i
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL IN A SELF DEVELOPMENT
ACTIVITY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Brigitta Gun Rinanti
Student Number: 021214067
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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I dedicate this thesis to:
Bapak, Ibu, Eyang Uti, Bagas, and Satya
All of my families and friends IT’S A LONG ROAD TO FREEDOM
It’s a long road to freedom, a winding steep and high But when you walk in love with the wind on your wing And cover the earth with the songs you sing, the miles fly by
I walked one morning by the sea, And all the waves reached out to me.
I took their tears, then let them be. I walked one morning at the dawn, When bits of night still lingered on.
I sought my star, but it was gone. I walked one morning with a friend, And prayed the day would never end.
The years have fown so why pretend. I walked one morning with my King, And all my winters turned to spring.
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 5 May2009 The Writer,
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ACKNOWLEDGEMENTS
First of all, I would like to give my praise and greatest gratitude to Jesus Christ, whose amazing grace and love have always led me in every step that I have taken.Without His guidance, it is impossible for me to finish this thesis.
I would like to express my greatest gratitude to Yohana Veniranda, S.Pd., M.Hum., my sponsor, for her attention, patience, guidance, criticism,
careful reading, and encouragement. I really thank her for the time she gave to help me during the finishing process of my thesis.
My appreciation goes to Drs. Mas’udi Asy, the headmaster of SMP Negeri 1 Yogyakarta, who gave me permission to conduct my research. My
sincere gratitude is addressed to Wiyati, S.Pd. and Sujadi, BA for their open hands during my study there and who gave me valuable guidance, evaluation, and suggestion to my design. My sincere gratitude is also addressed to the English Speaking Club students of SMP Negeri 1 Yogyakarta.
I am deeply indebted to all my respondents: Drs. J.B. Gunawan, M.A. and all the English teachers of SMP Negeri 1 Yogyakarta. I really appreciate their cooperation and sincerity. I thank mbak Dani, mbak Tari, and all librarians for their unlimited time and help.
vii
Sebastian Gun Bagaskara and Ignatius Gun Satya Atmaja, for their special
ways of showing their care and support.
My sweet thank is directed to Khristiawan Nurcahyo and family for their great love, support, help, shoulders to cry on, and for being good listeners as well as for having constantly reminded me to finish my thesis.
My deepest thank goes to my best friends, Adesti Komalasari, Linda Setyaningrum, and E. Tri Astutiningtyas, for the times they have been there for me, for the wonderful friendship, sharing and times we have had together. I thank all PBI 2002 students and my KKN friends for the wonderful friendship. I also give my special thank to Dameria Magdalena S. and Niken Wijayani for accompanying and helping me in finishing my thesis.
Finally I thank those, whose names I cannot mention one by one, who helped me and contributed a lot to my thesis in many different ways.
May God bless them all.
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TABLE OF CONTENTS
PAGE TITLE PAGE ...
APPROVAL PAGES ... DEDICATION PAGE ... STATEMENT OF WORK’S ORIGINALITY ... ACKNOWLEDGEMENTS ... TABLE OF CONTENTS ... LIST OF FIGURES ... LIST OF TABLES ... ABSTRACT ... ABSTRAK ...
CHAPTER I. INTRODUCTION
A. Background ... B. Problem Identification ... C. Problem Limitation ... D. Problem Formulation ... E. Research Objectives ... F. Research Benefits ... G. Definitions of Terms ...
CHAPTER II. LITERATURE REVIEW
A. Theoretical Description ... 1. Speaking Skill ………... 2. Writing Skill ………... 3. Task-Based Learning ………..
4. Syllabus ………..
5. The Curriculum for Junior High School ……….
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6. Instructional Design Models ... a. Kemp’s Model ... b. Yalden’s Model ... c. Comparison between Kemp’s and Yalden’s Model ... B. Theoretical Framework ...
CHAPTER III. METHODOLOGY
A. Method ... B. Research Respondents ... C. Setting ... D. Data Gathering Instruments ... E. Data Analysis Techniques ... F. Research Procedures ...
CHAPTER IV. ANALYSIS RESULTS
A. The Elaboration of Steps in Designing a set of English Instructional Materials Using Task-Based Learning for the Eighth Grade of Junior High School Students ... B. The Finding of the Evaluation on the Designed Materials ... C. Discussion on the Results of the Survey... D. The Presentation of the Designed Materials...
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……... B. Suggestions …...
REFERENCES …..………..
APPENDICES
Appendix 1. Permission Letters ………. Appendix 2. Instruments of Needs Survey ……….
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Appendix 3. Questionnaire of Evaluation ………... Appendix 4. Syllabus ……….. Appendix 5. Lesson Plan ……… Appendix 6. Presentation of Instructional Material Design ………
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LIST OF FIGURES
PAGE Figure 2.1. Kemp’s Model ...
Figure 2.2. Yalden’s Language Program Development ... Figure 2.3. The Combined Plan Used to Design the Instructional
Materials ………... Figure 3.1. Relationship between the Writer’s Design Model and R & D
Cycle ……….
31 32
37
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LIST OF TABLES
PAGE Table 2.1 Yalden’s Stages in Language Program Development...
Table 4.1 List of the Topics ………... Table 4.2 List of the General Purposes ………... Table 4.3 List of the Indicators ……….. Table 4.4 Description of the Participants ………... Table 4.5 Description of the Data ………..
xiii ABSTRACT
Rinanti, Brigitta Gun. (2009). Designing a Set of English Instructional Materials Using Task-Based Learning for the Eighth Grade Students of Junior High School in a Self Development Activity. Yogyakarta: Sanata Dharma University.
In the recent years, our government has been trying to develop better curricula to improve the quality of education. One of the changes is creating a new program named a self development activity which is aimed to help the students get more opportunities to express themselves based on their needs, talent, and interest according to the school condition. Teachers should be able to create enjoyable activities to encourage students to speak in English. However, teachers sometimes do not have enough materials to conduct the activity. Thus, a set of instructional materials is needed to help teachers carry out the teaching learning process.
There were two problems formulated in this study. The first was about how a set of English instructional materials using task-based learning for the eighth grade of junior high school students in a self development activity was designed. The second was about what the designed materials looked like.
