BALANCING TASK DEMAND AND TASK SUPPORT DESIGNED BY THE STUDENT-TEACHERS AT SMK NEGERI 1 SURABAYA.

BALANCING TASK DEMAND AND TASK SUPPORT

DESIGNED BY THE STUDENT-TEACHERS AT SMK

NEGERI 1 SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd.) in English Teaching

By:

Tusela Ardikawati

NIM D55211063

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

BALANCING TASK DEMAND AND TASK SUPPORT

DESIGNED BY THE STUDENT-TEACHERS AT SMK

NEGERI 1 SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd.) in English Teaching

By:

Tusela Ardikawati

NIM D55211063

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

ABSTRACT

Ardikawati, Tusela. (2016). Balancing Task Demand and Task Support Designed by the Student-Teachers at SMK Negeri 1 Surabaya. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Dra. Arbaiyah YS, MA.

Key words:Task Demand, Task Support, Balancing Task Demand and Task Support,

Student-Teachers.

This study is conducted based on the personal experience of the researcher while doing the internship program and the phenomena where many English teachers at nearby schools often instruct learners to do a task on either textbook or workbook without adequately explaining or supporting with a careful sequence of activities, where it can put the learners into difficult condition since the demand of the task becomes high supported by the different background knowledge and learning styles of learners which needs to be directed toward the learning objectives. The student-teachers (ST) who got the chance to practice teaching in the real class have to face this challenge to provide some changes in learning English.

The purpose of this study is to evaluate the task support provided by student-teachers at SMKN 1 Surabaya by assessing and justifying its appropriateness. The intended support is scaffolding as the help for learners to meet the balance in completing the demand of the task and automatically achieves the learning objectives. The observed classes were X grade of Accounting department which is taught by both student-teachers in turn. The researcher uses three kinds of data as required in qualitative approach: natural-setting observation video, transcript of recorded interview, and document of lesson plan. The instruments used are checklist, interview guidelines, and framework to analyze the learning activity sequence written on the lesson plan. The result of this study shows that both student-teachers are able to provide relevant and appropriate activity for the learners only in the beginning of learning. However, they do not provide the balance between task demand and task support because of jumping up the two crucial cognitive level of Bloom’s Taxonomy. For that reason, learners do not meaningfully understand the material thus they are not able to complete the demand of the task well.

LIST OF CONTENT

TITLE …………... i

ADVISOR APPROVAL SHEET..………. ii

EXAMINERS APPROVAL SHEET…..………... iii

PERNYATAAN KEASLIAN TULISAN………..………… iv

DEDICATION SHEET……….. v

MOTTO………. vi

ACKNOWLEDGEMENT………. vii

ABSTRACT……….. ix

LIST OF CONTENT………. x

LIST OF TABLES………. xii

LIST OF FIGURES………... xiii

LIST OF APPENDICES………... xiv

CHAPTER I………... 1

INTRODUCTION..………. 1

A. Background of the Study………... 1

B. Research Question………. 9

C. Objectives of the Study………. 9

D. Scope and Limit……… 9

E. Significance of the Study……….. 10

F. Definition of Key Terms……… 13

CHAPTER II……….. 17

REVIEW OF RELATED LITERATURE………... 17

A. Task in Language Teaching……… 17

C. Balancing Task Demand and Task Support………... 30

D. Previous Studies………. 33

CHAPTER III……… 37

RESEARCH METHODOLOGY………. 37

A. Research Design……… 37

B. Research Subject………... 38

C. Data Collection………. 39

D. Data Analysis Procedure………... 56

CHAPTER IV………... 58

RESEARCH FINDING AND DISCUSSION……….. 58

A. Research Finding……….. 58

B. Discussion ……… 71

CHAPTER V……… 75

CONCLUSION AND SUGGESTION……… 75

A. Conclusion ………... 75

B. Suggestion ………... 76

REFERENCES ……… 78

LIST OF TABLES

Table 2.1 Types of Task Demand and Task Support……… 28 Table 3.1 Framework of Scaffolding Activities Designed by Student-Teacher…... 45 Table 3.2 Rubric to Assess Scaffolding Activities Designed in Lesson Plan……... 47 Table 3.3 Interview Guideline ……….. 51 Table 3.4 Task Support Appropriateness Checklist ………. 54 Table 4.1 Framework of Lesson Plan Designed by ST 1 in Teaching about

Condolence Letter ……… 59

Table 4.2 Framework of Lesson Plan Designed by ST 2 in Teaching about

LIST OF FIGURES

Figure 1 Revised Bloom’s Taxonomy with Action Verbs……….. 32 Figure 2 The Learning Process Done by ST 1 for the Material of Condolence

Letter According to the Observation……… 62 Figure 3 First Cognitive Level of Revised Bloom’s Taxonomy………. 63 Figure 4 Second and Third Cognitive Level of Revised Bloom’s Taxonomy……… 64 Figure 5 The Learning Process Done by ST 2 for the Material of Showing Care

LIST OF APPENDICES

Appendix 1 Lesson Plan of ST 1 ………. 81

Appendix 2 Lesson Plan of ST 2 ………. 92

Appendix 3 Interview Transcript of ST 1 ……… 97

CHAPTER I

INTRODUCTION

This first chapter explains the background umderlying this study, the research questions appear because of the background, the objectives of the study, the significance of this study for some groups of people, the scope and limitation to keep this research out of the topic, and the operational definition of key terms used within this research.

A. Background of the Study

Task or activity that many students do in typically English language classroom is listening to a lecture discussing about particular grammar structure, how to change sentences into negative form in that particular tense, translate sentences in target language into their native language, or write a short narrative text or descriptive one applying the tense has just been learned. Precisely, Chang states that what learners learn is mostly about grammar and language structures which can improve their accuracy but not flexible in using the language for commnication.1 Sahiruddin reviewed that the changing of curriculum from 1945 to 1994 had brought no changes in teaching and learning language since the

1

Shih-Chuan Chang, “A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar”, Canadian Center of Science of Education, vol. 4, no. 2 (2011), p. 13, www.ccsenet.org/elt, accessed 29 Feb 2016.

focus was still on grammar, form, and reading comprehension.2 It was proved by the course book used and the large number of students in a class.3

Sahiruddin also added that the problem of student number in a class which tend to make teachers choose Grammar Translation Method because it is easy and effective for large classes.4 Another activity is completing all exercises on workbook (LKS) without any sufficient explanation from the teacher because he or she has to attend school committee meeting or welcoming personal guest in the office. The students are just commanded to read their coursebook and complete the exercise and it has to be submitted on the teacher’s desk in the end of the class.

Since the learners have student books and workbooks, which are usually far different in content, another phenomenon happened. The teacher only used the workbook for learners’ learning process because it contains more exercises so that learners will get used to do exercises in order to pass the test. Teacher tends to only teaches what the workbook contains to make learners become capable of completing the exercises since the workbook presents more about grammatical rules and language structures which perhaps appear mostly in test items. This kind of teaching is believed to have more effects on learners’

2

Sahiruddin, “The Implementation of the 2013 Curriculum and the Issues of English Langugae Teaching and Learning in Indonesia”, The Asian Conference on Language Learning 203, vol. 362 (2013), pp. 568–70.

