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ENGLISH CONVERSATION MODULE FOR THE TENTH GRADE STUDENTS OF CONVERSATION CLASS
AT SMA SANTA MARIA YOGYAKARTA USING TASK-BASED LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Maria Widawati Student Number: 071214010
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 study is dedicated to my lovely parents, Bapak Petrus
Bambang Wijanarko and Ibu Susana Tuminah, and SMA
Santa Maria Yogyakarta
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ABSTRACT
Widawati, Maria. 2012. English Conversation Module for the Tenth Grade Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-Based Learning. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Since English was selected as the first foreign language for communication, English became a compulsory subject in Indonesian schools. One of the senior high schools in Yogyakarta, SMA Santa Maria Yogyakarta, sees that having English in regular class is not enough to fulfill students’ need on improving communicative skill. Therefore, SMA Santa Maria Yogyakarta adds conversation class as an obligatory extracurricular class. This study intended to design a new conversation module using Task-Based Learning. Since the conversation program is an extracurricular class, the learning materials were not regulated by the current curriculum. Therefore, the writer selected the materials herself under the guidance of the coordinator of the conversation program.
This study was aimed at answering two problems, i.e. (1) How is a set of English conversation module for the tenth grade students of conversation class at SMA Santa Maria Yogyakarta designed? and (2) What does the design look like?
To answer the first problem, the writer adapted Kemp’s instructional design (1977) and Yalden’s model (1983) which were put together with the five first steps of Reaseacrh and Development (R&D) cycle by Borg and Gall (1983). The five steps of R&D cycle were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) field testing, and (5) final product revision.
The writer distributed questionnaire to the four respondents to evaluate the proposed module. Through distributing the questionnaire, the writer found that the proposed module was quite satisfying which was shown by the mean ranged between 3 and 5. After revising some parts based on the feedback obtained from the evaluation, the writer presented the final version of the designed module. The manifestation of the designed module was divided into two books, students’ book and teachers’ guide. The students’ book contained sequenced activities for the students to follow during the learning process. Meanwhile, the teacher’s guide was designed to help the teacher conduct the learning process as the facilitator. It consisted of general description, syllabus and lesson plan, game instructions, photocopiable materials, and answer key.
The designed module was recommended to be used since it contained many interesting and various activities which were designed to stimulate students actively involved in conversation program. Besides, it also could be used to extend knowledge on things happening in other countries. Though the designed module was designed for the SMA Santa Maria Yogyakarta, it also enabled to be used by other schools or institutions since most students at the same age have similar characteristics.
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ABSTRAK
Widawati, Maria. 2012. English Conversation Module for the Tenth Grade Students of Conversation Class at SMA Santa Maria Yogyakarta Using Task-Based Learning. Yogyakarta: Program Study Bahasa Inggris, Universitas Sanata Dharma.
Sejak Bahasa Inggris dipilih sebagai bahasa utama untuk berkomunikasi, Bahasa Inggris menjadi mata pelajaran wajib di sekolah-sekolah di Indonesia. Salah satu SMA di Yogyakarta, SMA Santa Maria Yogyakarta, melihat bahwa memiliki mata pelajaran Bahasa Inggris di kelas regular tidaklah cukup untuk memenuhi kebutuhan siswa dalam meningkatkan kemampuan bahasa Inggris yang komunikatif. Karenanya SMA Santa Maria Yogyakarta menambahkan ekstrakurikuler wajib kelas percakapan (conversation class). Studi ini bertujuan untuk merancang modul baru untuk kelas percakapan dengan menggunakan pendekatan Task-Based Learning (TBL). Karena program conversation class ini adalah kelas ekstrakurikuler, materi-materi pembelajaran yang digunakan tidaklah diatur oleh kurikulum yang berlaku saat ini. Maka dari itu, penulis memilih sendiri materi-materi pembelajaran yang diperlukan dibawah bimbingan koordinator dari kelas percakapan.
Studi ini bertujuan untuk menjawab dua masalah, yaitu (1) Bagaimana merancang modul percakapan Bahasa Inggris untuk kelas sepuluh SMA Santa Maria Yogyakarta menggunakan pendekatan Task-Based Learning? dan (2) seperti apakah pembelajaran yang dimaksud?
Penulis membagikan kuesioner kepada empat responden untuk mengevaluasi modul yang diajukan. Dengan membagikan kuesioner, penulis mengetahui bahwa modul yang diajukan cukup memuaskan. Hal ini ditunjukkan dengan hasil kuesioner yang berkisar 3 sampai 5. Setelah merevisi beberapa bagian berdasarkan komentar balik yang diperoleh dari evaluasi, penulis menampilkan produk akhir. Produk akhir dari modul dibagi menjadi dua buku, yaitu students’ book dan teacher’s guide. Students’ book berisi urutan aktifitas bagi siswa yang akan dilakukan selama proses pembelajaran. Sementara teacher’s guide dirancang untuk membantu guru dalam menjalankan proses pembelajaran sebagai fasilitator. Teacher’s guide berisi general description, syllabus and lesson plan, game instructions, photocopiable materials, dan answer key.
Penulis menganjurkan untuk menggunakan modul yang dirancang karena modul ini berisi banyak aktivitas yang beragam dan menarik yang dirancang untuk menstimulasi siswa berperan aktif di kelas percakapan. Selain itu, modul ini juga dapat digunakan untuk memperluas pengetahuan tentang hal-hal yang terjadi di Negara-negara lain. Walaupun modul ini dirancang bagi SMA Santa Maria Yogyakarta, modul ini juga memungkinkan untuk digunakan oleh sekolah-sekolah atau intsansi-instansi lain karena sebagian besar siswa dengan umur yang sama memiliki kemiripan karakteristik.
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ACKNOWLEDGEMENTS
I feel grateful that the love of God always guide me and accompany me in every step I take. There’s nothing I can do but to live in a grateful heart and do the best I could.
I am deeply indebted to my advisor, Caecilia Tutyandari, S.Pd., M.Pd. for the time given, patience and guidance, for every suggestion, critic, support and faith. All of them were precious to finish my thesis.
I thank Sr.Theresiani, OSF as the headmistress of SMA Santa Maria Yogyakarta for giving me a chance to conduct study at SMA Santa Maria Yogyakarta. I also thank Astuti Purwaningsih, S.Pd., the coordinator of conversation module, who had guided me and gave me a chance to conduct study in her program.
I thank my participants of this study, Christina Laksmita Anandari, S.Pd., M.Ed., Drs. Y.B. Gunawan, M.A., Gregorius Punto Aji, S.Pd., M.Hum., for being evaluators of my designed module. I am thankful for every opinion and suggestion given to improve my designed module. I also thank my other participants, Mbak Ganis, Mbak Taju, Mbak Nova, and Mas Candra for helping me and participating cooperatively while I collected much information to fulfill data of the pre-study.
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I am deeply indebted to my family. My lovely parents, Bapak Petrus Bambang Wijanarko and Ibu Susana Tuminah, my lovely sister, Yustina Dian Fajar, and my lovely brother, Mikael Nanung Prastio. I feel grateful to have them. I thank for every support, love, and spirit given. I also thank my closest friend, F.K. Jati Prasetya, and his family for his support and patience accompanying me.
