SPEAKING INSTRUCTIONAL MATERIALS
BASED ON TASK-BASED LANGUAGE TEACHING
FOR THE EXTRACURRICULAR ACTIVITY
OF THE 2
NDGRADERS OF SD PANGUDI LUHUR YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
Lucia Retno Palupi
Student Number: 061214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
SPEAKING INSTRUCTIONAL MATERIALS
BASED ON TASK-BASED LANGUAGE TEACHING
FOR THE EXTRACURRICULAR ACTIVITY
OF THE 2
NDGRADERS OF SD PANGUDI LUHUR YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
Lucia Retno Palupi
Student Number: 061214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
iv
Let the light of your life shine in such a way
that others see your good deeds
and bring glory
to your Father in Heaven
(Matthew 5: 16)
I dedicate this thesis to:
My Jesus Christ and Mother Marry
vii
ABSTRACT
Palupi, Lucia Retno. 2010.
Speaking Instructional Materials Based on Task-Based
Language Teaching for the Extracurricular Activity of the 2
ndGraders of SD Pangudi
Luhur Yogyakarta.
Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Considering the importance of mastering English, many schools demand the
students to learn English in the earlier age. With an expectation that earlier age will
bring improvement for their proficiency levels in speaking English,
SD Pangudi
Luhur
Yogyakarta
held English extracurricular activity. The absence of the speaking
materials for the English extracurricular activity of the 2
ndgraders of
SD Pangudi
Luhur
Yogyakarta
, the lack of speaking practice and the monotonous drilling method
in the daily class encouraged the writer to design speaking instructional materials
based on Task-Based Language Teaching for the extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur
Yogyakarta
.
This study was carried out to answer two research questions: (1) how is a set
of speaking instructional materials based on Task-Based Language Teaching for
extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
designed?
and (2) what does the designed set of speaking instructional materials look like?
To answer the first research question, the writer employed five stages of the
Research and Development (R&D) methodology proposed by Borg and Gall (1986)
as the umbrella of the writer’s model which were derived from combining both
Kemp’s and Yalden’s models. The writer’s instructional design model included six
steps, namely (1) Conducting Needs Survey, (2) Formulating Goals, Listing Topics
and Stating General Purposes, (3) Formulating learning Objectives, (4) Listing
Subject Content, (5) Selecting Teaching and Learning Activities and Resources and
(6) Evaluating the Designed Materials. Based on the evaluation done by distributing
post-design questionnaires to 5 respondents, the results showed that the mean of each
statement ranged from 3.2 up to 3.6 in the scale of 4. It is considered that the
speaking instructional materials were appropriate and acceptable for the
extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur
Yogyakarta.
To answer the second research question, the writer presents the final version
of the speaking instructional materials after conducting some revisions based on
comments and suggestions from the post-design respondents. The speaking
instructional materials consist of 8 units. Each topic includes three main sections,
namely
Let’s Get Ready
,
Let’s Do It
, and
Let’s Practice
and an additional section,
Review: Short but Smart
which takes a short time. The designed materials are
equipped with a teacher’s book in order to ease the teachers for implementing
Task-Based Language Teaching in the extracurricular activity.
viii
ix
ABSTRAK
Palupi, Lucia Retno. 2010.
Speaking Instructional Materials Based on Task-Based
Language Teaching for the Extracurricular Activity of the 2
ndGraders of SD Pangudi
Luhur Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Mengingat pentingnya penguasaan Bahasa Inggris, banyak sekolah menuntut
para siswanya untuk belajar Bahasa Inggris pada usia dini. Dengan harapan bahwa
usia dini dapat meningkatkan kecakapan berbahasa Inggris mereka, terutama terhadap
ketrampilan berbicara bahasa Inggris, SD Pangudi Luhur Yogyakarta mengadakan
kegiatan ekstrakurikuler Bahasa Inggris. Tidak tersedianya materi berbicara untuk
kegiatan ekstrakurikuler Bahasa Inggris siswa kelas 2 SD Pangudi Luhur Yogyakarta,
kurangnya praktek berbicara dalam Bahasa Inggris dan
drilling
yang monoton
mendorong penulis untuk merancang materi pembelajaran berbicara berdasarkan
pembelajaran berdasar tugas untuk kegiatan ekstrakurikuler siswa kelas 2 SD Pangudi
Luhur Yogyakarta.
Studi ini dilaksanakan untuk menjawab 2 masalah penelitian: (1) bagaimana
satu set materi pembelajaran berbicara berdasarkan pembelajaran berdasar tugas
untuk kegiatan ekstrakurikuler siswa kelas 2 SD Pangudi Luhur Yogyakarta
dirancang? dan (2) seperti apakah set rancangan materi pembelajaran berbicara
tersebut?
Untuk menjawab pertanyaan pertama dalam rumusan permasalahan, penulis
menggunakan 5 langkah metodologi penelitian dan pengembangan yang
dikemukakan oleh Borg dan Gall (1986) sebagai payung untuk model rancangan
pembelajaran penulis yang menggabungkan dua model desain instruksional dari
Kemp dan Yalden. Model rancangan pembelajaran penulis meliputi 6 langkah yaitu
(1) melaksanakan survey kebutuhan, (2) merumuskan tujuan, menentukan topik, dan
tujuan umum, (3) menentukan tujuan pembelajaran, (4) Menentukan kegiatan
pembelajaran (5) memilih kegiatan belajar dan mengajar serta sumber belajar dan (6)
merevisi materi. Berdasarkan hasil evaluasi yang dilaksanakan dengan menyebarkan
kuesioner kepada 5 reponden, hasil menunjukkan bahwa nilai tengah dari tiap
pernyataan berkisar antara 3.2 sampai 3.6 dari skala 4. Maka, dapat disimpulkan
bahwa materi pembelajaran berbicara tersebut baik dan dapat diterima.
