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ii x
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w SMA Neger i9 Yogyaka tra .Thi s
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.
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k s a T g n i s
u -Based Learning fo rthe tenth grade student so fSMA Neger i9 a
t r a k a y g o
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E ResearchBenefti s
:r o f s ti f e n e b e v i g o t d e d n e t n i s i y d u t s s i h T
.
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A M S f o s r e h c a e t h s il g n E e h
T Neger i9 Yogyakarta can use the design to e
t n i h c a e
t grated reading w iritng o rasaddiitona lmateiralst o bet aughti n t he
y ti v it a e r c d n a e u q i n h c e t , y g e t a rt s e h t e v o r p m i o t m e h t s p l e h o s l a t I . m o o r s s a l c
. m o o r s s a l c e h t n i
.
2 Thes tudents
s i h T . g n it ir w d n a g n i d a e r n r a e l o t s t n e d u t s p l e h n a c s l a ir e t a m n g i s e d e h T
h n g i s e
d opefully give s oppo trun tiy to student s to learn Engilsh in an
. n o it a u ti s e l b a y o j n e
.
3 Theotherr esearchers
f o t e s a n g i s e d o t w o h s i s e h t s i h t m o r f n r a e l n a c s r e h c r a e s e r r e h t o e h T
o t e l b a ti u s e r a h c i h w s l a ir e t a m t c e l e s o t w o h d n a g n it ir w g n i d a e r d e t a r g e t n i
h
t eneedoft het enthgrades tudent so fSMANeger i9Yogyakarta .
.
F De ifniitono fTerms .
1 Design
o t g n i d r o c c
A Hard t(2006) ,design i sthe planned and innovaitve use o f
m r o f o t e g d e l w o n k e l b a li a v
a processes ,envrionment ,product sand service swtih
f o t n i o
p depatrure in user sneed .s In thi sstudy ,the wrtie rdesign sa se to f
k s a T g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i y r a t n e m e l p p u
s -Based Learning
f o s t n e d u t s e d a r g h t n e t e h t r o
9
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r o e h T e r
a eitca lDesc irp itonandTheoreitca lFramework .Theoreitca lDescirpiton s
e ir o e h t t n a v e l e r s n i a l p x
e tha t suppor t thi s study . Theoreit cal Framework l
e laborate s the framework synthesized from the discussed theo ire s in the r
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t eitca ldescirpiton.
.
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r o e h t e h t n
I eitca ldesc irpiton, t he wrtie rdiscusse ssome related t heo ire s a
ir e t a m g n it ir w g n i d a e r d e t a r g e t n i g n i n g i s e d o
t l susing Task-Based Learning . , s l e d o M n g i s e D l a n o it c u rt s n I s r e v o c e r u t a r e ti l d e t a l e r e h t n o w e i v e r e h T
k s a T , g n it ir W d n a g n i d a e R g n i h c a e
T -Based Learning and School-Based .
6 0 0 2 m u l u c ir r u C
.
1 Instrucitona ldesignModels
.
a Kemp’ sModel
o m t s ri f e h t s i l e d o m s ’ p m e
K delt hatt hewrtie rusedt os eekgoal ,st opics , d n a , s e c r u o s e r d n a s e it i v it c a g n i n r a e l , n g i s e d l a n o it c u rt s n i f o e v it c e j b o g n i n r a e l
l a v
e uaiton .Accordingt o Kemp ( 1977 , p.9 ,)t hi smodeli sdesignedt oanswert o s r u d e c o r p t a h w , ) s e v it c e j b o ( ? d e n r a e l e b t s u m t a h w e r a y e h T . s n o it s e u q e e r h t
d n a s e it i v it c a ( ? s l e v e l g n i n r a e l d e ri s e d e h t h c a e r o t t s e b k r o w l li w s e c r u o s e r d n a
a e l d e ri u q e r e h t n e h w w o n k ll i w e w w o h d n a , ) s e c r u o s e
r rninghast akenplace?
n g i s e d l a n o it c u rt s n i p o l e v e d o t n a l p e h t f o s tr a p h t g i e s r e f f o ) 7 7 9 1 ( p m e K
e h t e r a g n i w o ll o f e h T . ) 8 . p
( explanaitono fKamps’s tep .s )
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t s a h r e n g i s e d e h t , p e t s t s ri f e h t n
I conside rgoal soft hestudy ,and t hen ils t .
c i p o t h c a e g n i h c a e t r o f s e s o p r u p l a r e n e g e h t g n it a t s ,s c i p o t )
2 Learne rCharacteirsitcs l a o g e h t g n it a t s r e tf
A s,t opic sandgenera lpurpose ,st hedesigne renumerate s w
r o f s r e n r a e l e h t s c it s ir e t c a r a h c t n a tr o p m i e h
t hom t he i nsrtaciton i s t o be .
