhance their reading ability since it will really help
them to master English. Moreover, the problem comes from the insufficient
reading materials. To respond to the problem, a study which was intended to
design Task-Based instructional reading materials for the eleventh grade students
of SMK YPKK 3 Sleman was conducted.
The study discussed two problems. Those problems are (1) How are TaskBased instructional reading materials for the eleventh grade students of SMK
YPKK 3 Sleman designed? (2) What do Task-Based instructional reading
materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To
answer those two questions, the writer employed Research and Development
Method (R & D), which consisted of ten steps. In the study, the writer only
employed the first five steps of R & D Method. Those steps were (1) researching
and collecting information, (2) planning, (3) developing preliminary form of
product, (4) conducting preliminary field-testing, and (5) revising main product.
To obtain the data needed, the writer conducted two kinds of surveys, namely predesign survey and post-design survey. In the pre-design survey, the writer used
questionnaire and interview checklist as the instruments. Moreover, in the postdesign survey the instrument used was questionnaire.
To answer the first question, the writer applied eight stages of instructional
design model, which were adapted from Kemp’s and Taba’s models. The stages
were (1) conducting needs survey, (2) specifying goals, topics, and general
purposes, (3) formulating objectives, (4) selecting and organizing contents, (5)
selecting learning activities and resources, (6) designing materials, (7) evaluating
materials, and (8) revising materials. To answer the second question, the writer
presented Task-Based instructional design materials for the students of SMK
YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four
sections, namely warming-up, let’s read, language focus, and what have you
learnt today?
The materials evaluation results showed that the mean ranged from 3.8 to
4.6. It shows that the designed materials are suitable and acceptable to be used for
the students of SMK YPKK 3 Sleman. Finally, it is hoped that the materials will
be beneficial for both students and English teachers of SMK YPKK 3 Sleman to
enhance the students’ reading ability.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for
SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat
ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua
keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari
mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa
mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas
sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu
untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat
membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu
adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu,
sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang
bertujuan untuk merancang materi pembelajaran membaca menggunakan TaskBased untuk siswa kelas sebelas SMK YPKK 3 Sleman.
Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1)
bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa
kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi
pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas
SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut,
penulis mengimplementasikan Research and Development (R & D) Method.
Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah
pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching
and collecting information, (2) planning, (3) developing preliminary form of
product, (4) conducting preliminary field-testing, and (5) revising main product.
Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis
survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai
instrumen pada pre-design dan post design survei, sedangkan interview checklist
digunakan pada post-design survei.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah
dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkahlangkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan,
topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun
isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7)
mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk
menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca
menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang
terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu
warming-up, let’s read, language focus, and what have you learnt today?
Dari hasil evaluasi rancangan materi didapatkan nilai rata-rata yang berkisar
antara 3,8 – 4,6. Hal itu menunjukkan bahwa rancangan materi pembelajaran
tersebut bisa diterima serta digunakan bagi siswa SMK YPKK 3 Sleman.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Akhir kata, materi pembelajaran ini diharapkan dapat bermanfaat bagi siswa
dan guru Bahasa Inggris SMK YPKK 3 Sleman untuk meningkatkan kemampuan
membaca
siswa.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I
INTRODUCTION

This chapter consists of six parts. The first part is the background of the
study, which reveals the writer’s reason for conducting the study. The second part
is the problem formulation, which conveys the problem that will be discussed in
the study. The third part is the problem limitation. This part gives a clear border of
the study being discussed. The fourth part is the objectives of the study, which
shows the aims of the study. The fifth part is benefits of the study, which reveals
the advantages of the study that other researchers may gain through reading the
study. The last part is the definition of terms that clarifies the terms used in the
study.

A. Background of the Study
It is no doubt that English becomes an important language. English is used
in many aspects of life such as in business, trade, and also communication.
Nowadays English is taught in all levels of education. It is hoped that through
acquainting the students with English since they are young, they will be more
familiar with English and they can learn English easily later on.
There are four skills that the students have to learn in order to master
English, i.e. listening, speaking, reading, and writing. In terms of the direction,
those skills can be described as productive (speaking and writing) and receptive
(reading and listening). Productive refers to language generated by the learner,

