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m Reading itdak mena irk
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i Ialso deilve ra mliilon thank sto al llecturer so fEngilsh e
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L Educa iton Study Program fo rguiding and teaching me du irng my a
m r a h D a t a n a S n i y d u t
s Universtiy. Iwouldalso thank toal lsecretariatstaf fo f h
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t LanguageEduca itonStudy Program ,especially Mbak Danik and k
a b
M Tari.
o t k n a h t y l e r e c n i s I , t x e
N Ern iWidiastu it ,S.Pd. ,Sukendar ,S.Pd. ,and
i n a y i W i t r u
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l a ir e t a m y m e v o r p m i o t s n o i n i p
o Ideilve rmybestt hank stot heseventhgrade f
o s t n e d u t
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p e e d y
M grattiude goes t o my beloved parents ,Bapak Hartoyo and Ibu
u y a h a R y n e
H ,fo rthei rlove ,care ,understanding ,paitence ,and prayer .s The e
d u ti t a r g e m a
s i salso addressed to my l ovely sister sand brothers ,mbak Nunik d
n
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f Big thank salso go to my three ltilte s
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a Tegar ,Sekar ,andAilka.
o t s k n a h t y m e v i g I , e v o l y m l l a h ti
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g n i h t e lt ti l y n a n i p l e
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t The same appreciaiton also goes to pak Risnu ,who alway sgive s m
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s oitvaiton . Ialso thank to my bes tfirends ,Drajat , ,
a n a h
G and Niko ,fo rthe wonderfu land unforgettable momen ttha twe have r
e h t e g o t t n e p
s . Ineve rforge tmy magni ifcen tf irendsi n PBI 02 6 :0 Alex ,Danny b
p m a l “ a k k i h D , a z n i e D , ” g u n i “ a n a s o H , h u g e T , ” n o r o m
“ e” ,Adi,t Bowo ,e . tc y e h T . s i s e h t y m h s il p m o c c a o t e m d e g a r u o c n e d n a d e tr o p p u s s y a w l a e l p o e p e s e h T
e k a m o t s t u p n i e l b a u l a v e m e v a
g myt hesi sbetter . Ialsot hankthemf o ral lhappy t a c u d E e g a u g n a L h s il g n E n i y d u t s r u o g n ir u d d e r a h s e w t a h t s t n e m o m d a s d n
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i x E L B A
T OFCONTENTS
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… … … … … … … … … … … … … … … … … S E G A P L A V O R P P
A ………… ii
… … … … … … … … Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S … …… … iv
… … … … … … … … … … … … … … … … … … … … … E G A P N O I T A C I D E
D . .. v
.. . … … … … … … … … … … … … … … … … … … … … … T C A R T S B
A ... vi
K A R T S B
A ………. vii I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ……….... iv ii
… … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C
A …….... xi
F O E L B A
T CONTENTS……….. xi …
… … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L ……….. xiv
… … … … … … … … … … … … … … … … … … S E R U G I F F O T S I
L ………... vx
.. . … … … … … … … … … … … … … … … … S E C I D N E P P A F O T S I
L ... xvi
.I R E T P A H
C INTRODUCTION .
A ResearchBackground……….……... 1 .
B ProblemFormulaiton………. … .. 4 .. .
C ProblemLimtiaiton……….... 5 .
D ResearchObjecitve s……….. 5 .
E ResearchBenefti s……….. 5 .
F Deifniitono fTerm s………... 6
.I I R E T P A H
C REVIEWOFRELATEDLITERATURE .
A Theoreitca lDescirp iton………. 01 .
1 Insrtucitona lDesign………. 01 .
a Taba’sI nsrtucitona lDesignMode l………. 01 .
b Kemp’sI nsrtucitonalDesignMode l……… 31 .
2 Authen itcMate iral s……….. 71 .
a TheNatureo fAuthenitcMate iral s……….. 71 .
ii x .
3 Task-BasedLearning. ..……… 12 .
a Thenatureo fTask- sBa edLearning……… 12 .
b SevenP irnciple so fTask-BasedLearning……….. 32 .
4 R ae d ing……… 42 .
a Type so fReading ……… 42 .
b ReadingSrtategiesi nt heTarge tLanguage……… 62 .
B Theoreitca lFramework……… 72
: I I I R E T P A H
C METHODOLOGY
.
A ResearchMethod………. 23 .
B Paritcipant soft heResearch………. 37
. C ResearchI nsrtument s………... 73 . D DatagatheirngTechnique s………... 83 . E DataAnalysi sTechnique s……… 14 . F ResearchProcedure………. 34 V I R E T P A H C .RESEARCHRESULTSANDDISCUSSION . A TheStudents ’Needs……… 45
1 .Descirpitonoft heParitcipant s………. 45
2 .DataPresentaitonandAnalysi s………...… 46
B .TheGoals ,Topics ,andGenera lPurpose soft heMate irals …… …… . 47
C .Theobjecitve soft heMateirals ……… 48
D .Thecontents eleciton……… 50
E. Teachingl earningacitviites……….. 51
F .Theequipment………... 52
G .Themateiral sevaluaiton……… .. 53
. 1 TheResutl soft hePost-designQuesitonnarie ………. 54
. 2 Paritcipants ’Comment sandSuggesiton s s l a ir e t a M d e n g i s e D e h t n o ……… 56
ii i x
S N O I T S E G G U S D N A S N O I S U L C N O C . V R E T P A H C
… … … … … … … … … … … … … … … … … s n o i s u l c n o C .
A ………. 58 ..
… … … … … … … … … … … … … … … … … s n o it s e g g u S .
B ………. 60 ..
S E C N E R E F E
R .………... 62 N
E P P
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S E L B A T F O T S I L
s e l b a
T Page
1 .
3 TheBluep irn to fDataNeeded……….... 9.... 3 .
3 2 Theparitcipants ’opinionont hedesignedmate irals( Blank )………... ... 24 .
4 1TheCompetenceStandard,BasicCompetence ,andt opics………... .. 48 .... 2
.
4 Theindicator so feachunti……… ..… 94 3
.
4 Theconten to feachu nti………... 50 .... 4
.
4 Thedesc irp itonoft hegroupo fevaluators……….... . 53 .... 5
.
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S E R U G I F F O T S I L
e r u g i
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1 .
2 Taba’sI nsrtucitona lDesignModel……….... . 3.... 1 …
… … … … … … … … … l e d o M n g i s e D l a n o it c u rt s n I s ’ p m e K 2 .
2 … …… … 17 ...
1 .