3

Ibid., p. 568.

ability and readiness to pass exams, as what Chang illustrated in his thesis about English language learning in Taiwan.5

However, teaching only what the book contains or teaching grammar potentially put the learners into boredom and lack of attention because there is nothing to make them interested in learning. The confession of the researcher’s students about what they had done in their English classes is supported by the researcher own experience proved that those kinds of mentioned activities lose learner’s engagement in learning because it had been done for years in almost all English classes. By this point, engagement seems to be the key of learning. Rao quotes the wise words of Horace in 1840 which is “a teacher who is attempting to teach without inspiring the pupil with the desire to learn, is hammering on a cold iron”.6 The quote warns the importance of the desire of learning that should be encouraged not only internally from the learners but also from the teacher outside since they are receiving the knowledge teachers transfer.

Tamura explains that learners cannot gain the knowledge if the teacher does not adequately encourage their attention and imagination, which result in the learning, which cannot be considered successful because the learners are no

5

Chang, “A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar”, pp. 13–4.

6

Bolla Rao, “Use of Media as an Instructional Tool in English Language Teaching (ELT) at Undergraduate Level”, International Journal of English and Literature, vol. 5, no. P.V.K.N Government College (2014), p. 141.

longer engaged and do the work diligently.7 Chang confirms that learners should also be able to use the language appropriately instead of only understanding the language knowledge to improve communicative competence.8

Teachers actually can do many things to attract learners’ interest to the learning. For example they can apply various teaching approaches and strategies and provide many kinds of media. Learners may not be very aware of the different applied teaching strategy, but they will notice the various media used to learn a particular topic. The use of media will support learners in understanding the lesson more easily.. A research by Azis shows that there is a significant improvement of experiment group students in mastering vocabulary after being taught using video media to describe people. It was based on their score of pre-test and postpre-test. The average score of experiment group’s pre-pre-test was 59,28 and the post test was 85,24.9 Despite providing media, the exact decision in what a particular media should be used and how to present is also important to make more meaningful learning. Hymes, as cited by Chang, states that learners should not only learn the language knowledge but also be able to use it in various situations.10 The various situations can be created by using particular related

7

Elena Tamura, “Concepts on The Methodology of Teaching English”, The Economic Journal of Takasaki City Unversity of Economics, vol. 48 (2006), p. 181.

8

Chang, “A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar”, p. 14.

9

Sony Azis, “The Influence of Using Video Media to Students’ Vocabulary Mastery of Tenth Grade Vocational High School 6 Surabaya” (Surabaya: University of PGRI Adi Buana, 2013), pp. 23–7. 10

Chang, “A Contrastive Study of Grammar Translation Method and Communicative Approach in

media and the flowing sequence of the activities in every stage of learning helps learners accept and process the knowledge they gain.

Therefore, there is a need to balance between task demand and task support during learning.11 As teacher instructs learners to complete a task or to do a particular activity, he or she is also responsible to provide some helps once the learners in a class get difficulty in completing the task because they have different background knowledge and learning ability. However, the teacher needs to make sure all of them achieve the designed learning objectives. Learners’ engagement will ease teacher to direct them to achieve the goal of learning maximally. It can make learners get ready to do any activities sequenced by the teacher. The engagement makes learners do activity not only because they are instructed but it includes in a series of learning.12

Harmer confirms that teacher has a role of being an organizer in a class and has a necessity to make learners keep engaged to the learning activity to maximize the potential benefit they can get. This can be done by stating a clear instruction about how to do an activity or even giving a demonstration of what to do in an activity as a good example.13

11

Lynne Cameron, Teaching Languages to Young Learners (Cambridge, UK: Cambridge University Press, 2001), p. 26.

12

Jeremy Harmer, The Practice of English Language Teaching, Third Edition edition (Cambridge, UK: Longman), pp. 58–9.

13

Ibid., p. 58.

A research conducted by Dickinson which looks at evaluating and adapting material for young learners shows that learners had no idea to do a particular task due to the teacher only instructed them to do it. Therefore, he adapts the task to make it more promote learning by balancing task demand and task support in each activity. Once the balance is reached and move to another activity, teacher will gauge learners’ engagement to learning improved in achieving the objectives.14

One of the ways to balance task demand and task support is scaffolding. Scaffolding is defined as the sequence of organized activities designed by the teacher to have learners’ engagement in achieving learning objectives. It is what being sought in this research because of the conducted simple and accidentally research shows that the teacher did not try to organize his or her teaching activity and it also happened in monotonous pace. The teacher seems only demand the learners to understand by just explaining what is meant by the lesson. This is considered unacceptable due to learners have different learning ability.

Scaffolding consists of a series of activities started from warming up stage or lead in to the follow up stage. The activity in each stage has to flow smoothly in right pace, so learners will stay focus, enjoy and experience learning. A research by Rivera about scaffolding support for second language learners

14

Paul Dickinson, “Evaluating and Adapting Materials for Young Learners” (Birmingham, UK: The

proves that learners shows better learning when the environment and instruction were organized carefully.15 On the contrary, when the instructions were organized insufficiently, learners were unable to activate their background knowledge to grab the meaning of the lesson.16

That explanation shows that scaffolding is important in learning to help learners activate their prior knowledge and promote learning so they enjoy and experience the learning process and do not feel like being demanded by the teacher or school. In this study, scaffolding is considered as a support in completing demand of the task that learners have to achieve in each meeting. The demand can be derived directly from the specific learning objectives or using another demand which is broken down from them.

This research was conducted towards student-teachers who did internship programs (PPL 2) at SMKN 1 Surabaya which is the only one partnership vocational high school. There were a couple of student-teachers from English Education Program and they taught 10th grade learners of Accounting department in turn. Internship program is the time to practice teaching in the real class after having adequate teaching training at microteaching class (PPL1). These student-teachers created their own pedagogic items particularly the lesson plan and were advised by the responsible teacher about what and how to teach.

15

Ayllin Rivera, “Scaffolding Support for Second Language Learners” (St. John Fisher College), p. 31.

16

Ibid.

As observed, the school applies K13 and does not use the English book with ESP (English for Specific Purposes) although it has various departments. And according to one of the student-teacher’s confession, English teachers in that school ‘teach the book’.

This research attempts to evaluate the appropriateness of task support provided by the student-teachers, which in this case is scaffolding, to help the learners complete the demand of the task. The completion of the task automatically means that learners achieve the learning objectives. The use of media is also included in because it becomes interrelated part of teaching. In this research, the scaffolding and media is classified as task support, so the appropriateness of both uses and application in class is going to be analyzed in detail.

The supports being discussed are provided as a purpose to help learners complete the demand of learning. It is known that in every meeting, learners do some activities or tasks where the task demand lies beyond them. Therefore, this research is trying to study about balancing task demand and task support to achieve learning objectives. The balance is determined when the provided support help learners complete the demand, or simply said when the supports meet the demand. Once it is happened, the learning objectives are automatically achieved. Again, the supports meant here are the flow of teaching stage and the existence of relevant media to have successful learning.

B. Research Question

The background above causes these following research questions: 1. How do the student-teachers provide relevant task support to help the

learners of 10th grade of Accounting department at SMKN 1 Surabaya complete the demand of the task?

2. Are the provided task supports appropriate for the task demand?

C. Objective of the Study

This conducted research has some following objectives, they are: 1. To assess and criticize how relevant the supports provided by the

student-teachers to help learners in different department at SMKN 1 Surabaya meet the demand of the task and achieve the learning objectives.

2. To justify whether the provided task supports, both the teaching stage and media, are appropriate for the demand of the task.

D. Scope and Limit

1. Scope

The scope of this research is actually about designing teaching. It is how the student-teachers organize their teaching to make the learners enjoy and experience learning so they can achieve the learning objectives. The use

of media is also considered in this research because it includes in teaching unity.

