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Engilsh i s an internaitona l language which i s o tfen used both in daliy d n a , s c it il o p , y g o l o n h c e t , n o it a c u d e , e l p m a x e r o f ,s d l e if y n a m n i d n a n o it a s r e v n o c d n a g n i n r a e l y h w n o s a e r e n o s i s r e k a e p s h s il g n E f o r e b m u n e g u h e h T . y m o n o c e s a w s i s e h t s i h t n i d e t n e s e r p h c r a e s e r e h T . t n a tr o p m i s i h s il g n E g n ir e t s a m n i d e t c u d n o
c SMA Pangud iLuhu rYogyaka tra ,aschoo lwhich ha sa mission t o v it c a h ti w s t n e d u t s s ti e d i v o r
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Thi sstudy i sconducted to create a module fo rthe Engilsh exrtacurircular . h s il g n E s i w o H ) 1 e r a e s o h t , y d u t s s i h t n i d e s s u c s i d s m e l b o r p o w t e r a e r e h T f o s t n e d u t s e d a r g h t n e v e l e e h t r o f e l u d o m g n i k a e p
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g n i n r a e L g n i n if e D ) 3 , ) p m e K ( s e s o p r u P l a r e n e G d n a , s c i p o T , s l a o G g n it a l u m r o F g n i n r a e L / g n i h c a e T g n it c e l e S ) 5 , t n e t n o C t c e j b u S g n i s o o h C ) 4 , ) p m e K ( s e v it c e j b O r e w s n a e h t , n e h T . ) n e d l a Y ( n o it a u l a v E ) 6 d n a , ) p m e K ( s e c r u o s e R d n a s e it i v it c A
t othesecondquesitoncanbeseeni n t heappendixI , which i st hepresentaiton o f k s a T n o d e s a b e d a m e r a e l u d o m e h t n i s l a ir e t a m l l A . e l u d o m e h t n i s l a ir e t a m e h t -e r P s e d u l c n i h c i h w k r o w e m a r f g n i h c a e T e g a u g n a L d e s a
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The dataused i n t hi sstudy wa sobtained from t he i nterviewer sbetween t he u t s h t o b h ti w r e ti r
w dent s and teachers , and also from the quesitonnarie s g a t a d e h T . s t n e d u t s e h t o t d e t u b ir t s i
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ii i v K A R T S B A . 2 1 0 2 . a i s a t s a n A , a n a ri k ir t s a
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p -har imaupun d iberbaga ibidang sepetr ipendidikan, t eknologi , , i n i g n a r a k e s s ir g g n I a s a h a B r u t u n e p a y n k a y n a b n a g n e D . i m o n o k e n a d , k it il o p n a d i r a j a l e p m e m a k a
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Stud iin idliakukan untuk membua tmodu luntuk kegiatan eksrtaku irkuler . k u t n u l u d o m a n a m i a g a b u ti a y , h a l a s a m a u d s a h a b m e m i n i n a it il e n e P k u t n u l u d o m h a k a p a i tr e p e s n a d t a u b i d s ir g g n I a s a h a B r e l u k ir u k a rt s k e b e s r e t s ir g g n I a s a h a B r e l u k ir u k a rt s k
e u t?
Stud iin imenggunakan metode Research and Development ,atau yang lebih i s a t p a d a g n e m s il u n e p , a m a tr e p n a a y n a tr e p b a w a j n e m k u t n U . D & R t u b e s i d g n ir e s h a k g n a L . n e d l a Y n a d p m e K i r a d l e d o m a u
d -langkah yang digunakan adalah :1 ) Y ( a w s i s n a h u t u b e k i e v r u
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n a r a j a l e b m e p n a d n a r a j a g n e p r e b m u s a tr e s s a ti v it k a n a k u t n e n e M ) 5 , n e t n o k d n a b a w a j , a y n t u j n a l e S . ) n e d l a Y ( i s a u l a v E ) 6 n a d , ) p m e K
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a k g n a r e k n a k r a s a d r e b n u s u s i d l u d o m m a l a d i r e t a M . I n a ri p m a l a d a p t a h il i d t a p a d k s a
T -Based Language Teaching yang meilput i Pre-Task , Task Cycle , dan e r P l u d o m m a l a d i D . s u c o F e g a u g n a
L -task disebu tsebaga i‘Prepare Yoursefl’ , e l c y C k s a
T disebu tsebaga i‘Work on the Task’ ,dan Language Focu stetap . a m a s g n a y h a li t s i n a g n e d t u b e s i d
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t -sisw isetragurudan j ugakuesione ryang dibagikan kepadasiswa -.i
w s i
s D -atadatat ersebu tmember ipenuil sgambaranbagaimananant imodu lharu s , s ir g g n I a s a h a B r e l u k ir u k a rt s k e k u t n u l u d o m n u s u y n e m s il u n e p h a l e t e S . t a u b i d n a d k it ir k n a k t a p a d n e m k u t n u r o t a u l a v e a r a p a d a p e k a y n n a k h a r e y n e m s il u n e p l e b e s l u d o m n a k i a b r e p i m e d n a r a
s um nant i akh rinya layak digunakan untuk .s ir g g n I a s a h a B r e l u k ir u k a rt s k e r a j a g n e m : i c n u K a t a
x i
S T N E M E G D E L W O N K C A
I t a h t e r u s r o f w o n k I . s i s e h t y m d e h s i n if e v a h I t a h t w o n k o t g n i v e il e r s i tI
d ’ I , e r o f e r e h T . s r e h t o m o r f p l e h e h t t u o h ti w s i s e h t y m h s i n if o t e l b a e b t o n l li w
f o s s e c o r p e h t g n ir u d e m r o f e r e h t s y a w l a e r e w o h w e l p o e p l l a k n a h t o t e k il
. s i s e h t e h t g n i k a m
Fris to fall , Iwould ilket ot hankJ esusf o rHi samazing ,never-endingl oveand d n a s p u y m l l a h g u o r h t e m s e v i g e H e c n a r u d n e d n a h t g n e rt s e h t r o f , s g n i s s e l b
e n o o n m a I . n o it a r e p s e d n i e p o h e h t , s s e n k r a d e h t n i t h g il e h t s i e H . s n w o d
. m i H t u o h ti w
My deepes tgrattiude t hen ,goest o Bu Caeciila Tutyandari ,S .Pd. ,M .Pd . s
a h o h w r o s i v d a r o j a m y m g n i e b r o f u o y k n a h
T alway sbeenpaiten tandwliilngt o e
v l o s e m p l e h d n a s m e l b o r p y m o t n e t s
il them . t I hank h erfo rspending itmef o r u
b e h t n i n e v e e
m sys chedulei nordert ohelpme .
