I S E H T s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P o t e h t n i a t b O

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A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

o

t Obtaint heSarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

a n a ri k ir t s a S a i s a t s a n A

5 0 0 4 1 2 1 7 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

A N A

S TADHARMAUNIVERSITY A

T R A K A Y G O Y

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A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

a n a ri k ir t s a S a i s a t s a n A

: r e b m u N t n e d u t

S 071214005

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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Y T I L A N I G I R O S K R O W F O T N E M E T A T S

s i h t t a h t e r a l c e d y lt s e n o h

I thesis ,which Ihavew irtten ,doe sno tcontain t hework e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o

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wtiheverythingdeailngwtihmymoduledesign .Theadvicegivent omei ssucha .

p l e h t a e r g

Iwouldalso ilket ot hankmyclassmatewhoi salsot heEngilshexrtacurircula r n

i r e h c a e

t SMA Pangud iLuhu rYogyakarta ,Anna Keke Widtiesnowa it ,fo r g

n i p l e

h me ge t clea r descirpiton s and informaiton abou t the Engilsh r

a l u c ir r u c a rt x

e acitvtiy .Thei nformaiton i ssuch ausefu lhelp t ha t Ican design an .s

d e e n ’ s t n e d u t s e h t n o d e s a b e l u d o m g n i k a e p s h s il g n E

Then , my grattiude also goe s to Drs . Ariad i Carolus Borromeus and ,.

d P . S , i r a t n a i d i W i k i K a i s a t s a n

A who werewliilng t o spend some itmet o be y m r o f n o it c e r r o c e m o s g n i v i g r o f m e h t k n a h t I . s i s e h t y m f o s r e d a e r f o o r p e h t

.t n e m e v o r p m i s i s e h t y m r o f l u f e s u y r e v s i h c i h w s i s e h t

Ithank al lmy 2007 f irend sEboy ,Arum ,No it ,Katrok ,Ninggar ,Ajeng , p a c e K , a ti L , o k E , i v o N , e k e K , n o p o P , i s u S , a y d i N , i n i D , s i r i R , a h c O , k a d a b

,i ll e

C and Mericifor t het ogetherness ,fo rshairng expeirences ,and fo rsuppo tr s m

h c i h w s g n i h t e h t e r a e s o h T . e m it d r a h e h t g n ir u

d akemeno teasliydesperate.

Then , Iwantt o t hank al lmy 2007f irend sand my r elaitve swho go t o othe r e

r a y e h t e r e h w r e tt a m o n , s e it i s r e v i n

u ,fo rsupporitngmeandr emindingmenott o r

u o t e y , s u e t a r a p e s y a m e c n a t s i d e h T . e t a r e p s e d e

b relaitonship wli lremain

. g n o rt s

Last ,bu tno tleast , Iwould ilke to thank al lmy boarding house firend s y

ll a i c e p s

e Mbak Ria ,Yenni ,Henny ,Siska ,Tata ,Shella, and Fetra fo ralway s o

n d r a w r o f e v o m s y a w l a o t d n a t n e it a p e b o t , y a r p o t e m g n i d n i m e

r matte rhow

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S T N E T N O C F O E L B A T

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P E L T I

T ... i.

.. .. .. .. .. S E G A P L A V O R P P

A ... ii... ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P N O I T A C I D E

D ... .. v.... i.

.. .. .. .. .. .. .. .. .. .. .. .. .. Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... . ... v..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ... ..vi

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B

A ... vii

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. K A R T S B

A ...viii

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S T N E M E G D E L W O N K C

A ...i.x

.. .. .. .. .. .. .. .. S T N E T N O C F O E L B A

T ...xi ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E L B A T F O T S I

L ...xv

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E R U G I F F O T S I

L ...xvi ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P A F O T S I

L ...xvii

N O I T C U D O R T N I .I R E T P A H C

.

A Backgroundoft heStudy...1 .

B ProblemLimtiaiton...5 .

C ResearchProblems...5 .

D Objecitve soft heStudy...5 .

E Benefti soft heStudy...5 .

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ii x W E I V E R L A C I T E R O E H T . I I R E T P A H C

.

A Theoreitca lDesc irp iton .s...10 .

1 Insrtucitona lDesignModels...10 .

a Kemp’ sMode.l...11 .

b Yalden’ sModel...15 .

2 Task-BasedLanguageTeaching...17 .

a Task...17 .

b Theoryo fLanguageandLearning...1 8 .

c Teacher’ sandLearner’ sRoles...21 .

d Frameworko fTask-BasedLanguageTeaching...22 .

e TheCharacteirsitc so fTasks...24 .f Type so fTasks...25 .

3 CommunicaitveLanguageTeaching...27 .

a CommunicaitveApproach...27 .

b CommunicaitveCompetence... 28 .

c CommunicaitveApproachFeature .s... 9... 2 .

4 TeachingSpeaking...30 .

a TheNatureo fSpeaking...30 .

b Transacitona landI nteracitona lLanguage...30 .

c Listeningt oFaclitiateSpeaking...3 0 .

d TheReluctan tSpeaking...32 .

e Techniquesi nTeachingSpeaking...33 .

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ii i x

Y G O L O D O H T E M H C R A E S E R . I I I r e t p a h C

.

A ResearchMethod...38 .

B ResearchSetitng...41 .

C ResearchParitcipants...42 .

D ResearchI nsrtument sandDataGatheirngTechniques…...43 .

E DataAnalysi sTechnique .s...47 .

F ResearchProcedure...49

S N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C

.

A Discussionoft heResearchResutl .s...50 .

1 ConducitngNeed sSurvey...50 .

2 DevelopingGoals ,Topics ,andGenera lPurposes...64 .

3 DeifningLearningObjecitves...66 .

4 ChoosingSubjec tConten.t...68 .

5 SelecitngTeaching/LearningAcitviite sandResources...70 .

6 Evaluaiton...77 .

B ThePresentaitonoft heDesignedModule...77 .

1 TheConten toft heUntis……… ….… ………...77 .

2 TheExplanaitono fEachSecitoni nt heUntis………..……….80

N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C

.

A Conclusions……….82 .

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v i x

… … … … … … … … … … … … … … … … … … S E C N E R E F E

R .………..84

… … … … … … … … … … … … … … … … … … S E C I D N E P P

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v x

S E L B A T F O T S I L

e l b a T

1 .

2 Phasesi nTask-BasedLanguageTeachingFramework………..……..……..24 h

c r a e s e R 1 .

3 Schedule……….………...…41 …

… … … … … … … ) s t n e d u t s e h t( s t n a p i c it r a P y e v r u S s d e e N 1 .

4 .………52

… … … … … … … … … … … y e v r u S s d e e N e h t f o s tl u s e R e h T 2 .

4 .………53

… … … … … … … … ) s r e h c a e t e h t( s t n a p i c it r a P y e v r u S s d e e N 3 .

4 .………56

4 .

4 Goals ,Genera lPurposes ,Topics……….……….………64 …

… … … … … … … … … … … … … … … … … … … s r o t a c i d n I 5 .