n g i s e d )
3 LearningObjecitve s
n i d e v e i h c a e b o t s e v it c e j b o g n i n r a e l e h t s e if i c e p s r e n g i s e d e h t , p e t s s i h t n I
. e m o c t u o l a r u o i v a h e b ’ s t n e d u t s e l b a r u s a e m f o s m r e t )
4 Subjec tConten t
it c e j b o g n i n r a e l e h t g n i y fi c e p s r e tf a , p e t s s i h t n
I ve ,s t hedesigne rhast o ils t .
e v it c e j b o h c a e s tr o p p u s t a h t t n e t n o c t c e j b u s e h t )
5 P -reAssessment
s a h r e n g i s e d e h t ,s e c r u o s e r d n a s e it i v it c a g n i n r a e l g n i h c a e t g n it c e l e s e r o f e B
e r p d e p o l e v e
d -assessment s to determine the students ’ background and k
l e v e l t n e s e r
p nowledgeaboutt het opic. )
6 TeachingandLearningAcitviites andResource s e
r p g n i p o l e v e d r e tf a , p e t s s i h t n
I -assessmen,t t hedesigne rselectst eaching e h t o s t n e t n o c t c e j b u s e h t t a e rt l li w t a h t s e c r u o s e r d n a s e it i v it c a g n i n r a e l d n a
h s il p m o c c a l li w s t n e d u t
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7 Suppor tService s
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e r o f e b n a l p l a n o it c u rt s n i e h t t u o y r r a c o t s e l u d e h c s d n a , t m e m p i u q e
. g n i n r a e l ’ s t n e d u t s g n it a u l a v e )
8 Evaluaiton
r e n g i s e d e h T . n g i s e d l a n o it c u rt s n i p o l e v e d o t n a l p e h t f o p e t s t s a l e h t s i s i h T
f o t n e m h s il p m o c c a r i e h t f o s m r e t n i g n i n r a e l ’ s t n e d u t s e t a u l a v e o t s a h
n a l p e h t f o s e s a h p y n a g n it a u l a v e e r d n a g n i s i v e r o t w e i v a h ti w , s e v it c e j b o
.t n e m e v o r p m i d e e n t a h t
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s n a e m t I . e l b i x e lf s i s s e c o r p e h t t a h t s w o h s t i , m a r g a i d e h t n o d e s a B . s p e t s r e h t o
, s c i p o T , s l a o G
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3 Task-BasedLearning
.
a De ifniitono fTask-BasedLearning
k s a
T -based learning focuse son the use o fauthenitc language through d o h t e m s i h T .l l a c e n o h p e l e t a r o r o t c o d e h t g n it i s i v s a h c u s s k s a t l u f g n i n a e m
t n e d u t s s i d n a n o it a c i n u m m o c l u f g n i n a e m s e g a r u o c n
e -cenrted(Nunan, 2004).
a c i s a b e h t s e z ir a m m u s ) 8 9 9 1 ( z e e
F ssumpiton sof t ask-based i nsrtuciton :
) 6 1 . p , 5 0 0 2 , s il li W d n a d r a w d E n i d e ti c s a (
)
1 Thef ocusi sonprocessr athert hanproduc.t )
2 Basic element sare purposefu lacitviite sand task stha temphasize .
g n i n a e m d n a n o it a c i n u m m o c )
3 Learne r learn language by interacting communicaitvely and .
k s a t d n a s e it i v it c a l u f g n i n a e m n i d e g a g n e e li h w y ll u f e s o p r u p )
4 Acitviite sand task scan be etihe rthose tha tlearner smigh tneed to c if i c e p s e s o p r u p l a c i g o g a d e p a e v a h t a h t e s o h t d n a e fi l l a e r n i e v e i h c a
. m o o r s s a l c e h t o t )
5 Acitviite s and task s o f a task-based syllabu s can be sequenced .
y tl u c if fi d o t g n i d r o c c a )
6 The dfiifcutly o fa task depend son a range factor sincluding the d n a , s k s a t e h t f o y ti x e l p m m o c e h t ,r e n r a e l e h t f o e c n e ir e p x e s u o i v e r p
. e l b a li a v a t r o p p u s n o e e r g e d e h t
e s ti s k s a
T fl have been de ifned i n vairou sways .Nunan (2004 )draw sa l
a e r n e e w t e b n o it c n it s i d c i s a
1 2 .
b TheProcedure o fUsingTask-BasedLearning
k s a T n
I -Based Learning ,the task sare cenrta lto the learning acitvtiy. k
s a T r o f k r o w e m a r f a s i g n i w o ll o f e h
T -Based Learning by Jane Wliil s(1996 : :)
9 3
k s a T f o k r o w e m a r F A 3 . 2 e r u g i
F -BasedLearning
g n i s u f o e r u d e c o r p f o s e g a t s e e r h t e r a e r e h t , 3 . 2 e r u g if e h t n o d e s a B k s a
T -BasedLearningwhichr ecommendedbyWliils( 1996 :38 :) )
1 P - kretas
e v l o v n i y a m t I . k s a t d n a c i p o t e h t o t n o it c u d o rt n i n a s a s e v r e s s i h T
e r p a , g n i m r o t s n i a r
b -task , inrtoduciton o f usefu l word s and phrases , t
e h t g n i o d s r e k a e p s e v it a n o t g n i n e t s il r o e m it n o it a r a p e r
p a sk.
