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1 ... 53 n e e tf i F h ti w w e i v r e t n I f o t l u s e R e h t f o n o i s s u c s i d e h T . a a tr a k a y g o Y a ir a M a t n a S A M S f o s t n e d u t
S ... 53
s e ri a n n o it s e u Q f o t l u s e R e h t f o n o i s s u c s i D e h T . b n e T o t d e t u b ir t s i
D thGradeStudent so f a tr a k a y g o Y a ir a M a t n a S A M
S ... 7.... 3 m o o r s s a l C n i y c n e u q e r F d n a y c n e r r u C g n it ir W )
1 ... 7.. 3
m o o r s s a l C n i s s e c o r P g n it ir W )
2 ... 93 y ti li b A g n it ir W h s il g n E ’ s t n e d u t S )
3 ... 04 h s il g n E g n it ir W n i y tl u c if fi D ’ s t n e d u t S )
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ti r W n i d e e N ’ s t n e d u t S )
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U ... 94 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 e h t g n it a t S .
2 ... 15
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6 ... 65 7 .Revisingt heDesigningMateiral s ... 75
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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 n o it c u d o rt n i e h t s t n e s e r p r e t p a h c s i h
T research ,which i sdivided i nto
t r a p t x e n e h T . m e l b o r p e h t f o d n u o r g k c a b e h t s t n e s e r p t r a p t s ri f e h T . s tr a p x i
s is t he
. n o it a ti m il m e l b o r
p tI i sfollowed by t he problem formulaiton and t he objecitve so f
. h c r a e s e r e h
t A tfert ha,tt henex tdiscussioni sfort hebenefti soft her esearch .Thel as t
r e t p a h c s i h t f o t r a
p i sthede ifniitonoft het erm .s
.
A ResearchBackground n
o s a e r e h
T whypeoplel earna l anguagei st ol earnhowt ocommunicate wel l
r e h t o h ti
w s people .There are many kind sof l anguage t ha tpeople are able t o learn ,
r e h t o h ti w n o it a c i n u m m o c e v a h o t s y a w l a r e v e s e r a e r e h T . h s il g n E s i m e h t f o e n
o s ,
: y l e m a
n visual ,audio ,audio-visua landi nt hew irtten mfor .
e h t g n ir u
D teachingpracitceat SMA Santa Maria Yogyakarta,t he r esearche r
y b d e c a f s a w t a h t m e l b o r p a t o
g the most t enth grade students t here .Based on t he
r e h c r a e s e
r ’ sexpe irence in pracitcing teaching ,mos to fthe student sdid no tshow
y ti li b
a touseEngilsh i n t hei rdaliy ilves ,especiallyi nw iritng .Thestudent so fSMA
a t r a k a y g o Y a i r a M a t n a
S had amodulet hat f aclitiatedt hem i n l earningEngilsh .The
e h t y b e d a m s a w f l e s ti e l u d o m h s il g n
E teache ro fthetenthgrades tudents.
r e h c r a e s e r e h t n o d e s a b , y l e t a n u tr o f n
U ’ s observaiton, the use o fEngilsh
h c i h w s t x e t e m o s f o s t s i s n o
c w ere followed by some ques iton sand some gramma r
s a w e r e h T . s n o it a n a l p x
e on t enough space fo rstudents t o pracitce t hei rw iritng skli l
s e it i n u tr o p p o s t n e d u t s e v a g r e h c a e t e h t , n o it a v r e s b o s ’ r e h c r a e s e r e h t n o d e s a B . e r e h t
g n it ir w r i e h t e c it c a r p o
t skill in groups .The t eache rasked t hem t o make a t ext t hen
t n i o p r e w o p f o m r o f e h t n i s s a l c e h t f o t n o r f n i ti d e t n e s e r
p presentaiton. Inpresenitng
e r u t c u rt s c ir e n e g e h t n i a l p x e o t d e d e e n o s l a s t n e d u t s f o p u o r g a , t x e t e h
t sof t he t ex t
e r a h c i h w e s n e t d n
a used i n t he t ext .A tfer t he student sfinished explaining t he t ext ,
h t g n it n e s e r p s a w o h w p u o r g e h t o t s k c a b d e e f e m o s e v a g r e h c a e t e h
t e t ex tand a tfe r
t a h
t ,t het eache rasked t he groupt o r evise t he t ex tand tosubm tit he t ext i n t he nex t
, o S . g n it e e
m by doing t hose steps, t he student sdid no thave any chances t o analyze
d n a k r o w ’ s d n e ir
f todeilvert hei ropinionont herif irends ’work .
o
T bulid up a good communicaiton in the class ,the teache rshould apply a
o w
t -way interaciton . According to Krashen (1985) , “ ot -w way interaciton i s a
e h t s e l b a n e t i e s u a c e b t u p n i e l b i s n e h e r p m o c a g n i d i v o r p n i y a w d o o g r a l u c it r a p
it i d d a n i a t b o o t s t n e d u t
s ona lcontextual i nformaiton and opitmallyan adjusted i npu t
s m e l b o r p n o it a c i n u m m o c e m o s f o e s u a c e b d e t a it o g e n e b o t s a h g n i n a e m n e h
w ” .The
s t n e d u t
s were asked to check the others ’work and give opinion i san appilcaiton fo
o w
t -way interaciton. Using task in the clas sacitvtiy allows students involved in
p g n i n r a e l g n i h c a e
t rocess . Clas s stiuaiton become s more interacitve . Here the
u t
s dent shave expe irence in teaching learning process .“Task-based teaching reile s
r o w r i e h t d n a t n e m e v l o v n i s ’ r e n r a e l n o y li v a e
e g a u g n a l o t g n ir b s t n a p i c it r a p h c i h w s e c n e ir e p x e d n a n o it a m r o f n i e h t f o e u l a v e h t
s n o i s s e s g n i n r a e
l ” (Wliil s& Wliils ,2001 : 04 ). Ta Bsk ased teaching offer sa change
r a e l y n a m h c i h w h g u o r h t s e n it u o r e c it c a r p r a m m a r g a m o r
f ner shavepreviouslyf alied
n r a e l o
t tocommunicate.
