The design of English instructional speaking materials using task-based language teaching for Taman Wisata Candi Prambanan staff - USD Repository
THE DESIGN OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS
USING TASK-BASED LANGUAGE TEACHING
FOR TAMAN WISATA CANDI PRAMBANAN STAFF
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Elisabet Kurnia Wijayanti
Student Number: 061214022
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
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THE DESIGN OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS
USING TASK-BASED LANGUAGE TEACHING
FOR TAMAN WISATA CANDI PRAMBANAN STAFF
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Elisabet Kurnia Wijayanti
Student Number: 061214022
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Give thanks for what you are
now,
and keep fighting for what you
want to be tomorrow.
~Fernanda Miramontes-Landeros
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 20 January 2011 The Writer
Elisabet Kurnia Wijayanti 061214022 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Elisabet Kurnia Wijayanti Nomor Mahasiswa : 061214022 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE DESIGN OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS
USING TASK-BASED LANGUAGE TEACHING
FOR TAMAN WISATA CANDI PRAMBANAN STAFF
Dengan demikian saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 20 Januari 2010 Yang menyatakan
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ABSTRACT Wijayanti, Elisabet Kurnia. 2011. The Design of English Instructional Speaking
Materials Using Task-Based Language Teaching for Taman Wisata Candi
Prambanan Staff . Yogyakarta: English Education Study Program, Sanata Dharma
University.
Taman Wisata Candi Prambanan has widely known as a fascinating
tourist’s destination in Yogyakarta. In order to provide good services for foreigners, the mastery of English for those who work in tourism is considered significant, including for the staff of Taman Wisata Candi Prambanan itself. Hence, the staff of Taman Wisata Candi Prambanan are an important factor for maintaining Taman Wisata Candi Prambanan as a fascinating tourist object for foreign tourists. Based on the informal interview with the head of Personalia, all staff in each section in Taman Wisata Candi Prambanan are required to have enough skill in English although at the beginner level. However they still find difficulties to communicate using English. Therefore, this study attempted to design English instructional speaking materials for Taman Wisata Candi Prambanan staff.
This study was aimed to find out the answer of the following research question: What is the design of English instructional speaking materials using task-based language teaching for Taman Wisata Candi Prambanan staff?
This study was done by conducting the steps of Kemp’s instructional design model which was put under the umbrella of Borg and Gall’s R&D cycle. This study also considered relevant theories related to communicative language teaching, task-based language teaching, and English for specific purposes.
This study has found the answer to the formulated problem above. The design of English speaking materials using task-based language teaching for
Taman Wisata Candi Prambanan staff is the design which had six aspects. First,
the design includes the identification of learners’ characteristics and needs. The learners were adult, on the basic level of English, had difficulty in English, and high motivation in learning English. The needs of the learners were they need English to communicate well with foreign tourists in order to be able to give information and provide good services. Second, the design had the statement of goal, topics, and general purposes. The goal of the design was to improve the speaking skill of the staff of Taman Wisata Candi Prambanan in order to give the best services for the foreign tourists. The design also had eight learning topics based on the most often chosen by the learners. Third, the design had specified learning objectives. Fourth, the design had a list of subject content which based on the design and the related theories. Fifth, the design had teaching learning activities which were based on the principles of task-based language teaching and from the result of needs analysis. It had the rehearsal task as pre activity,
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materials were well-designed and applicable, indicated by the means ranging from 3 to 4 from the scale of 1 to 4. Six suggestions were accepted to revise the materials.
In conclusion, due to its means ranging from 3 to 4, the designed materials were considered well-designed and ready to be used by the Taman Wisata Candi
Prambanan staff.