I thank my great friends, especially my fellows, Notty, Gobe, Pipit, Reli, Milka, Tika, Anti, Martha, Dini, Riris, Ocha, and Sisca for supporting, reminding, and helping each other. I thank Mas Deinza who has helped me and been ready for answering every question I asked. I also thank Sr. Margareth and my friend, Ninggar, who sincerely became my grammar consultant. I thank Surya 6 family. My big family in Jogja, they are Ci’ Linda, Meme, Boti, Mira, Cintya, Ika, Ella, and Dita for precious moments I experienced.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
DEDICATION PAGE ... v
ABSRACT ... vi
ABSTRAK ... vii
Lembar Pernyataan Persetujuan Publikasi ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Research Problem ... 5
C. Problem Limitation ... 5
D. Research Objectives ... 6
E. Research Benefits ... 6
F. Definitions of Terms ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9
1. Kemp’s Instructional Design Model ... 9
2. Yalden’s Model ... 12
3. Teaching Speaking ... 16
a. Principles for Teaching Speaking ... 16
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c. Assessing Speaking ... 19
4. Teaching Conversation ... 20
5. Providing Learning Materials ... 20
6. Task-Based Learning ... 22
a. Tasks ... 22
b. Task-Based Language Learning ... 24
c. TBL Framework ... 26
d. Types of TBL ... 27
7. Syllabus ... 29
8. Students’ Characteristics ... 30
B. Theoretical Framework ... 31
CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 35
1. Research and Information Collecting ... 36
2. Planning ... 37
3. Develop Preliminary Form of Product ... 37
4. Preliminary Field Testing ... 37
5. Main Product Revision ... 38
B. Research Setting ... 38
C. Research Participants ... 38
D. Instruments and Data Gathering Technique ... 39
1. Instruments of the Research ... 39
2. Data Gathering Technique ... 41
E. Data Analysis Technique ... 42
F. Research Procedure ... 44
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. The Steps in Conducting the Study ... 46
1. Research and Information Collecting ... 47
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b. Background of Conversation Class ... 51
c. Review on the Previous Module ... 52
d. Observing Support Services ... 55
2. Planning ... 56
a. Stating Goals, Topics, and General Purposes ... 56
b. Stating Learning Objectives ... 57
3. Developing Preliminary form of Product ... 59
a. Arranging Subject Content ... 59
b. Determining Teaching/Learning Activities and Resources ... 61
c. Pedagogical Syllabus ... 62
4. Preliminary Field testing ... 62
5. Main Product Revision ... 67
B. The Final Presentation of the Designed Material ... 70
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 72
B. Recommendations ... 73
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LIST OF TABLES
Table Page
2.1. Stages in Language Program Development ... 15
3.1. Central Tendencies of Respondents’ Opinion ... 44
4.1. The General Purposes ... 57
4.2. The Learning Objectives ... 57
4.3. The Learning Topics ... 59
4.4. The Background of the Respondents ... 63
4.5. The Result of the Preliminary Field Testing ... 64
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LIST OF FIGURES
Figure Page 2.1. Kemp’s Instructional Design Model ... 12
2.2. Yalden’s Model ... 13 2.3. The writer’s Model ... 34
xvi
LIST OF APPENDICES
Appendix Page
APPENDIX A: Surat Permohonan Ijin Penelitian ... 78
APPENDIX B: Interview Checklists ... 80
APPENDIX C: Observation Forms ... 83
APPENDIX D: The Result of Interviews ... 85
APPENDIX E: The Result of Observations ... 91
APPENDIX F: Field Testing Questionnaire ... 95
APPENDIX G: Teacher’s Guide ... 98
APPENDIX H: Students’ Book ... 151
1 I R E T P A H C
N O I T C U D O R T N I
y d u t s s i h
T i sconducted to design a conversaiton module fo rthe tenth
e d a r
g student so fconversaiton clas sa tSMA Santa Maria Yogyaka trausing t ask s
e s s u c s i d t r a p s i h T . g n i n r a e l d e s a
b research background , research problem ,
, s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r
p research beneftis ,and deifniiton oft erm s
. y d u t s e h t f o
.
A ResearchBackground
h s il g n E e c n i
S wa s selected a s the fris t foreign language fo r
, 7 6 9 1 n i n o it a c i n u m m o
c Engilsh ha sbecome one of t he compulsory subjects in
n a i s e n o d n
I schools .There are fou rmain skills, which are acquainted du irng
. s n o s s e l h s il g n
E The fou r language sklil s are o tfen catego irzed into etiher
e v it p e c e
r ro producitve .Speakingandwiritngaret heproducitveskills .Listening , g
n i d a e r h ti w g n o l
a then ,a rerecep itve skills (Nunan ,2003 :24) .Producitveskli l
t a h t e g a u g n a l o t s r e f e
r si generated by t hel earner ,wh lie recepitve sk li lreferst o
t a h t e g a u g n a
l si d riected a tthe learner s(Nunan ,2003 :48 .)Those fou rskill
o ll
a tments are regulated based on Schoo l Based Curirculum (KTSP) .
, y l e t a n u tr o f n
U thi sdoe sno tgiveenough oppo truntiyf o rstudent stodevelopt hei r
e v it a c i n u m m o
c skli ldue to the ilmtied oppo truntiy of rpracitcing speaking sk li l
ll i k s g n i n e t s il d n
a . One o f the effo tr s tha t can help improve students ’
g n it c u d n o c s i l li k s e v it a c i n u m m o
c conversaiton class along wtih inrtacurircula r
t c e j b u s h s il g n
f o e n o , h s il g n E g n i n r a e l f o l a o g n i a m e h t e v e i h c a o t r e d r o n
I senio rhigh
l o o h c
s s inYogyakatra ,Santa Maria Senio rHigh school ,add sconversaiton a san s
s a l c r a l u c ir r u c a rt x
e . Theschoo lsetst he clas sa san ob ilgatory classt o faclitiate
e v a h o t s t n e d u t
s more chance to obtain addiitona lEngilsh lesson ,paritculalry
k a e p
s i , ng wtihou treducing t heporiton o fEngilsh l esson i n regula rclasses .Thi s
s s a l
c , heldevery Saturdaya tfe rschool, i san obilgatory classt o j roinfo thetenth
d n
a eleventh g es . Mrad embers o fconversaiton clas sa re the student so fregula r
s s a l
c es ,soevery clas sconsist so f20t o 30 student .sAdding conversaiton classi s
o s l
a relatedt ot hevisionoft hiss chool, whichi st opreparet hes tudentst of acet he
r e t u p m o c d n a h s il g n E h g u o r h t a r e n o it a z il a b o l
g izaiton.
o f e l u d o m a d e d i v o r p s a h l o o h c s s i h
T r theconversaitonclass .Themodule
. m a r g o r p e h t f o r o t a n i d r o o c e h t y b d e n g i s e d s a
w Themoduleha ssomesrtength s
. s e s s e n k a e w d n
a Thefactt hatt hemoduleha ssomesrtengths andweaknesse sare
d e n i a t b
o throughobservaitonoft heexisitngmodule .Then,t hewrtieri nterviewed
e h T . n o it a c if ir a l c e v a h o t m a r g o r p n o it a s r e v n o c e h t f o r o t a n i d r o o c e h
t wrtie r
w e i v r e t n
i e dthecoordinatoronAprli2011 .
e m o s e r a e r e h
T srtengths oft hemodule.Fris,t t hemoduleha sapprop irate
s c i p o
t fo rstudent sa sbasicEngilsh l earners .Second ,almos tal lthechosen t opic s
r e d r o e r
a ed well ,so i teasest hestudents t o understand mateira,l i n t he way t ha t
s l a ir e t a m g n i n r a e l e h t f o s s e r g o r p e h t d n e h e r p m o c n a c y e h
t . Beside ,s t hemodule
e d i v o r p o s l
a sapprop irateinformaiton i n every t opic .Thei nformaiton given may
t u b , e t e l p m o c n i e
b ti si carefullyselected. Therefore,thestudent scan understand
n o it a m r o f n i t n a tr o p m i e h
e d i s e
B s the srtengths ,some weakne ssse o fthe exisitng module are also
d n u o
f . Frislty,t heexisitngmodulehasno tbeenupdatedfo roneyear. tIi sbecause
. s ’ r a e y s i h t d n a s t n e d u t s s ’ r a e y t s a l n e e w t e b s e it ir a li m i s y n a m s d n if r e h c a e t e h t
Yet ,observing a ltilte deeper ,the researche r ifnd stha tsome topic scan stli lbe
. d e v o r p m i , y l e t a m it l u , d n a d e p o l e v e
d Secondly ,thepreviou smodulecontainst oo
s e ir o e h t y n a
m wtihf ewnumbers o facitviite .s tIi sno tapprop iratewtihthegoa lo f
h
t i sprogr , am toachievecommunicaitves kill. Therefore,thes tudent sneedt ohave
g i
b g eroppo truniitest o rtain t hemselve si n thet argetl anguage .Thridly ,thereare
e v a h t o n o d t a h t s r e t p a h c e m o
s sequenceo facitviites .Thi scanmakes tudent s ifnd
s t n e d u t s e s u a c e b s s e c o r p g n i n r a e l e h t w o ll o f o t t l u c if fi d t
i cannot prepare
. ll e w m a r g o r p e h t w o ll o f o t s e v l e s m e h
t On one hand ,having no sequenced
n i s e it i v it c
a a moduleenable severy t utor t o create t hei rown acitvtiy .However ,
p a s i e r e h
t ossiblitiyt ha teveryclas shasd fiferen tacitviites .Thisstiuaitonleadst o
t a h t y ti li b i s s o p e h
t student sm vayha edfiferenti npu tandoutput. Moreove,revery
s s a l
c may need dfiferen titmeallocaiton t o ifnish t hemateira.l I n othe rword ,one
e e r h t r o o w t n i s r e h t o e li h w , g n it e e m e n o n i l a ir e t a m e n o h s i n if t h g i m s s a l c
.s g n it e e
m Anothe rpossiblitiy happening i s t hat t he student ssomeitme scompare
.r e h t o n a o t r o t u t e n
o Atlhoughstudent susually stli lcompareonet uto rtoanothe r
n e v
e when the tutors g ive them the same acitvtiy ,using the same sequence o f
n o s ir a p m o c e h t e z i m i n i m l li w y ti v it c
a made by the student sand wli lhelp the
. n o it a c o ll a e m it r i e h t e g a n a m o t s r o t u t
m o r
F thi scondiiton, the wrtie rpropose sa new module which contain s
e c n e u q e
s d acitviitest o fo llow. Thus ,from many approache ,st he wrtie rseest ha t
g n i n r a e L d e s a B k s a
o t g n i d r o c c
a Richards and Rod rg s e (2001:224), Task-Based Learning propose s
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 ,whlie “by using
u c o f a g n it a r o p r o c n i y b d n a , g n i n r a e l f o t i n u c i s a b a s a k s a
t son srtategies ,we
o t n e p
o thestudentst hepossiblitiyo fplanningandmontio irngt hei rownl earning
N
( unan ,2004 :15 .)