4 ..………66

… … … … … … … … … … s r o t a u l a v E e h t f o a t a D e h T 6 .

4 ..……….73

… … … … … … … … … n o it a u l a v E e h t f o s tl u s e R e h T 7 .

4 .……….74

… … … … … … … … … … s ti n U e h t f o t n e t n o C e h T 8 .

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i v x

S E R U G I F F O T S I L

e r u g i F

… … … … … … … … … … … … … … … … … … l e d o M s ’ p m e K 1 .

2 .……….14

… … … … … … … … … … … … … … … … … l e d o M s ’ n e d l a Y 2 .

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ii v x

S E C I D N E P P A F O T S I L

A X I D N E P P

A : ThePermissionLetter……….……… 7...8

B X I D N E P P

A : TheNeed sSurveyQuesitonnariesf o rStudents….. …… .… .… . 88 C

X I D N E P P

A : TheI nterviewCheckilstsf o rTeachers…….….……… 19 D

X I D N E P P

A : TheI nterviewCheckilstsf o rExrtacurircula rTeacher…...…… 93 E

X I D N E P P

A :TheI nterviewCheckilstsf o rStudents….………..…… .96 F

X I D N E P P

A :TheQuesitonnariesf o rtheEvaluators……….… ..……….98 G

X I D N E P P

A :TheSyllabus……….….………..…….…….100 H

X I D N E P P

A : TheLessonPlan……….……….……….109 I

X I D N E P P

A : TheStuden ’t sBook………. …… ..………124 J

X I D N E P P

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e d a

m ;to be able to create the sutiable speaking mate iral swhich can help the

. l a o g e h t h c a e r t n e d u t

s Beside ,s t hi smodulei smadebasedont heneed sanalysi s

t a h

t tii shopefully sutiablewtih t hestudents ’need and atrtacitve .Themateiral s

n

i themodulearea lsohoped t obew -ell designedi nsuchawayt hatr eallyhelp s

o t h s il g n E r i e h t e c it c a r p s t n e d u t s e h

t sharpent heris peakings kill .

k s a T e h

T -BasedLanguageTeachingi schosenf o rdevelopingt heEngilsh

e l u d o m g n i k a e p

s because i ti sbeileved tha tTask Based Language Teaching

n i e s o h t w o ll o f s e l p i c n ir

p CommunicaitveLanguageTeaching .Theseapproache s

e l p i c n ir p e m a s e h t e r a h

s o rbeilef t hat si acitviites which engage t he students i n

l a e r e h

t -wo lrd stiuaiton wli lsuppor tthe teaching and learning process .I twli l

s ti e e s y e h t e s u a c e b s k s a t e h t n i d e v l o v n i t e g o t s t n e d u t s e h t e g a r u o c n e

L . e c n a c if i n g i

s a , tter hestudents ’involvemen ti nthet ask sgivenwli lhelp t hemt o

e s u y l e v it c

a Engilshi nanystiuaitont heymayf acei nt her eall fiesot hatt heycan

. ti e l d n a

h

s i n o s a e r r e h t o n

A tha ttask scan bevaired i n many way sso t hatt hestudent s

n i p e t s y b p e t s n r a e l y ll a e

r understandi ng themateiral sstaritngfromt hesimplest

e h t o

t om recomplex ones .Feez ,(1998, .p )7 a squoted i n Richard sand Rodger s

, 1 0 0 2

( p.224)s tatest hekeyassump iton soft ask-basedi nsrtuciton, oneo fwhichi s

k s a t a f o s k s a t d n a s e it i v it c

a -based syllabu saresequencedaccording t o dfiifcu tly .

e b l li w y e h t , s k s a t r e i s a e e h t g n i h s il p m o c c a n i d e e c c u s s t n e d u t s e h t n e h W

a h l li w s t n e d u t s e h t ,t n i o p s i h t t A . s k s a t d e t a c il p m o c e r o m e h t o d o t d e g a r u o c n

e ve

t n e m e v e i h c a r i e h t t c e f f a r e t a l h c i h w h s il g n E g n i k a e p s n i e c n e d if n o c e r o m d e n i a g

.s s e c o r p g n i n r a e l d n a g n i h c a e t g n ir u

(23)

.

B ProblemLimtia iton

a s a h y d u t s s i h

T ilmtiaiton .The ilmtiaiton, whichi salsot hef ocu soft hi sstudy

s

i developingEng ilshspeakingmodulef o rtheEngilshexrtacurircula rclas soft he

f o s t n e d u t s e d a r g h t n e v e l

e SMA Pangud iLuhu rYogyakarta using Task-Based

d o h t e m g n i h c a e T e g a u g n a

L .

.

C ResearchProblems

s i h t f o n o it a ti m il m e l b o r p e h t d n a d n u o r g k c a b e h t o t g n ir r e f e

R study ,the

: s w o ll o f s a d e t a l u m r o f e r a s m e l b o r p h c r a e s e r

.

1 How i s Engilsh speaking insrtucitona lmodule fo r the eleventh grade

f o s t n e d u t

s SMAPangud iLuhurYogyakartadesigned?

.

2 Wha tdoest heEngilshs peakingmodulelook ilke?

.

D Objecitve soft heStudy

Theobjecitve sof t hestudy aret o answert he quesiton sstated i n t heproblem

s w o ll o f s a d e t a l u m r o f e b n a c s e v it c e j b o e h T . n o it c e s n o it a l u m r o

f :

.

1 Todesc irbehowt heEngilshs peakingi nsrtucitona lmate iral saredesigned.

.

2 Topresentt hedesigneds e to fmateira . ls

.

E Benefti soft heStudy

t s s i h

T udyi shopefullyusefu land beneifcialf orsomeparites, especially t he

t r a l u c ir r u c a rt x

e eachers ,the students ,and also the schoo lin term so fstudents ’

(24)

.

1 Thet eachero fEngilshexrtacurircula rclass

d e n g i s e d e h t t a h t d e t c e p x e s i t

I module i s helpfu l fo r the Engilsh

r e h c a e t r a l u c ir r u c a rt x

e to beablet o assistt hestuden topitmallyt o l earn Engilsh

n o d e s a b s i h c i h w n e v i g n o it a u ti s e h t o t g n i d r o c c a t i g n i s u y l e v it c a y

b the rea l

. e fi l

.

2 Thes tudents

a m d e n g i s e d e h t y ll u f e p o

H teiral sint hemodulecanhelpt hes tudentsimprove

i b a r i e h

t ltiy in speaking Engilsh in a lfuent ,accurate ,and irgh tway in any

i h w n o it a u ti

s ch happen sin the daliy lfie o r in the workplace .Then ,the tasks

y ll u f e p o

h ,canimproves tudents ’moitvaitontol earni ntheEngilshexrtacurircula r

s s a l

c sot ha tgraduallyt heyc anspeakEngilsh lfuenltyandaccurately.

.