Key words: speaking, task-based language teaching, staff, needs
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ABSTRAK Wijayanti, Elisabet Kurnia. 2011. The Design of English Instructional Speaking
Materials Using Task-Based Language Teaching for Taman Wisata Candi
Prambanan Staff . Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Taman Wisata Candi Prambanan telah terkenal luas sebagai tujuan wisata yang menarik di Yogyakarta. Untuk memberikan pelayanan yang baik bagi wisatawan asing, penguasaan bahasa Inggris bagi mereka yang berkerja di dunia pariwisata dianggap penting, tak terkecuali bagi staff Taman Wisata Candi Prambanan itu sendiri. Maka dari itu, staff Taman Wisata Candi Prambanan merupakan faktor penting untuk menjaga Taman Wisata Candi Prambanan sebagai tempat wisata yang menarik bagi wisatawan asing. Berdasarkan wawancara informal dengan kepala Personalia, semua staff di tiap seksi di Taman Wisata Candi Prambanan dipersyaratkan untuk mempunyai kemampuan berbahasa Inggris meskipun hanya tingkat dasar. Namun, mereka masih menemui kesulitan dalam berbicara menggunakan bahasa Inggris. Oleh karena itu, penelitian ini mencoba mendesain materi instruksional bahasa Inggris Speaking untuk staff Taman Wisata Candi Prambanan menggunakan prinsip task-based language teaching.
Penelitian ini bertujuan untuk mencari jawaban dari rumusan masalah berikut ini: Seperti apakah design materi instruksional bahasa Inggris Speaking untuk staff Taman Wisata Candi Prambanan menggunakan prinsip task-based
language teaching?
Penelitian ini diselesaikan dengan menerapkan langkah-langkah dari model design materi Kemp yang dimasukkan ke dalam langkah-langkah metode
Educational Research and Development (R&D) Borg dan Gall. Penelitian ini juga
menggunakan teori yang berkaitan dengan pengajaran bahasa yang komunikatif, pengajaran bahasa berdasarkan tugas (task), dan bahasa Inggris untuk tujuan khusus.
Penelitian ini telah menemukan jawaban atas permasalahan yang telah dirumuskan di atas. Design materi instruksional bahasa Inggris Speaking untuk staff Taman Wisata Candi Prambanan adalah design materi yang mempunyai enam aspek. Pertama, design materi tersebut mencakup adanya identifikasi karakteristik siswa dan identifikasi kebutuhan siswa. Para siswanya adalah siswa dewasa, mempunyai level bahasa Inggris di tingkat dasar, mempunyai kesulitan dalam berbicara menggunakan bahasa Inggris, dan mempunyai motivasi tinggi untuk belajar bahasa Inggris. Bahasa Inggris dibutuhkan untuk berkomunikasi dengan wisatawan asing agar dapat memberikan informasi dan memberikan pelayanan yang baik. Kedua, design materi memiliki pernyataan tujuan design, topik, dan tujuan umum. Tujuan dari design adalah untuk meningkatkan
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design materi mempunyai daftar materi berdasarkan tujuan design dan teori terkait. Kelima, design materi mempunyai kegiatan pembelajaran dan pengajaran serta sumber materi yang berdasarkan prinsip task-based language teaching dan berdasarkan hasil dari analisis kebutuhan. Aktivitas-aktivitas yang ada dalam design adalah rehearsal task sebagai aktivitas awal, activation task, language
exercise , dan communicative activities sebagai aktivitas-aktivitas utama dan
diakhiri oleh aktivitas akhir. Terakhir, design materi telah divalidasi oleh beberapa ahli dan pengguna materi di dunia pendidikan, serta telah direvisi berdasarkan evaluasi, saran, dan komentar dari produk validasi. Hasil akhir menunjukkan bahwa materi telah didesain dengan baik dan dapat diterapkan, yang diindikasikan dengan nilai rata-rata yang berkisar antara 3 sampai 4 dari skala 1 sampai 4. Enam macam saran diterima untuk merevisi materi.
Sebagai kesimpulan, karena nilai rata-rata yang berkisar antara 3 sampai 4, materi yang telah disusun dianggap telah didesain dengan baik dan siap untuk digunakan oleh staff Taman Wisata Candi Prambanan.