, r e v o e r o
M a sRichards and Rod rg s e (2001 )states ,task-based learning,
l a e r r o f s e h c a o r p p a e h t f o e n o s e m o c e b h c i h
w -wo lrdl anguagel earning, share s ti s
’ s r e h c a e t d n a g n i n r a e l d n a g n i h c a e t l a u t x e t n o c n e e w t e b e g d ir b a e k a m o t n o it o n
a
l ck o fmoitvaitngt hestudents .By t his, student scan havemany oppo truniites to
h s il g n E n i n o it a s r e v n o c e v a
h . Thestudent scan also createcomfo trable stiuaiton
t t a h w s a n o it a u ti s l a e r d n
a hey wli lfacei n t herea lwo lrd. Thi sstiuaiton enable s
s s e r p x e o t s t n e d u t
s themselvesf reely ,wherea s“teacheri si nvolvedi ns etitngt ask s
a o t m e h t g n i w a r d d n a , m e h t h ti w n o t e g d n a d n a t s r e d n u s r e n r a e l t a h t g n ir u s n e , p u
e s o l
c ”( Wliils ,1996 :41).
g n ir e d i s n o
C thei mpo trance o fusing t ask i n conversaiton class, the study
e s o p o r
p s a se to fEngilsh conversaiton module fo rthe tenth grade student so f
t a s s a l c n o it a s r e v n o
c SMASantaMariaYogyakatrausingt askbasedl earning.The r
e ti r
w designs a more relevant new module fo rthe tenth grade fo SMA Santa a
i r a
M conversaitonclassusings equenced andvairousacitviite .s e
d a r g h t n e t e h
T student sare chosen because they need to have srtong
n o it a d n u o
f before they conitnue thei rlearning to the nex tleve lo fconversaiton
s s a l
c .Anotherr easoni stha tthewrtie rha sconducted hert eachingpracitcein t hi s
e d a r
d e t c e p x e e r a s d n u o r g k c a b e s e h T . y ll a r e n e
g t o help the wrtie r in designing
.s t n e d u t s e h t o t s l a ir e t a m e t a ir p o r p p a
.
B ResearchProblem
: y d u t s s i h t n i d e r e w s n a e b l li w t a h t s m e l b o r p r o j a m o w t e r a e r e h T
.
1 How i sase to fEngilsh conversaiton modulefo rthe t enth grade student s
c n o it a s r e v n o c f
o las sa tSMA Santa Maria Yogyakatrausing Task-Based g
n i n r a e
L designed?
.
2 Wha tdoes thedesign o fEngilsh conversaiton modulef o rthet enth g erad
c n o it a s r e v n o c f
o las sa tSMA Santa Maria Yogyakatrausing Ta -sk Based g
n i n r a e
L look il ? ke
.
C ProblemLimtia iton
s u c o f ll i w y d u t s s i h
T onmateira lf ro conversaitonclas softhet enthgrade s
s t n e d u t
s o fSMASantaMariaYogyakatra .Thedesignedmo le du iss etf ort hef ris t r
e t s e m e
s excluding middle and ifna lassessment so fthe program .The approach
e l u d o m e h t g n i n g i s e d n i d e s
u i sTask-BasedLearning .Thet opicst ha twli lbeused
n o it a v r e s b o e h t m o r f d e n i a t b o e r
a and i nterview .Thet opic sare no tregulated by
s t s e u q e r s ’l o o h c s e h t o t d e t s u j d a e r a d n a m u l u c ir r u c t n e r r u c e h
t and needs. The
e l u d o m d e n g i s e
d i snoti mplemented ,bu ttii sevaluated byt hecoordinato roft he
.
D ResearchObjec itves
n a c , n o r e t a l , y d u t s e h t t a h t d e t c e p x e s i ti , e v o b a s m e l b o r p e h t n o d e s a B
e v e i h c
a thef ollowingtwogoals:
.
1 Todescirbehow ase to fEngilsh conversaiton modulef o rthetenth grade
t n e d u t
s so fconversaiton clas sa tSMA Santa Maria Yogyakatra using k
s a
t -basedl earningi sdesigned.
.
2 Topresen tthedesigno fase to fEngilshconversaiton modulef o rthetenth
e d a r
g student so fconversaiton clas sa tSMA Santa Maria Yogyakatra k
s a t g n i s
u -basedl earning.
.
E ResearchBeneftis
s i h
T SarjanaPendidikanthesisi sexpectedt obebene ifcialt o: .
1 SMASantaMariaYogyakatra
e v i g l li w s i s e h t s i h t t a h t d e t c e p x e s i t
I cont irbuitons fo rteaching and
g n i n r a e
l proces satSMA Santa Maria ,especially i n conversaiton clas sand i t h
g u o r h t t a h t d e t c e p x e o s l a s
i thist hesis, thevision o fSMA Santa Maria can .
d e v e i h c a e b
.
2 EngilshConversaitonTeachers
e v a h h c i h w s l o o h c s y n a m e r a e r e h t ,s y a d a w o
N conversaitonclas sast hei r
d e t c e p x e s i ti , s i s e h t s i h t h g u o r h T . r a l u c ir r u c a rt x
e tha tEngilsh conversaiton
s r e h c a e
t can have more sources deailng wtih conversaiton acitvtiy whlie
.
3 Othe rFutureW erti r s
, s i s e h t s i h t h g u o r h t t a h t d e t c e p x e s i
tI otherf uturewrtier so fconversaiton
e l u d o
m f ro thetenthgrades tudent sdesigncanhavemorer eference.
.
F Deifniiton so fTerms
.
1 EngilshConversa itonClass
t a s s a l c n o it a s r e v n o c h s il g n
E SMA Santa Maria Yogyaka tra i s an s
a t e s s i h c i h w s s a l c r a l u c ir r u c a rt x
e an obilgatory clas sfo rthe tenth and
h t n e v e l
e grades .Thi sclas si sheld every Saturday a tfe rclass .Thi sclas si s
d r o n i d e t c u d n o
c ert oachievet hevisionoft hes choo.l
.
2 Module
a “ t a h t s e t a t s ) 5 7 9 1 ( n il n o
C module i ssimply a uniifed “block” o f
c if i c e p s a f o t r a p e r a t a h t s t n e m e l e s u o ir a v e h t f o g n it s i s n o c , s n o it c u rt s n i
” .t p e c n o c r o t i n u l a n o it c u rt s n
i Int hi sstudy ,amodulei sase to fconversaiton
l a ir e t a
m tha t wli l be used as a guideilne fo r teaching and learning in
.s s a l c n o it a s r e v n o c a n i w o ll o f o t s n o it c u rt s n i g n i n i a t n o c s s a l c n o it a s r e v n o c
.