r e h c a e t e h t p l e h o
T and students make t he t eaching l earning acitviite smore
, e v it a c i n u m m o
c and enjoyable, and to make t he student shave a chance t o i mprove
i k s g n it ir w r i e h
t ll ,ase to fmateiral swas dma ef ort enthgradestudent so fSMASanta
a t r a k a y g o Y a i r a
M .H , eere t h teacher g s ive the student smore chance sto learn and
e c it c a r
p Engilsh inthew irttenf orm .Thedesignedmate iral sprovidemorei nteresitng ,
a ir e t a m l a n o it c u rt s n i l a i c if e n e b d n a g n i g n e ll a h
c ls ,teaching-learning acitviites ,task s
t a h t s e u q i n h c e t d n
a theyhavenothadbefore .
y b d e t a t s s i t i s A . g n it ir w t u o b a s i e k a m o t g n i o g s i r e ti r w e h t t a h t t e s e h T
: 9 9 9 1 ( o y n g i w u
S 29) ,“w iritngi saproces so fproduciton i nt hesense t ha tti r elease s
e h
t resul tof t hemindproces sof t hinking.”W iritngrefers t o rtansforming i dea sand
n i h g u o r h
t to wir ttenf orm .The wrtier t hinksthatt hi sse tisi mpo trant t oh elpstudent s
g n i n r a e l n
i w iritngEngilsheasliy.
.
B ProblemLimtia iton d e ti m il s i h c r a e s e r s i h
T providing sutiable w iritng mate irals .The wrtie rhas
n o it n e
m e d before t he i mpo trance o fw iritng and t he students ’needs .Based on t hat ,
e d i v o r p r e ti r w e h
o n e r a o h w e s o h t e r a s t n e d u t s e h
T w in the tenth grade o fSMA Santa Maria
a t r a k a y g o
Y .Thewrtie ralsopresentst hemate irali nt hef ormo fTask-BasedLearning
o t s t n e d u t s e h t s w o ll a t a h t d o h t e
m have much pracitce .Besides ,the wrtie rt ire sto
r w a n g i s e
d iitngmateiralt ha ti ssutiablef o rtheschoo lcur irculumsoatt heendoft he
, y d u t
s thes tudent shaves omecompetencie .s
.
C ResearchProblems
: s w o ll o f s a d e t a l u m r o f e r a y d u t s s i h t n i d e t a g it s e v n i s m e l b o r p h c r a e s e r e h T
.
1 How i sa se to fw iritng mate irals using t ask-based language learning f t o r he
f o s t n e d u t s e d a r g h t n e
t SMASantaMariaYogyakartadesigned?
.
2 Wha tdoe sthe design o fa se tof et h w iritng mate irals using task-based
e g a u g n a
l learning for et h tenth grade student s o f SMA Santa Maria
a t r a k a y g o
Y look ilke?
.
D ResearchObjec itves s
i h
T researc h i sconducted to answe rthe quesiton sstated in the problem
e h t f o s e v it c e j b o e h t ,s u h T . n o it a l u m r o
f research :a re
.
1 Tof ind ou th owa seto fw iritngmate irals usingt ask-basedlanguagelearning
r o
.
2 To presen tprope rdesign o fa se to fthe w iritng mate irals using task-based
e g a u g n a
l learning for et h tenth grade student s o f SMA Santa Maria
a t r a k a y g o
Y .
.
E Benefti soft heResearch
ti w n r e c n o c o h w e l p o e p r o f e l b a u l a v s i y d u t s s i h t f o t l u s e r e h
T h teaching
-. e g a u g n a l h s il g n E f o s s e c o r p g n i n r a e
l T he following are those who migh tb e the
. y d u t s s i h t m o r f y r a i c if e n e b
.
1 Engilsht eachers
e h
T Engilsh teacher sare able to use thi sdesigne d mate ira la saddiitona lo r
. h s il g n E h c a e t o t s l a ir e t a m y r a t n e m e l p p u
s Thi sstudy may help them to be more
n o it a u ti s g n it s e r e t n i n a e k a m o t e v it a e r
c in t he classroom ,o rmay help t hem design
o s l a t I . s l a ir e t a m n w o r i e h
t helps them to improve thei rtechniques ,srtategies ,and
o o h c S h g i H r o i n e S r o f h s il g n E g n i h c a e t n i y ti v it a e r
c .l
.
2 TenGradestudents
l u s e r e h
T toft hi sstudy i s beneifcial f or t he students t oi mprove t hei rw iritng
n g i s e d e h T . h s il g n E n i y ti li b
a e d mate ira lwould give them oppo truntiy to learn
e v i s n e t n i e r o m h s il g n
E l ybuts itlli nenjoyables tiuaiton.
.
3 Thewrtier
s i h
T research i susefu lfo rthe wrtie ra s feedback and fu trhe rinside .I t
e d i v o r
p s more usefu linformaiton whethe rthe se to fmate ira li sappilcable and
t o n r o e l b a v e i h c a s i s e v it c e j b o d n a l a o g e h t r e h t e h
it ir w f o t e s r e p o r
p ng mate iral s fo rtenth grade student so f SMA Santa Maria
a t r a k a y g o Y . .
F De ifni itono fTerms .
