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I give thanks to al l o f PB I lecturers , especially Caeciila a n it s i r h C , . D . h P , . d E . M , m a r B i l r a B . s r D , . d P . M , . d P . S , i r a d n a y t u T ,. d E . M , . d P . S , i r a d n a n A a ti m s k a h
L Dr . Retno Mujlan i M.Pd , Chrisitna ,. d P . M , . d P . S , i n a y it s i r
K who have given knowledget o me du irng my study i n e m e v i g o s l a t u b , g n i n a e m l a r e ti l n i e g d e l w o n k e m e v i g y l n o t o n o d y e h T . I B P r u t u f y m r o f r e h c a e t l a e r a e b o t w o h e g d e l w o n
k e . Iwould also t hank PB Istaff ,
d n a k e i n n a h D k a b
M Mbak Tari fo rthei rpaitence in helping me to prepare n i y d u t s y m g n ir u d d e e n I t a h w e z i n a g r o d n a , s r e tt e
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f 2008er s
A s s a l c n
i ,and also in Sanata Dharma Universtiy whose name Icould no t n i s d n e ir f t a e r g y m f o l l a e v a h d n a t e e m o t y p p a h y r e v m a I . e n o y b e n o n o it n e m
. y ti s r e v i n U a m r a h D a t a n a S I B P
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S T N E T N O C F O E L B A T
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N O I T C U D O R T N I I R E T P A H
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D ResearchObjecitves... 5 .
E ResearchBeneftis ... 6 .
ii x
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 I I R E T P A H
C ... 9 .
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3 Task-BasedLearning ... 91 .
4 School-BasedCurirculum2006 ... 32 .
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Y G O L O D O H T E M I I I R E T P A H
C ... 03 .
A ResearchMethod ... 03 .
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C Setitng ... 43 .
D ResearchI nsrtument sandDataGatheirngTechniques ... 43 .
E DataAnalysi sTechniques... 63 .
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N O I S S U C S I D D N A G N I D N I F H C R A E S E R . V I R E T P A H
C ... 14 .
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s a
T -BasedLearning ... 14 .
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O C E R D N A S N O I S U L C N O C . V R E T P A H
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ii i x .
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v i x
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k n a l B ( s t n a p i c it r a P e h t f o n o it p ir c s e D e h T 1 .
3 ... 43 )
k n a l B ( e ri a n n o it s e u Q e h t f o t l u s e R e h T 2 .
3 ... 7.. 3 )
k n a l B ( s t n e m e e r g g A f o s n o it p O e v i F e h T 3 .
3 ... 83 )
k n a l B ( n o i n i p O ’ s n e d n o p s e R e h T 4 .
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ri a n n o it s e u Q e h t f o t l u s e R e h T 1 .
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i s e D e h t n i s c i p o T e h T 2 .
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e i c n e t e p m o C c i s a B e h T 3 .
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r o t a c i d n I e h T 4 .
4 ... 25 s
t n e d n o p s e R e h t f o n o it p ir c s e D e h T 5 .
4 ... 75 n
o i n i p O ’ s t n e d n o p s e R e h T 6 .
4 ... 85 s
l a ir e t a M d e n g i s e D e h t f o s n o it c e S e h t d n a , s e lt i T e h t ,s c i p o T e h T 7 .
4 ... 56
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e d o M s ’ r e ti r W e h T 3 .
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n it c e ll o C n o it a m r o f n I & h c r a e s e R f o e ri a n n o it s e u
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g n i d a e r d e t a r g e t n i y r a t n e m e l p p u s f o t e s a n g i s e d o t d e d n e t n i s i y d u t s s i h T k s a T g n i s u l a ir e t a m g n it irw -Based Learning fo rtenth grade student so fSMA a t r a k a y g o Y 9 i r e g e
N .Thi schapte rellaboratest heresearch background ,problem d n a s ti f e n e b h c r a e s e r , 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 , n o it a l u m r o f .s m r e t e h t f o n o it i n if e d .