To answer the first question, the writer modified two instructional design models from Kemp and Yalden. The new steps would be (1) Conducting Needs Survey, (2) Determining Goals, Listing Topics, and Stating General Purposes for Each Topic, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching-Learning Activities, (6) Preparing the Lesson Plans, (7) Designing the Materials, (8) Evaluating the Materials, and (9) Revising the Materials.
In order to obtain the data of the students’ needs, the writer conducted informal interviews. The first interview was conducted with some English teachers to get the principle of a self development activity and what the students should master. The second interview was conducted with some students to find out their needs and the activities they liked to do.
To answer the second question, the writer revised and improved the materials based on participants’ criticisms and suggestions. The evaluation was conducted by distributing questionnaires to two English teachers of SMP Negeri 1 Yogyakarta and an English lecturer of Sanata Dharma University. The suggestions and feedback were used to improve the materials.
xiv
ABSTRAK
Rinanti, Brigitta Gun. (2009). Designing a Set of English Instructional Materials Using Task-Based Learning for the Eighth Grade Students of Junior High School in a Self Development Activity. Yogyakarta: Sanata Dharma University.
Beberapa tahun terakhir ini pemerintah Indonesia telah mencoba mengembangkan dan meningkatkan kualitas pendidikan kita. Salah satu perubahan yang ada adalah dibuatnya kegiatan baru yang bernama Pengembangan Diri yang bertujuan untuk membantu siswa mendapat lebih banyak kesempatan untuk mengembangkan dan mengekspresikan diri sesuai dengan kebutuhan, bakat, dan minat setiap siswa sesuai dengan kondisi sekolah. Guru dituntut untuk mampu menciptakan aktivitas belajar yang menyenangkan agar dapat memacu siswa berbicara dalam bahasa Inggris. Namun, terkadang guru tidak memiliki panduan materi selama proses belajar mengajar berlangsung. Maka seperangkat materi pengajaran diperlukan untuk membantu para guru dalam proses belajar mengajar.
Ada dua permasalahan yang dibahas dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat materi pengajaran yang menggunakan teori task-based learning bagi siswa kelas 8 SMP dalam kegiatan Pengembangan Diri. Permasalahan kedua adalah seperti apa bentuk akhir dari seperangkat materi pengajaran tersebut.
Untuk menjawab permasalahan pertama, penulis memodifikasi dua model dari Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan penelitian akan kebutuhan berbahasa siswa, (2) menentukan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar dan mengajar, (6) mempersiapkan rencana pengajaran, (7) membuat materi, (8) mengevaluasi materi, dan (9) merevisi materi.
Untuk mendapatkan data tentang kebutuhan siswa, penulis melakukan wawancara informal. Wawancara pertama dilakukan dengan beberapa guru bahasa Inggris untuk mengetahui prinsip kegiatan Pengembangan Diri dan mengetahui kebutuhan siswa. Wawancara kedua dilakukan dengan beberapa siswa kelas 8 SMP untuk mengetahui kebutuhan dan kegiatan yang disukai dalam belajar bahasa Inggris.
Untuk menjawab permasalahan kedua, penulis memperbaiki materi berdasarkan evalusi dan saran yang diberikan. Evaluasi ini dilakukan dengan membagikan kuisioner kepada dua orang guru bahasa Inggris SMP Negeri 1 Yogyakarta dan seorang dosen Universitas Sanata Dharma. Semua saran dan pendapat dari para evaluator digunakan untuk memperbaiki materi pengajaran.
xv
1 CHAPTER I INTRODUCTION
This chapter is aimed to give explanation on the problems in this study. It consists of the background, problem identification, problem limitation, problems formulation, research objectives, research benefits, and definition of terms.
A. Background
In the recent years, our government has been trying to develop better curricula to improve quality of education, for students and teachers. The government tried to design Competence Based Curriculum (CBC) which was firstly implemented in 2004. In 2006, the government tried to perfect the CBC by making some changes, reducing some aspects, as well as making some addition. In the revised CBC, there is an addition in the curriculum content. The curriculum contains regular subjects, a local subject, and a self-development activity (Body of Education National Standard, 2006, p.8).
curriculum structure in the level of elementary and high education. This activity is equivalent to two-hour learning per week.
Many students have understood the importance and benefits of mastering English for their lives. More students are now interested in learning English. Many schools that are able to see the situation then offer English learning as one of the self-development activities. This activity can also help students to support the achievement of their regular subjects since English is included in the regular subjects. Therefore, English teachers should be able to design an activity that can increase students’ interest in learning English. Even though students choose English as their self-development activity, which means that students are already interested in English, it is better for teachers to provide interesting topics so that the students are more enthusiastic in expressing themselves. By this, teachers can accomplish the aim of the activity.
teachers can put some important skills, such as speaking, which they usually diminish from the common subject activity.
Designing teaching-learning materials means that teachers create not only the materials for the learning activity, but also a syllabus and lesson plans they will use in their teaching activity. In designing good learning materials, teachers should understand some important aspects. Teachers should understand theories, principles, and appropriate approaches of teaching-learning activities in their classes. For instance, teachers may consider a learning theory given by Wallace, Engel, and Mooney (1997). They provided four postulates of learning theory. They are (1) learning is tightened by daily experiences, (2) problem solving is better than memorizing, (3) ‘transfer’ will happen if the learning goes on the context that is similar to the application area, and (4) learning should involve group discussion to develop students’ critical thinking. By knowing the theory, teachers will understand that daily experiences are important in students’ learning process. This is one example that teachers can use students’ experiences to create interesting topics.
Based on the previous illustrations, it is necessary for the writer to conduct a research in this topic and to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. By conducting this research and producing the designed materials, the writer wants to raise the students’ interests in learning English especially for students of self-development activity and help them to improve their quality of English. The design will also help English teachers to conduct this new activity.
B. Problem Identification
Many curriculum changes made by the government have confused many teachers in conducting teaching activities. Many teachers consider that the new activity, which is self-development activity, does not have a big difference to an extracurricular activity. They are also doubtful in the implementation of the new activity. As a result, many schools have not implemented the activity yet, whereas the activity is important to provide students an opportunity to develop themselves. Some schools that have implemented the activity still face a problem. Some teachers are still confused about the appropriate materials since there is an overlapping activity between the regular subject and the self-development activity, and between the self-development activity and extracurricular activity.