1 Task-basedLanguageL ae rning
k s a T g n i s s u c s i
D -Based Language Learning ,Nunan (2004 )states t hat ,“task
-x e o t s r e n r a e l r o f s e it i n u tr o p p o e d i v o r p o t s m i a g n i n r a e l d e s a
b pe irmen twtih othe r
t a h t s e it i v it c a g n i n r a e l h g u o r h t e g a u g n a l n e tt ir w d n a n e k o p s h t o b e r o l p x e d n a r e n r a e l f o e s u l a n o it c n u f d n a l a c it c a r p , c it n e h t u a e h t n i s r e n r a e l e g a g n e o t d e n g i s e d e r a .) 3 1 . p ( ” e s o p r u p l u f g n i n a e m r o f e g a u g n a
l In task-based language learning, the
d e tr a t s s i s s e c o r
p fromcreaitngt he irgh tkind sofi nteracitona lprocessesi nclassroom
e t a e r c o t y a w t s e b e h t o t d n
a languagel earningby usingdesignedi nsrtucitonalt ask .s
n a d e v o r p m i e b n a c e c n e t e p m o c e v it a c i n u m m o c f o t r a p r e h t o d n a r a m m a r G d a s a d e p o l e v e
d b -y product o fengaging learner sin interacitve task sin task-based
. g n i h c a e t .
2 CommunicaitveTask
k s a t n i s s e c o r p g n i n r a e l e h t g n it c u d n o c n
I -based t eaching, t he t ask which i s
t a c i n u m m o c s i d e s
u ive task .Nunan (1989 )notes communicaitve task “a sa piece
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 g n i n r a e l s e v l o v n i h c i h w k r o w m o o r s s a l c m n o d e s u c o f y ll a p i c n ir p s i n o it n e tt a e li h w e g a u g n a l t e g r a t e h t n i g n it c a r e t n i r
o eaning
” m r o f n a h t r e h t a
.
3 P -re TaskAcitvtiy
3 0 0 2 ( s il li
W )states tha t“ ethe p -r task phase i nrtoduces t he class t o t he t opic
s e t a v it c a , k s a t e h t d n
a topic-related word sand phrases” (p .40) .In the pre-task
r e h c a e t s e it i v it c
a help sstudents understand t het heme and objecitve sof t het ask ,sf o r
h t h ti w s a e d i g n i m r o t s n i a r b , e l p m a x
e e class ,using pictures , miming o r asking
c i p o t e h t e c u d o rt n i o t s e c n e ir e p x e l a n o s r e
p .
.
4 Whlis tTaskAcitv tiy
t s li h
W -task acitvi ty o rthe task cycle i h st e main acitvtiy fo rthe students .
3 0 0 2 ( s il li
W )noted “the task-cycle offer slearner sthe chance to use whateve r
t a h t e v o r p m i o t n e h t d n a , k s a t e h t t u o y r r a c o t r e d r o n i w o n k y d a e rl a y e h t e g a u g n a l
e h t g n i n n a l p e li h w , e c n a d i u g r e h c a e t r e d n u , e g a u g n a
l rir epo tr soft het ask” (p .40).I n
t e h t , p e t s k s a t e h
t ask saredone byt hestudents i npai ro rgroup.I nt hisstep,t eache r
o t e v a h y d a e rl a y e h t t a h t m r o f e g a u g n a l e h t e s u o t y ti n u tr o p p o n a s t n e d u t s s e v i g
s e v l e s m e h t s s e r p x e d n a y a s o t g n i o g e r a y e h t t a h w r e v il e
d . Theplanningstepi sused
y
b thestudentst o showther esul toft hei rgroup workt o t hewhole clas sand t eache r
d n a g n it ir w r i e h t n o s t n e d u t s e s i v d a o t e l b a s
i encourage them to do pee rediitng by
tr o p e r s i p e t s t s a l e h T . s e ir a n o it c i d e h t g n i s
u ing.I nthe repo tri ng seciton,t he t eache r
e tf a d n if y e h t t a h w t r o p e r o t p u o r g n i s t n e d u t s s k s
a rcompa irng t he t ask swtih othe r
p u o r
.
5 P -ost TaskAcitviy
ll i
W i s(2003 )states t ha t“post t ask acitvtiyor l anguage focus allow sa close r
s e r u t a e f c if i c e p s e h t e m o s f o y d u t
s whicharenaturallyoccurringint hel anguageused
e l c y c k s a t e h t g n ir u
d ” (p .40) .By t hi spoin,tt he l earner shave arleady worked wtih
c if i c e p s e h t n o s u c o f o t y d a e r e r a y e h t o s , g n i n a e m r o f ti d e s s e c o r p d n a e g a u g n a l e h t
n o c e s a h p l a n if s i h T . g n i n a e m t a h t y r r a c t a h t s m r o f e g a u g n a
l sist so fanalysi sand
.s t n e n o p m o c e c it c a r p
.
6 Genre-basedapproach
n i L o t g n i d r o c c
A (2006), “teaching and learning in genre-based approach
s t x e t f o s e r n e g d e t c e l e s f o n o it c u d o r p d n a g n i d n a t s r e d n u e h t n o s e s u c o
f ” .The genre
-h c a o r p p a d e s a
b focuse smore on the text srathe rthan the sentences .Thi sapproach
s t n e d u t s m e h t p l e h y a
m g et closert ot het opic oft heteaching andl earningacitviites .
y e h
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 i h t n
I chapter ,the wrtie rpresents some theo ire swhich are related to the
s e ir o e h t e s e h T . y d u t
s a re wir tten in the two subchapters , they are theoreitca l
t d n a n o it p ir c s e
d heoreitca lFramework.
.
A Theore itca lDescrip it on
s e ir o e h t d e t a l e r e m o s s s u c s i d o t e k il d l u o w r e ti r w e h t , n o it c e s s i h t n
I such as
n
o insrtucitonal design model ,nature o fw iritng ,task-based learning and school
-. m u l u c ir r u c d e s a b
.