Kata kunci: berbicara, task-based language teaching, staff, kebutuhan PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His endless blessing. I thank Him for giving me strenght for the day, light for the way, and grace for the trails. His mercy, guidance, and blessings so that I was able to finish my thesis.
Next, I would like to address my greatest gratitude to my thesis sponsor,
Gregorius Punto Aji, S.Pd., M.Hum. for his willingness to share his knowledge
and expertise. I thank him for his guidance, criticism, advice, correction, support, patience, and encouragement in helping me write the thesis.
I would like to thank Ir. H. Djoko Sutono as the head of Unit Taman
Wisata Candi Prambanan. I thank him for giving me permission to conduct my
research at Prambanan temple. I also thank Mr. Jumiran, the head of Personalia for giving me a lot of information in my research. I thank him for his willingness in helping me during the process of my research. My gratitude also goes to Ms.
Estu, and Mr. Wi for their willingnes to do the interview and also 40 staff of
Prambanan Temple for their time and willingness to fill the questionnaire so that
I can finish my thesis. They have been very kind and friendly to me.
My deep gratitude also goes to C. Tutyandari, S.Pd., M.Pd., and Father
L. Suharjanto, S.J., S.S., B.S.T., M.A. I really thank them for the feedback,
comments, suggestions, and critics to improve the designed materials.I warmly thank the English instructors of Wisma Bahasa-English
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Adrian B. Coen, B.Ed. for his willingness in checking my thesis and to all
teachers and employers in Wisma Bahasa-English Division.I am deeply grateful to all lecturers of the English Language Education Study Program of Sanata Dharma University for their knowledge they have shared for the past four years. I also thank Mbak Danik and Mbak Tari for their service and patience during my study.
I would like to express my greatest gratitude to my lovely family: Late
Heribertus Bonimin, my father who is in heaven, M. W. Wafiyah, my beloved
mother, and my sisters: Purwi, Etik, and Yuli, for their everlasting support in everything I do.
I also would like to thank all my beloved friends in PBI 2006 especially
Andang, Eva, Rani, Adis, Sarce, Dita, Prisca, Kristin, Emiko, Dian, In, Oda,
Yeyen, Doni, and Jati for their help, support, care, and the encouragement they
always gave to me. I also give thank to my close friends at home: Vivin, Disa,
Marda, Andang Bayu, Dion, Ocha, and Ireda for giving me happiness, support
and care during my time in doing my thesis.I would also thank the one holding the other part of my soul, Elpidius
Aditya Kurniawan, for keeping me sane with his everlasting love and support,
particularly during my time of confusion and despairing.Finally, my deepest thanks go to everybody who has helped me, eiher directly or indirectly, in writing this thesis.
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TABLE OF CONTENTS
Page TITLE PAGE ..................................................................................................... i APPROVAL PAGES ........................................................................................ ii DEDICATION PAGE ........................................................................................ iv STATEMENT OF WORK’S ORIGINALITY .................................................. v PUBLICATION PAGE ...................................................................................... vi ABSTRACT ....................................................................................................... vii
ABSTRAK ........................................................................................................... ix
ACKNOWLEDGEMENTS ............................................................................... xi TABLE OF CONTENTS ................................................................................... xiii LIST OF TABLES ............................................................................................. xvii LIST OF FIGURES ........................................................................................... xix LIST OF APPENDICES .................................................................................... xx
CHAPTER I: INTRODUCTION A. Research Background....................................................................... 1 B. Problem Formulation ....................................................................... 4 C. Problem Limitation ......................................................................... 4 D. Research Objective........................................................................... 5 E. Research Benefits ............................................................................. 5
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CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description .................................................................... 9
1. Kemp’s Instructional Model Design .......................................... 9
2. Research and Development ........................................................ 13
3. Communicative Language Teaching .......................................... 16
a. Overview of Communicative Language Teaching .............. 16
b. Principles in Communicative Language Teaching (CLT) ... 17
c. Teaching Speaking in Communicative Language Teaching .............................................................. 19
4. Task-Based Language Teaching ................................................. 20
a. Overview of Task-Based Language Teaching ..................... 20
b. Step of the Units in TBLT .................................................... 24
c. Teacher and Learner Roles .................................................. 25
d. Type of Tasks ....................................................................... 26
5. English for Specific Purposes ..................................................... 30
a. Overview of English for Specific Purposes ......................... 30
b. Needs Analysis ..................................................................... 31 1) Target Needs .................................................................. 31 2) Learning Needs .............................................................. 33
B. Theoretical Framework .................................................................... 33
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1. Research and Information Collecting......................................... 39
2. Planning ..................................................................................... 40
3. Develop Preliminary Form of Product ....................................... 40