Untuk menjawab pertanyaan kedua dalam rumusan permasalahan, penulis
menyajikan versi akhir dari materi pembelajaran setelah mendapatkan komentar dan
masukan dari responden. Materi pembelajaran berbicara terdiri dari 8 unit yang setiap
unitnya mempunyai 3 bagian yaitu
Let’s Get Ready
,
Let’s Do It
, dan
Let’s Practice
dan satu bagian tambahan,
Review: Short but Smart
. Materi juga dilengkapi dengan
buku pegangan guru untuk memudahkan penerapannya di dalam kelas.
x
Luhur Yogyakarta untuk mengembangkan ketrampilan berbicara mereka melalui
tugas dan kegiatan yang di tawarkan. Semoga materi pembelajaran tersebut
memberikan kontribusi terhadap para guru dan peneliti yang tertarik untuk meneliti
bidang ini lebih lanjut.
xi
ACKNOWLEDGEMENTS
My greatest gratitude goes to my One, Jesus Christ, for His marvelous grace,
everlasting love and endless guidance throughout my life. Without Him, I could not
have passed the hard times in completing my thesis. I would like to express my
thankfulness to Mother Mary for wonderful mercy and prayer.
I am particularly indebted to Drs. Y.B Gunawan, M.A, my major sponsor,
who has been willing to devote his valuable time reading, correcting and giving
suggestions on my thesis. Without his help, I would not be able to finish my thesis.
I owe a great deal to Yuseva Ariyani Iswandari, S.Pd., M.Ed., Christina
Kristiyani, S.Pd., M.Pd. and Christina Lhaksmita Anandari, S.Pd., M.Ed., for their
invaluable assistance to evaluate my materials design. I also thank all of the lecturers
and secretariat staffs of English Language Education Study Program of Sanata
Dharma University and all librarians who have assisted me during the completion of
my thesis.
xii
My deepest gratitude goes to my beloved parents Bapak Fx. Sukartija and Ibu
Modesta Sutimah for the endless love and prayer for me. I owe my elder brother and
sisters and their spouses, Mas Toro & Mbak Mar, Mbak In & Mas Gun, Mbak Wahyu
and Mas Wawan for sharing their unconditional love and support. They have taught
me how to value life in a wonderful way. I love you all
☺
I address my gratitude to my other families for their support both spiritually
and financially, Pak Dhe Giyo’s, Om Tijan’s, Om Jodo’s, Om Harto’s, Om
Sarwana’s, Om Sabiri’s, Bulek Suti’s and Om Bambang’s. I also thank to Om
Jiman’s family (Lek Mur, Yudha, Ade) for always be there for my family.
My special thanks go to my friends. I thank them for coloring my life, sharing
laughs and loves. I thank The Fireflies (Kaven, Aldi, Bang’Sat, Ri2s, Esti, and Nita)
for the hard work and companionship. I thank my faithful sisters (Ndutz, Tengilz and
Lucy) for caring and loving. Dear my best friends in Petra Fortunatus Vocal Group, I
am thankful for joy and songs we’ve shared. I do appreciate my faithful friends (Sari
for lending me the printer, Cik Puy for the gossiping time and Vita for cheering me
up) and all PBI 2006 students for wonderful friendships. I thank my boarding house’s
friends (Mbak Tian, Cinta, Agnes and Dewi) for precious moments during these 4
years. The last, I also give my deepest gratitude to all the people whose name I cannot
mention one by one for their patience, friendship and attention.
Love,
xiii
Page
TITLE PAGE...
i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY... v
ABSTRACT ... vii
ABSTRAK
... ix
ACKNOWLEDGEMENTS... xi
TABLE OF CONTENTS ... xiii
LIST OF TABLES... xvii
LIST OF FIGURES ... xviii
CHAPTER I. INTRODUCTION
A.
Research Background ...
1
B.
Problem Formulation ...
5
C.
Problem Limitation...
6
D.
Research Objectives ...
6
E.
Research Benefits ...
7
F.
Definition of Terms ...
8
CHAPTER II. REVIEW OF RELATED LITERATURE
A.
Theoretical Description... 11
1.
Instructional Design Models ... 11
a.
Kemp’s Model... 12
b.
Yalden’s Model ... 15
2.
Task-Based Language Teaching ... 17
a.
Task... 18
xiv
necessary for Language Acquisition ... 21
2)
Task Activity and Achievement are Motivational ... 21
3)
Learning Difficulty can be Negotiated and Fine-tuned for
Particular Pedagogical Purposes ... 22
c.
The Characteristics of Task-Based Language Teaching ... 22
1)
Bring the Real World into the Classroom ... 22
2)
Focus on Process rather than Product... 23
3)
Communicative Interaction ... 23
4)
Interesting Activities through Tasks... 23
d.
The Task Types... 24
e.
The Framework of Task-Based Language Teaching ... 25
f.
Task-Based Language Teaching for Beginners and Young
g.
Learners ... 27
3.
Teaching Speaking for Beginners and Young Learners ... 29
a.
Using Video ... 31
b.
Using Games... 32
c.
Using Songs ... 32
B.
Theoretical Framework... 33
CHAPTER III. METHODOLOGY
A.
Research Method ... 41
B.
Research Participants... 48
1.
Participants of the Pre-design study ... 48
2.
Participants of the Post-design study... 49
C.
Research Instruments... 49
1.
Instruments of the Pre-design study... 49
2.
Instrument of the Post-design study... 50
D.
Data Gathering Techniques ... 50
1.
Data Gathering Techniques of the Pre-design study ... 50
xv
1.
Data Analysis Technique of the Pre-design study ... 51
2.
Data Analysis Technique of the Post-design study ... 52
F.
Research Procedure ... 55
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A.
The Elaboration of the Steps of the Writer’s Model to Design Speaking
Instructional Materials based on Task-Based Language teaching for the
Extracurricular Activity of the 2
ndGraders of
SD Pangudi Luhur
Yogyakarta
... 56
1.
Conducting Needs Survey... 57
2.
Formulating Goals, Listing Topics and Stating General Purposes ... 68
3.
Formulating learning Objectives... 71
4.
Listing the Subject Content... 74
5.
Selecting Teaching and learning Activities and resources... 81
6.
Evaluating the Designed Materials ... 82
a.
The Discussion of the Results of the Post-design Questionnaire ... 83
b.
Revising the Designed Materials ... 89
B.
The Brief Description of the Speaking instructional Materials based on
Task-Based Language Teaching for the Extracurricular Activity of the
2
ndGraders of
SD Pangudi Luhur Yogyakarta
... 94
CHAPTER V. CONCLUSION AND SUGGESTIONS
A.
Conclusion ... 97
B.
Suggestions ... 100
1.