1 Kemp’ sInstruc itona lDesignModel
m e K e h t s e s u r e ti r w e h t , y d u t s s i h t n
I p’ sinsrtucitona ldesign model .Kemp
) 7 7 9 1
( state stha t“insrtucitona lproces si scomplex” (p. 6) .Thi sproces sinclude s
a p d e t a l e r r e t n i f o s d n i k y n a
m tr sand funciton swhich are operated in a coheren t
i r e n n a
m n order t o achievesuccess .The expectaiton a tferward i stoproduce succes s
n o it a c u d e f o e m o c t u o y e k e h t g n i v o r p m i n
i – learningbys tudent .s
7 7 9 1 ( p m e
K )also state stha t“the insrtucitona ldesign plan i sto design
s t n e m e l e l a it n e s s e e h t d e r e d i s n o c e r a h c i h w , s n o it s e u q e e r h t o t s r e w s n
a o f
l a n o it c u rt s n
i technology” (p .8) .Therearethreeelement sofi nsrtucitonalt echnology :
) 1
t a h
t works bestt or eacht hedesriedl earningl evels?( acitviite sandr esources )andt he
s i t s a
l abou t(3 )how wli lwe know when the requrie learning ha staken place?
(evaluaiton) .Kemp’s i ns rtucitona ldesign method and mode lha sdivided into eigh t
t n e m e l
e so finsrtucitona ldesign .The following are eigh telement swhich are very
n a n g i s e d o t t n a tr o p m
i ddevelopt hemate irals .
.
a Goal ,st opic sand genera lpurposes :conside rgoals ,and t he ils tof t opics ,staitng
. c i p o t h c a e g n i h c a e t r o f s e s o p r u p l a r e n e g e h t
.
b Learne rcharacte irsitcs :enumeratet hei mpo tran tcharacte irsitc soft hel earnersf o r
u rt s n i e h t m o h
w citoni st obedesigne . d
.
c Learning objecitves :specfiy the learning objecitve sto be achieved in terms fo
.s e m o c t u o r o i v a h e b t n e d u t s e l b a r u s a e m
.
d Subjec tcontent :ils tofs ubjec tcontents thats uppor teachobjecitve.
.
e P -re assessment :develop ep -r assessmen tto determine the studen’t sbackground
. c i p o t e h t t u o b a e g d e l w o n k f o l e v e l t n e s e r p d n a
.f Teachingl/earning acitviite sand resources :select t he teachingl/earning acitviite s
d n
a insrtucitona lresource sthat rtea tthe subjec tcontents so the student swli l
il p m o c c
a sht heobjecitve .s
.
g Suppor t services : coordinate budget , personnel , faci ilites , equipment , and
.
h Evaluaiton :evaluate the students ’learning in term o fthei raccompilshmen to f
objecitves ,wtih aview t o r evise and reevaluateanyphase soft heplan t ha tneed
.t n e m e v o r p m i
1 . 2 e r u g if n i n w o h s s i l e d o m d n a d o h t e m n g i s e d l a n o it c u rt s n i s ’ p m e K e h
T .
1 . 2 e r u g i
F Kemp’si nstruc itona ldesignmethodandmodel( Kemp ,1977 :9)
s i h t n
I research ,the three quesiton sare used to determine the teaching and
n i n r a e
l g mate irals and acitviites .The eigh telements ea r used to help the wrtie rto
e h t n g i s e
.
2 Task-BasedLanguageLearning 4 0 0 2 ( n a n u N o t g n i d r o c c
A ) ,“task-based language learning aim sto rp ovide
i n u tr o p p
o ites f orl earners t o expe irmen twtihother l earners and exploreboth spoken
s r e n r a e l e g a g n e o t d e n g i s e d e r a t a h t s e it i v it c a g n i n r a e l h g u o r h t e g a u g n a l n e tt ir w d n a
e s o p r u p l u f g n i n a e m r o f e g a u g n a l f o e s u l a n o it c n u f d n a l a c it c a r p , c it n e h t u a e h t n
i ” .(p
) 3
1 . aT ks -basedlanguagelearning g s ive a chance t othe studentst o expe irence some
e c it c a r
p s indoingsomeexercise .s
.
a De ifni itonof Task g n i s s u c s i
D t he task de ifniiton ,Nunan (1992 )states t ha t“a task i sa piece o f
r f ,s r e h t o r o f r o f l e s e n o r o f n e k a tr e d n u k r o
w eelyorf ors omer eward” (p .5). Thereare
s d n i k o w
t o ftasks which are used in the language class .They are targe ttask and
. k s a t l a c i g o g a d e p
.
1 Targe tTask
s e t a t s ) 9 8 : 5 8 9 1 ( g n o
L inNunan( 199 )2 tha tthede ifniitonoft argett aski nt he
k s a t f o m r o
f -basedlanguagelearningi sa“pieceo fworkunde trakenf o ronesel forf o r
d r a w e r e m o s r o f r o y l e e r f , s r e h t
o ” (p .5) .Thi stask i snon-technica land non
. s c it s i u g n
il The examples o ftarget task are painitng a fence ,borrowing a ilbrary
t s e t g n i v ir d a g n i k a t , k o o
b ,w iritngacheque ,and ifndingas rtee tdesitnaiton.I nothe r
d r o
.