One of the aims of the English subject in the junior high school is to develop students’ communicative competence, both oral and written competence. The competence is spelled out into receptive skills, which are listening and reading, and productive skills, which are speaking and writing. However, teachers tend to have less attention to the productive skills especially the speaking skill since they teach grammar and reading comprehension more than the other skills. Therefore, the writer offers mostly speaking activities and some writing activities that help teachers in conducting the self-development activity.
C. Problem Limitation
The research is limited on the discussion of designing a set of English instructional materials for the eighth grade students of Junior High School since they already have enough experience in learning English. They also have been close to their friends so that they are more confident to express themselves and they do not feel embarrassed in making mistakes. The design mostly deals with speaking activities and some writing activities since the aim of the self-development activity is to help students develop and express themselves.
The writer limits the materials for the eighth grade students of SMP Negeri 1 Yogyakarta. This study also focuses on how to design an instructional material
using task-based learning.
D. Problem Formulation
1. How is a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity designed?
2. What does the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity look like?
E. Research Objectives
Based on the problems formulation, this study has two objectives. This study is conducted to:
1. Find out how a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity is designed. 2. Present the designed set of English instructional materials for the eighth grade
students of Junior High School in a self-development activity.
F. Research Benefits
This study is expected to give valuable contributions to English language teaching in Indonesia. The study benefits are:
1. for English teachers in a self-development activity
This study is hopefully able to give contribution for the teachers on the materials of a self-development activity.
2. for the eighth grade students of Junior High School
3. for other researchers
This study is hopefully able to encourage and motivate other researchers to conduct further research on this topic.
G. Definitions of Terms
To give more understanding to the readers about this study, the writer provides definitions of some terms.
1. Designing
Designing is the same as creating a new set of materials that fit the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994, p.106). By designing a set of materials, teachers will have a guideline in conducting a teaching-learning activity. In this study, the writer defines designing as making a set of materials based on the students’ needs to obtain the objectives.
2. Instructional Material
3. Task-Based Learning
Willis (1996) stated that “In task based learning, communication tasks involve learners in an entirely different mental process as they compose what they want to say, expressing what they think or feel” (p.18). Skehan (1998) as cited by Brown (2001: p. 50) defined a task as an activity in which there is some sort of relationship to comparable real-world activity.
Using the previous principles, the writer wants to clarify task-based learning in this study as a learning activity that uses tasks which are close to real-life situation to help students compose what they want to say and express their thought, feeling, and ideas.
4. Junior High School
Junior high school is a level that students have to go through after they pass their elementary school. It is compulsory for Indonesian students to go through elementary and junior high school. The junior high school takes three years of study. The students start the junior high school in grade seven.
5. Self-development Activity
1 CHAPTER I INTRODUCTION
This chapter is aimed to give explanation on the problems in this study. It consists of the background, problem identification, problem limitation, problems formulation, research objectives, research benefits, and definition of terms.
A. Background
In the recent years, our government has been trying to develop better curricula to improve quality of education, for students and teachers. The government tried to design Competence Based Curriculum (CBC) which was firstly implemented in 2004. In 2006, the government tried to perfect the CBC by making some changes, reducing some aspects, as well as making some addition. In the revised CBC, there is an addition in the curriculum content. The curriculum contains regular subjects, a local subject, and a self-development activity (Body of Education National Standard, 2006, p.8).
curriculum structure in the level of elementary and high education. This activity is equivalent to two-hour learning per week.
Many students have understood the importance and benefits of mastering English for their lives. More students are now interested in learning English. Many schools that are able to see the situation then offer English learning as one of the self-development activities. This activity can also help students to support the achievement of their regular subjects since English is included in the regular subjects. Therefore, English teachers should be able to design an activity that can increase students’ interest in learning English. Even though students choose English as their self-development activity, which means that students are already interested in English, it is better for teachers to provide interesting topics so that the students are more enthusiastic in expressing themselves. By this, teachers can accomplish the aim of the activity.
teachers can put some important skills, such as speaking, which they usually diminish from the common subject activity.
Designing teaching-learning materials means that teachers create not only the materials for the learning activity, but also a syllabus and lesson plans they will use in their teaching activity. In designing good learning materials, teachers should understand some important aspects. Teachers should understand theories, principles, and appropriate approaches of teaching-learning activities in their classes. For instance, teachers may consider a learning theory given by Wallace, Engel, and Mooney (1997). They provided four postulates of learning theory. They are (1) learning is tightened by daily experiences, (2) problem solving is better than memorizing, (3) ‘transfer’ will happen if the learning goes on the context that is similar to the application area, and (4) learning should involve group discussion to develop students’ critical thinking. By knowing the theory, teachers will understand that daily experiences are important in students’ learning process. This is one example that teachers can use students’ experiences to create interesting topics.
Based on the previous illustrations, it is necessary for the writer to conduct a research in this topic and to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. By conducting this research and producing the designed materials, the writer wants to raise the students’ interests in learning English especially for students of self-development activity and help them to improve their quality of English. The design will also help English teachers to conduct this new activity.
B. Problem Identification
Many curriculum changes made by the government have confused many teachers in conducting teaching activities. Many teachers consider that the new activity, which is self-development activity, does not have a big difference to an extracurricular activity. They are also doubtful in the implementation of the new activity. As a result, many schools have not implemented the activity yet, whereas the activity is important to provide students an opportunity to develop themselves. Some schools that have implemented the activity still face a problem. Some teachers are still confused about the appropriate materials since there is an overlapping activity between the regular subject and the self-development activity, and between the self-development activity and extracurricular activity.
One of the aims of the English subject in the junior high school is to develop students’ communicative competence, both oral and written competence. The competence is spelled out into receptive skills, which are listening and reading, and productive skills, which are speaking and writing. However, teachers tend to have less attention to the productive skills especially the speaking skill since they teach grammar and reading comprehension more than the other skills. Therefore, the writer offers mostly speaking activities and some writing activities that help teachers in conducting the self-development activity.