A Backgroundo ftheStudy
s t n e d u t s f o s n o il li m y b d e n r a e l s i h c i h w e g a u g n a l l a n o it a n r e t n i n a s i h s il g n E e h t o t n o it a c i n u m m o c n i d e s u s i h s il g n E . d lr o w e h t n
i people around the wo lrd
t c u d n o c s e ir t n u o c l l a t s o m l a , s y a d w o N . y a w l a m r o f n i r o l a m r o f n i r e h t e h w r o l o o h c s y r a t n e m e l e m o r f g n it r a t s t h g u a t s i h s il g n E . t h g u a t e b o t h s il g n E h s il g n E . t n r a e l e b o t t n a tr o p m i d e r e d i s n o c s i h s il g n E , a i s e n o d n I n I . n e tr a g r e d n i k d n a , l a i c o s , e g d e l w o n k ’ s t n e d u t s g n i p o l e v e d n i e l o r t n a tr o p m i n a s y a l p e g a u g n a l o t s t n e d u t s s e t a ti li c a f h s il g n E , s e d i s e B . l a n o it o m
e acqurieandmaste ralls ubjects.
o t s e ir t t n e m n r e v o G n a i s e n o d n I e h t , t n a tr o p m i s i h s il g n E t a h t g n i z il a e R n o it n e tt a e r o m y a
p in improving the proces so fteaching learning Eng ilsh .In
e s o h T . d e n r a e l e b o t e v a h h c i h w s ll i k s r u o f e r a e r e h t , g n i n r a e l e g a u g n a l h s il g n E t n a tr o p m i y r e v e r a s ll i k s e s o h T . g n it ir w d n a g n i d a e r , g n i k a e p s , g n i n e t s il e r a s ll i k s l e r y l e s o l c d n a n o it a c i n u m m o c n
i ated t o eachother .In t eachingl earning Engilsh ,
2 e h T . g n it s e r e t n i n u d n a , g n ir o b , tl u c if fi d s i h s il g n E g n i n r a e l t a h t k n i h t e l p o e p o , s d o h t e m , s a i d e m , s r e h c a e t e h t e b y a m s r o t c a
f rmateirals .
l o o h c s h g i h n i e c n e ir e p x e s ’ r e ti r w e h t n o d e s a
B ,many studentsf el tafraid
s t n e d u t s e h t h g u o h tl A . s s e c o r p g n i n r a e l g n i h c a e t n i s r e n r a e l e v i s s a p e m a c e b d n a e s o h t e s u t o n d i d l li t s y e h t , m o o r s s a l c e h t n i n r a e l o t s e it i n u tr o p p o n e v i g e r e w . ll e w s e it i n u tr o p p
o Based on the observaitons , mos t o f the student s were
. m o o r s s a l c e h t n i e v i s s a p d n a e l b a y o j n e n
u The student swli lbe interested in
f i h s il g n E g n i n r a e
l they can interac twtih thei rfirend sin the teaching learning
T . m o o r s s a l c e h t n i h s il g n
E he teacher shave impo tran trole to help student sto
. l a o g e h t e v e i h c
a The teachers ’way to teach wli lbe in lfuenced in teaching
n a e d i v o r p t o n n a c s r e h c a e t e h t n e h W . m o o r s s a l c e h t n i s s e c o r p g n i n r a e l . g n it s e r e t n i n u d n a g n ir o b e b l li w s s a l c e h t ,s s e c o r p g n i n r a e l g n i h c a e t g n it s e r e t n i r e n e t s il e m o c e b t s u j s t n e d u t s e h
T s and passive learners .Therefore ,the teacher s
h s il g n E g n i n r a e l n i d e t s e r e t n i e r o m e b s t n e d u t s e h t e k a m o t y a w e h t d n if o t e v a h e h t n
i classroom.
k s a
T -Based Learning offer sthe student san oppo truntiy to learn Engilsh
f o s u c o f y r a m ir p e h T . m o o r s s a l c e h t n i y l e v it c
a classroomacitvtiyi st het askand
o t g n i d r o c c A . ti e t e l p m o c o t e s u s t n e d u t s e h t h c i h w t n e m u rt s n i e h t , e g a u g n a l n a t a e v ir r a o t s r e n r a e l d e ri u q e r h c i h w y ti v it c a n a s i k s a t A “ ) 7 8 9 1 ( u h b a r P d n a , t h g u o h t f o s s e c o r p e m o s h g u o r h t n o it a m r o f n i n e v i g m o r f e m o c t u
o which
3
c e
b onsidered a srelevan tand authen itc t ask .s Those task scan befound in daliy
.t x e t n o c e fi
l Through those task ,s the learner s can expres s the idea s and
ti v it a e r
c i se int heclassroom.