Suggestions for the Elementary Teachers, especially the English
Teachers of
SD Pangudi Luhur Yogyakarta
... 100
2.
Suggestions for the Other Researchers ... 100
REFERENCES ... 102
APPENDICES ... 104
xvi
APPENDIX C: The Lists of Interview Questions ... 112
APPENDIX D: The Post-design Questionnaire ... 115
APPENDIX E: The Teacher’s Book ... 120
xvii
LIST OF TABLES
Page
Table 3.1 The Blueprint of the Description of the Respondents’ Background... 52
Table 3.2 The Blueprint of the Results of the First Part of the Post-design
Questionnaire... 54
Table 4.1 The Goal and General Purposes of the Deigned Materials... 70
Table 4.2 The Learning Indicators ... 72
Table 4.3 The Description of the Respondents’ Background ... 84
Table 4.4 The Results of the First Part of the Post-design Questionnaire ... 85
xviii
LIST OF FIGURES
Page
Figure 2.1 The Kemp’s Instructional Design Model ... 15
Figure 2.2 The Yalden’s Instructional Design Model... 17
Figure 2.3 The TBLT Framework for Beginners and Young Learners ... 29
Figure 2.4 The Writer’s Instructional Design Model... 40
1
CHAPTER I
INTRODUCTION
This chapter discusses six major points. Those include research background,
problem formulation, problem limitation, research objectives, research benefits
and some definition of terms which will be helpful to understand this study.
A.
Research Background
In the globalization era, English plays a significant role as a bridge for
people around the world to communicate. In today’s society, English is used in
many aspects of human life such as trade, technology, science, education and
many other aspects. Knowing the importance of English, the Indonesian
government considers English as the first foreign language to teach in the
education institutes starting from elementary up to university level. In Indonesia,
English as a foreign language has many purposes namely absorbing and
developing science, technology, culture and arts which further build relationship
with other nations in the world. Further, it will show Indonesians in answering the
challenging era of globalization (BNSP, 2006:402-403).
because it is essential to assist them in accessing knowledge through technology
innovation and in being prepared to compete in the globalization era.
Considering the importance of speaking English, many schools in Indonesia
demand the students to learn English in the earlier age. In some elementary
schools, English is taught starting from the fourth grade. On the other hand, some
schools have different policy in determining from what grade English should be
taught. With an expectation that the earlier age will bring improvement for the
students’ proficiency in mastering English at the next level, some elementary
schools offer English extracurricular activity starting from the 1
stgrade. The
policy is taken to give the learners longer time to learn English. Oksaar
(1983:147) in ”
Language Acquisition in the Early Years
” states another reason
why English should be taught in the early age. The children in elementary school
are in a critical period. The critical period is a period between age 1-13 when the
children must learn a language, otherwise it becomes much more difficult to learn
after this period.
Besides, the drilling method which was monotonously applied in the regular
English classroom sometimes bored the students.
The 2
ndgraders of
SD Pangudi Luhur Yogyakarta
were also joining English
extracurricular activity. Based on the writer’s experience in teaching English
extracurricular activity for two semesters, the 2
ndgrade students were on a critical
age. As the elementary level students, they had short attention spans and they
easily got bored. In certain time, it was very difficult to gain their attention as they
started to play with each other. Further, they were highly motivated in writing
rather than speaking whereas the main purpose of the English extracurricular
activity was to develop speaking skill. The lack of the chance to practice their
speaking and monotonous drilling method made them not accustomed to
producing English words. As a result they could barely speak simple sentence.
Another obstacle was their impression towards English; they assumed that English
was difficult. Accordingly, they were afraid of making mistakes and taking risks
in learning English. They became less motivated to speak. The other barrier was
the absence of the speaking instructional materials for the extracurricular activity
of the 2
ndgraders.
In this study, the writer offers one approach in language teaching to
overcome those problems namely Task-Based Language Teaching (TBLT).
According to Richards and Rodgers (2001:223), “Task-Based Language Teaching
(TBLT) refers to an approach based on the use of tasks as the core unit of
planning and instruction in language teaching.” TBLT is a logical development of
Communicative approach as it depicts three principles which are included in
Communicative approach, those are: activities that involve real communication
are essential for language learning, activities in which language is used for
carrying out meaningful tasks promote learning and language that is meaningful to
the learner supports the learning process.
Based on the writer’s experience in teaching English extracurricular activity,
Task-Based Language Teaching is relevant to conduct in the learning process of
the English extracurricular activity for the 2
ndgraders. Task-Based Language
Teaching aims at maximizing opportunities for learners to put their limited
language to the real use. Besides, it helps the teacher to manage the classroom
interaction as well as to create more effective learning environment (Willis,
1996:19). In order to provide the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
tasks. It will make the students to get involved more on speaking rather than
writing. Since the students were interested in guessing words, the writer attempts
to design interesting and challenging tasks and games to create fun learning
environment. It is expected that the students will be confident and more motivated
to practice their speaking because designing attractive materials which suit the
children’s mental growth will raise their motivation. The pedagogical tasks will be
selected based on the results of the students’ needs survey. The topics will be
chosen based on their needs and in accordance with the current curriculum, KTSP.
KTSP emphasizes on contextual learning which also offered by TBLT. According
to Richard and Rodgers (2001:225), TBLT is an approach for real-world language
learning which shares its notion to relate contextual teaching and learning with
teacher’s lack of motivating the students to use the target language.
This set of speaking instructional materials is supposed to achieve the goals
of the English extracurricular activity. This set of designed materials includes
activities which provide the students with more chances to practice their speaking
and making the students to be able to communicate simple daily conversation.
B.
Problem Formulation
Based on the problems elaborated in the background of the research, there
are two problems which will be solved as formulated in the following questions:
1. How is a set of speaking instructional materials based on Task-Based
Language Teaching for the extracurricular activity of the 2
ndgraders of
2. What does the designed set of speaking instructional materials based on
Task-Based Language Teaching for the extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
look like?
C.
Problem Limitation
The study is aimed at designing speaking instructional materials based on
Task-Based Language Teaching for the extracurricular activity of the 2
ndgraders
of
SD Pangudi Luhur Yogyakarta
. This study is focused on the materials
development which includes the speaking materials and instructions based on
Task-Based Language Teaching Approach.