2. Limit

Since the learners’ achievement of the task demand is determined by the provided supports, this research limits the intended support to be discussed which is scaffolding. That is because what is intended by supports here are the learning activities done by the learners in each stage of learning. Those activities determine the successful completion of the main task in learning.

E. Significance of the Study

The result of this research is expected to give some significance to some people, they are:

1. Lecturers of English Education Department

Since this research is conducted towards student-teachers of English Education Department UIN Sunan Ampel Surabaya, it is expected to be one of the evaluation sources in facilitating learners during practice teaching class (PPL 1). Besides the use of appropriate teaching strategy for particular language skill, the attention in the teaching stage organization and the sequence of activity or task should have bigger portion to make successful and goal-oriented learning.

This research is also expected to train and emphasize intern teachers to write achievable learning objectives by using clear and observable words instead of the abstract and unclear one.

2. Student-Teachers

This research gives significance to the student-teachers in terms of the way they design their teaching. Any kinds of activity that will be done by the learners during learning should be organized well and carefully because it will determine the success of learning, which can be seen by the achieved learning objectives.

3. English Teachers at SMKN 1 Surabaya

This research is hopefully able to help English teachers at SMKN 1 Surabaya about the strategy in teaching English. They may have been able to handle the different characteristics of learners in various departments there with, but along with the differences teachers should also apply more than one teaching strategy adjusting with learners’ characters.

Since the discussion in this study is about balancing task demand and task support to achieve the learning objectives, it is expected to help figure out the idea how to make the learners more experience learning instead of fulfilling the next page material on the textbook.

4. English Teachers in General

The result of this research can hopefully be an evaluation for teachers who still directly teach what the book contains without any preparation or follow up activity. Not only can it put learners to boredom, teaching the book will also limit the discussion about particular topic and the learners will be more difficult in understanding the language.

5. Further Researcher

Regarding to the use of some new terms which requires detail analysis, the finding of this research, which appears to be various in applied teaching stage, is expected to encourage further researcher to develop this research. They can conduct a research about the various analysis result from a different point of view. Although this conveyed topic was inspired from a reference to teach young learners but it can be developed for adult learners since it discusses about the task, not about teaching approach.

6. Readers in General

When readers read this study, hopefully they can be informed that being a teacher is not that easy. Teachers do not only instruct learners to do the task but need to carefully think and design appropriate activities to make learners capable of the knowledge. It would be much better if parents and family take a role do not only rely on teachers to make children smart, but also take a role in the efforts of making the learners have the true ability.

F. Definition of Key Terms

This following key terms are defined operationally for this research, they are:

1. Student-Teachers

Student-teachers are 7th semester students of English Education department UIN Sunan Ampel Surabaya batch 2012 who practiced teaching for internship program at SMKN 1 Surabaya. There are two student-teachers there, and they actually taught more than one classes. But for this research, the class being observed is 10th grade of Accounting department. This internship program started from August – September 2015.

2. Task

According to Nunan’s statement about task in language teaching, the task meant here is the pedagogical task. It is a task that learners do in a classroom.17 English Teachers of Alberta Community define task as the course materials that is used by instructor to help learners achieve their language and communication goal.18 From those two references, task in this research is defined as the main activity that learners do in classroom which becomes the main point of learning objectives. It is neither a homework, outdoor task, nor a tests.

17

David Nunan, Task Based Language Teaching (Cambridge, UK: Cambridge University Press, 2004), p. 1.

18

Alberta Teachers, “Sequencing Task”, Alberta Teachers of English as a Second Language (ATESL), p. 5, accessed 23 Dec 2014.

3. Task Demand

According to Cambridge Dictionary, the word ‘demand’ is defined as a strong request of something. What Cameron illustrates in her theory about task demand, it is defined as something that learners have to achieve through doing a series of relevant activity. It can, for example, say sentence of a picture, complete the missing parts of a story with suitable words, arrange pictures to form a good story, and some other activities. From those definition and illustration, it can be concluded simply that task actually holds something to be completed which becomes the demand of the task.

Considering that explanation, the intended task demand in this research is the level of difficulty that task have. The level can be determined by the support’s relevancy and appropriateness to the task. The more relevant and appropriate the supports are, the more suitable the demand is.

4. Task Support

As defined in Oxford Advanced Learner’s Dictionary, the word support means giving or being ready to give help to somebody if they need it. The intended help in terms of completing the demand of the task comes from the teacher’s facilitation. Harden and Crosby emphasize that teacher

need to encourage learners in constructing knowledge instead of simply provide all the information needed.19

As a purpose to construct the knowledge, the support for the task meant in this research is scaffolding. Reiser refers scaffolding as the assistance for the learners given by the teacher to accomplish the task. This research defines scaffolding as the series of learning activities designed by the student-teachers in each learning stage as the assistance for the learners.

5. Relevant

Oxford Advanced Learner’s Dictionary defines relevant as closely connected with the subject being discussed. Roberson, as cited by Briggs, uses the term relevance and considers it as the crucial aspects in teaching and learning since knowing that the content is relevant, learners will be motivated and engaged to work with it inside or outside the classroom.20

Considering the importance of relevance in teaching and learning and regarding to the need for providing relevant support for the learners to complete the demand of the task, in this research relevant task support is when the learning activities are the continuation of previous one and staying

19

R.M. Harden and J.R. Crosby, “The Good Teacher is More Than A Lecturer - The Twelve Roles of Teacher”, AMEE Medical Education Guide, no. 20 (2000), p. 10.

20

Saga Briggs, How To Make Learning Relevant to Your Students (And Why It’s Crucial To Their Success) (2014), http://www.opencolleges.edu.au/informed/features/how-to-make-learning-relevant/, accessed 17 Aug 2016.

connected each other in a good sequence. Each activity contructs the whole understanding about the content.

6. Appropriate

Dictionaries explicitly defines appropriate as suitable, acceptable, or correct for particular circumstances. Appropriate task support in this research is when the learning activities are objective oriented, started with the easy one and move to more difficult. Simply, the appropriate task supports are the activities applying Bloom’s Revised Taxonomy which concists of remembering, understanding, applying, analyzing, evaluating, and creating. Absolutely, the activities in each level of taxonomy must refer to the learning objectives.

CHAPTER II

REVIEW OF RELATED LITERATURE

Before going further to the analysis, it would be better if some related literatures are reviewed to give an understanding about some terms used and explanations of what is meant by this research.

