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M e also goe sto Dra .S .Sr iUtami ,the headmaste ro f e h t t c u d n o c o t n o i s s i m r e p e m g n i v i g r o f r e h k n a h t I . m e k a P a y a j n a S K M S o t k n a h t l a i c e p s y m e v i g o t e k il o s l a d l u o w I . m e k a P a y a j n a S K M S n i h c r a e s e
r A .
A . B , o t n a m r a d u S d u b
I . ,the Engilsh teache ro fSMK Sanjaya Pakem , Ithank l a i c e p s y M . s l a ir e t a m d e n g i s e d y m d r a w o t n o it s e g g u s d n a e c n a d i u g s i h r o f m i h d n a p l e h r i e h t r o f m e k a P a y a j n a S K M S f o s t n e d u t s e d a r g d n o c e s e h t o t o g s k n a h t . g n ir e h t a g a t a d e h t g n ir u d n o it a r e p o o c e h t o m y m o t k n a h t d e t u p s i d n u y m s s e r d d a
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r u o e p o h I . h c u m o s m e h t e v o l I . y li m a f d n o c e s y m g n i e b r o f m e h t k n a h t
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F how my grattiude t o all t hose who have helped t o n t h g i m s i s e h t s i h T . s e m a n y b d e n o it n e m e b t o n d l u o c d n a e m d e tr o p p u s d n a
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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 O
N K C
A WLEDGEMENTS……….. 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 ……… xiv E
R U G I F F O T S I
L ………. xv S
E C I D N E P P A F O T S I
L ……….. xvi
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……… . 1 .
B ProblemFormulaiton………. . 5 .
C ProblemLimtiaiton……… . 5 .
D ResearchObjecitves……… 5 .
E ResearchBeneftis………... 6 .
ii x
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton……… 9 .
1 Insrtucitona lDesignModel……… 9 .
2 TeachingLearningo fReading………. . 13 .
3 Gramma rBasedTeachingApproach………. 18 .
4 Task-BasedLearning……… . 18 .
B Theoreitca lFramework……… 22
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod………. . 26 .
B ResearchParitcipants……… 28 .
C ResearchSetitng……….. . 30 .
D ResearchI nsrtuments……… 30 .
E DataGatheirngandAnalysi sTechnique………... 31 .
F ResearchProcedure………... 33
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R . V I R E T P A H C
.
A TheStep so fDesigningt heGrammarf ocusedReadingMate irals…... 36 .
1 ResearchandI nformaitonCollecitng………. .36 .
2 Planning……….. 42 .
3 DevelopingPreilminaryFormo fProduct……… . 46 .
4 PreilminaryFieldTesitng………... 47 .
5 MainProduc tRevision………... 4 9 .
B Presentaitonoft heDesignedMate irals……….……50
N O I S U L C N O C . V R E T P A H
C S ANDSUGGESTIONS
.
A Conclusions……….. 51 .
ii i x S
E C N E R E F E
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f o n o it c u d o rt n i e h t s t n e s e r p r e t p a h c s i h
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s fris tpatr i s t he discussion oft hebackground oft he research .The d
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s i sthe problem formulaiton .I ti sfollowed by problem ilmtiaiton and h
c r a e s e r e h t f o t if e n e b e h T . s e v it c e j b o h c r a e s e r y b d e u n it n o
c isi nthe iftfhpar to f
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.
A ResearchBackground
s t n e d u t s e h t f o t s o m , l o o h c s h g i h n i s e c n e ir e p x e s ’ r e ti r w e h t n o d e s a B
t n r a e l ri e h t e s u t o n n a
c Engilshi n classi n ar ea lwo lrd.I tmeanst hatt hestudent s e
g d e l w o n k h s il g n E r i e h t y l p p a t o n n a
c in daliy lfie , fo r example i s in
n o it a c i n u m m o
c .Thestudent swere given oppo truniitest o l earn butt hey stli ldid . y ti v it c a g n it s e r e t n i e d i v o r p t o n d l u o c r e h c a e t e h T . s e it i n u tr o p p o e h t e s u t o n
e r o f e r e h
T thes tudent sdidno tpayattenitont ot het eacher ,andt hent heycouldno t e
d u t s e h t fi g n ir o b e b l li w g n i n r a e l g n i h c a e T . l a o g g n i n r a e l e h t e v e i h c
a nt sareonly
d e k s
a as t eaching object wtihou tan interacitve communicaiton. Thi si swhy t he r
e ti r
w chooses ht ist opict obediscussed. t a h t m u l u c ir r u c e h t , s y a d a w o
N i sused in Indonesia i sSchoo lBased m
u l u c ir r u
C . In t hi scurirculum ,every school i sgiven an oppo trun tiy t o develop d
n
r u o
f skillswhich need t o bel earnti nEngilsh l esson ,st hey are : ilstening ,w iritng , a
e p s d n a , g n i d a e
r k ingwhicharei mpo tranti ncommunicaiton.
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n i d a e R . n o it c e s g n i d a e r e d u l c n i s l a ir e t a m e h t K M S r o
f , a s descirbed by
7 : 5 7 9 1 ( r e g r e b m a
B -8) ,i san impo tran taspec tfo rindividual sand for society . , s a e d i n r a e l n a c e l p o e p , g n i d a e r h g u o r h T . s e s o p r u p t n e r e f fi d y n a m s e v r e s g n i d a e R
n i d e e n y e h t n o it a m r o f n i h c u m e k a t n a c e l p o e p g n i d a e r y B . s e d u ti tt a d n a s t p e c n o c
. e fi l ri e h t
n g i e r o f r o d n o c e s s a h s il g n E r o f l li k s l a it n e s s e s i g n i d a e r , r e v o e r o M a
l nguage (ESL /EFL )students . tI srole i simpo tran tin language acquisiiton . o t ,s r e d a e r d o o g e m o c e b o t y a w a e b n a c g n i d a e r t a h t s e u g r a ) 3 2 : 1 8 9 1 ( n e h s a r K
o t , y r a l u b a c o v r e t s a m o t , e l y t s g n it ir w d o o g a p o l e v e
d maste rgrammar ,and to
e m o c e
b goods peller .s hT erefore,r eadingpracitcei nSMKi sneeded.