)
2 Taskcycle
n i w o n k y d a e rl a y e h t e g a u g n a l r e v e t a h w e s u o t e c n a h c e h t s r e n r a e l s r e f f o t I
e h t r e d n u e g a u g n a l r i e h t e v o r p m i o t n e h t d n a k s a t e h t t u o y r r a c o t r e d r o
. k s a t e h t n o s tr o p e r ri e h t g n i n n a l p e li h w e c n a d i u g s ’ r e h c a e
t There are
f o s t n e n o p m o c e e r h
t a t ask cycle .They are doing t ask ,planning t ask ,and S
U C O F E G A U G N A L
d n a s i s y l a n
A pracitce E
R
P -TASK c i p o t o t n o it c u d o rt n I
k s a t d n a
E L C Y C K S A T
3 2
y l p m i s o t d l o t e r a y e h t n e h w n a h t y l h g u o r o h t e r o m n r a e l d n a y l g n il li w
.’ s ri a p n i e u g o l a i d n e v i g a t a e p e r )
3 Matchingacitviite s
f k s a t e h t ,s e it i v it c a e s e h t n
I ort hel earneri st or ecognizematching tiems ,o r .s
t e s r o s ri a p e t e l p m o c o t )
4 Communicaiton
e c it c a r p o t s r e n r a e l e g a r u o c n e o t d e n g i s e d s e it i v it c a e r a e s e h T
g n it n e v n i r o g n i w o r r o b , g n i s a r h p a r a p s a h c u s , s e i g e t a rt s n o it a c i n u m m o c
g n i k s a , e r u t s e g g n i s u , s d r o
w forf eedbackands impflying. )
5 Picture sandpicturess to ires
h g u o r h t d e t a l u m it s e b n a c h c i h w s e it i v it c a n o it a c i n u m m o c y n a m e r a e r e h T
n e u q e s , t s e t y r o m e m , e c n e r e f fi d e h t t o p s . g . e ( s e r u t c i p f o e s u e h
t cing
.) y r o t s a l l e t o t s e r u t c i p )
6 Puzzle sandproblems e
r e h
T are many dfieren ttype so fpuzzle sand problems .These requrie l a n o s r e p d n a e g d e l w o n k l a r e n e g r i e h t n o w a r d , s e s s e u g e k a m ‘ o t s r e n r a e l
ri e h t e s u , e c n e ir e p x
e imaginaitonandt hei rpower sofl ogicalr easoning .’ )
7 Discussion sanddecisions i s i c e d d n a n o i s s u c s i
D onr equriet hel earnert ocollec tandsharei nformaiton .
n o i s i c e d a h c a e r o t .
4 School-BasedCurriculum2006
l o o h c
9 2 k
s a T f o e r u d e c o r p e h t n o s d n e p e d h c i h w s l a ir e t a
m -Based Learning .They are
e r
p -task, t ask cycle and post-task which help t he wrtier t o design and develop e
t c a r a h c e h t n o d e s a b s k s a t s n g i s e d o s l a r e ti r w e h T . s l a ir e t a
m irsitc sand kind so f
e h T . s e it l u c if fi d k s a t d n a d e e n ’ s t n e d u t s e h t r o f e t a ir p o r p p a h c i h w s k s a t e h t
s l a ir e t a m d e n g i s e d e h t f o s e v it c e j b o g n i n r a e l d n a s e s o p r u p l a r e n e g , s c i p o t ,s l a o g
l o o h c S n o d e s a b o s l a e b l li
w -Based Curirculum 2006 and the resul to fneed .