3 TenthGradeStudents
e h
T tenthgradestudents fo SMA SantaMariaYogyakatra ea r studentsi n t
s ri f e h
t gradeofs enio rhighs chool .Themember soft hisl eve lares tudent sa t
n e e w t e b e g a e h
t 15 and 16 year s old . Therefore , these student s are
.) 6 0 1 : 7 0 0 2 , n w o r B ( s n e e t s a d e z ir o g e t a
c There are fou rclasses ,each o f
h c i h
.
4 SMASantaMariaYogyakarta
a i r a M a t n a S A M
S Yogyakatrai sal adie sschoo lwhichi sl ocateda tJalan a
tr a k a y g o Y A 9 1 . o N a d e r
I .Thi sschoo lprovide smany faclitii es to suppor t
h s il g n
E learning .Those faciilites are language laboratory and Mulitmedia
r e w e i v e v a h h c i h w s m o o
r s and compute s. r tIi salso possiblef o rstudent sto
v a
h eanoutdoorl earnings incethiss choo lha sprettybig ifeldandaudtio irum.
.
5 Task-BasedLearning
d r a h c i
R s and Rod rg s e (2001:223 )deifned Task-Based Learning a san
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 s i h c i h w g n i n r a e l e g a u g n a l f o h c a o r p p a
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 d n a g n i n n a l p f o t i n
u -learning. In t hi sstudy ,
s k s a t e h
t are also used a s the main acitvtiy to improve students ’
. y ti li b a e v it a c i n u m m o
c The task sare selected by consideirng the selected
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
, s tr a p o w t e r a e r e h T . y d u t s e h t g n i y lr e d n u y r o e h t e h t s e s s u c s i d t r a p s i h T
n o it p ir c s e d l a c it e r o e h t e 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
r o e h t e h t l l a s e b ir c s e
d i es needed to use and suppor tthe designed m uo led .The
k r o w e m a r f l a c it e r o e h
t descirbe showt het heo iressolvet heproblem .s
.
A Theoreitca lDescrip iton
n
I thi spar,tt hewrtie rt ires toprovidesomet heo irest o suppo trt hestudy .
s tr a t s r e ti r w e h
T from insrtucitona ldesign mode lby Kemp (1977) ,Yalden’ s
a e t f o y r o e h t ,) 3 8 9 1 ( l e d o
m chingspeaking ,conversaitonand providingmateirals ,
k s a T f o y r o e h
t -Based Learning (TBL) , theory o f syllabus , laslty , students ’
.s c it s ir e t c a r a h c
.
1 Kemp’ sInstrucitona lDesignModel
d e s u y lt s ri f r e ti r w e h
T Kemp’si nsrtucitona ldesign( 1977)i nt hisr esearch .
d e il p p a e b n a c t i e s u a c e b n e s o h c s i s i h
T in any educaitona l leve land the
. p e t s r e v e h c i h w m o r f tr a t s n a c r e h c r a e s e
r Kemp’si nsrtucitona lmodeli sdesigned
h c i h w s n o it s e u q e e r h t r e w s n a o
t , according to Kemp, a er considered a sthe
e l e l a it n e s s
e ment .sThoseelement scanbeobservedasf ollow .s
.
1 Wha tmus tbel earned?( objecitves)
.
2 Wha tprocedure sand resource swli lwork bes tto reach the desried
( ? s l e v e l g n i n r a e
.
3 How wli l we know when the requried learning ha staken place?
(evaluaiton)
e r e h
T areeigh telement soft hi splan .Theywli lbediscussedasf ollows.
.
a Goals ,Topics ,andGenera lPurposes
t s l a o g e h t g n i z i n g o c e r s i n g i s e d l a n o it c u rt s n i f o g n i n n a l p c i s a b e h
T ha t
d n a s c i p o t e h t , n e h T . s a e r a t c e j b u s 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 y a m
y d u t s e h t f o s e s o p r u p l a r e n e
g aredetermined(Kemp ,1977 : - 413 1 .)
.
b Learner Characterisitcs
e h t f o c it s ir e t c a r a h c e h
T student smus tbe recognized t o obtain students ’
i b a p a
c ilites , needs , and interest . Academic factors , socia l factors, learning
n o it i d n o
c andl earningstyle scanhelprecognizet hecharacteirsitc soft hestudents
7 7 9 1 , p m e K
( : - 018 2 .)
.
c Learning Objecitves
s e v it c e j b o g n i n r a e
L tel lthe student sthe goals tha tshould be achieved , r
e tf a , r o i v a h e b d n a e g d e l w o n k h ti w g n il a e
d student sstudy cetrain topics .Al l
b t s u m s e v it c e j b
o e stated in term so facitviites .Each o fthem should also be
7 7 9 1 , p m e K ( e l b a r u s a e m d n a e l b a v r e s b
o : - 022 3 .)
.
d Subject Content
t c e j b u
S contenti sanessenita lpar tofl earningandi tmus tcloselyr elatet o
r e h c r a e s e r e h T . ) 3 4 : 7 7 9 1 , p m e K ( s d e e n s ’t n e d u t s e h t o t d n a s e v it c e j b o e h t
n e p p a h n o it a u ti s e h t s r e d i s n o
c i dng a n then follows ther ecen tphenomena . tIi si n
e n
il wtihKemp’sideat ha tcontenti sdynamicandchanging.I talsocompirsest he
.i Revision
e n il n e k o r b e h
T s a sseen in ifgure 2.1 indicate revision o fthe process .
s n o it s e g g u s d n a s k c a b d e e f e h t , n o it a u l a v e g n it c u d n o c r e tf
A obtained from the
. l a ir e t a m e h t e s i v e r o t d e s u e r a n o it a u l a v e
l a n o it c u r t s n I s ’ p m e K : 1 . 2 e r u g i
F DesignModel
.
2 Yalden’ sModel
r e h t o n
A mode ltha ti sused to design the mateira lis Yalden’ smodel .
s e t a t s n e d l a
Y theproces so fplanningasecond-languageprogram( Yalden ,1987 :
8
8 ) .Therearesevenstagest o f ollowi nYalden’ smodel ,a sshown i n diagramon .
2 . 2 e r u g if
e s i v e R
, sl a o G
d n a , s c i p o T
l a r e n e G
e s o p r u
p s Learner
t c a r a h C
r e isitc
g n i n r a e L
s e v it c e j b O
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 /
g n i h c a e T
g n i n r a e l
,s e it i v it c A
s e c r u o s e R t r o p p u S
s e c i v r e S
e b o t s i w o h d n
a ordered ,bu talsoaboutther eailzaitonoft hesyllabusi nt hef orm
, s k o o b t x e t s a h c u s s l a ir e t a m g n i h c a e t f
o exercises ,tapes ,flimstirp sand so on”
) 5 9 : 3 8 9 1 , n e d l a Y (
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 s i e g a t s h t x i s e h T
. s e r u d e c o r
p Int hi sstage ,teacher sareexpectedt oexploret hemateiralsi nf ormo f
. m o o r s s a l c a n i s e u q i n h c e t g n i h c a e t
. n o it a u l a v e s i e g a t s t s a l e h
T Yalden ( 1983 :96 )explainst wo broadaspect s
F “ . e g a t s n o it a u l a v e f
o rist ,onewould wish t o evaluateort estt hestudents i n t he
; m a r g o r
p nex,t t het eaching a swel last heoveral ldesign oft hecourseshould be
. ” d e s s e s s
a Int hi sstage,t heobjecitveoft heprogramandt he ifna lpefrormanceo f
t n e d u t
s saredetermined .Ift herei sdeviaitonbetweent hem,t hen, themateira land
. d e s i v e r e b d l u o h s s e h c a o r p p a g n i h c a e t e h t
, tr o h s n
I thestage sofYalden’ smode lcanbes eeni ntable2.1.
t n e m p o l e v e D m a r g o r P e g a u g n a L n i s e g a t S 1 . 2 e l b a T e
g a t
S Descirpiton
I NeedSurvey I
I Descirpitono fpurposet obepreparedi nt erm so f .