h g i H r o i n e S e h t n i s e c n e ir e p x e d n a n o it a v r e s b o s ’ r e ti r w e h t n o d e s a B
g n i h c a e t e c it c a r p o t l o o h c
S ni SMA Neger i9 Yogyaka tra ,the student sjus tsa t d
n a n w o
d becamegood ilsteners .Thestudent shad al tilteoppo truntiyt ol earnal l
l li k s e n o n o d e s u c o f t s u j e r e w y e h T . s ll i k
s tha twa sspeaking .They also alway s
k s a t e h t d i
d o ynl from the workshee t (LKS) and jus t ilsten to the teache r n
o it a n a l p x
e .Those condiiton smade the wrtie rconcerned tha tthe student scan r
e h c a e t e h t o t n e t s il n a h t e r o m n r a e
l s ,especially i n reading and w iritng class .In
e h t d n a e l b a y o j n e s s e c o r p g n i n r a e l g n i h c a e t e k a m s r e h c a e t e h t p l e h o t r e d r o
r o f y lr a l u c it r a p d e n g i s e d e r a s l a ir e t a m e h t , m o o r s s a l c e h t n i y l e v it c a n r a e l s t n e d u t s
f o s t n e d u t s e d a r g h t n e t e h
t SMA Neger i9 Yogyakarta .Hopefully ,the design o f w
s l a ir e t a
m li lprovide more interesitng and beneifcia linsrtucitona lmateirals ,
. e c it c a r p o t s k s a t d n a , s e it i v it c a g n i n r a e l g n i h c a e t
g n i d a e r d e t a r g e t n i y r a t n e m e l p p u s f o t e s a s n g i s e d r e ti r w e h t , y d u t s s i h t n I
k s a T g n i s u s l a ir e t a m g n it ir
w -Based Learning f ort het enth gradestudent so fSMA a
t r a k a y g o Y 9 i r e g e
N .The wrtie rdesigns t hese mate iralst o providet het eacher s s
l a ir e t a m l a n o it i d d
a in orde r to have the va irety o f mateiral schoices . The
e r c n i o t r e d r o n i s t n e d u t s e h t h c a e t o t r e h c a e t e h t y b d e s u e b n a c s l a ir e t a
m aset he
. g n it ir w d n a g n i d a e r g n i n r a e l n i n o it a v it o m ’ s t n e d u t
s The wrtie rdesign sase to f
l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i y r a t n e m e l p p u
s s because reading and w iritng
d e t a l e r y l e s o l c e v a
4
t e h
t ext sso t hatt hemoret heyr ead, t hemoreknowledget hey get .Someonewli l
y b s e ir a l u b a c o v d n a , s e c n e t n e s e r u t c u rt s , s e l y t s g n it ir w s u o ir a v e r o m w o n k
e h t f o m r o f a n i g n it ir w r o f l e d o m a s a d e s u e b n a c g n i d a e R . s t x e t s u o ir a v g n i d a e r
g n it ir W .t x e t n e tt ir
w i salso producitveskli lwhich i sast hefollow-up acitviite s
. g n i d a e r r o
f Miculecky (1990) stated tha t “the relaitonship among reading ,
g n i d a e r n i d e g a g n e s t n e d u t S . r a e l c s i g n i d n a t s r e d n u d n a , g n it ir
w - ot -learnwli lalso
g n it ir w n i d e g a g n e e r a o h w s t n e d u t s , n r u t n I . ll e w e ti r w o t d e r a p e r p e
b - ot -learn
. ” s r e d a e r e v it c e f f e e r o m e m o c e b l li w
e g e N A M
S r i9 Yogyaka tra i schosen becauset he wrtie rha sobserved t he e h t t c a rt t a o t s l a ir e t a m f o s d n i k d e d e e n r e h c a e t e h T . s e it i v it c a g n i n r a e l g n i h c a e t
t e e h s k r o w e h t e s u y l n o t o n d i d d n a s l a o g e h t e v e i h c a o t n o it n e tt a ’ s t n e d u t
s (LKS )
h t n o d e s a B . m o o r s s a l c e h t n
i eobservaitons ,SMA Neger i9 Yogyakatradid no t
o t s e it i v it c a h ti w d e t a r g e t n i e r e w t a h t s l a ir e t a m g n it ir w d n a g n i d a e r h g u o n e e v a h
f o s t n e d u t s e d a r g h t n e t e h t r o f y ll a i c e p s e , n o it n e tt a ' s t n e d u t s t c a rt t
a SMANeger i9
a t r a k a y g o
Y .SMA Neger i9 Yogyakarta i sone o fthe school swhich ha sappiled
l o o h c
S -Based Cur irculum 2006 . The teacher s have to design and ifnd the
g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i e h t , e r o f e r e h T . s e v l e s m e h t s l a ir e t a m
k s a
T -BasedLearningcanhelpt het eachert ohavet heva iretyo fmateiral schoices .