The topics of the materials are arranged based on the needs survey and in
accordance with the current curriculum, KTSP. It is aimed at motivating the
students with the topics that they need and want to learn. The topics chosen are
derived from their interests and needs as the results of participant observation and
interview. At the end of the study, the designed materials are presented without
implementing them to find out their effectiveness.
D. Research Objectives
There are two main objectives proposed in this study:
1. To develop speaking instructional materials based on Task-Based
Language Teaching for the extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
.
E. Research Benefits
This study is conducted to bring benefits for those who are mentioned
below:
1.
The 2
ndgraders of
SD Pangudi Luhur Yogyakarta
The speaking materials are proposed to make the 2
ndgraders of
SD
Pangudi Luhur Yogyakarta
able to start as well as respond to simple daily
conversation and provide more chances to practice speaking through the
tasks based on Task-Based Language Teaching. Task-Based Language
Teaching allows them to do real world tasks which make them use the
simple daily conversation utterances. Besides, the students will be
interested to learn since the topics presented based on their needs and
interests. Various tasks types motivate the students to practice speaking in
forms of creative games, singing songs, matching, and others.
2.
English extracurricular teachers
This study is aimed at offering the teacher with a different approach in
teaching speaking in the extracurricular activity. Besides, it gives the
teachers broader knowledge about conducting Task-Based Language
Teaching in the extracurricular activity as well as motivates the teachers to
be more creative in designing speaking materials in order to bring the
learning process to the fullest.
3.
Other researchers
extracurricular activity. Therefore, they can use the design materials as the
guidance to design other speaking materials in different levels.
F. Definition of Terms
This section will discuss some definition of terms used in this study to avoid
misunderstanding during the reading. They are elaborated below:
1.
Design
According to Kemp (1977:8), design is a plan which is applied in
every level of education and it has three essential and important elements
namely objective of the learning, the activities and recourses and evaluation.
Closely related to Kemp’s definition, Hutchinson and Waters (1994:106)
define designing as creating a new set of materials that fits the learning
objectives and specific subject area of particular learners. In this study, the
term design is closely defined as those two proponents’ definitions where
design considers a new set of English speaking instructional materials as the
subject area and Task-Based Language Teaching as the approach of
determining the activities. Further, the 2
ndgraders of extracurricular class in
SD Pangudi Luhur Yogyakarta
are regarded as the particular learners.
2.
Speaking instructional materials
which include activities involving speaking which can be used by the
teacher or instructor in teaching the English extracurricular class in
SD
Pangudi Luhur Yogyakarta
for the 2
ndgraders semester 1. The speaking
instructional materials include some utterances used in a daily conversation
which allow the students to improve their speaking skill.
3.
Task-Based Language Teaching (TBLT)
According to Nunan (2004:4), Task-Based language Teaching is an
approach involving pedagogical tasks transferred from real-world tasks
where the learners comprehend, produce, or interact with the target
language. Pedagogical tasks involve communicative language in which the
user’s attention is focused on meaning rather than grammatical form. In this
study, the definition of Task-Based Language Teaching is close to Nunan’s
definition where it uses tasks as vehicle to fulfill the communicative purpose
and offers the learners with the real life needs and activities. This study
refers to Task-Based Language Teaching which particularly focuses on
beginners and young learners as the target learners.
4.
Extracurricular activity
language, art and sport. In this case, the extracurricular activity includes
additional class for English language mastery especially in accelerating
English speaking skill. The additional knowledge and new elements are
given by providing the students with the communicative utterances used in
the daily conversation of the society.
In this study, extracurricular activity includes the English teaching
and learning as the extra lesson which is aimed at giving a broader chance
for the learners to practice speaking and make them able to start as well as
respond to simple daily conversation. The extracurricular activity is
expected to develop the students’ capability in speaking skill in both
transactional and interactional functions of language.
5.
The 2nd Graders of
SD Pangudi Luhur Yogyakarta
The 2
ndgraders students are the students of
SD Pangudi Luhur
Yogyakarta
who are in the 2
ndlevel of elementary school.
SD Pangudi
Luhur Yogyakarta
has five classes of the 2
ndgraders. In this study, the target
learners are the 2
ndgraders who are taking English extracurricular activity.
In the English extracurricular, the takers come from different class of 2
ndgrade. The 2
ndgraders extracurricular class is very unique since it includes
some students from different classes.
11
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes a discussion of the related literature. This chapter is
divided into two major parts, namely theoretical description and theoretical
framework. In the theoretical description, the writer attempts to present some
related literature, which are needed to design the materials, as the basis to conduct
the study.
Further, the theoretical framework makes use of some theories mentioned in
the theoretical description as the basis to design the speaking instructional
materials based on Task-Based Language Teaching for the extracurricular activity
of the
2
ndgraders of
SD Pangudi Luhur Yogyakarta
.
A.
Theoretical Description
In this section, several related literature of the study will be explained. The
related literature includes some theories which are involved in designing
materials. This section covers the descriptions of 1) Instructional Design Models,
2) Task-Based Language Teaching, and 3) Teaching and Learning Speaking.
1.
Instructional Design Models
speaking instructional materials based on Task-Based Language Teaching for the
extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
.
a.
Kemp’s Model (Kemp, 1977)
Kemp argues that there are three questions which are needed to answer,
namely “what must be learned?” (Objectives), “what procedures and resources
will be best to reach the desired learning level?” (Activities and Resources), and
“how will we know when the required learning has taken place?” (Evaluation).
The instructional design plan stated by Kemp includes eight elements, those are:
Step 1.
Defining Goals, Topics, and General Purposes
Ordinarily, instructional design planning begins with the introduction of the
board goals of the institution or school system which can be derived from the
society, students and subject areas. After defining the goals, the designer then
selects major topics within the content area. The next step is expressing general
purposes from each of the chosen topics.
Step 2.
Discovering Leaner’s Characteristics
should also involve are learning conditions and learning styles. Kemp (1977:19)
states that “learning conditions refer to groups of factors that can affect a person’s
ability to concentrate, absorb, and retain information.”
Step 3.
Specifying Learning Objective
Learning objectives must be stated in forms of activities that will best
promote learning. According to Kemp (1977:24), there are three categories of
objectives; those are cognitive, psychomotor and affective. The cognitive is
mostly used in educational program which consist knowledge, comprehension,
application, analysis, synthesis and evaluation. The designer formulates the
specific instructional objectives that should be achieved based on the observable
and measurable students’ attitudes. The designer should also consider the action
verb in specifying each of the learning objectives because action verb relates to
certain level of objectives.