C. Problem Limitation
The research is limited on the discussion of designing a set of English instructional materials for the eighth grade students of Junior High School since they already have enough experience in learning English. They also have been close to their friends so that they are more confident to express themselves and they do not feel embarrassed in making mistakes. The design mostly deals with speaking activities and some writing activities since the aim of the self-development activity is to help students develop and express themselves.
The writer limits the materials for the eighth grade students of SMP Negeri 1 Yogyakarta. This study also focuses on how to design an instructional material
using task-based learning.
D. Problem Formulation
1. How is a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity designed?
2. What does the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity look like?
E. Research Objectives
Based on the problems formulation, this study has two objectives. This study is conducted to:
1. Find out how a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity is designed. 2. Present the designed set of English instructional materials for the eighth grade
students of Junior High School in a self-development activity.
F. Research Benefits
This study is expected to give valuable contributions to English language teaching in Indonesia. The study benefits are:
1. for English teachers in a self-development activity
This study is hopefully able to give contribution for the teachers on the materials of a self-development activity.
2. for the eighth grade students of Junior High School
3. for other researchers
This study is hopefully able to encourage and motivate other researchers to conduct further research on this topic.
G. Definitions of Terms
To give more understanding to the readers about this study, the writer provides definitions of some terms.
1. Designing
Designing is the same as creating a new set of materials that fit the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994, p.106). By designing a set of materials, teachers will have a guideline in conducting a teaching-learning activity. In this study, the writer defines designing as making a set of materials based on the students’ needs to obtain the objectives.
2. Instructional Material
3. Task-Based Learning
Willis (1996) stated that “In task based learning, communication tasks involve learners in an entirely different mental process as they compose what they want to say, expressing what they think or feel” (p.18). Skehan (1998) as cited by Brown (2001: p. 50) defined a task as an activity in which there is some sort of relationship to comparable real-world activity.
Using the previous principles, the writer wants to clarify task-based learning in this study as a learning activity that uses tasks which are close to real-life situation to help students compose what they want to say and express their thought, feeling, and ideas.
4. Junior High School
Junior high school is a level that students have to go through after they pass their elementary school. It is compulsory for Indonesian students to go through elementary and junior high school. The junior high school takes three years of study. The students start the junior high school in grade seven.
5. Self-development Activity
9 CHAPTER II
LITERATURE REVIEW
This chapter is divided into two parts, namely theoretical description and theoretical framework. In the theoretical description, the writer elaborates theories of speaking and writing skills, theory of task-based learning, information of curriculum used in Junior High School, including the self-development activity, and instructional design models. In the theoretical framework, the writer explains what design model that is used to design the instructional materials.
A. Theoretical Description
There are two problems in this study that have been formulated in chapter one. The theoretical description helps the writer to answer the first problem, how to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. The following theories provide important information and principles used in designing the materials. The theories are description of speaking and writing skills, task-based learning, syllabus theory, curriculum used in Junior High School, self-development activity, and instructional design models.
1. Speaking Skill
a. The Nature of Speaking
Speaking seems come naturally to human. It will be true if they speak in their mother tongue. Speaking is not as simple as it seems, moreover for people who are learning foreign language. Speaking can be difficult for many reasons. People do not feel confident to speak as they apply this skill orally. They are required to transfer and convey their message directly without having much time to construct the utterances carefully. Davies (2002) stated the following:
In conversation, the commonest kind of speaking, we have to do many things all together: understand what the other person is saying, say what we want to when we get the chance to speak, be prepared for unexpected changes of topic, and think of something to say when there is a long pause (p. 82).
The processes increase the difficulty in speaking. Therefore, in teaching this skill, teachers need to plan properly and have clear aims.
b. The Principles of Teaching Speaking
Speaking ability should partly be the natural result of using English as the main means of communication in the classroom (Davies, 2002: 82). Nevertheless, if teachers speak in English all the time, students might find difficulties in understanding whole utterances. Teachers may simplify their utterances to help students understand the utterances. When teaching speaking, teachers cannot easily get students to express themselves in English. Therefore, teachers should understand basic principles for teaching this skill.
(1) Be aware of the differences between second language and foreign language learning context.
People learn speaking in two broad contexts: foreign language and second language situations. A foreign language (FL) context is one where the target language is not the language of communication in the society, such as learning English in Japan. A second language (SL) context is one where the target language is the language of communication in the society, such as English in Singapore.
Indonesia only uses Bahasa Indonesia as the language of communication in the society. Therefore, Indonesian students learn speaking in English in the foreign language context. Learning speaking in this context is very challenging since the students have few opportunities to use English outside the classroom. (2) Give students practice with both fluency and accuracy.
According to Riddell (2003: 118), fluency is the ability to talk fairly, freely, without too much stopping or hesitating. It also requires that listeners understand what is being said, so there must be intelligibility and meaning. While in accuracy, the emphasis is on ‘correct English’ – the right grammar, the right vocabulary, etc.
(3) Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.
In many situations, teachers tend to talk a lot to give lectures or explain about the learning materials. However, in teaching speaking, teachers should be aware of their talk so that students can have enough time to practice speaking. Teachers can use pair work or group work to encourage the students to speak and the teachers can increase the amount of time used by the students in speaking. (4) Plan speaking tasks that involve negotiating for meaning.
In communicating, students do an interaction which involves trying to understand and make yourself understood. This process is called negotiating for meaning. Teachers can plan a task which involves process of asking for clarification, repetition, or explanation. By doing the process during a conversation, learners will be able to convey meaning and get the meaning of others’ utterances.
(5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking.
c. Types of Speaking Activities Using Task-Based Learning
In order to encourage students to speak, teachers need to design interesting and enjoyable activities. Many linguists have provided activities that can be conducted in speaking class. Some of them are information gap, role-plays and simulations, discussion, and problem solving. The writer will explain each activity according to some linguists’ theories.
(1)Information Gap
Information gap is a useful activity in which one person has information that the other lack (Nunan, 2003: 54). Students have to use the target language to share information they have to others who lack of the information.
