ABSTRACT
Margono, Christina Nuci Vera. 2014. Integrated English Materials Using
Task-Based Learning for the Tenth Grade Students of Automotive Engineering of SMK
Marsudi Luhur 1 Yogyakarta. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Due to tight teaching schedule of English teachers in SMK Marsudi Luhur
1 Yogyakarta find difficulties in providing interesting and suitable materials for
the students. Moreover, the existing books do not always provide suitable
materials for certain majors in SMK particularly automotive engineering class.
Therefore, this study intends to develop integrated English materials for tenth
grade students of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta
by applying the principles of task-based learning.
This study was aimed to answer two research problems: (a) How is the
integrated English materials using task-based learning for the tenth grade students
of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta designed?, and
(b) What does the integrated English materials using task-based learning for the
tenth grade students of automotive engineering of SMK Marsudi Luhur 1
Yogyakarta look like?
To answer the first research question, the writer adopted Kemp’s
instructional design (2011) and Research and Development (R&D) method by
Borg and Gall (1986). There were five steps applied in this study: (1) Research
and Information Collecting, (2) Planning, (3) Develop Preliminary Form of
Product, (4) Preliminary Field Testing, and (5) Main Product Revision. To obtain
the necessary data, the writer interviewed one English teacher and distributed
pre-design questionnaires to thirty students. The pre-designed materials were evaluated by
distributing pos-design questionnaires to two English teachers and two English
lecturers. The mode from the evaluation is at the range of 4 and 5. The results
indicate that the designed materials are applicable and acceptable for the target
learners.
To answer the second research question, the writer presented the final
version of the designed materials after being revised. The materials consisted of
four units: (1) The Screwdriver is on the Table, (2) The Hammer is Made of
Metal, (3) The Spanner is for Tightening a bolt, and (4) They are Practicing in the
Workshop. Furthermore, each unit was designed for two meetings and had five
stages:
(1) Warming Up, (2) Let’s Do It, (3) Challenge for You, (4) Language
Focus, and (5) Time to Share.
ABSTRAK
Margono, Christina Nuci Vera. 2014. Integrated English Materials Using
Task-Based Learning for the Tenth Grade Students of Automotive Engineering of SMK
Marsudi Luhur 1 Yogyakarta. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Dikarenakan jadwal mengajar yang ketat di SMK Marsudi Luhur 1
Yogyakarta, para guru bahasa Inggris mengalami kesuitan untuk mencari materi
yang menarik dan sesuai bagi para siswa. Lebih lanjut, buku yang dipakai tidak
selalu berhubungan dengan jurusan tertentu di SMK terutama kelas otomotif.
Oleh karena itu, penulis berencana mengembangkan materi bahasa Inggris yang
terintegrasi untuk siswa kelas X jurusan teknik otomotif SMK Marsudi Luhur 1
Yoyakarta yang menggunakan prinsip pembelajaran berbasis tugas.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (a) Bagaimana
seperangkat materi pembelajaran bahasa Inggris terintegrasi menggunakan
pembelajaran berbasis tugas untuk siswa kelas X jurusan teknik otomotif di SMK
Marsudi Luhur 1 Yogyakarta dirancang, dan (2) Seperti apakah seperangkat
materi pembelajaran bahasa Inggris terintegrasi menggunakan pembelajaran
berbasis tugas untuk siswa kelas X jurusan teknik otomotif di SMK Marsudi Luhur
1 Yogyakarta terlihat.
Untuk menjawab pertanyaan pertama, penulis mengadopsi model
rancangan pembelajaran Kemp (2011) dan metode penelitian dan pengembangan
(R&D) Borg dan Gall (1986). Lima langkah yang dipakai dalam penelitian ini
adalah: (1) pengumpulan hasil penelitian dan informasi, (2) perencanaan, (3)
pengembangan bentuk pertama produk, (d) uji lapangan atas bentuk pertama
produk, dan (5) revisi utama produk. Untuk mengumpulkan data yang
dibutuhkan, penulis melakukan wawancara pada satu guru bahasa Inggris dan
menyebar kuesioner pra perancangan pada tiga puluh siswa kelas X. Materi yang
telah dirancang kemudian dievaluasi oleh dua guru bahasa Inggris dan dua
dosen bahasa Inggris. Nilai yang paling banyak muncul berdasarkan evaluasi
berada pada nilai 4 dan 5. Hasilnya mengindikasikan bahwa rancangan materi
dapat digunakan dan dapat diterima oleh para siswa.
Untuk menjawab pertanyaan kedua, penulis menampilkan hasil akhir
rancangan materi setelah direvisi. Rancangan materi terdiri dari empat unit,
yaitu: (1) The Screwdriver is on the Table, (2) The Hammer is Made of Metal, (3)
The Spanner is for Tightening a bolt, dan (4) They are Practicing in the
Workshop. Disetiap unit dirancang untuk dua kali pertemuan dan memiliki lima
tahapan, yakni:
(1) Warming Up, (2) Let’s Do It, (3) Challenge
for You, (4)
Language Focus, dan (5) Time to Share.
INTEGRATED ENGLISH MATERIALS USING TASK-BASED
LEARNING FOR THE TENTH GRADE STUDENTS
OF AUTOMOTIVE ENGINEERING
OF SMK MARSUDI LUHUR I YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirement
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christina Nuci Vera Margono
Student Number: 091214007
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
INTEGRATED ENGLISH MATERIALS USING TASK-BASED
LEARNING FOR THE TENTH GRADE STUDENTS
OF AUTOMOTIVE ENGINEERING
OF SMK MARSUDI LUHUR I YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirement
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christina Nuci Vera Margono
Student Number: 091214007
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
iv
This thesis is simply dedicated to
vii
ABSTRACT
Margono, Christina Nuci Vera. 2014. Integrated English Materials Using
Task-Based Learning for the Tenth Grade Students of Automotive Engineering of SMK
Marsudi Luhur 1 Yogyakarta. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Due to tight teaching schedule of English teachers in SMK Marsudi Luhur
1 Yogyakarta find difficulties in providing interesting and suitable materials for
the students. Moreover, the existing books do not always provide suitable
materials for certain majors in SMK particularly automotive engineering class.
Therefore, this study intends to develop integrated English materials for tenth
grade students of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta
by applying the principles of task-based learning.
This study was aimed to answer two research problems: (a) How is the
integrated English materials using task-based learning for the tenth grade students
of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta designed?, and
(b) What does the integrated English materials using task-based learning for the
tenth grade students of automotive engineering of SMK Marsudi Luhur 1
Yogyakarta look like?
To answer the first research question, the writer adopted Kemp’s
instructional design (2011) and Research and Development (R&D) method by
Borg and Gall (1986). There were five steps applied in this study: (1) Research
and Information Collecting, (2) Planning, (3) Develop Preliminary Form of
Product, (4) Preliminary Field Testing, and (5) Main Product Revision. To obtain
the necessary data, the writer interviewed one English teacher and distributed
pre-design questionnaires to thirty students. The pre-designed materials were evaluated by
distributing pos-design questionnaires to two English teachers and two English
lecturers. The mode from the evaluation is at the range of 4 and 5. The results
indicate that the designed materials are applicable and acceptable for the target
learners.