y e v r u s
s n o it s e u q e r a s l a ir e t a m n g i s e d o t d e s u s e it i v it c a s e p y t e h t , e r o m r e h tr u F
d n a g n ir e d r o , s e ir o t s e r u t c i p d n a s e r u t c i p , s e it i v it c a g n i h c t a m , s r e w s n a d n a
g n i d a e r d e t a r g e t n i n g i s e d o t d e s u e r a s e ir o e h t e s e h T . n o i s s u c s i d d n a , g n it r o s
e r a h c i h w s l a ir e t a m g n it ir
w focused on the reading comprehension and l e d o m a e b l li w s e it i v it c a d n a s t x e t g n i d a e r e h T . s w o ll o f s a g n it ir w y b d e u n it n o c
0 & R & R
k s a T g n i s u s l a ir e t a
m -Based Learning .Thewrtie rused ifveop iton so fagreemen t
e s a
b d on Liker’t sscale in the quesitonnarie .The following table presented the
.s t n e m e e r g a f o s n o it p o e v if
s t n e m e e r g a f o s n o it p o e v if e h T 3 . 3 e l b a T
t n e m e e r g a f o s t n i o
P Meaning
1 Absolutelydisagree 2 Disagree
3 Undecided
4 Agree
5 Absolutelyagree
d e h t d e t a l u c l a c r e ti r w e h
T ata o fthi squesitonnarie quanttiaitvely .Then ,
d n if o t a t a d e ri a n n o it s e u q e h t d e s u r e ti r w e h
t thepercentageof t herespondents ’
s l a ir e t a m d e n g i s e d e h t n o n o i n i p
o .The percentage o fthe respondent swould be
l a u d i v i d n i d e t a l u c l a
c lybasedoneachs tatement .s
n i e l b a t f o m r o f e h t n i d e t n e s e r p s a w a t a d e h t , a t a d e h t g n it a l u c l a c r e tf A
’ s t n e d n o p s e r e h t h c i h
w opinion .Thef ollowingt ablew asther espondents ’opinion
e h t n
o designe dmateirals.
e h T 4 . 3 e l b a
T Respondents ’Opinion( Blank)
o
N Respondents ’Opinionon N
f o y c n e u q e r F
f o s t n i o p
t n e m e e r g
a Percentage( %) 1 2 3 4 5 1 2 3 4 5
e h t e d a m r e ti r w e h
T table o frespondents ’opinion to i nterprett he resutl .
9 3
. h p a r g a r a
p Basedont hedegree so fagreementi nt hequesitonnarie, t hepercentage
s t n e d n o p s e r e h t l l a m o r
f on the statement s were used to show whethe rthe
l a ir e t a m d e n g i s e
d s w eregoodandacceptableo rno.t
e h t , a t a d e h t n o d e s a
B wrtie rneeded somei mprovements of t hedesigned
m o r f k c a b d e e f e h t d e n i a t n o c h c i h w , n o it a u l a v e n g i s e d e h t f o t l u s e r e h T . s l a ir e t a m
d e n g i s e d l a n if e h t e v o r p m i o t e c r u o s n i a m e h t s a w , s r e r u t c e l d n a s r e h c a e t e h t
.s l a ir e t a m
.
F Procedureo ftheStudy
f o n g i s e d l a n o it c u rt s n i r o f a t a d e l b a il e r d n a d il a v a e v a h o t r e d r o n I
k s a T g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n
i -Based Learning fo rtenth grade
f o s t n e d u t
s SMA Neger i9 Yogyakarta ,the wrtie rmade the step sin the cetrain
w e h t d e p l e h s p e t s e h T . s y a
w rtie rto collec tthe data .The procedure scould be
w o ll o f s a d e n i a l p x
e s:
.
1 Researchand I nformaitonCollecitng
h t s a w s i h
T e fris tstep t hat t he wrtie rused i n thi sstudy .In t hi sstep, t he
e h t m o r f s d e e n s t n e d u t s f o n o it a m r o f n i t o g r e ti r
w observaiton du irng the wrtie r
g n i h c a e t g n i c it c a r p e r e
w in SMA Neger i9 Yogyakarta. The wrtie rcollected the
a t a
d in Need sSurvey by conducitng interview wtih an Engilsh teache rof SMA a
t r a k a y g o Y 9 i r e g e
N dan distirbuitngt hequesitonnariet ot het enthgradestudent s
f
o SMA Neger i9 Yogyakarta to ifnd ou t the students ’interests ,need sand
.s e it l u c if fi
.
2 Planning
r e ti r w e h t r e tf
A gott her esul to fstudent sneedsbydoingneeds urvey,t he
d n a s c i p o t ,s l a o g e h t g n it a t s d e tr a t s r e ti r w e h T . s l a ir e t a m n g i s e d o t d e n n a l p r e ti r w
l o o h c S f o s n o it a n i b m o c e h t n o d e s a b s e s o p r u p l a r e n e
g -BasedCurirculum2006 ,
f o s u b a ll y
s SMANeger i9Yogyakartaandt hedataf romt hequesitonnarieand
. w e i v r e t n i
.