(2)Role-Plays and Simulations
There are two kinds of role-play and simulation: scripted and unscripted role-play and simulation. The effective way to encourage students to speak is by providing the unscripted role-play or simulation. The students will only get the description of situation without any model script. The students will be then encouraged to speak and improvise the situation.
(3)Discussion
(4)Problem Solving
Teachers can describe a problem to the students, or give them a written description and situation. The teachers then get the students, in groups, to decide what the best course of action is (Davies, 2000: 86).
2. Writing Skill
There will be three aspects discussed in this part. They are the nature of writing, the principles of teaching writing, and types of writing activities using task-based learning.
a. The Nature of Writing
b. The Principles of Teaching Writing
Writing skill is not easy to achieve. This skill can only be achieved by doing much practice. However, being able to write well has far-reaching real world as well as academic applications. Ellis and Reed (2003) stated that a classroom could be the place to learn and practice writing skill that students need not only in their school years, but also there after (p. 1). Therefore, teachers are required to understand principles for teaching this skill in order to be able to teach the students well.
Sokolik as cited by Nunan (2003, p. 92-95) provided four principles for teaching writing. The principles are:
(1)Understand your students’ reasons for writing
The greatest dissatisfaction with writing instruction comes when the teacher’s goals do not match the student’s goals. It is important to understand the goals and to convey goals to students in ways that make sense to them.
(2)Provide many opportunities for students to write
Since writing is in part of a physical activity, it is like other physical activities – it requires practice, and lots of it. When teachers plan practice writing as a regular activity, the students will be accustomed to and become more comfortable with this activity. It is better for teachers to provide different types of writing to be practiced by the students.
Feedback should not involve “correcting” students’ writing. In order to promote independent writers, teachers can provide summary comments that instruct students to look for problems and correct them on their own.
(4)Clarify for yourself, and for your students, how their writing will be evaluated Students often feel that the evaluation of their writing is completely subjective. One way to combat that feeling is to first develop a statement about what is valued in students writing. Teachers can then develop a rubric, a kind of scoring grid that elaborates elements of writing that are to be evaluated. The rubric should outline the weight of grammar and mechanics in relationship to content and ideas, as well as other features of writing that is important.
c. Types of Writing Activities
(1)Parallel compositions
With the whole class, teachers can discuss a topic, such as animals’ characteristics, and habits to elicit sentences in the Simple Present. After creating and showing some sentences, the teachers may ask students to use the sentences as patterns, and get students to work in pairs and write a parallel composition about some other animals.
(2)Parallel letters
Get the learners to read a letter, consisting mostly of personal information, from someone looking for a pen pal. Then tell them to write a reply with their own personal information, following the format of the original letter. Another letter could ask for information about things to see and do in their city, or for information about a specific hotel, etc.
(3)Picture compositions
Get the learners to tell a simple story illustrated by a sequence of pictures. Ask volunteers to repeat the whole story from memory. Then get the students to write the story in pairs or groups.
3. Task-Based Learning
to interact naturally, to interrupt and challenge, to ask people to do things and to check that they have been done” (Willis, 1996, p.18). By using task-based learning, teachers play the role as facilitator and give students enough opportunities to use language. Teachers give topics to the students about their real life. The students then have to accomplish tasks that are close to the real world. The real-life tasks increase students’ fluency and natural ability in expressing themselves. In order to apply task-based learning appropriately, teachers should know components of the Task-Based Learning framework, types of tasks and activities that can be used in class.
a. Components of the Task-Based Learning Framework
There are three phases of task-based learning proposed by Willis (1996) (1)Pre-task
Introduction to topic and task
a) The teachers introduces and defines the topic, uses activities to help students recall/learn useful words and phrases, ensures students understand task instructions, and may play a recording of others doing the same or a similar task
b) The students note down useful words and phrases from the pre-task activities and/or the recording, and may spend a few minutes preparing for the task individually
a) Students do the task in pairs or small groups. The students have a chance to use language they already have to express themselves and say whatever they want to say.
b) Teacher monitors from a distance or by walking around. The teacher may help students to formulate what they want to say, but may not intervene to correct errors of form.
Planning
a) Students prepare to report to the whole class (orally or writing) how they did the task, what they decided or discovered.
b) Teacher helps students to polish and correct their language by giving advice on the language or asking them to use dictionaries.
Report
a) Some groups present their reports to the class, or exchange written reports, and compare results.
b) Teacher chairs, rephrases or gives comment on the content of their reports, but gives no overt correction.
(3)Language Focus Analysis
Students examine and discuss specific features of the text or transcript of the recording
Practice
b. Types of Tasks
Willis (1996) provided six types of tasks. They are: (1)Listing
This task involves two processes. The first process is brainstorming in which learners draw their own knowledge and experience either as a class or in pairs or groups. The second process is fact-finding in which learners find things out by asking each other or other people and referring to books, etc.
(2)Ordering and Sorting
There are four processes involved in these tasks. The first process is sequencing items, actions or events in a logical or chronological order. The second process is ranking items according to personal values or specified criteria. The third process is categorizing items in given groups or grouping them under given headings. The forth process is classifying items in different ways, where the categories themselves are not given.
(3)Comparing
This task involves three processes. The first process is matching to identify specific points and relate them to each other. The second process is finding similarities and things in common. The last process is finding differences.
(4)Problem Solving
(5)Sharing Personal Experiences
This task encourages learners to talk freely about themselves and share their personal experiences to others. Processes involved in this task could be narrating, describing, exploring and explaining attitudes, opinions, reactions.
(6)Creative Tasks
These tasks are often called projects and sometimes need out-of-class activities. The tasks can involve combination of task types such as listing, ordering and sorting, comparing and problem solving.
c. Types of Activities
Pattison (1987) in Nunan’s book (2004) provided seven types of activities. They are:
(1)Questions and Answers
These activities are based on the concept of creating an information gap. In the activities, learners are to discover their classmates’ knowledge, opinions, experiences, etc.
(2)Dialogues and Role-Plays
These activities can be wholly scripted or wholly improvised. However, if learners are given choices about what to say, they may be willing to participate more than when they are told to repeat a given dialogue in pairs.