Iam also thankfu lto Pak Ag .Hard iPrasetyo ,S .Pd. ,M.A fo rbeing the . e m r o f l u f e s u y r e v e r e w s n o it s e g g u s e h T . e l u d o m d e n g i s e d e h t f o r o t a u l a v e
. e l u d o m d o o g a n g i s e d o t e l b a e b t o n l li w I , s n o it s e g g u s e h t t u o h ti W
Iwould also ilke to thank Drs .Br .Herman Yoseph ,FIC fo rgiving me a n
i h c r a e s e r e h t t c u d n o c o t n o i s s i m r e
p SMA Pangud iLuhu rYogyakarta .Thank n o i s s i m r e p e h T . s r e h c a e t e h t d n a s t n e d u t s e h t w e i v r e t n i o t e m g n it ti m r e p r o f u o y
e h t o d o t e m d e l b a n e s a
h researchs moothly .
Iwouldalso il ketoexpres sgrattiudef o rBu Resttiuta Krismanit ,S .Pd ,and o
s l
a Bu Kris itana Sigi tKaryan it ,S .Pd ,the senio rEngilsh teacher sin SMA a
t r a k a y g o Y r u h u L i d u g n a
x
wtiheverythingdeailngwtihmymoduledesign .Theadvicegivent omei ssucha .
p l e h t a e r g
Iwouldalso ilket ot hankmyclassmatewhoi salsot heEngilshexrtacurircula r n
i r e h c a e
t SMA Pangud iLuhu rYogyakarta ,Anna Keke Widtiesnowa it ,fo r g
n i p l e
h me ge t clea r descirpiton s and informaiton abou t the Engilsh r
a l u c ir r u c a rt x
e acitvtiy .Thei nformaiton i ssuch ausefu lhelp t ha t Ican design an .s
d e e n ’ s t n e d u t s e h t n o d e s a b e l u d o m g n i k a e p s h s il g n E
Then , my grattiude also goe s to Drs . Ariad i Carolus Borromeus and ,.
d P . S , i r a t n a i d i W i k i K a i s a t s a n
A who werewliilng t o spend some itmet o be y m r o f n o it c e r r o c e m o s g n i v i g r o f m e h t k n a h t I . s i s e h t y m f o s r e d a e r f o o r p e h t
.t n e m e v o r p m i s i s e h t y m r o f l u f e s u y r e v s i h c i h w s i s e h t
Ithank al lmy 2007 f irend sEboy ,Arum ,No it ,Katrok ,Ninggar ,Ajeng , p a c e K , a ti L , o k E , i v o N , e k e K , n o p o P , i s u S , a y d i N , i n i D , s i r i R , a h c O , ’ k a d a b ‘
,i ll e
C and Mericifor t het ogetherness ,fo rshairng expeirences ,and fo rsuppo tr s m
h c i h w s g n i h t e h t e r a e s o h T . e m it d r a h e h t g n ir u
d akemeno teasliydesperate.
Then , Iwantt o t hank al lmy 2007f irend sand my r elaitve swho go t o othe r e
r a y e h t e r e h w r e tt a m o n , s e it i s r e v i n
u ,fo rsupporitngmeandr emindingmenott o r
u o t e y , s u e t a r a p e s y a m e c n a t s i d e h T . e t a r e p s e d e
b relaitonship wli lremain
. g n o rt s
Last ,bu tno tleast , Iwould ilke to thank al lmy boarding house firend s y
ll a i c e p s
e Mbak Ria ,Yenni ,Henny ,Siska ,Tata ,Shella, and Fetra fo ralway s o
n d r a w r o f e v o m s y a w l a o t d n a t n e it a p e b o t , y a r p o t e m g n i d n i m e
r matte rhow
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.. .. .. .. .. S E G A P L A V O R P P
A ... ii... ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P N O I T A C I D E
D ... .. v.... i.
.. .. .. .. .. .. .. .. .. .. .. .. .. Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... . ... v..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... ..vi
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B
A ... vii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. K A R T S B
A ...viii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T N E M E G D E L W O N K C
A ...i.x
.. .. .. .. .. .. .. .. S T N E T N O C F O E L B A
T ...xi ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E L B A T F O T S I
L ...xv
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E R U G I F F O T S I
L ...xvi ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P A F O T S I
L ...xvii
N O I T C U D O R T N I .I R E T P A H C
.
A Backgroundoft heStudy...1 .
B ProblemLimtiaiton...5 .
C ResearchProblems...5 .
D Objecitve soft heStudy...5 .
E Benefti soft heStudy...5 .
ii x W E I V E R L A C I T E R O E H T . I I R E T P A H C
.
A Theoreitca lDesc irp iton .s...10 .
1 Insrtucitona lDesignModels...10 .
a Kemp’ sMode.l...11 .
b Yalden’ sModel...15 .
2 Task-BasedLanguageTeaching...17 .
a Task...17 .
b Theoryo fLanguageandLearning...1 8 .
c Teacher’ sandLearner’ sRoles...21 .
d Frameworko fTask-BasedLanguageTeaching...22 .
e TheCharacteirsitc so fTasks...24 .f Type so fTasks...25 .
3 CommunicaitveLanguageTeaching...27 .
a CommunicaitveApproach...27 .
b CommunicaitveCompetence... 28 .
c CommunicaitveApproachFeature .s... 9... 2 .
4 TeachingSpeaking...30 .
a TheNatureo fSpeaking...30 .
b Transacitona landI nteracitona lLanguage...30 .
c Listeningt oFaclitiateSpeaking...3 0 .
d TheReluctan tSpeaking...32 .
e Techniquesi nTeachingSpeaking...33 .
ii i x
Y G O L O D O H T E M H C R A E S E R . I I I r e t p a h C
.
A ResearchMethod...38 .
B ResearchSetitng...41 .
C ResearchParitcipants...42 .
D ResearchI nsrtument sandDataGatheirngTechniques…...43 .
E DataAnalysi sTechnique .s...47 .
F ResearchProcedure...49
S N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A Discussionoft heResearchResutl .s...50 .
1 ConducitngNeed sSurvey...50 .
2 DevelopingGoals ,Topics ,andGenera lPurposes...64 .
3 DeifningLearningObjecitves...66 .
4 ChoosingSubjec tConten.t...68 .
5 SelecitngTeaching/LearningAcitviite sandResources...70 .
6 Evaluaiton...77 .
B ThePresentaitonoft heDesignedModule...77 .
1 TheConten toft heUntis……… ….… ………...77 .
2 TheExplanaitono fEachSecitoni nt heUntis………..……….80
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions……….82 .
v i x
… … … … … … … … … … … … … … … … … … S E C N E R E F E
R .………..84
… … … … … … … … … … … … … … … … … … S E C I D N E P P
v x
S E L B A T F O T S I L
e l b a T
1 .
2 Phasesi nTask-BasedLanguageTeachingFramework………..……..……..24 h
c r a e s e R 1 .
3 Schedule……….………...…41 …
… … … … … … … ) s t n e d u t s e h t( s t n a p i c it r a P y e v r u S s d e e N 1 .
4 .………52
… … … … … … … … … … … y e v r u S s d e e N e h t f o s tl u s e R e h T 2 .
4 .………53
… … … … … … … … ) s r e h c a e t e h t( s t n a p i c it r a P y e v r u S s d e e N 3 .
4 .………56
4 .