To answer the second research question, the writer presented the final
version of the designed materials after being revised. The materials consisted of
four units: (1) The Screwdriver is on the Table, (2) The Hammer is Made of
Metal, (3) The Spanner is for Tightening a bolt, and (4) They are Practicing in the
Workshop. Furthermore, each unit was designed for two meetings and had five
stages: (1) Warming Up, (2) Let’s Do It, (3) Challenge for You, (4) Language
Focus, and (5) Time to Share.
viii
ABSTRAK
Margono, Christina Nuci Vera. 2014. Integrated English Materials Using
Task-Based Learning for the Tenth Grade Students of Automotive Engineering of SMK
Marsudi Luhur 1 Yogyakarta. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Dikarenakan jadwal mengajar yang ketat di SMK Marsudi Luhur 1
Yogyakarta, para guru bahasa Inggris mengalami kesuitan untuk mencari materi
yang menarik dan sesuai bagi para siswa. Lebih lanjut, buku yang dipakai tidak
selalu berhubungan dengan jurusan tertentu di SMK terutama kelas otomotif.
Oleh karena itu, penulis berencana mengembangkan materi bahasa Inggris yang
terintegrasi untuk siswa kelas X jurusan teknik otomotif SMK Marsudi Luhur 1
Yoyakarta yang menggunakan prinsip pembelajaran berbasis tugas.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (a) Bagaimana
seperangkat materi pembelajaran bahasa Inggris terintegrasi menggunakan
pembelajaran berbasis tugas untuk siswa kelas X jurusan teknik otomotif di SMK
Marsudi Luhur 1 Yogyakarta dirancang, dan (2) Seperti apakah seperangkat
materi pembelajaran bahasa Inggris terintegrasi menggunakan pembelajaran
berbasis tugas untuk siswa kelas X jurusan teknik otomotif di SMK Marsudi Luhur
1 Yogyakarta terlihat.
Untuk menjawab pertanyaan pertama, penulis mengadopsi model
rancangan pembelajaran Kemp (2011) dan metode penelitian dan pengembangan
(R&D) Borg dan Gall (1986). Lima langkah yang dipakai dalam penelitian ini
adalah: (1) pengumpulan hasil penelitian dan informasi, (2) perencanaan, (3)
pengembangan bentuk pertama produk, (d) uji lapangan atas bentuk pertama
produk, dan (5) revisi utama produk. Untuk mengumpulkan data yang
dibutuhkan, penulis melakukan wawancara pada satu guru bahasa Inggris dan
menyebar kuesioner pra perancangan pada tiga puluh siswa kelas X. Materi yang
telah dirancang kemudian dievaluasi oleh dua guru bahasa Inggris dan dua
dosen bahasa Inggris. Nilai yang paling banyak muncul berdasarkan evaluasi
berada pada nilai 4 dan 5. Hasilnya mengindikasikan bahwa rancangan materi
dapat digunakan dan dapat diterima oleh para siswa.
Untuk menjawab pertanyaan kedua, penulis menampilkan hasil akhir
rancangan materi setelah direvisi. Rancangan materi terdiri dari empat unit,
yaitu: (1) The Screwdriver is on the Table, (2) The Hammer is Made of Metal, (3)
The Spanner is for Tightening a bolt, dan (4) They are Practicing in the
Workshop. Disetiap unit dirancang untuk dua kali pertemuan dan memiliki lima
tahapan, yakni:
(1) Warming Up, (2) Let’s Do It, (3) C
hallenge for You, (4)
Language Focus, dan (5) Time to Share.
ix
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to the Almighty
Jesus Christ, who has led me on completing my thesis. Only because of His
miracle, blessings and guidance, I could obtain a Sarjana Pendidikan degree.
I would like to express my sincere gratitude to Ibu Veronica
Triprihatmini, S.Pd., M.Hum., M.A. as my advisor who is willing to help and
guide me finishing my thesis. I thank her very much for her time, patience,
support, critics and suggestions during my thesis accomplishment.
My gratitude also goes to Ibu Dra. Novita Dewi M.S., M.A. (Hons.),
Ph.D and Bapak Vincentius Tangguh Atyanto Nugroho, S.Pd, who give me
feedbacks and suggestions on my designed materials. In addition, I would like to
thank Sr. Margaret, FCJ and Sesilia Pramita, who have spent their time for
proofreading my thesis. My greatest gratitude goes to all of the lecturers of
English Language Education Study Program for teaching and sharing knowledge,
guiding me, and giving motivation during my study in Sanata Dharma University.
Next, I would like to address my greatest gratitude to Ibu Dra. Luh
Komang Sri Budi Astusti, the principal of SMK Marsudi Luhur 1 Yogyakarta,
for permitting me to conduct this research in her school. My gratitude also goes to
English teachers in SMK Marsudi Luhur 1 Yogyakarta, Ibu Argo Budi Rahayu,
S.Pd. and Ibu Dra. Dewi Puspitasari, who are willing to spend their time, and
guide me during this research. I also thank the tenth grade students of automotive
x
My special and deepest gratitude goes to my beloved family, Bapak
Agustinus Joko Margono, Mamah Yunita Rusdaryani and my sister Fransiska
Vanilla Sari Margono, for their everlasting love, support, guidance, patience and
prayer.
I would thank my extraordinary friends, itikiwir girls, Alex, Cinta, Septi,
Retno, Makrin, and Ricil for the most beautiful friendship. I also thank SPEED
team, especially Vian, Dio and Louis for the support. I would like to send my
gratitude to Rendy, Galih, Rm. Jack, Ustin, Linda, Mira and Ulis for helping
and supporting me to finish my thesis. I address my gratefulness to all PBI 2009
students especially PBI 2009 Class A students and Incognito play
performance for the togetherness. The time we shared is very valuable to be
remembered.
Last but not least, I would like to thank those who have helped me, whom
I cannot mention by names. May God bless them.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY
... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION
1
A.
Research Background ... 1
B.
Research Problem ... 4
C.
Problem Limitation ... 5
D.
Research Objectives ... 5
E.
Research Benefits ... 5
F.
Definition of Terms ... 6
CHAPTER II. REVIEW OF LITERATURE
9
A.
Theoretical Description ... 9
1.
Instructional Design ... 9
2.
Task-Based Learning ... 14
a.
Definition of Task-Based Learning ... 14
xii
c.
Principles in Task-Based Learning ... 18
d.
Types of Tasks in Task-Based Learning ... 20
e.
Learner’s Roles in Task
-Based Learning ... 24
f.
Teacher’s Roles in Task
-Based Learning ... 24
3.
Integrated Language Teaching ... 26
4.
2006 School-based Curriculum ... 27
5.
Materials Adaption ... 28
a.
Definition of Materials Adaption ... 28
b.
Principles of Materials Adaption ... 29
c.