(3)Matching Activities
(4)Communication Strategies
These activities are designed to encourage learners to practice communication strategies such as paraphrasing, borrowing or inventing words, using gestures, asking for feedback and simplifying.
(5)Pictures and Picture Stories
Many communication activities can be stimulated using pictures and picture stories. The activities can be spotting the differences, testing memory, telling a story based on sequencing pictures, etc.
(6)Puzzles and Problems
These activities require learners to make guesses, draw on their knowledge and personal experience, use their imagination and test their powers of logical reasoning.
(7)Discussions and Decisions
These activities require learners to collect and share information to reach a decision.
4. Syllabus
(Nunan, 1988, p. 5). Therefore, a syllabus is very important for teachers to conduct a teaching-learning activity effectively.
Nunan (1988, p. 27-50) provided two major types of syllabus, they are product-oriented syllabus and process-oriented syllabus.
a. Product-oriented Syllabuses
Product-oriented syllabuses focus on knowledge and skills that students have to master as a result of teaching-learning experience. Four syllabuses belong to product-oriented syllabuses. They are:
(1)Analytic Syllabus
An analytic syllabus consists of purposes for which students are learning the language. The syllabus also contains some kinds of language performance that are necessary to meet the purposes. Through this syllabus, students are presented with chunks of language. Therefore, they do not have to memorize grammatical system of language, but they are able to use the language communicatively.
(2)Synthetic Syllabus
Through a synthetic syllabus, different elements of language are taught separately. Students will learn each part gradually until they build up the whole structure of language.
(3)Grammatical Syllabus
focuses on only one aspect of language, that is, formal grammar, whereas there is more than one aspect of language that a student needs to use communicatively.
(4)Functional-Notional Syllabus
In general, functions can be described as the communicative purposes for which we use language, while notions are the conceptual meanings expressed through language. Just as the analytic syllabus, a functional-notional syllabus focuses on the communicative purposes of the students.
b. Process-oriented Syllabuses
Process-oriented syllabuses focus on students’ experiences in learning activities. Three syllabuses belong to process-oriented syllabuses. They are:
(1) Procedural Syllabus
This syllabus consists of the specifications of the tasks and activities that students will engage in class. This provides variety of different kinds of tasks that the students are expected to use in language.
(2) Task Based Syllabus
Similar to the procedural syllabus, task based syllabus is organized around tasks. This syllabus fully specifies tasks that should be carried out by the students during the learning activities. The task can be real-world task, which is important and useful in the real world such as using the telephone, and pedagogical task, which is carried out in class such as information-gap task.
This syllabus is designed according to certain subject area. It can be subject in science or social studies, or special subject such as mechanical engineering, medicine, or computing.
5. The Curriculum for Junior High School
Indonesian government changes the education curriculum every ten years. The latest curriculum is 2004 curriculum that is called Competency Based Curriculum (CBC). However, the government has developed the CBC and produced new curriculum, 2006 curriculum, which still becomes a part of CBC. In this sub chapter, the writer elaborates information on the 2004 curriculum, the 2006 curriculum and structure of the 2006 curriculum, including some activities that become the point in this study. The writer puts information about 2004 curriculum because it is the root of the 2006 curriculum implementation.
a. 2004 Curriculum (Competency Based Curriculum)
Competency Based Curriculum was firstly implemented in 2004. This curriculum provides some competencies that lead to students’ achievement of discourse competence, which requires the students to use the English language according to the cultural and situational context. However, this competence is always supported by the other competencies. They are actional competence, linguistic competence, sociocultural competence, and strategic competence.
each school has different condition and quality. Therefore, the government improved and completed the curriculum. The 2006 curriculum is now called Kurikulum Tingkat Satuan Pendidikan (KTSP).
b. 2006 Curriculum as the Development of 2004 Curriculum
Kurikulum Tingkat Satuan Pendidikan (KTSP) or a School Based
Curriculum is actually not a new curriculum. This is a part and a development of the 2004 Curriculum. Similar to the 2004 curriculum, government provides similar content standard (competence standard and base competency) for each of all education levels. However, in the KTSP, the indicators are different one school to another since they have different conditions. Each school has an authority to formulate the indicators based on the condition of its students. Each school will have same competency as another school, but it will have different indicators from other schools. In other words, KTSP is developed by school and school committee with reference to competence standard and content standard as well as curriculum guideline made by the Body of Education National Standard (Badan Standar Nasional Pendidikan (BSNP), 2006, p.4).
The KTSP has an objective that expects students to achieve it. The objective of English subject in Junior High School is that students have the following abilities:
(1) Developing communicative competence, both oral and written competence to achieve literary level of functional.
(3) Developing students’ understanding on the relationship between language and culture.
c. Self-Development Activity
The KTSP for Junior High School contains regular subject, local subject, and self-development activity. The self-development activity is a new activity for our education. As stated in chapter I, a self-development activity is an integrated part of curriculum structure, which is aimed to provide students with an opportunity to develop and express themselves based on their needs, talent, and interest according to the school condition (Badan Standar Nasional Pendidikan, 2006, p.8). Each school provides some activities, including English, according to students’ need and interests in which the students have to join one of the activities provided by their school.
Based on the previous definition, the writer wants to develop the self-development activity into an activity which provides students much opportunity in speaking and a bit of writing since the two skills reveal the students’ ability in expressing themselves. However, this new activity seems not very clear for some teachers. The ambiguity appears because the self-development seems not to have a big difference from the regular subject and extracurricular activities. Yet, the self-development activity is different from both regular and extracurricular activities.
Regular activity has more time allotment than the self-development activity does. The regular subject is allocated in four hours learning per week, while the self-development activity is equivalent to two hours learning per week. The two activities must be followed by students. Both activities are also included in the curricular activity.
However, they are different. Even though the self-development activity is compulsory, only students who are interested in English will follow this English class since there are other kinds of activities. Nevertheless, all students have to follow English learning in the regular subject even though they are not interested in English.
Therefore, the teaching-learning materials must be different. Even though the teachers have competence guidance for creating the materials in both activities, the instructors of the self-development activity have more authority to develop the materials. Meanwhile, the regular teacher has exact time to achieve certain competencies.