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A X I D N E P P
A Sura tPermohonanI ijnPeneilitan……… …… … .. 66 . P
A PENDIXB :Quesitonnarie soft heResearchandI nformaiton …
… … … g n it c e ll o
C ……… 68
X I D N E P P
A C :CompetenceStandard ,BasicCompetence ,and … … … … … … … … … … … … … … … … … s c i p o
T ………….. 73
X I D N E P P
A D :Syllabu s……….. 75 X
I D N E P P
A E :LessonPlan s………... 83 X
I D N E P P
A F :Quesitonnarie soft hePreilminaryFieldTesitng………. 96 X
I D N E P P
1 I R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h
T discusse sthe research background ,problem formulaiton , 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 , s n o it a ti m il m e l b o r
p , and de ifniiton o f
.s m r e t
.
A ResearchBackground c s i h s il g n E , s y a d a w o
N onsidered a san obilgatory lesson to be learn t t
s o m l
a ineverys choo lgradei nI ndonesia .Fu trhermore ,Engilshalsobecome sone r
u o f e h t f
o lesson stha tdetermine the Junio rHigh Schoo lstudents ’graduaiton . g
n i n r a e l h s il g n E f o s ll i k s c i s a b r u o f e r a e r e h
T which needt obel earn tandoneo f .
g n i d a e r s i s ll i k s e s o h t
s t n e d u t s e h t t a h t s ll i k s t n a tr o p m i e h t f o e n o s i g n i d a e
R shouldmaster .Asi t s
i sde cirbed by Bamberge r (1975 : 7- )8 ,reading i s an impo tran t aspect fo r g u o r h T . s e s o p r u p t n e r e f fi d y n a m s e v r e s g n i d a e R . y t e i c o s r o f d n a s l a u d i v i d n
i h
n a c e l p o e p g n i d a e r y B . s e d u ti tt a d n a , s t p e c n o c , s a e d i n r a e l n a c e l p o e p , g n i d a e r
. e fi l y li a d r i e h t n i d e e n y e h t n o it a m r o f n i h c u m e k a
t Moreover ,reading i san n
g i e r o f r o d n o c e s s a h s il g n E r o f l li k s l a it n e s s
e language(ESL/EFL )students . tI s a
tr o p m i s i e l o
r n ti nlanguageacquisiiton.
n i d i d r e h c r a e s e r e h t t a h t n o it a v r e s b o e h t f o t l u s e r e h t ,r e v e w o
H SMP N1
u y a d e
S showed tha treading made student sbored and sleepy. In addiiton ,the h
c r a e s e
n i s e s s a l c g n i d a e
r the same school .The resutl so fthe interview showed tha t a m n e tf o s e s s a l c g n i d a e
r d ee t h student sbored. Due t o t ha,t t he Engilsh teacher s s l a ir e t a m g n it s e r e t n i g n i d n if n i e v it c a e b d l u o h
s fo rthe student sto make them d e t a v it o
m to learn .In addiiton ,to suppor tthei rstudent sin learning Engilsh n i s l a ir e t a m d o o g e d i v o r p d l u o h s s r e h c a e t h s il g n E e h t ,l li k s g n i d a e r n i y ll a i c e p s e . ll e w e g a u g n a l h s il g n E e h t r e t s a m o t e l b a e b l li w s t n e d u t s ri e h t t a h t r e d r o y ll a u s u e r a t a h t s l a ir e t a
M used i n classroom are t extbook .s According t o d e lt it k o o b r i e h t n i ) 7 7 9 1 ( d a o r e l c r a H d n a s i w e L , n w o r
B AV Instruciton :
s d o h t e M d n a a i d e M , y g o l o n h c e
T ,textbook sare versatlie product .They help to s e c n e ir e p x e g n i d a e r n o m m o c g n i d i v o r p y b n o it c u rt s n i e z i n a g r
o , suggested
d e s u e r a s k o o b t x e t , n o it i d d a n I . s n o it s e u q d n a , s g n i d a e r d e d n e m m o c e r , s e it i v it c a . l a ir e t a m d e s u e r d n
a However ,stli laccording to Brown ,Lewi sand Harcleroad , , g n i d n if n a h t r e b m e m e r o t g n i d a e r e r o m n e tf o o o t s i s k o o b t x e t n i k s a t g n i n r a e l e h t h
c oosing ,andusingdatat os olveproblem sort os erveothe rusefu lpurpose .s y l n o h c i h w , n o it a m r o f n i l a m i n i m e d i v o r p s k o o b t x e t , e r o m r e h tr u F e t a l u m it
s ltilte interes t on the user’ s par t to pursue any o f them very far . a c e b , e li h w n a e
M uset extbook scanber eus ed,thet eachers canalway sdependona e h t tr o p p u s o t s l a ir e t a m r e h t o e k a m o t r o r o f k o o l o t r e d i s n o c t o n o d d n a k o o b t x e t e h t h ti w e t a ir p o r p p a n i d n a d e t a d t u o e b n a c f l e s ti c i p o t e h t , n o it i d d a n I . g n i h c a e t . y lt n e c e r n o it a m r o f n i f o t n e m p o l e v e
d Thi smean stha twe need mateiral swhich . s k o o b t x e t t o n e r
a Oneoft hemi sauthenitcmateiral .s ) 9 9 9 1 ( n a n u
N deifne sauthenitc mateiral sa sspoken o rw irtten language e n i u n e g f o e s r u o c e h t n i d e c u d o r p n e e b s a h t a h t a t a
r o f n e tt ir w y ll a c if i c e p
s purpose sofl anguageteaching.Theexample so fauthenitc e
r a s l a ir e t a
m newspaper , magazine ,photographs , video selecitons ,and othe r .
s e c r u o s e r g n i h c a e
t Thi smeans t ha tauthenitc mateiral sare made purely no tfo r n
a t n e m n i a tr e t n e r o f t u b g n i h c a e t e g a u g n a
l dcommunicaiton .