4. Preliminary Field Testing ........................................................... 40
5. Main Product Revision ............................................................... 41
B. Research Participants ....................................................................... 42
1. Participants for Conducting Research and Information Gathering ................................................................ 42
2. Participants for Conducting Preliminary Field Testing ............. 42
C. Research Instrument ......................................................................... 43
1. Research Instruments for Research and Information Gathering ................................................................ 43
2. Research Instrument for Preliminary Field-Testing ................... 44
D. Data Gathering Techniques .............................................................. 46
E. Data Analyis Techniques ................................................................. 47
F. Research Procedure .......................................................................... 50
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Learners’ Characteristic .................................................................. 52 B. Goal, Topics, and General Purpose ................................................. 58 C. Learning Objectives ........................................................................ 62
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1. Rehearsal Task ........................................................................... 67
2. Activation Task .......................................................................... 67
3. Language Exercise ..................................................................... 68
4. Communicative Activities .......................................................... 68
F. Evaluation and Product Revision .................................................... 74
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ...................................................................................... 83 B. Suggestions ...................................................................................... 86
1. Suggestions for Material Users .................................................. 86
2. Suggestions for Future Research ................................................ 87 REFERENCES ................................................................................................... 88 APPENDICES .................................................................................................. 90
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LIST OF TABLES
Table Page
2.1 Nunan Task Classification .................................................................... 27
2.2 Necessities, Lack, and Want ................................................................. 32
3.1 The Writer’s Data Collection ................................................................ 45
3.2 The Form of the Description of Expert Validation Questionnaire Participants .................................................................... 48
3.3 The Form of the Description of Expert Validation Questionnaire Participants .................................................................... 48
3.4 Points of Agreement.............................................................................. 48
3.5 The Form of The Result of Expert and User Validation Questionnaire ...................................................................... 49
4.1 Learners’ Sex, Age, and Educational Background ............................... 53
4.2 Summary of Learners’ Characteristics .................................................. 56
4.3 Necessities, Lacks, and Wants .............................................................. 57
4.4 The Result of the Chosen Topics .......................................................... 59
4.5 Goal, Topics and General Purposes ...................................................... 61
4.6 Learning Objectives ............................................................................. 62
4.7 The Organization of Subject Content.................................................... 65
4.8 The Materials Design ............................................................................ 70
4.9 The Description of Expert Validation
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Questionnaire Participants .................................................................. 74
4.11 The Result of Post-Designed Questionnaire for Expert Validation and User Validation ........................................ 76
4.12 The Result of Essay Questions ........................................................... 78
4.13 Revision of the Design ....................................................................... 82
5.1 The Arrangement of the Materials ....................................................... 84
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LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Model ................................................................. 13
2.2 The Framework for TBLT .................................................................... 22
2.3 The Writer’s Theoretical Framework ................................................... 37
3.1 Integration of Adapted R&D and Adapted Kemp’s Model .................. 41
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LIST OF APPENDICES
Appendix Page Appendix 1: Permission Letters ......................................................................... 90 Appendix 2: Questionnaire for Needs Analysis ................................................. 92 Appendix 3: The Result of Needs Analysis Questionnaire ................................ 95 Appendix 4: Sample of the Questionnaire for Needs Analysis.......................... 97 Appendix 5: List of Questions for Needs Analysis Interview ........................... 101 Appendix 6: Questionnaire for Expert Validation and User Validation ............ 103 Appendix 7: The Result of the Questionnaire for Expert Validation and User Validation ........................................................................ 105 Appendix 8: Sample of the Questionnaire for Expert Validation And User Validation ..................................................................... 107 Appendix 9: Student’s Book ............................................................................ 111 Appendix 10: Teacher’s Guide ........................................................................ 144
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CHAPTER I INTRODUCTION This chapter covers six important parts of the research: research
background, problem formulation, problem limitation, research objective, research benefits, and definitions of terms.