A. Task in Language Teaching

1. Definition of Task

Nunan differentiates task into two types, they are target task or real-world task and pedagogical task. Real-world task is the task involving the use of language in the real world outside the classroom. Otherwise, pedagogical task is the task occurred in a classroom.1

Any kind of task, either in form of translation, analyzing error sentence, changing word form, or another more communicative task provides a gap to fulfill independently. But there, Ellis creates a differentiation between ‘task’ and ‘situational grammar exercise’. A task in language teaching should be focused on meaning semantically and pragmatically, and the outcome is also clear in the use of language instead of manipulating

1

David Nunan, Task Based Language Teaching (Cambridge, UK: Cambridge University Press, 2004), p. 1.

form.2 So the task meant here is a piece of work contains not only a gap between learner’s current level and the learning goals but also contains a meaning to be acquired as the outcome and it should be observable and evaluative. Teachers of Alberta Community emphasize that task should not be about just busy work doing exercise although it is purposed to follow the pedagogy. Real-world focus as the provision to achieve communicative outcomes is more important.3

To make it clearer, Brown cites the essential points of task based on Skehan, which (1) put meaning on primary, (2) hold some communication problems to solve, (3) present some relations to real life activity, (4) hold the priority completion, and (5) use the outcome as the assessment.4 These points adequately explain that the expected task in language learning is different from grammar exercise. Ellis confirms the idea that task ideally has to be input-providing or output-prompting to have learners really achieve the learning objectives and acquire the language for communication skill not immersing or just manipulating form.5

As explained, task in this research is the activity done by the learners in the class, so what is meant by input-providing here is the activity

2

Rod Ellis, “Task-based Language Teaching: Sorting Out the Misunderstanding”, Blackwell Publishing Ltd, vol. 19, no. Studentational Journal of Applied Linguistics (2009), p. 223. 3

Alberta Teachers, “Sequencing Task”, Alberta Teachers of English as a Second Language (ATESL), p. 6, accessed 23 Dec 2014.

4

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition edition (Pearson Education), p. 50.

which gives learners a new information or understanding toward the learning. It usually involves receptive skills, which are reading and listening. About the output-prompting, the activity should induce learners to produce language orally or written.6 The output-prompting activity, for example, may involve picture as the tool for telling a story

Since task has to be either input-providing or output-prompting, it indicates that task cannot just be instructed to be done and submitted. Yet it has to be organized well to maximize the receive-and-retrieve process to gain learning objectives. Krashen explains that input in language learning, the task or the activity has to be i+1, where i is the learners existing knowledge and 1 is the new understanding they get from learning.7 This means each learning activity should continuously give new knowledge to construct a whole understanding of particular topic.

The formula of i+1 is reached when the learners understand the input.8 So for instance, to compose a recount text applying simple past tense sentence, first step that teacher takes should be classifying verb form for present and past time by drawing sun and moon on the board as the time signal. Once learners understand the function of verb changing, i+1 is automatically reached.

6

Ibid.

7

Stephen D. Krashen, Principles and Practice in Second Language Acquisition, Internet Edition edition (2009), pp. 20–21.

8

Ibid., p. 21.

Giulio calls task as an instruction that should be broken down into smaller learning by introducing the very basic concept then moving to the first easy step which is called patterning.9 Patterning helps learners understand points to construct the whole new knowledge.10 After that, teacher should conduct association activities to facilitate learners in integrating the patterned knowledge and finally understand what is meant by the learning topic on that day.

Mainly, teachers cannot demand learners to do any tasks as they have to do so for learning. Task is only a tool to facilitate learners understanding knowledge and a tool normally facilitates the process and be able to solve the faced problem and not burdening.

2. Purpose of Task

A task must be goal-oriented, content-focused, outcome-based, and opportunity-provided by involving learners communicate what is meant by the task and even discuss it instead of busy work doing grammar structure exercises. 11 By those requirements, the purposes of giving a task are:

a. To help learners acquire language by understanding meaning rather than sentence patterns.

b. To guide learners develop their communication skills.

9

Robert C. Di Giulio, Positive Classroom Management: A Step-by-Step Guide to Helping Students Succeed, Third edition (California: Corwin Press, 2007), pp. 54–55.

10

Ibid.

c. To offer opportunity for learners to deal with the language themselves (not immersing).

d. To provide new information through introducing real-life contexts. e. To supply additional and extensive vocabulary words that will

potentially support learners’ communication skill. f. To prompt the ability of problem-solving.

The purpose above shows that task or learning activity is to facilitate learners in learning language. Therefore, teacher should organize it well to have learners use their potential capability to achieve prevailed learning objective with maximum learning outcomes.

3. Criteria of A Good Task

Considering that task should not be about busy work but goal-oriented and outcome-based, there are some criterion of a good task according to Ellis. These following points should be fulfilled for the sake of learners acquiring language. They are:12

a. The main focus must be on meaning semantically and pragmatically. b. A task should have some “gap” as the opportunity for learners to chain

the information and figure out or at least assume the meaning.

12

Ellis, “Task-based Language Teaching: Sorting Out the Misunderstanding”, p. 223.

c. Learners have to rely on their personal resource, which means teachers do not immerse them to complete the activity.

d. The outcome is clearly defined besides the use of language. So it will not only about the use of ‘modal verbs’, for instance, in saying request and asking for permits, but also an understanding how, when, and where to use it.

Teacher has to realize that learners’ need in learning language is mastering communication skill that requires understanding meaning. So the task as learning facilitator should help learners to be able to create and understand meaning instead of only manipulating particular grammar pattern and translate its sentence to be submitted and graded.

The reason why that kind of manipulating pattern task is not suggested is the learning outcomes will not be defined clearly. In her theory, Cameron explains further that all learners in a class may appear completing the task well, but it is hard to differentiate which learner has the true ability and which one is only cheating.13 Yet some teachers who choose to use that kind of task may be puzzling about what to do with a large number of learners in a class with reasonably limited time. The worse, learners may be immersed during doing the task to have them finish it on that day. This sort

13

Lynne Cameron, Teaching Languages to Young Learners (Cambridge, UK: Cambridge University

of learning will give no significant impact for learners because they do not think or process the language themselves. Immersion does not provide a space for learners to develop their mental function. As narrated by Vygotsky that child needs a space, which is called as Zone of Proximal Development, to develop their mental function.14 The space comes between child’s current ability to solve problem independently and the potential problem-solving ability under adult guidance or collaboration with more capable peers.15

In conclusion, task or activities that learners do in a class should be organized well to construct the whole understanding of today’s lesson and direct them to achieve the learning objectives. The move of each activity should get more difficult or more challenging as the learners build their understanding and acquire language.

B. Task Demand and Task Support

The sub chapter above has explained about how a task in language teaching should be. Every organized activity from the easy to do to the more challenging one which are directed to achieve learning objectives absolutely have a demand to complete. The completion of each activity demand is the

14

Joan Littlefield Cook and Greg Cook, “Cognitive Development: Piagetian and Sociocultural Views”, in Child Development: Principles and Perspectives, Sample Chapter edition (Boston, MA: Allyn & Bacon, 2005), p. 27.

15

Ibid.

preparation to complete the next activity.16 Teachers usually provide some supports in form of media for the learners to help them complete the demand of the task and surely the supports have to be relevant for the activity to make them really supporting for learners.

Before going to the detail explanation about task demand and task support, an important thing to be emphasized is teachers have to very firstly set their learning objective achievable.17 This becomes important because the statement of objectives describe the outcomes that learners should acquire and demonstrate as the sign of learning completion.18 Therefore, it has to be stated clearly using action verbs followed by intended knowledge, skill, or competency so the decision of outcomes performances will be easy to observe, assess, and evaluate.19

1. Task Demand

This term can be simply defined as what teacher wants learners to do or to perform through a task. The demand is classified into two major categories: cognitive demands and language demands. Cognitive demands are the anything that connects to understanding and conteeextualizing concept which convey various level of difficulty in

16

Cameron, Teaching Languages to Young Learners, p. 32. 17

Ibid., p. 26. 18

Bloom’s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements

(Kansas: International Assembly for College Business Education, 2015), p. 5.

each. In other words, cognitive demands are about understanding what is meant by the task and know how to deal with. Language demands are absolutely those related to the use of both target language and native language in terms of how to perform the task, orally or written.20

In determining task demands, student-teachers should imply the principle of i+1 in each conducted activity to have the successful learning process.21 This is because classroom activities are the pieces to gain the whole meaning of the lesson which means as the input. Having the input containing i+1 means student teachers offer additional knowledge learners may not know before (the 1) for their existing knowledge (the i). So every single activity conducted by the studentship teacher from the warming up session, lead-in, to the follow up must include i+1 for language acquisition. The parts of i+1 can be found in the theory of input hypothesis:22

a. It links to acquisition and not learning. b. Input must contain i+1.

c. When the input is understood = i+1 is automatically provided.

d. The ability of language production is appeared by the comprehensible input over time. It is not directly taught.