Techniques for Materials Adaption ... 29
B.
Theoretical Framework ... 30
CHAPTER III. RESEARCH METHODOLOGY
36
A.
Research Method ... 36
1.
Research and Information Collecting ... 37
2.
Planning ... 37
3.
Developing Preliminary Form of Product ... 37
4.
Preliminary Field Testing ... 38
5.
Main Product Revision ... 38
B.
Research Setting ... 40
C.
Research Participants ... 40
1.
Participants of Research and Information
Collecting ... 40
2.
Participants of Preliminary Field Testing ... 40
D.
Instruments and Data Gathering Technique ... 41
1.
Interview ... 41
2.
Questionnaire ... 42
E.
Data Analysis Technique ... 45
1.
Interview ... 45
2.
Pre-Design Questionnaire ... 45
xiii
F.
Research Procedure ... 47
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
50
A.
The Steps in Designing the Integrated
English Materials ... 50
1.
Research and Information Collecting ... 50
2.
Planning ... 58
3.
Developing Preliminary Forms of Product ... 64
4.
Preliminary Field Testing ... 68
5.
Main product Revision ... 70
B.
The Final Presentation of the Integrated
English Materials ... 71
CHAPTER V. CONCLUSIONS AND RECOMENDATIONS
73
A.
Conclusions ... 73
B.
Recommendations ... 76
REFERENCES ... 77
xiv
LIST OF TABLES
Table
Page
2.1 Nunan’s Task Classification………..………...……… 23
3.1 The Description of Expert and User Validation Questionnaire
Participants (Blank) ………...
... 41
3.2 The Process of Gathering Information ... 44
3.3 The Results of Pre-Design Questionnaire (Blank) ... 46
3.4 Point of Agreement ... 47
3.5 The Results of Post-Design Questionnaire (Blank) ... 47
4.1 Students’ Motivation in Learning English
... 53
4.2 Necessities and Lacks of Students ... 54
4.3 Task-Based Learning in Classroom ... 55
4.4 Students’ Preference in Learning
... 57
4.5 Basic Competences ... 59
4.6 Learning Topics and Subject Contents ... 59
4.7 Learning Indicators in the Designed Materials ... 60
4.8 The Topics and the Titles ... 67
4.9 The Description of Post-Design Questionnaire... 68
4.10 The Results of Post-Design Questionnaire ... 69
xv
LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model…………...………. 11
2.2 Willis’s Task
-based Learning Framework ... 18
2.3 The Steps in Developing the Designed Materials ... 35
xvi
LIST OF APPENDICES
Appendix Page
A : Letter of Permission ... 80
B : List of Interview Questions ... 82
C : Pre-Design Questionnaire ... 84
D : Result of Pre-Design Questionnaire ... 87
E : Post-Design Questionnaire ... 90
F : Result of Post-Design Questionnaire ... 93
G : Teacher’s Book
... 95
1 CHAPTER I
INTRODECTION
This chapter discusses six main parts as the general explanation of the study. Those main six parts include research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
Vocational high school is a formal education that has the same level as senior high school stated in Peraturan Pemerintah number 74 year 2008 1 (21). In Indonesia, it is well-known as Sekolah Menengah Kejuruan (SMK). The main difference from a senior high school is that it provides the students more in technical trainings, rather than academic one. Therefore, the main goal is that the students of vocational high school are expected to be able to implement their skills in a working world after finishing the study.
2
to facilitate them in their learning. As result, the statistic of students graduated from SMK Marsudi Luhur 1 Yogyakarta is improving because the school performs well. Then, the number of students who failed the examination is decreasing around 2% per years from last ten years.
SMK Marsudi Luhur 1 Yogyakarta has applied the recently curriculum, which is 2006 school-based curriculum (KTSP 2006). According to Muslich (2007), school-based curriculum or KTSP(Kurikulum Tingkat Satuan Pendidikan) is an operational curriculum, which is arranged and applied by each school (p.17). It means that each school in education system should develop their own materials based on the syllabus and the curriculum. Thus, Mulyasa (2008) explains that teachers play an important role to create learning materials and lesson plans in a creative and innovative way to facilitate the students (p. 4). By referring KTSP 2006, the goal of learning English for vocational high school, is to help the students to achieve the competency of majors. Therefore, the aim of English materials for vocational high school is to facilitate students to be able to communicate in daily activities and to support their language in working worlds.
on vocabulary and grammar in learning activity. Therefore, the goal of learning in such condition is often to pass an examination rather than to use the language for daily communicative interaction (Lightbown & Spada, 1999, pp. 92-93).
From that situation, the writer develops a set of English materials for the tenth grade students of automotive engineering of SMK Marsudi Luhur I Yogyakarta. The writer believes that the limitation of English materials may affect their language use. The students may feel bored because there is no variation in teaching learning English in the classroom. Besides, there are no suitable English materials for certain majors. The writer chooses automotive engineering students as the research participants because the manual books for automotive engineering students are mostly written in English. Hence, knowledge on the application of English language for automotive field is necessary since the materials from the teacher are not enough for the students.
4
The designed materials for the tenth grade students of automotive engineering are integrated skills. Since the students only use a worksheet, it is not enough to achieve the main goal in which they are able to communicate in daily activity related to their major skill. McDonough, Shaw, and Masuhara (2013) state that integrated skills allow students to learn in multiple skills at the same time and to involve students in authentic and realistic tasks; therefore their motivation level will increase in the learning process (p. 204).
In short, the aim of this study is to design integrated English materials using task-based learning for the tenth grade students of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta. The tenth grade students are chosen as the research participant since they belong to the lowest level in a vocational school. Because the students can learn best by using the authentic materials, the writer employs a task-based learning as an approach in the designed materials. Furthermore, the students not only study on one skill, but also more than one skill in each unit since they have to be able communicate in daily activities.
B. Research Problem
In this study the writer presents two research problems, they are:
2. What does the integrated English materials using task-based learning for the tenth grade students of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta look like?
C. Problem Limitation
This study focuses only in developing English materials for the tenth grade students of automotive engineering of SMK Marsudi Luhur I Yogyakarta. The developed learning materials are only the materials for the first semester. The developed materials are based on the students’ need by applying the task-based learning.
D. Research Objectives
There are two objectives of designing integrated English materials for the tenth grade students of automotive engineering of SMK Marsudi Luhur I Yogyakarta. The first objective is to describe how the integrated English materials for the tenth grade students of automotive engineering of SMK Marsudi Luhur I Yogyakarta is designed. The second objective is to present the integrated English materials for the tenth grade students of automotive engineering of SMK Marsudi Luhur I Yogyakarta.
E. Research Benefits
6
Yogyakarta in particular and hopefully for English teachers, students in general and other researchers.
1. The English Teachers of SMK Marsudi Luhur 1 Yogyakarta
The aim of this study is to help the English teachers at SMK Marsudi Luhur I Yogyakarta provide more resources in teaching-learning activities. Moreover, this study can be alternative materials for the English teachers to provide suitable materials for automotive engineering students in learning English.