3 Thes chool

tI i shoped t hat t heschoo lalso getst hebeneftisfrom t he designe d module .

k a e p s o t s e c n a h c e v a h s t n e d u t s e h t t a h t o s y a w a h c u s n i e d a m e b l li w e l u d o m e h T

t n i o p s u l p a e b l li w t i , h s il g n E g n ir e t s a m n i l u f s s e c c u s e r a y e h t fi h c i h w n i h s il g n E

t n e r e f fi d e r a s e t a u d a r g e h t e s u a c e b l o o h c s e h t r o

f in a good way from those in

.s l o o h c s r e h t o

.

F Deifni itono fTerms

.

1 Design

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d l e if l a n o it a c u d e e h t n i l e v e

l whethe ri ti s in the elementary o rcollege leve l

d n a s r e h c a e t f o k r o w e h t s e v l o v n i h c i h

w insrtucitona ldesigners .Thi splan ha s

t n a tr o p m i e e r h

t elements; those are objecitves , acitviite s and resources ,and

. n o it a u l a v e

.

2 Speaking

o t g n i d r o c c

A Widdowson (1978), S“ peaking i s a kind o f acitve and

l a r o n a f o e s u s e k a m t a h t n o it c a r e t n i e v it c u d o r

p medium.” (p.106) I ti san

o r f e g a s s e m a g n ir r e f s n a rt f o y ti v it c

a mt hespeakert o t headdressee .Thespeaker

e h t s s e r p x e o t s k a e p

s feeilngori deat ha tcomest ohi so rhe rmindand rtansfe rti

tot headdresseewhoi st he ilstene roft hemessagedeilvered.

.

3 AModule

d e d i v i d n e e b s a h y d u t s f o e s r u o c a t a h t s ti n u e t a r a p e s e h t f o e n o s i e l u d o m A

u o f f o s t s i s n o c e l u d o m a e t a e r c o t d e m i a s i y d u t s s i h T . ) ” e l u d o M “ ( o t n

i runtisi n

o w t h c a e h c i h

w un tis are made unde rone ce train topic .Thi smodule i smade

f o s i s y l a n a s d e e n e h t n o d e s a

b the eleventh grader so fSMA Pangud iLuhu r

a t r a k a y g o

Y .

.

4 Extracurricularac itvtiy

Exrtacurircula rmean ssomething,i nt hi scasei saprogramo racitvtiywhichi s

a t o

n n element o f the regular course a t a school (“Exrtacurricular”) . The

r e tf a d l e h s i y ti v it c a r a l u c ir r u c a rt x

(26)

a t r a k a y g o Y r u h u L i d u g n a

P there are two type s o fexrtacurircular ,those are

. l a n o it p o d n a y r o t a g il b

o Engilshusedt obeanobilgatoryexrtacurircularinsteado f

g n it u p m o

c program.Ye,tt hes choo lha schangedt her ulebecauseofs omer eason s

s s a l c e h t n i e c n e s b a t n e u q e r f ’ s t n e d u t s e h t s i h c i h w f o e n

o .Based on tha t

w o n , n o it a r e d i s n o

c Engilshi sanop itona lexrtacurircular .

.

5 Task-BasedLanguageTeaching

n i d r o c c

A gt oRichard sandRodgers( 2001), “Task-BasedLanguageTeaching

d n a g n i n n a l p f o t i n u e r o c e h t s a s k s a t f o e s u e h t n o d e s a b h c a o r p p a n a o t s r e f e r

. g n i h c a e t e g a u g n a l n i n o it c u rt s n

i ” (p.223 )Thi smean sTasks-Based Language

i g n i h c a e

T samethodwhichu itilzest asksi nt het eachingl earningproces .s

.

6 Tasks

Theword t‘ask ’ tisel fmean san acitvtiy o raciton whichi scarired ou tast he

… ) e s n o p s e r a s a . e .i ( e g a u g n a l g n i d n a t s r e d n u r o g n i s s e c o r p f o t l u s e

r A task

l u f s s e c c u s s a d e d r a g e r e b l li w t a h w y fi c e p s o t r e h c a e t e h t s e ri u q e r y ll a u s u

n i d e t o u q s a 9 8 2 . p , 5 8 9 1 r e b e W d n a , tt a l P , s d r a h c i R ( . k s a t e h t f o n o it e l p m o c

) 5 4 . p , 8 8 9 1 , n a n u

N I tmeanst hati nTask-BasedLanguageTeaching,t hestudent s

e m o s n e v i g e r

a informaitonthrought eacher’ sexplanaiton andi nsrtuciton .s T yh e

s n o it c u rt s n i d n a n o it a n a l p x e e h t h t o b d n a t s r e d n u d n a s s e c o r p , n e h

t beforedoing

. o d o t d e t c e p x e e r a y e h t t a h

w Thet eache rhast ocon rtolt helearning proces sso

o d o t d e e n y e h t t a h w y lt c a x e d n a t s r e d n u s t n e d u t s e h t t a h

t so tha tthey can

(27)

.

7 TheEleventhGrader fso SMAPangud iLuhu rYogyakarta f

o s r e d a r g h t n e v e l e e h

T SMAPangud iLuhu rYogyakartarefert oalls tudents

I X e d a r g n

i , which i ncludebothstudentsi n scienceand socia ldepatrments .The

(28)

0 1

CHAPTER II THEORETICALREVIEW

s i r e t p a h c s i h T . e r u t a r e ti l d e t a l e r n o n o i s s u c s i d a s e d u l c n i r e t p a h c s i h T

. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t y l e m a n , s tr a p o w t o t n i d e d i v i d

e h t s a e r u t a r e ti l d e t a l e r e m o s s t n e s e r p r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t e h t n I

t c u d n o c o t s i s a

b thestudy .Then,i nt het heoreitcalf ramework,t hewrtie ruse sand

s t p a d

a thet heo ire smenitonedi n t het heoreitca ldesc irpitonast hebasist odesign

e h

t Engilsh speaking module fo rthe eleventh grade student so fSMA Pangud i

a t r a k a y g o Y r u h u

L .

.

A TheoreitcalDescrip iton

. d e n i a l p x e e b l li w e r u t a r e ti l d e t a l e r e m o s , n o it c e s s i h t n

I Thet heo ire sw irtten

. y d u t s s i h t h ti w n o it a l e r e v a h h c i h w e s o h t e r

a The theo ire s in thi ssection

e d u l c n

i 1 )Insrtucitona lDesign Models ,2 )Task-Based Language Teaching 3 )

, g n i h c a e T e g a u g n a L e v it a c i n u m m o

C and4 )TeachingSpeaking.

.

1 Instrucitona lDesign t

a e r

C ing i nsrtucitona lmate iral scanno tbeseparatedf rom i nsrtucitona ldesign

s l e d o

m . tIi sbecauset hemodel scontainsomestep swhichbecomet hebasicstep s

a n o it c u rt s n i g n i p o l e v e d n

i lmateiral ,s i n t hi scasei sEngilsh speakingmodulef o r

f o s r e d a r g h t n e v e l e e h

t SMA Pangud iLuhu rYogyakarta .There wli lbe two

s l e d o

(29)
(30)

t ,) 7 7 9 1 ( p m e K o t g n i d r o c c a , ll it

S herearealsosocialf actor stobeconsidereds uch

s

a specialt alents ,maturtiy,r elaiton samongs tudents ,age ,andattenitons pan.