20

Cameron, Teaching Languages to Young Learners, pp. 22–23. 21

Krashen, Principles and Practice in Second Language Acquisition, p. 21. 22

Ibid., pp. 21–22.

It seems the parts are similar with the principle of Task-Based Language Teaching in terms of focusing on the acquisition and understanding instead of manipulating thing. Yet it cannot be intentionally designed i+1 because the criteria of i+1 is met when learners understand the input. So to answer the question of how teacher include i+1 is just by providing a staging and simultaneous activities that will always add new knowledge from the existing one.

Talking more detail about the “i+1”, teacher can assure the “i” by asking question relating to what the learners know about particular topic. Or, as Hong stated, the first step of teaching is teachers can provide any receptive skills activity and let the learners deliberately grasp what the lesson meant. (Hong, p.61). The first demand of the first activity has to be the basic input for learners to construct the whole understanding of the lesson. Then the next activity goes increasingly challenging.

Task demand of series of learning activity is established by reflecting on the learning goals and especially learning objectives or indicator. That is why setting clear and specific learning objective is important to help decide what task to give. The task demand can be derived directly from or lead to the objectives. This demand can be identified through student teacher’s clear instruction in each activity.

2. Task Support

If the demand is about what teacher wants learners to do or perform, task support is the attempts to help learners be able to accomplish the task. The help or the support can be in form explanation, instruction, use of media, or any receptive skill activities

Task support is similarly as the guide teacher tells to deal with tasks, and it relates to scaffolding. Task demand is taken as a building, while the ladder used to come to the higher part of the building helps the laborers construct the building. That is the illustration to draw how task support presents. Theoretically, scaffolding is providing supportive help when a child or learners developing mental function or learning to do a particular task.23

Both task demand and task support appear in some varieties. For details, the following table breaks down the types of both.24

23

Cook and Greg Cook, “Cognitive Development: Piagetian and Sociocultural Views”, p. 28. 24

Cameron, Teaching Languages to Young Learners, pp. 25, 27.

Table 2.1

Types of Task Demand and Task Support

Task Demand Task Support

Cognitive

Demands vary with the degree of contextualization of language

difficulty of concepts that are needed to do the task (e.g. use of graphic, colors, telling the time).

Cognitive

Supports can come from the

contextualization of language; from the use of concepts already

developed; from familiar formats or graphics or activity; from familiar topics and content.

Language

Demands vary whether the language is spoken or written, understanding or production, extended talk or

conversation with vocabulary and grammar needed; with the genre; with the amount of L1 and L2.

Language

Support can come from re-use of language already mastered; from moving from easier domain to more difficult, e.g. spoken to written; from using known vocabulary and

grammar to help with the new; from use of L1 to support L2

development. Interactional

Demands vary with the type of interaction, e.g. pair work; with the participants in talk – adult / peers; with the nature of the interaction, e.g. question + answer.

Interactional

Support can come from the type of interaction, e.g. pair work; from helpful co-participants; from the use of familiar routines.

Metalinguistic

Demands may include the use of technical terms about language in production or comprehension e.g. in instruction, in feedback.

Metalinguistic

Support can come from familiar technical terms to talk about new language; clear explanation.

Involvement

Demand vary with the ease or

difficulty the learners has in engaging

Involvement

Support can come from content and activity that is easy for the learner to

with the task, e.g. length of task stages; links to child’s interest and concern; novelty, humor, suspense.

engage with, e.g. links to child’s interest and concerns; from mixing physical movement and calm, seated activity.

Physical

Demands vary with how long the child must sit still for; with action needed; with fine motor skills needed e.g. to write or draw.

Physical

Variations in sitting and moving; use of familiar actions; match to level of fine motor skills development, e.g. to write or to draw.

It is shown that each type of demands comes altogether with the support. It is also known that the varieties appear for the sake of facilitating learners to achieve learning objectives and acquire language.

As observed from the table above, when the teacher decides the cognitive demand about describing professions, for example, he or she can start the learning activity by reviewing students’ vocabulary about profession and make sure they know where each of them takes place. Then in the next stage, teachers may provide a number of vocabulary words about profession and ask the students to classify which professions works in hospital, restaurants, schools, and so on. For the next, teacher can develop another related activity which leads students get closer to the main learning objectives of that day.

The existence of relevant and appropriate task support is a must and has proved to be helpful for learning. It has been emphasized that task support is actually not only about the use of media but also the whole series

of the learning activity. Hence, teacher need to organize and sequence their designed activity for students for learning to make learning happens more naturally.

The organized and sequenced activity is called scaffolding, but other researchers were found to call it instructional strategy. Both of those terms have similar definition, that is about providing continuous support for learners to do the task or activities as a purpose to achieve learning objectives. Reiser declared that scaffolding is used for either assisting the task completion and then let the students learn from their experience.25That is why the teachers need to organize the teaching stage well so the students experience the learning in nature.

C. Balancing Task Demand and Task Support

Task demand and task support need to come along together dynamically which every demand should be followed by sufficient support. Before deciding what demand learners will achieve, teachers need to firstly break down lesson goal into some specific objectives using operational verbs to make them clear, measurable and achievable.26 Then, after setting that kind of objectives, the student-teachers in this research need to organize their teaching stages.

25

Brian Reiser, “Scaffolding Complex Learning: The Mechanism of Structuring and Problematizing Sudent Work”, The Journal of The Leraning Sciences, vol. 13 (2004), p. 274.

This research agrees with the theory that the higher challenge of the learning activity, the lesser the support provided.27 The hint for the balance is seen from the relevancy and appropriateness of the task supports. If the a task or an activity is the continuation of the previous one and leads the learners get closer to and finally achieve the learning objectives, with the use of related and appropriate choice of activity, it can be said that the task demand and task support are balance. The support meant here is the scaffolding where teacher carefully design his or her lesson to become manageable and directed activity.

The theory of Bloom’s Taxonomy helps to understand this explanation since it is proposed and published to plan and deliver appropriate instruction for the sake of having learners achieve the great learning outcomes.28 The figure below presents how teachers and educators should design their learning activity for the learners. The use of action verb is expected to help organizing the activities easier.

27

Ibid., p. 27. 28

Bloom’s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements, p. 5.

Figure 1: Revised Bloom’s Taxonomy with Action Verbs

That taxonomy provides the beginning steps to be very easy and fundamental due to the various background knowledge of learners and there educators need to grip the low level learners and ensure the ability of the high level one. Therefore, the support must be adequately coherent and supportive for the development, which means student-teachers should understand in what the level the learners are and what they are already able to do. The task of student teachers is to develop their knowledge about what is being learned. not for the test score, time allocation, reducing difficulties.

For that reason, to provide the balance between task demand and task support, student-teachers need to really understand very firstly the condition of

the learners to determine their present knowledge or ability in language. From there, they can just set the clear, appropriate, achievable, and measurable objectives. After that, the student-teachers design the task and provide the supportive and sufficient support so that the learners can complete the task and achieve the objectives at once.