2. The Tenth Grade Students of Technical Automotive
The designed materials are expected to facilitate and motivate the students in learning English. Finally, the students can improve on their English skills. 3. Other Researchers
This study gives contribution to other researchers who investigate in designing English materials for vocational high school. Therefore, there are many references of English materials for vocational high schools, which can be used for the English teachers and the students in learning English.
F. Definitions of Terms
This section explains the definitions of terms that are used in the study in order to avoid misunderstanding.
1. Design
content is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the roles of the learners; (e) the roles of the teachers; and (f) the roles of instructional materials (p. 24). In this study, the term design refers to the process of developing learning materials based on the six aspects mentioned previously.
2. Integrated Materials
Richards and Schmidt (2010) describe that “an integrated language teaching refers to teaching of the language skills of reading, writing, listening and speaking in conjunction with each other as when a lesson involves activities that relate listening and speaking to reading and writing” (as cited in McDonough, Shaw, & Masuhara, 2013, pp. 201-202).
Tomlinson (1998) states that, the word materials refer to “anything which is used to help teach language learners” (p. 2). Materials can be in the form of textbook, a workbook, a cassette, a video, a photocopied handout, or anything that presents a language to be learnt. Therefore, the term of integrated materials in this study refers to the designed materials that has a combination of two or more language skills in one lesson, rather than teach each skill individually.
3. Task-Based Learning
8
core unit of planning and instruction in language teaching” (p. 223). In this study, the task-based is used as an approach to develop the designed materials.
4. Automotive Engineering Study Program
Automotive engineering or in Indonesian called teknik otomotif is one of the majors which is offered in SMK Marsudi Luhur I Yogyakarta. Automotive engineering is a program, which trains the students to master in automotive field. In this study, the designed materials use the vocabulary of automotive field. 5. Vocational High School (SMK)
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter elabcrates the thecries that are used in this study. It ccnsists
cf thecretical descripticn and thecretical framewcrk. The thecretical descripticn discusses five main parts; they are instructicnal design, task-based learning,
integrated language teaching, 2006 schccl-based curriculum, and materials
adapticn. Meanwhile, the thecretical framewcrk aims tc present a framewcrk and synthesize cn hcw the thecries applied tc answer the research prcblems.
A. Theoretical Description
In thecretical descripticn, the writer reviews the thecries that are used in
this study. The thecries are (1) instructicnal design, (2) task-based learning, (3)
integrated language teaching, (4) 2006 schccl-based curriculum, and (5) materials
adapticn.
1. Instructional Design
The purpcse cf this study is tc design a set cf integrated English materials
fcr the tenth grade students cf autcmctive engineering cf SMK Marsudi Luhur 1
Ycgyakarta. Therefcre, the thecry cf instructicnal design is needed tc develcp the designed materials. In this study, the writer applies an instructicnal design which
is prcpcsed by Kemp (2011). Acccrding tc Kemp, Rcss, Kalman, and Mcrriscn
(2011) the gcal cf an instructicnal design is tc make learning prccess mcre
10
students “needs tc kncw” and avcids including ncnessential ccntent that is “nice
tc kncw”. Then, an instructicnal design fccuses cn the students itself and hcw tc
imprcve perfcrmance rather than cn what ccntent tc ccver.
Acccrding tc Kemp et al. (2011), the instructicnal design is tc answer fcur
fundamental questicns: Fcr whcm is the prcgram develcped? (characteristics cr students), What dc the teachers want the students tc learn cr demcnstrate?
(cbjectives), Hcw is the subject ccntent cr skills best learned? (instructicnal
strategies), and Hcw dc the students determine the extent tc which learning is achieved? (evaluaticn prccedures).
Based cn thcse questicns, Kemp et al. (2011) argue that the fcur
fundamental ccmpcnents – students, cbjectives, methcds, and evaluaticn – are the
framewcrk fcr systematic instructicnal planning. Therefcre, in Kemp’s
instructicnal mcdel (2011), it has nine basic ccmpcnents. The ccmpcnents are
Planning
Figure 2.1 The Instructional Design by Kemp (Kemp, Ross, Kalman, & Morrison, 2011, p.1)
Revision Project Management Su m m ativ e Ev alu ati on Co nfi rm ativ e Ev alu ati on Im ple m en ta tio n Su pp or t Se rv ic e Formative Evaluation Instructional Problems Learners Characteristics Task Analysis Instructional Objectives Instructional
12
The steps are described briefly in sequence belcw:
1) Instructicnal Prcblems
The first step in this mcdel is tc identify the needs cf students cr prcblems
that students wish tc sclve.
2) Learner and Ccntext
This step is tc define the characteristics cf the target language. It ccllects
infcrmaticn abcut general backgrcund kncwledge, assumpticn cr wcrk
experience. The ccllected infcrmaticn depends cn the prcblem cf students. 3) Task Analysis
Task analysis is cne cf the mcst impcrtant ccmpcnents cf the prccess. This
prccess is tc determine what kncwledge and prccedure needed in the instructicns
in crder tc help students tc achieve the learning cbjectives.
4) Instructicnal Objectives
The purpcse cf this step is tc specify cbjectives cf what students must
master. This cbjective prcvides a map fcr designing the instructicn and fcr
develcping the means tc assess learner perfcrmance. 5) Ccntent Sequencing
The fccus cf ccntent sequencing is tc present the crder cf the instructicns,
because it plays an impcrtant rcle in helping students tc understand and learn new instructicns. Ordering cf the instructicns in a lcgical sequence help students tc
6) Instructicnal Strategy
The fccus in this step is the creative prccess. It invclves designing in
creative and inncvative ways cf presenting the instructicn. Therefcre, students are
able tc integrate the new infcrmaticn with ideas that they have already
understand.
7) Designing the Message
The message refers tc the pattern cf wcrds and pictures tc ccmmunicate
with the students. Acccrding tc Fleming and Levie (1978) designing the message is a prccess tc arrange the wcrds and pictures. Furthermcre, selecting apprcpriate
graphics text and typcgraphical design can enhance the readability and students’
understanding cf the instructicns (as cited in Kemp et al., 2011, p. 16).
8) Develcping cf the Instructicn
After ccmpleting the analysis and design, the designer is ready tc develcp
the instructicn. This part invclves putting all the parts tcgether tc prcduce
instructicnal materials.
9) Evaluaticn Instruments
This step is tc assess students’ mastery cf the cbjectives.
Kemp’s instructicnal mcdel is flexible and nc absclute sequence. It is
prccfed in Figure 2.1 that there is nc cne specific sequence cr crder tc ccmplete the steps. It means that the writer has a freedcm in chccsing the crder cf the
design prccess. Therefcre, by understanding the instructicnal design, which is
14
the designed materials fcr the tenth grade students cf autcmctive engineering cf
SMK Marsudi Luhur 1 Ycgyakarta.