Beside these two factors ,there are othe rfactor swhich also need to be

e l d n a n o it i d n o c g n i n r a e l y l e m a n , ll e w s a d e r e d i s n o

c arning styles .Kemp (1977 )

s e t a t

s L“ earning condiiton refers to group so ffactor stha tcan affec ta person’ s

, e t a rt n e c n o c o t y ti li b

a absorb ,and retain informaiton” (p.19 .) Meanwhlie ,the

s e b m e h t ti u s t a h t g n i n r a e l f o s d o h t e m h ti w g n il a e d e r a s e l y t s g n i n r a e

l t compared

. s d o h t e m r e h t o e h t o t

3 p e t

S .Lisitngt heLearningObjecitves

Thel earning objecitve sarenecessary becauset hefocusi son t he l earning a s

s m r o f e h t n i d e t a t s e b t s u m s e v it c e j b o g n i n r a e l e h T . n o it c u rt s n i e h t f o e m o c t u o e h t

s e it i v it c a f

o which i ssutiable fo rthe learning process .Kemp meniton s(1977 )

O

“ bjecitve sfo rlearning can be grouped into three majo rcatego ir —es cogniitve ,

e v it c e f f a d n a , r o t o m o h c y s

p ”(p.24) .Among t het hree catego ires ,cogniitvei st he

, e g d e l w o n k f o s t s i s n o c t I . m a r g o r p l a n o it a c u d e n i d e s u y lt s o m s i t a h t e n o

. n o it a u l a v e , s i s e h t n y s ,s i s y l a n a , n o it a c il p p a , n o i s n e h e r p m o c

4 p e t

S .De ifningSubjec tContent

Subjec tconten tshouldhavecloser elaiton t o t heobjecitve swhichsuppo trt he

. s e v it c e j b o e h t e v e i h c a o t s t n e d u t

s I tshould bealsoclosewtiht hestudents ’need s

. g n i n r a e l ri e h t s tr o p p u s t i t a h

t K p em (1977)states“Subjec tconten tcomp irse sthe

(31)

p e t s

( - yb -step procedures ,condiiton sand requriements) ,and atttiudina lfactor so f

” . c i p o t y n

a (p.44)

5 p e t

S .DevelopingPre-assessments

Kemp(1977 )proposest woquesitonsi nt hiss tep :1)I st hes tuden tpreparedt o

e h t f o e m o s n i t n e t e p m o c y d a e rl a t n e d u t s e h t s I ) 2 d n a ? ti n u r o c i p o t e h t y d u t s

? s e v it c e j b o d e t a t

s Those two quesiton s are impo tran t to obtain informaiton

u t s e h t r e h t e h

w dent shave background on the topic sand whethe rthe student s

. s e v it c e j b o d e ri s e d e h t e v e i h c a y ll a e

r There are two kind so ftests ,the fris ti s

w o n k o t m i a n a s a h g n it s e t e ti s i u q e r e r P . g n it s e t e r p d n a g n it s e t e ti s i u q e r e r p

p o r p p a e h t e v a h s t n e d u t s e h t r e h t e h

w irate background preparaiton fo rthe topic

y a m s t n e d u t s s e v it c e j b o e h t f o h c i h w e n i m r e t e d o t m i a n a s a h g n it s e t e r p e li h w

. d e v e i h c a e v a h y d a e rl a

p e t

S 6. ChoosingTeaching /LearningAcitviite sandResources

Kemp ( 1977 )meniton s“Iti svery crucialt odeterminet hemos tef ifcien tand

t a h t s e c n e ir e p x e g n i n r a e l e d i v o r p o t s l a ir e t a m t c e l e s n e h t d n a s d o h t e m e v it c e f f e

e v it c e j b o h c a e h ti w d e t a i c o s s a t n e t n o c e h t e z il it u l li

w ” (p.55). The mateiral s

.s e v it c e j b o d e n i m r e t e d e h t e v e i h c a s t n e d u t s e h t p l e h d l u o h

s oS ,i tmus tbemadei n

s e v it c e j b o e h t h ti w e n

il .

7 p e t

S .OrganizingSuppor tService

Educator ssomeitmesf orgett oconsidert hesuppor tservicet heyneed.I nf ac,t

,s d n u f ,t n e m p i u q e e d u l c n i s e c i v r e s e s o h t d n a d e d e e n s y a w l a e r a s e c i v r e s tr o p p u s

it il i c a

(32)

, r o t c e j o r p s a h c u s s e it il i c a f s d e e n m e t s y s l a n o it a c u d E . s e c i v r e s t r o p p u s e s o h t

, r e t u p m o

c etc .to suppor tthe learning and also people who wli lparitcipate and

s g n i h t y n a m e g a n a

m int heeducaitona lprogram.

8 p e t

S .Evaluaiton

In t hi sstep, t he l earning outcome srelated t o t he objecitve are measured .By

s e m o c t u o g n i n r a e l e h t g n i n i m a x

e and match i tto the objecitves ,then ,i tcan be

y lr a e l

c seen what t hings arearleady good and what things t ha tgo wrong .When

. d e v o r p m i e b d l u o h s t i , n e h t , g n o r w o g s g n i h

t The eigh tstep sin the Kemp’ s

: s w o ll o f s a 1 e r u g if n i n e e s e b n a c l e d o m

1 . 2 e r u g i

F Kemp’ sModel

g n i n r a e L

s e v it c e j b O

/ g n i h c a e T

g n i n r a e L

s e it i v it c A t r o p p u S

s e c i v r e S

n o it a u l a v

E Learners’

s c it s ir e t c a r a h c

t c e j b u S

t n e t n o c e

r P -

t n e m s s e s s a

, s l a o G

d n a , c i p o t

l a r e n e g

s e s o p r u p

(33)

.

a Yalden’ sModel

Yalden also ha san i nsrtucitona ldesign mode lwhich step sare qutie dfiferen t

. p m e K m o r

f Yaldenproposess evens tepsi ndesigningmateirals .Thes tep swli lbe

.s w o ll o f s a d e n i a l p x e

y e v r u S s d e e N e h T . 1 p e t S

When a need survey i sconducted ,there are a lot informaiton tha tcan be

e h t s a h c u s n o it a m r o f n i t e g o t e l b i s s o p y r e v s i t i , y e v r u s d e e n a n I . d e n i a t b o

a d e e n l a n o s r e p ’ s r e n r a e

l nd characteirsitc .Yalden (1987, p .101 )state stha tthe

h c u m s a d n a t s r e d n u o t s i g n ir e h t a g n o it a m r o f n i e h t o d o t n o s a e

r a spossibleabou t

h s il b a t s e o t r e d r o n i , m a r g o r p e h t f o g n i n n i g e b e h t o t r o ir p s r e n r a e l e h

t reailsitc

.s e v it c e j b o e l b a t p e c c a d n a

e s o p r u p f o n o it p i r c s e D e h T . 2 p e t S

In t hi sstage, t hepurpose of t hel anguageprogram i scla irifed .Yalden (1987,

g n i c a f n o i s i c e d r o j a m e h t r o f n o it a d n u o f e h t h s il b a t s e l li w s i h T “ s n o it n e m ) 6 0 1 . p