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2
while receptive refers to language directed at the learner (Anderson, as cited in
Nunan, 2003: 48).
Brown (2004: 185) stated that the essential skill for success in all
educational context is reading. It can be concluded that among those four skills,
reading is the key to learning any kinds of subjects or languages including
English. The students’ reading ability contributes a lot to their English mastery. If
they can grasp the point of an English passage, they are able to continue their
lesson without difficulties. The problem is that not all senior high school students
have adequate reading ability to support their English mastery. It really happened
in one of the private vocational high schools in Yogyakarta, namely SMK YPKK
3 Sleman. When the writer taught reading there, students found difficulties in
understanding the passage given. The writer realized that it was a serious problem
because in National Examination, which is usually taken by the twelfth grade
students, the students are required to master reading in order to pass. Based on
that reason, the writer intends to increase the students’ reading ability through
designing a set of instructional reading materials.
This design is aimed to enhance the students’ reading ability since it is really
important to support their English mastery and later on they will be ready to face
National Examination. Through the study, it is hoped that they will have a general
view of the types of the text that commonly appear in National Examination. If
they are familiar with those texts, hopefully they will be able to gain good scores
in their National Examination. It can also be used to measure the students’ ability
in understanding the given passages since the materials are completed with a lot

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3
of tasks. The students will also be given tasks of basic reading strategies, such as
to find the main idea, specific information, and also other strategies that can be
used in reading so that they may increase their reading ability.
Designing the materials is the writer’s further action for the eleventh grade
(XI) students of SMK YPKK 3 Sleman. Since the materials try to introduce kinds
of National Examination readings, the eleventh grade is considered the most
appropriate level. The reason is that the students in this level have more time to
prepare themselves for National Examination rather than the twelfth grade
students. Preparation is very important since National Examination is to measure
whether they master what have they learnt during their three-year study or not.
Their scores decide whether they pass the National Examination or not. If the
students are well prepared, they will gain good scores.
There are several methods that can be used in learning English. In the study,
Task-Based Learning is used. There are two main reasons why Task-Based
Learning is used in the study. The first reason comes from the writer’s idea that
Task-Based Learning will be beneficial for the students since it will not only
increase their academic achievement but also their social skill. The second reason
is based on the results of preliminary study conducted by the writer. The results
showed that most of the respondents chose Task-Based Learning as the method in
learning English. Task-Based Learning focuses on the tasks completion to achieve
the goals of the course. If they are able to complete the tasks given, they
understand the materials.

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The advantages of the method will give better results in the students’
preparation. First, it will increase their social skill. When completing tasks,
students gain opportunities to interact with their friends unconsciously. They build
a good relationship with their friends and help each other to complete tasks.
Second, it will increase their academic aspect by doing tasks given. By doing
tasks individually, they measure their own understanding of the materials.
Our education nowadays requires students to master knowledge and also
skills which are applicable and beneficial for their future life. Dealing with that,
government allows schools to design their own curriculum, called School-Based
Curriculum (SBC). As also stated by Board of National Education Standard
(Badan Standar Nasional Pendidikan, 2006: 5), SBC is an operational curriculum
that is arranged and done in each level of education. SBC gives more opportunity
for each school to develop their curriculum based on their potency, necessity,
needs of the students, and also environment. In the study, the materials are
designed in line with the SBC used in SMK YPKK 3 Sleman.

B. Problem Formulation
The study intends to answer the following questions:
1. How are Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman designed?
2. What do Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman look like?

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C. Problem Limitation
There are some limitations in this study. First, the study was about
developing materials. The main concern of the study was not to implement or
evaluate materials, but it focused on developing materials that facilitated the
teaching-learning processes. Second, the study developed materials for reading.
The writer focused on providing reading materials as a means to increase the
students’ reading ability. Third, the study employed Task-Based Learning in
designing the materials. Based on the preliminary study, Task-Based Learning
was chosen as the method in learning reading. The aim of the method was to
increase the students’ ability in English through completing the tasks given. In
this study, it was hoped that by completing the tasks given the students would
gain improvement in their reading skill and also social skill.
Fourth, the study was designed for the eleventh grade students of SMK
YPKK 3 Sleman. The reason for choosing the eleventh grade students was that
they have more time to prepare for National Examination. Fifth, the study was
conducted in SMK YPKK 3 Sleman. It was chosen as the setting of the study
because the students there needed more opportunities and facilities to learn
English especially reading.