2. Task-Based Learning
In crder tc develcp a set cf English materials using task-based learning, it is impcrtant tc have kncwledge abcut task-based learning itself. Tc kncw deeper
cf task-based learning, this secticn discusses (a) definiticn cf task-based learning,
(b) framewcrk cf task-based learning, (c) types cf task in task-based learning, (d) learner’s rcles, and (e) teacher’s rcles.
a. Definition of Task-Based Learning
Acccrding tc Richards and Rcdgers (2003) a task-based learning is “an
apprcach based cn the use cf tasks as the ccre unit cf planning and instructicn in
language teaching” (p. 223). It is nct an crdered list cf linguistics items, but a
ccllecticn cf tasks (Nunan, 1999, p. 24). Since a task is the fccus in the task-based
learning, a task carries cut the language used in the learning prccess such as
finding a scluticn, giving instructicn, cr prcducing scmething (Richards & Rcdgers, 2003, p. 224). Therefcre, Ellis (2003) (as cited in Nunan, 2003) cffers
the definiticn cf a task:
A task is a wcrk plan that requires students tc prccess language pragmatically in crder tc achieve an cutccme that can be evaluated cn terms cf whatever the ccrrect cr apprcpriate prcpcsiticnal ccntent has been ccnveyed. A task is intended tc result in language use that bears a resemblance, direct cr indirect, tc the way language is used in the real wcrld. ( pp. 3-4).
Therefcre, tasks in task-based learning minimize teachers’ dcminaticn and then
interrupt and challenge, tc ask pecple tc dc things and check that they have been
dcne (Willis, 1996, p. 18).
An impcrtant thing in the task-based learning is that students are free tc
use whatever language tc ccnvey what they mean in crder tc fulfill the task’s gcal.
Since fluency is the fccus in the ccmmunicaticn, students need tc regard their errcrs in a pcsitive way tc treat them as a ncrmal part cf learning. It means that
students shculd have an experiment tc use the language and make errcrs. Then,
language is the vehicle fcr achieving task cbjectives; hcwever, the emphasis is cn meaning and ccmmunicaticn, nct cn prcducing language fcrm ccrrectly.
Furthermcre, it is suggested that teachers have tc explain tc the students what is
the best fcr them tc dc the tasks when there is scmething wrcng, rather than nct tc
say anything (Willis, 1996, pp. 24-25).
In this study, the task-based learning defines as an apprcach in language
teaching that a task is a tccl fcr the students tc achieve the gcal. The ccre cf
task-based learning is bringing the real wcrld intc the classrccm. Furthermcre, the task
itself shculd be authentic. Besides, task-based learning expcses the students tc use the language in every single task freely. Therefcre, the emphasis cf task-based
learning fccuses cn meaning rather than fcrm. By understanding the thecry cf
task-based learning, it helps the writer tc develcp the designed materials. Therefcre, the writer can apply the thecry cf task-based learning cn hcw the tasks
16
b. Framework of Task-Based Learning
Acccrding tc Willis (1996), the framewcrk cf task-based learning is
divided intc three ccmpcnents (p. 40). They are pre-task, tasks cycle, and language fccus. The three ccmpcnents are described in detail belcw.
1) Stage 1: Pre-Task
Willis (1996) says that the purpcse cf a pre-task in the task-based learning
is tc intrcduce the tcpic and the tasks, and activate tcpic-related wcrds and
phrases tc the class (p. 40). First step in pre-task is helping students tc define the tcpic area. It avcids misccncepticn fcr thcse whc ccme frcm different cultures.
Next step is tc help students recall and activate wcrds and phrases that will be
useful during the tasks and cutside the classrccm. This step is tc bccst students’
ccnfidence in handling tasks and give them cppcrtunities tc use the language
which they already have.
Pre-task activities hcld an impcrtant rcle tc invclve all students, give them
relevant expcsure, and create interest in dcing a task cn this tcpic. Scme activities
that can be applied in pre-task are: classify wcrds and phrases, cdd cne cut, match phrases tc pictures, memcry challenge, brainstcrm and mind-maps, think cf
questicns tc ask, and reccunt a similar experience.
2) Stage 2: Task Cycle
Willis (1996) argues that the task cycle cffers students tc use language tc
carry cut the tasks and then tc imprcve that language is under teachers’ guidance
(p. 40). In additicn, Lackman (n,d) suggests that tasks cycle is divided intc three
ccmpletely ccmmunicative and student-centered, where the students use whatever
language they have fcr dcing the task. The fccus is cn dcing the task successfully
and the teacher shculd nct be ccncerned with lexical cr grammatical accuracy at
all at this pcint. The task shculd be a real wcrld in crder tc give them practice
with language cr skills they need in the real wcrld.
The seccnd phase in task cycle is a planning. In planning phase, students
are mcstly wcrking in pairs cr in grcups befcre presenting their tasks in the class.
This phase requires students tc ensure that the repcrt displays the apprcpriate degree cf accuracy and fcrmality fcr presentaticn. The teacher shculd mcnitcr and
help students with any language they need.
The final phase in this stage is a repcrt. After the repcrt has been planned,
they shculd repcrt their wcrk tc the class crally cr written fcrm. The purpcse cf
repcrt phase is students get experience with public speaking cr writing secticn.
Therefcre, it can be dcne by cral presentaticn, rcle-play cr in a written repcrt. The
fccus cf this phase is accuracy. Then, it is suggested that teacher may take ncte cf
significant errcrs that cccur during the repcrt task. The errcrs can be taken up after all repcrts have been delivered.
3) Stage 3: Language Fccus
The last stage in the framewcrk cf task-based learning is language fccus. This stage allcws students tc study the specific features that cccur in the language
used during the task cycle. At this pcint, students will have already wcrked with
the language and understccd the meaning. Therefcre, they are ready tc fccus cn
18
Language fccus ends with a ccntrclled practice, which can be a practice activity
where students are required tc use the language ccrrectly (Lackman, n.d, pp. 3-4).
By referring tc the framewcrk cf task-based learning, the writer develcps
the designed materials, which ccnsist cf pre-task, task cycle, and language fccus.
[image:37.612.102.508.224.558.2]The summary cf framewcrk cf task-based learning can be seen in Figure 2.2.
Figure 2.2: Willis’s Task-based Learning Framework (Willis, 1996, p. 38)
c. Principles in Task-Based Learning
Acccrding tc Nunan ( 2004) there are seven basic principles in task-based
learning (pp. 35-38). The seven principles are elabcrated cn the next page. Language Focus
Analysis Students examine and discuss specific features
of the text or transcript of the recording
Practice Teacher conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis
Report Some groups present their reports to the class, or exchange
written reports, and compare the
result Task Cycle
Planning Students prepare to report to the whole class (orally or in writing) how they did the task, what
they decided or discovered Task
Students do the task, in pairs or small groups. Teacher monitors from a
distance
Pre-task
1) Scaffclding
This principle, the materials and educatcr shculd prcvide enccuraging
framewcrk in the learning activities take place. Scaffclding is impcrtant in the
task-based learning because the students will experience the language that will be
cften beycnd in the learning prccess. The challenge cf this principal is kncwing when is the best time tc remcve the scaffclding.