4 Goals ,Genera lPurposes ,Topics……….……….………64 …
… … … … … … … … … … … … … … … … … … … s r o t a c i d n I 5 .
4 ..………66
… … … … … … … … … … s r o t a u l a v E e h t f o a t a D e h T 6 .
4 ..……….73
… … … … … … … … … n o it a u l a v E e h t f o s tl u s e R e h T 7 .
4 .……….74
… … … … … … … … … … s ti n U e h t f o t n e t n o C e h T 8 .
i v x
S E R U G I F F O T S I L
e r u g i F
… … … … … … … … … … … … … … … … … … l e d o M s ’ p m e K 1 .
2 .……….14
… … … … … … … … … … … … … … … … … l e d o M s ’ n e d l a Y 2 .
ii v x
S E C I D N E P P A F O T S I L
A X I D N E P P
A : ThePermissionLetter……….……… 7...8
B X I D N E P P
A : TheNeed sSurveyQuesitonnariesf o rStudents….. …… .… .… . 88 C
X I D N E P P
A : TheI nterviewCheckilstsf o rTeachers…….….……… 19 D
X I D N E P P
A : TheI nterviewCheckilstsf o rExrtacurircula rTeacher…...…… 93 E
X I D N E P P
A :TheI nterviewCheckilstsf o rStudents….………..…… .96 F
X I D N E P P
A :TheQuesitonnariesf o rtheEvaluators……….… ..……….98 G
X I D N E P P
A :TheSyllabus……….….………..…….…….100 H
X I D N E P P
A : TheLessonPlan……….……….……….109 I
X I D N E P P
A : TheStuden ’t sBook………. …… ..………124 J
X I D N E P P
1 I R E T P A H C
N O I T C U D O R T N I
e h t f o d n u o r g k c a b e r a e s o h T . s n o it c e s r o j a m x i s f o s t s i s n o c r e t p a h c s i h T
s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a l u m r o f m e l b o r p , n o it a ti m il m e l b o r p , y d u t s
.s m r e t f o n o it i n if e d d n a , y d u t s e h t f o
.
A Backgroundoft heStudy
t n a tr o p m i n a e m o c e b s a h h s il g n E t a h t t b u o d o n s i e r e h t , d lr o w s ’ y a d o t n I
. e g a u g n a
l I ti swidely used in many ifeld sincluding educaiton .Since thi si sa
g n i d u l c n i , o t t n a w y e h t e n o y r e v e h ti w t c a r e t n i n a c e l p o e p , a r e n o it a z il a b o l g
n u o c t n e r e f fi d m o r f e l p o e
p tires .Wha tenablest hem t o i nteracti st hei nternaitona l
. h s il g n E s i t a h t e g a u g n a
l Engilsh i sused by around320 t o 380 mliilon peoplea s
5 8 9 1 n i e g a u g n a l d n o c e s e h t s a e l p o e p r e h t o 0 8 3 o t 0 5 2 d n a e g a u g n a l t s ri f e h t
. ) 3 1 . p , 7 0 0 2 , r e m r a H
( Thisf ac tprove stha tEngilshi swidelys poken . tIi spossible
. e m it y n a t a e s a e r c n i h s il g n E g n i k a e p s e l p o e p f o r e b m u n e h t t a h t
3 8 9 1 ( u r h c a
K )state s“Theothe rsideo fEngilshi sconcerned wtihEngilsha s
e g a u g n a l d n o c e s a s a r o ” , e u g n o t r e h t o “ e h
t . ” (p.1) Consideirng the fac ttha t
r o n g i e r o f a s a r e h ti e d e s u y ll a b o l g s i h s il g n
E second language , and the
d n a m e d y lt c e ri d n i , e l p o e p g n i k a e p s h s il g n E f o r e b m u n g n i s a e r c n i f o y ti li b i s s o p
t h g ir a n i o s l a t u b , y a w t n e u lf a n i y l n o t o n h s il g n E k a e p s o t e l b a e b o t y d o b y r e v e
. y a
w SMA Pangud iLuhu rYogyakarta attempt sto provide the student swtih
e fi l y li a d r i e h t n i e s u n a c y e h t h c i h w h s il g n
s t n e d u t s e h t s s a l c s i h t n i t a h t d e p o h s i ti e s u a c e b d l e h s i y ti v it c a r a l u c ir r u c a rt x e e c it c a r p s y a w l a l li
w speakingEngilsh al oti nordert o maket hemaccustomed t o
e h t , e r o f e r e h T . l o o h c s e h t r o f t n i o p s u l p a e b n a c h c i h w l l e w h s il g n E g n i k a e p s .l li k s g n i k a e p s e h t n o d e s u c o f ll a e r a s l a ir e t a m e h t ,s s a l c r a l u c ir r u c a rt x e h s il g n E
In Indonesia ,Engilsh i sno ta second l anguage ,bu t ti i saforeign l anguage .
,t l u c if fi d y r e v e b n a c e g a u g n a l n g i e r o f a g n i n r a e
L especiallyf ort hosewho dono t
f o l l a t o n , n e v E . h s il g n E n i d n u o r g k c a b t n e i c if f u s e v a
h thepeoplewhohavel earn t
o n o t p u l o o h c s y r a t n e m e l e m o r f h s il g n
E w are able to use Engilsh wel lwhen
n i k a e p s o t e c n a h c e lt ti l a e v a h s r e n r a e l e h t t a h t t c a f e h t o t e u d s i t I . g n i k a e p s y a s o t h g u o n e t n e d if n o c t o n e r a y e h t , e c n a h c a e v a h y e h t f i n e v e d n a h s il g n E e k a t s i m e k a m o t d i a r f a e r a y e h t e s u a c e b h s il g n E n i g n i h t e m o
s s .Theschoolr eally
e h t s n a e m h c i h w h s il g n E ’ e v i s s a p ‘ e h t w o n k y l n o t o n o d s t n e d u t s e h t t a h t s e p o h I . k a e p s o t e l b a g n i e b t u o h ti w n e t s il d n a d a e r o t e l b a y l n o e r a s t n e d u t
s ti shoped
t a h
t faclitiaitng t hestudentst o speak ,encouragingt hestudentst o speak Engilsh,
d i a r f a e b t o n d l u o h s y e h t t a h t m e h t g n i c n i v n o c d n
a to pracitcespeaking become
. o t n o it n e tt a d i a p e b d l u o h s h c i h w s g n i h t t n a tr o p m i e
T achings peakingandf aclitiaitngthes enio rhighs chools tudent sdu irngt he
a h c s i s s a l c r a l u c ir r u c a rt x e h s il g n
E llenging . tIi sno tan easy t hing t o do .Based
, s r e h c a e t r o i n e s h s il g n E e h t f o s e c n e ir e p x e e h t n
o i twli lbe hard to ge tthei r
e s u a c e b y ll a i c e p s e n o it n e tt
a they have arleady learned fo reigh thour sin thei r
r r o a rt n
i egula rclas sbeforet heyhavet heexrtacur ircula rclass .Theyhaves pen ta
. y g r e n e f o t o
l They arearleady t ried and bored . fIt hemate iral sareno tmadei n