Step 4.
Organizing Subject Content
Subject content should be related to the student’s learning experiences. The
content should be related to the objectives that have been chosen and the student’s
needs. Kemp states (1977:44) that subject content consist of “the selection and
organizing of the specific knowledge (facts and information), skills (step-by-step
procedures, conditions and requirements), and attitudinal factors of any topic.”
Step 5.
Developing Pre-assessment
pretesting. Prerequisite testing aims to know whether the students have the
appropriate background preparation for the topic while pretesting aims to
determine which of the objectives students may already have achieved.
Step 6.
Planning the Teaching / Learning Activities and Resources
Kemp (1977:55) states In order to achieve good learning, the designer must
determine the most efficient and effective methods and then select materials
which provide learning experiences that will associate with each of the objectives.
The designer selects teaching learning activities and instructional resources that
can be applied to achieve the specific instructional objective appropriate for
accomplishing each objective.
Step 7.
Organizing Support services
Identify support services of facilities which are required to implement the
design plan such as funds, facilities, equipment, etc. The designer should be able
to manage the support service carefully, especially with the budget. The budget
can be divided into two sections; the first one is the budget during the
development which covers all the budgets during the program preparation and the
second is budget during the implementation which cover all budgets during the
program’s implementation.
Step 8.
Evaluation
development and tryouts while inversely the summative evaluation is done at the
end of the course. Kemp states (1977:98) that there are several ways of evaluating
the developed program, (1) test result, (2) reactions from the students, (3)
observations of students at work, (4) suggestions from colleagues. The steps of
Kemp’s model are illustrated in Figure 2.1.
b.
Yalden’s Model (Yalden, 1987)
Yalden offers seven stages in designing materials. Further, Yalden suggests
the use of communicative syllabus design (1987:88). The seven steps will be
elaborated on the next page:
Goals, topics and General Purposes
Evaluation
Revision
Learning Objectives
Supports services
Teaching/ Learning Activities,
Resources
Pre-assessment
Subject Content
Learner characteristics
[image:34.595.119.497.248.583.2]
Step 1.
The Needs Survey
Yalden argues that conducting needs survey can gather a great deal of
information about the learners (1987:101). Further, this step is very important
considering the learners’ needs. The need survey can show who the learners and it
is aimed at establishing realistic and acceptable objectives. Therefore, the needs
survey include the identification of the communication requirements, personal
needs, motivations, relevant characteristics and resources of the learners.
Step 2.
The Description of Purpose
The results of the needs survey will be used as the basis in developing the
purpose of the program. After the designer does needs survey, the designer
clarifies the purpose of the language program and “this will establish the
foundation for the major decision facing the language course designer when he or
she goes on the next step” (1987:105).
Step 3.
The Choice of a Syllabus
“There is no single model of syllabus design which is universally agreed
upon” (1987:108). The designer can combine more than one syllabus in order to
make the course design more reliable.
Step 4.
Production of Proto Syllabus
Step 5.
Production of Pedagogical Syllabus
In this stage, the designer chooses words and phrases based on the function
and the topics. The designer also develops teaching, learning and testing
approaches.
Step 6.
Development and Implementation of Classroom Procedure
It includes the selection of the exercise type and teaching techniques,
preparation of the lesson plans and weekly schedule.
Step 7.
Evaluation of Students, Program and Teaching Process
Yalden states that evaluation covers two significant aspects. Firstly,
evaluating or testing the students in the program and secondly, evaluating the
teaching as well as the over-all design of the course. This is the recycling step
because the whole cycle can begin again at this point or stage.
[image:36.595.66.596.276.572.2]The Yalden’s instructional design model is described in Figure 2.2.
Figure 2.2: The Yalden’s Instructional Model (Yalden, 1987:88)
2.
Task-Based Language Teaching
Task-Based Language Teaching (TBLT) is used as an approach in this
study. Therefore, it is important to discuss about TBLT. This part covers six main
points, which are: a) Task, b) Theory of Language and Learning, c) The
Needs survey
Description of purpose
Selection/ development
of syllabus type
Production of a-proto
syllabus
Production of a-pedagogical
syllabus
Development and implementation
of classroom
Characteristics of TBLT, d) The Task Types, e) The Framework of TBLT and f)
TBLT for Beginners and Young learners.
a.
Task
Task plays important roles in Task-Based Language Teaching (TBLT)
approach. Because of that reason, the next discussion elaborates the meaning of
the term “task” and presents some definitions of task. The task’s definitions will
be used as basic consideration to determine the content of the designed materials.
According to Willis (1996:23), in her book titled
“A Framework for
Task-Based learning,
the definition of tasks deal with activities where the target
language is used and experienced by the language learner for a communicative
purpose or goal in order to achieve an outcome. It can be concluded that the
language learners directly use the language as a tool to finish the task; they
directly experience the language and indirectly learn how the target language is
meaningful to them.
Nunan (2004:4) defines task as a piece of classroom work that involves
learners in comprehending, manipulating, producing or interacting in the target
language while their attention is focused on meaning rather than form. The task
should also have a sense of completeness, being able to stand alone as a
communicative act with a beginning, middle and an end. However, meaning and
form are highly interrelated where the grammar exists to enable language users to
express different communicative meanings.
tasks”. Real-world task is a piece of work undertaken for oneself or for others,
freely or for some reward. The examples are painting a fence, dressing a child,
filling out form and others. Therefore, it is also called technical,
non-linguistic one. Secondly, pedagogical task means an activity or action which is
carried out as the result of processing or understanding language or response. The
examples are drawing a map while listening to a tape, listening instruction and
performing command. Tasks are defined as what the learners do in the classroom.
b.