3 Produc tdeveloping
A tfe rthe wrtie rwa sready fo rthe mateirals ,handbook sand evaluaiton
v e
d ice ,st hewrtie rstatredt odesignt hemate iral susingTask-BasedLearning .The
a r e n e g d n a s c i p o t ,s l a o g e h t n o d e s a b s a w n g i s e
d lpurpose sstatedi n t heprevio us
. p e t s
.
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r e t a m g n it ir w g n i d a e r d e t a r g e t n i g n i n g i s e d r e tf
A ial susing T ka -Bs ased
Learning .Thewrtie rconductedanevaluaiton on t hemateiral sby distirbuitng t he
f o s r e h c a e t h s il g n E o w t e h t o t e ri a n n o it s e u
q SMANeger i9 Yogyaka tra and t hree
f o s r e r u t c e
l Engilsh Language Educaiton Study Program o f Sanata Dharma
y ti s r e v i n
U .
.
5 Revisingt hedesigne dmateiral
f o k c a b d e e f e h t n o d e s a b n g i s e d l a n if e h t e d a m r e ti r w e h t , p e t s t s a l e h t n I
e h t e s i v e r o t d e s u s a w k c a b d e e f e h T . s r o t a u l a v e e h t m o r f e ri a n n o it s e u q e h t
s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i f o n g i s e d r e tt e b e h t e v a h o t r e d r o n i s l a ir e t a m
using Task-Based Learning fo r the tenth grade student s o f SMA Neger i 9 .
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g n i n g i s e D n i s p e t S e h T s e s s u c s i
d Integrated Reading W iritng Mateirals Using
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s l a ir e t a M d e n g i s e D
.
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T -BasedLearning
e r e h
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f
o SMA Neger i9 Yogyakarta. Thestep sa rethecombinaiton and modiifcaiton o f m
e K f o l e d o m n g i s e d l a n o it c u rt s n i e h
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R esearch and Informaiton Co llecitng .
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w quesiton sandanswerstasksin eacht ask cyclebeforevocabulary .
s k s a t
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B n .g
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m o o r s s a l c e h t n i d e r o b e r e w y e h
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b d l u o w g n i d a e r n i s e it i v it c a e h t , e r o f e r e h
T donei n group work and individua l
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s werer eading t het ext .s I tmeantt ha t thestudent s c if i c e p s e h t d n u o f n e h t d n a t s ri f a e d i n i a m d n if o t y l k c i u q s t x e t e h t d a e r
.s t x e t e h t m o r f n o it a m r o f n i
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I tt hey
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3 LearningObjecitves
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A determined t he
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s t n e m e v e i h c a ’ s t n e d u t s e h t f o t n e m e r u s a e m e h t s a s a w s r o t a c i d n i e h t f o n o it c n u f
s a e r e w t i n u h c a e n i n g i s e d s l a ir e t a m e h t f o s r o t a c i d n i e h T . g n it e e m y r e v e n i
o ll o
f w .s
s r o t a c i d n I e h T 4 . 4 e l b a T
ti n
U Topic Indicators
1 Foodand
k n ir
D xReaSdtuindgent sareablet o ifndt hes ynonym so fwords
x Student s are able to identfiy the main idea from the .s n o it s e u q g n i m m i k s e h t g n ir e w s n a y b t x e t t n e m e s it r e v d a
x Student sareablet o identfiy t hespeciifci nformaiton f rom d n a g n i m m i k s g n ir e w s n a y b t x e t t n e m e s it r e v d a e h t
.s n o it s e u q g n i n n a c s
g n it i r W
x Student s are able to produce sentence s by using the .
n o it a c o ll o c
x Student sareablet oproducet hei rownadveritsementt ex.t
2 Cinema Reading
x Student sareablet odeifnenewvocabulaire .s
x Student sare able to identfiy the forma land et h informa l n
o it a ti v n i
x Student sareablet o i dentfiy main i deaf romt hei nvtiaiton .s
n o it s e u q g n i m m i k s g n ir e w s n a y b
x Student sareablet o i dentfiy speciifcinformaitonf rom t he .s n o it s e u q g n i n n a c s d n a g n i m m i k s g n ir e w s n a y b n o it a ti v n i
g n it i r W
x Student sareablet oi dentfiynounphrasei ns entences x Student sareablet oproducei nvtiaitoncard.