Reading i s very impo tran;t i t canno t stand alone wtihou t grammar . t o n l li w e r e h t t a h t o s e c n e t n e s y r e v e f o g n i n a e m e h t y e v n o c o t d e d e e n s i r a m m a r G
g n i d a e r h g u o r h t y l e v it a r g e t n i t h g u a t s i r a m m a r G . n o it a c i n u m m o c s i m e
b .I ti s
s t n e d u t s K M S r o f t n a tr o p m
i to understand gramma rbecause they should know t
c u rt s e h t d n a t s r e d n u d n
a u re and meaning o fthe sentence sin orde rto face the m
a x E l a n o it a
N inaiton. n a , r e v e w o
H observaiton in SMK in Yogyakatraconducted by t he wrtie r , n o it i d d a n I . y p e e l s d n a d e r o b l e e f s t n e d u t s e d a m s e m it e m o s g n i d a e r t a h t d e w o h s
d e w e i v r e t n i o s l a s a h r e ti r w e h
t a teache ro fSMK SANJAYA Pakem abou tthe o
n o it a u ti
h c a e t o t e m it e h
t gramma rwhich someitme suse sreading tex ta sthe mateirals . s
s a l c e h t t a h t s w o h s w e i v r e t n i s i h t f o t l u s e r e h
T o tfen makes t hestudent sbored.
e h
T wrtie rwantsto make t hemateiral sfo rEngilsh class t o be moreeffecitvet o .
d e r o b t e g t o n l li w s t n e d u t s e h t y ll u f e p o h y a w s i h t y b e s u a c e b e s u
, n o it a u ti s s i h t n
I the teache rshould be proacitve in ifnding interesitng .
d e t a v it o m s t n e d u t s e h t e k a m o t s l a ir e t a
m B eoth t h gramma rmateirals da n some d
e s a b r a m m a r
g reading are given by the teacher .Thi sidea i ssuppo tred by the r e t n i r o f d e e n a s i e r e h t t a h t d e t a t s o h w m e k a P A Y A J N A S K M S f o r e h c a e
t esitng
s l a ir e t a
m . In orde r to provide interesitng and relevan t mateirals , the wrtie r f
o e s u e h t s e s o p o r
p gramma rbasedreadingmateirals. Thi skindo fapproach also n i a m o w t e r a e r e h t y ll a u t c A . r a m m a r g n i y ll a i c e p s e , g n i n r a e l e v it c u d n i h ti w e m a s
a c it e r o e h
t lapproaches;they arededucitveapproach andi nducitveapproach .The e
h t e li h w , h c a o r p p a e v it c u d e d e h t s i ,s e ir o e h t o w t e h t f o l a n o it i d a rt e r o
m emerging
y r o e h t n r e d o m e r o m d n
a ist hei nducitveapproach. I n1995 ,Goner ,Ph liilps ,and ,
d e t o n s r e tl a
W “The inducitve approach represent s a more modern style o f e h t o t d e t n e s e r p e r a s e l u r r o s e r u t c u rt s l a c it a m m a r g w e n e h t e r e h w g n i h c a e t
e g a u g n a l l a e r a n i s t n e d u t
s context” (p.135) .The student slearn the use o fthe n
o c n i e g a u g n a l e h t f o e c it c a r p h g u o r h t e r u t c u rt
s text ,and late rreailze the rule s .s
e l p m a x e l a c it c a r p e h t m o r f
s y a s ) 5 8 9 1 ( n e h s a r
K thatt wo-wayi nteracitonsi saparitcula rgood way i n l a n o it i d d a n i a t b o o t s t n e d u t s s e l b a n e t i e s u a c e b t u p n i e l b i s n e h e r p m o c a g n i d i v o r p
e b o t s a h g n i n a e m n e h w t u p n i d e t s u j d a n a y ll a m it p o d n a n o it a m r o f n i l a u t x e t n o c
o s f o e s u a c e b d e t a it o g e
s i s s a l
c akindoft wo-wayi nteraciton .Taski nvolve sstudentsi nt eachingl earning e
r o m e b l li w m o o r s s a l c e h t e r o f e r e h T . s s e c o r
p interacitve .Nunan( 2004)saystha t k
s a
T -Based Learning (TBL )reile sheavliy on learners ’involvemen tand thei r o
L B T . e g d e l w o n k d lr o
w ffer sa change from gramma rpracitce rouitnest hrough .
e t a c i n u m m o c o t n r a e l o t d e li a f y l s u o i v e r p e v a h s r e n r a e l y n a m h c i h
w Thati swhy
s i h t , L B T e s u r e ti r w e h
t kindo fteachingl earninggivesthes tudent smorechance s p
m i n a c o s l a s t n e d u t s e h T . e v it c a e b o
t rove thei rablitiy to understand the m
a x E l a n o it a N e h t g n ir a p e r p n i y ll a i c e p s e , e s u e g a u g n a
l inaiton.
t r e d r o n
I ohelp t het eache rmaket het eachingl earning processinteresitng ,
e l b a y o j n e d n
a thewrtie rmadease to fgramma rfocusedreadingmate irals .These s
l a ir e t a
m arei ntended f ort hesecond gradestudent so fSMK SANJAYA Pakem . s
e s o p p u s s l a ir e t a m f o t e s s i h
T toeaset hem i n l earninggramma rthroughreading . Thedesigne d mate iral swli lprovide moreinteresitng ,challenging ,andbeneifcia l
t ,s l a ir e t a
m eachingl earningacitviite ,st askandt echniquethantheyhad before.I n d
e n g i s e d r e ti r w e h t , y d u t s s i h
t a se to fgramma rfocused reading mate irals. e
r a g n i d a e r d n a r a m m a r
G loosely related to each othe rbecause in reading tex t .