” . p e t s t x e n e h t n i s e v ir r a e h s r o e h n e h w r e n g i s e d e s r u o c e g a u g n a l e h

t Bydeciding

o s e k il k o o l s l a ir e t a m t a h w w o n k o t d e t c e p x e s i r e n g i s e d e s r u o c e h t , e s o p r u p e h t

w t i t a h

t ills uppo trt hel earnerst oachievet hepurpose.

e p y T s u b a ll y S a f o e c i o h C e h T . 3 p e t S

Therei sno singlemode lo fsyllabu sdesign which i suniversally agreed upon

7 8 9 1

(34)

ti e k a

m moredependable.Onesyllabu smigh tno tbet otallysu tiablef ort hewhole

. e t a ir p o r p p a e r o m t i e k a m o t s u b a ll y s f o s e p y t e n i b m o c o t e l b i s s o p s i ti o s , e s r u o c

o t o r P a f o n o it c u d o r P . 4 p e t

S -Sy llabus

Thi sstep i sdone atfe rchoosing the syllabu stype .Then ,in thi sstage ,the

e

d signe rstatrst ot hinkaboutt heconten toft hesyllabu swhichwli lbesutiablef o r

. m a r g o r p e h t

s u b a ll y S l a c i g o g a d e P e h T f o n o it c u d o r P . 5 p e t

S

Int hiss tage,t hedesigners elect swhatt opic sarei mpo trantf ort helearner sand

. d e if it n e d i g n i e b e r a s r e n r a e l e h t r o f e l b a ti u s e r a h c i h w s c i p o t e h t

e r u d e c o r P m o o r s s a l C f o n o it a t n e m e l p m I d n a t n e m p o l e v e D . 6 p e t S

I ti sdeailng wtih teache rpreparaiton including making the lesson plan and

n i d i c e

d gwhatt eachingt echnique swli lbeused.

n o it a u l a v E . 7 p e t S

Yalden meniton s tha t thi s step ha s two aspects . The fris t i s tesitng o r

l l e w s a g n i h c a e t g n it a u l a v e s i d n o c e s e h T . m a r g o r p e h t n i s t n e d u t s e h t g n it a u l a v e

r e v o e h t s

a -al ldesign o fthe course .A tfe rtha tthere i salso wha ti scalled by

p a e h t n e h w e g a t s g n il c y c e

r prop iratenes s between the goal s and the ifna l

. d e n i m r e t e d e r a s r e n r a e l e h t f o e c n a m r o f r e

p Int hiss tudy,t her ecycilngs tagei st he

(35)

. 2 e r u g i

F 2 Yalden’ sModel

.

2 Task-BasedLanguageTeaching : s t n i o p x i s s r e v o c t r a p s i h

T a )Task ,b )Theory o fLanguageandLearning ,

d , s e l o r ’ s r e n r a e l d n a s ’ r e h c a e T )

c ) Framework of Task-Based Language

e , g n i h c a e

T )Thecharacteirsitcoft asks ,ande )Type so fTask .s

. a Task

Since Task-Based Language Teaching i sthe method the wrtie ruse sto

s k s a t f o n o it i n if e d e h t t u o d n if o t y r a s s e c e n s i ti , o s s l a ir e t a m l a n o it c u rt s n i n g i s e d

e h T . s k s a t f o s n o it i n if e d e m o s e r a e r e h T . e r a s k s a t t a h w f o w e i v r e v o n a e v i g o t

n if e d e h t s e s u r e ti r

w iiton of t ask soffered by Nunan and Skehan .Nunan (2004 )

s i k s a T “ . k s a t a f o n o it i n if e d e h t s e t a t

s apiece o fclassroom work t hat i nvolve s

t e g r a t e h t n i g n it c a r e t n i r o g n i c u d o r p , g n it a l u p i n a m , g n i d n e h e r p m o c n i s r e n r a e l

c o f s i n o it n e tt a r i e h t e li h w e g a u g n a

l usedonmeaningr athert hanf orm”( p.4 .)

According to Skehan (1996b ,p.20 )a squoted in Richard and Rodger s

, 1 0 0 2

( p.224 )“Tasks…areacitviite swhich havemeaningast hei rp irmaryf ocus .

o n a f o t n e m e v e i h c a f o s m r e t n i d e t a u l a v e s i s k s a t n i s s e c c u

S utcome ,andt asks

s d e e N

y e v r u S

p o l e v e

D

-d n a t n e m

n e m e l p m

i

-taiton

n o it a u l a v E n

o it c u d o r P

a f o

l a c i g o g a d e p

s u b a ll y s p

ir c s e

D

f o n o it

e s o p r u P

n o it c e l e S

s u b a ll y S f o

e p y T

n o it c u d o r P

o t o r p a f

o

(36)

l a e r o t e c n a l b m e s e r e m o s r a e b y ll a r e n e

g -lfiel anguageuse.”I tmeanst hatt hrough

l a e r e h t o t e r u s o p x e h g u o n e t e g l li w s t n e d u t s e h t ,s k s a

t -lfiel anguageuseso t ha t

k a e p s s r e k a e p s h s il g n E y a w e h t w o n k s t n e d u t s e h

t becauset heyareo tfenexposed

. e s u s r e k a e p s h s il g n E e g a u g n a l c it n e h t u a e h t o

t

According to Richard and Rodger s(2001) ,Task-Based Language Teaching

g n i h c a e t d n a g n i n n a l p f o t i n u l a rt n e c a s a ” k s a t “ f o n o it o n e h t s e s o p o r

p (p.224).I n

f o e s u s e k a m d o h t e m s i h t ,s d r o w r e h t

o task sast hef ocu soft het eachingacitviites .

. y ll a u d a r g e g a u g n a l e h t n r a e l o t s t n e d u t s p l e h l li w s k s a t e h t g n i o D

Feez( 1998 ,p.17 )a squotedi nRichardandRodgers( 2001 ,p.224 )summa irze s

k s a t f o s n o it p m u s s a y e k e h

t -based insrtuciton .Some o fthem are descirbed a s

.s w o ll o f

.

1 Thef ocusi sonprocessr athert hanproduc.t

.

2 Acitviite sandt ask scanbeetihert hoset hatt hel earne rneedst oachieve

e h t n

i reall fieort hoset ha thaveapedagogica lpurposes peci ifc

. m o o r s s a l c e h t o t

.