3 Animals Reading
x Student sareablet odeifnenewvocabulaire .s
x The student sare able to identfiy main idea by answe irng .s
n o it s e u q g n i m m i k s
x Student s are able to identfiy speciifc informaiton by .s
n o it s e u q g n i n n a c s d n a g n i m m i k s g n ir e w s n a
x Student sareablet o i dentfiy geneircsrtuctureo fnarraitve .t
3 5 g
n it i r W
x Student sare able to rewrtie the story by changing d riec t .
h c e e p s t c e ri d n i o t n i h c e e p s
x Student sare able to wrtie narraitve tex tby using comic p
ir t s 4 Histo irc
s e c a l
P xReaSdtuindgent sareablet odeifnenewvocabulaire .s
x Student s are able to identfiy main idea by answe irng .s
n o it s e u q g n i m m i k s
x Student sare able to identfiy the speciifc informaiton by .s
n o it s e u q g n i n n a c s d n a g n i m m i k s g n ir e w s n a
x Student s are able to identfiy geneirc srtucture o f .t
x e t e v it p ir c s e d
g n it i r W
x Student sareablet oarrangewordsinto agoodsentenceby .
y lt c e r r o c s e v it c e j d a f o r e d r o g n i s u
x Student s are able to wrtie desc irpitve tex t by using .
s e r u t c i p
.
4 LisitngTheSubjec tContent
d l u o w r e ti r w e h t , s p e t s s u o i v e r p e h t m o r f d e tl u s e r a t a d e h t n o d e s a B
h c i h w g n i n r a e l d e s a b k s a t g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i n g i s e d
. s i s y l a n a d e e n e h t n o d e s a b e r e w t i n u h c a e n i s c i p o t e h T . s ti n u r u o f f o d e t s i s n o c
r u s d e e n d e t c u d n o c r e ti r w e h
T veybydist irbuitngquesitonnarief ort het enthgrade f
o s t n e d u t
s SMANeger i9 Yogyakata and interviewed t herit eacher .Based on t he e r e w y e h t n e v e g n it ir w d n a g n i d a e r n i s e it l u c if fi d e h t d a h s t n e d u t s e h t , a t a d
t i n u h c a E . g n it ir w d n a g n i d a e r n i d e t s e r e t n
i wa sdivided into three main patrs .
e r e w y e h
T Ge tReady! ,Do You rTask! ,and le’t sFocus!The itme allocaiton fo r e h t e r e w g n i w o ll o f e h T . ) s e t u n i m 5 4 x 2 ( s e t u n i m 0 9 s a w g n it e e m h c a e
9 5
Table 4.6 shows the resul to fthe respondents’ sopinion on the thi treen e
h t r o f s t n e m e t a t
s mateiral sevaluaiton. Therewere ifverespondent sand t hi treen s
l a ir e t a m d e n g i s e d e h t e t a u l a v e o t s t n e m e t a t
s . Basedont her esul,tt her espondent s
t t a h t d e e r g
a he designed mateiral smatche d the competence standard and basic .
e c n e t e p m o
c tI wa sseen that 60% o fthe respondent sagreed and 40% o fthe e
h t o t n o it n e tt a ’ s t n e d u t s
. c i p o t
6 Thet ask spresentedi nt he l l e w e r a s n o it c e s e l c y c k s a t
e h t e t a ti li c a f o t d e t a r o b a l e
e h t d n a t s r e d n u o t s t n e d u t s
c i p o
t beingdiscussed.
5 - - 1 1 3 0 0 2 0 2 0 6 0
7 Thel anguagef ocusi nt he e r a s n o it c e s k s a t t s o p
h c a e n i y lr e p o r p d e t n e s e r p
.t i n u
5 - - 1 3 1 0 0 2 0 6 0 2 0
8 Thekind soft ask sbased n
o Task-BasedLearning e
r
a sutiablef ort he . d e e n ’ s t n e d u t s
5 - - 2 3 - 0 0 4 0 6 0 0
9 Thel eve loft ask n o d e s a b s e it l u c if fi
d T -ask
g n i n r a e L d e s a
B are
’ s t n e d u t s e h t o t e t a ir p o r p p a
ll i k s
5 - - 1 3 1 0 0 2 0 6 0 2 0
0
1 Themate iral shelpt he e s a e r c n i o t s t n e d u t s
d n a g n i d a e r n i n o it a v it o m
. g n it ir w
5 - - - 3 2 0 0 0 6 0 2 0
1
1 Learningacitviitesi nt he e h t p l e h s l a ir e t a m d e n g i s e d
h t o b p o l e v e d o t s t n e d u t s
l li k s g n it ir w d n a g n i d a e r
. y ti li b a
5 - - 1 3 1 0 0 2 0 6 0 2 0
2
1 Thei nsrtuciton sareclea r d n a r e h c a e t h t o b r o f
s t n e d u t
s . 5 - - 3 1 1 0 0 6 0 2 0 2 0
3
1 Ingenera,lt hedesigned s
l a ir e t a
m arewel l
d e t a r o b a l
e . 5 - - - 4 1 0 0 0 8 0 2 0
6 . 4 e l b a
1 6 n
i n r a e
L g ew er su tiable fo rthe students ’needs ,bu t40% o fthe respondent s e e r h t , s k s a t e h t f o s e it l u c if fi d e h t r o F . t n e m e t a t s t a h t o t d e d i c e d n u d e r e w s n a
) % 0 6 ( s t n e d n o p s e
r agreed t hat t hel eve lof t ask dfiifculite sbased on T -askBased g
n i n r a e
L ew reapprop iratet ot hestudents ’skill ,oner esponden tabsolutelyagreed t
t a h t t n a e m t I . d e d i c e d n u t n e d n o p s e r e n o d n
a hel eve loft ask dfiifculite sbasedon
k s a
T -Based Learning w aere pprop iratet o t hestudents ’skill tb u thel eve lof t ask s
l a ir e t a m d e n g i s e d e h t n i d e p o l e v e d e r o m e b o t d a h s e it l u c if fi
d .