s r a m m a r g y n a m o s e r a e r e h
t Through reading someone learn sgramma rin ti . e
g d e l w o n k r a m m a r g e r o m e h t , e r o m s d a e r e n o e m o s n e h
W they wli l get .
r a m m a r g n g i s e d o t d e e n a s i e r e h t , e r o f e r e h
T focused reading mateiral susing
k s a
t -basedl earningf ort hesecondgradestudentsi nordert ohelpt hemi nl earning .
y li s a e h s il g n E
d e v r e s b o s a h r e ti r w e h t e s u a c e b n e s o h c s i m e k a P A Y A J N A S K M S n e h T
a h t y ti v it c a f o d n i k s d e e n r e h c a e t e h t d n a l o o h c s s i h
n o it n e tt
a andt hes tudent sneedmore itmet ol earnEngilsh,s ot hatt hes tudentscan e h t , e r o f e r e h T . r e h c a e t e h t y b d e s u e b n a c s l a ir e t a m e h T . l a o g g n i n r a e l e h t e v e i h c a
r a m m a r
g focusedreadingmate iral scanhelpt het eacher. .
B ProblemFormula iton
ir w e h t , d n u o r g k c a b h c r a e s e r n o d e s a
B te r formulate s the following
s m e l b o r p h c r a e s e
r :
.
1 Howi sase tofgrammarf ocused reading mate iral susing t ask-based l earning ?
d e n g i s e d m e k a P A Y A J N A S K M S f o s t n e d u t s e d a r g d n o c e s e h t r o f .
2 Wha tdoest hedesignedse to fgrammarfocused readingmate iral susingt ask -g
n i n r a e l d e s a
b fort hesecondgradestudent so fSMKSANJAYA Pakeml ook ?
e k il
.
C ProblemLimtia iton
d e ti m il s i h c r a e s e r s i h
T to provide t he sutiablegramma rfocused reading m
e k a P A Y A J N A S K M S f o s t n e d u t s e d a r g d n o c e s e h t r o f s l a ir e t a
m in semeste r
o w
t .In thi sresearch ,the wrtier focused on how to design a se to fgramma r d
e s u c o
f reading mateiral sfo rsecond gradestudent so fSMK SANJAYA Pakem .
s l a ir e t a m d e n g i s e d e h t t n e s e r p o t d n
a Thewrtie rpresente dthemate iral sbasedon k
s a
T -BasedLearningmethodt ha tgivet hes tudent smoreoppo truntiyt opracitce.
.
D ResearchObjecitve
m e l b o r p e h t n i d e t a t s s n o it s e u q e h t r e w s n a o t d e t c u d n o c s i h c r a e s e r s i h T
.
1 Find ou thow a se tof gramma rfocused reading mateiral susing task-based g
n i n r a e
l fort hes econdgrades tudent so fSMKSANJAYAPakemdesigned. .
2 Presen tthe designed se tof gramma rfocused reading mateiral susing task -A
Y A J N A S K M S f o s t n e d u t s e d a r g d n o c e s e h t r o f g n i n r a e l d e s a
b Pakem.
.
E ResearchBeneftis
s i h t f o s tl u s e r e h
T research areexpected t ob irng valuablecontirbuiton t o g
n i h c a e t e h t h ti w n r e c n o c o h w e l p o e p e h
t -learning proces so fEngilsh l anguage . .
y d u t s s i h t m o r f ti f e n e b t h g i m o h w e s o h t e r a g n i w o ll o f e h T
.
1 EngilshTeacherso fSMKSANJAYAPakem r
e h c a e t h s il g n
E s fo SMK SANJAYA Pakem can use the designed d
e s u c o f r a m m a r
g reading mateiral s a s atlernaitve mateira l in teaching thei r . m o o r s s a l c e h t n i n o it a u ti s g n it s e r e t n i e t a e r c o t m e h t p l e h n a c y d u t s s i h T . s t n e d u t s
o s l a t
I help s them to improve thei r techniques ,srtategies ,and creaitvtiy in .
h s il g n E g n i h c a e t
.
2 SecondGradeStudentso fSMKSANJAYAPakem
y ti li b a r i e h t e v o r p m i o t s t n e d u t s e h t r o f l a i c if e n e b e h t e b l li w l a ir e t a m s i h T
h d l u o w s l a ir e t a m d e n g i s e d e h T . h s il g n E n
i elpt hemt odevelopt heris k li landgive .
n o it a u ti s e l b a y o j n e n i r e tt e b h s il g n E n r a e l o t y ti n u tr o p p o e r o m m e h t
.
3 FutureResearchers
r o f e c n e r e f e r a s a d e s u e b y a m h c r a e s e r e h t f o t l u s e r e h
T futureresearcher s
c i p o t e h t o t d e t a l e r h c r a e s e r t c u d n o c o
abou tdesigning a se to fgramma rfocused reading mateiral susing task based .s
t n e d u t s e d a r g d n o c e s r o f g n i n r a e l
.
F De ifniitono fTerms
.
1 Design
s e n if e d o s l a g n i n g i s e
D a sthe proces so fcreaitng a new se to fmateiral s s r e n r a e l r a l u c it r a p f o a e r a t c e j b u s s e if i c e p s d n a s e v it c e j b o g n i n r a e l e h t s ti f t a h t
s i h t n I . ) 5 6 : 7 8 9 1 , s r e t a W d n a n o s n i h c t u H
( research ,the wrtie rdesign sa se to f e
l d e s a b k s a t g n i s u g n i d a e r d e s a b r a m m a r
g arning f ort hesecondgradestudent so f .
m e k a P A Y A J N A S K M
S Thedesigned mateiral swould be ilket ext swhich have r a m m a r g e h t n r a e l ll i w y e h t n e h t t x e t e h t d a e r ll i w s t n e d u t s e h t , o S . ti n i r a m m a r g
.t x e t e h t n i d e s u
.