D. Objectives of the Study
Based on the problem formulation mentioned above, the objectives of the
study are as follows.

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1. To find out how Task-Based instructional reading materials for the eleventh
grade students of SMK YPKK 3 Sleman are designed.
2. To present Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman.

E. Benefits of the Study
The study is expected to give positive contribution to English Language
Teaching, especially the English teachers, the students, and other researchers.
The study is expected to encourage Senior High School English teachers to
use appropriate method to enhance students’ ability in reading so that the students
may have deeper understanding of the passage. It is expected that the study may
give more references of teaching-learning method that can be applied in class for
the English teachers. It is also hoped that the Senior High School English teachers
may broaden their knowledge about English language teaching through the study.
The study is also expected to give contribution especially to the students of
SMK YPKK 3 Sleman and hopefully to other vocational high school students.
Through the study, the students may increase their reading ability so that they can
prepare themselves to face National Examination. Through the study, they can
increase their social skill by having more time to interact with their friends while
doing the tasks.
The writer hopes that the study may also be beneficial for other researchers
conducting study on similar topic. The study can be used as a reference for them

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7
in conducting their research. Through the study, other researchers may gain
beneficial information that can be used to support their research.

F. Definition of Terms
To avoid misconception related to the topic of the study, the writer provides
the definition of some terms used in the study. They are:
1. Instructional Materials
According to Gagne and Briggs (1979: 3), “instruction is a set of events
which affect learners in such a way that learning is facilitated.” Gagne and Briggs
(1979: 35) also state that “the purpose of instruction is to promote learning, and
many agents (teachers, learners, materials, media) can be employed to accomplish
the events of instruction.” In this study, instructional materials are the materials
used by the teacher in teaching learning process, which put emphasis on students’
team work to achieve the goals of the course.
2. Reading
Anderson (as cited in Nunan, 2003: 68) states that “reading is a fluent
process of readers combining information from a text and their own background
knowledge to build meaning.” Reading is an activity in which the readers use their
background knowledge in order to understand the passage. In this study, reading
is a process of understanding the certain passage that involves readers’
background knowledge to gain the meaning of the passage.

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3. Task-Based
Task-Based is a method of language teaching which emphasizes the task
completion to achieve the goal, as defined by Larsen-Freeman (2000: 144) as
follows:
A task-based approach aims to provide learners with a natural context for
language use. As learners work to complete a task, they have abundant
opportunity to interact. Such interaction is thought to facilitate language
acquisition as learners have to work to understand each other and to express
their own meaning. By so doing, they have to check to see if they have
comprehended correctly and, at times, they have to seek clarification.
In this study, Task-Based is a method in which learners complete tasks in order to
achieve the goals of the course and to measure their understanding about the
materials given.
4. SMK
SMK, in English called vocational high school, stands for Sekolah
Menengah Kejuruan. In SMK, the students learn business and management,
mechanical engineering, electrical engineering, hotel and tourism, marketing, and
business administration. The length of the study in SMK is three years, which is
divided into three grades. Those are tenth, eleventh, and twelfth grades. In this
study, SMK that becomes the target of the study is SMK YPKK 3 Sleman, in
which the students learn business and management. The focus of the study is the
eleventh grade students of SMK YPKK 3 Sleman for whom the materials are
designed.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the writer will discuss two main points, namely theoretical
description and theoretical framework. Theoretical description consists of
discussion about instructional design models, reading, and Task-Based Learning.
Moreover, in theoretical framework the writer relates the theories with the study.

A. Theoretical Description
1. Instructional Design Models
In the study, there are two instructional design models that will be used,
namely Kemp’s model and Taba’s model.
a. The Nature of Kemp’s Model
Kemp’s model consists of several important steps. Those are:
1) Defining Goals, Topics, and General Purposes
Goals derive from three sources: society, students, and subject areas. After
establishing the goals, the planner should list the major topics related to the
content area. In order to signify what the teacher wants to accomplish in the topic,
the teacher uses initial expressions. Those expressions usually express the
planner’s own aims for the topic or unit. According to Kemp (1977: 16), the
planner clarifies the statements of purpose with the teacher and also helps the
teacher to translate them into details. Then, from the details the teacher can plan