e h t n i s l a ir e t a m c it n e h t u a g n i s u f o s e s o p r u p n i a m e h t f o e n o , n o it i d d a n I
, o s l A . g n it s e r e t n i n o s s e l h s il g n E e h t e k a m o t s i m o o r s s a l
c authenitc mateiral s
” e g a u g n a l l a e r “ e h t o t , t n e t x e t a e r g a o t s r e n r a e l e s o p x
e used outside thei r
o r s s a l
c om .A si ti sstated by Park s(1982 :40) ,newspaper sa so ne form of s
l a ir e t a m c it n e h t u
a containsinformaitonwhichi snewt ostudent sandevenwould s
k r a P . s t s e r e t n i l a n o s r e p r i e h t f o t c e j b u s e h t n o e
b oa ls meniton stha tby using n
l li w s t n e d u t s , s r e p a p s w e
n o tonly l earn t o read newspape raritcle sa swell as t o .t
c e lf e r s e l c it r a e h t t a h t e r u tl u c e h t o s l a t u b , e g a u g n a l e h t n r a e
l Fu trhermore ,
l a e r e h t f o s e l p m a x e t n e ll e c x e t n e s e r p n a c s l a ir e t a m c it n e h t u
a useoft hel anguage
. n o it a c i n u m m o c f o s n a e m a s a
o d e s a
B n the researcher’ s opinion and expeirence , the non-authenitc s
l a ir e t a
m such as textbook ssomeitme sconcenrtate more on the language the s
r e h c a e
t wisht ot eachrathert hanthes tudents ’need sandi nterests. Thosekind so f y
lt s o m l a ir e t a
m u searit ifciall anguagebecauset hel anguage tiem sbeingusedare .
e m it e h t ll a s e c n e t n e s d e m r o f y lt c e f r e
p Meanwhlie ,tii sa tf tac t ha inr eall fie,t he t
o n s i e g a u g n a
l simply used ilket hat .Thel anguagei ssomeitme smanipulated i n r
e c t a , ll i w s t n e d u t s e h t t a h t y a w a h c u
s tain point so f itme ,feelt hatt hey areno t s
r e t n u o c n e o t g n i o
g uch language in rea llfie .That si why ,when the student s y
ll a i c e p s e y t e i c o s e h t o t e g n u l
a t s r e d n u d n a m e h t h ti w d n e l b o t e li h w a r o f t p a d a o
t nd wha tthey are talking .t
u o b a
s k o o b t x e t h g u o h t n e v
E haves omeweaknesse ,st her esearche rbeilevest ha t . s tr e p x e l a c i g o g a d e p e h t y b e d a m n e e b d a h y e h t e s u a c e b s l a ir e t a m d o o g e r a y e h t
e l b a e b d l u o h s y e h t t a h t s i r e b m e m e r d l u o h s r e h c a e t e h t t a h t g n i h t e m o
S toprovide
s k o o b t x e t e h t e t e l p m o c o t s l a ir e t a m r e h t
o -based acitviite sto make the more g
n i n r a e l e l b a y o j n e d n a e v it c e f f
e a swel last o avoidt hestudents ’boredom. I nthi s h
c r a e s e
r ,the researche ri sgoing to design the authenitc mateiral sin form o f e
l p p u
s mentary mateiralsso t hat i tcan beused alongside t he t extbooks t o en irch .
n o s s e l g n i d a e r h s il g n E e h
t tIi sexpectedt ha tthestudent swli lbeablet o f eelt he . s k o o b t x e t n a h t r e h t a r m e h t m o r f e g a u g n a l e h t f o e s u l a e r e h t f o e c n e ir e p x e l a e r
o r p e h t m o r
F blemi llusrtaiton above, t her esearcheri si nterested t o design f
o t e s
a supplementary authenitc reading mateirals fo r Junio r High School , y
ll a i c e p s
e SMPN1 Sedayu ,whicharei naccordancewtiht hestudents ’need sand .s
t s e r e t n
i
.
B ProblemFormula iton i
h
T sresearch i sconducted to ifnd ou tthe answer so fthe formulated m
e l b o r
p thatt her esearche rha scomposed . tIi s:
s l a ir e t a m g n i d a e r c it n e h t u a y r a t n e m e l p p u s f o t e s e h t s e o d t a h
W fo rthe seventh
f o s t n e d u t s e d a r
.
C ProblemLimtia ito n s
i h t n
I research , the researche rfocuse s on the se t o f supplementary f o t e s e h T . g n i d a e r g n i h c a e t r o f d e if i c e p s s i h c i h w s l a ir e t a m c it n e h t u a
f o s t n e d u t s e d a r g h t n e v e s r o f d e n g i s e d y ll a i c e p s s i fl e s ti s l a ir e t a m y r a t n e m e l p p u s
1 N P M
S Sedayu . tIi sdesignedbasedont hreet opicst ha thadbeendiscussedwtih c i s a B g n i d a e r d e t c e l e s e h t o t d e r r e f e r ll it s e r a s c i p o t e h t ,t e Y . r e h c a e t h s il g n E e h t
e h t f o e c n e t e p m o
C seconds emeste rEngilshs yllabu sofs eventhgradeo fSMPN1 u
y a d e S .
.
D ResearchObjecitves i
h t n
I sresearch,t herei soneobjecitvet oelaborateasf ollow: m
e l p p u s f o t e s e h t n g i s e d o
T entaryauthenitcmateiralf ort eachingr eadingf ort he f
o s t n e d u t s e d a r g h t n e v e
s SMPN1 Sedayu.
.
E ResearchBeneftis
s i h t f o s ti f e n e b f o r e b m u n a e r a e r e h
T research rfo somegroup so fpeople . r
o f d e if i c e p s e r a s ti f e n e b e h
T three group so fpeople: the students ,the Engilsh d
n a s r e h c a e
t otherr esearcher so fEngilshl anguage. .
a Thebeneftisf ort hes tudents s i h t f o s ti f e n e b e h
T researchfort hes tudent sareasf ollows: .
1 Thes tudent sareexposedt ot heuseo fEngilshi nr ea lwo lrd. .
2 Thes tudent sareen irchedwtiht hebroade rknowledgeandi nformaitongained .
.
3 Thes tudent sareablet od riecltyr ecognizet heuseo fce trainvocabularyi n the .
s t x e t n o c n i a tr e c .
b Thebeneftisf ort heEngilsht eachers s
i h t f o s ti f e n e b e h
T researchfo rEngilsht eacher sareasf ollows: .
1 Thi sresearchi sexpectedt obeablet ogivet heEngilsht eacher sanatlernaitve t
s k o o b t x e t f o s e d i s e b l a ir e t a m y r a t n e m e l p p u
s ha tcanbeusedi nr eadingclass . .
2 Thi sresearch wli lhopefully be able to encourage the Engilsh teacher sto l a ir e t a m g n i d a e r y r a t n e m e l p p u s e v it c e f f e e r o m e h t t u o d n if r o / d n a e t a e r
c s.
.
c Thebeneftisf ort heothe rEngilshl anguager esearchers o
s ti f e n e b e h
T ft hi sresearchfo rothe rEngilshl anguager esearcher sarea s :
s w o ll o f
.