2 Reading
r ) 8 6 : 3 0 0 2 ( n a n u N o t g n i d r o c c
A eading i sa lfuen tproces so freader s .
e g d e l w o n k d n u o r g k c a b n w o r i e h t d n a t x e t a m o r f n o it a m r o f n i g n i n i b m o
c In t hi s
h c r a e s e
r , r eading i soneof t hef ou rEngilsh skillst ha tshould bemastered byt he s
t n e d u t
s because tii si mpo trantf ort hestudentst o f acet heNaitona lExaminaiton . .t
i n i r a m m a r g e h t d n a t s r e d n u o t ll i k s e h t e d u l c n i , n e h t ,l li k s g n i d a e R
.
3 Gramma rBasedTeaching(GBT)Approach r
a z A o t g n i d r o c c
A , Gramma rBased Teaching approach i san approach which use sgramma ra sthe base ,the staritng poin tand foundaiton ,fo rthe
G . s ll i k s e g a u g n a l l l a f o t n e m p o l e v e
d ramma r Based Teaching provide s
n a s u o r e m u n y b d e i n a p m o c c a r a m m a r g h s il g n E t u o b a n o it a m r o f n
.s e it i n u tr o p p o e c it c a r
p In t hi sresearch ,Gramma rBased Teaching i s t he base o f .
g n i d a e r d e s a b r a m m a r g
.
4 Task-BasedLearning k
s a
T -basedl earningi sonekindofl earningi nwhicht hel earner saregiven , e t a l u p i n a m , d n e h e r p m o c n a c y e h t t a h t o s e g a u g n a l t e g r a t e h t n i s k s a t f o t o l a
, e c u d o r
p and interact using t heril anguage(Nunan ,1989 :10) .Fu trher ,according . m o o r s s a l c e h t o t n i d lr o w l a e r a g n i g n ir b f o y a w a e r a s k s a t ) 9 5 : 7 8 9 1 ( e h k n a r K o t
.s k s a t f o t o l a s e s u t a h t g n i n r a e l d e s a b k s a t , y d u t s s i h t n I
.
5 SMK( SekolahMenengahKejuruan) o w t e r a e r e h t , a i s e n o d n I n
I common type so fsenio rhigh school .Frist i s (
" A M S " n o it a i v e r b b a e h t y b s a n w o n k y ll a r e n e
g Sekolah Menengah Atas )and
( K M S s i d n o c e
s Sekolah Menengah Kejuruan) .SMA dfifer sfrom SMK i n t hei r p
e r p e r a A M S t a s t n e d u t s e h T . s e i d u t
s ared to conitnue thei rstudy to universtiy r i e h t g n i h s i n if r e tf a k r o w o t y d a e r e b o t d e r a p e r p e r a K M S f o s t n e d u t s e li h w
y ti s r e v i n u e h t y l p m i s s i A M S . e g e ll o c / y ti s r e v i n u o t g n i o g t u o h ti w l o o h c
s
-l o o h c s l a n o it a c o v e h t s i K M S e li h w l o o h c s y r o t a r a p e r
p .According to Peraturan
, e c n e g il l e t n i e v o r p m i o t e r a n o it a c u d e l a n o it a c o v f o s e s o p r u p e h t h a t n ir e m e P
r e t n e o t ,t n e d n e p e d n i e m o c e b o t s t n e d u t s f o s ll i k s l a n o s r e p d n a l a r o m , y ti l a n o s r e p
o t e l b a d n a n o it a c u d e d e i d u t s y l s u o i v e r p h ti w e c n a d r o c c a n i e c r o f k r o w e h t
i n u m m o
c cate in accordance wtih the ifeld work .In ilne wtih that ,Rakesrtaw e g a e l b a y o l p m e f o n o s r e p g n ir a p e r p s i n o it a c u d e l a n o it a c o v t a h t d e t a t s ) 2 , 7 4 9 1 (
s u o e g a t n a v d a r o
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s i h t g n i y lr e d n u s e ir o e h t s e s s u c s i d r e t p a h c s i h
T research .There are two
h ti w s l a e d t r a p t s ri f e h T . r e t p a h c s i h t n i s tr a p n i a
m the theoreitca ldescirpiton ,
e li h
w thesecondpatrdealswtihthetheoreitcalf rameworkemployedi ndesigning r
a m m a r g f o t e s
a focused reading mateiral susing task based learning fo rthe .
m e k a P A Y A J N A S K M S n i s t n e d u t s e d a r g d n o c e s
.
A Theoreitca lDescrip iton
i h t n i d e s u s t n i o p y e k r u o f s e t a r o b a l e t r a p s i h
T s study . They are
d e s a b k s a t d n a , g n i d a e r , h c a o r p p a d e s a b r a m m a r g , s l e d o m n g i s e d l a n o it c u rt s n i
. g n i n r a e l
.
1 Instrucitona lDesignModels
f o e s o p r u p e h t e c n i S . h c r a e s e r s i h t o t d e t a l e r s e ir o e h t s n i a l p x e t r a p s i h T
h t , s l a ir e t a m g n i n g i s e d s i y d u t s s i h
t i spar tbegin swtih theory o finsrtucitona l s e t a r o b a l e r e ti r w e h t , y lt n e u q e s b u S . t n e m p o l e v e d s l a ir e t a m f o y r o e h t n e h t , n g i s e d
s l a ir e t a m e h t e c n i s g n i h c a e t d e s a b r a m m a r g d n a g n i d a e r f o s e ir o e h t e m o s
li t u h c i h w s l a ir e t a m g n i d a e r e r a h c r a e s e r s i h t n i d e n g i s e
d ize grammar .The las t
k s a T t u o b a s n i a l p x e y r o e h
t -BasedLearningsincet hedesigned mate iral sareused .t
.