3 Acitviite sand task s o f a task-based syllabu s are sequenced according to

. y tl u c if fi d

.

b Theoryo fLanguageandLearning k

s a T y ll a c i s a

B -Based Language Teaching i saffected more by theory o f

g n i n r a e

l rathert han t heory of l anguage .However , tii snecessary t o understand

u s s a e m o

s mpiton stha tunderile TBLT including the theory o flanguage and

g n i n r a e

(37)

k s a T e il r e d n u h c i h w e g a u g n a l f o y r o e h t e h t e r a w o l e

B -BasedLanguageTeaching

.) 1 0 0 2 ( s r e g d o R d n a s d r a h c i R y b d e n o it n e m

.

1 Languagei sprimarliyamean so fmakingmeaning k

s a

T -Based Language Teaching emphasize s tha t meaning i sp irmary in

k s a t , e r o f e r e h t d n a e s u e g a u g n a

l -based insrtuciton doe sno tfocu son language

. y a l p s i d

.

2 Lexica lunti sarecentrali nl anguageuseandl earning k

s a T y n a

M -Based proposal suse perspecitve tha tvocabulary also play san

s d r a h c i R . e l o r t n a tr o p m

i and Rodger s(2001 )meniton “Vocabulary i sused to

d e t a c ir b a f e r p , s m e t s e c n e t n e s , s e s a r h p l a c i x e l f o n o it a r e d i s n o c e h t e d u l c n i

s a s d r o w y l n o t o n d n a , s n o it a c o ll o c d n a , s e n it u o

r signi ifcan tunti so flexica l

y g o g a d e p e g a u g n a l d n a s i s y l a n

a ”( p.227).

t , n e h

T herearesomel earningp irnciple swhich play vtialr olein Task-Based

d e t a t s s a g n i n r a e l f o y r o e h t n i d e n i a l p x e e r e w s e l p i c n ir p e h T . g n i h c a e T e g a u g n a L

. w o l e b

.

1 Task sProvide Both The Inpu tand Outpu tProcessing Necessary for n

o it i s i u q c A e g a u g n a L

Krashen insist s tha t inpu t i s very necessary in language acquisiiton .

e g a u g n a l e h t e s u y l e v it c u d o r p o t y r a s s e c e n o s l a s i ti t a h t e u g r a s r e h t o , r e v e w o H

(38)
(39)

e g a s u e h t f o e r a w a e r o m e m o c e b y ll u f e p o h s r e n r a e l e h t , e g a u g n a l t e g r a

t .

.

c Teacher’ sandLearner’ sRoles

n i a m e v a h s t n e d u t s d n a s r e h c a e t h t o b , g n i h c a e T e g a u g n a L d e s a B k s a T n I

s e l o

r .Teachers’r ole sare ilstedexplainedasf o llow .s

.

1 Selecto rands equence roft ask .s

s k s a t e h t g n it p a d a d n a g n it c e l e s r o f e l b i s n o p s e r s i r e h c a e t e h

T which are

.s d e e n d n a s t s e r e t n i ’ s t n e d u t s e h t h ti w e l b a ti u s

.

2 Prepairngl earnersf ort asks

s t n e d u t s e h t g n it t e

G to know wha ttopic sand task sthey are going to do i s

e r p o d d l u o h s r e h c a e t e h t , e r o f e r e h T . t n a tr o p m

i -task acitvtiy, fo r example

g n i c u d o rt n

i the topic and usefu lnew words which enable sstudents to acqurie

. o d d l u o h s y e h t t a h w t u o b a s n o it p ir c s e d

.

3 Consciousness-raising

Richard and Rodger s(2001 )state “..i. flearner sare to acqurie language

h g u o r h

t paritcipaitng i n t askst hey need t o attend t o o rno itcec iritca lfeature sof

r a e h d n a e s u y e h t e g a u g n a l e h

t ” (p.236)Thi scanbedonei nt he‘ LanguageFocus ’

k s a T e h t n i n o it c e

s -Based l anguageTeaching framework . tIi s t hepatr i n TBLT

m r o F n o s u c o F “ e r e h w k r o w e m a r

f ” acitviite saregivent os tudent .s

a e

M nwhlie, t hestudent salso havei mpo tran trole sdu irng t heacitviites .The

(40)

.

1 Thes tudent sa sgroupparitcipan.t

e l p m a x e r o f ,s p u o r g l l a m s n i r o s ri a p n i r e h ti e e n o d y ll a u s u e r a s k s a t t s o M

n o it a m r o f n

i -gap and problem- lsoving task .s The student s who are individua l

t p a d a o t d e e n s r e n r a e

l tot hi sgroupwork.

.

2 Thes tudent sa smon tior

y a w a h c u s n i d e t a e r c e r a s k s a t ,s u h T . g n i n r a e l e t a ti li c a f o t d e z il it u e r a s k s a T

t a y a p o t s e c n a h c e v a h n a c s t n e d u t s e h t t a h

t tenitont ohowlanguagei susedi nt he

. n o it a s r e v n o c

.

3 Thes tudent sa s irsk-taker sandi nnovators

o t s r e n r a e l e ri u q e r l li w s k s a t y n a M “ , n o it n e m ) 1 0 0 2 ( s r e g d o R d n a d r a h c i R

h c i h w r o f s e g a s s e m t e r p r e t n i d n a e t a e r

c , they lack ful l ilnguisitc resource sand

” s e c n e ir e p x e r o ir

p (p .235). This i sbeileved t o bet heessence of t het asks .The

s t n e d u t

s ’ skill sin guessing word sfrom contex tand restaitng wha tha sbeen

. d e p o l e v e d e b o t d e d e e n o s l a e r a t a h t s ll i k s f o s e l p m a x e e r a n e tt ir w

.

d Framewoko fTask-BasedLanguageTeaching d

r o c c

A ing to Wliil s (1996 ) “The Framework o f Task-Based Language

e r p : s e s a h p e e r h t f o s t s i s n o c g n i h c a e

T -task,taskcycle ,andl anguagef ocus” (p.40)

e r p n

I -taskphase, t het opici si nrtoduced t o t heclas sand t het opic-related word s

h T . d e t a v it c a e r a s e s a r h p d n

a eexamples o facitviite swhichcanbeuseddu irngt he

e r

(41)
(42)
(43)

.

2 Focu sonProces srathert hanOutcome

I tdoe sno tmatte rwhat i s t heoutcome of l earning t he l anguage atlhough i t

s i t I . t n a tr o p m i t o n s i e m o c t u o t a h t n a e m t o n s e o

d impo tran tbu tthe mos t

p y e h t w o h r o p e t s y b p e t s n r a e l s r e n r a e l e h t w o h s i t n a tr o p m

i rogresst o achieve

. e m o c t u o t a h t

.