1 Thi sresearch si hopefully ablet o encourageEngilsh l anguager esearcherst o n i d e t n e m e l p m i y l b i s s o p e r a h c i h w s l a ir e t a m y r a t n e m e l p p u s r e h t o e h t e r o l p x e
.s s a l c g n i d a e r e h t .
2 Thi sresearchi sexpectedt oencourageEngilshl anguager esearcherst odot he r
e h tr u
f researchont heuseo fauthenitcmateiral sa sasupplementarymateira l o
t o
n nlyf orr eadingbu talsot heothers kills.
.
F De ifniitono fTerms
if e d e b o t d e e n h c i h w s m r e t e m o s e r a e s e h
T n ed:
.
1 Mateirals
m u l u c ir r u c n e d d i h a e v a h s l a ir e t a m t a h t e u g r a ) 9 8 9 1 ( tt a e d n i W d n a n h o j e lt ti L
s e u l a v d n a , t n e d u t s d n a r e h c a e t e h t f o p i h s n o it a l e r d n a e l o r e h t d r a w o t s e d u ti tt a g n i y lr e d n u n a e v a h s l a ir e t a M . c t e , y t e i c o s , r e d n e g o t d e t a l e r s e d u ti tt a d n a c it s i u g n il h t o b g n i d u l c n i ,t n e t n o c d n a , d o h t e m , h c a o r p p a , y h p o s o li h p l a n o it c u rt s n i n o d e s a b e r a s k o o b t x e t g n it ir w n i e d a m s e c i o h c , s i t a h T . n o it a m r o f n i l a r u tl u c d n a h t t a h t s f e il e
b e researcher shave abou twha tlanguage i sand how i tshould be . t h g u a
t Ther esearcheri sgoing t o useacetrainapproach, f o rexample,t heaural -d n a , h c a o r p p a l a r
o choose ce train acitviite sand select t he ilnguisitc and cutlura l . d e d u l c n i e b o t n o it a m r o f n i .
2 Designo fMateirals
a s i n g i s e d , ) 8 : 7 7 9 1 ( p m e K o t g n i d r o c c
A planwhichi sapp iledi neveryleve l , g n i n r a e l e h t f o e v it c e j b o e r a y e h T . s t n e m e l e l a it n e s s e e e r h t s a h t i d n a n o it a c u d e f o I . n o it a u l a v e d n a , s e c r u o s e r d n a s e it i v it c a e h
t n t hi sresearch ,design i sa plan to i e r e h w s l a ir e t a m g n i d a e r h s il g n E c it n e h t u a f o t e s a e g n a r r
a tcan be used to
e h t e t a ti li c a
f seventh gradestudent so fSMP N1 Sedayu tol earnEngilsht hrough . e g a u g n a l l a e r .
3 Authen itcMate irals
, s t x e t e k il s l a ir e t a m e h t e r a s l a ir e t a m c it n e h t u
A photographs ,videos elecitons , l a c i g o g a d e p r o f d e r a p e r p y ll a i c e p s t o n e r e w t a h t s e c r u o s e r g n i h c a e t r e h t o d n a e d i v o r p y e h t d n a e g a u g n a l l a e r o t e r u s o p x e e d i v o r p s l a ir e t a m c it n e h t u A . s e s o p r u p d lr o w l a e r e h t n i s d e e n ’ s t n e d u t s d n a m o o r s s a l c e h t n e e w t e b k n il
a (Richards ,
s i h t n I . ) 1 0 0
2 research , authenitc mateiral s are mateiral s tha t used fo r . g n i h c a e t e g a u g n a l f o d a e t s n i n o it a c i n u m m o c d n a t n e m n i a tr e t n
s i h t n i d e s
u researchwli lbet akenf rommagazines ,newspapers ,and some of the i d i v o r p s e c r u o
s ngauthenitcmateiral .s .
4 Supplementarymateirals
r o s l a ir e t a m y r a t n e m e l p p u s e n if e d ) 0 4 3 : 7 7 9 1 ( d a o r e l c r a H d n a , s i w e L , n w o r B l a u d i v i d n i e t a d o m m o c c a o t d n a g n i n r a e l s s a l c h c ir n e o t d e s u s l a ir e t a m s a s k o o b p u s t a h t d i a s y e h t r e h tr u F . s t n e d u t s g n o m a s e c n e r e f fi
d plementary mateiral sare a m r o f o t r e t n e c a i d e m l o o h c s e h t m o r f s m o o r s s a l c o t t h g u o r b y lt n e u q e r f y b d e t n e m g u a s e m it e m o s e r a s n o it c e ll o c h c u S . n o it c e ll o c n a o l d e z il a rt n e c e d .s e m o h r i e h t m o r f g n ir b s t n e d u t s s k o o
b Meanwhlie , in thi s research , a y r a t n e m e l p p u
s mateira ltisefli sdescirbeda sanaddiitona lmateira lwhichi saimed f o t l u s e r r e tt e b e h t t e g o t r e d r o n i l a ir e t a m g n i n r a e l e l b a li a v a e h t g n it e l p m o c t a . g n i n r a e l .
5 Junio rHighSchoo lo rSMP r o f s d n a t s P M
S Sekolah Menengah Pertama and i s rtanslated a sEngilsh d e t a u d a r g y d a e rl a e v a h o h w s t n e d u t s e h t r o f l o o h c s e h t s i tI . l o o h c S h g i H r o i n u J 2 1 e g n a r f o e g a e h t t a s t n e d u t s r o f l o o h c s a s i tI . l o o h c s y r a t n e m e l e e h t m o r
f - .1 5
.
6 Reading
g n i d a e R . h s il g n E g n i n r a e l n i s ll i k s r u o f f o e n o s i g n i d a e
R i ssomething t ha t
l p o e
p e alway s doing every itme , fo r example we o tfen read newspapers , e , e n i z a g a
m -mali ,adveritsement ,o rtextbooks .According to Nuttal l(1996), the s a e d i l a rt n e
c behindr eadingarethei deao fmeaning;the rtansfe ro fmeaningf rom r e h t o n a o t d n i m e n
o , the rtansfe ro famessagef romr esearchert o r eader, howwe g n i d a e r y b g n i n a e m t e
s s e c o r p e h t o t e t u b ir t n o
c . Stli lNutta la sctied i n Simanjuntak (1988:14) ,deifne s f
o n o it a t e r p r e t n i l u f g n i n a e m e h t s a g n i d a e
r p irnted o rw irtten verba lsymbols .I t h c i h w , l o b m y s e h t n e e w t e b n o it c a r e t n i e h t f o t l u s e r a s i g n i d a e r t a h t s n a e m
0 1
I I R E T P A H C
E R U T A R E T I L F O W E I V E R
il e h t s t n e s e r p r e t p a h c s i h
T terature review o fthe research .Thisi nclude s o
w
t mainpatrs ,namelyt heoreitca ldesc irp itonandt heoreitcalf ramework.