Theory of Language and Learning
According to Richards and Rodgers (2001:223), “Task-Based Language
Teaching (TBLT) refers to an approach based on the use of tasks as the core unit
of planning and instruction in language teaching.” Task-Based is a logical
development of Communicative Approach as it depicts three principles which are
included in Communicative Approach, those are: activities that involve real
communication are essential for language learning, activities in which language is
used for carrying out meaningful tasks promote learning and language that is
meaningful to the learner supports the learning process. Supported by the Hong
Kong Ministry of Education quotation as cited by Nunan (2004:13-14):
Further, Krahnke (1987:57-58) explains that Task-Based Language
Teaching enforces students to do the activities for non instructional purpose
outside of the classroom as the chances for language learning. Tasks are different
from the other activities to the degree non instructional purpose and a measurable
outcome and they bring the real world into the classroom. Therefore, the intent of
Task-Based Language Teaching is to use the real-life needs and activities as
learning experiences.
Nunan (2004:12) argues that the experiential learning is the basis of TBLT
where the learner’s immediate personal experience involved. The active
involvement of the learner is also central as it allows students to have
“experiential learning” in the process of “learning by doing”. Experiential learning
theory provides the basic view of learning as personal growth which enables the
learners to be self-directed and responsible for their own learning.
As a logical development of Communicative Approach, TBLT put its focus
on the language use where the students actively practice their speaking ability in
the language. The theory of language emphasizes on making meaning because
language is a means of making meaning.
Rodgers in “
Approaches and Methods in Language Teaching”
there are three
learning principles which include:
1)
Tasks Provide both the Input and Output Processing necessary for
Language Acquisition
Canale, as cited by Krahnke (1987:59), states:
Linguistic and sociolinguistic competence is acquired through the
comprehensible input as the student processes the information necessary to
perform the task (plus whatever instruction in language form that
accompanies it); discourse competence is acquired through experiencing the
various discourse types called for by the tasks; and strategic competence or
the ability to use communicative strategies, is acquired through the need for
understanding during the interaction required to accomplish the tasks.
From the acquisition theory above, TBLT becomes a strategic approach as it
offers both input and output. The input appears when learners process the
information each other which they have as their linguistic and sociolinguistic
competences. They attempt to acquire discourse and strategic competence in the
process of doing the tasks through using the language. Finally the outcome of the
process is the tasks accomplishment. Through the process of doing the tasks, the
learners attempt to acquire many competences. Therefore, TBLT is said to focus
on the process rather than product. Even though the focus is not on the output or
product of the task, output is still needed as a means of assessment.
2)
Task Activity and Achievement are Motivational
include physical activity, involve partnership and collaboration, tolerate and
encourage a variety of communication styles and call the learners past experience.
3)
Learning Difficulty can be Negotiated and Fine-tuned for particular
Pedagogical Purposes
Long and Crookes, as cited by Richards and Rodgers (2001:229), states
tasks are seen as vehicles to present appropriate examples of the target language
and for delivery of comprehension and production chances of negotiable
difficulty.
Further supported by Larsen and Freeman (2000:144), TBLT offer the
learners with natural context for language use. The learners work to complete the
task and allow them to have the opportunity to interact. Natural context of
language use will enable the learners to start and respond the daily conversation
which usually happened in their environment.
c.
The Characteristics of Task-Based Language Teaching
There are some characteristics of Task-Based Language Teaching stated by
some experts to support this study and shown below:
1)
Bring the Real World into the Classroom
According to Krahnke (1987:57), tasks are a way of bringing the real world
into the classroom. Tasks used in the TBLT should intent on the real-life needs
and activities of the learners so that they can use them as learning experiences.
TBLT classroom, the learners will experience real-world situation by doing
pedagogical tasks. Therefore, it supports the contextual learning.
2)
Focus on Process rather than Product
According to Nunan (2004:1), TBLT focuses on the process of the language
learning rather than product. The goal is not merely the task’s accomplishment but
the process when the learners use the language to finish the task.
3)
Communicative Interaction
Nunan (2004:7,19) argues that the basis view is that language as a tool for
communication rather than a set of grammatical to be memorized. According to
Halliday, as cited by Nunan (2004:19), there are three functions in general level,
namely exchanging goods and services, socializing with others and for enjoyment.
Since the focus is on the language use in doing the tasks, TBLT provides a great
chance for learners to improve their speaking English ability as a major skill used
in communication.
Further explained, TBLT encourages the learners to participate actively in
small, collaborative groups. TBLT allows the learners to learn language by
interacting communicatively and purposefully while they are engaged in doing the
tasks.
4)
Interesting Activities through Tasks
There are several task types according to Prabhu (1987:46-47), Pattinson (1987)
and Richards (2001:162) which may vary the task types.
d.
The Task Types
The Task-Based Language Teaching places tasks as a core unit in learning a
language. Therefore, the selection of the task types will be a paramount
consideration in designing the instructional materials. In order to get so much
information about the task types, there will be presented some task typologies
delivered by some proponents.
type of task. The tasks are mostly done though collaborative learning when the
learners work in pairs and in groups. The communicative interaction will provide
the students with much opportunity to the real language use.
Another typology showed by Pattinson (1987) where he explores seven task
and activity types. Those are: questions and answers, dialogues and role plays,
matching, communication strategies, pictures and picture stories, puzzles and
problems, discussions and decisions. Questions and answers are based on the
notion of creating information gap between the learners by letting them
transferring given information from one person to another. In dialogues and role
plays students will be more willing to learn if they are involved and given some
choice of what to say in their role play rather than told to simply repeat a given
dialogue in pairs. While matching include recognizing matching items, or to
complete pairs or sets, communication strategies such as paraphrasing, inventing
words, using gestures, asking for feedback, simplifying which can be used to
encourage learners to practice communication. Many activities can be stimulated
through the use of pictures and picture stories, for example spot the difference,
memory test or sequence pictures to tell story.
e.
The Framework of Task-Based Language Teaching
basic phases in the framework of Task-Based Language Teaching namely
Pre-Task, Task-Cycle and Language Focus. Pre-task is the first phase which
introduces the topic and task. In this phase, the teacher helps the learners to get the
depiction of the topic or to understand the task instructions. The teacher can start
by offering topic-related words or phrases. This phase can also be used to give
appropriate exposure to the learners to be interested to the topic. The second phase
of TBLT allows the learners to use whatever language they already know in order
to carry out the task and improve the language under the teacher’s guidance while
they report the result of the task. The framework provides the three basic
conditions for learning, namely exposure, use and motivation. The last phase is
language focus; it includes analysis and practice components. It allows a closer
study of some of the specific features as what naturally occurred in the language
use during the task cycle. The learners have already worked with the language and
processed it for meaning.