3 Bringt heWorldOutsidet ot heClassroom

Task smustr elfec twhatt hel earner sneed outsidet heclassroomand b irng i t

o s e d i s n

i tha tthe learner sknow wha tthe stiuaiton i s ilkeand use thet ask sa s

.s e c n e ir e p x e g n i n r a e l ri e h t

.f Type so fTasks

SinceTask-Based LanguageTeaching placest het ask sas t hecenrta luni to f

n i h c a e

t g ,knowing somei nformaiton aboutt ask t ypes i s i mpo trantt o beablet o

f o n g i s e d e h t n i d e d u l c n i e b l li w k s a t f o s e p y t t a h w r e d i s n o c d n a t c e l e s

. l a ir e t a m l a n o it c u rt s n i

Wliil s(1996 )men iton ssix type so ftask; those are ilsitng ,ordeirng and

, g n it r o

s compairng ,problem solving ,shairng persona lexpeirences ,and creaitve

s k s a

t (p.26) .Thef ri sttypeoft asksi s ilsitng .Lisitng i nvolve sbrainstormingand

t c a

f - ifnding and t heoutcomecan bei n af orm o fcompleted ils to ramindmap .

s e h

T econd type i sordeirng and soritng . tI involve sfou rprocesses .The fris t

(44)
(45)
(46)
(47)
(48)
(49)
(50)
(51)
(52)

s n o it c n u

f inaf unways ot hatt hes tudent scanf ee lhappy.

.

3 R - yole p la

,) 0 9 9 1 ( a k s w o i b ę ł o G o t g n i d r o c c

A “A role-play i sacommunicaitveacitvtiy

e n r a e l e h t h c i h w n

i r saregivenat askt ocomplete” (p.5)Usuallyi nar ole-playt he

u o b a n o it a m r o f n i n e v i g e r a s r e n r a e

l twho they wli lbe and wha tthought sthey

y e h t h c i h w n i n o it a l u m i s a h ti w t n e r e f fi d y lt h g il s s i tI . g n i h t e m o s s d r a w o t e v a h

. n o i n i p o d n a s t h g u o h t n w o r i e h t t n e s e r p o t e c n a h c e v a h

.

4 Songs

h c n i

L (n.d )state swhysong scanalway sbeusedi n t eachingEngilsh a sctied

n

i www.eslbase.com/aritcles/songs .Song sinrtoduce new vocabulary which the i

t i n i d e n i a t n o c e g a u g n a l e h t d n a e r o f e b r a e h t o n y a m s t n e d u t

s svery natural .

t c e l e s y li s a e n a c s r e h c a e t e h t ,t l u d a d n a n e r d li h c r o f s g n o s y n a m e r a e r e h t e c n i S

r o f e r e h p s o m t a d o o g e t a e r c n a c s g n o S . e s o p r u p g n i h c a e t ri e h t o t ti u s t a h t s g n o s

.s s e c o r p g n i n r a e l g n i h c a e t e h t

.

B Theoreitca lFramework

The wrtie ruses t wo model sproposed by Kemp and Yalden .The wrtie rwli l

n i g e b n a c r e ti r w e h t t a h t o s e l b i x e lf y r e v s i l e d o m s ’ p m e K . s l e d o m o w t e h t y fi d o m

s ’ y h t a n a B d n a s ’ p m e K o t n o it u b ir t n o c s e v i g l e d o m s ’ n e d l a Y . p e t s r e v e h c i h w m o r f

l a t i e c n i s l e d o

m soconsiderst heneedsurveyast hef ris tstepwh liet heothert wo

(53)

g n i n r a e l g n i n if e d ) 3 , s e s o p r u p l a r e n e g d n a , c i p o t , s l a o g g n it a l u m r o f ) 2 , s i s y l a n a

o c t c e j b u s g n i s o o h c ) 4 , s e v it c e j b

o ntent , 5 ) selecitng teaching and learning

. n o it a u l a v e ) 6 , s e it i v it c a

.

1 ConducitngNeed sAnalysis( Yalden)

When conducitng need sanalysi ,s t hewrtiert irest o gathe rmuch i nformaiton

s r e h c a e t e h t d n a s t n e d u t s e h t m o r

f o fSMA Pangud iLuhur Yogyakarta .The data

. w e i v r e t n i d n a , s e ri a n n o it s e u q , n o it a v r e s b o h g u o r h t d e r e h t a g e b l li w

.

2 Formula itngGoals ,Topic ,andGenera lPurposes( Kemp)

The goa lo fthe module design i sthe same a sthe goa lse tby the Engilsh

e h t , t a h t r e tf A . r e h c a e t r a l u c ir r u c a rt x

e wrtie r wli l decide the topic s to be

e h t ,s c i p o t e h t n o d e s a b , n e h T . y e v r u s s d e e n e h t n o d e s a b e l u d o m e h t n i d e t n e s e r p

. c i p o t h c a e r o f s e s o p r u p l a r e n e g e h t s e n i m r e t e d r e ti r w

.

3 De ifningLearningObjecitves( Kemp)

s i h t n i d e if i c e p s e r a s e v it c e j b o g n i n r a e l e h

T step .Theobjecitve saremadei n

n e e b e v a h h c i h w s e s o p r u p l a r e n e g e h t o s l a d n a s l a o g e h t h ti w e c n a d r o c c a

j b o e h T . p e t s s u o i v e r p e h t n i d e n i m r e t e

d ecitve s should state clealry wha t

e v it c e j b o e h T . o d o t e v a h s t n e d u t s e h t t a h t s e it i v it c

a sfunciton a sinsrtuciton s

h c i h

w outcome can be seen afte r the student s complete them . Like mos t

t ,s m a r g o r p l a n o it a c u d

e heobjecitve swillbeon cogniitveareawhichl ate rshould

(54)
(55)

r e ti r w e h T . s e it i v it c a g n i n r a e l g n i h c a e t e h t tr o p p u s y ll a e r n a c t i t a h t o s d e t s u j d a

, s k o o b t x e t m o r f e b l li w s e c r u o s e r g n i n r a e l d n a g n i h c a e t e h t r e h t e h w e d i c e d l li w

if o i d u a , s o e d i

v les ,o rothe rmoitonpicture .s

.

6 Evalua iton( Yalden)

Therewli lbeoneevaluaiton ,sincet hedesign i snoti mplemented, t hati st he

. d e n g i s e d l a ir e t a m e h t f o n o it a u l a v

e The module late rwli lbe given to the

(56)
(57)
(58)

, e k il t o n d i d y e h t s c i p o t d n a d e k il y e h t s c i p o

t wha tkind o ftechniquestheyprefe r

, s s a l c r a l u c ir r u c a rt x e g n i k a e p s h s il g n E n i e s u r o e v a h o

t wha tthey fee lwhen

g n i n i o

j anEngilsh ex rtacurircula racitvtiysucha senthusiasitc ro bored ,andwha t

. s s a l c r a l u c ir r u c a rt x e h s il g n E m o r f d e t c e p x e y e h t

e h t t a h w l a r e n e g n i w o n k o t r e d r o n i e d a m e b o s l a d l u o w s e t o n d l e if e h T

s e h t w o h s a h c u s s e s s a l c n i g n i o d e r e w s t n e d u t s d n a s r e h c a e

t tudentsr espondedt o

e h

t speakingacitviites .Then ,thet heo ire sgathered f romt het extbooksorj ournal s

e r e

w Insrtucitona l Design models , Task-Based Language Teaching Method ,

, g n i h c a e T e g a u g n a L e v it a c i n u m m o

C andTeachingSpeaking.