.
A Theore itca lDescrip iton
e h t o t d e t a l e r s e ir o e h t e m o s s e s s u c s i d n o it c e s s i h
T research which are
ll e w s a , s l a n r u o j ,s k o o b e m o s n i d n u o
f a saritcle .sI tconsist soft hreemainpoints , )
2 ( , n g i s e D l a n o it c u rt s n I ) 1 ( y l e m a
n Task-Based Learning ,(3 )Reading ,and (4 ) .s
l a ir e t a M c it n e h t u A
.
1 Instrucitona lDesign , h c r a e s e r s i h t n
I the researcher employ sTaba’ sand Kemp’ sinsrtucitona l n
g i s e
d models. Ther esearche ruses thet woinsrtucitona ldesignmodel sinordert o n
i d e t n e s e r p s n o it s e u q e h t r e w s n
a thepreviou schapter .Themodel so fTaba’ sand s
a d e n i a l p x e e r a s n g i s e d s ’ p m e
K follows.
.
a Taba’ sInstrucitona lDesignModel :
2 6 9 1 ( a b a
T 12 )offer splanning i n which i ssutied t o view cur irculum as ; s e m o c t u o ’ s t n e d u t s e h t n o s i g n i n n a l p s i h t f o n r e c n o c n i a m e h T . t c u d o r p
, e r o f e r e h
t thestaitngo fobjecitve sbecomest hemainf ocu soft heplanning .There n
e v e s e r
)
1 Diagnosi so fNeeds
d e s u s i s d e e n f o s i s o n g a i
D toanalyzet heproblem ,st hecondiiton ,sandt he s
t n e d u t s e h t f o s e it l u c if fi
d . Fu trhermore, t he diagnosi so fneeds i sconducted by r
e h t e g o t g n ir e h t a
g the exisitng knowledge wtih the new informaiton to ge tthe w
e
n improvementf ort henewapproach.I nt hi sresearch,t hedataanalysisr esutl s e
r
a used t o design t he sutiable authenitc reading mateiral sfor t he seventh grade f
o s t n e d u t
s SMPN1 Sedayu. )
2 Formulaitono fObjecitves o n o it a l u m r o f e h
T fspeciifcobjecitves i sdetermined by t heresutl soft he s
d e e
n analysi ssincei twli lgiveclea rdrieciton t owhich aspectst oemphasizeand .l
o o h c s e h t f o s e v it c e j b o l a r e n e g e h t m o r f
)
3 Selecitono fContent
e h t y b d e c n e u lf n i s i t n e t n o c f o n o it c e l e s e h
T analysi so fneed sand the o t e c n a d i u g e d i v o r p s e g a t s h t o b t a h t n o s a e r e h t r o f s e v it c e j b o f o n o it a l u m r o f
e e r h t s e s s a p m o c n e e g a t s s i h T . n o s i s a h p m e t u p o t s t c e p s a h c i h w e n i m r e t e
d steps .
t c e l e s e h t s i p e t s d n o c e s e h T . s c i p o t f o n o it c e l e s e h t s i p e t s t s ri f e h
T ion ofbasic
.t n e t n o c c if i c e p s f o n o it c e l e s e h t s i p e t s t s a l e h T . s a e d i
)
4 Organizingo fContent
o t g n i d r o c c a t n e t n o c e h t e g n a r r a o t s i t n e t n o c e h t g n i z i n a g r o f o m i a e h T e h
t feasible learning sequence .The topics ,the basic ideas , and the speci ifc t
n e t n o
c ss houldbearrangedf romt heknownt ounknown,f romt heconcretet o the .t
)
5 Selecitono fLearningExpeirences
h c a e t a h t s i s e c n e ir e p x e g n i n r a e l e h t g n it c e l e s n i e l u r t n a tr o p m i e h T g n i n r a e
l expeirence should provide some deifntie funcitons . Therefore ,i t i s o
t t n a tr o p m
i visuailze wha tthe student sneed to do o rexpeirence in orde rto e
m o s e v e i h c
a behavioura lcompetencie sand what t heorde roft heseexpe irence s .
e b d l u o h
s Fu trhermore , the succes so f the student sachieving the objecitve e
h t n o s d n e p e
d learningexpeirence swhichareusedi nt heresearch. )
6 Organizingo fLearningExpeirences
e h T . s e c n e ir e p x e g n i n r a e l e h t e z i n a g r o o t s i t c u d n o c o t e g a t s t x e n e h T t s o
m impo tran tpoin tin organizing learning expeirence si stha ti tfollow sa e
c n e u q e
s to createconitnuou sand accumulaitvel earning .Thisl earning sequence d
l u o h
s include the generailzaiton and absrtaciton ,the developmen to fcenrta l ,s
a e d
i andt heapprop irates tepst oattainconcept sandatttiude .s )
7 Determinaiton o fW th Wa ay sto Evaluate and o fthe Way sand Mean so f DoingIt
o t s i d e t e l p m o c m a r g o r p e h t r e tf a n o it a u l a v e g n it c u d n o c f o e s o p r u p e h T k c e h
c the overal lconsistency among t he components .The evaluaiton among ti s r
o n i o d o t t n a tr o p m i s i s t n e n o p m o
c der t o correc tsomeerror swhich may occu.r e
r o t d e s u e b n a c t i , e r o m r e h tr u
F -examinet he t ota lplan t o see t hatt hereare no n o it a u l a v e e h t f o s tl u s e r e h T . s t n e n o p m o c e h t g n o m a s e i c n e t s i s n o c n i s u o ir e
s can
i s e d e h t n o t n e m e v o r p m i e k a m d n a e s i v e r o t d e s u e
b gned mateirals . By
e h t , n o it a u l a v e f o s n a e m e l b a ti u s e h t g n i h s il b a t s
e researcher ym a beablet odesign e
h
b a T f o s p e t s n e v e s e h
T a’ sdesignmode lareasf ollows.