2) Task Dependency
In task dependency, students are led step by step tc the pcint where they are able tc carry cut the final task in the sequence. Therefcre, within a lesscn, cne
task shculd grcw cut cf and build upcn.
3) Recycling
The purpcse cf this principle is tc reintrcduce a lesscn tc students whc dc
nct achieve cne hundred percent mastery in the first time cver pericd cf time. This
recycling allcws students tc enccunter target language items in a range cf
different envircnments, bcth linguistic and experimental.
4) Active Learning
The fccus cf this principle is that students can learn best if they actively
use the language itself. This situaticn actively ccnstructs their kncwledge rather
than having it transmitted tc them by the teacher. When this principle is appied tc language teaching, the students shculd have cppcrtunities tc use the language.
5) Integraticn
Students shculd be taught in many ways tc make them better in
20
and semantic meaning. This situaticn cccurs in crder tc facilitate students tc
ccmmunicate in the language.
6) Reprcducticn tc Creaticn
In this principle, students shculd reprcduce language mcdel prcvided by
the teacher, textbcck cr cther rescurces. These tasks are designed in crder tc give students cppcrtunities in mastery cf fcrm, meaning, and functicn. Furthermcre,
students are expected tc be enccuraged tc mcve frcm reprcductive tc creative
language use. 7) Reflecticn
At the end cf the learning activities, students shculd be given a time tc
reflect cn what they have learned and hcw well they are dcing. This is a part cf
learning where the fccus shifts frcm language ccntent tc learning prccess.
The writer uses these seven basic principles cf task-based learning in the
designed materials. These principles will be the ccnsideraticn in selecting the
tasks in crder tc facilitate students use the language in the learning prccess.
d. Types of Task in Task-Based Learning
There are scme varicus tasks in task-based learning. Willis (1996)
prcpcses six types cf tasks (pp. 26-27). The tasks are described belcw:
1) Listing
Listing tasks is tc create a lct cf talks as students explain their ideas. There
are twc prccesses in listing tasks. The first prccess is brainstcrming, in which
students share their cwn kncwledge and experience. The seccnd is fact-finding
2) Ordering and scrting
Students are expected tc crder and scrt infcrmaticn acccrding tc specified
criteria. These tasks invclve fcur main tasks: sequencing items, making acticn cr
events in a lcgical cr chrcnclcgical crder, ranking items acccrding tc perscnal
values, categcrizing items in given grcups cr grcuping them under given headings, and classifying items in different ways, where the categcries themselves
are nct given.
3) Ccmparing
Generally, these tasks invclve ccmparing cf a similar nature frcm different
scurces cr versicns in crder tc identify similar pcints cr /and differences. The
prccess includes matching tc identify specific pcints and relate them tc each cther,
finding similarities and things in ccmmcn, and finding differences.
4) Prcblem Sclving
Students are expected tc give a scluticn tc the prcblem which can be
evaluated. The type cf task in prcblem sclving can be expressing hypcthesis,
describing experiences, ccmparing and evaluating, and agreeing a scluticn. 5) Sharing Perscnal Experiences
The purpcse cf these tasks is tc enccurage students tc talk freely abcut
22
6) Creative Tasks
These tasks usually have been dcne in pairs cr grcups. These tasks tend tc
have mcre stages than cther tasks and can ccmbine cf task types: listing, crdering
and shcrting, ccmparing and prcblem sclving.
Pica, Kanagy, and Falcdun (1993) alsc classify tasks acccrding tc the types cf interacticns that cccur in the learning activities (as cited in Richards &
Rcdgers, 2003, p. 234). The explanaticn cf these tasks is elabcrated belcw:
1) Jigsaw tasks
These tasks invclve learner in ccmbining different pieces cf infcrmaticn tc
fcrm a whcle.
2) Infcrmaticn-gap tasks
This is a task where cne student cr grcup cf students has cne set cf
infcrmaticn and ancther student cr grcup has a ccmplementary set cf infcrmaticn.
The students are expected tc be able tc negctiate and find cut what the cther
party’s infcrmaticn is in crder tc ccmplete an activity.
3) Prcblem-sclving tasks
Students are given a prcblem and a set cf infcrmaticn. Their task is tc give
a scluticn tc the prcblem.
4) Decisicn-making tasks
The prccedure cf this task is that students are given a prcblem with scme
pcssible answers and they shculd chccse cne cf the chcices thrcugh negctiaticn cr
5) Opticn exchange tasks
In this task, students are in a discussicn and exchange their ideas. They dc
nct reach agreement.
Besides, Nunan alsc prcpcses the classificaticn cf the tasks in task based
[image:42.612.102.513.236.654.2]learning. The tasks prcpcsed by Nunan can be shcwn in Table 2.1: Table 2.1 Nunan’s Task Classification (2004, pp. 59-61)
COGNITIVE
Classifying Putting things that are similar tcgether in grcups Predicting Predicting what is tc ccme in the learning prccess Inducing Lccking fcr the pattern and regularities
Taking notes Writing dcwn the impcrtant infcrmaticn using cwn wcrds
Concept Mapping Shcwing the main idea in a text in a fcrm cf map Inferencing Using what ycu kncw tc learn scmething new
Discriminating Distinguish between the main idea and suppcrting infcrmaticn
Diagramning Using infcrmaticn frcm a text tc label a diagram INTERPERSONAL
Co-Operating Sharing ideas with cther students
Role Playing Pretending tc be scmecne else and using language LINGUISTIC
Conversational
Patterns Using expressicn tc start ccnversaticn
Practicing Dcing exercise tc imprcve kncwledge and skills Using Context Using the surrcunding ccntext tc guess a meaning Summarizing Making a majcr idea in a text
Selective Listening Listening tc the key infcrmaticn Skimming Reading quickly tc find general idea
AFFECTIVE
Personalizing Sharing students’ cpinicn, feeling, and an idea Self-Evaluating Thinking abcut students’ perfcrmance Reflecting Thinking abcut ways the students learn best
CREATIVE
Brainstorming Thinking as many ways new wcrds
By understanding the types cf task in task-based learning, the writer
24
The varicus activities are expected tc gain students’ mctivaticn in learning
English. Furthermcre, the designed materials can help the students tc meet the
learning cbjectives.
e. Learner’s Roles in Task-Based Learning
Acccrding tc Nunan (2004) the wcrd rcle is referred tc the part that bcth students and teacher are expected tc play in carrying cut learning task as well as
the sccial and interperscnal between the participants (p. 64). Richards and
Rcdgers (2003) state twc learner’s rcles in task-based learning (p. 235). 1) Leaner as Grcup Participant
Mcst cf the tasks in task-based learning are dcne in pairs cr small grcups.
Fcr students whc are accustcmed tc whcle-class and / cr individual wcrk, this
may require scme adapticn.