.
B ProblemFormula iton
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 s:
.
1 How i sa se to fsupplementary integrated reading w iritng mateiral susing
k s a
T -Based Learning fo r the tenth grade student s o f SMA Neger i 9 a
t r a k a y g o
5
.
2 Wha tdoe sthe designed se to fsupplementary integrated reading w iritng
k s a T g n i s u s l a ir e t a
m -Based Learning fo rthe tenth grade student so fSMA a
tr a k a y g o Y 9 i r e g e
N look ilke?
.
C ProblemLimtia iton
a g n i n g i s e d n o s i y d u t s s i h t f o s u c o f e h
T se to fintegrated reading w iritng
k s a T g n i s u s l a ir e t a
m -Based Learning .The wrtie ri sgoing to presen treading
f o s t n e d u t s e d a r g h t n e t e h t r o f s l a ir e t a m g n it ir
w SMA Neger i9 Yogyaka tra .Thi s
d e s a b s i n g i s e
d onTask-BasedLearningt ha ti sapprop iratet ot hestudents ’needs ,
t s e r e t n
i s anddfi ifculitesi nr eadingandw iritngs kill .s
.
D ResearchObjecitves
: s w o ll o f s a n o it a l u m r o f m e l b o r p e h t r e w s n a o t s t p m e tt a y d u t s s i h T
.
1 To ifnd ou thow ase to fsupplementary i ntegrated reading w iritng mateiral s
k s a T g n i s
u -Based Learning fo rthe tenth grade student so fSMA Neger i9 a
t r a k a y g o
Y designed. .
2 To presen tthe designed se to fsupplementary integrated reading w iritng
g n i s u s l a ir e t a
m Task-Based Learning fo rthe tenth grade student so fSMA a
tr a k a y g o Y 9 i r e g e
6
.
E ResearchBenefti s
:r o f s ti f e n e b e v i g o t d e d n e t n i s i y d u t s s i h T
.
1 TheEngilsht eacher s
A M S f o s r e h c a e t h s il g n E e h
T Neger i9 Yogyakarta can use the design to e
t n i h c a e
t grated reading w iritng o rasaddiitona lmateiralst o bet aughti n t he
y ti v it a e r c d n a e u q i n h c e t , y g e t a rt s e h t e v o r p m i o t m e h t s p l e h o s l a t I . m o o r s s a l c
. m o o r s s a l c e h t n i
.
2 Thes tudents
s i h T . g n it ir w d n a g n i d a e r n r a e l o t s t n e d u t s p l e h n a c s l a ir e t a m n g i s e d e h T
h n g i s e
d opefully give s oppo trun tiy to student s to learn Engilsh in an
. n o it a u ti s e l b a y o j n e
.
3 Theotherr esearchers
f o t e s a n g i s e d o t w o h s i s e h t s i h t m o r f n r a e l n a c s r e h c r a e s e r r e h t o e h T
o t e l b a ti u s e r a h c i h w s l a ir e t a m t c e l e s o t w o h d n a g n it ir w g n i d a e r d e t a r g e t n i
h
t eneedoft het enthgrades tudent so fSMANeger i9Yogyakarta .
.
F De ifniitono fTerms .
1 Design
o t g n i d r o c c
A Hard t(2006) ,design i sthe planned and innovaitve use o f
m r o f o t e g d e l w o n k e l b a li a v
a processes ,envrionment ,product sand service swtih
f o t n i o
p depatrure in user sneed .s In thi sstudy ,the wrtie rdesign sa se to f
k s a T g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i y r a t n e m e l p p u
s -Based Learning
f o s t n e d u t s e d a r g h t n e t e h t r o
7
.
2 Supplementary
s l a ir e t a m y r a t n e m e l p p u
S are mateiral swhich do no texis tin the book/ s
e e r f ‘ e r a y e h T . s r e n r a e l f o p u o r g a h ti w g n i s u y lt n e r r u c e r a e w h c i h
w -standing ’
e r o m t i b a s ’ r e n r a e l e h t d n a r e i s a e e fi l s ’ r e h c a e t e h t e k a m o t e r e h e r a y e h t d n a g n it s e r e t n
i (Davanellos, 2010).Int hiss tudy,t hedesignedmateiral sareusedt oadd c
r
o ompletet het eacher’ smateirals.
.