d n a g n i d a e r g n i n r a e l n i s t n e d u t s e h t p l e h o t d e n g i s e d e r e w s l a ir e t a m e h T
e u q s n o it a u l a v e s l a ir e t a m e h t f o t l u s e r e h t n o d e s a B . g n it ir
w sitonnarie, i tclealry
t a h t d e e r g a s t n e d n o p s e r l l a t a h t d e w o h
s th eo s mateirals helpe d the student sto
g n it ir w d n a g n i d a e r n i n o it a v it o m e s a e r c n
i .Learning acitviite sin the designed
s l a ir e t a
m alsohelpe dthes tudentst odevelopbothr eadingandwiritngs kli lablitiy. e h t f o % 0 2 , e e r g a d i a s s t n e d n o p s e r e h t f o % 0 6 e r e w e r e h t e s u a c a b s a w t I
n o p s e r e h t f o % 0 2 h g u o h tl a e e r g a y l e t u l o s b a d i a s s t n e d n o p s e
r dent s said
a n u tr o f n U . d e d i c e d n
u tely ,the insrtuciton sin the designed mateiral swere no t 0
6 e s u a c a b s a w t I . h g u o n e y lr a e l
c %oft her espondent scouldno tdecidedwhethe r
thei nsrtuciton swereclearf o rboth t eache rand studentso rnot .In ordert o make a
m n i s n o it c u rt s n i e h t ,s n o it c u rt s n i e l b a d n a t s r e d n u d n a r e r a e l
c teiral sdesignedhad
. ti n u h c a e n i d e v o r p m i e b o t
, l a r e n e g n
I the designed mateiral sw ere w - lelle laborated .Based on the e
l b a
t 64. ,i tclealry seen tha tal lrespondent sagreed tha tthe designed mateiral s ll
e w e r e
w - le laborated. I twa salso clealry seen tha tthere wa sno responden t i
e r a i n n o it s e u
q .Therefore ,tii ndicatedt hatt her espondent sagreedt hatt hedesigned e
d u t s e d a r g h t n e t e h t r o f e l b a t p e c c a d n a e t a ir p o r p p a e r e w s l a ir e t a
m nt so fSMA
a t r a k a y g o Y 9 i r e g e
N .However ,the mateiral sdesign needed to be revise and e h t n o s n o it s e g g u s d n a s t n e m m o c ’ s t n e d n o p s e r e h t n o d e s a b d e v o r p m i
. g n it s e T d l e i F y r a n i m il e r P
.
c Respondents ’Comment sandSuggesiton s
ir w e h t , n o it a u l a v e s l a ir e t a m e h t n
I te r also distirbuted open-ended
t e g o t r e d r o n i s n o it s e g g u s d n a s t n e m m o c ’ s t n e d n o p s e r e h t n i a t b o o t s n o it s e u q
n e p o e e r h t e r e w e r e h T . n g i s e d s l a ir e t a m r e tt e
b -ended quesiton sasked .Those
, n g i s e d s l a ir e t a m e h t n o n o i n i p o ’ s t n e d n o p s e r e h t t u o b a e r e w s n o it s e u
q the
’ s t n e d n o p s e r e h t d n a , n g i s e d s l a ir e t a m e h t f o s h t g n e rt s e h t d n a s e s s e n k a e w
’ s t n e d n o p s e r e h t e r e w g n i w o ll o f e h T . n g i s e d s l a ir e t a m e h t n o s n o it s e g g u s
. n g i s e d s l a ir e t a m e h t n o s t n e m m o c
)
1 Generally,t hecontent swerei nteresitng ,systemaitcandsu tiablef orthet arge t .
s r e n r a e l )
2 The topic s were interesitng to grasp the students ’ atteniton in learning .
h s il g n E )
3 Thet ask swerequtieva irou sandbroughtt her ealt hingt ot heclas .s )
4 Themateiral sdesignwa scolorfu landwell-prepared. e
v a g o s l a s t n e d n o p s e r e h
T suggesitonsi nordert ohavet hebette rmateiral s :
s w o ll o f s a d e b ir c s e d e r e w s n o it s e g g u s ’ s t n e d n o p s e r e h T . n g i s e d
)
1 I twould be bette rto provide cleare rinsrtuciton to achieve the target sand .
3 6 )
2 I twouldbebettert oadds omemoreciritcalt hinkingquesiton .s )
3 I twouldbebettert oprovidevairaitonsi nvocabularybuliding. )
4 I twouldbebettert oprovidet hekeyanswerst ohelpt het eacheri ndiscussing .s
r e w s n a t c e r r o c e h t .