2 Pedagogica lTask s i e n o s u o i v e r p e h
T dfiferent f romthi skindof t ask .Actuallyt his t aski salso
t n i n e k a
t her ea lwo lrdbutdonem oreint heclassroom .Richards ,e ta.l(1986 :289)i n
2 9 9 1 ( n a n u
N )states, “pedagogicalt aski sanacitvtiyo racitonwhichi scar iredou ta s
) 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 e h
t ” (p .10) .The
a r d e r a s e l p m a x
e wing a map whlie ilstening to a recording and ilstening to an
n
i srtuciton and t hen performingt he i nsrtuciton t hat i s referred to t khe tas s tI . mean s
t a h
t the task sare de ifned in t erm s of acitviite sthat t he l earner swli ldo i n t he clas s
h t n i n a h t r e h t a
r e outside o fclassroom .Elil s(2003 :16 )state stha tthe pedagogica l
r e d r o n i y ll a c it a m m a r g e g a u g n a l s s e c o r p o t s r e n r a e l s e ri u q e r t a h t n a l p k r o w a s i k s a t e t a ir p o r p p a r o t c e r r o c e h t r e h t e h w d e t a u l a v e e b n a c t a h t e m o c t u o n a e v e i h c a o t t n e t n o c l a n o it i s o p o r
p ha sbeenconveyed .
s e t a t s ) 4 : 4 0 0 2 ( n a n u
N inhi sbookabou tpedagogicalt ask.
Pedagogica ltask i sa piece o fclassroom work tha tinvolve slearner sin e g a u g n a l 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 c o f s i n o it n e tt a r i e h t e li h
w usedonmobiilzingt hei rgrammaitca lknowledgei n g n i n a e m y e v n o c o t s i n o i s n e t n i e h t h c i h w n i d n a , g n i n a e m s s e r p x e o t r e d r o m r o f e t a l u p i n a m o t n a h t r e h t a r . s u c o f k s a t s i h t , k s a t l a c i g o g a d e p f o s n o it i n if e d e s o h t m o r
F e s more on the
g n i n a e
m form rather t han thegrammaitcal f orm .Nunan ( 2004 )also r emains t ha thi s
, g n i n a e m s s e r p x e o t e g d e l w o n k l a c it a m m a r g f o t n e m y o l p e d e h t o t s r e f e r n o it i n if e d d n a , d e t a l e r r e t n i y l h g i h e r a m r o f d n a g n i n a e m t a h t t c a f e h t g n it h g il h g i
e s u e g a u g n a l e h t e l b a n e o t s t s i x
e rs to expres sdfiferen tcommunicaitve meaning .(p
) 4 .
e d u l c n o c r e ti r w e h t , k s a t f o s n o it i n if e d e m o s n o d e s a
B s that t hek ind oft asks
t a h
t a resutiablei nt ask-basedlanguagelearningi spedagogicalt ask. Thist aski sused
e h t n i s e it i v it c a g n i n r a e l e h t n
i classroom which i sused to know t heachievemen to f
. e g a u g n a l g n i s u g n i n a e m e h t r e v il e d s t n e d u t s w o h w o n k o t d n a s t n e d u t s e h t
.
b Frameworko fTask-BasedLanguageLearning k
s a
T -based languagelearning give smore changes for t he l earners t o i nterac t
r e h t o h ti
w sin orde rto faclitiate language acquisiiton when the student shave to
g n i n a e m n w o r i e h t s s e r p x e o t d n a r e h t o h c a e d n a t s r e d n
u s .Pedagogically ,the task
-d e s a
b language learning ha ssrtengthened the following p irnciple sand pracitce sa s
.s w o ll o f
x Aneed-basedapproacht ocontents eleciton.
x An emphasi son learning to communicate through interaciton in targe t
. e g a u g n a l
x Thei nrtoducitono fauthenitct extsi ntot hel earnings tiuaiton.
x The provision o foppo truniite sfor l earner t o focu sno tonly on l anguage
l a t u
b soont hel earningproces stisel .f
x An enhancemen to fthe learner’ sown persona limpo tran texpe irence s
x The ilnkingo fclassroom l anguagel earningwtihl anguageuseoutside t he
. m o o r s s a l c
t e h
T a -sk based languagelearning i sabou tgetitng l earners t odo one t askand
m d l u o w t a h t k s a t r e h t o n a n e h
t ake t he l earner squtie advance ni doing the tasks and
e s n e p x e e h t t a y c n e u lf n i a g y l n i a tr e c d l u o w o s l a d n a e g a u g n a l ri e h t h ti w l u f e c r u o s e r
a t s ) 0 4 : 6 9 9 1 ( s il li W . y c a r u c c a f
o te stha tthe framework o ftask-based language
g n i n r a e
l consists of t hree phase ssuch as ep -r task ,whlist t ask (task cycle) and pos t
( k s a
t languagef ocus).
c i p o t g n it a v it c a , k s a t e h t d n a c i p o t e h t n o n o it c u d o rt n
I -related word and
s e s a r h
p a re donei nt hepre-task.I nt he t askcycle,l earner swli lhave achancet o use
y n
a language they have arleady known in orde rto carry ou tthe task ,and then to
s i t I . e g a u g n a l e h t e v o r p m
i surely done unde rthe teacher’ s guidance whlie the
e r a s t n e d u t
s planningt heri r epor toft he t ask .Thel earners gett he t eacher’ sfeedback
T . tr o p e r e h t r e tf a d n a e g a t s g n i n n a l p e h t t a , ti e v a h o t t n a w y ll a e r y e h t n e h
w het a -sk
d e s a
b languagelearningsof a rprovidest hree basiccondiitons f orl anguagel earning .
They are exposure ,use and motivaiton .The learner sge ta hoilsitc expe irence o f
. e l c y c k s a t e h t n i e s u e g a u g n a
l Thel as tphase i sl anguage f ocus .Thi sphase allow sa
d e s u e g a u g n a l e h t n i g n ir r u c c o y ll a r u t a n s e r u t a e f c if i c e p s e h t f o e m o s f o y d u t s r e s o l c
c k s a t e h t g n ir u
d ycle .The learner shave arleady expeirenced to work wtih the
d n a e g a u g n a
l processed i tfo rmeaning .I tmeans t hat t heyare readyt o focu son t he
.