Figure2.1 Taba’sI nstruc itona lDesignModel(Taba ,1962 :12)
.
b Kemp’sI nstrucitona lDesignModel ,
p m e K o t g n i d r o c c
A there areeigh tpatrsi n consrtucitng an i nsrtucitonal s
s e c o r p e l b i x e lf e r a s tr a p t h g i e e h T . n g i s e
d .The researche rcan star tfrom any s
tr a
p tha tare ready then move back o rfo trh to the othe rpatrs .Eventually , e
h t , r e v e w o
h researcher should do mos to fthe eigh tpatr sin the insrtucitona l .
n g i s e d
d e e N f o s i s o n g a i
D s
s e v it c e j b O f o n o it a l u m r o F
t n e t n o C f o n o it c e l e S
t n e t n o C f o n o it a z i n a g r O
t c e l e
S iono fLearningExpeirences
s e c n e ir e p x E g n i n r a e L f o n o it a z i n a g r O
d n a e t a u l a v e o t t a h w f o n o it a n i m r e t e D
k o o b s i h n
I Instrucitona lDesign (1977 )Kemp menitonst hatt hemateira l t n o it n e tt a y a p d l u o h s r e n g i s e
d o three quesiton swhich are considered a sthe : e r a s n o it s e u q e s o h T . n g i s e d l a n o it c u rt s n i g n it c u rt s n o c n i s t n e m e l e l a it n e s s e )
1 Wha tmus tbel earnt?( objecitve) )
2 Wha tprocedure sand resource swli lwork best t o reach t hedesried l earning ( ? s l e v e
l acitviite sandresources) )
3 Howwli lweknowwhent her equriedl earninghast akenplace?( evaluaiton) , n o it i d d a n
I Kemp deifnesfu trhert hat i nsrtucitona ldesign mode lconsist s s tr a p t h g i e f
o . Thosepatr saredescirbedasf ollow .s )
1 De ifningGoals ,Topics ,andGenera lPurpose s
s l a o g d a o r b e h t f o n o it i n g o c e r e h t h ti w s tr a t s g n i n n a l p n g i s e d l a n o it c u rt s n I , y t e i c o s m o r f d e v ir e d e b y a m s l a o g e h T . n o it u ti t s n i r o m e t s y s l o o h c s e h t f o e b o t s c i p o t r o j a m e h t t s il d l u o h s r e h c a e t e h t ,t a h t r e tf A . s a e r a t c e j b u s d n a s t n e d u t s i h ti w d e t a e
rt n the conten tarea .The teache rexpresse s expilcilty the general .s c i p o t n e s o h c e h t r o f s e s o p r u p )
2 Findingou tLearne rCharacteirsitcs
e h t m o h w r o f s r e n r a e l e h t f o s c it s ir e t c a r a h c t n a tr o p m i e h t g n it a r e m u n E s ir e t c a r a h c ’ s r e n r a e L . d e n g i s e d e b o t s i n o it c u rt s n
i itcs , needs , abiilite s and .s l a ir e t a m e h t g n it c u rt s n o c n i n o it a r e d i s n o c g i b e k a t ll i w s t s e r e t n i )
3 SpecfiyingLearningObjecitves
t s e b l li w t a h t s e it i v it c a f o s m r e t n i d e t a t s e b t s u m s e v it c e j b o g n i n r a e L g n i n r a e l t a h t s e t a t s ) 4 2 : 7 7 9 1 ( p m e K . g n i n r a e l e t o m o r
p objecitve s can be
e v it i n g o C . m a r g o r p l a n o it a c u d e n i d e s u y lt s o m s i n i a m o d e v it i n g o c , r e v e w o H , n o it a c il p p a , n o i s n e h e r p m o c , e g d e l w o n k g n i n r e c n o c s e v it c e j b o s e d u l c n i n i a m o d n
a alysis , synthesis , and evaluaiton . In planning process , the planne r should s e v 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 n i d e s u e b l li w t a h t b r e v n o it c a e h t r e d i s n o c .s e v it c e j b o f o l e v e l n i a tr e c o t s e t a l e r b r e v h c a e e s u a c e b )
4 OrganizingSubjec tContent e r a e r e h
T t ewo lementsi ncluded i n subjec tconten,t t here are“organizing d o o g a n i t n e t n o c e h t t u p o t s m i a t n e t n o c g n i z i n a g r O . ” s i s y l a n a k s a t d n a t n e t n o c o t d e t c u d n o c s i s i s y l a n a k s a T . s r e n r a e l e h t r o f e l b a n r a e l e b l li w t i t a h t o s r e d r o g n i h c a e t f o s e r u d e c o r p e h t e g a n a
m in a wel l sequenced orde r so tha t the . g n i n r a e l e h t tr o p p u s n a c s e r u d e c o r p )
5 DevelopingPre-Assessment
e r p , ) 0 5 : 7 7 9 1 ( p m e K o t g n i d r o c c
A -assessmen t wli l answe r these : s n o it s e u
q (1)i st hestuden tprepared t oresearch thet opico runti?And ( 2)i st he n
e d u t
s t competen t in some o f the stated objecitves? To answe r those t wo t s e t a , s n o it s e u
q i sneeded .There are t wo kind so ftests ,namely prerequistie . g n it s e t e r p d n a g n it s e
t Prerequistie tesitng aim sto gain informaiton whethe rthe e v a h s t n e d u t
s approp irate preparaiton fo rthe topic .The resutl so fprerequistie e h t t e l ll i w g n it s e
t teache rknow who are ready t o l earn t het opic ,who needst he n e v e r o l a i d e m e
r whoarenotr eadyye tands houlds tatrf romt hebeginnerl eve.l )
6 Planningt heTeaching/LearningAcitviite sandResources
o t a i d e m e h t t c e l e s o s l a d l u o h s r e n n a l p e h T . e v it c e j b o h c a e h ti w d e t a i c o s s a t r o p p u
s teaching-learningacitvtiy .According t o Kemp( 1977 :74 ,)t herearet hree l a u s i v o i d u a y n a m e r a e r e h t , t s ri F . d e t a c il p m o c s i a i d e m g n it c e l e s y h w s n o s a e r r o f s e n il e d i u g t u c r a e l c o n e r a e r e h t , d n o c e S . e s o o h c o t h c i h w m o r f s e c r u o s e r , d ri h T . n o it c e l e s a g n i k a
m feweducator shavehadbroadenoughexpeirence swtih m u i d e m e t a ir p o r p p a n a g n it c e l e s r o f s i s a b d n u o s a e v a h o t e l b a li a v a s e c r u o s e r e h t t n e d u t s g n i d i v o r p r o t n e t n o c g n it a c i n u m m o c r o f a i d e m f o n o it a n i b m o c r o c e h t n i h ti w e v it c e j b o n a f o s m r e t n i ,s e c n e ir e p x
e hosent eachingl/earningpattern. )
7 OrganizingSuppor tServices
” l e n n o s r e p d n a , t n e m p i u q e , s e it il i c a f , d n u f “ s a h c u s s e c i v r e s t r o p p u S t n e m e l e e n o f o e c n e s b a e h T . n a l p n g i s e d e h t o t h c u m e c n e u lf n i ) 4 8 : 1 7 9 1 , p m e K ( o f e r e h T . s t n e m e l e r e h t o e h t t c e f f a y ll a e r l li
w re ,a mateira lresearche rshould no t r e h c r a e s e r l a ir e t a m e h T . s l a ir e t a m g n i n g i s e d f o s s e c o r p e h t n i s r o t c a f e s e h t e r o n g i e h t f o g n i n g i s e d e h t p l e h o t y l e k il e r a h c i h w s e it il i c a f y n a e r a p e r p d l u o h s .s l a ir e t a m )
8 EvaluaitngStudents ’Achievement i p e t s t s a l e h
. 2 e r u g i
F 2 Kemp’sInstrucitona lModel( 1977 :7)
.