How to create appropriate instruction is through identifying the learners need to decide the concept and breaking it down into smaller learning.29 Those learning have to be structured and associated well as the unity of task. The time allocated for learning should also be considered to help design appropriate task.30

D. Previous Studies

This part is identified as the source of evaluation and the proof that this research is not considered as copying someone else’s work. For the topic conveyed by this research, there are two people who had studied about tasks demand and scaffolding.

Paul Dickinson studied about evaluating and adapting for young learners in Japan. He tried to overcome the issue about EFL teachers who tend to use published book and teach what the book contains. This method does not promote learning because of its monotonous pace although the book layout is

29

Giulio, Positive Classroom Management: A Step-byStep Guide to Helping Students Succeed, p. 34. 30

Ibid., p. 54.

nice. Dickinson evaluated the content of the book then adapted to make it more meaningful learning by setting a sequence of activities towards acquisition as a purpose to balance the task demand and task support.

The strength of this study is from the material adaptation. Dickinson presented the detail sequence of suitable activities for the young learners on a framework by Cameron. As the result, he successfully proves that young learners’ English teacher can adapt the materials on the book into more valuable learning by providing some simple media and thinking about scaffolding the learning thus the demand of the task is balanced by the provided supports.31 Otherwise, the weakness of this study is the learners’ profile was not explained clearly. This is important to know the condition of the learners to determine what activity they will do in the class so that the principle of i+1 can be fulfilled.

The second is Aylin Rivera who focused on the use of scaffolding supports on second language learners. She emphasizes the importance of scaffolding instructions since realizing that learners in a class have different literacy and learning ability, and immersion does not help much for language acquisition and practice. Her learners performed better by learning with related, consistent, revisited, and incorporated materials.

Rivera shows the strength of her study by doing an intense observations and collecting the students’ artifacts, worksheet, formative and summative test

31

Paul Dickinson, “Evaluating and Adapting Materials for Young Learners” (Birmingham, UK: The

assessment to see how the students’ progress towards the lesson as the result of applying various teaching strategies, such as activating prior knowledge, using venn diagram, graphic organizers that include sentences starters, chunking, teacher model, think-aloud, visualization, small group work, whole class instructions and jigsaw. All strategies were used in scaffolded instruction to make the learners gain the literacy acquisition.

She narrates the various activities done by the students from brainstorming to the closure in very detail way. Since there are many activities, however, it would be much better if the illustrations are attached with figures of each learning steps. Regarding to the lesson dealt with is more about implementing imagination on utopia and dystopia as a purpose to acquire literacy acquisition instead of language acquisition. In addition, Rivera does not explicitly explain the sequence of the activities. She just tells the activity learners did in each steps. the way how she observed the class is also not presented.

From those two studies, the similarity appears on the way educators present a set of activities in each learning stage to help learners acquire knowledge through careful process to make learning more meaningful. This research is also focused on how the student-teachers provide the supports which include a sequence of incorporative activities. It emphasizes on the support appropriateness since it considers as the hint to meet the balance towards the

demand. Furthermore, the purpose of this research is just to evaluate the support provided by the student-teachers whether or not it is balance towards the demand. It is not to adapt the supports for overcoming the obstacles faced upon the student-teachers during teaching.

In addition, the researcher of two studies above intentionally deigned the scaffolding strategies well for the sake of achieving particular goals. On the contrary, this research observes the strategies applied in the classroom which probably out of plan caused by some immediate conditions. The student-teachers had absolutely designed their teaching stages carefully but it could be far different in practice. Therefore, the researcher intentionally observed the natural setting of the class to catch the real illustration.

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about how the two problems stated in chapter I would be answered. Here is the methodology used in this research:

A. Research Design

Since the purpose of this research is to evaluate task support appropriateness to help learners complete the demand of the task, the design of this research is considered as evaluative research. Arikunto defines evaluative research as an activity of collecting data or information to be compared with particular criteria and then to be concluded as the result of evaluation.1 He also adds that evaluative research can also be categorized as descriptive research because it can be applied to objects that the quality is to be observed.2 So the result of this research is presented descriptively based on determined criteria.

Regarding to the purpose of this research and the research question, the researcher applies the theory of evaluative research from Arikunto. To answer the first research question about how student-teachers set their teaching was found by observing their lesson plan. A special attention was put on the

1

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Edisi Revisi edition (Rineka Cipta, 2010), p. 36.

2

Ibid.

indicator section and learning activity because it was analyzed using a framework for each teaching stage.

The answer of first research question was also supported with kinds of media that the student-teachers use during teaching. That supporting answer was figured out through interview while the relevancy of the media can be checked with the learning objectives written on the lesson plan.

The second question about whether the task support appropriate for learners to complete task demand which automatically achieve learning objective was answered by the combination of the analysis of all data.

B. Research Subject

Research subject tells about to whom the research conducted. The subject of this research is a couple student-teachers who did internship program at SMKN 1 Surabaya. They are the students of English Education Department in 7th semester. They could participate in this program because they had passed the required subject in their semester.

The reason why the researcher chose SMKN 1 Surabaya as the research place is that school has various departments which has different characters in each of them. Along with the application of K13, the researchers actually wanted to find out too how this curriculum prevails in vocational high school which based on theory, the learners need to learn special English lesson

based on their department. In fact, the researcher found that the learners learn the same material as those in senior high school. This shows that there is actually no difference in learning material between senior high school learners and vocational high school learners in practice.

In addition, SMKN 1 Surabaya is one of favorite vocational high school in Surabaya and the only one partnership vocational high school. Another supporting reason why this research chose the student-teachers in vocational high school was the striking characters of learners which in of each department which influences the way teacher teaches to help them achieve the learning objectives. Moreover, there is an issue that vocational high school learners are less interested in English because in their opinion, they just need to only master the skill of their department. All of those reasons are going to be proved by this research.

C. Data Collection

In this chapter, kinds of data needed and the instruments to analyze the data are discussed in detail. Here are the explanations.

1. Data Source

Data is any information needed to be analyzed as the source and evidence in answering the appeared research questions. Since this research

is considered as descriptive with one evaluative question, there are three kinds of data sources needed to figure out the answers.

a. Place

The first data source which becomes the place for this research is SMKN 1 Surabaya where the student-teachers practiced teaching thus the researcher collected the data. The class as the object taught by the student-teachers was 10th grade of Accounting department.

What the researcher did to collect the data was observing the whole learning activities in the classroom from the beginning to the end naturally. It means there was no managed or situated class thus everything happened during learning was adequately recorded.

b. Document

In the discussion of evaluative research, Arikunto explained that paper or document is one of the important data sources used to evaluate a phenomenon because it can be convincing evidence.3 Therefore, the document used for this research is lesson plan. By observing the lesson plan carefully, the researcher identified how student-teachers organized their teaching from the opening session to

the end. It can also be noticed the learning and kinds of media used during teaching.

The biggest attention in identifying and analyzing lesson plan was put on the indicator and learning activity designed by the student- teachers because those two determine the balance between task demand and task support. The media used is also looked at as one of the supporting points to meet the balance.

c. People

In his further explanation about evaluative research, Arikunto stated that person or people is also one of the sources to collect data.4 Therefore, the people as the source of data in this research are the two student-teachers who had done the internship program at SMKN 1 Surabaya. They taught the same class in turn replacing two English teachers there.