r a l u c ir r u c a rt x e h s il g n E e h
t clas .sI ft hemateiral sarebo irng , tii snot i mpossible
r a l u c ir r u c a rt x e h s il g n E e h t n i o j n a h t y ti v it c a r e h t o n a o d r e h t a r d l u o w y e h t t a h t
s i tI . s s a l
c oa ls necessaryt oknowt hef actt ha tEngilshi so tfenl earnedbecauseo f
t s e h t f o e s u a c e b , e g a ti r e h s
ti atusi tmayconfe ront her eade ro rspeaker ,because
d a rt , e c n e i c s , y g o l o n h c e t n i s n e p o t i h c i h w s r o o d e h t f
o e , and diplomacy
, 3 8 9 1 , u r h c a K
( p.3 .) When thestudent shave mastered Engilsh ,they wli lopen
if y n a n i e t a p i c it r a p o t e c n a h c n w o r i e h t f o r o o d e h
t eld ssuchast hosemenitoned
. n r a e l o t e k il y e h t s d l e if r e h t o o s l a d n a u r h c a K y b
n i s s a l c r a l u c ir r u c a rt x e h s il g n E f o r e h c a e t e h t ,r a f o
S SMA Pangud iLuhu r
a t r a k a y g o
Y has t o prepare t he syllabu sand t he speaking mateiral shersefl .T he
s r e h c a e t r a l u c ir r u c a rt x e h s il g n E e h t t a h t t c a
f alway schange atfer t hei rfuflliilng
l o o h c s e h t h ti w t c a rt n o c e h
t , make sa change also in the Engilsh speaking
e h t o t d e r a p m o c s l a ir e t a m t n e r e f fi d e v i g l li w r e h c a e t t n e r e f fi d A . n e v i g s l a ir e t a m
a e t s u o i v e r
p cher .Thi sfac tmakes t heobjecitves which should be achieved by
s d e e n l o o h c s e h T . e g n a h c o s l a s t n e d u t s e h
t Engilshspeakingmodulet omaket he
, d e x if s e v it c e j b
o so tha t al l ex rtacurircula r student s can achieve the same
. s e v it c e j b
o The ifxedobjecitve smeant hes tandardsf ort hes tudent saret hes ame.
Making the ifxed objecitve si simpo trant .I ti sdue to the fac ttha teach
r e v e n l o o h c s e h t o s , e l u d o m e h t l o o h c s e h t s e v i g r e v e n r e h c a e t r a l u c ir r u c a rt x e
s i h T . e k il k o o l s l a ir e t a m e h t t a h w y lt c a x e s w o n
k fac tmakest heschoo lunablet o
e h T . k a e p s o t s t n e d u t s e h t e t a ti li c a f o t e l b a y ll a e r e r a s l a ir e t a m e h t r e h t e h w w o n k
. l o o h c s e h t y b t e s l a o g e h t h ti w s l a ir e t a m e h t h c t a m t o n n a c o s l a l o o h c
s Thati st he
f o t e s a y h w n o s a e
e d a
m ;to be able to create the sutiable speaking mate iral swhich can help the
. l a o g e h t h c a e r t n e d u t
s Beside ,s t hi smodulei smadebasedont heneed sanalysi s
t a h
t tii shopefully sutiablewtih t hestudents ’need and atrtacitve .Themateiral s
n
i themodulearea lsohoped t obew -ell designedi nsuchawayt hatr eallyhelp s
o t h s il g n E r i e h t e c it c a r p s t n e d u t s e h
t sharpent heris peakings kill .
k s a T e h
T -BasedLanguageTeachingi schosenf o rdevelopingt heEngilsh
e l u d o m g n i k a e p
s because i ti sbeileved tha tTask Based Language Teaching
n i e s o h t w o ll o f s e l p i c n ir
p CommunicaitveLanguageTeaching .Theseapproache s
e l p i c n ir p e m a s e h t e r a h
s o rbeilef t hat si acitviites which engage t he students i n
l a e r e h
t -wo lrd stiuaiton wli lsuppor tthe teaching and learning process .I twli l
s ti e e s y e h t e s u a c e b s k s a t e h t n i d e v l o v n i t e g o t s t n e d u t s e h t e g a r u o c n e
L . e c n a c if i n g i
s a , tter hestudents ’involvemen ti nthet ask sgivenwli lhelp t hemt o
e s u y l e v it c
a Engilshi nanystiuaitont heymayf acei nt her eall fiesot hatt heycan
. ti e l d n a
h
s i n o s a e r r e h t o n
A tha ttask scan bevaired i n many way sso t hatt hestudent s
n i p e t s y b p e t s n r a e l y ll a e
r understandi ng themateiral sstaritngfromt hesimplest
e h t o
t om recomplex ones .Feez ,(1998, .p )7 a squoted i n Richard sand Rodger s
, 1 0 0 2
( p.224)s tatest hekeyassump iton soft ask-basedi nsrtuciton, oneo fwhichi s
k s a t a f o s k s a t d n a s e it i v it c
a -based syllabu saresequencedaccording t o dfiifcu tly .
e b l li w y e h t , s k s a t r e i s a e e h t g n i h s il p m o c c a n i d e e c c u s s t n e d u t s e h t n e h W
a h l li w s t n e d u t s e h t ,t n i o p s i h t t A . s k s a t d e t a c il p m o c e r o m e h t o d o t d e g a r u o c n
e ve
t n e m e v e i h c a r i e h t t c e f f a r e t a l h c i h w h s il g n E g n i k a e p s n i e c n e d if n o c e r o m d e n i a g
.s s e c o r p g n i n r a e l d n a g n i h c a e t g n ir u
.
B ProblemLimtia iton
a s a h y d u t s s i h
T ilmtiaiton .The ilmtiaiton, whichi salsot hef ocu soft hi sstudy
s
i developingEngilshspeakingmodulef o rtheEngilshexrtacurircula rclas soft he
f o s t n e d u t s e d a r g h t n e v e l
e SMA Pangud iLuhu rYogyakarta using Task-Based
d o h t e m g n i h c a e T e g a u g n a
L .
.
C ResearchProblems
s i h t f o n o it a ti m il m e l b o r p e h t d n a d n u o r g k c a b e h t o t g n ir r e f e
R study ,the
: s w o ll o f s a d e t a l u m r o f e r a s m e l b o r p h c r a e s e r
.
1 How i s Engilsh speaking insrtucitona lmodule fo r the eleventh grade
f o s t n e d u t
s SMAPangud iLuhurYogyakartadesigned?
.
2 Wha tdoest heEngilshs peakingmodulelook ilke?
.
D Objecitve soft heStudy
Theobjecitve sof t hestudy aret o answert he quesiton sstated i n t heproblem
s w o ll o f s a d e t a l u m r o f e b n a c s e v it c e j b o e h T . n o it c e s n o it a l u m r o
f :
.
1 Todesc irbehowt heEngilshs peakingi nsrtucitona lmate iral saredesigned.
.
2 Topresentt hedesigneds e to fmateira . ls
.