3 Reading
t a h t d e t a t s , ll e r r a F y b d e t o u q , ) 3 9 9 1 ( l e a h p a R d n a n o s r a e P , y n o h t n A n o it c a r e t n i c i m a n y d e h t h g u o r h t g n i n a e m g n it c u rt s n o c f o s s e c o r p a s i g n i d a e r “ h t , e g d e l w o n k g n it s i x e s ’ r e d a e r e h t g n o m
a ei nformaitonsuggested by t hew irtten
d e n if e d e b l li w g n i d a e R . ) 4 8 2 . p ( ” n o it a u ti s g n i d a e r f o t x e t n o c e h t d n a , e g a u g n a l s i g n i d a e r ,s d r o w r e h t o n I . n o i s n e h e r p m o c g n i d a e r h ti w s u o m y n o n y s y ll a c it c a r p s a d n a s e g a p d e t n ir p e h t m o r f g n i n a e m w a r d o t y ti li b a e h
t interpret t hei nformaiton
g n i c u d o rt n i s t n e d u t s s e ri p s n i g n i d a e r t a h t d e t a t s ) 7 0 0 2 ( c i s c o G . y l e t a ir p o r p p a y ll a c it y l a n a d n a y ll a c it ir c k n i h t o t y ti li b a r i e h t g n i v o r p m i d n a s a e d i t a e r g o t m e h t , y d u t s s i h t n I . m o o r s s a l c g n it ir w e h t n i e c a l p s e k a t g n i d a e r n e h
w thewrtie rgive s
e h t s a g n it ir w d n a g n it ir w r o f l e d o m a s a n o i s n e h e r p m o c g n i d a e r n o s i s a h p m e w o ll o
f -upacitviite .s
.
4 W iritng
n e h t d n a s a e d i g n i d n if s i g n it ir w , k o o b r e h n i s e ti r w ) 3 0 0 2 ( n a n u N a r g a r a p d n a s t n e m e t a t s o t n i g n i z i n a g r o y b s a e d i e s o h t g n i s s e r p x
e ph i n order .She
8
v it c a g n i d a e r e h t r e tf a e n o d e b n a c s e it i v it c a g n it ir w e h T . h s il g n E f o m r o
f iites .
e h t r o F . ) 8 8 . p ( f l e s ti g n i d a e r e h t m o r f s e it i v it c a p u w o ll o f e h t s a e b t h g i m s i h T
d n a l u a P ( n o it i s o p m o c e d i u g e h t s t n e d u t s e h t e v i g y a m r e h c a e t e h t n o it p o t s e b
o t s e ir t r e ti r w e h t , y d u t s s i h t n I .) 5 3 . p , 9 9 9 1 , o y n g i w u S y b d e ti c s a 6 7 9 1 , r e d u r B
e t n
i gratedw iritngandr eadingwhicharecloselyr elatedt oeachothe.r
.
5 TaskBased-Learning
k s a
T -Based Learning i sone kind o flearning in which the learner sare
, d n e h e r p m o c n a c y e h t t a h t o s e g a u g n a l t e g r a t e h t n i s k s a t f o t o l a n e v i g
n a , e c u d o r p , e t a l u p i n a
m d interac tusingt heril anguage( Nunan ,2004) .Task sarea
k s a T n I . m o o r s s a l c e h t o t n i d lr o w l a e r a g n i g n ir b f o y a
w -Based Learning ,the
e r p t o n s e o d r e h c a e
t -determinewhatl anguagewli lbestudied, t hel essoni sbased
t l a rt n e c a f o n o it e l p m o c e h t d n u o r
a askandt hel anguagestudiedi sdeterminedby
k s a T , y d u t s s i h t n I . ti e t e l p m o c s t n e d u t s e h t s a s n e p p a h t a h
w -Based Learning
. e c it c a r p o t s e it i n u tr o p p o e r o m e v a h s t n e d u t s s e k a m s k s a t f o t o l a s e s u h c i h w
.
6 TenthGradeStudent so fSMANeger i9Yogyakarta A M S s a d e ll a c y ll a r e n e g s i l o o h c S h g i H r o i n e
S (SekolahMenengahAtas) .
r o i n u J e h t d e s s a p e v a h o h w e s o h t e r a l o o h c S h g i H r o i n e S g n ir e t n e s t n e d u t s e h T
y e h t r a e y t s ri f e h T . s e d a r g e e r h t o t n i d e d i v i d s i l o o h c S h g i H r o i n e S . l o o h c S h g i H
a r g h t n e t d e ll a c s i n r a e
l de student so fSenio rHigh School .In thi sstudy ,the
s t n e d u t s e d a r g h t n e t r o f d e n g i s e d e r a s l a ir e t a
9
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e t a l e r e r a h c i h w s tr a p o w t f o s t s i s n o c r e t p a h c s i h
T d t o t hi sstudy .They
r o e h T e r
a eitca lDesc irp itonandTheoreitca lFramework .Theoreitca lDescirpiton
s e ir o e h t t n a v e l e r s n i a l p x
e tha t suppor t thi s study . Theoreit cal Framework
l
e laborate s the framework synthesized from the discussed theo ire s in the
r o e h
t eitca ldescirpiton.