9

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learning experiences. Furthermore, the teacher can also derive objectives from
general purposes.
2) Finding out Learner Characteristics
Knowing the learners characteristic is very important so that the teacher can
help them to learn in their own pace. There are two factors that should be
considered in finding out the learners characteristics; those are academic and
social factors. Academic factors include academic background, level of
intelligence, number of students, reading level, study habit, grade-point average,
scores on standardized achievement and aptitude tests, ability to work alone,
motivation for studying the subject, background in the subject or topic,
expectations of the course, and vocational and cultural aspirations. Social factors
include age, maturity, attention span, special talents, physical and emotional
handicaps, relations among students, and socioeconomic situation. Other factors,
such as learning conditions and learning styles, should be taken into account in
designing process. According to Kemp (1977: 19), learning conditions refer to
“groups of factors that can affect a person’s ability to concentrate, absorb, and
retain information.”
3) Specifiying Learning Objectives
Kemp (1977: 24) states that learning objectives can be categorized into three
categories; those are cognitive, psychomotor, and affective. However, cognitive
domain is mostly used in educational program. Cognitive domain includes
objectives

concerning

knowledge,

comprehension,

application,

analysis,

synthesis, and evaluation. In planning process, the planner should consider the

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action verb that will be used in specifying the learning objectives because each
verb relates to certain level of objectives.
4) Organizing Subject Content
According to Kemp (1977: 44), subject content is “the selection and
organizing of the specific knowledge (facts and information), skills (step-by-step
procedures, conditions, and requirements), and attitudinal factors of any topics.”
Subject content must be related to the objectives and the learners’ needs. Subject
contents support the objectives. In other words, the objectives are what should be
attained by the subject content. Instead of using textbook, the planner should
consider other learning sources, such as articles, phamplets, films, or their own
experiences as other sources of subject content.
5) Developing Pre-assessment
After specifying the objectives and the subject content, it is time for the
planner to check whether the students are ready to study the topic and whether
they have already mastered some of the stated objectives (Kemp, 1977: 50). To
answer those two questions, a test is needed. There are two kinds of tests, namely
prerequisite testing and pretesting. Prerequisite testing aims to gain information
whether the students have appropriate preparation for the topic. The results of
prerequisite testing will let the teacher know who are ready to learn the topic, who
needs the remedial or even who are not ready yet and should start from the
beginner level.
Pretesting is usually used to find out the objectives that have already been
achieved by the students. “It may be proper to select or adapt for the pretest,

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12
questions and problems from the evaluation instruments you are developing in the
plan” (Kemp, 1977: 51).
6) Planning the Teaching/Learning Activities and Resources
The planner should determine the most effective and efficient methods and
then select the materials. There are several commonly used methods, namely
presentation, individual learning, and teacher-students interaction. The planner
should also select the media to support teaching-learning activity. According to
Kemp (1977: 74), there are three reasons why selecting media is complicated.
First, there are many audiovisual resources from which to choose. Second, there
are no clearcut guidelines for making a selection. Third, few educators have had
broad enough experiences with the resources available to have a sound basis for
selecting an appropriate medium or combination of media for communicating
content or providing students experiences, in terms of an objective within the
chosen teaching/learning pattern.
7) Organizing Support Services
Support services include fund/budget, facilities, equipment, time, and
schedule. The planner should organize support services carefully. Budget or funds
can be divided into two sections. Those are budget during development, which
covers all budget that the planner needed during the preparation of the program,
and budget during implementation which covers all budgets needed when the
planner implements the program.

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8) Evaluating Students’ Achievement
In order to measure students’ achievement, the teacher should determine
standards of achievement. The measurement can be in the form of evaluation.
There are two kinds of evaluation, namely formative and summative evaluation.
Formative evaluation takes place during development and tryouts, while
summative evaluation takes place at the end of the course. Evaluation also refers
to the evaluation of the program. It aims to know how well the program serves the
objectives. According to Kemp (1977: 98), there are several ways to evaluate the
developed program, namely (1) test results, (2) reactions from students, (3)
observations of students at work, and (4) suggestions from colleagues. The stages
of Kemp’s model are presented in Figure 2.1.
Goals, Topics,
and General
Purposes

Learners
Characteristics

Evaluation

Revise
Learning
Objectives

Support Services

Teaching/
Learning
Activities and
Resources

Subject Content

Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)

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b. The Nature of Taba’s Model
Taba’s model consists of eight steps. Those are:
1) Diagnosing Needs
Taba (1962: 347) states that “the diagnosis which precedes the planning of a
unit is a fairly general analysis of problems, conditions, and difficulties.” The
results will give influence in deciding contents, emphasis, and objectives for
learning experiences. Through diagnosing needs, the planner may gain
information about the students’ problems in learning so that s/he will be able to
solve them.
2) Formulating Specific Objectives
The results of diagnosis needs will provide information about which
objectives or aspects need more attention. According to Taba (1962: 350),
objectives should include several important points. Those are (1) concepts or ideas
to be learned, (2) attitudes, sensitivities, and feelings to be developed, (3) ways of
thinking to be reinforced, strengthened, or initiated, and (4) habits and skills to be
mastered.