3 Genre - BasedApproach
Thi sapproach i sused b ca se u et he wrtie ruses some genr s e oft exts to design
l a ir e t a m e h
t s which a re sutiable wtih t heStandard Competence o ftheschool .Based
s t x e t f o s d n i k e v if e r a e r e h t ,r e h c a e t e h t y b d e s u s i t a h t e c n e t e p m o C d r a d n a t S e h t n o
. d e n r a e l e b o t s t n e d u t s e h t r o f d e d e e n e r a t a h
t Accordingt oLin(2006), “g ee -nr based
f o n o it c u d o r p d n a g n i d n a t s r e d n u e h t n o s e s u c o f g n i n r a e l d n a g n i h c a e t , h c a o r p p a
s t x e t f o s e r n e g d e t c e l e
s ”.
e b o
T gin wtih ,genre-based approach sta trs wtiht he whole t ex tast heunti i n
e c n e t n e s e h t n a h t r e h t a r s u c o
f s .The focu son the whole text simply tha tthere i s
e c n e t n e s n i t s u j n a h t e g a u g n a l n i g n i n r e tt a p d n a r e d r o f o l e v e l r e h g i
h -gramma ratt he
a t e m d n a n o it a z i n a g r o e s r u o c s i d f o l e v e
l -patterningo fgrammaitcalf eatures .Genre–
h c a o r p p a d e s a
b emphasizes tha thighe rorde rmus tbeattended t o effecitve l anguage
. e s
u Lin( 2006)s tatest hat, t“hes peci ifcaitono fthegenrest obet aughti sbasedont he
o t n o it a c il p p a n i y ll a i c e p s e , s t s i u g n il l a n o it c n u f c i m e t s y s y n a m y b d e s u n o it a c if i s s a l c
h s il g n E f o g n i h c a e t m o o r s s a l
c ”.
c y c a s i e r e h
T le i n Genre Based Aproach .Thi scycle consist so ffou rstages .
e r a y e h
T asf ollow .s
.
1 The ifeld- buliding acitvi ites or Contex texplora iton: aims ot immers the r i e h t , t x e t n e k o p s f o e s o p r u p l a i c o s d n a e r u tl u c f o t x e t n o c e h t n i s r e n r a e l
c l a it a p s d n a l a r o p m e
it c a e h t n i h ti w e g a u g n a l e h t f o e l o r e h t d n a , s t n e n o p m o
c vtiy ,a swel la s
. n e s o h c m u i d e
m Thi sstage focuse son buliding up a shared expe irence and
s n o it c a r e t n i e h T . t x e t f o c i p o t e h t t u o b a t x e t n o c l a r u tl u
c moslty happen
s s a l c d n a r e h c a e t n e e w t e
b and student sand students .The focu si son the
e r n e g e h t f o e g a u g n a l e h t d n a n o it a m r o f n i t n e t n o
c of t he t ext t hat i sused .I t
l a c it a m m a r g d n a s e ir a l u b a c o v t n a v e l e r g n il l o rt n o c n o s e s u c o f y lr a l u c it r a p
e h t f o s n r e tt a
p paritcula rgenre.
.
2 Tex tExploraiton Based on Mode lText. Thi sinvolve sanalysi so fthe a
l a c i x e l e h t , t x e t n e k o p s e h t n o g n i g a t s l a c ir o t e h
r nd grammaitca lresource s
. d e s
u Lin( 2006 )states t hat t hi sphase i susedt o f amiila irze t hel earner swtih
t e g r a t e h
t tex ttypes ro genres and to draw atteniton to organizaitona land
.t i o t g n i g n o l e b t x e t e h t n i d n u o f y l n o m m o c s e r u t a e f c it s i u g n il
.
3 The join tconstruc iton o fsimlia rspoken t ext i scar ired ou tby t he t eacher s .s
r e n r a e l d n
a Lin( 2006 )statest hati nt hi sstagethestudent sandt eache rwork
t x e t n i t x e t n w o r i e h t t c u rt s n o c o t r e h t e g o
t -type o rgenre .Here i swhere the
d e n g i s e d n e tf o e r a r e tt a l e h t n i s e it i v it c a e v it c a r e t n
i to sitmulate rea llfie
. n o it c a r e t n i
.
4 Thei ndependen tconstruc iton individua lappilca iton .Based onLin( 2006 )
d n a y ll a u d i v i d n i k r o w o t s r e n r a e l r o s t n e d u t s s e ri u q e r e g a t s s i h t
r o t x e t d e t c u rt s n o c y lt n i o j a d e c u d o r p y ll u f s s e c c u s e v a h s t n e d u t s e h t r e tf a
t e h t g n i d n a t s r e d n
u e xt .
.
4 Natureo fTeachingWri itng
1 8 9 1 ( t d e i T e n r o
H )state s“w iritngi samethodo fexpressingi dea sabou tany
t n e t n o c t c e j b u
s ” (p .1) .W iritng i sinteresitng acitvtiy where someone wli lbe more
r i e h t s s e r p x e y l e e r
f thoughts abou tsomething .W iritng h s selp omeone to discove r
g n it ir w n I . s l e e f d n a s k n i h t e h s r o e h t a h
w ,some people use w irtten symbo lto
s t h g u o h t d n a s a e d i ri e h t s s e r p x
e abouts omething.
.
a Wri itngi saprocess
Everyone c an learn to wrtie clea lry and effecitvely .The f ris tstep someone
d e e
n s todois r ecognizingt ha tmos tw iritngi s no tdonei nonestiitng ,tii saprocess .
it ir w m o r f g n i v o m f o s s e c o r p a s i
tI ngt ha taidsl earningt owrtietha tshowsl earning .