Since students of self-development activity are interested in English, the teacher can develop some topics that meet students’ needs and interests. The materials can also help students to get a better achievement in the regular subject. (2) The Difference between Self-Development Activity and Extracurricular
Activity
optional. Since the self-development activity is compulsory, teachers are required to create interesting and enjoyable learning activities that are able to attract students and motivate them to follow the activity in all meetings. The achievement in this activity is able to influence the result of students’ final grade report.
(3) Material Differences among Self-Development Activities, Extracurricular Activities, and Regular English Subjects
In the regular English subjects, teachers are required to finish a set of topics and materials since there will be a final test followed by students. For some schools, the materials sometimes burden their students since they have many to accomplish. Therefore, every school makes an extracurricular activity with less material that helps students in their English learning. Sometimes the materials are not prepared well and not related to their regular English subject.
In this study, the writer would like to design a set of materials for a self-development activity that improve the extracurricular activity. The most materials will be related to the regular subject materials so that they will help students’ achievement in class. However, the quantity is not as much as the quantity in the regular English subject. The writer will put additional materials that help students to get involved in social communication.
6. Instructional Design Models
a. Kemp’s Model
Kemp (1977) explained that there are eight plans in an instructional design. They are:
1. Consider goals, and then list topics, stating the general purposes for teaching each topic.
2. Enumerate the important characteristics of the learners for whom the instruction is to be designed.
3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.
4. List the subject content that supports each objective.
5. Develop pre-assessments to determine the student’s background and present level of knowledge about the topic.
6. Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
7. Coordinate support services such as budget, personnel facilities, equipment and schedules to carry out the instructional plan.
8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
Figure 2.1
Kemp’s Model (Kemp, 1977: 9) b. Yalden’s Model
Yalden (1987) stated that “in order to understand the process of constructing a communicative syllabus, it is best to start at the next higher level in the language-learning/language-teaching process, that is by examining the overall process of planning a second-language program” (p. 88).
He suggested seven stages in a language program development. They are: 1. Needs survey.
2. Description of purpose.
3. Selection/development of syllabus type. 4. Production of a proto-syllabus.
5. Production of a pedagogical syllabus.
6. Development and implementation of classroom procedures. 7. Evaluation.
Purposes
Learner Characteristics
Learning Objective Evaluation
Support Service
Revise
Teaching/ Learning Activities, Resources
Pre-Assessment
The Kemp’s theory can be summarized in figure 2.2
Figure 2.2
Yalden’s Language Program Development (Yalden, 1987:88)
The detail description of Yalden’s language program development can be seen in table 2.1
Table 2.1
Yalden’s Stages in Language Program Development
Stage Description
I Needs Survey
II Description of purpose to be prepared in terms of 1. student characteristics
2. student skills on entry to and on exit from the program
III Selection or development of syllabus type in term of IV and physical constraints on the program.
IV The proto-syllabus: description of language and language use to be covered in the program.
V The pedagogical syllabus: development of teaching, learning and testing approaches. Needs survey Descrip-tion of purpose Selection/ development of syllabus type Produc-tion of a proto-syllabus
1. development of teaching materials (as far as possible)
2. development of testing sequence and decisions on testing instruments
VI a) Development of classroom procedures
1. selection of exercise types and teaching techniques 2. preparation of lesson plans
3. preparation of weekly schedules
b) Teacher training: briefings or workshops on 1. principles
2. desired outcome
3. exploitation/creation of teaching material VII Evaluation
1. of students 2. of program 3. of teaching VIII Recycling stage
1. congruence or ‘fit’ between goals set and student performance is determined
2. content is reassessed
c. Comparison between Kemp’s and Yalden’s Model
Kemp and Yalden have several similarities in their instructional design models. From the previous discussion, the writer found four major similar characteristics. They are learner characteristics, the development of subject content (teaching material), evaluation and revision. Kemp put learner characteristics in the second plan of his instructional design model, while Yalden put learner characteristics in the same stage as Kemp that is in the second stage. In the fourth plan, Kemp had already designed subject content (dealing with teaching material), while Yalden developed the teaching material in the fifth stage. The last plan (the eighth plan) of Kemp’s model was given for evaluation as well as for the revision. Yalden put the evaluation in the eighth stage and put the revision (the recycling stage) in the following stage (the last stage).
B. Theoretical Framework
The purpose of this study is to produce a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity. Therefore, the writer needs to have plans in designing the materials.
The writer tries to combine the models of Kemp and Yalden to be used in the designing a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity. The combined plan will be: 1. Conducting Needs Survey (Yalden’s model)
2. Determining Goals, List Topics, and State General Purposes for Each Topic (Kemp’s model)
After getting the result of needs analysis, then the writer can list some topics to teach. Then, the writer determines the goals and general purposes for each meeting.
3. Specifying Learning Objectives (Kemp’s model)
After stating the general purposes, the writer specifies learning objectives. 4. Listing Subject Contents (Kemp’s model)
After knowing the topics, the writer can list the subject content for each topic.
5. Selecting Teaching-Learning Activities (Kemp’s model)
After having the materials from the previous steps, the writer selects the teaching-learning activities, so that the materials can be delivered effectively. 6. Preparing the Lesson Plans (Yalden’s model)
To make the teaching-learning activities run efficient, the writer prepares the lesson plans as guidance in conducting a lesson.
7. Designing the Instructional Materials (Yalden’s model)
After all sources are completed, the writer designs the instructional materials using task-based learning.
8. Evaluating the Materials (Yalden’s model)
9. Revising the Materials (Kemp’s model)
After having the feedback from the evaluation process, the writer considers some of the feedback to revise the materials.
The combined plan can be summarized in figure 2.3
Figure 2.3
The combined plan used to design the English instructional materials. 1.Conducting Needs
Survey
2. Determining Goals, List Topics, and State General Purposes for Each Topic
4.Listing Subject Contents
5. Selecting Teaching-Learning Activities
6. Preparing the Lesson Plans
8. Evaluating the Materials
9. Revising the Materials 3. Specifying Learning
Objectives
37
CHAPTER III
METHODOLOGY
This chapter presents the methodology used in this research. This chapter will discuss in detail about research method, research respondents, setting, data gathering instruments, data analysis techniques, and research procedures.