E Benefti soft heStudy
t s s i h
T udyi shopefullyusefu land beneifcialf orsomeparites, especially t he
t r a l u c ir r u c a rt x
e eachers ,the students ,and also the schoo lin term so fstudents ’
.
1 Thet eachero fEngilshexrtacurircula rclass
d e n g i s e d e h t t a h t d e t c e p x e s i t
I module i s helpfu l fo r the Engilsh
r e h c a e t r a l u c ir r u c a rt x
e to beablet o assistt hestuden topitmallyt o l earn Engilsh
n o d e s a b s i h c i h w n e v i g n o it a u ti s e h t o t g n i d r o c c a t i g n i s u y l e v it c a y
b the rea l
. e fi l
.
2 Thes tudents
a m d e n g i s e d e h t y ll u f e p o
H teiral sint hemodulecanhelpt hes tudentsimprove
i b a r i e h
t ltiy in speaking Engilsh in a lfuent ,accurate ,and irgh tway in any
i h w n o it a u ti
s ch happen sin the daliy lfie o r in the workplace .Then ,the tasks
y ll u f e p o
h ,canimproves tudents ’moitvaitontol earni ntheEngilshexrtacurircula r
s s a l
c sot ha tgraduallyt heyc anspeakEngilsh lfuenltyandaccurately.
.
3 Thes chool
tI i shoped t hat t heschoo lalso getst hebeneftisfrom t he designe d module .
k a e p s o t s e c n a h c e v a h s t n e d u t s e h t t a h t o s y a w a h c u s n i e d a m e b l li w e l u d o m e h T
t n i o p s u l p a e b l li w t i , h s il g n E g n ir e t s a m n i l u f s s e c c u s e r a y e h t fi h c i h w n i h s il g n E
t n e r e f fi d e r a s e t a u d a r g e h t e s u a c e b l o o h c s e h t r o
f in a good way from those in
.s l o o h c s r e h t o
.
F Deifni itono fTerms
.
1 Design
d l e if l a n o it a c u d e e h t n i l e v e
l whethe ri ti s in the elementary o rcollege leve l
d n a s r e h c a e t f o k r o w e h t s e v l o v n i h c i h
w insrtucitona ldesigners .Thi splan ha s
t n a tr o p m i e e r h
t elements; those are objecitves , acitviite s and resources ,and
. n o it a u l a v e
.
2 Speaking
o t g n i d r o c c
A Widdowson (1978), S“ peaking i s a kind o f acitve and
l a r o n a f o e s u s e k a m t a h t n o it c a r e t n i e v it c u d o r
p medium.” (p.106) I ti san
o r f e g a s s e m a g n ir r e f s n a rt f o y ti v it c
a mt hespeakert o t headdressee .Thespeaker
e h t s s e r p x e o t s k a e p
s feeilngori deat ha tcomest ohi so rhe rmindand rtansfe rti
tot headdresseewhoi st he ilstene roft hemessagedeilvered.
.
3 AModule
d e d i v i d n e e b s a h y d u t s f o e s r u o c a t a h t s ti n u e t a r a p e s e h t f o e n o s i e l u d o m A
u o f f o s t s i s n o c e l u d o m a e t a e r c o t d e m i a s i y d u t s s i h T . ) ” e l u d o M “ ( o t n
i runtisi n
o w t h c a e h c i h
w un tis are made unde rone ce train topic .Thi smodule i smade
f o s i s y l a n a s d e e n e h t n o d e s a
b the eleventh grader so fSMA Pangud iLuhu r
a t r a k a y g o
Y .
.
4 Extracurricularac itvtiy
Exrtacurircula rmean ssomething,i nt hi scasei saprogramo racitvtiywhichi s
a t o
n n element o f the regular course a t a school (“Exrtacurricular”) . The
r e tf a d l e h s i y ti v it c a r a l u c ir r u c a rt x
a t r a k a y g o Y r u h u L i d u g n a
P there are two type s o fexrtacurircular ,those are
. l a n o it p o d n a y r o t a g il b
o Engilshusedt obeanobilgatoryexrtacurircularinsteado f
g n it u p m o
c program.Ye,tt hes choo lha schangedt her ulebecauseofs omer eason s
s s a l c e h t n i e c n e s b a t n e u q e r f ’ s t n e d u t s e h t s i h c i h w f o e n
o .Based on tha t
w o n , n o it a r e d i s n o
c Engilshi sanop itona lexrtacurircular .
.
5 Task-BasedLanguageTeaching
n i d r o c c
A gt oRichard sandRodgers( 2001), “Task-BasedLanguageTeaching
d n a g n i n n a l p f o t i n u e r o c e h t s a s k s a t f o e s u e h t n o d e s a b h c a o r p p a n a o t s r e f e r
. g n i h c a e t e g a u g n a l n i n o it c u rt s n
i ” (p.223 )Thi smean sTasks-Based Language
i g n i h c a e
T samethodwhichu itilzest asksi nt het eachingl earningproces .s
.
6 Tasks
Theword t‘ask ’ tisel fmean san acitvtiy o raciton whichi scarired ou tast he
… ) e s n o p s e r a s a . e .i ( e g a u g n a l g n i d n a t s r e d n u r o g n i s s e c o r p f o t l u s e
r A task
l u f s s e c c u s s a d e d r a g e r e b l li w t a h w y fi c e p s o t r e h c a e t e h t s e ri u q e r y ll a u s u
n i d e t o u q s a 9 8 2 . p , 5 8 9 1 r e b e W d n a , tt a l P , s d r a h c i R ( . k s a t e h t f o n o it e l p m o c
) 5 4 . p , 8 8 9 1 , n a n u
N I tmeanst hati nTask-BasedLanguageTeaching,t hestudent s
e m o s n e v i g e r
a informaitonthrought eacher’ sexplanaiton andi nsrtuciton .s T yh e
s n o it c u rt s n i d n a n o it a n a l p x e e h t h t o b d n a t s r e d n u d n a s s e c o r p , n e h
t beforedoing
. o d o t d e t c e p x e e r a y e h t t a h
w Thet eache rhast ocon rtolt helearning proces sso
o d o t d e e n y e h t t a h w y lt c a x e d n a t s r e d n u s t n e d u t s e h t t a h
t so tha tthey can
.
7 TheEleventhGrader fso SMAPangud iLuhu rYogyakarta
f o s r e d a r g h t n e v e l e e h
T SMAPangud iLuhu rYogyakartarefert oalls tudents
I X e d a r g n
i , which i ncludebothstudentsi n scienceand socia ldepatrments .The
0 1
CHAPTER II
THEORETICALREVIEW
s i r e t p a h c s i h T . e r u t a r e ti l d e t a l e r n o n o i s s u c s i d a s e d u l c n i r e t p a h c s i h T
. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t y l e m a n , s tr a p o w t o t n i d e d i v i d
e h t s a e r u t a r e ti l d e t a l e r e m o s s t n e s e r p r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t e h t n I
t c u d n o c o t s i s a
b thestudy .Then,i nt het heoreitcalf ramework,t hewrtie ruse sand s
t p a d
a thet heo ire smenitonedi n t het heoreitca ldesc irpitonast hebasist odesign e
h
t Engilsh speaking module fo rthe eleventh grade student so fSMA Pangud i a
t r a k a y g o Y r u h u
L .