, g n it ir w t r a t s o
T someoneneedst ocollecti nformaitonandi deas .A tfert hat, heo rshe
t irest oexplain hi so rheri deas and wrtie adra tf t ha th s elp to discove rwhich aspec t
t a h
t heors heneeds toemphasize .
t a h t g n it ir w n i h c a o r p p a n a s i e r e h
T i sproperf ort hi sdiscussion .tIi scalleda s
. h c a o r p p a s s e c o r p e h
t W iritng proces sapproach focuse smore on the proces so f
s i h t “ t a h t s e t a t s ) 1 0 0 2 ( s d r a h c i R . g n i n r a e l e h t f o t u p t u o n a s a t c u d o r p e h t g n it t e g
. p ( ” g n it ir w o t h c a o r p p a l a n o s r e p a p o l e v e d d n a e r o l p x e o t s t n e d u t s s w o ll a h c a o r p p a
e h t s a h c a o r p p a s s e c o r p g n it ir w s e n if e d ) 0 9 9 1 ( n e h o C . ) 4 1
1 approach emphasize son
.) 5 0 1 . p ( s e g a t s f o s e ir e s a r e tf a e m o c s t c u d o r p d e h s i n if e h t h c i h w n i s s e c o r p
h t n
o i sapproach, thestudentsi nt heclassroomshouldbeablet oexploreat opicf ully
g n it ir w f o p e t s e h t n
i , fo rexamplei nt heprew iritngactiviites .Thi sapproachexplain s
t a h
t studentsneedt of ocu sont heri w iritngi deas .Thes tudent swho aregivent he itme
g n it ir w n i s s e c o r p e h t r o
f exploremore newi deas ,sentence sandword sa stheyplan ,
e ti r
w et h fris tdraf tand then revise i ta sthe second dra tf .Tha ti show the proces s
. h c a o r p p a s i h t n i s k r o w
Thet eacher s areexpected t o give t he studentst wo crucia lsuppo trs .Theyare
k c a b d e e f d n a e m
it int hi sapproach .Timei sgivent ot hes tudentst o if ndoutt hei deas .
e s o t d e s u s i k c a b d e e f e h
T e t heconten to fw iritngi nwhich theauthor swrtie no thei r
t s ri
f dra tf .Int hi sseciton,t heteacherunderstands thatt he w iritngproces sbecome sa
f o s s e c o r p y r e v o c s i
d thei rstudents .The discoveryproces si sabou thow to ifnd new
r o f e g a u g n a l w e n d n a s a e d
i mst oexpresst hosei dea.
.
b TheBenefti so fWri itng e
r a e r e h
T threebenefti so fw iritng .Thef risti sbyw iritng, someonei sablet o
a h w r e v o c s i
d theo rshe t hinks .Manypeople rt yto wrtie manyt hings i na paritcula r
e m
it in order t o have an oppo trun tiy t o learn more abou thersel fo rhimsel fand t he
s i t if e n e b d n o c e s e h T . d lr o
w to help someone to be more skliflul ni w iritng .Thi s
t if e n e
b would ilket ohelpthes tudent smuchi ndoingt herij ob .Thel as tbeneftii st ha t
d n e t n i e n o e m o s t a h w y l e s i c e r p g n it ir w y
b s ,he o rshe grealtyenhances possibli tiyo f
e s u a c e b d o o t s r e d n u g n i e
b heo rshei sablet o rtansformt hei nformaitonclea lryi nt he
.
B Theore itca lFramework n
o it c e s s i h
T discusse s the relaiton between t he t heo ire swhich suppor tothe r
s e ir o e h
t .A tfe rdiscussing I ns rtuctiona ldesign,t hef ramework oft a -bsk asedlanguage
g n i n r a e
l and t he nature o fwir itng, t he wrtie rwould ilke t o make a discussion abou t
p i h s n o it a l e r e h
t amongthet heo ire sabove .
f o y r o e h t e h
T insrtucitona l design i s the majo r basic o f the designing
tI . e r u d e c o r
p i sused to create the step to create the design o fEngilsh w iritng
. s l a ir e t a m l a n o it c u rt s n
i These step sa re used by t he researcher t o make t he mate ira l
n g i s e
d ,asf ollows.
.
1 Conduc itngNeedAnalysis m o r f d e t p a d a s i p e t s s i h
T the R & D approach .The wrtie rtakes the need
-a o r p p a d e s a
b ch to know wha tkind o fcontents tha ti ssutiable fo r the design
l a ir e t a
m s .In thi sstep the wrtie rfristly t ires to ifnd the need so fthe teache rand
m e l b o r p e h t ,s t n e d u t
s s and t he soluitons fo rboth of t hem .The outpu tof t hi sstep i s
.r e h c a e t e h t d n a s t n e d u t s f o s d e e n e h t d n a s i s y l a n a r e t c a r a h c e h t
.
2 Sta itngGoals ,Topic sandGenera lPurposes s
m i a p e t s s i h
T to determine the goals ,topic sand the genera lpurpose so f
l a ir e t a m n g i s e d l a n o it c u rt s n
i s h .T ese a re accordance wtih the KTSP cur irculum a s
f o s u b a ll y s e h t n i d e t a l u m r o
.
3 Sta itngt heLearningObjec itves
, l a ir e t a m e h t e v e i h c a d n a d n a t s r e d n u o t r e i s a e s t n e d u t s e h t e k a m o t r e d r o n I
v it c e j b o g n i n r a e l e m o s s e t a t s r e ti r w e h
t es .The objecitve sare any acitviite so r
e r u s a e m e b n a c t a h t r o i v a h e
b d andobserved.
.