.
A Theoreitca lDescrip iton r
o e h t e h t n
I eitca ldesc irpiton, t he wrtie rdiscusse ssome related t heo ire s
a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i g n i n g i s e d o
t l susing Task-Based Learning .
, s l e d o M n g i s e D l a n o it c u rt s n I s r e v o c e r u t a r e ti l d e t a l e r e h t n o w e i v e r e h T
k s a T , g n it ir W d n a g n i d a e R g n i h c a e
T -Based Learning and School-Based
. 6 0 0 2 m u l u c ir r u C
.
1 Instrucitona ldesignModels .
a Kemp’ sModel
o m t s ri f e h t s i l e d o m s ’ p m e
K delt hatt hewrtie rusedt os eekgoal ,st opics ,
d n a , s e c r u o s e r d n a s e it i v it c a g n i n r a e l , n g i s e d l a n o it c u rt s n i f o e v it c e j b o g n i n r a e l
l a v
e uaiton .Accordingt o Kemp ( 1977 , p.9 ,)t hi smodeli sdesignedt oanswert o
s r u d e c o r p t a h w , ) s e v it c e j b o ( ? d e n r a e l e b t s u m t a h w e r a y e h T . s n o it s e u q e e r h t
d n a s e it i v it c a ( ? s l e v e l g n i n r a e l d e ri s e d e h t h c a e r o t t s e b k r o w l li w s e c r u o s e r d n a
a e l d e ri u q e r e h t n e h w w o n k ll i w e w w o h d n a , ) s e c r u o s e
r rninghast aken place?
0 1
n g i s e d l a n o it c u rt s n i p o l e v e d o t n a l p e h t f o s tr a p h t g i e s r e f f o ) 7 7 9 1 ( p m e K
e h t e r a g n i w o ll o f e h T . ) 8 . p
( explanaitono fKamps’s tep .s
)
1 Statingt heGoals ,Topics ,andGenera lPurposes
o t s a h r e n g i s e d e h t , p e t s t s ri f e h t n
I conside rgoal soft hestudy ,andt hen ils t
. 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 g n it a t s ,s c i p o t
)
2 Learne rCharacteirsitcs
l a o g e h t g n it a t s r e tf
A s,t opic sandgenera lpurpose ,st hedesigne renumerate s
w r o f s r e n r a e l e h t s c it s ir e t c a r a h c t n a tr o p m i e h
t hom t he i nsrtaciton i s t o be
. n g i s e d
)
3 LearningObjecitve s
n i d e v e i h c a e b o t s e v it c e j b o g n i n r a e l e h t s e if i c e p s r e n g i s e d e h t , p e t s s i h t n I
. e m o c t u o l a r u o i v a h e b ’ s t n e d u t s e l b a r u s a e m f o s m r e t
)
4 Subjec tConten t
it c e j b o g n i n r a e l e h t g n i y fi c e p s r e tf a , p e t s s i h t n
I ve ,s t hedesigne rhast o ils t
. e v it c e j b o h c a e s tr o p p u s t a h t t n e t n o c t c e j b u s e h t
)
5 P -reAssessment
s a h r e n g i s e d e h t ,s e c r u o s e r d n a s e it i v it c a g n i n r a e l g n i h c a e t g n it c e l e s e r o f e B
e r p d e p o l e v e
d -assessment s to determine the students ’ background and
k l e v e l t n e s e r
p nowledgeaboutt het opic.