.
A TheoreitcalDescrip iton
. d e n i a l p x e e b l li w e r u t a r e ti l d e t a l e r e m o s , n o it c e s s i h t n
I Thet heo ire sw irtten
. y d u t s s i h t h ti w n o it a l e r e v a h h c i h w e s o h t e r
a The theo ire s in thi ssection
e d u l c n
i 1 )Insrtucitona lDesign Models ,2 )Task-Based Language Teaching 3 ) ,
g n i h c a e T e g a u g n a L e v it a c i n u m m o
C and4 )TeachingSpeaking.
.
1 Instrucitona lDesign
t a e r
C ing i nsrtucitona lmate iral scanno tbeseparatedf rom i nsrtucitona ldesign s
l e d o
m . tIi sbecauset hemodel scontainsomestep swhichbecomet hebasicstep s a
n o it c u rt s n i g n i p o l e v e d n
i lmateiral ,s i n t hi scasei sEngilsh speakingmodulef o r f
o s r e d a r g h t n e v e l e e h
t SMA Pangud iLuhu rYogyakarta .There wli lbe two s
l e d o
.
a Kemp’ sModel
Kemp statest hatt hei nsrtucitona ldesign plani saime d to ifnd t heanswer so f y
l e m a n , s n o it s e u q e e r h
t “wha tmus tbel earned? ”(objecitves,) “wha tprocedure s ”
? s l e v e l g n i n r a e l d e ri s e d e h t h c a e r o t t s e b k r o w l li w s e c r u o s e r d n
a and “howwill
e h T . ) n o it a u l a v e ( ” ? e c a l p n e k a t s a h g n i n r a e l d e ri u q e r e h t n e h w w o n k e w
s n
i rtucitona ldesignplanpresentedbyKempconsist so feigh telement ,st hoseare: 1
p e t
S .De ifningGoals ,Topics ,andGenera lPurposes
Mos tinsrtucitona ldesign planning begin swtih wha ti ti scalled by deifning d n a , s t n e d u t s , y t e i c o s m o r f d e v ir e d e b n a c h c i h w s l a o g d a o r b e h t g n i d i c e d r o s l a o g
d e t c e l e s n e h t e r a s c i p o t r o j a m e h t ,s l a o g d a o r b e h t g n i d i c e d r e tf A . s a e r a t c e j b u s
s c i p o t e h T . a e r a t n e t n o c e h t n i h ti
w areusually arranged fromt hesimplestonest o l
p m o c t s o m e h
t e x ones .Students ’previou sknowledge should also be t aken i nto e h t f o y ti x e l p m o c e h t d n a t s r e d n u d n a p e t s y b p e t s n r a e l y ll a e r y e h t t a h t o s t n u o c c a
. s c i p o
t The nex tstep atfe rselecitng topic si sdefining the genera lpurpose sfo r .
n e s o h c c i p o t h c a e
2 p e t
S .Understandingt heLearners ’Characteirsitc
The informaiton abou tthe learners ’characteirsitc need sto be gathered in n I . m a r g o r p l a n o it a c u d e r i e h t n i s s e c c u s e h t e v e i h c a m e h t p l e h o t r e d r o
d e r e d i s n o c e b o t s r o t c a f o w t e r a e r e h t , c it s ir e t c a r a h c ’ s r e n r a e l e h t g n ir e v o c s i d
. s r o t c a f l a i c o s d n a s r o t c a f c i m e d a c a y l e m a
n Kemp (1977 ) men iton s some
e r a h c i h w f o e m o s s r o t c a f c i m e d a c
a leve lo fintelilgence, numbe ro fstudents , e
h t g n i y d u t s r o f n o it a v it o
t ,) 7 7 9 1 ( p m e K o t g n i d r o c c a , ll it
S herearealsosocialf actor stobeconsidereds uch s
a specialt alents ,maturtiy,r elaiton samongs tudents ,age ,andattenitons pan.
Beside these two factors ,there are othe rfactor swhich also need to be e
l d n a n o it i d n o c g n i n r a e l y l e m a n , ll e w s a d e r e d i s n o
c arning styles .Kemp (1977 )
s e t a t
s L“ earning condiiton refers to group so ffactor stha tcan affec ta person’ s ,
e t a rt n e c n o c o t y ti li b
a absorb ,and retain informaiton” (p.19 .) Meanwhlie ,the s
e b m e h t ti u s t a h t g n i n r a e l f o s d o h t e m h ti w g n il a e d e r a s e l y t s g n i n r a e
l t compared
. s d o h t e m r e h t o e h t o t
3 p e t
S .Lisitngt heLearningObjecitves
Thel earning objecitve sarenecessary becauset hefocusi son t he l earning a s s m r o f e h t n i d e t a t s e b t s u m s e v it c e j b o g n i n r a e l e h T . n o it c u rt s n i e h t f o e m o c t u o e h t
s e it i v it c a f
o which i ssutiable fo rthe learning process .Kemp meniton s(1977 ) O
“ bjecitve sfo rlearning can be grouped into three majo rcatego ir —es cogniitve , e
v it c e f f a d n a , r o t o m o h c y s
p ”(p.24) .Among t het hree catego ires ,cogniitvei st he , e g d e l w o n k f o s t s i s n o c t I . m a r g o r p l a n o it a c u d e n i d e s u y lt s o m s i t a h t e n o
. n o it a u l a v e , s i s e h t n y s ,s i s y l a n a , n o it a c il p p a , n o i s n e h e r p m o c
4 p e t
S .De ifningSubjec tContent
Subjec tconten tshouldhavecloser elaiton t o t heobjecitve swhichsuppo trt he .
s e v it c e j b o e h t e v e i h c a o t s t n e d u t
s I tshould bealsoclosewtiht hestudents ’need s .
g n i n r a e l ri e h t s tr o p p u s t i t a h
p e t s
( - yb -step procedures ,condiiton sand requriements) ,and atttiudina lfactor so f ”
. c i p o t y n
a (p.44) 5
p e t
S .DevelopingPre-assessments
Kemp(1977 )proposest woquesitonsi nt hiss tep :1)I st hes tuden tpreparedt o e h t f o e m o s n i t n e t e p m o c y d a e rl a t n e d u t s e h t s I ) 2 d n a ? ti n u r o c i p o t e h t y d u t s
? s e v it c e j b o d e t a t
s Those two quesiton s are impo tran t to obtain informaiton u
t s e h t r e h t e h
w dent shave background on the topic sand whethe rthe student s .
s e v it c e j b o d e ri s e d e h t e v e i h c a y ll a e
r There are two kind so ftests ,the fris ti s w o n k o t m i a n a s a h g n it s e t e ti s i u q e r e r P . g n it s e t e r p d n a g n it s e t e ti s i u q e r e r p
p o r p p a e h t e v a h s t n e d u t s e h t r e h t e h
w irate background preparaiton fo rthe topic y a m s t n e d u t s s e v it c e j b o e h t f o h c i h w e n i m r e t e d o t m i a n a s a h g n it s e t e r p e li h w
. d e v e i h c a e v a h y d a e rl a
p e t
S 6. ChoosingTeaching /LearningAcitviite sandResources
Kemp ( 1977 )meniton s“Iti svery crucialt odeterminet hemos tef ifcien tand t a h t s e c n e ir e p x e g n i n r a e l e d i v o r p o t s l a ir e t a m t c e l e s n e h t d n a s d o h t e m e v it c e f f e
e v it c e j b o h c a e h ti w d e t a i c o s s a t n e t n o c e h t e z il it u l li
w ” (p.55). The mateiral s
.s e v it c e j b o d e n i m r e t e d e h t e v e i h c a s t n e d u t s e h t p l e h d l u o h
s oS ,i tmus tbemadei n
s e v it c e j b o e h t h ti w e n
il .