7 RevisingTheDesigne dMaterials
r e ti r w e h t , p e t s s i h t n
I would revise t he designed mateiral sbased on t he s n o it s e g g u s ’ s t n e d n o p s e r e h T . n g i s e d s l a ir e t a m e h t n o s n o it s e g g u s ’ s t n e d n o p s e r
f o n o i s r e v l a n if r e tt e b e h t t e g o t s l a ir e t a m d e n g i s e d e h t e v o r p m i o t d e s u e b d l u o w
r o f d e t n e s e r p e b d l u o w t a h t n g i s e d s l a ir e t a
m SMANeger i9Yogyaka tra.
n o i s i v e r e h t e r e w g n i w o ll o f e h
T s o f design mateiral s based on the
.s n o it s e g g u s ’ s t n e d n o p s e r
.
a Providecleareri nsrtucitons
l i a t e d e d i v o r p d l u o w r e ti r w e h t ,r e r a e l c s n o it c u rt s n i e h t e k a m o t r e d r o n I
g n it t u p y b t i n u h c a e s n o it c u rt s n
i togethert hei nsrtuciton andt het ask i nonepage
e n o n i t u p t o n d l u o c s k s a t e h t d n a n o it c u rt s n i e h t n e h w e g a p r e h t o e h t g n i y a s r o
. e g a p
.
b Addciritcalt hinkingquesitons
e m o s d d a d l u o w r e ti r w e h t , l a c it ir c e r o m k n i h t s t n e d u t s p l e h o t r e d r o n I
n i h t l a c it ir
c king quesitonsi n eachunti ,especiallyi n pre-task and t ask cycle .The o t s t n e d u t s p l e h o t r e d r o n i s n o it s e u q r e r a e l c e h t e d i v o r p d l u o w o s l a r e ti r w
.
c Provideva irou sacitviitesi nvocabularybuliding s
u o ir a v e v a h o t r e d r o n
I acitviitesi nvocabularybuliding,t hewrtie rwould s d r o w e h t h c t a m e b d l u o w s e it i v it c a e h T . ti n u h c a e n i s e it i v it c a t n e r e f fi d e d i v o r p
e h t g n i s u y b e c a p s k n a l b e h t l li f , s m y n o t n a r o s m y n o n y s , s g n i n a e m r i e h t o t
d e h t d n if , x o b e h t n i d e d i v o r p s d r o w e l b a ti u
s fi ifcul twordsi nt het ex tand ifndt he
m y n o n y s r o s g n i n a e
m s indicitonary .
.
d Providet heanswers yk e ineacht ask
t c e r r o c e h t g n i s s u c s i d n i n o it c e r r o c e v i g r e h c a e t e h t p l e h o t r e d r o n I
e h T . ti n u h c a e n i s r e w s n a y e k e h t e d i v o r p d l u o w r e ti r w e h t ,s r e w s n
a yk e answer s
c a tt a e b d l u o
w hed on the appendice sseparated from the designed mateirals .I t .
k o o b d n a h s ’ r e h c a e t e b d l u o w
.
B TheFina lVersiono ftheDesignedMaterials n
o it c e s s i h
T i sintended t o answer t he second quesiton formulated i n t he m
r o f m e l b o r
p ulaiton . Tha t second problem i s wha t the designed se t k
s a T g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n i y r a t n e m e l p p u
s -Based Learning
f o s t n e d u t s e d a r g h t n e t e h t r o
f SMA Neger i9 Yogyaka tra look s ilke .Atfe rthe
l a n if e h t , n g i s e d s l a ir e t a m e h t d e s i v e r r e ti r
w version o fa se to fsupplementary
k s a T g n i s u s l a ir e t a m g n it ir w g n i d a e r d e t a r g e t n
i -Based Learning fo rthe tenth
t n e d u t s e d a r
g so f SMA Neger i 9 Yogyakarta si ready to be presented . The s
l a ir e t a m d e n g i s e d e h t n i s t n e m e v o r p m
i a rebased on t her espondents ’comment s
. g n it s e T d l e i F y r a n i m il e r P n i s n o it s e g g u s d n a
e r e h
T a refou runtisi n t hi sdesign .Eachunticonsists fo threepatr .sThey e
r