Since both student-teachers did not teach in team, the researcher called them using particular initial to make it easy. The first teacher is a girl, and she is called ST1. The second student-teacher is a boy, and he is called ST2.

4

Ibid.

2. Data Collection Technique

Data collection technique discusses about how the way the researcher collect the data from the research subject. There three ways which were applied to get the data:

a. Observation

As a purpose to have more valid data, according to Denscombe, the researcher conducted participant observation to break into the real situation and real learning process in that school.5 For that reason, the observation has to be in natural setting and avoid any distraction to the naturalness of the setting.6

For this research, the extent to be observed was the learners’ activity in every stage of learning. In other words, to make it easy the researcher recorded the whole learning activities in a class so the video can be analyzed more carefully in another time after the recording finishes.

b. Study of the Document

As mentioned in the explanation of data source, the document needed for this research is the lesson plan of the student- teachers. So

5

Martyn Denscombe, The Good Research Guide, Fourth edition (Berkshire, Englang: Open University Press, 2010), pp. 196–197.

the researcher had a copy of the lesson plan the student-teachers used to teach the learners and observed by the researcher all at once.

The researcher did not only copy the lesson plan but also any used worksheet or handout, the textbook, and the slides that the student-teachers used to help them during teaching. All of those data were collected since this research also needs to analyze other supports for the tasks.

c. Interview

Interview was conducted to support the result of the study document and natural setting observation. The interview guidelines were adopted from the theory of balancing task demand and task support. There are 20 questions to be asked to the couple of student- teachers at SMKN 1 Surabaya.

This interview consisted of open-ended questions since the researcher wanted to dig deeper into the true answer based on what the student-teachers experienced during the internship program. The researcher argues that the process of achieving learning objectives needs some interrelated factors, therefore the open-ended interview is conducted.

3. Instrument

Instrument is the guidance in collecting the data.7 Widoyoko explained that there are two kinds of instrument, test-based instrument and non-test-based instrument.8 Test-based instrument is contains of questions to be answered by the participants to find out their learning achievement.9

The instruments used here are non-test-based instruments because this research needs open-ended answers since the data is about individual’s idea in organizing teaching. Therefore, the instruments that help collect the data are framework, open-ended interview guidelines, and checklist.

a. Framework

The first research question about how student- teachers set or organize their teaching, a grid framework designed by Cameron is used to find out the answer. The component in each column in the grid is also explained.

The source to complete that framework is from the lesson plan designed by the student-teachers. The learning activity for learners is separated in each grid for each teaching stage and is written in detail. The grid is read according to the teaching stage on the head of each column and goes down following the rows.

7

Ibid., p. 192. 8

Eko Widoyoko, Teknik Penyusunan Instrumen Penelitian (Yogyakarta: Pustaka Belajar, 2012), p. 57. 9

Table 3.1

Framework of Scaffolding Activities Designed by Student- Teachers TASK: (What kind of task given to the learners, e.g.: Say sentence about personal weekend, order meals in a restaurant, etc)

Preparation Core Activity Follow Up

Language learning goals

(Something we want our learners achieve at the beginning of the lesson or warming up activity).

(Teacher’s main goal of today’s lesson which involve production skills). (Teacher’s sub-goal or complement activity to ensure learners acquire language that day).

Activities (List of activities teacher conducts in the opening / lead-in activities).

(List of activities where learning process and acquisition is focused on. It deals with the main point of the lesson).

(List of activities done to perform learners’

understanding of the lesson. This may involve production skills).

Demands on learners

(The idea or purpose of the conducted activity in warming up session, i.e. we want the learners get the idea of what they are going to do that day).

(What we want learners to acquire through the given task).

(A little bit deeper understanding of what they have been learning, e.g. other expression to order meal in restaurant, etc).

Support for learning

(Anything can help learners get the idea about today’s topic. We usually use pictures, flashcards, teacher intentioned dialogue, or even realia).

(More functional support or media, e.g. teacher’s modeling, demonstration. This can also include receptive skills).

(Anything that can make learners have deeper understanding to the lesson, e.g. teacher additional explanation, feedback during the task is

undertaking, pair checking).

The grid has three columns which represent the three general stages of teaching. SMKN 1 Surabaya applies the curriculum 2013 and for the teaching stages they use exploration, elaboration, association, confirmation, and communication. The explanation for the three columns on the grid is presented below:

1. Column 1: Preparation

For those who apply the curriculum 2013, the stages that include in preparation are the warming up and exploration stage. This is because in those two stages, student-teachers lead the learners into the discussion of the topic or review what their existing knowledge about the topic. The learning activity done in preparation is purposed to prepare learners for further discusiion and understanding of the material going to learn.

2. Column 2: Main Activity

As the term used, main activity consists of the activities as the cognitive process in understanding the content of the material. In this stage the learners elaborate and associate the knowledge they get and understand about the particular topic.

3. Column 3: Follow Up

In follow up, student-teachers should be confirmed that the learners have understood the content. This confirmation is revealed through communicating understanding by oral presentation, written essay, or answering comprehension questions on an exercise. In this stage student-teachers also give any needed feedback even additional explanation to have learners be sure of what they understand.

When the framework has been completed, each cell is assessed using determined criteria as follows:

Table 3.2

Rubric to Assess the Activities Designed in Lesson Plan TASK:

3 : Types of task is clearly stated by using observable, evaluative, and measurable word and match to lesson objectives.

2 : Type of task is not really stated in clarity by using observable, evaluative and measurable word but has no connection to lesson objectives.

1 : Type of task is not clearly stated and does not match to lesson objectives at all.

Preparation Core Activity Follow Up

Language learning goals

3: the goal is clearly defined and appropriate to prepare learners get familiar with the today’s topic.

3: the goal is clearly defined and

appropriate to have learners achieve the main objectives of today’s topic.

3: the goal is clearly defined to make sure

whether learners acquire the language well.

2: the goal is clearly defined but not really appropriate to prepare learners get familiar with the today’s topic. 1: the goal is not

clearly defined and does not appropriate to prepare learners get familiar with the topic.

2: the goal is clearly defined but not really appropriate to have learners achieve the main objectives of today’s topic. 1: the goal is not

clearly defined and does not

appropriate to have learners achieve the main objectives of the topic.

2: the goal is clearly defined but not to make sure whether learners acquire the language. 1: the goal is not

clearly defined and not to make sure whether learners acquire the language well.

Activities 3: the activity starts with the easy and appropriate one which all learners can complete and really prepare and connect them to the core activity. It is usually receptive skills.

2: the activity starts with the easy one but not appropriate to prepare and connect them to the core activity.

1: the activity does not start with the easy and appropriate one so not all learners can complete it. They are also not prepared and

3: the activity is the continuation of the preparation and it conveys the main lesson objectives to achieve.

2: the activity is the continuation of the preparation but it does not match to the main lesson objectives.

1: the activity is not the continuation and does not match to the main lesson objectives.

3: the activity to perform acquisition is evaluative, observable, and measurable. It requires productive skills and reflects on the learning goals. 2: the activity

requires productive skills which are evaluative, observable, and measurable but not match to the learning goals. 1: the activity does

not perform acquisition and

core activity. learning goals.

Demands on

learners

3: the level of difficulty is challenging applying the

principle of i+1 and meets the learners’ interest. It may include some reviews, brain storming, or free speaking.

1: the level of difficulty is not challenging because of not applying te principle of i+1 since the support is too much or even no supports at all.

3: the level of difficulty moves to the harder one. It is match to the

objectives and learners’ ability. It requires problem-solving skill. 2: the level of

difficulty moves to the harder one but it does not involve learners in

problem-solving. 1: the level of

difficulty moves directly to the hardest so learners are not able to complete it.

3: the level of difficulty has to be about learners performing what they have got from learning and how far they acquire the language. The performance must be the continuation of the core activity by exposing productive skills. 2: the performance

is the

continuation of the core activity but it does not expose any acquisition. 1: the performance

does not expose any acquisition at all because learners just read or directly submit their work.

Support for learning

3: the use of suitable media/aids, giving clear instructions, teacher’s modeling, using appropriate intonation.

3: the use of the same or different related media/aids to be more

functional and help learners acquire the language

3: the use of additional related media/aids to develop learners’ vocabulary and understanding to the topic, peer

2: the use of suitable media/aids, giving clear instructions, no teacher’s modeling, applying

inappropriate intonation.

1: the use of suitable media/aids, giving unclear instructions, no teacher’s modeling, applying inappropriate intonation.

better, giving clear instruction,

appropriate teacher’s demonstration, 2: the use of same or

different related media/aids to be more functional and help learners acquire language better, giving unclear

instructions, and no demonstration. 1: the use of

different unrelated media/aids, giving unclear instructions, and no demonstration. correction, fair evaluation. 2: peer correction,

fair evaluation, no additional media/aids to help learners understand the topic much better.

1: peer correction, no evaluation, and no additional media/aids to help learners understand the topic much better.

b. Interview Guidelines

As explained before that interview is used to support the second data source. Each student-teacher has 20 questions to answer. The questions can be developed by the researcher depending on the student-teacher’s statement. The questions and the reasons why those are asked are presented below.

Table 3.3 Interview Guideline

No. Question Reason

1. Did you have task or activities for your learners?

This question is asked to find out what kind of task that the student-teacher gave to the learner and to check whether the task is related to the lesson objective. 2. What kind of task that you

gave to your learners? Is it grammar-based or skill-based?

This question is to confirm that there is no tendency on drilling the learners with grammar or sentence structure exercise all the time.

3. How do you design your task? Did you use worksheet or handout?

This question is to check if the student-teachers use the workbook (LKS) in every meeting or they create their own worksheet or handout. The reason why this question is asked is to know how much the student- teachers support their learners to understand the material they teach.

4. What was your guideline in deciding task or activity for your learners? What did you consider in designing task?

This question is to check how the student-teachers presented the topic to teach, whether they only followed the next page of the coursebook or the list of material in the syllabus.

5. Did you design your own lesson plan? Did you modify the learning

objectives (the indicators)? Did you always teach based on your plan?

This question is asked because the researcher found some of the student-teachers who taught in other partnership schools used the lesson plan of the school teacher. In addition, when the student-teachers designed their own lesson plan, it means they know the condition of the class and carefully think the steps to make learners understand the content of the material. The modification

of the learning objectives may be done to meet the learners’ need in learning. 6. Which kind of media did

you use more often to support your learners in learning (visual aids, auditory, or kinesthetic)?

This question is to identify the student-teacher’s awareness and sensitivity of different learning style of the learners which potentially influence the use of variety supports of media.

7. What did you consider in deciding media to use?

The decission of what media to use shows how much the student- teachers support their learners among the diversity of the learning style and their attention the appropriateness of the materials and the support.

8. Did you lecture your learners? Why?

Most of either student-teachers or the school teachers themselves cannot avoid lecturing during teaching. But this question is asked to reveal how much time the student-teachers spent for lecturing, because if they lectured all the time it means they put the class into teacher-centered learning which is acceptable as traditional teaching method.

9. Where did you get the source of your material and task?

This question is to emphasize the focus on using the workbook and even the coursebook to avoid ‘teaching the book’ habit and bias.

10. One or some of your learners got difficulty in completing the task because they do not understand the content. What would you do? Would you use immersion?

The researcher wants to evaluate how the student-teachers handle the learners who did not understand the content and see how many of them used immersion to re-explain instead of elicitation.

11. What did you usually do to prepare your leraners doing

This question is to justify the activity that the student-teachers conducted in the

a task/activity? very first step of teaching regarding to the learners’ preparation to learn the material on that day.

12. How did you organize the activity for your learners during learning?

Organization of teaching, or scaffolding, is justified because this signifies the flow of teaching and influences the knowledge association easiness and understanding. The organization should flow naturally so the learners learned in fun way and kept away from any pressure.

13. What do you think about the media you provided for your learners? Was it relevant and helpful enough for them?

This question is a reflection and evaluation about the relevancy and appropriateness of the media provided by the student-teachers.

14. How did you start you teaching? Did you directly tell your learners about the definition of a term or invite them to find the definition together by analyzing examples?

This is to find out how the student-teachers conveyed their material to the learners. Here the researcher reveals whether they use teacher-centered or learner-centered.

15. In time of doing a task, did you find your learners still confused about what to do? Why do you think it

happened?

This question is to criticize the technique of giving instruction that the student-teachers use for their learners because the confusion of what to do is about

technical strategy. 16. Did you use bilingualism in

your teaching? What language did you use most?

This is to assess how the student-teachers maximize the practice and application of target language and how much they use the first language during teaching. 17. How do you know that your

learners had achieved the learning objective?

The researcher wants to criticisize the activity chosen by the student-teachers to confirm their learners understanding through this question.

CHAPTER V

CONCLUSION AND SUGGESTIONS

This last chapter presents the conclusion of the research and suggestions

for further researcher who feels interested to develop and improve study in the scope

of task in language learning or scaffolding.

A. Conclusion

The conclusion appeared for this research regarding to the research

questions on the first chapter is presented in these following points:

1. The ways of providing relevant task support by both student-teachers at

SMKN 1 Surabaya are begun by conducting the activity that learners are

interested in, which in this case is watching a video, or reviewing the

previous learned material. But in fact, this activity cannot keep them

interested and engaged when the content of the video is not attractive. It

proves that learners’ interest needs to be looked at and reviewed. In

addition, both student-teachers at SMKN 1 Surabaya teach the material on

the textbook accordingly. Or in other words, they teach the book. The

modification on how to present and transfer the knowledge is still able to

make learners keep engaged and involve them into learning. In contrast,

easier to be distracted by another activities even they themselves created the

distractions.

2. The supports provided by the student-teachers at SMKN 1 Surabaya were

appropriate in the beginning steps of Bloom’s Taxonomy. Unfortunately,

both student-teachers chose to not stepping up the level accordingly. Their

decision to jump up the level put the learners into high demand because of

receiving insufficient input to construct the whole understanding of the

material. As a result, the balance between task demand and task support is

not achieved and the learners did not optimally complete the demand of the

task for receiving superficial understanding. The student-teachers still rely

on individual learner’s language ability in completing the task they

instructed.

B. Suggestions

This research focuses on the balancing task demand and task support

designed by the student-teacher at SMKN 1 Surabaya. The balance is reached

when the supports are appropriate and sufficient to complete the demand. The

intended supports are the sequence of learning activity which commonly known

as scaffolding. Scaffolding is exposed as a purpose to know how well the

During the observation, however, the researcher found that

student-teachers retell what the book said with less consideration on how to construct

understanding of the whole material. From the two student-teacher, one chooses

to explain the concept in very detail way and one another prefers going on

directly to the book page with least explanation. Therefore, the researcher

suggests the further researcher to conduct a survey focusing on how the way

student-teachers construct learners’ understanding and the reason why they

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