7 p e t
S .OrganizingSuppor tService
Educator ssomeitmesf orgett oconsidert hesuppor tservicet heyneed.I nf ac,t ,s d n u f ,t n e m p i u q e e d u l c n i s e c i v r e s e s o h t d n a d e d e e n s y a w l a e r a s e c i v r e s tr o p p u s
it il i c a
, r o t c e j o r p s a h c u s s e it il i c a f s d e e n m e t s y s l a n o it a c u d E . s e c i v r e s t r o p p u s e s o h t
, r e t u p m o
c etc .to suppor tthe learning and also people who wli lparitcipate and s
g n i h t y n a m e g a n a
m int heeducaitona lprogram.
8 p e t
S .Evaluaiton
In t hi sstep, t he l earning outcome srelated t o t he objecitve are measured .By s
e m o c t u o g n i n r a e l e h t g n i n i m a x
e and match i tto the objecitves ,then ,i tcan be y
lr a e l
c seen what t hings arearleady good and what things t ha tgo wrong .When .
d e v o r p m i e b d l u o h s t i , n e h t , g n o r w o g s g n i h
t The eigh tstep sin the Kemp’ s
: s w o ll o f s a 1 e r u g if n i n e e s e b n a c l e d o m
1 . 2 e r u g i
F Kemp’ sModel
g n i n r a e L
s e v it c e j b O
/ g n i h c a e T
g n i n r a e L
s e it i v it c A t r o p p u S
s e c i v r e S
n o it a u l a v
E Learners’
s c it s ir e t c a r a h c
t c e j b u S
t n e t n o c e
r P -
t n e m s s e s s a
, s l a o G
d n a , c i p o t
l a r e n e g
s e s o p r u p
.
a Yalden’ sModel
Yalden also ha san i nsrtucitona ldesign mode lwhich step sare qutie dfiferen t .
p m e K m o r
f Yaldenproposess evens tepsi ndesigningmateirals .Thes tep swli lbe .s
w o ll o f s a d e n i a l p x e
y e v r u S s d e e N e h T . 1 p e t S
When a need survey i sconducted ,there are a lot informaiton tha tcan be e h t s a h c u s n o it a m r o f n i t e g o t e l b i s s o p y r e v s i t i , y e v r u s d e e n a n I . d e n i a t b o
a d e e n l a n o s r e p ’ s r e n r a e
l nd characteirsitc .Yalden (1987, p .101 )state stha tthe h
c u m s a d n a t s r e d n u o t s i g n ir e h t a g n o it a m r o f n i e h t o d o t n o s a e
r a spossibleabou t
h s il b a t s e o t r e d r o n i , m a r g o r p e h t f o g n i n n i g e b e h t o t r o ir p s r e n r a e l e h
t reailsitc
.s e v it c e j b o e l b a t p e c c a d n a
e s o p r u p f o n o it p i r c s e D e h T . 2 p e t S
In t hi sstage, t hepurpose of t hel anguageprogram i scla irifed .Yalden (1987, g n i c a f n o i s i c e d r o j a m e h t r o f n o it a d n u o f e h t h s il b a t s e l li w s i h T “ s n o it n e m ) 6 0 1 . p
” . p e t s t x e n e h t n i s e v ir r a e h s r o e h n e h w r e n g i s e d e s r u o c e g a u g n a l e h
t Bydeciding
o s e k il k o o l s l a ir e t a m t a h w w o n k o t d e t c e p x e s i r e n g i s e d e s r u o c e h t , e s o p r u p e h t
w t i t a h
t ills uppo trt hel earnerst oachievet hepurpose.
e p y T s u b a ll y S a f o e c i o h C e h T . 3 p e t S
Therei sno single mode lo fsyllabu sdesign which i suniversally agreed upon 7
8 9 1
ti e k a
m moredependable.Onesyllabu smigh tno tbet otallysu tiablef ort hewhole . e t a ir p o r p p a e r o m t i e k a m o t s u b a ll y s f o s e p y t e n i b m o c o t e l b i s s o p s i ti o s , e s r u o c
o t o r P a f o n o it c u d o r P . 4 p e t
S -Syllabus
Thi sstep i sdone atfe rchoosing the syllabu stype .Then ,in thi sstage ,the e
d signe rstatrst ot hinkaboutt heconten toft hesyllabu swhichwli lbesutiablef o r .
m a r g o r p e h t
s u b a ll y S l a c i g o g a d e P e h T f o n o it c u d o r P . 5 p e t
S
Int hiss tage,t hedesigners elect swhatt opic sarei mpo trantf ort helearner sand .
d e if it n e d i g n i e b e r a s r e n r a e l e h t r o f e l b a ti u s e r a h c i h w s c i p o t e h t
e r u d e c o r P m o o r s s a l C f o n o it a t n e m e l p m I d n a t n e m p o l e v e D . 6 p e t S
I ti sdeailng wtih teache rpreparaiton including making the lesson plan and n
i d i c e
d gwhatt eachingt echnique swli lbeused.
n o it a u l a v E . 7 p e t S
Yalden meniton s tha t thi s step ha s two aspects . The fris t i s tesitng o r l l e w s a g n i h c a e t g n it a u l a v e s i d n o c e s e h T . m a r g o r p e h t n i s t n e d u t s e h t g n it a u l a v e
r e v o e h t s
a -al ldesign o fthe course .A tfe rtha tthere i salso wha ti scalled by p
a e h t n e h w e g a t s g n il c y c e
r prop iratenes s between the goal s and the ifna l .
d e n i m r e t e d e r a s r e n r a e l e h t f o e c n a m r o f r e
p Int hiss tudy,t her ecycilngs tagei st he .s
. 2 e r u g i
F 2 Yalden’ sModel
.