1 Student scharacteirsitc s .
2 Studentss kill sonenrtyt oandonextif romt heprogram I
I
I Seleciton o rdevelopmen to fsyllabu stype in term so fIV and physica l m
a r g o r p e h t n o s t n i a rt s n o c V
I Theproto-syllabus :descirpitonofl anguageandl anguageuset obecoveredi n .
m a r g o r p e h t
V The pedagogica lsyllabus :developmen to fteaching ,learning and tesitng .s
e h c a o r p p a
.
1 Developmen toft eachingmateirals( asf a ra spossible) .
2 Developmen toft esitngs equenceanddecision sont esitngi nsrtuments I
V a) Developmen to fclassroomprocedures .
1 Selecitono fexerciset ype sandt eachingt echniques .
2 Preparaitonofl essonplans .
3 Preparaitono fweeklys chedules )
b Teache rrtaining :bireifng so rworkshop son .
1 Pirnciples .
e g a t
S Descirpiton
.
3 Explotiaiton/creaitonoft eachingmateiral I
I
V Evaluaiton .
1 Ofs tudents .
2 O fprogram .
3 Oft eaching I
I I
V Recycilngs tage .
1 Congruence o r‘if’t between goal sse tand student sperformance i s d
e n i m r e t e d .
2 Contenti sr eassessed .
3 Mateiral sandmethodologica lprocedure sarer evised
.
3 TeachingSpeaking
) 4 0 0 2 ( n a n u N o t g n i d r o c c
A , the hardes tskli li n learni ng language i s
g n i k a e p
s , fi compared to othe rskills, ilstening ,w iritng and reading .Fo rthis ,
e d i v o r p ) 8 4 : 3 0 0 2 ( n a n u
N s twor easons .
n i s n e p p a h g n i k a e p s , g n it ir w r o g n i d a e r e k il n u , t s ri
F rea l itme :usuallyt he
o c e S . n e h t t h g ir k a e p s o t u o y r o f g n it i a w s i o t g n i k l a t e r a u o y n o s r e
p nd ,
u o y s a , y a s o t h s i w u o y t a h w e s i v e r d n a t i d e t o n n a c u o y , k a e p s u o y n e h w
g n it ir w e r a u o y f i n a
c .
t , s m g i d a r a p e s o h t e v a h e l p o e p y n a m e s u a c e
B herefore ,to teach speaking i sno t
t n e m e l p m i d n a t x e t f o t i n u y r e v e d n a t s r e d n u d l u o h s s r e h c a e T . y s a
e i tin thei r
e r a y e h T . s s a l
c no t to focu s on form to rtansfe r meaning . The following
n o it a n a l p x
e s discus sp irnciple sfort eaching speaking according t o Nunan (2003 )
. ) 7 0 0 2 ( n w o r B o t g n i d r o c c a e c n a m r o f r e p g n i k a e p s m o o r s s a l c f o s e p y t d n a
.
a Principlesf orTeachingSpeaking
s n o it n e m ) 3 0 0 2 ( n a n u
N ifve p irnciple stha tcan be used fo rteaching
e h t n o d e s s u c s i d e r a y e h T . g n i k a e p
)
5 Design classroom acitvi ite stha tinvolve guidance and pracitce in both s
n a r
t acitona landi nteracitonals peaking
, s e s o p r u p l a i c o s r o f e n o e m o s h ti w g n it a c i n u m m o c s i h c e e p s l a n o it c a r e t n I “
” . e n o d g n i h t e m o s t e g o t g n it a c i n u m m o c s e v l o v n i h c e e p s l a n o it c a s n a rt s a e r e h w
.) 6 5 : 3 0 0 2 , n a n u N
( Fo rthis ,i ti sclea lry stated tha tNunan (2003 )suggest s
s s a l c a n i , l a n o it c a r e t n i d n a l a n o it c a s n a rt , g n i k a e p s f o e p y t o w t e s o h t e n i b m o c
l a e r n i ti d n if t h g i m s t n e d u t s e c n i
s wo lrd.
.
b Type so fClassroomSpeakingPerformance
)
1 Imtiaitve: student simtiate how naitve speake ruse targe tlanguage .Thi s
t c
a ivtiy focuse sonsomeparitcula relements oft hel anguagef orm ,sucha s
.) 7 2 3 : 7 0 0 2 , n w o r B ( n o it a n o t n i
)
2 Intensive: thi sacitvtiy f ocuse son i mprovingphonologica lo rgrammaitca l
.) 9 2 3 : 7 0 0 2 , n w o r B ( e g a u g n a l f o t c e p s a
)
3 Responsive: i tdeal swtih “shor trep ile sto teacher- o rstudent- iniitated
.) 9 2 3 : 7 0 0 2 , n w o r B ( ” s t n e m m o c r o s n o it s e u q
)
4 Transacitonal: thi s acitvtiy aim s a t conveying o r exchanging speci ifc
.) 9 2 3 : 7 0 0 2 , n w o r B ( n o it a m r o f n i
)
5 Interpersonal: thi sacitvtiyf ocuse son“maintainings ocialr elaitonshipt han
.) 0 3 3 : 7 0 0 2 , n w o r B ( ” n o it a m r o f n i d n a s t c a f f o n o i s s i m s n a rt e h t r o f
)
6 Extensive(monologue): thi sacitvtiyenabless tudentst oextendmonologue
” s e h c e e p s t r o h s s p a h r e p r o , s e ir a m m u s , s tr o p e r l a r o f o m r o f e h t n i “ t x e t
, n w o r B
.
4 TeachingConversa iton
7 0 0 2 ( n w o r
B :323) ,“Histo ircally,‘ conversaiton ’classe shaver angedf rom
i s a u
q -communicaitvedrliilngt of ree ,open ,ands omeitme sagendales sdiscussions
g n i d r o c c a n o it a s r e v n o c h c a e t o t s e h c a o r p p a r o j a m o w t e r a e r e h T ” .s t n e d u t s g n o m a
o
t McCatrhy & O’keefe a squoted in Brown (2007 :332), namely indriec tand
h c a o r p p a t c e ri d n I . h c a o r p p a t c e ri
d , student s are driected to conside r
it n e v n o c , s e l u r l a n o it a s r e v n o
c ons , and srtategies .Whlie in indriec tapproach ,
s t n e d u t
s d o notr eailzet hatt heyl earn conversaitonbecauset he stiuaiton i sseti n
, l a ir e t a m e h t g n i n g i s e d n I . y ll a r u t a n n o it a s r e v n o c e ri u q c a n a c s t n e d u t s h c i h w
e ir t r e ti r
w s todriects tudent susingi ndriec tapproach .
o t d e d e e n l li t s e r a s e l o r r e h c a e t , r e v e w o
H montior students ’acitvtiy .
s e l b a n e g n ir o ti n o m s r e h c a e
T t hestudent st oreailzewhene vertheymakemistakes.
d e d e e n s i r e h c a e t e h t f o e l o r e h
T because “People don’ tlearn the piece so fthe
.) 0 5 : 3 0 0 2 , n a n u N ( ” n o it a s r e v n o c e k a m o t r e h t e g o t m e h t t u p n e h t d n a e g a u g n a l
.
5 ProvidingLearningMaterials
1 0 0 2 ( s d r a h c i
R :251 )explain sin hi sbook abou tthe role and design o f
. s l a ir e t a
m Through t hei nformaiton given, t he wrtie rabsorbst wo patr saboutt he
e r a y e h T . s l a ir e t a m f o n g i s e
d adapitng mateirals ,and developing mateirals .Each
.r e h tr u f d e n i a l p x e e b l li w h c i h w f o
.
a Adap itngMaterials
) 0 6 2 : 1 0 0 2 ( s d r a h c i
R statest ha t“mostt eachersareno tcreator soft eaching
s l a ir e t a
l a ir e t a m r e d i v o r
p byDudleyandS.tJ ohn( 1998 :173 )a sstatedbyRichards( 2001 :
) 0 6
2 .Agoodprovide rmateira lwli lbeablet o:
)
1 Selec tapprop iratelyf romwhati savaliable )
2 Becreaitvewtihwhati savaliable )
3 Modfiyacitviitest os util earners ’needs )
4 Supplemen tbyprovidingexrtaacitviites s
m r o f x i s s d d a ) 0 6 2 : 1 0 0 2 ( s d r a h c i
R o fadaptationt o maket hel earningmate iral s
e r o
m sutiablet obeused .Thes ixf orm so fadaptaiton sareexplainedasf ollow .s
)
1 Modfiyingcontent .Conten tmay need t obechangebecausei tdoe s .s
r e n r a e l t e g r a t e h t ti u s t o n )
2 Addingo rdeleitngcontent .Thebookmaycontaint oomuchorl tilte .
m a r g o r p e h t r o f )
3 Reorganizing content .Wtihin a unti t he t eache rmay decidenot t o a r o f m e h t r e d r o e r o t t u b t i n u e h t n i s e it i v it c a f o e c n e u q e s e h t w o ll o f
. n o s a e r r a l u c it r a p )
4 Addressing omissions .The tex tmay omi t tiem stha tthe teache r .t
n a tr o p m i e r a s l e e f )
5 Modfiyingt asks .Exercise sandacitviite smayneedt obechangedt o .s
u c o f l a n o it i d d a n a m e h t e v i g )
6 Extending tasks .Exercise smay contain insufifcien tpracitce and l
a n o it i d d
a pracitcet ask smayneedt obechanged.