.

b Planning

, s e t o n d l e if d n a , s e ri a n n o it s e u q , w e i v r e t n i h g u o r h t d e n i a t b o s a w a t a d e h t r e tf A

l a r e n e g e h t e t a t s , s c i p o t t s il , l a o g e h t e t a l u m r o f o t d e tr a t s r e ti r w e h t , p e t s s i h t n i

. s e v it c e j b o e h t e t a l u m r o f d n a , s e s o p r u p

.

2 Design

.

a DevelopPreilminaryFormo fProduct

In thi sstep ,the wrtie rattempted to make an approp irate mateiral sdesign

e l u d o m f o m r o f a n i d e li p m o c e b r e t a l d l u o w h c i h

w based on the resul to fthe

.s e t o n d l e if d n a , s e ri a n n o it s e u q , w e i v r e t n i

.

3 P -ostDesignStudy .

a PreilminaryFieldTesitng s

i h t n

(59)

m o r f s r e h c a e t r o i n e s o w t e r e w s r o t a u l a v e e h T . n o it a u l a v e d n

a SMA Pangud i

r u h u

L Yogyakartaand o nePBIl ecturer .Thi swa sdonet ohelpt hewrtie r ifnd ou t

e r e w s l a ir e t a m e h t r e h t e h

w approp irate o rnot .The two senio rteacher swere

o t e l b a e r e w y e h t t a h t o s g n i h c a e t n i e c n e ir e p x e h g u o n e d a h y e h t e s u a c e b n e s o h c

e h t r o f k c a b d e e f e v a g d n a t c e r r o c o t r e ti r w e h t p l e

h Engilsh speaking module

r e r u t c e l I B P e h T . d e n g i s e

d whow aschosent o becomet heevaluatorwast heone

. e c n e ir e p x e g n i h c a e t s r a e y e v if t s a e l t a d a h o h w

.

b MainProduc tRevision

The wrtie r revised the mateiral s based on the obtained feedback and

.s r o t a u l a v e e h t m o r f n o it a u l a v e

.

B ResearchSetitng

The study wa sconducted in SMA Pangud iLuhur Yogyakarta which wa s

n o d e t a c o

l Jalan PanembahanSenopat i18 Yogyakarta .Thestudywa sconducted

e l b a t g n i w o ll o f e h T . r e t s a m d a e h e h t m o r f n o i s s i m r e p d e n i a t b o r e ti r w e h t r e tf a

e h t d e w o h

s wrtier’ sresearchs chedule.

e l b a

T 3.1ResearchSchedule

o

N Time Informaiton

1 23t h-25tho fMay2011 The wrtie r observed each s

s a l c r a l u c ir r u c a rt x

e staritng from X I . 3 S I I X , 2 S I I X , 1 S I I X , 2 A I I X , 1 A I

2 6t h- 11 thofJ une2011 Distirbuitng quesitonnarie s fo r the f o s t n e d u t s e d a r g h t n e v e l

e SMA

i d u g n a

P Luhu r ‘St . Yusup ’ .

(60)
(61)

d n a , e k il t o n d i d y e h t d n a d e k

il whatt hey fee ldu irngt heEngilsh exrtacurircula r

e r a y e h t r e h t e h w s s a l

c enthusiasitcandbored ,wha tdfiifculitest heyf aced ,and

e h t r o f n o it a t c e p x e r i e h

t Eng ilshs peakingexrtacurircula rclass .So,t herewere ifve

t n e d u t

s s chosenast her epresentaitvesf romeachclass .

.

2 Paritcipant so fP -ostDesignStudy

Thepost-designstudywast hef ou trhstepo fR&D ,PreilminaryFieldTesitng .

o w t e h t d e d e e n r e ti r w e h t , p e t s s i h t n

I senio rEngilsh teacher so fSMA Pangud i

r u h u

L Yogyakarta and o ne lecture ro fEngilsh Educaiton Study Program ast he

o d n if o t d e n g i s e d n e e b d a h h c i h w s l a ir e t a m e h t e t a u l a v e o t s r o t a u l a v

e u twhethe r

.t o n r o e t a ir p o r p p a e r e w s l a ir e t a m d e n g i s e d e h t

.

D ResearchI nstrumentsandDataGatheringTechnique r

e h t a g o

T the data ,some i nsrtument snamely i nterview ,quesitonnaries ,and

d e y o l p m e e r e w s e t o n d l e

if int hiss tudy .

.

1 ResearchInstruments .

a eP -r designi nstruments

e r p e h t n i d e v l o v n i s t n e m u rt s n i e m o s e r e w e r e h

T -design study and each o f

. s w o ll o f s a d e n i a l p x e e b l li w m e h t

)

1 FieldNotes

. g n it c e ll o C n o it a m r o f n I d n a h c r a e s e R , p e t s t s ri f e h t n i d e s u e r e w s e t o n d l e i F

n e l k i B d n a n a d g o

(62)
(63)

s e h t n i s l a u d i v i d n i ll a f o s n o it s e u q e m a

s ampleand f o rwhich r espondentsr ecord

f o s r e w s n a e v i g d l u o h s s t n e d n o p s e r e h T ) 8 2 2 . p ( ” . m r o f l a b r e v n i s r e w s n a r i e h t

.s e ri a n n o it s e u q e h t n i m e ti y r e v

e The quesitonnarie swould be distirbuted to 50

f o s t n e d u t

s SMA Pangud iLuhurYogyakatra .Thewrtie rwould taket en student s

r o s e t o n d l e if e h t g n i k a m r e tf a d e t u b ir t s i d s a w t n e m u rt s n i s i h T . s s a l c h c a e m o r f

. n o it a v r e s b o g n it c u d n o c r e tf a

.

2 P -ost DesignI nstruments t

s o p e h t n

I -design study the wrtie r would use quesitonnarie containing

tr e k il y b d e r u s a e m t n e m e t a t

s scaleand open quesitonst o obtain feedback from

.s r o t a u l a v e e h

t Thequesitonnarie sconsisted o fsixteen closedquesitonsi n which

f o e e r g e d e h t n i e c n e t n e s h c a e r o f k r a m k c e h c a t u p o t d a h s r o t a u l a v e e h t

.s w o ll o f s a e r e w s e ir o g e t a c e h T . n m u l o c t n e m e e r g a

1 :s rtonglydisagreewtiht hes tatement

2 :disagreewtiht hes tatement

3 :doub twtiht hes tatement

4 :agreewtiht hes tatement

5 :s rtonglyagreewtiht hes tatement

Meanwhlie , there were two othe r quesiton s both o f which were open

.s n o it s e u

q These open quesiton swere asking abou tthe evaluators ’opinions ,

s n o it s e g g u s d n a , s t n e m m o

c .From t he evaluators ’answer ,s t he srtength sand t he

. d e z y l a n a e b d l u o c e l u d o m e h t f o s e s s e n k a e

w Al ldata obtained from the open

s n o it s e u

(64)

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