a Kemp’ sModel
.l e d o m s ’ p m e K s i y d u t s s i h t n i r e ti r w e h t y b d e s u l e d o m t s ri f e h
T Kemp’ s
o it c u rt s n i s i h T . y ti li b i x e lf s ti f o e s u a c e b d e t p a d a s i l e d o
m na ldesign emphasize s
r o j a m e e r h
t aspects ,.ie .objecitves ,acitviite sandr esources ,andevaluaiton( 1977 : 8- .)9
e h T . t n e m p o l e v e d m a r g o r p e h t n g i s e d o t s t n e m e l e t h g i e s r e f f o p m e K
: p m e K y b d e n g i s e d s e g a t s e h t e r a g n i w o ll o f
)
1 Goal ,s t opics ,and genera lpurposes :considert hegoals , ilst t opics ,and state l
a r e n e g e h
t purposesf o reacht opic. )
2 Learners ’ characteirsitc : enumerate the impo tran t characteirsitc s o f the .
n g i s e d e b o t n o it c u rt s n i e h t m o h w r o f s r e n r a e l )
3 Learningobjecitves:specfiyt hel earningmateiralst obeachievedi n t erm so f .
e m o c t u o l a r o i v a h e b ’ s t n e d u t s e l b a r u s a e m )
4 Subjec tcontent :design t hel earning mateiralst ha tsuppo tr t heattainmen tfo r .
e v it c e j b o l a n o it c u rt s n i c if i c e p s h c a e )
5 P -reassessment :develop pre-tes tto determine the students ’background and .
c i p o t e h t t u o b a e g d e l w o n k f o l e v e l t n e s e r p )
6 Teaching l earning acitviite sand resources :selectt eaching/ l earning acitviite s c if i c e p s e h t e v e i h c a o t d e il p p a e b n a c t a h t s e c r u o s e r l a n o it c u rt s n i d n a
e t a ir p o r p p a e v it c e j b o l a n o it c u rt s n
i fo raccompilsheachobjecitve. )
7 Suppor t services : coordinate such suppor t service s a s budget , personnel , i
c a
)
8 Evaluaiton :evaluate students ’learning in term o fthei raccompilshmen to f e
r d n a e s i v e r o t r e d r o n i e n o d e b d l u o h s p e t s s i h T . s e v it c e j b
o -evaluate any
.t n e m e v o r p m i s d e e n t a h t n a l p e h t f o e s a h p
s n I f o l e d o M s ’ p m e K : 1 . 2 e r u g i
F trucitona lDesign(Kemp ,1977 :9)
t a h t s d n i m e r p m e
K thi sproces sof developingprogrami s lfexiblebecause s p e t s e m o s e r a e r e h t y d u t s s i h t n I . t n e d n e p e d n i e r a s t n e m e l e t h g i e e h t g n o m a
e h t y b n e s o h
c wrtie,r they are formulaitng goal ,s t opic sand l earning objecitves , .
g n i s i v e r d n a , g n it a u l a v e , s e it i v it c a g n i n r a e l / g n i h c a e t g n it c e l e s
.
b Yalden’ sModel
e h t s r e d i s n o c t a h t s u b a ll y s e b ir c s e d o t s i l e d o m s ’ n e d l a Y f o e s o p r u p e h T
s u b a ll y s a s i fl e s ti s u b a ll y s e v it a c i n u m m o c A . s t n e d u t s f o s d e e n e v it a c i n u m m o c
g n i b ir c s e d r o f d e n g i s e d s i h c i h
w a classroom expeirence which i s more n
o it a u l a v E
d n a , s c i p o T , s l a o G
s e s o p r u P l a r e n e G
r e n r a e L
s c it s i r e t c a r a h C
t r o p p u S
s e c i v r e S
a e L rning
s e v it c e j b O
g n i n r a e L / g n i h c a e T
s e c r u o s e R , s e it i v it c A
e r
P -Assessment
t n e t n o C t c e j b u S
e
n o ri v n e n a n i e t a ir p o r p p
a men tofr eall anguageand atr( Yalden ,1987 :85) .There :
e r a s p e t s e s o h T . s n o it c u rt s n i g n i n g i s e d n i s p e t s t h g i e e r a
)
1 Conducitngneeds urvey.
t a h t s e v it c e j b o e ti r w o t d n a s d e e n ’ s r e n r a e l d n if o t d e t c u d n o c s i p e t s s i h T
.r e n r a e l e h t r o f e t a ir p o r p p a e r a
)
2 Staitngdescirpitonoft hepurpose
f o n o it p ir c s e d a e v a h l li w r e n g i s e d e h t , y e v r u s d e e n a d e t c u d n o c g n i v a H
. m a r g o r p e h t f o e s o p r u p e h t
)
3 Selecitngt hes yllabust ocariredouti nt heprogram
f o y r o g e t a c l a r e n e g e h t n e h w e n o d s i e p y t s u b a ll y s f o e c i o h c e h
T the
. d e d i c e d n e e b s a h m a r g o r p e g a u g n a l
)
4 Producitono fproto-syllabus
h ti w e n il n i e r a h c i h w s t n e t n o c s u b a ll y s s e n i b m o c d n a s t c e l e s r e n g i s e d e h T
. e p y t s u b a ll y s )
5 Producitono fpedagogicals yllabus
e b l li w e s a r h p d n a d r o w e l g n i s y r e v e f o n o it a c if i c e p s e h
T conductedi nt hi s
. p e t s )
6 Developmen tandi mplementaitono fclassroomprocedures
, e r o f e r e h T . r o t a ti li c a f a s a e l o r s ’ r e h c a e t t u p l li w s u b a ll y s e v it a c i n u m m o C
. y ti v it c a ’ s r e n r a e l e h t n o d e s a b e r a d e t c u d n o c s e it i v it c a m o o r s s a l c
)
7 Evaluaiton n i s i p e t s s i h
T tended t o evaluateal lcomponentsi n t hel anguageprogram , .