.
b DevelopingMaterials
g n i h c a e t e v it c e f f e g n ir a p e r p h ti w s l a e d s l a ir e t a m g n i p o l e v e d f o e r u t a n e h T
s l a ir e t a
m which i saccording to Richard s(2001 :262 )simlia rto the proces s
e l a g n i h c a e t d n a g n i n n a l p n i d e v l o v n
i sson. Richard s(2001 :262 )add stha t“In
a p o l e v e d o t s i l a o g e h t g n i h c a e t m o o r s s a l c d n a t n e m p o l e v e d s l a ir e t a m h t o b
e t s d a e l t a h t s e it i v it c a f o e c n e u q e
s acher sandl earnerst hroughal earningr outet ha t
g n it a v it o m h t o b s e d i v o r p t a h t , g n i g a g n e s i , y tl u c if fi d f o l e v e l e t a ir p o r p p a n a t a s i
” . e c it c a r p l u f e s u d n
a Therearesevera lpointst ha tcanbeconsideredpresentedby
o t ) 4 6 2 : 1 0 0 2 ( s d r a h c i
s e it il a u q e h t ,s d r a h c i R o
t o feach untii n t hemateiral sshouldr elfectsomeaspect s
.s w o ll o f s a n e e s e b n a c t a h t
)
1 Givesl earnerss omethingt heycant akeawayf romt hel esson )
2 Teachess omethingl earnersf eelt heycanuse )
3 Givesl earner sas enseo fachievement )
4 Pracitcesl earning tiemsi nani nteresitngandnove lway )
5 Provide sapleasurablelearningexpeirence )
6 Provide soppo truniitesf ors uccess )
7 Provide soppo truniitesf ori ndividua lpracitce )
8 Provide soppo truniitesf o rpersonailzaiton )
9 Provide soppo truniitesf ors efl-assessmentofl earning
.
6 Task-BasedLearning
w g n il a e
D tih the goa l o f the study tha ti sproposi ng a conversaiton
e v it a c i n u m m o c f o s e h c a o r p p a d e t s e g g u s e h t f o e n o o t s e t a l e r y d u t s s i h t , e l u d o m
e b l li w y d u t s s i h t ,r e v e w o H . ) T L C ( 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 . e .i s ll i k s
o t g n i d r o c c a h c i h w n i ) T L B T ( g n i h c a e T e g a u g n a L d e s a B k s a T o t d e t a l e r y l e s o l c
n w o r
B (2007:50 )“One o f the mos tprominen tperspecitve swtihin the CLT
s i k r o w e m a r
f Task Based Language Teaching (TBLT .)” The following
e s e s s u c s i d n o it a n a l p x
e very elementt ha tsuppo tr sTBLT which, elat r , on wli lbe
r r e f e
r eda sTBL( Ta -sk BasedLearning)
.
a Task s
d r a h c i
R s (2001 :224 )states tha ttask i sa cenrta luni to fplanning and
L B T n i g n i h c a e
t .Consideirng t hi sstatement , ti i sbetter t o see t he de ifniiton of
L B T o t g n i o g e r o f e b t s ri f k s a
t .Richards ,Plat tand Webe r(1986 )a squoted by
a n u
N n (1989 )advocate ktas “a san acitvtiy o raciton which i scarired ou tast he
.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
.
6 Picture s and picture sto ires , which are used to sitmulate many
) 8 5 : 4 0 0 2 n a n u N ( s e it i v it c a n o it a c i n u m m o c
.
7 Puzzle s and problems , which enable student s to draw thei r genera l
knowledge and persona lexpe irence using thei rimaginaiton and tes tthei r
.) 8 5 : 4 0 0 2 n a n u N ( g n i n o s a e r l a c i g o l f o s r e w o p
.
8 Jigsaw tasks , which involve student s in combining dfiferen t piece s o f
) 2 6 1 : 1 0 0 2 , s d r a h c i R ( e l o h w a m r o f o t n o it a m r o f n i
.
9 Problem- vsol ing tasks ,which faclitiate student sto ifnd soluiton o fcetrain
. s m e l b o r
p (Richards ,2001:162 .)
. 0
1 Opinion exchange, which give s student s a stiuaiton in which they are
t n e m e e r g a h c a e r o t d e e n t o n o d y e h t t u b , n o i s s u c s i d n i d e g a g n
e (Richards ,
.) 2 6 1 : 1 0 0 2
. 1
1 Lisitng t asks ,which “tend t o generate al o toft alk a sstudent sexplain t hei r
.) 6 2 : 6 9 9 1 , s il li W ( ” s a e d i
. 2
1 Orde irng and soritng ,this i nvolve sfou rmain processes ,namely sequencing
i W ( s m e ti g n i y fi s s a l c d n a , s m e ti g n i z ir o g e t a c , s m e ti g n i k n a r ,s m e
ti lils ,1996 :
.) 6 2
. 3
1 Compairng ,which “involve scompairng informaiton o fa simlia rnature”
.) 7 2 : 6 9 9 1 , s il li W (
. 4
1 Problem solving ,which “make s demand supon people’ s intellectua land
.) 7 2 : 6 9 9 1 , s il li W ( ” s r e w o p g n i n o s a e r
. 5
1 Shairng persona lexpeirences ,which “encouragel earnerst o t alkmoref reely
t c a f t a h t g n ir e d i s n o
C ,teache rshould noitce some teens ’characteirsitcs .
y r o s n e s f o s e it e ir a v d n a n a p s n o it n e tt a f o h t g n e l e h t , e fi l ’ s n e e t n i ,t s ri
F o f ifve
s e s n e
s are sho trened because o fteens ’problems .Second , teens ’are a tthe
fl e s , o g e f o e l c a n n i
p -image ,and sefl-esteem .Teacher scan keep students ’sefl
-d n a s t n e l a t ’ s t n e d u t s g n i m ri f f a , t n e m s s a r r a b m e ’ s t n e d u t s g n i d i o v a y b m e e t s e
e d , s r o r r e r e h t o d n a s e k a t s i m g n i w o ll a , s h t g n e rt
s -emphasizing compeititon
ll a m s g n i g a r u o c n
e -groupwork( Brown ,2007 :106) .
.
B Theoreitca lFramework
m o r
F allt heo iress tated,t hereares omet heo ire susedt oconductt hiss tudy.
e m o s s e n i b m o c r e ti r w e h
T preciset heo ire sfromsomeexpe trsi n compleitng t he
y d u t s s ’ r e ti r w e h t f o k r o w e m a r f e h T . y d u t
s can beexplaine dasf ollows .Fris,tt he
u t s e h t s tr a t s r e ti r
w dy by combining Kemp’ sinsrtucitona lmode land Yalden’ s
. e l u d o m n o it a s r e v n o c n g i s e d o t d e il p p a e b o t l e d o m e t a ir p o r p p a n i a t b o o t l e d o m
, e c n e t e p m o c e v it a c i n u m m o c g n i v e i h c a s i s s e c o r p e h t f o e s o p r u p e h t e c n i s , n e h T
e s o o h c r e ti r w e h
t s one suggested approach ,namely Task-Based Learning ( TBL) .
r e ti r w e h
T also doe sno tneglec tsome speaking t heo ires .All t heprecise t heo ire s
r e h tr u f d e n i a l p x e e r
a .