2 Task-BasedLanguageTeaching
: s t n i o p x i s s r e v o c t r a p s i h
T a )Task ,b )Theory o fLanguageandLearning , d
, s e l o r ’ s r e n r a e l d n a s ’ r e h c a e T )
c ) Framework of Task-Based Language e
, g n i h c a e
T )Thecharacteirsitcoft asks ,ande )Type so fTask .s
. a Task
Since Task-Based Language Teaching i sthe method the wrtie ruse sto s k s a t f o n o it i n if e d e h t t u o d n if o t y r a s s e c e n s i ti , o s s l a ir e t a m l a n o it c u rt s n i n g i s e d
e h T . s k s a t f o s n o it i n if e d e m o s e r a e r e h T . e r a s k s a t t a h w f o w e i v r e v o n a e v i g o t
n if e d e h t s e s u r e ti r
w iiton of t ask soffered by Nunan and Skehan .Nunan (2004 ) s
i k s a T “ . k s a t a f o n o it i n if e d e h t s e t a t
s apiece o fclassroom work t hat i nvolve s t e g r a t e h t n i g n it c a r e t n i r o g n i c u d o r p , g n it a l u p i n a m , g n i d n e h e r p m o c n i s r e n r a e l
c o f s i n o it n e tt a r i e h t e li h w e g a u g n a
l usedonmeaningr athert hanf orm”( p.4 .)
According to Skehan (1996b ,p.20 )a squoted in Richard and Rodger s ,
1 0 0 2
( p.224 )“Tasks…areacitviite swhich havemeaningast hei rp irmaryf ocus . o
n a f o t n e m e v e i h c a f o s m r e t n i d e t a u l a v e s i s k s a t n i s s e c c u
S utcome ,andt asks
s d e e N
y e v r u S
p o l e v e
D
-d n a t n e m
n e m e l p m
i
-taiton
n o it a u l a v E n
o it c u d o r P
a f o
l a c i g o g a d e p
s u b a ll y s p
ir c s e
D
f o n o it
e s o p r u P
n o it c e l e S
s u b a ll y S f o
e p y T
n o it c u d o r P
o t o r p a f
o
l a e r o t e c n a l b m e s e r e m o s r a e b y ll a r e n e
g -lfiel anguageuse.”I tmeanst hatt hrough l
a e r e h t o t e r u s o p x e h g u o n e t e g l li w s t n e d u t s e h t ,s k s a
t -lfiel anguageuseso t ha t
k a e p s s r e k a e p s h s il g n E y a w e h t w o n k s t n e d u t s e h
t becauset heyareo tfenexposed
. e s u s r e k a e p s h s il g n E e g a u g n a l c it n e h t u a e h t o
t
According to Richard and Rodger s(2001) ,Task-Based Language Teaching g
n i h c a e t d n a g n i n n a l p f o t i n u l a rt n e c a s a ” k s a t “ f o n o it o n e h t s e s o p o r
p (p.224).I n
f o e s u s e k a m d o h t e m s i h t ,s d r o w r e h t
o task sast hef ocu soft het eachingacitviites . .
y ll a u d a r g e g a u g n a l e h t n r a e l o t s t n e d u t s p l e h l li w s k s a t e h t g n i o D
Feez( 1998 ,p.17 )a squotedi nRichardandRodgers( 2001 ,p.224 )summa irze s k
s a t f o s n o it p m u s s a y e k e h
t -based insrtuciton .Some o fthem are descirbed a s .s
w o ll o f
.
1 Thef ocusi sonprocessr athert hanproduc.t .
2 Acitviite sandt ask scanbeetihert hoset hatt hel earne rneedst oachieve e
h t n
i reall fieort hoset ha thaveapedagogica lpurposes peci ifc .
m o o r s s a l c e h t o t .
3 Acitviite sand task s o f a task-based syllabu s are sequenced according to .
y tl u c if fi d
.
b Theoryo fLanguageandLearning
k s a T y ll a c i s a
B -Based Language Teaching i saffected more by theory o f g
n i n r a e
l rathert han t heory of l anguage .However , tii snecessary t o understand u
s s a e m o
s mpiton stha tunderile TBLT including the theory o flanguage and g
n i n r a e
k s a T e il r e d n u h c i h w e g a u g n a l f o y r o e h t e h t e r a w o l e
B -BasedLanguageTeaching
.) 1 0 0 2 ( s r e g d o R d n a s d r a h c i R y b d e n o it n e m
.
1 Languagei sprimarliyamean so fmakingmeaning
k s a
T -Based Language Teaching emphasize s tha t meaning i sp irmary in k
s a t , e r o f e r e h t d n a e s u e g a u g n a
l -based insrtuciton doe sno tfocu son language .
y a l p s i d
.
2 Lexica lunti sarecentrali nl anguageuseandl earning
k s a T y n a
M -Based proposal suse perspecitve tha tvocabulary also play san s
d r a h c i R . e l o r t n a tr o p m
i and Rodger s(2001 )meniton “Vocabulary i sused to d e t a c ir b a f e r p , s m e t s e c n e t n e s , s e s a r h p l a c i x e l f o n o it a r e d i s n o c e h t e d u l c n i
s a s d r o w y l n o t o n d n a , s n o it a c o ll o c d n a , s e n it u o
r signi ifcan tunti so flexica l
y g o g a d e p e g a u g n a l d n a s i s y l a n
a ”( p.227).
t , n e h
T herearesomel earningp irnciple swhich play vtialr olein Task-Based d e t a t s s a g n i n r a e l f o y r o e h t n i d e n i a l p x e e r e w s e l p i c n ir p e h T . g n i h c a e T e g a u g n a L
. w o l e b
.
1 Task sProvide Both The Inpu tand Outpu tProcessing Necessary for
n o it i s i u q c A e g a u g n a L
Krashen insist s tha t inpu t i s very necessary in language acquisiiton . e g a u g n a l e h t e s u y l e v it c u d o r p o t y r a s s e c e n o s l a s i ti t a h t e u g r a s r e h t o , r e v e w o H
n s i e r e h t t a h t t c a f e h t o
t o oppo trun tiy to use the language whlie i ti svery .
t n e m p o l e v e d e g a u g n a l r o f t n a tr o p m
i Richard sandRodgers ,2001,s tate“Tasks e r a h c i h w s t n e m e ri u q e r t u p t u o d n a t u p n i h t o b r o f s e it i n u tr o p p o l l u f e d i v o r p
g n i n r a e l e g a u g n a l n i s e s s e c o r p y e k e b o t d e v e il e
b ”( p.228).
.
2 TaskAcitvtiyandAchievemen tareMo itva itonal
m e b o t d i a s e r a s k s a
T oitvaitona lsincei tmayr emind thel earnersaboutt heri e
c n e ir e p x e t s a
p indoingt het ask .Thel earner smay ilkei tbecauset heymayhave y
e h t d n a e r o f e b s k s a t e m a s e h t e n o
d wantt oknowhowt heyprogress .Task salso g
n a l c it n e h t u a e s u s r e n r a e l e h t e k a
m uagewhichi sgoodf ort hem .Task scan also .s
y a w y n a m n i d e ir a v e
b Some task salso requrie the learner sto do physica l a
t f o s m r o f s u o ir a v e h T . n o it a r o b a ll o c n e v e d n a , y ti v it c
a s ks encourage t he
o t s r e n r a e
l enjo