A. Research Background
As the tourist destination, Yogyakarta has a lot of tourist attractions such as beaches, Keraton Ngayogyakarta and several beautiful temples. One of the beautiful temples in Yogyakarta is Prambanan Temple or Taman Wisata Candi
Prambanan . It is located in Prambanan, about 16 km from the centre of
Yogyakarta. Prambanan Temple is widely known because of the history and the beauty inside it. People from both home and abroad come to this place to see the beauty of Prambanan Temple.
Till now, English has been the bridge between people from different countries. As the international language, English can break the barrier between people who speak different languages, specifically in tourism. Therefore, the ability in mastering English for those who work in tourism is significant, including for the staff of Taman Wisata Candi Prambanan itself. The ability in English is the one of the requirements for the staff of Taman Wisata Candi
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Hence, the staff of Taman Wisata Candi Prambanan are an important factor for maintaining Taman Wisata Candi Prambanan as a fascinating tourist object for foreigners. There is not a doubt that mastery of English is needed by the staff of Taman Wisata Candi Prambanan. There are nine sections in Taman
Wisata Candi Prambanan. Those are the Head of Unit PT. Taman Wisata Candi
Prambanan , the Deputy of Unit PT. Taman Wisata Candi Prambanan, security
section, operational section, marketing (aneka usaha) section, gardening section, general section, financial section and maintenance section. They believe that English is the language connector between staff of Taman Wisata Candi
Prambanan and foreigners. Moreover, based on the informal interview with the
Head of Personalia section, having ability in English is one of the requirements for Taman Wisata Candi Prambanan staff. All staff in each section are required to have enough skill in English although at the beginner level. It is because all staff of Taman Wisata Candi Prambanan will use English, although they will use it in different frequency. Some sections may use it frequently, but others may use it infrequently. However, English remains necessary for them.
Up till now, the staff of Taman Wisata Candi Prambanan has used English according to their ability. During the interview with them, the writer found that they had some difficulties in communicating with the foreigners. Some of the difficulties are lack of vocabularies, not knowing English grammar well, not knowing how to pronounce words, and not knowing how to arrange good
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respond to it well using English. Furthermore, speaking skill is the skill that needs to be mastered by the staff because they will use it a lot more than their writing skill. Good ability in speaking will make the relationship work smoothly, in this case the relationship between the staff of Taman Wisata Candi Prambanan and foreigners. Every problem that is faced can be finished well if both sides can understand each other. Information can be transferred well if the ability in speaking English can also be mastered well.
Based on the circumstances described above, a set of English instructional material has been designed in order to help the staff of Taman Wisata Candi
Prambanan develop their speaking skill for when they are communicating with
foreigners. However, the material should be suited to their needs. Not only the material, but the approach to teaching the staff of Taman Wisata Candi
Prambanan should also be suitable. In this study, the writer would like to propose
an approach to teaching English communicatively, namely Task-Based Language Teaching.