)
8 Recycilngs tage
e c n a m r o fr e p l a n if e h t d n a t e s s l a o g n e e w t e b t if o t d e d n e t n i s i p e t s t s a l e h T
” e g a t s g n il c y c e r “ d e l e b a l s i s i h T . s r e n r a e l e h t f
o becauset he wholecyclecan be
t n i o p s i h t t a n i a g a n u g e
b .
o M s ’ n e d l a Y : 2 . 2 e r u g i
F de lofI nstrucitona lDesign(Yalden ,1987 :88)
.
2 TeachingLearningo fReading .
a Backgroundoft eachingr eading t a h t d e t o n ) 3 0 0 2 ( n a n u
N “in Western cutlures ,ora lreading wa sthe e h t n o n u g e b e t a b e d a 0 8 8 1 t u o b a n I . y r u t n e c h t n e e t e n i n e h t li t n u e c it c a r p y r a m ir p
u s r e v g n i d a e r t n e li s f o s e g a t n a v d
a soralr eading” (p.69) n
i a l p x e ) 9 6 : 3 0 0 2 ( n a n u
N s fu trhe rtha tclassroom approache sto teach s i g n i d a e r f o l a o g e h t n e h w g n i d a e r t n e li s e z i s a h p m e d l u o h s g n i d a e r
.t x e t f o n o i s n e h e r p m o c
.
b Readingprocesse s
w o h f o s l e d o m g n i d n a t s r e d n u s n a e m g n i d a e r f o s s e c o r p e h t g n i d n a t s r e d n U
t p e k e r a y e h t g n o l w o h d n a d e z i n g o c e r e r a s d r o
w in working memory (Nunan,
s e ir o g e t a c e e r h t o t n i d e d i v i d e b n a c s s e c o r p g n i d a e r f o s l e d o m e h T . ) 0 7 : 3 0 0 2
0 7 : 3 0 0 2 , n a n u N
( -73) .Thoseare: d
e e N
y e v r u
S Deosncoirp fit e s o p r u P
/ n o it c e l e S
p o l e v e D
t n e m o f
s u b a ll y S
it c u d o r P
a f o n o
o t o r p
-s u b a ll y s
it c u d o r P
a f o n o
i g o g a d e p
l a c
-s u b a ll y s
Development &implementa
f o n o it
m o o r s s a l c
e r u d e c o r p
a u l a v E
)
1 Bo ttom-upmodel m o tt o
B -up modelt ypicallyconsist sofl ower-levelr eadingproces .s I n t hi s o n o it a c if it n e d i e h t h ti w n i g e b s r e d a e r , l e d o
m f letters .Thei nformaiton gained i s c it a m e t s y s f o g n ir t s a o t n i s r e tt e l f o g n ir t s e h t s tr e v n o c h c i h w , r e d o c e d o t d e s s a p n e h t s r e d a e r e h T . d r o w a s a d e z i n g o c e r d n a d e s s a p n e h t s i g n ir t s s i h T . s e m e n o h p l it n u y a w e m a s e h t n i d e e c o r p d n a d r o w t x e n e h t n o e t a x
if al lwordsi nasentence
t n i o p h c i h w t a , d e s s e c o r p n e e b e v a
h they proceed to a componen tin which s i h t ,s u h T . e c n e t n e s a o t g n i n a e m a n g i s s a o t e t a r e p o s e l u r c it n a m e s d n a c it c a t n y s , t h g ir o t tf e l m o r f s e y e r i e h t g n i v o m y b d e e c o r p s r e d a e r t a h t s e m u s s a l e d o
m fris t
m r o f o t s d r o w e h t g n i n i b m o c n e h t , d r o w m r o f o t e s e h t g n i n i b m o c , s r e tt e l n i g n i k a t .t x e t f o s e c n e t n e s d n a s e s u a l c , s e s a r h p )
2 T -op downmodel p
o t n
I -down model ,reader sdraw upon t hei rknowledgeoft he wo lrd and z y l a n a o t s e c n e t n e s e h t f o e r u t c u rt s e h
t et ex.tI nt hi smode,lt her eader sares eena s e h t y n e d r o m ri f n o c o t a t a d t x e t g n i s u d n a , t x e t e h t n o r a e b o t s e s e h t o p y h g n i g n ir b y b d e t a r e n e g e b d n a t x e t e l o h w e h t o t e t a l e r y a m s e s e h t o p y h e h T . s e s e h t o p y h h t ,l e d o m s i h t n I . a t a m e h c s d e s o p p u s o t e c n e r e f e
r ereader scomet o t het ex twtih
t x e t e h t d a e r s r e d a e r e h T . e g d e l w o n k d n u o r g k c a b r o d e n a l p m r o f y l s u o i v e r
p by
d n u o r g k c a b r i e h t g n i s u n o it a m r o f n i e h t d n if o t y rt d n a s e c n e t n e s e h t g n i d a e r . e g d e l w o n k )
3 Interacitvemodel
m o tt o b h t o b f o s t n e m e l e s e n i b m o c g n i d a e r f o l e d o m e v it c a r e t n
I -up and
p o
s r e d a e r , g n i d a e r e li h W . s e c r u o s e g d e l w o n k l a r e v e s m o r f y l s u o e n a tl u m i s d e d i v o r p m o tt o b y l p p a n a
c -upprocessbyr ecognizingnewvocabularyandnewpatternt hey t e g o t e l b a e b o t d e t c e p x e e r a s r e d a e r , s i h t g n i o d y B . e r o f e b t o g t o n e v a h p o t y l p p a o s l a s r e d a e r , e li h w n a e M . t x e t e h t m o r f n o it a m r o f n
i -down proces sby
d n a t u o b a s i t x e t e h t f o t n e t n o c e h t t a h w g n it c i d e r
p theconitnuaitonoft het ex.t
.
c P irnciple soft eachingr eading
: 3 0 0 2 ( n a n u N y b d e t a t s s a g n i d a e r g n i h c a e t r o f s e l p i c n ir p t h g i e e r a e r e h T 4
7 -77) .Thep irnciple sare: )
1 Explotit her eaders ’backgroundknowledge ’ s r e d a e r s e v l o v n i e g d e l w o n k d n u o r g k c a
B expeirence ilkel fieexpeirences , s ’ e n o w o h f o e g d e l w o n k : y ll a c ir o t e h r d e z i n a g r o e b n a c s t x e t w o h f o e g d e l w o n k l a r u tl u c d n a , s k r o w e g a u g n a l d n o c e s e h t w o h f o e g d e l w o n k , s k r o w e g a u g n a l t s ri f e h t o t n i t h g u o r b e r a s e c n e ir e p x e e s o h T . e g d e l w o n k d n a d n u o r g k c a
b texts .