A. Method
This study deals with two main problems. The first problem is how to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. The second problem is how to present the designed materials. To solve the problems, the writer set up a method namely research and development (R & D). Borg and Gall (1983) stated that educational research and development (R & D) was a process used to develop and validate educational products (p.772). It consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data so that the product can be used in schools. The major steps in the R & D cycle are as follows:
1. Research and information collecting – Includes review of literature, classroom observations, and preparation of report of state of the art.
2. Planning – Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
4. Preliminary field-testing – Conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.
5. Main product revision – Revision of product as suggested by the preliminary field-test results.
6. Main field-testing – Conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjetcs’ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.
7. Operational product revision – Revision of product as suggested by main field-test results.
8. Operational field testing – Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and analyzed.
9. Final product revision – Revision of product as suggested by operational field-test results.
10.Dissemination and implementation – Report on product as professional meeting and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.
These steps have similarities with the steps in the Kemp’s and Yalden’s instructional design models which had been modified in this study. The writer used the modified model to design the materials. The five steps in this R&D cycle were used in the whole process of this study as presented in the Research Procedure in the last part of this chapter. The relationship between the combined Kemp’s and Yalden’s models and R & D cycle is shown in figure 3.1.
The Writer’s Model R & D Cycle
Figure 3.1
Relationship between the writer’s design model and R & D cycle 2.Conducting Needs
Survey
2. Determining Goals, List Topics, and State General Purposes for Each Topic
4.Listing Subject Contents
5. Selecting Teaching-Learning Activities
6. Preparing the Lesson Plans
8. Evaluating the Materials
9. Revising the Materials 3. Specifying Learning
Objectives
7. Designing the Materials 1.Conducting Needs
Survey
1. Research and information collecting
2. Planning
3. Developing preliminary form of a
product
4. Preliminary field testing
To design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity, the writer employed a survey research as a means to collect the data. Gay (1992) defined a survey as an attempt to collect data from members of a population in order to determine the current status of that population with respect to one or more variables (p. 219). In teaching-learning surveys, Brown (2002) defined surveys as any procedures used to gather and describe the characteristics, attitudes, views, opinions, and so forth of students, teachers, administrators, or any other people who are important to a study (p. 142).
The writer conducted two surveys in this research. They were pre-design and post-design survey.
1. Pre-design Survey
The writer did pre-design survey as a needs survey. The survey was aimed to obtain students’ interests needs in learning English. The writer conducted the survey by doing informal interview with some English teachers and some eighth grade students which results supported the data of pre-design survey.
2. Post-design Survey
B. Research Respondents
The respondents of this research were the eighth grade students of SMP Negeri 1 Yogyakarta, the English teachers of SMP Negeri 1 Yogyakarta and some English lecturers of Sanata Dharma University.
The students were needed in the needs survey. The teachers were needed in the needs survey and needed to give feedback on the designed materials. The lecturers were needed to give feedback on the designed materials from other point of views.
C. Setting
This research had been conducted at SMP Negeri 1 Yogyakarta. The time for this research was allocated on May 2008-September 2008.
D. Data Gathering Instruments
Surveys typically take the form of interviews or questionnaires or both (Brown, 2002, p. 142). Therefore, the writer used two instruments in this research. The writer employed two forms of interview and questionnaires to obtain data from the respondents.
1. Questionnaire
form of fill-in and short-answer questions, but generally speaking, questionnaires are predominantly made up of more closed-response items such as Likert scales, multiple-choice, yes-no, and ranking” (p. 142).
This research employed both types. There were several questions that should be answered based on the choices, and other several questions to be answered based on their own opinions, experiences, and thoughts.
2. Interview
The writer conducted the informal interview with some eighth grade students to get their needs and activities they like to do in English class. The writer conducted the interview with some English teachers. This technique was employed in the pre-design survey to obtain the teachers’ opinions about an expected self-development activity and what kind of materials that was needed and appropriate to the students.
E. Data Analysis Techniques
The writer used qualitative and quantitative data analysis technique to analyze data from questionnaire and interview.
1. Qualitative Data Analysis Technique
2. Quantitative Data Analysis Technique
The result from the closed questionnaire was analyzed using quantitative technique. The result was formed into descriptive statistics. Descriptive statistics are used to characterize or describe a set of numbers in terms of central tendency (Brown, 2002: 123). There are three statistics used to find central tendency, namely mean, median, and mode. Mean is the sum of all values in a distribution divided by the numbers of values. Median is the point in the distribution below which 50% of the values lie and above which 50% lie. Mode is that value in a set of numbers that occurs most frequently. Since the mean is mostly used, this study will employ Mean as the statistic to find the central tendency.
The formula of Mean is written as follows: M = ΣX
N Where: M = mean
Σ = sum of (or add up) X = values
N = number of values
Then, the writer could get the data of the respondents’ opinion and mean. The data would be presented in the form of the following table:
Central Tendency No Respondent’s opinion on
F. Research Procedures
There were some procedures that had been taken in this research. The procedures were adapted from R & D cycle.
1. Research and information collecting.
The writer read some books and references to gain knowledge related to this study. The writer also used internet for finding information about this study.
The writer conducted interviews to some eighth grade students and English teachers to get the students’ needs.
2. Planning.
The writer stated the topics and the objectives of the English instructional materials.
3. Developing preliminary form of a product.
The writer designed a set of instructional materials based on the result of the interview with the students and teachers.
4. Preliminary field testing.
After the design was ready, the writer presented the materials to some English teachers and English lecturers and distributed evaluation questionnaire to them.
5. Main product revision.
45
CHAPTER IV
RESULTS AND DISCUSSION
The writer divides this chapter into four parts. The first part presents the elaboration of steps in designing a set of English instructional materials using task-based learning for the eighth grade students of junior high school in a self development activity. The second part presents the findings of the evaluation on the designed materials. The third part presents the discussion of the results of the analysis and evaluations. The fourth part presents the final version of the designed materials.
A. The Elaboration of Steps in Designing a Set of English Instructional
Materials Using Task-Based Learning for the Eighth Grade Students of Junior High School in a Self Dev
