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t Then , Iwould also ilke t o t hank my
D P
S group Brigi tand G evi fo rall t he suggesitons . Ialso t hank my “crazy” f irends y
li m a f d n
a Mbak Kiky ,Mbak Tan it ,MbakSephin ,MbakPeni ,Ma sAriln ,Ma s k
n a
A and my twin-siste rDev iDepoy. t I hank them fo ral lcrazines swhich i s
. e li h w h tr o
w MayGodbles su sall .
x
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 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 ... i 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 ................................................ v T
C A R T S B
A ... .. v i K
A R T S B
A ....................................................................................................... vii 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 ... x S
E L B A T F O T S I
L ... x iii E
R U G I F F O T S I
L S ... x iv S
E C I D N E P P A F O T S I
L ... x v
N O I T C U O R T N I .I R E T P A H C
.
A ResearchBackground ... 1 .
B ResearchProblems ... 4 .
C ProblemLimtiaiton ... 4 .
D ResearchObjecitves... 5 .
E ResearchBeneftis ... 5 .
F Defeniitono fTerms... 7
. I I R E T P A H
C REVIEWOFRELATEDLITERATURE .
A Theoreitca lDesc irp iton ... 1 0 .
1 Insrtucitona lDesignModel ... 1 0 .
a Kemp’sI nsrtucitona lDesignModel... 1 1 .
b Yalden’sI nsrtucitona lDesignModel... 1 5 .
2 SpeakingSkill ... 1 8 .
a TheNatureo fSpeaking ... 1 8 .
b TheP irnciple soft eachingSpeaking... 2 0 .
i x .
3 Picture... 2 3 .
a Deifniitono fPicture ... 2 3 .
b Characteirsitco fGoodPicture... 2 4 .
c Theuseo fPicture... 2 5 .
d Approachusedi nt hi sDesign ... 2 7 .
B Theoreitca lFramework ... 2 8
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 ... 3 3 .
B ResearchSetitng ... 3 8 .
C ResearchParitcipants ... 3 8 .
D Insrtument sandDataGatheirngTechnique... 3 9 .
E DataAnalysi sTechnique ... 4 0 .
F ResearchProcedure... 4 2
H C R A E S E R . V I R E T P A H
C RESULTS ANDDISCUSSIONS .
A TheElaboraitono fStepsi nDesigningASe to f s e r u t c i P d e t n ir P g n i s U l a ir e t a M g n i k a e p S h s il g n E
fo rEngilshConversaitonExrtacurircula rClas s
i nSMPSt .Aloysiu sSleman ... 4 4 .
1 IdentfiyI nsrtucitona lGoals ... 4 5 s
m e l b o r P l a n o it c u rt s n
I ... 4 5 .
2 W iritngPerformanceObjecitve ... .. 5 1 .
a Lisitngt heTopic sandt heGoal s ... 5 1 .
b Specfiyingt heI nsrtucitona lObjecitve ... 5 4 .
c Developingt heSyllabus... 5 6 .
3 DevelopingandSelectI nsrtucitona lMateirals... 5 6 .
a Lisitngt heConten tSequencing ... 5 7 .
b Selecitngt heI nsrtucitona lSrtategies ... 5 8 .
c Designingt heMessageandDeveloping e
h
ii x .
4 Designi ngandConducti ngFormaitveEvaluaiton n
o it c u rt s n I f
o ... 5 9 g
n it a u l a v
E Insrtument ... 5 9 .
5 RevisingInsrtuciton ... 6 4 n
g i s e D e h t g n i s i v e
R e dMate irals ... 6 5 .
A ThePresentaitonoft heDesignedMateirals... 6 6
N O I S U L C N O C . V R E T P A H
C S ANDRECOMMENDATIONS .
A Conclusions ... 6 8 .
B Recommendaitons ... 7 0
S E C N E R E F E
R ... 7 2 S
E C I D N E P P
ii i x
S E L B A T F O T S I L
e h T 1 . 4 e l b a
T Descirpitonoft heParitcipants... 6 1 A
f o e e r g e D 2 . 4 . e l b a
v i x
S E R U G I F F O T S I L
) 1 1 0 2 ( l e d o M n g i s e D l a n o it c u rt s n I s ’ p m e K 1 . 2 e r u g i
F ... .. 1 5
) 8 8 : 7 8 9 1 ( l e d o M n g i s e D l a n o it c u rt s n I s ’ n e d l a Y 2 . 2 e r u g i
F ... 1 8
3 . 2 e r u g i
F TheStep so fDesigningMateiral sAdaptedf romKemp’ s
M s ’ n e d l a Y d n a ) 1 1 0 2 ( l e d o
M odel( 1987)... .. 3 2
1 . 3 e r u g i
v x
S E C I D N E P P A F O T S I L
s e c i d n e p p
A ... .... 7 5 n
o i s s i m r e P f o r e tt e L e h T .
A ... 7 7 m
r o F w e i v r e t n I e h T .
B ... 7 9 e
h T .
C FormaitveQuesitonnarie ... .... 8 1 .
D TheDescirpitveStaitsitcoft heParitcipants ’Opinion
ont heDesignedmate irals ... 85 s
u b a ll y S e h T .