3 0 0 2 ( n a n u N o t g n i d r o c c
A ) “Readingcanbes igni ifcanltyenhancedi fbackground g n i k a m , s n o it s e u q g n i k s a , s l a o g g n it t e s y b d e t a v it c a e b n a c e g d e l w o n k n o o s d n a , e r u t c u rt s t x e t g n i h c a e t ,s n o it c i d e r
p ”(p.74).
)
2 Bu lidas rtongvocabularybase 0 0 2 ( n a n u
N 3 )sayst ha t“basicvocabularyshouldbeexpilciltyt hough tand f o s g n i n a e m e h t s s e u g y l e v it c e f f e o t t x e t n o c e s u o t t h g u a t e b d l u o h s s r e d a e r 2 L y r a l u b a c o v t n e u q e r f s s e
l ” (p.74)
)
3 Teachf o rcomprehension
t t r a p t n a tr o p m i y r e v a s i n o i s n e h e r p m o c g n ir o ti n o
M o gain successfu l
t o n s i g n i n a e m n e h w t n e m t s u j d a t n a tr o p m i n a e k a m o d s r e d a e r e h t t a h t g n i k c e h c
. d e h s il p m o c c a
o u q s
A ted by Nunan (2003 ,p.25) ,“Beck develop an excellentt echnique a
t e m d n a e v it i n g o c l u f g n i n a e m n i s t n e d u t s g n i g a g n e r o
f -cogniitvei nteracitonwtih
t x e t m o r f g n i n a e m g n it c u rt s n o c f o s s e c o r p e h t n i s t n e d u t s g n it s i s s a r o f d n a t x e t
t d e s u e r a s t n e d u t s e h t e s a c s i h t n I .r o h t u a e h t g n i n o it s e u q s i h c i h
w o engagewtih
.t x e t e h t m o r f n o it a m r o f n i e h t e v e ir t e r n a h t r e h t a r s a e d i e h t p o l e v e d d n a g n i n a e
m ”
)
4 Workoni ncreasingr eadingr ate h
s il g n
E teachers should i mprovet hei rstudents ’reading rateand develop .
y l s u o e n a tl u m i s s ll i k s n o i s n e h e r p m o c g n i d a e
r Students ’reading rate and reading n
o i s n e h e r p m o
c shouldbei nabalancedcondiiton .Onei mpo trantt hingt obedone g
n i k o o l d r a w o t y c n e d n e p e d e h t g n i s a e r c e d s
i a tdicitonary by emphasizing some
e h t g n i y fi t n e d i d n a , g n it c i d e r p , g n i m m i k s , g n i n n a c s e k il s ll i k
s tex .t
)
5 Teachingr eadings rtategy 9 1 ( d r o f x O n o d e s a
B 96 )ass tatedbyNunan( 2003) ,as rtategyi s“thet ool s fl
e s , e v it c a r o
f -driected i nvolvement t hati snecessary to develop communicaitve .)
6 7 . p ( ” y ti li b
a Nunan(2003 )addst ha t“agoodt echniquet o sensiitvestudentst o t h g u o h t r i e h t ) t u o b a k l a t o t r o ( e z il a b r e v m e h t t e g o t s i e s u y e h t s e i g e t a rt s t a h t
” . d a e r y e h t s a s e s s e c o r
p (p.76 .)
)
6 Encourager eaderst o rtansforms rtategiesi ntos kills
t a rt s g n i d a e r c if i c e p s e c it c a r p d n a n r a e l y l s u o i c s n o c s r e n r a e l s
A egie ,s t he
, n a n u N ( l li k s o t y g e t a rt s m o r f : s u o i c s n o c n u o t s u o i c s n o c m o r f e v o m s e i g e t a rt s
)
7 Bu lidassessmen tandevaluaitoni ntoyourt eaching
d n a e m it s e ri u q e r s ll i k s g n i d a e r n i t n e m p o l e v e d d n a h t w o r g g n i s s e s s A g n i n i a
rt .B oth Quanttiaitve assessmen twhich i ncludes i nformaiton from reading s
t s e t n o i s n e h e r p m o
c a swel lasr eadingr atedataandqualtiaitvei nformaitonwhich o t s e s n o p s e r d n a , s y e v r u s t s e r e t n i g n i d a e r , s e s n o p s e r l a n r u o j g n i d a e r s e d u l c n i
r a s t s il k c e h c y g e t a rt s g n i d a e
r eneededi nt her eadingclassroom. )
8 St irvef o rconitnuousi mprovemen ta sar eadingt eacher
n g i e r o f / d n o c e s f o s s e c c u s o t l a r g e t n i s i r e h c a e t l a u d i v i d n i f o y ti l a u q e h T
.) 7 7 : 3 0 0 2 , n a n u N ( s r e d a e r e g a u g n a l
.
d Readingmateirals
9 1 ( k a t n u j n a m i S o t g n i d r o c c
A 88 :31-33) ,in prepairng reading mate iral s :
d e r e d i s n o c e b o t d e e n w e i v f o s t n i o p e m o s , n o s s e l g n i d a e r e h t r o f
)
1 Readab litiy
A tex tshould be a tthe irgh tleve lo fdfi ifcutly fo rthe students .Both d e h g i e w e b d l u o h s , e c n a v e l e r c it n a m e s d n a y tl u c if fi d c it s i u g n il , g n i d a e r f o s t c e p s a
s i y tl u c if fi d l a c i x e l d n a l a r u t c u rt s f o n o it a n i b m o c e h T . e s u r o f d e t c e l e s s i ti e r o f e b
y ti li b a d a e
r .