Moreover, specific objectives can be translated from the general

objectives of the school.
3) Selecting Content
The next step of Taba’s model is to select content. Taba (1962: 352) states
that “both the analysis of needs and the statement of objectives have provided a
preliminary guide for suggesting the lines of emphasis.” Furthermore, selecting
content consists of three steps. Those steps are selecting topics, selecting basic
idea, and selecting specific content.

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4) Organizing Content
After selecting the content, the planner needs to arrange it in sequential
order starting from the easy one. The planner should pay attention to the
arrangement of the topics, ideas, and content samples so that there is a clear
movement from the known to unknown and from the easy one to the difficult one.
The arrangement of the content should facilitate learners to achieve the objectives.
5) Selecting Learning Experiences
According to Taba (1962: 362), objectives should be implemented through
appropriate learning activities. Those activities should help students to develop
and practice all that they are supposed to learn. In selecting the learning
experiences for each idea and its content sample, the planner should consider that
each should serve some definite function. Taba (1962: 364) also adds that “to
translate the criteria for effective learning experiences into an actual program, it is
important, first, to visualize what students need to do or experince in order to
acquire certain behavioral competencies and what the order of these experiences
should be.”
6) Organizing Learning Experiences
The sequence of learning experiences consists of three main stages, namely
introductory, opening up, and orientation. Selected learning experiences should be
arranged to avoid difficulties for the learners in learning the materials. Moreover,
there is a rhythm of learning activities to obey in organizing learning experiences.

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7) Evaluating
Taba (1962: 377) states that “evaluation consists of determining the
objectives, the diagnosis, or the establishment of baselines for learning and
appraising progress and changes.” Evaluation can be used to check the learners’
understanding. Furthermore, evaluation will be a continuous diagnosis if it is
accompanied by comparison or results.
8) Checking for Balance and Sequence
Checking the overall consistency of the materials is needed in order to avoid
out of the track materials. There is a need to check the contents organization, time
allocation, and also the sequence of the ideas and contents. By doing so, the
planner may know whether the materials match the objectives stated before or not.
2. Reading
a. The Nature of Reading
Reading is regarded as receptive skill, where the readers receive information
from the text given. Readers do not produce something like what is required in
speaking or writing. Meanwhile, reading is a process to understand what is being
read.
According to Anderson as cited by Nunan (2003: 68), “reading is a fluent
process of readers combining information from a text and their own background
knowledge to build meaning.” The readers are required to combine the
information from the text and the knowledge that they have already had to find
out what actually the author wants to convey.

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b. Principles for Teaching Reading
Anderson (as cited in Nunan, 2003: 74-78) also states that there are eight
principles of teaching reading. Those are:
1) Exploit the Reader’s Background Knowledge
Background knowledge includes experiences that bring readers to the text,
such as life experience and educational experience. Background knowledge gives
big influence in leading readers to the text and improving readers’ reading
comprehension. To enhance readers’ reading comprehension, the teacher has to
activate their background knowledge by setting goals, asking questions, making
prediction, and teaching text structure.
2) Build a Strong Vocabulary Base
Vocabulary is the basic need for the readers to obtain the meaning of
English words or even passage. In order to understand the text, the readers need to
know vocabularies related to the text. If the readers have strong vocabulary base,
it will be easier for them to understand the text.
3) Teach for Comprehension
The main part of reading process is comprehension. However, the teacher
needs to teach comprehension and then monitor it. Teaching comprehension
relates to the readers’ ability to discuss with the teacher or friends what strategies
they use to comprehend the text.
4) Work on Increasing Reading Rate
Increasing reading rate means that there should be a balance in improving
students’ reading rate and developing their comprehension skills. The teacher

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does not only focus on the accuracy but also fluency. The teacher also has to teach
students to reduce their dependence on dictionary. The students have to spend
more time analyzing the content and discussing it with their friends.
5)