Not only learners who play important role in the teaching and learning
process in the Task-Based Language Teaching but also the teacher. Willis
(1996:40) further explains that the role of the teacher is as a facilitator. The
teacher should keep in mind about the key condition for learning. He or she
should make sure the balance between the exposure and the language use.
Furthermore, the teacher should ensure the learners to understand and become a
course guide who shows the objectives and how the components of the task can
achieve it.
f.
Task-Based Language Teaching for Beginners and Young Learners
Since the speaking instructional materials designed is intended for the
second graders, it is important to know how Task-Based Language Teaching can
be useful for beginners and young learners. In TBLT, the learners learn by doing;
the learning is the part of the task itself. Therefore, the learner tries to acquire the
language in the natural context by doing activities or tasks.
Supported by Brewster, J., Ellis, G., and Girard, D (2004:41-42), the
learning-centered activities should be taken into account in teaching beginners and
young learners. The learning-centered allows the learners to interact where the
pupils have a chance to work on tasks in order to engage in organized talk with
each other that is to use language in a more creative way. Further, tasks may
encourage learners to express opinion, role playing and others which allows
plenty opportunities to speak.
and finally producing approximate renderings of words and phrases. Therefore,
tasks allow the learners to listen and participate to the meaning-focused
interactions from the very beginning to acquire the new language naturally.
[image:47.595.107.515.287.552.2]Teaching and learning process of beginners is different from adults, thus the
TBLT framework will be different one another. First, the time given for exposure
in the first phase or pre-task will take longer than the standard framework.
Second, the cycle may consist of shorter tasks rather than one long. Third, unless
the learners haven’t gained confidence, the planning and report stages are omitted
replaced by short report given by the teacher. The brief description of the Willis’
framework of TBLT for beginners and young learners (1996:116) can be seen in
Figure 2.3 on the next page.
From Figure 2.3, Willis (1996:125) states that it is important to teach social
language where the teacher simply chats to socially provides useful experience of
language. It is important to expose learners to everyday social language in class.
Whenever you meet the learners outside the classroom, speak in the target
language. According to Brewster, et.al (2004:41-42) state, in their book titled
“The Primary English Teacher’s Guide”
, there are several language patterns
which can be taught namely: simple greetings, social English, routines, classroom
language, asking permission and communication strategies.
communication. Because the language use is emphasized in TBLT, many tasks
and activities in TBLT involve conversation on its realization.
3.
Teaching Speaking for Beginners and Young learners
According to Mulyasa (2008:109), there are two significances why English
should be taught in elementary school. Firstly, to develop communication ability
orally accompanies the action in school context. Secondly, it is aimed at
possessing the awareness of the essence and importance of English to increase the
globalization era competition. The instructional materials designed will be
intended to develop the 2
ndgraders of SD Pangudi Luhur to be able to speak.
Figure 2.3: The TBLT Framework for Beginners and Young learners Longer
PRE-TASK
Introduction to the topic and task, lots of teacher’s talk about the topic, use of pictures,
demonstrations, songs
TASK-CYCLE
More
Sets of short tasks followed by lots of teacher’s chat about the tasks, gradual increase in emphasis on these: planning and report.
LANGUAGE FOCUS
Finding, Identifying and classifying common words and phrases, practice of classroom language and social phrase, keeping personal
Therefore, there will be presented some theories deal with teaching speaking for
beginners and young learners.
According to Brown and Yule, as cited by Nunan (1989:26), spoken
language consists of short, often fragmentally utterances, in a range of
pronunciation. Further explained, there are two distinctions of language functions.
The first one is transactional function which enables us to transfer the information
and the second is interactional function, the purpose of which is maintenance of
social relationship. Speaking takes a significance role in those two functions.
Therefore, speaking is a skill which generally has to be learned and practiced.
According to Brewster, et.al (2004) in their book
“The Primary English
Teacher’s Guide”
state that the first lesson of speaking for beginners and young
learners often focus on teaching simple greeting and introduction. Attention can
be focused on the learners’ pronunciation, providing a useful introduction to the
features of the English pronunciation first. The aim is to make them confidence
and heighten children’s awareness of language.
Further, the language is produced as whole chunks rather than being put
together word by word. It often consists of routines or patterns which children
memorize and which enable them to communicate minimum or simple linguistic
competence. When this type of language (formulaic language) is repeated
regularly, the children will learn it quickly and have the impression that they can
speak a lot.
The formulaic language consists of:
2)
Social English: Did you have a nice weekend? / Have a nice weekend!
3)
Routines: What’s the date? What’s the day today?
4)
Classroom language: Listen. Repeat. Sit down, etc.
5)
Asking permission: Can I / May I go to the toilet? Can I clean the board?
6)
Communication strategies: Can you do that again, please? Can I have..,
please?
There are some effective techniques which enable the students their ability
in speaking; those are explained further.
a.
Using Video
According to Zuber-Skerritt (1984:257-267) Video can be used as valuable
aid in the learning process. Using video enables the teacher to maintain the
learning process as learner-centered learning where the learners develop, through
a broad range of possible activities, sensitivity to the critical or pertinent elements
of communication. Using video allows them to be interested in the classroom as a
stepping stone to fun and communicative activities. Fun learning will raise the
students’ motivation to follow the lesson and thus create relaxed atmosphere
which leads the students to learn easier.
b. Using Games
Game is an activity with rules, a goal and an element for fun. Heinich, et.al,
(1992:300) states that “even an elementary student likes to play a game”. Further,
Silvers (1986:244) suggests that classes should be planned so that there is a
minimum of formal drills and maximum of activities that make the students forget
that they are in the classroom. The language use should be the focus in the
speaking class and games will reduce their stress since the games can create
relaxed and enjoyable atmosphere in the classroom.
Hadfield (1998) suggests communicative games are different from linguistic
games. They are activities with no linguistics goal or aim. Successful completion
of the game will involve the carrying out a task, such as filling in a chart or
finding two matching pictures rather than the correct production of a structure.
The emphasis is on the successful of communication not on the correctness of
language. Games are very important for teaching beginners and young learners.
Games can create fun environment for the learners to rise up their motivation in
following the lesson.
c.
Using Songs
B.