)
2 Sutiablitiyo fContent
o t d e d e e n s i y e v r u s d e e n a , s l a ir e t a m g n i d a e r e h t s t c e l e s r e h c a e t e h t e r o f e B
e h t e s u y a m r e h c a e t e h T . s c it s ir e t c a r a h c ’ s t n e d u t s g n i n r e c n o c n o it a m r o f n i n i a t b o
: s e n il e d i u g g n i w o ll o f
o o t t o n d n a e g a t s s i h t t a g n i n r a e l h tr o w y e h t e r a , s m e ti l a c i x e l w e n a e r e h t f I
? h c u m
- Doest het ex tenablet het eachert oaskgoodquesitons? )
3 Explotiablitiy
ti s e s u e h , t x e t a s ti o l p x e r e h c a e t e h t n e h
W to develop hi sstudents ’
s a e c n e t e p m o
c readers .Everyt extt het eache rhandlesi n t her eadingcoursehelp s .s
l a o g e h t d r a w o t s t n e d u t s e h t e v o m o t
.
3 GrammarBasedTeachingApproach r
a z A o t g n i d r o c c
A , Gramma rBased Teaching approach i san approach h
c i h
w use sgramma ra sthe base ,the staritng poin tand foundaiton ,fo rthe h s il g n E t u o b a n o it a m r o f n i s e d i v o r p T B G . s ll i k s e g a u g n a l l l a f o t n e m p o l e v e d
.s e it i n u tr o p p o e c it c a r p d e ir a v d n a s u o r e m u n y b d e i n a p m o c c a r a m m a r g
s a s m r e t r a m m a r g c i s a b h c u s g n i y lr e d n u s t p e c n o c e h t t h g u a t e r a s t n e d u t S
y B . s m r e t e s o h t g n i n if e d r e v e t u o h ti w n o it i s o p e r p d n a , e c n e t n e s , b r e v , n u o n
G , y ll a u t p e c n o c r a m m a r g g n i h c a e
t ramma rBased Teaching help sstudent sgain a ti
e g a u g n a l f o n o it p e c n o c r e tt e
b sefl , .ie. , tha t language consist s o f intircate g
n i n a e m e t a e r c o t g n it ir w r o d n u o s h g u o r h t e n i b m o c t a h t s n r e tt a
p .
.
4 Task-BasedLearning .
a De ifniitono fTask-BasedLearning k
s a t
A -based approach aim sto provide learner swtih natura lcontex tfo r t n a d n u b a e v a h y e h t , k s a t a e t e l p m o c o t k r o w s r e n r a e l s A . e s u e g a u g n a l
r i e h t s s e r p x e o t d n a r e h t o h c a e d n a t s r e d n u o t k r o w o t e v a h s r e n r a e l s a n o it i s i u q c a
. g n i n a e m n w o
k s a t f o s n o it p m u s s a y e k e h t s e z ir a m m u s ) 7 1 : 8 9 9 1 ( z e e
F -based
: n o it c u rt s n i
- Thef ocusi sonprocessr athert hanproduct
- Basic element s are purposefu l acitviite s and task s tha t emphasize g
n i n a e m d n a n o it a c i n u m m o c
- Learner slearn language by interacitng communicaitvely and purposefully s
k s a t d n a s e it i v it c a e h t n i d e g a g n e e li h w
- Acitviite sand t ask scan beetihert hoset hatl earner smigh tneed t oachievei n m o o r s s a l c e h t o t c if i c e p s e s o p r u p l a c i g o g a d e p a e v a h t a h t e s o h t d n a e fi l l a e r
- Acitvtiie sand task so fa task-based syllabu sare sequenced according to y
tl u c if fi d
- The dfiifcutly o ftask sdepend son a range o ffactor sincluding the previou s n
r a e l e h t f o e c n e ir e p x
e er ,st hecomplextiyoft het ask ,thel anguager equriedt o ,
k s a t e h t e k a tr e d n
u andt hedegreeofs uppor tavaliable.
a , g n i h c a e t d n a g n i n r a e l n i e l o r t n a c if i n g i s a s y a l p n o it a v it o m e c n i S
l u f g n i n a e m d n a e v it a e r c a d n if o t d e g n e ll a h c y lt n a t s n o c s i r e h c a e t e g a u g n a l
e g d n a d e t s e r e t n i e b o t s t n e d u t s e t a v it o m l li w t a h t s k s a t d n a s e it i v it c
a tacitvely
g n i v o r p m i f o s y a w d n if o t d e e n e h T . s e s s a l c r i e h t n i n o g n i o g s i t a h w n i d e v l o v n i
k s a t a s i e v it a n r e tl a e n O . l a it n e s s e e r o f e r e h t s i s n o it a u ti s e s e h
t -based approach i n
.
b Theprocedure o fusingTaskBasedLearning e
e r h t
A -stageprocedurei scommonlyr ecommendedbyNunan( 1980 :) )
1 P -reTask
e r p s i e g a t s t s ri f e h
T -task .In t hi sstaget here arefour i mpo tran tpointst o do , e
r a y e h
t In rtoducitont ot het opicandt ask ,Provisiono fusefuli nput( ilstening , )
c t e , g n i m r o t s n i a r b , g n i d a e
r , i fnecessary,r eacitvaitono rprovisiono fessenita l e
g a u g n a
l ,Deifniitonoft het ask( objecitves ,procedure ,st he ilmti ,etc) )
2 Task
li h w d e ll a c y ll a u s u s i ti r o k s a t s i e g a t s d n o