)
6 TeachingandLearningAcitviites andResource s
e r p g n i p o l e v e d r e tf a , p e t s s i h t n
I -assessmen,t t hedesigne rselectst eaching
e h t o s t n e t n o c t c e j b u s e h t t a e rt l li w t a h t s e c r u o s e r d n a s e it i v it c a g n i n r a e l d n a
h s il p m o c c a l li w s t n e d u t
1 1
)
7 Suppor tService s
, l e n n o s r e p , t e g d u b s a s e c i v r e s t r o p p u s h c u s s e t a n i d r o o c r e n g i s e d e h T
e r o f e b n a l p l a n o it c u rt s n i e h t t u o y r r a c o t s e l u d e h c s d n a , t m e m p i u q e
. g n i n r a e l ’ s t n e d u t s g n it a u l a v e
)
8 Evaluaiton
r e n g i s e d e h T . n g i s e d l a n o it c u rt s n i p o l e v e d o t n a l p e h t f o p e t s t s a l e h t s i s i h T
f o t n e m h s il p m o c c a r i e h t f o s m r e t n i g n i n r a e l ’ s t n e d u t s e t a u l a v e o t s a h
n a l p e h t f o s e s a h p y n a g n it a u l a v e e r d n a g n i s i v e r o t w e i v a h ti w , s e v it c e j b o
.t n e m e v o r p m i d e e n t a h t
e h t o t n a l p e h t n i p e t s h c a e f o p i h s n o it a l e r e h t s e t a rt s u ll i m a r g a i d s i h T
s n a e m t I . e l b i x e lf s i s s e c o r p e h t t a h t s w o h s t i , m a r g a i d e h t n o d e s a B . s p e t s r e h t o
, s c i p o T , s l a o G
l a r e n e G d n a
s e s o p r u P
r e n r a e L
s c it s ir e t c a r a h C n
o it a u l a v E
t r o p p u S
s e c i v r e
S Learning
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
Revise
e K : 1 . 2 e r u g i
2 1
t r a t s n a c r e n g i s e d e h T . s t n e m e l e t h g i e e h t g n o m a e c n e d n e p e d r e t n i s i e r e h t t a h t
e m e l e r e v e h c i h w h ti
w ntt hedesigneri sr eadyt os tar twtih .Thedesignert hencan
e h t e s o o h c n a c r e n g i s e d e h t , e r o f e r e h T . s p e t s r e h t o e h t o t h tr o f d n a k c a b e v o m
s p e t
s andorde rbyhersel fo rhimsel.f
e r a h c i h w s tr a p t h g i e m o r f s tr a p e m o s s e s o o h c r e ti r w e h t , y d u t s s i h t n I
d n a s c i p o t , l a o g g n it a l u m r o f e r a y e h T . l a ir e t a m l a n o it c u rt s n i e h t n i d e d e e n
, t n e t n o c t c e j b u s e h t g n i y fi s s a c , s e v it c e j b o g n i n r a e l g n it a t s , s e s o p r u p l a r e n e g
s e it i v it c a g n i n r a e l g n it c e l e
s r/esources ,evaluaitngandr evising .
.
b Yalden’ sModel
. s l a ir e t a m n g i s e d o t d e s u r e ti r w t a h t p e t s d n o c e s e h t s i l e d o m s ’ n e d l a Y
l e d o m s i h
T i s based on the dfi ifculite son syllabu sconrtuciton du irng the las t
. d e t c e p x e e m o c t u o g n i n r a e l f o s s e n e v it a c i n u m m o c e h t d n a e d a c e d
n e v e s s r e v o ) 7 8 9 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 o y r o e h t s ’ n e d l a Y
n e d l a Y o t g n i d r o c c a s e g a t s n e v e s e r a g n i w o ll o f e h T .s e g a t
s (p.88 .)
)
1 Needss urvey
e h t d n if o t e s o p r u p e h t g n it a t s e r o f e b d l e h e b d l u o h s s y e v r u s d e e N
.s d e e n l a c o l r o y ti n u m m o c
)
2 Desc irp itonoft hepurposes
f o s m r e t n i d e r a p e r p s i tI . y e v r u s d e e n g n i o d r e tf a e g a t s d n o c e s e h t s i s i h T
t n e d u t s e h t f o s c it s ir e t c a r a h c e h
t s ,and t heskill sof t hestudent son enrty t o
3 1
)
3 Selecitonanddevelopmen toft hes y llabust ype .s
s u b a ll y s e h t s p o l e v e d d n a s t c e l e s r e n g i s e d e h t , e s o p r u p e h t g n i b ir c s e d r e tf A
o c l a c i s y h p d n a s u b a ll y s o t o r p e h t f o s m r e t n i s e p y
t nsrtaintsi nt heprogram.