4 Lis itngt heSubjec tContents
e g d e l w o n k c if i c e p s e h t s e if i s s a l c r e ti r w e h
T and skli lwhich are connected
h ti
w theobjecitve sands tudents ’need.
.
5 Selec itngt heTeachingAc itvi ites r
e ti r w e h t p e t s s i h t n
I t ires to ifnd sutiable learning and teaching acitviite s
d e t a l e
r tot hes elecitono fapprop irates ourcesf ort hemate iral .s
.
6 Designingt heMaterial
, s l a o g e h t g n i n i m r e t e d r e tf
A topics ,genera lpurposes ,objecitves ,subjec t
t n o
c ent sandt het eachingacitviites ,tii sthe itmef ort hewrtiert odesignt hemate ira.l
.
7 Conduc itngMateria lEvalua iton a
g n i k a m r e tf
A se to fmate ira lo finsrtucitona lw iritng mate iral ,the wrtie r
d e e
n s to do evaluaiton i n order t oknow whether t he mate iral s are appilcableo rnot .
o
T check thi sout ,the wrtier dist irbutes quesitonnaries to a teacher fo SMA Santa
a t r a k a y g o Y a i r a
M and t wo lecturer so fUniverstia sSanata Dharma. Thei rfeedback
s n o it s e g g u s d n
.
8 Revisingt heDesignMaterial e
r a h c i h w a t a d e h
T gained by dist irbuitng t he quesitonnarie i sprocessed by
k c a b d e e f e h t g n it t e g r e tf A . r e ti r w e h
t s andsuggesiton ,s thewrtie rusedthedataast he
e h t e s i v e r o t c i s a
b inapp ilcable mate irals and alsoi mprove somemate ir s al which ea r
L . o d o t d e d e e
n ater,t he wrtierproduces bette rmate irals .Atl as,tt he ifnalr evision i s
.s t n e d u t s t e g r a t e h t y b d e s u
f o e m e h c s e h t s i e m e h c s g n i w o ll o f e h t n i n w o h s s a s p e t s t h g i e e h T
. p m e K f o l a ir e t a m g n it ir w l a n o it c u rt s n i
. 2 e r u g i
F 2 .TheWrtier’ sModel g
n it c u d n o C
s i s y l a n A d e e
N aSntdagitnegnegroaa llpu,st roppoisces s Sltaeaitrnngint ghe s e v it c e j b o
t c e j b u s e h t g n it s i L
t n e t n o c
e h t g n it c e l e S
s e it i v it c a g n i h c a e t i
n g i s e
D ngt he l a ir e t a m g
n it c u d n o C
l a ir e t a m
n o it a u l a v e
e h t g n i s i v e R
3 2
I I I R E T P A H C
Y G O L O D O H T E M
i r e t p a h c s i h
T s i ntendedt o giveimpo trant i nformaiton whichis relatedt o t he o
l o d o h t e
m gy used in thi sresearch .I tcovers some method so fthe study ,research u
q i n h c e t g n ir e h t a g a t a d , s t n e m u rt s n i h c r a e s e r , g n it t e s , s t n a p i c it r a
p e ,dataanalysi sand
.s e r u d e c o r p h c r a e s e r
.
A ResearchMethod
d a h r e ti r w e h
T made two quesiton swhich w eer formulated in the research s
m e l b o r
p .The fris tques iton wa s who a se to fw iritng mateira lusing task-based r
o f g n i n r a e
l et h tenth grade student so fSMA Santa Maria Yogyakarta si designed. s
e h
T econdques itonwas w th a thedesigno fase to fw iritngmate ira lusingt ask-based r
o f g n i n r a e
l thetenthgrades tudent so fSMASantaMariaYogyakarta kloo silke. f
o d n i k s i h
T research sw a catego irzed a seducaitonr esearchanddevelopmen t s
e r e h t e s u a c e b ) D & R
( earch proces soft hi sresearch nisi ordert o developdesigned o
t g n i d r o c c A . s l a ir e t a
m Borg andGall( 1983) ,educaitonalr esearchand developmen t s
i ) D & R
( “aproces susedt odevelopandvaildateeducaitona lproducts” (p .772). t
g n i d r o c c
A o oB rg and Gal l(1983 ,) t here are t en majo rsteps i n R & D (p. )
5 7
7 .Those ten step sare research and informaiton collecitng ,planning ,develop i a m , n o i s i v e r t c u d o 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
, g n it s e t d l e
if operaitona l ifeld t esitng , ifna lproduc trevision ,and disseminaiton and .
n o it a t n e m e l p m i
s i h t n
I research, the wrtie rused ifve step sfrom ten step sstated above .The e
s u a c e b s p e t s e v if e s e h t d e s u r e ti r
w they are approp irate wtih t he procedure of t hi s e
r a y e h T . y d u t
s asf ollow .s .
1 ResearchandI nforma itonCollec itng
r e ti r w e h
T madesurveyi nordert o ifnda smuchi nformaitona spossiblef rom e h t p o l e v e d d n a n g i s e d o t c i s a b e h t s a s e c r u o s r e h t o d n a , e l u d o m , s r e n r a e l e h t
r o f a t a d e h T . s l a ir e t a
m the survey w s a collected t hrough dist irbuitng quesitonnaries e
ri a n n o it s e u q e h T . w e i v r e t n i t c u d n o c d n
a w s a dist irbutedt o the tenth grade student s f
o SMA Santa Maria Yogyakarta and the interview was conducted to some of the e
d a r g h t n e
t thes tudent so fSMASantaMariaYogyakarta. .
2 Planning
, g n i n n a l p t u o b a g n i s s u c s i
D Borg and Gal l(1983 )state “the mos timpo tran t h
c r a e s e r a g n i n n a l p f o t c e p s
a -basededucaitonproducti s t hestatemen toft hespeci ifc o
t s e