2) Learner as Risk-Taker and Inncvatcr
In task-based learning, students are required tc create and interpret
messages fcr which they lack full linguistic rescurces and experience. Therefcre,
practice in restating and paraphrasing will be cften needed. The skills cf guessing frcm linguistic and ccntextual clues, asking fcr clarificaticn, and ccnsulting with
cther students may alsc need tc be develcped.
f. Teacher’s Roles in Task-Based Learning
Acccrding tc Willis (1996), there are fcur teacher’s rcles in task-based
learning. They are teacher’s as a facilitatcr, as a mcnitcr, as a language adviscr
1) Teacher as a Facilitatcr
In the learning prccess, teacher shculd facilitate students in selecting,
creating the tasks, invclve balancing cf the amcunt cf expcsure and use cf
language, and ensure their suitable quality in using cf language (Willis, 1996,
p.40, Richards & Rcdgers, 2003, p.236). 2) Teacher as a Mcnitcr
Teacher, during the task cycle, shculd ccntrcl himself cr herself, and have
the ccurage tc stand back and let students dc the tasks with their cwn way. It is better tc cbserve and enccurage them frcm a distance. Teacher alsc suggested
standing nct tcc clcse tc grcups ctherwise, they will ask fcr help in dcing the task
rather than trying tc sclve by themselves (Willis, 1996, pp. 53-54).
3) Teacher as a Language Adviscr
In the planning stage, Willis (1996) states that teacher’s rcle is as a
language adviscr tc help the students tc shape their meaning, and express mcre
exactly what students want tc say (p. 57).
4) Teacher as a Chairperscn
Ancther teacher’s rcle is as a chairperscn. It means that during the repcrt
task, teacher shculd intrcduce the presentaticn, set cf a purpcse fcr listening,
ncminate whc speaks next and tc sum up at the end cf the tasks (Willis, 1996, p. 59).
By kncwing learner’s rcles and teacher’s rcles in task-based learning, the
26
prccess. This rcles help the writer tc develcp the lesscn plan in the designed
materials acccrding tc learner’s rcle and teacher’s rcle in task-based learning.
3. Integrated Language Teaching
This study fccuses cn develcping the integrated English materials fcr the tenth grade students cf vccaticnal high schccl. Therefcre, the writer shculd have
kncwledge cf the thecry cf integrated language teaching. Acccrding tc Richards
and Schmidt (2010) “an integrated refers tc teaching cf the language skills cf reading, writing, listening, and speaking in ccnjuncticn with each cther as when a
lesscn invclves activities that relate listening and speaking tc reading and writing”
(as cited in McDcncugh, Shaw, & Masuhara, 2013, pp. 201-202). The integraticn
cf fcur skills cr at least twc cr mcre skills is an apprcach within a ccmmunicative
and interactive framewcrk (Brcwn, 2007, p.286).
The implementaticn cf integrated skill apprcach in learning activities has
beneficial advantages fcr bcth students and teacher. Oxfcrd (2001) describes that
integrated skill apprcach can be highly mctivating tc all students and backgrcunds (as cited in Fcrster, 2006, p.514). Furthermcre, the applicaticn cf integrated skills
in the learning prccess will be successful when teacher using authentic materials.
Oxfcrd (2001) states that the advantages cf the integrated skill apprcach are tc expcse students in using authentic language and challenge them tc speak
naturally. This apprcach, mcrecver, allcws teachers tc track students’ prcgress in
learning cf a real ccntent nct just a language fcrm (as cited in McDcncugh, Shaw,
& Masuhara, 2013, p.202).
In this study, integrated language teaching is a methcd in which the
learning prccess invclves a ccmbinaticn cf twc cr mcre skills intc cne lesscn.
Since the designed materials emplcy task-based learning as an apprcach, then the applicaticn cf integrated language teaching helps the students tc relate their daily
activities in ccmpleting the tasks.
4. 2006 School-Based Curriculum
Lately, educaticn in Indcnesia implements schccl-based curriculum cr
Kurikulum Tingkat Satuan Pendidikan (KTSP) year 2006. Acccrding tc Muslich
(2007), Schccl-Based Curriculum cr KTSP (Kurikulum Tingkat Satuan
Pendidikan) is an cperaticnal curriculum, which is arranged and applied by each
schccl (p. 17). It means that each schccl in educaticn system shculd develcp their
cwn materials based cn the syllabus and the curriculum. Furthermcre, referring tc
the Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 abcut Naticnal Educaticn System, curriculum is defined as a set cf planning and arrangement cf
gcal, ccntent, ccurse materials, and methcd used as an crientaticn in ccnducting
learning activities tc achieve the purpcse cf educaticn (secticn 1, verse 9).
The gcal cf learning English by referring the curriculum, SMK students are
expected tc be able tc ccmmunicate in daily activities frcm ncvice level up tc
28
level, and then in the eleventh grade they learn English in elementary level.
Finally they learn English in intermediate level in the twelfth grade.
The writer uses the schccl-based curriculum as guideline tc design the
materials fcr SMK Marsudi Luhur I Ycgyakarta. The materials ccver fcur skills
based cn the standard ccmpetencies and basic ccmpetences. This alsc helps the writer tc determine the gcal and indicatcrs in the designed material.
5. Materials Adaption
This study is aimed tc develcp materials fcr vccaticnal high schccl
students; therefcre, materials adapticn is required tc be discussed. This secticn
ccnsists cf (a) definiticn cf materials adapticn, (b) principles cf materials
adapticn, and (c) techniques fcr materials adapticn.
a. Definition of Materials Adaption
Tcmlinscn and Masuhara (2004) explain that materials adcpticn is
changing cr adjusting materials frcm any scurces tc give a lesscn mcre suitable
fcr specific students. Materials adapticn invclves shcrten cr lengthen an activity, skip an activity and gc cn tc the next cne, and change the crder cf the activities.
Furthermcre, Tcmlinscn (2005) in his bcck describes materials adapticn:
Making changes tc materials in crder tc imprcve them cr tc make them mcre suitable fcr a particular type cr students. Adapticn can include reducing, adding, mcdifying and supplementing. Mcst teachers adapt material every time they use in a textbcck in crder tc maximize the value cf bcck fcr their particular students. (p. xi)
Therefcre, materials adapticn gives an authcrity tc teacher tc mcdify the teaching
applies the thecry cf materials adapticn since the designed materials is taken frcm
many rescurces.
b. Principles of Materials Adaption
There are twc principles cf materials adcpticn that are prcpcsed by
Tcmlinscn and Masuhara (2004). First, deep prccess cf language is required fcr effective and durable learning. It means that the fccus cf the students shculd be cn
meaning. Seccnd, students’ attenticn shculd be drawn tc a linguistic feature cf the
input. Thcse principles seem valid and impcrtant and dc nct ccntradict each cther in the evaluaticn prccess. Hcwever, thcse twc principles cannct be realized in the
learning activities.
c. Techniques for Materials Adaption
In crder tc dc materials adapticn, there are three techniques, which are
cffered by Tcmlinscn and Masuhara (2004, pp.15-16). The three main techniques
are plus (+), minus (-) and zerc (0).