2 Authen itcMaterials
. s tr a p o w t o t n i d e d i v i d s i n o it c e s s i h t n i s l a ir e t a m c it n e h t u a f o y r o e h t e h T
f o s n o s a e r e h t s i d n o c e s e h t d n a s l a ir e t a m c it n e h t u a f o n o it i n if e d e h t s i t s ri f e h T
. s l a ir e t a m c it n e h t u a g n i s u
.
a TheNatureo fAuthen itcMaterials :
1 0 0 2 ( s d r a h c i
R 252 )deifne sauthenitcmateiral sa smateiralst ha tareused g n i h c a e t r e h t o d n a , s n o it c e l e s o e d i v , s h p a r g o t o h p , s t x e t f o m r o f e h t n i g n i h c a e t n i
n o i s i v e R
, l a o G
d n a , s c i p o t
l a r e n e g
s e s o p r u
p Learner c a r a h
C
-s ir e t
c it
g n i n r a e L
it c e j b
o
-s e v a
u l a v
E
-n o it
/ g n i h c a e T
g n i n r a e l
ti v it c a i es
e r P
-t n e m s s e s s a t
r o p p u S
e c i v r e s
t c e j b u S
r e h tr u F . s e s o p r u p l a c i g o g a d e p r o f d e r a p e r p y ll a i c e p s t o n e r e w t a h t s e c r u o s e
r ,
’ s r e n r a e l n o t c e f f e e v it i s o p a e v a h s l a ir e t a m c it n e h t u a t a h t s e t a r o b a l e o s l a s d r a h c i R e h T . s k o o b t x e t n a h t g n it a v it o m d n a g n it s e r e t n i e r o m e r a y e h t e s u a c e b n o it a v it o m , t a h t o t e u D . n o it a m r o f n i l a r u tl u c c it n e h t u a e d i v o r p y ll a u s u s l a ir e t a m c it n e h t u a s e d i s e
b learning abou tthe language ,the student s can also learn abou tthei r e r u s o p x e e d i v o r p s l a ir e t a m c it n e h t u a t a h t s e t a t s o s l a s d r a h c i R , n o it i d d a n I . e r u tl u c e d i v o r p e c n e h d n a s d e e n ’ s r e n r a e l o t y l e s o l c e r o m e t a l e r y e h t d n a e g a u g n a l l a e r o t e h t n e e w t e b k n il
a classroomands tudents ’needsi nt her ea lwo lrd . s l a ir e t a m c it n e h t u a f o s e l p m a x e e r o m s e v i g ) 6 9 9 1 ( d r a h b e
G tha tEFL /ESL
y a m h c i h w , s e l p m a x e s i h f o e m o S . d e s u e v a h s r e h c a e
t serveass ourcemateiralf o r w o l e b n w o h s e r a , g n i n n a l p n o s s e l . )
1 Authen itc Listenin /g Viewing Mateirals can be in the form of TV ,s l a i c r e m m o
c quizshows ,ca troons ,new scilps ,comedy shows ,movie ,s soap o i d u a y ll a n o i s s e f o r p , s a r e p
o -taped shor tsto ire sand novels ,radio ads ,songs , .s e h c ti p s e l a s d n a , s e ir a t n e m u c o d )
2 Authen itc Visua l Material s can be in the form of sildes , photographs , ,s g n it n i a
p ch lidren’ saronerk ,sitck-ifgure drawings ,wordless srtee tsigns , ,s t o l b k n i , s e n i z a g a m m o r f s e r u t c i p , s e tt e u o h li
s postcard pictures ,wordles s X d n a , s p m a t s ,s k o o b e r u t c i
p - ray .s
)
3 Authen itcP irnted Mateiral scan bei n t he f orm ofnewspape raritcles ,movie y r a u ti b o , s tr o p e r s tr o p s , s n m u l o c y g o l o rt s a , s t n e m e s it r e v d
a columns ,advice
t n a r u a t s e r , s g n o s o t s c ir y l ,s n m u l o
c menus ,srtee tsigns ,cerea lboxes ,candy t s ir u o t ,s r e p p a r
y r e c o r g , s d r a c g n it e e r g , s k o o b c i m o c , s e d i u g V T , s p a
m coupons ,pin swtih
.s e l u d e h c s s u b d n a , s e g a s s e m )
4 Reaila (“rea lwo lrd" objects )Used in EFL /ESL Classrooms can be in the f
o m r o
f coin sand currency ,folded paper ,wal lclocks ,phone ,s Halloween a
il a e R . w e f a e m a n o t ,s t e p p u p d n a , s ll o d , s k s a
m areo tfen used t o i llusrtate r
o f r o y ll a u s i v y r e v s t n i o
p er -ol plays tiuaitons.
.
b TheReason so fUsingAuthen itcMaterials o
t g n i d r o c c
A B irnton (1991) ,authen itcmateiral sand mediacan reinforce s
t n e d u t
s tothedriectr elaitonshipbetweent hel anguageclassroomandt heoutside a
s a s l a ir e t a m c it n e h t u a s e e s ) 6 9 9 1 ( d r a h b e G . d lr o
w way to “contextuailze” d
e r e t n e c e r a s n o s s e l n e h W . g n i n r a e l e g a u g n a
l oncomprehendingamenu o ra VT r
r e h t a e
w epo tr ,students tend t o focu smore on conten tand meaning rather t han e
g a u g n a l e h
t tisefl .Thi soffer sstudent sa valuable source of l anguage input ,so e
g a u g n a l e h t o t y l n o d e s o p x e g n i e b t o n e r a y e h t t a h
t presented byt het ex tandt he .r
e h c a e
t Meanwhlie ,Peacock (1997 )reveal sauthenitcmate iral sa smateirals t ha t e
h t n i e s o p r u p l a i c o s e m o s li fl u f o t d e c u d o r p n e e b e v a
h languagecommuntiy.