To designconversaitonmateira,lt hiss tudycombinesKemp’si nsrtucitona l
l e d o
m and Yalden’ smodel. Kemp’si nsrtucitona lmode l(1977) consist so feigh t
t
sages which can be statred from whicheve rstep .However ,no tal leigh tstage s
. y d u t s s i h t n i d e t n e m e l p m i e b l li
w Meanwhlie ,Yalden’ smodel( 1987 )consist so f
e c it o n r e ti r w e h t ,s e g a t s e s o h t m o r F . s e g a t s n e v e
. y d u t s s i h t n i d e s u e b o t s e g a t s e t a ir p o r p p
a T hecombinaiton o fboth model scan
.s w o ll o f s a n e e s e b
.
1 Need sSurvey( Yalden)
n I . y e v r u s s d e e n s ’ n e d l a Y s i t c u d n o c o t e g a t s t s ri f e h t , y d u t s s i h t n
I thi s
w e h t , e g a t
s rtie rtire sto co llec ta smany data a spossible abou tstudents’
g n i n r a e l d n a g n i h c a e t e h t g n ir u d r o i v a h e b d n a d n u o r g k c a b , s c it s ir e t c a r a h c
.s s e c o r
p Therefore,t hiss tagei ss uppo tredbyKemp’ss tages ,namelyobserving
tr o p p u s g n i v r e s b o d n a s c it s ir e t c a r a h c g n i n r a e
l service .s
.
2 Goals ,Topics ,andGenera lPurposes( Kemp)
d n o c e s e h
T step to design the mateira lin thi sstudy i sdetermining the
d e t a l u g e r s i l a o g e h t , y d u t s s i h t n I . 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 e h t f o s l a o g
y
b thevision of t he school t hati s to i mprove gEn ilsh communicaitve ablitiy .
li h w n a e
M e, thet opic sandgenera lpurpose saredeterminedt os uppo trt hegoa.l
.
3 LearningObjecitves(Kemp)
t A . d e t c e l e s s c i p o t e h t n o d e s a b d e n i m r e t e d e r a s e v it c e j b o g n i n r a e l e h T
e h t , y ti v it c a e h t f o d n e e h
t student sare expected to achieve these learning
. s e v it c e j b o
.
4 Subjec tContent(Kemp)
t n e t n o c t c e j b u s e h
T i s arranged based on students ’need tha tcan be
e h t m o r f d e n i a t b
o observaiton clas sand interview wtih the tuto rand co
-m a r g o r p e h t f o r o t a n i d r o o
c .Howeve,r t here i sstli lpossiblitiy t o t he wrtier t o
.s n o it i d n o
c The subjec tconten tof t he mateiral i salso chosen by consideirng
s e l p i c n ir p e h
t oft eachings peaking .
.
5 Teaching/LearningAcitviites ,Resources(Kemp)
e h t n i d e s u e b o t h c a o r p p a e t a ir p o r p p a e h t e n i m r e t e d o t s a h r e ti r w e h T
k s a T d e n i m r e t e d r e ti r w e h t , y d u t s s i h t n I . s e it i v it c a g n i n r a e l d n a g n i h c a e
t
-c n i s h c a o r p p a e t a ir p o r p p a e h t s a ) L B T ( g n i n r a e L d e s a
B et hi sapproachenable s
e h
t studentsto getmany oppo truniitestocommunicateusing Engilsh.Though
n e t e r a e r e h
t type so fTBL stated above ,the wrtie ronly choose ssome type s
e h t f o r o i v a h e b d n a d n u o r g k c a b , s c it s ir e t c a r a h c e h t o t e t a ir p o r p p a e r a h c i h w
t n e d u t
s .s
.
6 Pedagogica lSyllabus(Yalden)
p o l e v e d r e ti r w e h t , e g a t s s i h t n
I s the t eaching mate iral i n t he form o fa
w e
n conversaiton module by implemenitng the produced syllabu s into
. n o it a z il a e
r Since the approach which i sused in thi sstudy i sTask-Based
, g n i n r a e
L developing mate ira lcover sa framework which consist so fthree
) 6 9 9 1 ( s il li W y b d e d n e m m o c e r s e s a h
p thati spre-task,t askcycle ,andl anguage
.s u c o f
.
7 Evaluaiton (Yalden)
, d e t n e m e l p m i e b t o n l li w l a ir e t a m e h t e c n i
S the evaluation o f the
e
d signed mateira lrefer sto the second aspect o fevaluaiton by Yalden .The
s i n o it a u l a v
e obtained from some expetrs . Those are the coordinato r o f
s i n o it a u l a v e e h T . s r e r u t c e l I B P e m o s d n a l o o h c s e h t f o s s a l c n o it a s r e v n o c
ri a n n o it s e u q g n it u b ir t s i d y b d e n i a t b
.
8 Revision( Kemp)
t , y d u t s s i h t n
I her evision i snecessary to i mprove t hedesignedmateiral .
a e n o d s i g n i s i v e
R tfe rconducitng evaluaiton .Al ldata obtained are collected
d n
a usedt or eviset heproposed mateiralt obebette rversion .Thecombinaiton
f
o Yalden’ sandkemp’ smode lcanbes eeni n ifgure2.3.
3 . 2 e r u g i
F : TheWrtier’ sMode.l y
e v r u S s d e e N
d n a , s c i p o T , s l a o G
P l a r e n e
G urposes
s e v it c e j b O g n i n r a e L
t n e t n o C t c e j b u S
g n i n r a e L / g n i h c a e T
s e c r u o s e R , s e it i v it c A
s u b a ll y S l a c i g o g a d e P
n o it a u l a v E
35
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
s y o l p m e r e t p a h c s i h
T sixpatrs ,namely r esearch method, r esearch setitng ,
h c r a e s e
r paritcipants ,insrtument sand data gatheirng technique ,data analysi s
. e r u d e c o r p h c r a e s e r d n a e u q i n h c e
t In sho tr ,thi schapte rdraw sthe method sand
. y d u t s e h t n i e n o d s e u q i n h c e t
.
A ResearchMethod
a w y d u t s s i h
T sdone to answe rtwo majo rquesiton sstated in problem
o
f rmulaiton .Thoset woquesiton swerehowase to fEngilsh conversaitonmodule
r o
f t t hhe e gnt radestudent so fconversaitonclas sa tSMASantaMariaYogyaka tra
s
i designed, and what the design looks ailke .Then ,Research and Developmen t
. d e t n e m e l p m i s a w y d u t s ) D & R (
o t g n i d r o c c
A BorgandGall( 1983), educaitonalr esearchanddevelopmen t
e e t a d il a v d n a p o l e v e d o t d e s u s s e c o r p a s i ) D & R
( ducaitona lproducts .Thestep s n i s p e t s n e t e r a e r e h T . e l c y c D & R e h t s a o t d e r r e f e r y ll a u s u e r a s s e c o r p s i h t f o
p o l e v e d , g n i n n a l p , g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r y l e m a n , e l c y c D & R e h t
r p n i a m , g n it s e t d l e if y r a n i m il e r p , t c u d o r p f o m r o f y r a n i m il e r
p oduc trevision ,
l a n if , g n it s e t d l e if l a n o it a r e p o , n o i s i v e r t c u d o r p l a n o it a r e p o , g n it s e t d l e if n i a m
. n o it a t n e m e l p m i d n a n o it a n i m e s s i d , n o i s i v e r t c u d o r
p Consideirng t he ilmi toft he
, e m
it however ,thi sstudy could follow ifve fris tstep sonly .These ifve step s
d e n i a l p x
u y d u t s e h t o t y r o e h t d e t a l e
r sing ilbraryr esearch .Thewrtie rused book ,si nternet ,
s e s e h t g n it s i x e d n
a i nthes ame ifeldast her eferencest of ulifllt hiss tudy.
.
2 Planning
l a n o i s s e f o r p , s l a ir e t a m d e d e e n e t a p i c it n a o t r e d r o n i y r a s s e c e n s i g n i n n a l P
d l e if d n a , p l e
h -tests ties( BorgandGall ,1983 .)I nt hiss tep,t hewrtie rpreparedt he
g n i n r a e l , s e s o p r u p l a r e n e g , s l a o
g topic s and learning objecitves t hat were
t n e d u t s e h t o t e t a ir p o r p p
a s .Al lthe stage sweredone unde rthe guidance o fthe
. m a r g o r p n o it a s r e v n o c f o r o t a n i d r o o c
.