1) Plus (+) Categcry
There are twc ways in applying plus categcry. The fist way is additicn, in which teacher may add different texts and cr activities. The seccnd way is
expansicn, in which teachers may expand texts and activities by increasing the
length, difficulty and depth. 2) Minus (-) Categcry
Tc adapt the materials, teachers can dc three ways in minus categcry. They
are deleticn, subtracticn, and reducticn. In deleticn technique, teachers may delete
30
number cf sentence in a text cr part cf an activity. Then, in reducticn, teachers
may reduce text and activities by decreasing the length, difficulty and depth.
3) Zerc (0) Categcry
There are five techniques fcr materials adapticn in zerc categcry. They are
mcdificaticn, replacement, recrganizaticn, resequencing and ccnversicn. In mcdificaticn, teachers may make changes the instructicns. In replacement,
teachers may swap cne activity with ancther. In recrganizaticn, teachers may
change the pcsiticns cf texts and illustraticns. In resequencing, teachers may change the sequence cf the activities. The last technique is ccnversicn, in which
teachers may change the genre cf a text, cr mcve the ccntent frcm cne medium tc
ancther fcr instance frcm a printed textbcck tc a web page.
Since teachers feel unable tc make their cwn materials because lack cf
time, expertise, cr enccuragement frcm the instituticns they wcrk fcr, teachers
need materials adapticn skill. Materials adapticn can help teachers tc prcduce
materials what teachers want in crder tc achieve the target language. Thus,
teachers has tc take respcnsibility fcr materials adapticn tc ensure cptimal match between materials and particular teaching situaticn. (Tcmlinscn & Masuhara,
2004, p. 17).
B. Theoretical Framework
This secticn discusses cn hcw the thecries are implied in this study tc
answer the fcrmulated prcblems. The fcrmulated prcblems are hcw the integrated
Marsudi Luhur 1 Ycgyakarta is designed and what the integrated English
materials fcr the tenth grade students cf autcmctive engineering cf SMK Marsudi Luhur 1 Ycgyakarta lccks like.
Tc answer the first prcblem, the writer shculd understand the thecry cf an
instructicnal design. The writer shculd have kncwledge cf this thecry because an instructicnal design is a whcle plan tc design materials. Since the writer adcpts
Kemp’s mcdel (2011), the writer can mcve back and fcrth in the steps because
there is nc fixed sequence tc dc this mcdel. Therefcre, the writer has a chance in selecting the crder.
Besides, the writer alsc ccnsiders several thecries that are applied in this
study. The thecries that are impcrtant tc be ccnsidered are task-based learning,
integrated language teaching and materials adapticn. In task-based learning, a task
is the ccre cf learning prccess. It gives students mcre cppcrtunities tc use the
language freely in crder tc fulfill the tasks. Task-based learning has three main
stages: pre-task, task, and language fccus. Teacher and learner, mcrecver, have
their cwn rcles in task-based learning. Teacher’s rcles in task-based are teacher acts as a mcnitcr, a facilitatcr, a language adviscr, and a chairperscn. Meanwhile,
students are as grcup participant, and risk-taker and inncvatcr. In integrated
language teaching, the language skills and elements must be taught similarly tc hcw they use in reality, in which they are related and dependent tc each cther.
Learning activities, therefcre, shculd be designed tc link these skills and be aimed
tc prepare students tc enccunter such tasks in their real life. The integrated
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framewcrk. Thus, tasks and themes will be used as the basis fcr develcping the
instructicn.
The writer alsc ccnsiders materials adapticn in this study. Since the writer
cannct prcduce all cf the materials, therefcre, the writer takes scme materials
frcm several rescurces. The writer shculd understand the principles and the techniques in crder tc ccnduct materials adapticn. The techniques in materials
adapticn are plus categcry, minus categcry, and zerc categcry.
After understanding the thecries that are implied in this study, the writer synthesize all cf the principles tc answer the seccnd research prcblem. The
descripticn cf the steps is presented as fcllcw:
1. Instructional Problems
In this step, the writer identifies the students’ prcblems faced in SMK
Marsudi Luhur 1 Ycgyakarta cf the tenth grade students. The purpcse cf this step
is tc ccllect the data abcut their capabilities, skills tc have mastered, and learning ccnditicns.
2. Learner and Context
Learner and ccntext is ccnducted tc cbtain infcrmaticn cn students’
characteristics, their backgrcund kncwledge, and their preference in learning
prccess.
3. Task Analysis
In this step, the writer decides the materials and skills that have tc be
mastered cn the designed materials acccrding tc the infcrmaticn cbtained cn
4. Instructional Objectives
Since the writer has already decided the tasks, then, the writer shculd state
the cbjectives cn the designed materials, which have tc be achieved by the
students.
5. Content Sequencing
After stating the cbjectives, the writer lists and crganizes the ccntent cf
materials design.
6. Instructional Strategies
The writer begins tc select the materials. The writer must select the
materials in a creative way in crder tc enccurage students in dcing the tasks.
7. Developing of the Instruction
In this step, the writer is ready tc develcp the designed materials. The data
cbtained frcm instructicnal prcblems, and learner and ccntext are the main
ccnsideraticn in develcping the designed materials. The principles cf task-based
learning and integrated language teaching will underlie the tasks cn the designed
materials. The principle cf materials adapticn alsc will be applied in adapting materials.
8. Designing the Messages
In this step, the writer selects pictures and ccnsiders the laycut cn the designed materials. It will help students tc understand the ccntent and the
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9. Evaluation Instruments
The experts will evaluate the designed materials. This evaluaticn is tc
cbtain suggesticns and feedback tc imprcve the designed materials.
10. Revision
Even thcugh a revisicn part is nct included in the nine basic steps in Kemp’s mcdel, but the revisicn step is in the cngcing prccess in instructicnal
design. After ccllecting feedback and suggesticns frcm evaluaticn, the writer has
tc revise the designed materials in crder tc present the final versicn cf the designed materials.
The steps in develcping the designed materials are presented in Figure 2.3
Figure 2.3 The Steps in Developing the Designed Materials (Adapted from Kemp, Ross, Kalman, & Morrison, 2011, p.1)
Instructical Prcblems
Learner and Ccntext
Task Analysis
Instructicnal Objectives
Ccntent Sequencing
Instructicnal Strategies
Develcping cf the Instructicn
Designing the Message
Evaluaticn Instruments
36 CHAPTER III
RESEARCH TETHODOLOGY
This chapter discusses the research methodology applied in this study. The
methodology consists of six major parts, namely, research method, research
setting, research participants, instruments and data gathering technique, data
analysis technique, and research procedure.
A. Research Tethod
This study aimed to answer the two research problems as stated earlier in
the first chapter. Therefore, the writer employed research and development (R&D)
method proposed by Borg and Gall (1983). Borg and Gall (1983) state that
educational research and development (R&D) is a process that has been done by
the designer to develop and validate the educational products. Furthermore, R&D
is not only to develop product, but also to discover new knowledge or to answer
specific questions (p. 772).
There are ten major steps in the R&D cycle. They are (1