There is, of course, a specific reason why this study focuses on designing instructional material based on Task-Based Language Teaching. According to Richard and Rogers (2001:223), Task-Based Language Teaching (TBLT) is an approach based on the use of tasks as the core unit of planning and instruction in language teaching. There are two types of tasks. Those are real world task and pedagogical tasks. Moreover, according to Nunan (1989), real world tasks are
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pedagogical tasks, are designed to have pedagogical purpose specific to the classroom and do not necessarily reflect the real world. Furthermore, tasks involve communicative language use since tasks provide a variety of activities for the learners. Therefore, the real world tasks will be employed in the teaching materials that have been designed since the tasks that are found are useful in the real world. However, the real world tasks should be transformed into pedagogical tasks when it is taken into account in the classroom. The various activities will also be employed since it will support and give engagement for learners to practice language in a real communicative purpose.
B. Problem Formulation
The writer formulates the problem addressed by this research as the following question: What is the design of English Instructional Speaking Materials Using Task-Based Language Teaching for the Taman Wisata Candi Prambanan Staff?
C. Problem Limitation
This research is focused on the design of English Instructional Speaking Materials Using Task-Based Language Teaching for the Taman Wisata Candi
Prambanan Staff. The materials are designed for the staff of Taman Wisata Candi
Prambanan whose English proficiency is at beginner level. They need English for
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English because they work in tourism and they will meet with the foreigners frequently or infrequently. Therefore, the materials focus on the speaking skill. It is noted that the ages of the staff of Taman Wisata Candi Prambanan are about 20-50. Since they are adult and have already worked as the staff of Taman Wisata Candi Prambanan , English is important for them.
D. Research Objective
The research is conducted in order to design a set of English instructional speaking materials using Task-Based Language Teaching for the Taman Wisata
Candi Prambanan Staff.
E. Research Benefits
This research is intended to give benefits to:
1. English instructor This study hopefully will help English instructor who wants to teach for the staff of Taman Wisata Candi Prambanan. The materials designed will help
English instructor to teach speaking and it is based on the staff’s needs.
2. Staff of Taman Wisata Candi Prambanan The materials will help them in learning English communicatively. Since they learn English for specific purpose, the materials designed are suited to their needs in their real world.
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3. Writers This study will give insights for writers who are interested in ESP. It will hopefully give useful information about designing English materials for specific purposes.
F. Definition of Terms
1. Instructional materials According to Dick and Reiser, Instructional materials are materials planned or designed for the use of teacher (Dick and Reiser, 1989:3). According to Briggs and Gagne (1979:3), instruction is a set of events which affect learners in such a way that learning is facilitated. Instructional material is a set of unit which is used to teach student in order to achieve the goals of teaching and learning
2. Speaking Speaking means an interaction between two people or more, with a purpose to convey a particular message (Widdowson, 1979:59). In this research, speaking is defined as interaction between staff of Taman Wisata Candi Prambanan and foreigners using English as the means of communication.
3. Task-Based Language Teaching Task-Based Language Teaching (TBLT) is an approach which provides learners in completing the tasks. According to Richard and Rogers (2001:223),
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learning processes than form-focused activities, and hence ultimately provides better opportunities for language learning to take place.
4. Task There are definitions of task. Richard and Rogers (2001:223) as cited in
Nunan (1989:10) suggested that the communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language which focuses on meaning rather than form. Another definition according to Skehan (1996:20) as cited in Richard and Rogers (2001:223), tasks are activities which have meaning as their primary focus. It has some similarities to the language in the real use. Furthermore, it also takes a strong view of communicative language teaching. There are two types of tasks as suggested by Nunan:
1. Real-world tasks, which are designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important and useful in the real world
2. Pedagogical tasks, which have a psycholinguistic basis in SLA theory and research but do not necessarily reflect real-world tasks In this study, the writer uses real-world tasks which are transformed into pedagogical tasks in designing the materials. Therefore, the materials will be sufficient enough in their real world.
5. Staff
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are the people who work in Taman Wisata Candi Prambanan. They are people who work in the office and also inside Taman Wisata Candi Prambanan.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two parts; they are theoretical description and
theoretical framework. Theoretical Description describes the theories of related literature that are needed to design the materials. Theoretical framework is concerned with the concept in designing the materials.