Theoretical Framework
Referring to the related theory discussed above, the writer would make use
of two instructional design models of Kemp and Yalden. The writer adapted those
two instructional models because it revealed clearer and complete steps in
designing materials. The writer combined both Kemp’s and Yalden’s instructional
design models because both models were completing one another. However, the
writer mostly utilized Kemp’s instructional design model. The writer chose
Kemp’s model because it offers interdependence among the eight elements where
any decision made for one step will affect the others. Kemp’s instructional model
is flexible; the designer does not always necessarily start from the first step but the
designer can start from whichever element he or she is ready to start and move
back or forth to the other steps since they are interrelated. The writer is able to
select the step and place the other steps based on his or her own creativity in
designing the instructional materials. The other reason is that because this
instructional model can be applied to all levels of education, this instructional
model is suitable to all levels of education. Therefore, these steps can also be used
to design materials for extracurricular activity in the elementary school level.
Kemp suggests that in order to get the desired result, the designer should include
the eight steps. The broken lines indicate that each step connected to a central
focus namely revision.
resources. This step includes various kinds of tasks, for example jigsaw,
opinion-exchange, problem solving tasks, and others. The writer used Yalden’s evaluation
because this step includes evaluation of the design materials which is not
mentioned in Kemp’s model.
This thesis employed TBLT approach to design speaking instructional
materials for the extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur
Yogyakarta
. According to Richards and Rodgers (2001:223), “Task-Based
Language Teaching (TBLT) refers to an approach based on the use of tasks as the
core unit of planning and instruction in language teaching.” TBLT provides the
pedagogical tasks which can be used to develop their life skills because they will
do “learning by doing”.
TBLT is suitable to design the English speaking instructional materials for
the extracurricular activity of the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
communicative interaction through doing the tasks. The third is that TBLT
provides various tasks and activities which can attract the students’ willingness to
use the language. There are role play, puzzle, problem-solving, etc. TBLT can
shift the students perception that writing is interesting better than speaking since
the goal of the extracurricular activity is encouraging them to speak.
Step 1. Conducting Needs Survey (Yalden)
Yalden’s first step emphasizes needs survey as the foremost basis of
designing instructional materials. The data were gathered by conducting needs
survey. The needs analysis played important role to determine the broad goal of
the English extracurricular activity and what materials should be taught.
The writer did participant observations twice by teaching the English
extracurricular activity for the 2
ndgraders of
SD Pangudi Luhur Yogyakarta
. The
participant observations were done to get information about the students’
characteristics, interests, the real teaching and learning situation and media used.
The writer taught the students in the English extracurricular activity during the
first up to the second semesters. After long observations done by the writer, the
writer found out what bore and interest them as well as the topics which they like
and do not like.
supporting needs including the English teaching and learning activities in the
classroom, the students’ characteristics, difficulties and interests.
Step 2. Formulating Goals, Listing Topics and Stating General Purposes
(Combination of Kemp and Yalden)
After doing needs survey, the writer identified the goals of the
instructional materials and they were arranged in accordance with the goals of the
extracurricular activity and also the current curriculum, KTSP. According to
Mulyasa (2008:22), there are two purposes why English is taught in KTSP
namely: (1) to develop communication ability orally to accompany the action in
school context and (2) it is aimed at possessing the awareness of the essence and
importance of English to increase the globalization era competition. The goals of
the English extracurricular activity can be included into the goals of KTSP where
the students should have opportunity to speak communicatively and in context.
Therefore, the goals of this designed materials is to provide the 2
ndgraders
opportunity to speak and to respond communicatively through the teaching and
learning activities based on TBLT.
After listing the topics, the writer stated the general purpose of the
designed materials. The general purpose of each topic is very important and the
writer stated general purpose of each topic in term of Basic Competences (BC).
The description of purposes would ensure that the materials were designed to
fulfill the goals.
Step 3. Formulating Learning Objectives (Kemp)
In this stage, the writer specified the learning objectives and constructed
them in accordance with the indicators of the goals of the extracurricular activity.
The term of the learning objectives was Learning Indicators (LI) which show what
to achieve in every meeting. However, the writer suited the indicators with the
nature of TBLT also where the students can use the language communicatively in
the process of completing the tasks.
Step 4. Listing Subject Content (Kemp)
Step 5. Selecting Teaching and Learning Activities and Resources (Kemp)
After listing the subject content, the writer selected the teaching and
learning activities to be used in the English extracurricular activity. Since the
approach proposed by the writer is TBLT so the writer employed teaching and
learning activities based on Willis’ framework for beginners and young learners.
Besides, the writer chose the theory of learning stated by Richards and Rodgers
(2001:288) to ponder the teaching and learning activities. In this stage the writer
chose some interesting activities which were included into TBLT, for example
games, singing songs, matching, performing dialog, discussion and others. The
resources were taken from the internet and also some reliable textbooks.
Step 6. Evaluating the Designed Materials (Yalden)
According to Yalden, there are two kinds of evaluation. The first is used to
measure the learners’ achievement toward the designed materials whereas the
second is used to measure whether the designed materials is appropriate and
relevant. The writer distributed post-questionnaires to two English teachers of
SD
Pangudi Luhur Yogyakarta
and also three lecturers of English Language
Education Study Program of Sanata Dharma University.
[image:59.595.115.499.286.696.2]Concisely, the writer’s designed model done in this study can be seen in
Figure 2.4.
Figure 2.4: The Writer’s Instructional Design Model
41
CHAPTER III
METHODOLOGY
This chapter will discuss six important points. The discussion of the six important points covers research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
The research was carried out to answer two questions as mentioned in the problem formulation namely “How is a set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta designed?” and “What does the designed set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2nd graders of SD Pangudi Luhur Yogyakarta look like?”
R&D was chosen since it made use of the findings so that they were readily built to be used operationally in the school. Besides, it increased the impacts of the findings in school practice by constructing them into useable educational products. R&D cycle includes three major steps, those are developing product based on research finding, doing field testing on the product and revising the product on the basis of field-tested data. Further, according to Borg and Gall (1983:775) R&D cycle offers ten steps; those are Research and Information Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation.
This research used only five of those ten steps which included Research and Information Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field Testing, Main Product Revision because the main concern of the research was to answer the two questions in the problem formulation as mentioned previously. Those five steps were considered enough to carry out the research as well to answer the problem formulation offered. The product revision was done once based on the evaluation’s questionnaire. Besid