)
4 Theprotos yllabus
e h t s e k a m r e n g i s e d e h t , s e p y t s u b a ll y s e h t g n i p o l e v e d d n a g n it c e l e s r e tf A
e b o t e s u e g a u g n a l d n a f l e s ti e g a u g n a l e h t s e b ir c s e d t I . s u b a ll y s o t o r p
. m a r g o r p e h t n i d e r e v o c
)
5 Thepedagogicals yllabus
e h t s p o l e v e d t
I teaching mateiral ,s l earning and t eaching approache swhich
.s t n e m u rt s n i g n it s e t n o s n o i s i c e d d n a e c n e u q e s g n it s e t f o s t s i s n o c
)
6 Developmen to fclassroomprocedure
s e r u d e c o r p m o o r s s a l c f o t n e m p o l e v e D ) a
d n a s e p y t e s i c r e x e f o s t c e l e s r e n g i s e d e h t , p e t s s i h t n
I teaching t echniques ,
.s e l u d e h c s y l k e e w f o s e r a p e r p d n a , n a l p n o s s e l e h t f o s e r a p e r p
g n i n i a rt r e h c a e T ) b
d e ri s e d , s e l p i c n ir p n o s p o h s k r o w d n a g n if e ir b s e o d r e n g i s e d e h t ,t r a p s i h t n I
.s l a ir e t a m g n i h c a e t f o n o it a e r c n o it a ti o l p x e d n a s e m o c t u o
)
7 Evaluaitono rrecycilng
e h t s e b ir c s e d t I .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 o e g a t s l a n if e h t s i s i h T
n o n o it a u l a v e e h t d n a , m a r g o r p n o n o it a u l a v e e h t ,s t n e d u t s e h t n o n o it a u a v e
4 1 e h T . n e d l a Y y b d e r e f f o s e g a t s n e v e s e r a e r e h t , m a r g a i d e h t n o d e s a B f o w o lf t n a t s n o c a e b t s u m s e g a t s e s o h t t a h t s w o h s s e g a t s e h t f o m a r g a i d t c a f n i t a h t d n a r e h t o n a o t e g a t s e n o m o r f e b t s u m t i t a h t s n a e m t I . n o it a m r o f n i . p a lr e v o n e tf o s e g a t s e h
t The designe rcanno tstar twtih whicheve relement t he
. h ti w t r a t s o t y d a e r s i r e n g i s e d , d e e n ’ s t n e d u t s e h t t u o d n if o t l e d o m s i 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 d e t a r g e t n i l a n o it c u rt s n i g n i n g i s e d e r o f e b y e v r u s h g u o r h t s e it l u c if fi d d n a s t s e r e t n i t a m g n it ir w g n i d a e
r e irals .Need surveyi susedbyt hewrtie rast hef oundaitoni n
s e n i b m o c o s l a r e ti r w e h T . s l a ir e t a m d e n g i s e d e h t f o s u b a ll y s e h t g n i k a m g n i d a e r d e t a r g e t n i l a n o it c u rt s n i n g i s e d o t l e d o m s ’ p m e K d n a l e d o m s ’ n e d l a Y .s l a ir e t a m g n it ir w .
2 TeachingReadingandWri itng
g n i d a e r d e t a r g e t n i l a n o it c u rt s n i e h t n o s e s u c o f r e ti r w e h t , y d u t s s i h t n I t I . g n it ir w g n i h c a e t o t d e t a l e r y l e s o l c s i g n i d a e r g n i h c a e T . s l a ir e t a m g n it ir w d n a r e h t o n I . g n it ir w f o s l e d o m e h t w o n k o t s t n e d u t s e h t p l e h l li w g n i d a e r e s u a c e b s i g n i d a e r , s d r o
w i sa mode lfo rw iritng .The explanaiton oft eaching reading and
n o d e s s u c s s i d e b l li w g n it ir
5 1
.
a TeachingReading
l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i n a n g i s e d o t g n i o g s i y d u t s s i h
T s .The
. s w o ll o f s a g n it ir w d n a n o i s n e h e r p m o c g n i d a e r n o e z i s a h p m e o t g n i o g s i r e ti r w
“ t a h t d e t a t s , ll e r r a F y b d e t o u q , ) 3 9 9 1 ( l e a h p a R d n a n o s r a e
P reading i sa
e h t g n o m a n o it c a r e t n i c i m a n y d e h t h g u o r h t g n i n a e m g n it c u rt s n o c f o s s e c c o r p
l w o n k g n it s i x e s ’ r e d a e
r edge,t hei nformaitons uggestedbyt hew irttenl anguage ,
. ) 4 8 2 . p ( ” n o it a u ti s g n i d a e r f o t x e t n o c e