3 DevelopPreilminaryFormo fProduct
a h g n i n n a l p l a it i n i e h t r e tf
A d been completed, t henex tmajo rstep i n t he R&D cyclei st o bu lid a preilminary form oft heeducaitona lproductt ha tcan be
s i h t n I . ) 3 8 9 1 , ll a G d n a g r o B ( s k s a t f o e g n a r e d i w a d e v l o v n i s i h T . d e t s e t d l e if
m o c o t d e s u s a w e l p i c n ir p g n i n r a e L e g a u g n a L d e s a B k s a T , y d u t
s poset hemateira l
d e t s i s n o c h c i h
w o ffou run tis .The learning mateirals w ee r chosen by observing
t n e d u t s e h
t s ’need sbyi nterviewingcoordinato randt utor soft heprogramwhichi s
l o o h c s e h t f o n o i s i v e h t o t d e t s u j d
a .
.
4 PreilminaryFieldTesitng
t s e t d l e if y r a n i m il e r p e h t f o e s o p r u p e h
T is t o obtain an i niita lqualtiaitve
n i a t b o o t e ri a n n o it s e u q d e t u b ir t s i d r e ti r w e h T . t c u d o r p l a n o it a c u d e w e n e h t f o
k c a b d e e
f s to i mprovet heproposed module. Thequesitonnariewa sdistirbuted t o
s tr e p x e e e r h t d n a m a r g o r p e h t f o r o t a n i d r o o c e h
t who are the lecturer sfrom .
.
5 MainProduc tRevi ison
m o r f n e v i g k c a b d e e f e h t n o d e s a b e l u d o m d e s o p o r p e h t d e s i v e r r e ti r w e h T
. p e t s g n it s e t d l e if y r a n i m il e r p e h
t No tal lthe obtained feedbacks ew er used to
s g n i h t y n a m d e r e d i s n o c r e ti r w e h T . s l a ir e t a m e h t e v o r p m
i and adjusted the
d n u o r g k c a b e h t h ti w k c a b d e e f d e n i a t b
o students ’ands tiuaitonoft heclas .s
.
B ResearchSetitng
f o s s a l c n o it a s r e v n o c r o f l a ir e t a m w e n e d i v o r p o t e n o d s a w y d u t s s i h T
S A M
S antaMariaYogyakatrai naf ormo fmodule .Beforeandatfe rdesigningt he
h c r a e s e r e m o s d e t c u d n o c r e ti r w e h t , e l u d o
m es .Beforedesigning t hemodule, t he l ir p A n o d e t c u d n o c s s a l c a n i s s e c o r p g n i n r a e l e h t f o n o it a u ti s e h t d e v r e s b o r e ti r w
2nd and 9th 2011 a tSMA Santa Maria Yogyakatra. Anothe rtechnique used wa s
d e w e i v r e t n i r e ti r w e h T . w e i v r e t n
i thet utor soft heconversaiton clas son Ap ir l9th
1 1 0
2 and i nterviewed coordinato roft heconversaiton clas sonAp ir l18th 2011 a t
a i r a M a t n a S A M
S Yogyakatra .A tfe r designing the module ,the wrtie r also
o
c nductedsomer esearchest o evaluatet hemateira ldesigned. Theevaluaiton wa s
e w y e h T . s tr e p x e e m o s y b e n o
d ret hecoordinato ro fconversaitonclas sand t h ree
n o d s a w n o it a u l a v e e h T . y ti s r e v i n U a m r a h D a t a n a S m o r f s r e r u t c e
l e from
1 2 r e b m e c e
D st2011UntliJ anuary9th2012.
.
C ResearchParitcipants
e h t , e l c y c D & R s i h t n
I wrtier found t hat i n t he research and i nformaiton r
h c r a e s e r e h t , e s a h p g n it s e t d l e if y r a n i m il e r p d n a , e s a h p g n it c e ll o
c espondent shad
a h c r a e s e r e h t n
I ndi nformaitoncollecitng phase, ther espondent swerethe
r e v n o c f o r o t a n i d r o o
c saiton class and some tutor so fconversaiton clas sat SMA
a i r a M a t n a
S Yogyaka tra .The coordinato ro fconversaiton clas swa snecessarliy
d e d e e
n to recheck wrtier’ ssrtength sand weaknesses ifndings from et h exisitng
. e l u d o
m Thewrtie ralsoobtainedt hebasicr eason so fconversaitonclas sandsome
n o it a t c e p x
e sof thenex tmodule.
e li h w n a e
M ,t her espondentsi nt hepreilminary ifeldt esitngphaseweret he
d n a , s s a l c n o it a s r e v n o c f o r o t a n i d r o o
c three lecturer s o f Sanata Dharma
e w s t n e d n o p s e r e h T . y ti s r e v i n
U re to evaluate the designed mate iral . The
. e ri a n n o it s e u q g n it u b ir t s i d y b e n o d s a w n o it a u l a v e
.
D InstrumentsandDataGatheringTechnique
.
1 Instrument soft heResearch
t c e ll o c o t s t n e m u rt s n i e m o s d e d e e n r e ti r w e h t , h c r a e s e r e h t g n i o d e li h W
s a y n a m s a a t a
d needed .Allt hei nsrtumentsneededaredesc irbedi nt hi spar.t
s p e t s e v if e h t m o r
F o fR&Dcycle,t hewrtie rfoundt hati nt her esearchand
e s a h p g n it c e ll o c n o it a m r o f n
i and in preilminary ifeld tesitng phase, the wrtier
t s n i h c r a e s e r d e d e e
n rument .sI nt her esearchandi nformaiton collecitngphase,t he
r e ti r
w used observaitonform and i nterviewcheckilst ,whereasi n t hepreilminary
e s a h p g n it s e t d l e
if ,t hewrtierusedquesitonnarie.
.
a Instruments Ro f esearchandI nforma itonCollecitngPhase
n o it a v r e s b o d n a w e i v r e t n i ,s e u q i n h c e t f o s d n i k o w t d e s u r e ti r w e h t e c n i
S ,
e s a h p s i h t n
T . s e u q i n h c e
t o conduc tinterviews the wrtie rused interview checkilst ,wh lie to
.s m r o f n o it a v r e s b o d e s u e h t , n o it a v r e s b o t c u d n o c
)
1 InterviewCheckilst
f o r o t a n i d r o o c e h t d e w e i v r e t n i r e ti r w e h t , a t a d l a it i n i e h t e t e l p m o c o T
d n a s s a l c n o it a s r e v n o
c a ll tutor so fconversaiton class .Fo rthis ,the interview
n s a w t s il k c e h
c eeded a sthe guideilne so fconducitng the interview .Interview
o t k s a d l u o w r e ti r w e h t t a h t s n o it s e u q f o t s il a s n i a t n o c t s il k c e h
c thei nterviewees .
n i n e e s e b n a c t s il k c e h c w e i v r e t n i e h
T appendixB.
)
2 Observaitonf orm
l a t e y r
A (2002) explain tha tthe goa lo fobservaiton i sto observe and
e s u a c e b p e t s s i h t n i d e d e e n s a w n o it a v r e s b O . s r u c c o y ll a m r o n t i s a r o i v a h e b y d u t s
e h
t wrtierneededt o collec tsomedataast hebasici nformaiton ,sucha sstudents ’
n i h c a e t f o e r e h p s o m t a e h t d n a s c it s ir e t c a r a h
c g and l earning processto design t he
s a w h c i h w l a ir e t a
m approp iratet ot hestudent .s Thewrtie rprovidedsomeneeded
s t c e p s
a toknowont heobservaitonf orm.Theobservaitonf ormcanbeseeni nt he
x i d n e p p
a C.
.
b Instrumen toft hePreilminaryFieldTesitngPhase
e h
T quesitonnarie wa sused a san insrtumen tin the preilminary-if -eld g
n it s e
t .Thi swa sdone to obtain feedback from some expetrs .In thi scase ,the t
a s s a l c n o it a s r e v n o c f o r o t a n i d r o o
c SMA Santa Maria Yogyakatra ,and three .
y ti s r e v i n U a m r a h D a t a n a S t a s r e r u t c e
l Theobtainedfeedbackwould beusefult o e
s i v e