A. Theoretical Description
This theoretical description discusses some theories which will be used as the guidance in designing the materials based on Task-Based Language Teaching.
They are Kemp’s Instructional Model Design, Research and Development (R&D), Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and English for Specific Purposes (ESP).
1. Kemp’s Instructional Design Model
According to Kemp (1977:8) “instructional design is the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, supplies, applies them and then evaluates the result. In his model, the design follows the system approach where the goal and evaluation are used for adjustment and improvement. Moreover, Kemp also
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1. What must be learned?
2. What procedures and resources will work best to reach the desired learning levels?
3. How will we know when the required learning has taken place? The first question, what to learn, reflects the objectives of the design. The second question, what procedures and resources work best to reach the desired learning reflects the activities and resources of the design. The last question, how we know when the required learning has taken place, reflects the evaluation of the design.
There are eight parts as proposed by Kemp in his model.
1. Consider goals and then list the topics and states the general purposes for teaching each topic.
Instructional design planning starts with the recognition of the broad goals of a school system or institution. The goals may be derived from the society, learners, and subject area. Then, the teacher should list the major topics to be treated within the content area.
2. Identify learners’ characteristic In making the design appropriate for the learners and answer their needs, the designer should identify learners’ characteristic. This is used to know the learners needs, interest, and problems. There are two factors that should be determined in finding out the learners’ characteristics; those are academic and
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scores in standardized achievement and aptitude tests, ability to work alone, motivation to study the subject, background in the subject or topic, expectation of the course, vocational and cultural aspiration. Social factors include age, maturity, attention span, special talent, physical and emotional handicaps, relation between learners and socioeconomic situation. Still in Kemp (1977:19), learning conditions refer to “groups of factors that can affect a person’s ability to concentrate, absorb, and retain information”.
3. Specify the learning objectives Learning objectives should be stated clearly in order to promote the learning itself. According to Kemp, learning objectives can be categorized into three: cognitive, psychomotor, and affective. The cognitive domain includes objectives concerning knowledge and information. The psychomotor domain includes objectives that care for the skills requiring the use and coordination of skeleton muscles, as in the physical activities of performing, manipulating and constructing. The affective domain includes objectives such as attitudes, appreciation, values and all emotion.
4. List the subject content that support each objective Subject content is important in learners’ learning experiences. Moreover, the subject content should support each objective of the materials. According to
Kemp (1977), subject content is the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions,
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5. Develop pre-assessment to determine learners’ background and present level of knowledge about the topic.
Pre assessment aims to know two major points. First is to determine the learners’ background and present level of knowledge about the topic being presented. Second is to determine which of the objectives that the learners have already achieved.
6. Select teaching-learning activities and resources Next, the designer should select teaching and learning activities that is suitable with the materials and the objectives. The designer should also determine the media and resources. According to Kemp (1977), 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 in making the 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 student experiences, in terms of an objective within the chosen teaching/learning pattern.
7. Specify support services for implementing activities and producing materials Support services for implementing activities and producing materials includes matters related to budget, facilities, equipment and personnel whose time must be scheduled for the participation in instructional plan (Kemp, 1977:84).
8. Evaluate learners learning in terms of their accomplishment of objectives
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Kemp (1977:98), there are several ways to evaluate the developed program, namely (1) test result, (2) reactions from learners, (3) observations of learners at work, (4) suggestion from colleagues. In this study, the evaluation step is the evaluation of the designed materials, not evaluation of the learners. The step of Kemp’s model is presented in figure 2.1.
Figure 2.1: Kemp’s Instructional Model (Kemp, 1977:9)
2. Research and Development (R&D)
According to Borg and Gall (1983:771), Educational Research and
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product. The product here includes not only physical materials, such as textbook, instructional film and so forth, but it also intended to refer to established procedures and processes. It consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage. There are 10 steps in developing the product. Those are:
1. Research and information collecting It includes: