Speaking materials using task-based language teaching for the tenth grade students of agricultural product processing technique program of SMKN 1 Nanggulan.

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ABSTRACT

Wardani, Fransisca Tri. 2015. Speaking Materials using Task-based Language Teaching for the Tenth Grade Students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English makes a significant contribution to sustainable global development, especially in integrated economic community era where there are a lot of movements of goods, services, investments and professionals across the countries. SMKN 1 Nanggulan is oriented to provide a specific qualification to access the labor market. Hence, speaking becomes one of the important skills that should be mastered by the students. Unfortunately, students’ chance to speak English in the classroom is limited. The teacher-centered is dominant in the teaching and learning process. Besides, the material book and worksheet as the main sources provided by the school are not enough to accommodate the students to practice speaking. Based on those factors, the writer designs speaking materials using task-based language teaching for the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. There was one research question: What do speaking materials using task-based language teaching for the tenth grade students of agricultural product processing technique program of SMKN 1 Nanggulan look like?

This study was a part of Educational Research and Development. In this

study the writer adapted Dick and Carey’s instructional design model to design the materials. The writer’s steps in designing the material were: (1) identify

instructional goal, (2) conduct instructional analysis, (3) analyze learners and contexts, (4) write performance objective, (5) develop instructional strategy, (6) develop and select instructional the materials, (7) design and conduct formative evaluation of instruction.

To gather information for developing the materials, the writer distributed need analysis questionnaire to thirty two students. After the materials were designed, evaluation questionnaire was distributed to two lecturers and one English teacher to obtain feedback and evaluation on the designed materials. The result ranging from 3 - 3.66 from the scale 1 to 4 showed that the materials were well-designed and acceptable.

After making some improvements, the writer presented the speaking materials. The materials covered four units. Each unit consisted of five sections. They were: Recall Your Memory, Be Ready, What to Say, Let’s Practice and Time to Reflect.

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ABSTRAK

Wardani, Fransisca Tri. 2015. Speaking Materials using Task-based Language Teaching for the Tenth Grade Students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris memberikan kontribusi yang signifikan terhadap perkembangan global, terlebih di era komunitas ekonomi terpadu dimana begitu banyak alur perpindahan barang, jasa, investasi dan para ahli lintas antar negara. SMKN 1 Nanggulan menyiapkan keahlian khusus untuk memasuki dunia kerja. Oleh karena itu berbicara menjadi salah satu keahlian yang harus dikuasai oleh siswa. Namun sayangnya kesempatan siswa untuk berbicara dalam kelas sangat terbatas. Kegiatan belajar dan mengajar masih didominasi oleh guru. Selain itu buku-buku yang ada di sekolah belum mampu untuk mengakomodasi siswa untuk berlatih berbicara. Berdasarkan faktor tersebut, penulis menyusun seperangkat material bahasa Inggris untuk siswa kelas X jurusan teknik pengolahan hasil pertanian menggunakan task-based language teaching. Penelitian ini dilaksanakan untuk menjawab sebuah pertanyaan pada perumusan masalah, bagaimana penampilan materi berbicara untuk kelas sepuluh jurusan teknik pengolahan hasil pertanian SMKN 1 Nanggulan berdasarkan task-based language teaching.

Penelitian ini merupakan bagian dari educational research and development. Dalam penelitian ini penulis mengunakan model dari Dick dan Carey. Adapun langkah dalam pembuatan material adalah: (1) identify instructional goal, (2) conduct instructional analysis, (3) analyze learners and contexts, (4) write performance objective, (5) develop instructional strategy, (6) develop and select instructional the materials, (7) design and conduct formative evaluation of instruction.

Untuk mengumpulkan informasi dalam mengembangkan material, penulis mendistribusikan kuisioner kebutuhan siswa kepada tiga puluh dua siswa. Setelah materi selesai disusun, kuisioner evaluasi diberikan kepada dua dosen dan seorang guru Bahasa Inggris untuk memperoleh masukkan dan evaluasi. Hasil evaluasi rata-rata berkisar antara 3-3.66 dari skala 1-4 yang menunjukan bahwa materi ini telah disusun dengan baik dan dapat digunakan.

Setelah melakukan beberapa perbaikan, penulis menyajikan materi berbicara yang telah dibuat. Materi tersebut terdiri dari empat unit. Setiap unitnya dibagi menjadi lima bagian utama yaitu Recall Your Memory, Be Ready, What to Say, Let’s Practicedan Time to Reflect.

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SPEAKING MATERIALS USING TASK-BASED LANGUAGE

TEACHING FOR THE TENTH GRADE STUDENTS

OF AGRICULTURAL PRODUCT PROCESSING TECHNIQUE

PROGRAM OF SMKN 1 NANGGULAN

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Fransisca Tri Wardani Student Number: 091214083

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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SPEAKING MATERIALS USING TASK-BASED LANGUAGE

TEACHING FOR THE TENTH GRADE STUDENTS

OF AGRICULTURAL PRODUCT PROCESSING TECHNIQUE

PROGRAM OF SMKN 1 NANGGULAN

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Fransisca Tri Wardani Student Number: 091214083

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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This thesis is dedicated to: Bapak Herybertus Sutrisyanto,,

Ibu Yohana Woro Wuryanti,

MY Harin Rukmini, Maria Adventa and Hilaria Mukti Pangestu

“Dare to Be

When a new day begins, dare to smile gratefully. When there is darkness, dare to be the first to shine a light.

When there is injustice, dare to be the first to condemn it. When something seems difficult, dare to do it anyway. When life seems to beat you down, dare to fight back.

hen there seems to be no hope, dare to find some. When you’re feeling tired, dare to keep going.

When times are tough, dare to be tougher. When love hurts you, dare to love again. When someone is hurting, dare to help them heal. When another is lost, dare to help them find the way. When a friend falls, dare to be the first to extend a hand. When you cross paths with another, dare to make them smile. When you feel great, dare to help someone else feel great too. When the day has ended, dare to feel as you’ve done your best.

Dare to be the best you can –

At all times, Dare to be!”

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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, 11 August 2015 The writer

Fransisca Tri Wardani 091214083

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Fransisca Tri Wardani

Nomor Mahasiswa : 091214083

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

SPEAKING MATERIALS USING TASK-BASED LANGUAGE TEACHING FOR THE TENTH GRADE STUDENTS OF AGRICULTURAL PRODUCT PROCESSING TECHNIQUE

PROGRAM OF SMKN 1 NANGGULAN

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan 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 perlu 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: 11 Agustus 2015 Yang menyatakan,

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vii ABSTRACT

This study was a part of Educational Research and Development. In this study the writer adapted Dick and Carey’s instructional design model to design the materials. The writer’s steps in designing the material were: (1) identify instructional goal, (2) conduct instructional analysis, (3) analyze learners and contexts, (4) write performance objective, (5) develop instructional strategy, (6) develop and select instructional the materials, (7) design and conduct formative evaluation of instruction.

After making some improvements, the writer presented the speaking materials. The materials covered four units. Each unit consisted of five sections, namely Recall Your Memory, Be Ready, What to Say, Let’s Practice and Time to Reflect.

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viii ABSTRAK

Wardani, Fransisca Tri. 2015. Speaking Materials using Task-based Language Teaching for the Tenth Grade Students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to the Lord Jesus, Mother Mary and the Holy Spirit, who always stay beside me and give me strength to finish my thesis.

I sincerely send my gratitude to my advisor, Christina Kristiyani, M.Pd. Because of her patience, guidance and careful correction, I could complete my thesis writing. I deeply thank my academic advisor, Carla Sih Prabandari, M.Hum. for the helpful efforts during my study.

To my beloved family, Pak Nanang, Bu Woro, Mbak Arin, Mbak Venta and Hepi, I thank them all for their great support, love and prayers. This thesis is finished because of their love and prayers. I also thank Bude Dati, Bude Darti, Bude Bud, Bulik Nong, Bulik Sinto and Mbak Rini for caring about me.

I would like to express my gratitude to all my respondents, the tenth grade students of Agricultural Product Processing Technique Program at SMKN 1 Nanggulan, the headmaster of SMKN 1 Nanggulan, and the English teacher, Mr. Kusnan for their participation in my research. To the lecturers of English Language Education Study Program at Sanata Dharma University, Mr. Barli Bram and Ms. Monica Ella, I really thank them for their suggestion and criticism to improve my designed materials.

I personally thank Dewi Agustina for all the advice, support and encouragement. My special gratitude also goes to my friends, Mas Anggit, Mbak

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Ayu, Sisca, Ajeng, Tari, Chapidh, Yogies, Endah, Hana, Christin, Devi, Rosi, Hehen, Sinta and Awang. To all my classmates in 2009 academic year especially B class , I am lucky to know them.

Finally, I would like to thank all the lecturers of the English Education Study Program at Sanata Dharma University for their valuable knowledge and guidance during my study. I also thank Mbak Danik for her services during my study. May God always bless them all.

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TABLE OF CONTENTS

TITLE PAGE ... Page i APPROVAL PAGES ...ii DEDICATION PAGE ... STATEMENT OF WORK’S ORIGINALITY ... PERNYATAAN PERSETUJUAN PUBLIKASI ...

iv v vi ABSTRACT ...vii ABSTRAK ...viii ACKNOWLEDGEMENTS ... TABLE OF CONTENTS ... LIST OF FIGURES ... LIST OF TABLES ... LIST OF APPENDICES ...

CHAPTER I. INTRODUCTION

A.Research Background ... B.Research Problem ... C.Problem Limitation ... D.Research Objectives ... E. Research Benefits... F. Definition of Terms...

ix xi xiii xiv xv 1 3 4 4 4 5

CHAPTER II. REVIEW OF RELATED LITERATURE

A.Theoretical Description ... 1. Dick and Carey’s Instructional Design Model... 2. Teaching Speaking ...

a. The Nature of Speaking ... b. The Principles of Teaching Speaking ... c. Speaking Task ...

7 7 10 10 11 11

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xii

3. School Based Curriculum... a. The Aims of English Subject for Vocational High School ... b. The Scopes... 4. Task-Based Language Teaching ...

a. Task-based Language Teaching Procedure ... b. Principles of Task-based Language Teaching ... B.Theoretical Framework ...

13 13 13 14 14 15 16

CHAPTER III. RESEARCH METHODOLOGY

A.Research Method ... B.Research Setting... C.Research Participants ... D.Instruments and Data Gathering Technique ... E. Data Analysis Technique ... F. Research Procedures ...

18 21 22 23 24 30

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A.The Goal, Topics and the General Purposes ………... ... B.Learning Objectives ... C.Teaching and Learning Activities ...

31 33 34

CHAPTER V. CONCLUSION AND SUGGESTIONS

A.Conclusion ... B.Suggestions ...

REFERENCES ... APPENDICES ... 39 40 42 44

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xiii

LIST OF FIGURES

Figure

2.1 Dick and Carey System Approach Model (Dick and Carey, 2009) ... 3.1 The Writer’s Steps of Instructional Design ... 4.1 The Example of Recall Your Memory! Section ... 4.2 The Example of Be Ready! Section ... 4.3 The Example of What to Say Section ... 4.4 The Example of Let’s Practice Section ...

Page 10 17 36 36 37 38

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xiv

LIST OF TABLES

Table

3.1 The Result of Expert Validation ... 3.2 The Result of the Essay Questions ... 4.1 The List of the Topics and the Units ... 4.2 The Basic Competence ... 4.3 The Learning Objectives ... 4.4 The Model Unit ... 5.1 The Unit of the Materials ...

Page 26 29 32 32 33 35 40

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LIST OF APPENDICES

Table

A Permission Letter... B Needs Analysis Questionnaire ... C The Result of Needs Analysis Questionnaire ... D Materials Evaluation Questionnaire ... E The Result of Materials Evaluation Questionnaire ... F Syllabus ... G Student’s Book ... H Teacher’s Guide ...

Page 45 49 53 56 64 67 72 93

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1 CHAPTER I INTRODUCTION

This chapter is divided into six parts. They are the research background, research problem, problem limitation, research objectives, research benefits and the definition of terms. The research background explains the writer’s reason in conducting the study. The research problem presents the main question of this study. The limitation of the scope of this study is stated in the problem limitation. In research objectives, the writer presents the expected outcome of the research. The contribution of the study for education is presented in the research benefits. The definition of terms defines the keyword used in this study to clarify the concept and avoid misunderstanding.

A. Research Background

Nowadays English makes a significant contribution for sustainable global development. It eases trade between people or countries that do not share a common language. Mark Robson has said in his foreword for British Council (2013) that English is spoken at a useful level by some 1.75 billion people worldwide and by 2020, two billion people will use or learn it. English also plays important role in Indonesia as Indonesia will face ASEAN Economic Community (AEC) in 2015. As stated in ASEAN Economic Community Blueprint (2008), the AEC will establish ASEAN as a single market and production base making ASEAN more dynamic and competitive.

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One of the advantages of an integrated economic community is that movement of goods, services, investments and professionals will be much easier. Unfortunately, there is the probability that there will be more foreigners who will work in Indonesia. Hence to stay competitive, the Indonesian needs to have not only a good academic performance and technical skills but also good language ability, especially English. Therefore, English becomes a compulsory subject taught in every level of education system including vocational high school.

A vocational high school is oriented to provide a specific qualification to access the labor market. English has an important role as English will help students to be able to communicate with foreigners in a working world or access the information.

SMKN 1 Nanggulan, one of the vocational schools in Kulon Progo, has Agricultural Product Processing Technique Program which focuses on how to process agricultural product into good food. The students are expected to make a new product. Making a new product needs a good marketing. Hence speaking becomes one of the important skills that should be mastered by the students as the students have to introduce their product in some exhibitions. Unfortunately, students chance to speak English in the classroom is limited. The teacher-centered is dominant in the teaching and learning process. As the result, the students can not get enough time to practice. Besides, the school only provides a material book and a worksheet as the main sources. The weaknesses of the learning sources are that one material book is used by two students and the worksheet is not suitable as

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it does not cover students’ need. However, those are not enough to accommodate and encourage student to practice speaking.

In order to encourage students to speak English the writer intends to design speaking materials for the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan using task-based language teaching. According to Richard and Rodgers (2001), task-based language teaching is an approach which uses tasks as the core unit of planning and instruction in language teaching. The main characteristic of task based language teaching is in the experiential learning where the learners’ past experiences become the starting point in learning, while their personal experiences when doing the tasks become the central points of learning (Nunan, 2004). Tasks remove the teacher domination and learners get chances to open and close conversation, to interact naturally, to interrupt and challenge, to ask people to do things and check that they have been done (Willis, 1996). Task-based language teaching helps teacher to manage classroom interaction and maximize opportunities for learners to put their limited language to genuine use and to create a more effective learning environment.

B. Research Problem

The writer conducts this study in order to answer one formulated question:

“What do speaking materials using task-based language teaching for the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan look like?”

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C. Problem Limitation

There are some limitations in this study. This study is categorized as educational research and development which focuses on designing speaking materials for tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. The materials are designed for helping the students practicing speaking English. The materials are developed based on Task-based Language Teaching (TBLT) and Kurikulum Tingkat Satuan Pendidikan (KTSP).

D. Research Objectives

The objective of this study is to present appropriate speaking materials using task-bask language teaching for the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan.

E. Research Benefits

This study is expected to give contribution to the following people: 1. The English teacher of SMKN 1 Nanggulan

The speaking materials can be used to teach speaking and help the students in improving their speaking skill. These materials can enrich teaching sources so that the English teacher will have some alternative teaching learning activities. 2. The tenth grade students of Agricultural Product Processing

Technique Program of SMKN 1 Nanggulan

These speaking materials are expected to help the students to practice speaking English so that they can improve their speaking ability. Moreover, the

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students can spend more time to practice speaking in interesting and enjoyable situation.

3. Other researchers

This study can help other researchers who will conduct the similar study. If it is possible, they can implement these materials in the classroom to find out its effectiveness. They may also use these materials as the references in designing further materials.

F. Definitions of Terms

This section defines some terms that are used in this study. It has purpose to clarify concepts and avoid misunderstanding. The definitions are as follows. 1. Speaking

Speaking is a kind of active and productive interaction that makes use of aural medium (Widdowson, 1979, p. 59). Through speaking, people can use language to communicate such as asking and answering question, doing conversation, and expressing their feeling. In this study, the writer tries to convince the students to speak English as a way to communicate to each other. 2. Task-based Language Teaching

Task-based language teaching is an approach of language learning which is based on the use of tasks as the core unit of planning and instruction in language teaching-learning (Richards and Rodgers, 2001). In this study, task-based language teaching refers to the use of tasks based on Nunan’s procedure.

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and fulfill the communicative purpose and offers the students with various activities.

3. Agricultural Product Processing Technique Program of SMKN 1 Nanggulan

SMKN 1 Nanggulan is located at Jl. Gadjah Mada Wijimulyo Nanggulan Kulon Progo Yogyakarta. This study focuses on making speaking material for agricultural product processing technique program, one of the programs that offered in SMKN 1 Nanggulan.

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer discusses two parts: theoretical description and theoretical framework. Theoretical description provides the theories that relevant to the study. Theoretical framework relates the relation of the theories and the study.

A. Theoretical Description

In the theoretical description, there are four points to be discussed. They are instructional design model, teaching speaking, school based curriculum and task based language teaching.

1. Dick and Carey’s Instructional Design Model

Instructional materials refer to any material containing information which will be used by teachers and students to achieve the learning objectives (Dick & Carey, 1978, p. 127). In designing the instructional material, Dick and Carey instructional design model is chosen because the model addresses instruction as an entire system, focusing on the inter correlation between context, content, learning and instruction. Ten components of the Dick and Carey system approach model (Dick & Carey, 2009, p. 6-7) are as follows.

a. Identify Instructional Goals

The first step is to determine what new information and skills that the designer wants students to be able to do when they have completed the

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instruction. The goals can be adapted from the curriculum and from the practical experiences.

b. Conduct Instructional Analysis

It is to determine what type of learning is required by the students to be successful in the new instruction.

c. Analyze Learners and Context

Learners’ current skills, preferences and attitude are determined along with the characteristics of the instructional setting and the setting in which the skills will eventually be used.

d. Write Performance Objective

In this step, the designer writes specific statements of what learners will be able to do when they complete the instruction.

e. Develop Assessment Instruments

Based on the objectives, the designer develops assessments that are parallel to and measure the learners’ ability to perform what is described in the objectives. f. Develop Instructional Strategy

The strategy used in the instruction to achieve the goal is identified in this step. The strategy will emphasize components to foster students learning including such pre instructional activities as stimulating motivation and focusing attention, presentation of new content, active learner participation and assessment, and follow through activities that relate the newly learned skills to real-world application.

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g. Develop and Select Instructional Material

In this step, the designer uses the instructional strategy to produce the instruction. This typically includes guidance for learners, instructional materials, and assessment.

h. Design and Conduct Formative Evaluation of Instruction.

In this step, series of evaluation are conducted to collect the data used to identify problems with instruction or opportunities to make the instruction better. This step has purpose to help create and improve instructional processes and products.

i. Revise Instruction

Data from the formative evaluation is summarized and interpreted to identify difficulties experienced by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the instruction.

j. Design and Conduct Summative Evaluation

This evaluation occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. The summative evaluation is usually not conducted by the designer but by an independent evaluator to know the effectiveness of the instruction.

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Figure 2.1 Dick and Carey’s System Approach Model (Dick and Carey, 2009)

2. Teaching Speaking

There are three points to be discussed in this part. They are the nature of speaking, principles of teaching speaking, and speaking tasks.

a. The Nature of Speaking

According to Nunan (1989), there are two approaches of speaking. First, bottom-up approach to speaking suggests that the learners start with the smallest unit of language. Second, the top-down approach suggests that the learners start with the large chunks of language and use the knowledge of it to comprehend the smaller elements of language.

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b. The Principles of Teaching Speaking

Bailey (1994) as cited by Nunan (2003, p. 54-56) stated that there are five principles of teaching speaking. They are (1) be aware of the differences between second language and foreign language, (2) give students practice with both fluency and accuracy, (3) provide opportunities for students to talk by using group work or pair work, and limiting teacher talk, (4) plan speaking tasks that involve negotiation for meaning, (5) design classroom activities that involve guidance and practice in both transactional and interactional.

c. Speaking Tasks

According to Harmer (2001, p. 271-274), there are six speaking tasks that mostly used in the classroom. There are many types of classroom speaking activities. They are acting from script, communication games, discussion, prepared talks, questionnaires, simulation, and role play.

1) Acting from the script

Playing scripts and acting out the dialogues are two kinds of acting scripts that should be considered by the teacher in the teaching and learning process. In the playing scripts, it is important for the students to teach it as real acting. The role of the teacher in this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed.

2) Communication games

Games are designed to provoke communication between students. The games are made based on the principle of the information gap so that one student

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has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in the right order, or find similarities and differences between pictures.

3) Discussion or buzz groups

Here, the students are allowed to express their real opinions. According to Harmer (2001, p. 272) discussion range is divided into several stages from highly formal, whole-group staged events to informal small-group interactions.

4) Prepared talks

Students make a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversations because they are prepared and more ‘writing like’.

5) Questionnaires

Questionnaires are very useful because they ensure that both a questioner and a respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can form the basis for written work, discussions, or prepared talks. 6) Simulation and role-play

Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations. Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they do in the real world.

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3. School Based Curriculum

School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) is an operational curriculum which is designed and applied in each school (Muslich, 2007, p. 10). School based curriculum gives each school an authority to formulate the different indicators for the students.

a. The Aims of English Subject for Vocational High School

English Subject for Vocational High School according to school based curriculum is aimed to make the students have the ability of:

1) Mastering knowledge and basic skills of English to support the achievement of skill program competence.

2) Applying the mastery of the English ability and skills to communicate by using spoken or written language in the level of intermediate.

b. The Scopes

School based curriculum divides English subject becoming three scopes. The scopes are as follows.

1) English communication basic level novice (tenth grade)

In basic level novice, the students are expected to understand the basic expressions to interact with people, identify and describe the objects, people, characteristics, time, day, month, and year, produce simple utterances, and write a simple invitation.

2) English communication basic level elementary (eleventh grade)

The students are expected to understand simple daily conversations with non-native speakers, write simple messages, write and speak about the details of

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their job and educational background, tell their past jobs and their plan about their future job, express various intentions, understand simple instructions and create short messages, instructions and list with acceptable word choice, spelling and grammar.

3) English communication basic level intermediate (twentieth grade)

In this level, the students are expected to understand the monologues that appear in certain work situations, understand the conversations with native speakers, present a report, understand the manual of using of equipment, understand simple business letters understand of technical documents and write business letters and simple reports.

4. Task-Based Language Teaching

a. Task-based Language Teaching Procedure

In developing units of works, Nunan (2004, p. 31) proposes six steps procedure of developing unit of works. The steps are as follows.

1) Schema Building

The first step is to introduce the topic and also some of the key of vocabulary and expressions that is going to be learnt. For example, students may be given a number of newspaper advertisements.

2) Controlled Practice

In this step, the students are provided with controlled practice in using the target language vocabulary, structures and functions. Example of this step is by giving students a brief conversation, and then practices it in pairs.

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3) Authentic listening practice

The next step involves the students in intensive listening practice. The students listen to speakers who talk about the topic. This step would expose them to authentic or simulated conversation.

4) Focus on linguistic element

In this step, the students take a part in sequence of exercises in which the focus is one or more linguistics elements. The function of this step is to make it easier for the students to see the relationship between communicative meaning and linguistic form.

5) Provide freer practice

After involving within the constraints of the language models provided by the teacher and materials, it is the time for the students to in freer practice. They can work individually, in pairs or in group.

6) Introduce the pedagogical tasks

The final step is the introduction of the pedagogical task. Students can have group work discussion and decision making task.

b. Principles of Task-Based Language Teaching

According to Nunan (2004, p. 35-37) Task-based language teaching has seven principles. They are:

1) Scaffolding: the teacher provides supporting frameworks on lessons and materials when learning process takes place.

2) Task dependency: the students spend a greater proportion of time engaged in receptive tasks.

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3) Recycling: the students run into target language items.

4) Active learning: the students learn using the language they learn actively. 5) Integration: the teacher should teach the relationship between linguistics

form, communicative function and semantics meaning.

6) Reproduction to creation: the students should be encouraged to move from reproductive to creative language use.

7) Reflection: the teacher should add a reflective element and give the learners opportunities to reflect on what they have learned.

B. Theoretical Framework

This part discusses the correlation between the theories and the study. In designing the activities that provide the students opportunities to speak, the writer has to understand the principle of teaching speaking and task-based language teaching. The writer will combine the speaking activities that are proposed by Harmer (2001) with the task-based language teaching that is proposed by Nunan (2004). However, the writer will not use all of Harmer’s speaking activities. The speaking activities used in this study are acting from the script, communication games, discussion, prepared talks, questionnaires and role-play. The speaking activities will be combined together with Nunan’s steps developing units of works. The steps are schema building, controlled practice, authentic listening practice, focus on linguistic element, provide freer practice and introduce the pedagogical tasks.

In developing the materials, this study adapts Dick and Carey instructional design model. The steps that the writer uses are identify instructional goals,

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conduct instructional analysis, analyze learners and context, write performance objective, develop instructional strategy, develop and select instructional material, and design and conduct formative evaluation of instruction. Since this study focuses in designing the speaking materials, the writer omits design and conduct summative evaluation step.

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18 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer presents the information about the methodology used to conduct the study. The information involves the research method, research setting, research participants, instruments and data gathering technique, data analysis technique and research procedure.

A. Research Method

In this study, the writer designed speaking materials for the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan using task-based language teaching. Therefore, this study was categorized as Educational Research and Development. Educational Research and Development is a process to develop and validate the educational product (Borg & Gall; 1983). Borg and Gall (1983, p. 771) also stated that the goal of Research and Development (R&D) is to take the research knowledge and incorporate it into a product that can be used in the school.

In this study, the writer adapted the steps of Dick and Carey’s instructional design as the steps to develop the material. The steps are:

1. Identify Instructional Goals

A goal statement described a skill, knowledge or attitude that a student would be expected to acquire. In this step, the writer needed to clearly define the need, define the instructional goal based on need and generally describe the students, performance and tools. In order to gather the data needed to identify instructional

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goals and overview the students, the writer distributed the questionnaire to tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan and interviewed the English teacher.

2. Conduct Instructional Analysis

This step focused on identifying what a student must recall and what student must be able to do to perform particular task. Based on the instructional goal and overview of the students, the writer conducted instructional analysis and determined step-by-step what people were doing when they performed the goal. The result of this step was the designation of entry behaviors which is required to begin instruction.

3. Analyze Learners and Context

Identify general characteristics of the target audience, including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings had been done in this step. The writer conducted learner analysis to identify students’ current knowledge and skills. The data from previous steps helped to give the detail description of studentss, the performance environment and the learning environment.

4. Write Performance Objective

Objectives consisted of a description of the behavior, the condition and criteria. The component of an objective that described the criteria would be used to judge the student's performance. Based on the previous data, the writer

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synthesized information about the skills to be learned, the characteristics of the target learners and the learning context and stated the learning objective.

5. Develop Instructional Strategy

In this step, the information from the previous data used to identify the appropriate instructional strategy. The theories of task-based language teaching had been used in this step as the instructional strategy to develop the speaking materials.

6. Develop and Select Instructional Material

The teacher’s guide and the students’ book were produced in this step. The writer wrote, selected and organized the materials by following the instructional strategy.

7. Design and Conduct Formative Evaluation of Instruction

The writer tried to identify areas of the instructional materials that need improvement. In this step, the writer gathered the data by distributing the post-design questionnaires and the materials to two lecturers and one English teacher. The evaluators would give their evaluation and suggestions about the design materials. They also would judge whether the designed materials were appropriate or not.

The steps of designing the speaking materials are described as in Figure 3.1 The Writer’s Step of Instructional Design.

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Figure 3.1 The Writer’s Step of Instructional Design

B. Research Setting

The study was conducted in SMKN 1 Nanggulan. The writer distributed questionnaire to tenth grade students of Agricultural Product Processing Technique Program on 25 May, 2013. The English teacher of SMKN 1 Nanggulan was interviewed by the writer after distributing the questionnaire to the students. To evaluate the design, evaluation questionnaires and the materials to an English teacher and two English lecturers of English Language Education Study Program Sanata Dharma University were distributed on December 2013.

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C. Research Participants

There were two groups of participants involved in this study: participants of pre-design study and participants of post-design study.

1. Participants of Pre-design study

In designing the materials, the students’ needs are important things to be considered. In order to know what the students’ needs are, the writer distributed the questionnaire to the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. The total number of the participants was 32 students. All of them were female students. Besides, informal interview was also conducted with the English teacher to gain information about the students’ needs.

2. Participants of Post-design study

To evaluate the designed of the materials, the writer distributed questionnaires and the materials to the English teacher of SMKN 1 Nanggulan and English lecturers of English Language Education Study Program Sanata Dharma University. The total number of participants of evaluation was three people. They consisted of one English teacher and two English lecturers. The selection of the English teacher was based on the consideration that she/he would use the materials. Meanwhile, the lecturers were selected because of their experiences and knowledge in English language teaching. After the process of developing the speaking materials, the writer evaluated the materials. Evaluation was needed not only to detect the weaknesses of the materials but also to judge whether the materials are ready to be used or not. The writer adapted Dick and Carey’s step

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namely formative evaluation of the design materials. This step conducted through the expert validation by distributing the evaluation questionnaire to the lecturers of English Language Education Study Program of Sanata Dharma University and the English teacher of SMKN 1 Nanggulan.

D. Instruments and Data Gathering Technique

The data gathering was conducted twice: before designing the material (pre-design) and after designing the materials (post-design). During pre-design study, two instruments were used: interview and pre-design questionnaire.

According to Ary, Jacobs and Razavieh (2002), interview is one of the most widely used methods to gather the data on subjects’ opinion, beliefs and feelings. The writer used informal interview to gather the data about students’ needs. The interview was conducted to give additional data about students’ need, behavior and characteristics. The writer interviewed the English teacher of SMKN 1 Nanggulan. The interview was conducted in May 2013.

In order to design appropriate materials questionnaire was used to gather the data about the students’ needs. According to Seliger and Shohamy (1989), a questionnaire is a printed form of data collection which contains questions or statements for subject to respond. Ary, Jacobs and Razavieh (2002) said that there are two types of questionnaires; structured and unstructured questionnaires. A structured questionnaire contains the questions and alternative answers to them. While unstructured questionnaire does not contain the alternative answers so the respondents can answer freely.

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The writer implemented structured questionnaire in the pre-design study. This questionnaire was distributed during the research and information collecting step. This questionnaire aimed to collect the learners’ needs and characteristics.

Meanwhile, in the post-design study, the second questionnaire was evaluation questionnaire. The questionnaire was distributed together with the designed materials to the English teacher and lecturers of English Language Education Study Program Sanata Dharma University to assess the designed materials. The questionnaire consisted of two parts. In the first part the respondents stated their degree of agreement of the statements and in the second part the respondents wrote down their opinions and suggestions to improve the designed materials.

E. Data Analysis Technique

They are two important things to be discussed in this part, data analysis technique of pre-design study and data analysis technique of post-design study. 1. Data Analysis Technique of Pre-design Study

In the pre-design study, the analysis of the data was aimed to find the students’ needs and interest in speaking English. The questionnaires were distributed to the students in the form of structured questions. Each participant’s opinion of the questionnaires was calculated in percentage as most people find it easier to understand data in percentage than in raw frequencies (Brown and Rodgers, 2002).

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The percentage was calculated by the amount of the students who chose the options divided by the total number of the students. The formulation is presented as follows.

�

� x 100% Note:

n = the number of the students who chose the option N = total number of the students

The result of the questionnaires can be seen in the appendix C.

2. Data Analysis Technique of Post-design Study

In the post-design study, the writer distributed questionnaire to the English teacher of SMKN 1 Nanggulan and two lecturers of ELESP Sanata Dharma University. They were two types used in the questionnaire, likert scale and open-ended questionnaire. The likert scale which ranged from 1 to 4 was adopted from Best (1970, p. 173). The degrees of agreement were classified as follow: (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree. The designed materials would be acceptable if the central tendency for each statement was range 3 to 4. According to Brown and Rodgers (2002), central tendency, the trend of a set of numbers that clusters around particular value, is a convenient way of summarizing data of nominal categories such as Likert scale. In this study, the writer used mean to measure the central tendency. The formulation of calculating the mean is as follows.

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M

=

x �

Note: M = mean

x = sum of score

N = total number of participants

For the second part of the questionnaire, the writer summarized the participants’ opinions and suggestions into paragraphs. This data was used to improve the designed materials. After the data from the evaluators were analyzed, it showed that the materials were acceptable. In the first part of questionnaire, the evaluators stated their degree of agreement on the statements. The result ranged from 3- 3.67, indicating that the materials were well-developed. The completed result of expert validation can be seen in Table 3.1 The Result of Expert Validation.

Table 3.1 The Result of Expert Validation

No. _{Respondents’ opinion}

Central Tendency N _x Mean A. Learning Indicators

1. The indicators are suitable with the competence

standard 3

11 _3.67

2. The indicators are suitable with the basic

competences 3

11 _3.67

3. The indicators are well-formulated 3 9 3

B. Learning Materials

4. The materials help the students to achieve the

indicators 3

11 _{3. 67}

5. The materials are suitable to teach speaking for tenth

grade students 3

11 _{3. 67}

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No. _{Respondents’ opinion}

Central Tendency N _x Mean

7. The activities are motivating 3 9 3

8. The contents are suitable with the students’ need 3 10 3.33

9. The contents are well-elaborated 3 9 3

10. The instructions are clear 3 10 3.33

11. The instructions are understandable 3 10 3.33

12. The designed materials are within the time allocation 3 9 3

C. Teacher’s Guide

13. The teacher’s guide is helpful 3 10 3. 33

14. The teacher’s guide is understandable 3 11 3. 67

15. The syllabus is able to give illustration about the

materials 3

10 _3.33

C. Implementation of Task-Based Language Teaching

16. The activities are encourage students to speak 3 10 3.33

17. “Recall you memory!” section helps to introduce the

topic to the students 3

9 ₃

18. “Be ready!” and “What to say” sections give students the vocabulary, language and context for the tasks

3 9 3

19. “Let’s practice” section facilitates students to

produce language 3

10 _3.33

21. “Be ready!”, “What to say” and “Let’s practice” sections facilitate students actively using the target language

3 10 3.33

22. “Time to reflect” section encourage students to share

their feeling 3

9 ₃

E. Overall evaluation

23. In overall, the designed materials are well-developed 3 10 3.33

In the second part of the questionnaire, the evaluators gave their comments and suggestions about the designed materials freely. The evaluators’ comments and suggestion were helpful and important in order to improve the designed materials. There were three questions in the second part, first question asked about the evaluators’ comment on the designed materials. The second

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question asked about their comments on the teacher’ guide and the last question asked about their suggestions to make the materials get better. There were some important points of the feedback and suggestions from the evaluators.

First, the designed materials were nice and well-organized. The illustrations were quite helpful for the students to understand it. The materials were also easy to apply in the classroom. But, it would be better if add more specific questions to aid students better. Some more information also should be added in Be Ready! and What To Say section when certain expressions are used.

Second point was about the teacher guide. The comments on the teacher guide were found to be satisfying. The teacher’s guide was well-made and it helped the teacher to understand and elaborated the materials for the students. The teacher’s guide was also quite clear enough and easy to follow because it provided teachers on what they should do in the class.

The last point was about the suggestion to improve the designed materials. Inserting vocabulary used in agriculture area in the conversation or dialog activity was needed to enrich students’ vocabulary that was related to their area. One evaluator suggested changing topic 2 about introduction to be in topic 1 because students should know each other first by introducing one another then they can learn how to greet people that they have recognized. The matching activity in unit 4 would be better if giving them English meaning rather than Indonesian meaning. It was to avoid students speak in their native language. The writer also needed to check the grammar both in the teacher’s guide or student’s book because the evaluators found some grammatical mistakes and also typo in

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both books. The results of the part two of the questionnaire are presented in Table 3.2.

Table 3.2 The Result of the Essay Questions

Statements Respondents’ Suggestions and Opinions Comments on the designed

material.

It is nice and well-organized material especially the instructions

The illustrations are quite helpful for the students to understand it

Easy to apply

On page 5, asking more specific question to aid students better

In be ready and what to say, add some more information on the context when certain expression are used

There is a typo in the instruction in unit 2

Comments on the Teacher’s Guide It is a well-made guide for teachers

It helps them to understand and elaborate the materials for the students

Quite clear enough and easy to follow

Provide teachers on what they should do in the class with guidance

Suggestions to improve the designed material

Topic 2 about introduction should be in topic 1. Therefore topic 1 about greeting and leave taking will be in topic 2.

In unit 4 page 10, there is an activity in which students learn to build their vocabulary. It is much better if we don’t give the Indonesian meaning as the options but the meaning in English, for example: near = not far away in distance.

Insert some vocabulary used in agriculture area such as some agricultural tools or some agricultural terms as the part of the conversation.

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F. Research Procedures

Some procedures were employed in conducting this study in order to present the speaking materials. The research procedure steps are presented as follows.

1. Asking permission to conduct study.

2. Distributing questionnaire to the students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan.

3. Interviewing English teacher of SMKN 1 Nanggulan. 4. Analyzing the data of needs survey.

5. Developing speaking materials for tenth grade student of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan using task based language teaching.

6. Distributing post-design questionnaire to the English teacher and lecturers of Sanata Dharma University to evaluate the materials.

7. Analyzing the result of the materials evaluation questionnaire.

8. Revising and improving the designed materials into the final version based on the feedback of the questionnaire.

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31 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer presents the result and discussion of the design material. This chapter is intended to answer the main problem, what the speaking materials for the tenth grade students of Agricultural Product Processing Technique Program look like. This chapter describes the information about who will use this speaking material (the students’ characteristics), what the purposes of this speaking materials (the goal, topics and general purposes), what the indicators that the student will achieve (learning objectives) and what the speaking materials look like (teaching and learning activities). After doing some revision, the final version of speaking materials for the tenth grade student of Agricultural Product Processing Technique Program was finally finished. The final version consists of two books: the Teacher’s Guide and the Student’s book. The final product was presented in appendix G and H.

A. The Goal, Topics and the General Purposes

The main goal of practicing English for tenth grade student of Agricultural Product Processing Technique in the class was to master English expressions in daily life used in the real situation. Another goal was to help the students used English communicatively without being afraid of making mistakes.

Based on the result of pre-design questionnaire, there were four out of eight topics that the students wanted to learn more. The topics were greeting and leave taking, introducing self and others, giving direction, offering things and help. In

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deciding the topics, the writer adapted the Kurikulum Tingkat Satuan Pendidikan (KTSP) which was used in SMKN 1 Nanggulan. The writer changed the topics into four units of the speaking materials. The topics and the units were shown in Table 4.1 The List of the Topics and the Units.

Table 4.1 The List of the Topics and the Units

Topics Unit

Greeting and leave taking Unit 1

HOW ARE YOU?

Introducing self and others Unit 2

HER NAME IS AJENG

Offering things and help Unit 4

LET ME HELP YOU, SIR!

Giving direction Unit 3

WHERE IS THE SCHOOL?

In school-based curriculum or KTSP, the basic competences represent the general purposes. It has been formulated by the ministry of education. The basic competences of each unit are shown in the Table 4.2 The Basic Competences.

Table 4.2 The Basic Competences

Unit Topics Basic Competences

Unit 1 HOW ARE YOU?

Greeting and leave

taking Understanding basic

Expressions for

daily communication that involves the expression of greetings and leave-taking Unit 2

HER NAME IS AJENG

Introducing self and

others Understanding basic

expressions for

daily communication that involves the expression of introducing self and others Unit 3

LET ME HELP YOU, SIR!

Offering help _{Understanding basic}

expressions for

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Unit Topics Basic Competences involves the expressions of asking and offering help Unit 4

WHERE IS THE SCHOOL?

Giving direction _{Understanding basic}

expressions for

daily communication that involves the expression of asking and giving direction

B. Learning Objectives

According to Kemp, Morrison and Ross (1998), learning objectives are statements that define the expected goal of a curriculum, course, lesson or activity in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction. The learning objectives of each unit are presented in Table 4.3 The Learning Objectives.

Table 4.3 The Learning Objectives

Unit Learning Objectives

Unit 1 HOW ARE YOU?

The students are able to:

Identify greetings and leave-taking expressions in the conversation

Mention the expressions of greetings and leave-taking expressions in the conversation

Greet others using an appropriate expression

Respond to greetings and leave-takings using an appropriate expressions

Unit 2

HER NAME IS AJENG

The students are able to:

Identify the expressions of introducing themselves and others

Mention some expressions that are used to introduce themselves and others

Introduce themselves and others using an appropriate expression

Respond to others’ introduction using appropriate expressions

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Unit Learning Objectives Unit 3

LET ME HELP YOU, SIR!

The students are able to:

Identify the expressions of asking and offering helps

Mention some expressions that are used to asking and offering help

Ask a help using appropriate expressions

Respond to others’ request using appropriate expressions

Unit 4 WHERE IS THE

SCHOOL?

Mention the vocabulary used to give direction Mention the expressions used to give direction Ask direction using appropriate expressions Give direction using appropriate expressions

C. Teaching and Learning Activities

The writer formulated the teaching and learning activities based on the result of the pre-design questionnaire. From the data, the writer understood the teaching and learning activities that were demanded by the students. It helped the writer to make the appropriate teaching and learning activities. After selecting the teaching and learning activities, the writer selected the materials and designed the materials based on the students’ characteristics, the goal, topics and general purposes, the learning objectives, the teaching and learning activities and the theory of task based language teaching.

In the material design, the writer divided each unit into five sections. The sections are Recall Your Memory!, Be Ready!, What to Say, Let’s Practice!, and Time to Reflect. The model unit of the materials can be seen in the Table 4.4 The Model Unit.

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Table 4.4 The Model Unit

Unit Section Activities

Unit 1 HOW ARE YOU?

Recall Your Memory!  Share past experience

Be Ready!  Listen to the recorder

 Read a dialogue  Underline the

expression

What to Say  Language expressions

Let’s Practice!  Make a conversation  Practice in a group

Time to reflect  Recall what they have

learn

The explanation of each section are as the follows. a. Recall Your Memory!

The first section of each unit was Recall Your Memory! This section had function as the schema building in the Nunan’s task based procedure. In this section, the students would try to recall their past experiences about the topic. By recalling their past experiences, the students could guess the topic of the lesson. Pictures stories, sharing personal experiences, question and answer activities are used in this section. This section aimed to prepare the student before entering the main activity. The example of this section can be seen in Figure 4.1 The Example of Recall Your Memory! Section.

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Figure 4.1 The Example of Recall Your Memory! Section

b. Be Ready!

The function of this section was to prepare the students for the main task. The activities in this section were used to build the prior knowledge of the students. The tasks such as listening and matching activities are given in this section. Nunan’s second and third procedures were used in this section. The example of this section is shown in Figure 4.2.

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c. What to Say

What to Say provided the students the language expression of the functional skills that being learnt. The teacher had to emphasize that the language expressions in this section are just an additional guidance for the students. The students could make another expressions based on their own experiences or knowledge. In Nunan task-based language teaching, this step including in the fourth step, focus on language element. The example of what to say section can be seen in Figure 4.3.

Figure 4.3 The Example of What to Say Section

d. Let’s Practice!

This section served as the main task of the lesson. This section was design according to peer practice one of Nunan’s procedure. The main tasks focused on providing the students an opportunity to produce and perform the language. The

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main activities in this section were performing the dialogue, role play, and opinion gap activities. Figure 4.4 is the example of the activities of this section that can be seen in the materials.

Figure 4.4 The Example of Let’s Practice Section e. Time to reflect

In Time to Reflect, the writer gave an opportunity to the students to reflect what they have learnt during the process. This section followed the last principle of task-based language teaching. Nunan stated that reflective element has a particular affinity with task-based language teaching (2004, p. 38). By reflecting, the students can aware the whole processes that they have passed. In this section, the writer gave some questions and tasks to be answered by the students. Nunan’ last procedure pedagogical task was used in this section.

The details of the speaking materials for the tenth grade students of Agricultural Product Processing Technique Program using task-based language teaching can be seen in Appendix G –Student’s Book.

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39 CHAPTER V

CONCLUSION AND RECOMMENDATIONS

The writer presents the conclusion and the recommendation of the study in this chapter. In the first part, the writer concludes the summary of the study while in the second part, the recommendations for the teachers, students and anyone who intends to conduct further study are provided.

A. Conclusion

This study was conducted to answer one major problem, what the designed of speaking materials look like. In order to solve the problem, the writer implemented Educational Research and Development (R&D) method as the research method. Furthermore, the writer used Dick and Carey’s Instructional Design. In designing the materials, the writer also used theories related to the study as the fundamental information.

The writer steps in designing the material were: (1) identify instructional goal, (2) conduct instructional analysis, (3) analyze learners and contexts, (4) write performance objective, (5) develop instructional strategy, (6) develop and select instructional the materials, (7) design and conduct formative evaluation of instruction.

The final version of the speaking materials for tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan using task-based language teaching consist of four units. Those units are presented in the Table 5.1.

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Table 5.1 The Unit of the Materials

Unit Title

UNIT 1 HOW DO YOU DO?

UNIT 2 HER NAME IS AJENG

UNIT 3 LET ME HELP YOU, SIR!

UNIT 4 WHERE IS THE

SCHOOL?

The writer divided each unit into five sections. Those sections are Recall Your Memory, Be Ready, What to Say, Let’s Practice and Time to Reflect. The sections represent Nunan’s developing unit of work. Those are schema building, controlled practice, authentic listening practice, focus on linguistic elements, rovide preer practice,and introduce the pedagogical task.

The result of the evaluating stage showed that the speaking materials are well-designed and acceptable since the result ranging from 3 - 3.66 from the scale 1 to 4. The complete designed set of materials can be found in Appendix G and H.

B. Recommendations

In this part, the writer would like to give some recommendations to the related to this study. The recommendations are presented below.

1. Recommendations for the English teacher

The teacher is suggested to implement these speaking materials as an alternative source in order to encourage the students in learning English. The teacher also should motivate the students to speak as much as possible by using English during teaching and learning process. The writer also suggests the teacher

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asks the students to practice in front of the classroom to improve their confidence in speaking English.

2. Recommendations for the students

The students should not to be ashamed to express their ideas, opinions, thoughts or experiences. By expressing their ideas, opinions, thoughts or experiences, they learn to practice English.

3. Recommendations for the future researchers

This research only focuses on Kurikulum Tingkat Satuan Pendidikan (KTSP). This occurs due to limited time and energy. Therefore, the future researcher may continue to develop these speaking materials using the newest curriculum. Even though the design has been finished, the writer can not measure the effectiveness of these speaking materials. The future researchers can apply these speaking materials to know its effectiveness and make some necessary improvement if needed.

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42 REFERENCES

Ary, D., Jacobs, L.C., & Razavieh, A. (2002). Introduction to research in education (6th ed.).Belmont: Wadsworth Group, Thomson Learning. ASEAN Secretariat. (2008). ASEAN economic blueprint. Retrieved January 13,

2013, from http://www.asean.org/archive/5187-10.pdf

Best, J.W. (1970). Research in education (2nd ed.). Upper Saddle River: Prentice-Hall, Inc.

Borg, W.R. & Gall, M.D. (1983). Educational research: An introduction. London: Longman Inc.

British Council. (2013). The English effect. Retrieved February 1, 2014, from http://www.britishcouncil.org/sites/britishcouncil.uk2/files/english-effect-report-v2.pdf

Brown, J. D. & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press. Inc.

Dick, W. & Carey, L. (1978). The systematic design of instruction. Glenview: Scott, Foresman and Company.

Dick, W., Carey, L. & Carey, J.O. (2009). The systematic design of instruction. Upper Saddle River: Pearson.

Harmer, J. (2001). The practice of English language teaching. London: Longman. Kemp, J.E., Morrison, G.R., & Ross, S.M. (1998). Designing effective instruction

(2nd ed.). Upper Saddle River, NJ: Merrill.

Muslich, M. (2007). KTSP (kurikulum tingkat satuan dasar): Dasar pemahaman dan pengembangan. Jakarta: Bumi Aksara.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Nunan, D. (2003). Practical English language teaching (1st ed.). New York: McGraw-Hill Companies, Inc.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

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Richard, J.C. & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Seliger, H.W. & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.

Widdowson. (1978). Teaching language as communication. Oxford: Oxford University Press.

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APPENDIX A

Permission Letters

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APPENDIX B

Questionnaire for

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KUISIONER

Saya, mahasiswa Program Studi Pendidikan Bahasa Inggris, sedang menyusun skripsi dengan tema Speaking Materials for Tenth Grade Students of Agricultural Product Processing Technique Program of SMK 1 Nanggulan using Task-Based Language Teaching (Materi pelajaran berbicara untuk siswa kelas X jurusan TPHP menggunakan metode pembelajaran bahasa dengan pemberian latihan-latihan). Penelitian ini disusun dalam rangka untuk mengumpulkan data-data mengenai kebutuhan, minat dan gaya belajar anda serta metode latihan yang anda inginkan.

Sehubungan dengan tersebut, saya memohon kesediaan anda untuk mengisi kuisioner ini dengan sungguh-sungguh. Saya mengucapkan terima kasih atas kesediaan dan partisipasi anda dalam mengisi kuisioner ini.

A. Identitas Responden

Nama : _________________________

Jenis Kelamin : P / L

B. Pertanyaan

Berilah tanda silang (x) pada jawaban yang sesuai pendapat anda. Jika anda memiliki pendapat yang berbeda, silakan mengisi kolom yang sudah disediakan. 1. Berapa lama anda belajar Bahasa Inggris?

a. 4 tahun (sejak kelas 1 SMP) c. 7 tahun (sejak kelas 4 SD) b. 6 tahun (sejak kelas 5 SD) d. ………..

2. Apakah pendapat anda tentang mata pelajaran Bahasa Inggris, khususnya ketrampilan berbicara?

a. Sulit c. Biasa-biasa saja

b. Mudah d. ………..

3. Mengapa Anda belajar Bahasa Inggris, khususnya Speaking?

a. Agar dapat berbicara dengan pihak asing saat memasarkan produk b. Agar dapat lulus saat UN

c. Agar mendapatkan nilai bagus dalam pelajaran bahasa inggris d. ……….. (tuliskan)

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4. Berdasarkan pendapat anda, apakah berbicara (speaking) penting? a. Ya

b. Tidak

5. Kesulitan-kesulitan apa yang sering anda hadapi dalam kelas berbicara (speaking) Bahasa Inggris? (boleh mememilih lebih dari satu)

a. Kosakata yang terbatas

b. Kesulitan dalam merangkai kalimat dengan menggunakan tata bahasa (grammar) yang benar

c. Kesulitan dalam mengucapkan kata-kata dalam bahasa Inggris dengan benar (pronunciation)

d. Kurangnya bahan latihan/ materi

e. ……… (tuliskan)

6. Apakah menurut anda latihan-latihan berbicara dapat meningkatkan ketrampilan berbicara anda?

a. Ya b. Tidak

7. Jenis kegiatan berbicara apakah yang anda inginkan saat di kelas bahasa Inggris? (boleh mememilih lebih dari satu)

a. Bermain peran (role play) b. Percakapan (dialog)

c. Mendeskripsikan sebuah gambar d. Presentasi

e. ……… (tuliskan)

8. Pilihlah topik-topik berikut yang sesuai dengan minat anda. (boleh mememilih lebih dari satu)

a. Greeting and Leave taking b. Introducing oneself and others c. Describing things

d. Describing time and date

e. Showing sympathy and gratitude f. Giving direction

(70)

g. Offering things and help h. Selling and bargain

i. ……….. (tuliskan)

(71)

APPENDIX C

The Result of Needs Analysis

Questionnaire

(1)

UNIT 4

Where is the school?

After finishing this unit, the students are expected to be able to:

 Mention the vocabulary used to give direction

 Mention the expressions used to give direction

 Ask direction using an appropriate expression

 Give direction using an appropriate expression Learning Objectives

(2)

Recall Your Memory

Ask the students to read aloud the comic!

(Comic taken from www.chickenwingscomics.com)

Be Ready

A. Ask the students to act out this dialogue with their partners then underline the expression of asking and giving direction of the dialogue. Nadia : Hi, Amel!

Amel : Hi, Nadia. Who is he?

Nadia : This is my cousin. His name is Reno. Reno, this is my friend Amel.

Reno : Hi Amel. Nice to meet you.

Amel : Nice to meet you too Reno. Where are you going now? Nadia : We will go to the administration room. Can you tell me where

(3)

Nadia : Thank you for the information. I have to go now. Amel : You’re welcome. See you next time.

Nadia : See you.

B. Build your Vocabulary

Match this word with the meaning! 1. Upstairs (b)

2. Downstairs(f) 3. Near (a) 4. Beside (e)

5. Go straight/ go ahead (j)

6. Turn left/right (h)

7. Pass (the post office) (i)

8. Crossroads (d)

9. T-junction (c)

10. It is on the corner (i)

11. It is between (k)

12. Corner (g)

a. not far away in distance

b. towards or on the

highest floor or floors of a building

c. a place where one road

meets another without crossing it

d. a place where two roads

meet and cross each other

e. at the side of, next to

f. to or on a lower floor of

a building

g. area which is formed by

the meeting of two roads

h. move to the left side/right side

i. to go past (the post

office)

j. go continuing in one

direction

k. in or into the space

which separates two places

(4)

What to say

Ask students to read and practice the expressions with their partner

Asking location

Is there …… here? Where is the …..?

Can you show me where the ……

is?

Which way is the ….?

How can I get to……

Giving direction

Yes. It is upstairs

It is in the second floor. It is in the main building.

Go down and turn right. It is on your left.

Go along the street until you find the T-junction. Then turn left.

Let’s Practice

A. Ask the students to ask and answer the questions based on the

map below with their partner.

Example: Where is the library?

It is next to the laboratory.

Field rice

TKJ TPTP

Multimedia room Library

Laboratory

Teacher room

Meeting room Workshop

Head-master room

(5)

B. Ask the students to find a partner, and then follow the instructions below.

1. One student will be student A and other will be student B. Both

student A and B have their own map

2. Map for students A and students B are the same but some

information on map A and B are missing.

3. Ask the students to ask and give direction according to the

information on the map.

(The maps are provided on the photocopiable section)

Time to Reflect

Ask students to write in the space provided about what they have learnt today. They can write it at home as their homework.

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Speaking materials using task-based language teaching for the tenth grade students of agricultural product processing technique program of SMKN 1 Nanggulan.

SPEAKING MATERIALS USING TASK-BASED LANGUAGE

TEACHING FOR THE TENTH GRADE STUDENTS

OF AGRICULTURAL PRODUCT PROCESSING TECHNIQUE

PROGRAM OF SMKN 1 NANGGULAN

SPEAKING MATERIALS USING TASK-BASED LANGUAGE

TEACHING FOR THE TENTH GRADE STUDENTS

OF AGRICULTURAL PRODUCT PROCESSING TECHNIQUE

PROGRAM OF SMKN 1 NANGGULAN

ACKNOWLEDGEMENTS

M

=

APPENDIX A

Permission Letters

APPENDIX B

Questionnaire for

KUISIONER

APPENDIX C

The Result of Needs Analysis

Questionnaire

UNIT 4

Where is the school?

Recall Your Memory

Be Ready

What to say

Asking location

Giving direction

Let’s Practice

Time to Reflect

Photocopiable Material for Page 11

Name : Putri

Profession:Baker

Hometown:Bantul

Address:Nuri street no. 10

Name : Sarah

Profession: Actress

Hometown: Kebumen

Address: Kutilang street no. 12

Name : Dimas

Profession:Lawyer

Hometown:Ambarawa

Address:Gagak street no. 5

Name : Santoso

Profession: Farmer

Hometown:Sentolo

Address:Sriti street no.3

Name : Rizal

Profession:Butcher

Hometown:Bangka

Address:Elang street no. 9

Name : Riris

Profession: Singer

Hometown:Lembang

Address:Blekok street no. 7

Name : Dinda

Profession:Nurse

Hometown:Garut

Address:Cekakak street no. 6

Name : Nuri

Profession:dentist

Hometown:Bekasi

Address:Nuri street no. 1

Name : Ayu

Profession:Writer

Name : Galuh

Profession:Student

Parts

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