, n o it i d d a n
I Melvin and Stou t(1987 :51 )state t hat the use o fauthen itc o
n k d n a n o it a m r o f n i s r e n r a e l e v i g n a c s l a ir e t a
m wledgeaboutwha thappen sont he .
d lr o w e h t f o e d i s r e h t
o Howell( 1986 :40 )statest hatt heauthen itctiy oft het ext s r
o f s e d i v o r
p moitvated r eading,l eaving t hef oreignstudent swtihasenseo fp irde g
n i v a h t
a accompilshed a recognizablefeat i n t he challenging arena o fEngilsh -e
g a u g n a
e h t n o n o it a m r o f n
i cutlura land socia llfie o fforeign countires .In othe rwords , y
l n o t o n l li w s r e n r a e
l be able to learn the targe tlanguage ,bu talso the targe t s
a e r u tl u c s ti d n a y t e i c o
s w el.l
n a n s o r
B , Brown and Hood (1984) also state s tha t authenitc p irnted y
ti n u tr o p p o e h t h ti w s t n e d u t s e d i v o r p s l a ir e t a
m to make use o fnon-ilnguisitc ,s
e r u t c i p , t u o y a l( s e u l
c colors ,symbol ,st hephysica lsetitngi nwhich tioccurs)t o .
y li s a e e r o m g n i n a e m e h t r e v o c s i d m e h t p l e
h Brosnan ,Brown and Hood a lso f
o e s u e h t f o e c n a tr o p m i e h t y fi t s u
j authenitc language in the classroom in thi s :
y a w
)
1 Language i snatural .By simplfiying language o ratleirng ti fo rteaching il
( s e s o p r u
p miitng srtuctures ,conrtolilng vocabulary, etc). ,we irsk making e
W . tl u c if fi d e r o m k s a t e h
t may,i nf act ,ber emovingcluest omeaning. )
2 Authen itcl anguageoffer sstudentst hechancet odea lwtihasmal lamoun to f s
n i a t n o c , e m it e m a s e h t t a , h c i h w l a ir e t a
m complete and meaningfu l .s
e g a s s e m )
3 Authen itcp irntedmateiral sprovides tudent swtiht heoppo truntiytomakeuse n
o n f
o -ilnguisitcclue s l(ayout ,picture ,s colors ,symbol ,s t hephysica lsetitng ti
h c i h w n
i occurs)t ohelpt hemdiscovert hemeaningmoreeasli y. )
4 Adutl sneed t o beablet oseet hei mmediater elevanceofwhatt heydo i nt he o
d o t d e e n y e h t t a h w o t m o o r s s a l
c outside ti ,and real-lfie mateira l rteated s
e k a m y ll a c it s il a e
r theconnecitonobviou .s t a h t s e t a t s ) 6 4 1 : 3 8 9 1 ( r e m r a
s e o d t i d n a g n i h c a e t f o e s o p r u p e h t r o f d e t s u j d a n e e b e v a h s e r u t c u rt s d n a e g a u g n a l h t ,s l a ir e t a m c it n e h t u a g n i s u y B . s t n e d u t s e h t o t e g n e ll a h c l a e r a e v i g t o
n es tudent s
t n e r e f fi d e h t n i d n a n o it a u ti s l a e r e h t n i d e s u s i e g a u g n a l e h t w o h n r a e l n a c n a s t n e d u t s e h t s e v i g o s l a g n i d a e r g n i h c a e t n i s l a ir e t a m c it n e h t u a g n i s U . s t x e t n o c . y lt n e c e r d lr o w e h t n i s n e p p a h t a h w t u o b a n o it a m r o f n i l a e r n i a g o t y ti n u tr o p p o .
3 Task-BasedLearning
e h t s a y r o e h t e t a ir p o r p p a n a t u o d n if o t r e h c r a e s e r e h t r o f y r a s s e c e n s i tI s i h t n I . n g i s e d l a ir e t a m e l b a c il p p a d n a d o o g a e c u d o r p o t n o it a d n u o
f research,t he
k s a t s e s u r e h c r a e s e
r -based learning theory a sthe base to design the planned h
t u
a enitc reading mateirals .There are two points explained in thi stheory .The k s a t f o e r u t a n e h t s i tr a p t s ri
f -basedl earning .Meanwhlie ,thesecondpa tri sseven k s a t f o s e l p i c n ir
p -basedl earning.
.
a TheNatureo fTask-BasedLearning s e t a t s ) 9 8 9 1 ( n a n u N d i v a
D in hi s book Designing Task s fo r Communica itve Clas sR moo , t ka -s based teaching and learning i steaching and
s u y b e g a u g n a l a g n i n r a e
l ing l anguaget o accompilsh open-ended t asks .Learner s e m o s h ti w t f e l e r a t u b h s il p m o c c a o t e v it c e j b o r o m e l b o r p a n e v i g e r
a freedomi n
. e v it c e j b o r o m e l b o r p s i h t g n i h c a o r p p
a In addiiton ,a task i sdeifned by David h s il p m o c c a o t d e g r u e r a s t n e d u t s e r e h w ) e u q i n h c e t r o ( y ti v it c a n a s a n a n u N , y l b a r e f e r P . e g a u g n a l ri e h t g n i s u m e l b o r p e m o s e v l o s r o g n i h t e m o
s a she fu trhe r
, s e t a t
t a h t s l a e v e r e h , n o it i d d a n
I apedagogicalt aski sapieceo fclassroomwork n i g n it c a r e t n i r o g n i c u d o r p , g n it a l u p i n a m , g n i d n e h e r p m o c n i s r e n r a e l s e v l o v n i t a h t
i h w e g a u g n a l t e g r a t e h
t le thei r atteniton i s focused on mobiilzing thei r s i n o it 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 n i e g d e l w o n k l a c it a m m a r g
a e v a h o s l a d l u o h s k s a t e h T . 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 g n i n a e m y e v n o c o t
n o l a d n a t s o t e l b a g n i e b , s s e n e t e l p m o c f o e s n e
s e a sa communicaitve ac tin ti s y r a v s n o it i n if e d e s e h t e li h W . d n e n a d n a e l d d i m a , g n i n n