E ... 8 7 1
t i n U r o f n a l P n o s s e L .
F -Uni t4 ... .... 9 2 .
1 R E T P A H
C I
N O I T C U D O R T N I
s l a ir e t a m g n i k a e p s h s il g n E f o t e s a n g i s e d o t d e d n e t n i s i h c r a e s e r s i h
T fo r
a rt x e n o it a s r e v n o C h s il g n
E cur ircula r class in SMP St . Aloysiu s Sleman using
e r u t c i
p sa slearning media .In thi schapter ,the wrtie rwould ilke to discus sthe
h c r a e s e r , d n u o r g k c a b h c r a e s e r e h t g n it a r o b a l e y b y d u t s e h t f o n o it c u d o rt n i
m e l b o r
p s ,problem ilmtiaiton,r esearch objecitve ,sr esearch benefti sand de ifniiton s
.s m r e t f o
.
A ResearchBackground
g n i n r a e l n i s t n e d u t s y b d e n r a e l e b t s u m s ll i k s e g a u g n a l r u o f e r a e r e h T
h s il g n
E ;namely ilstening ,reading ,wir itng and speaking .Speaking i sone o fthe
e b d l u o h s h c i h w s ll i k
s learnedinordert o suppo trt hedevelopmen toft het hreeothe r
o t g n i d r o c c A . s ll i k
s Lado (1965 :104-105 ) ilstening and speaking are basic before
r o f e s u e g a u g n a l e h t s i g n i h c a e t f o l a o g y r a m ir p e h t e c n i s , g n it ir w d n a g n i d a e r
tr o p m i s i t i , e r o f e r e h T . n o it a c i n u m m o
c an tto rtain and develop speaking skli la s
b i s s o p s a r e il r a
e le .Through speaking ,people could expres sthei rthought sand
. y l e e r f s n o i n i p o
n i ,s s e l e h tr e v e
N SMP St .Aloysiu sSleman,t here were some problem swhich
e r e
w usually faced by the learner swhen they were learning speaking .The basic
o r
s a w e r e h
t onlyal tiltechance f ort hem t opracitceEngilshi nt hei rdaliyconversaiton .
e r e w y e h t ,r e h tr u
F also t oo shy t o speak Engilsh because t hey w ere afraid t o make
r p n i s e k a t s i
m onouncingEngilshword .I tmadet hemg ea v passiveparitcipaitonint he
. n o it a s r e v n o
c Even when the student s t ired to speak Engilsh in thei r daliy
“ g n i y a s y b m e h t k c o m d l u o w s d n e ir f f o e m o s , n o it a s r e v n o
c sokbule” .Thu ,st heyf el t
. y ti v it c a y li a d r i e h t n i g n i k a e p s e c it c a r p o t y h s d n a d i a r f a s a h c u s s s a l c n i d e il p p a e b n a c t a h t a i d e m e m o s e r a e r e h t , g n i k a e p s g n i h c a e t n I o e d i
v s ,songs , lfash cards and p irnted pictures .Here, t he wrtie rdecided t o focu son
s a e r u t c i p d e t n ir
p learning media .The wrtie rchose pirnted pictures a smedia fo r
f o s t n e d u t s r o f g n i k a e p s h c a e t o t a i d e m e l b a ti u s s i ti e s u a c e b g n i k a e p s g n i n r a e
l SMP
t
S .Aloysiu sSlemanbasedont hewrtier’ sexpe irencewhent hewrtie rworkedt herea s
t s i s s a r e h c a e t
a ant i n January2014 up t o March 2014 .When t he wrtie rused p irnted
t s e h t , g n i k a e p s h c a e t o t e r u t c i
p udent swerei nterested andhappybecauset hey could
s d r o w h s il g n E r e b m e m e
r eas liy .Thus ,the wrtie rfocused on designing p irnted
t c i
p u s re asl earningmedia .
e r u t c i p f o s n o it i n if e d y n a m e r a e r e h t , y ll a u t c
A s .However ,in thi sstudy the
s i e r u t c i p f o n o it i n if e
d amediumt ha tcanhelpt he l earners t oi ncreaset hei rspeaking
o t d e k s a e r a s r e n r a e l e h T . s r e h t o g n o m a n o it a s r e v n o c h g u o r h t ll i k
s haveconversaiton
. n e v i g e r u t c i p e h t n o d e s a
b A sstatedbyW irght( 1989) ,“Picture sarevery i mpo tran t
t n e s e r p e r n a c y e h t e c n i s g n i h t e m o s d n a t s r e d n u r o e c n e ir e p x e l l e t e r o t s t n e d u t s p l e h o t e h t ,s e r u t c i p h g u o r h t , e r o m r e h tr u F . ” c t e , e l p o e p , s t c e j b o , e c a l
p student scanbeacitve
t a h w s a e m a s e h t s i
tI statedbyKinder( 1950 :)
r u o f f e i h c e h t , d e t a r e m u n e y d a e rl a s y a w n i e u l a v r i e h t d e v o r p e v a h s l a ir e t a m l a ir o t c i P r o f l a ir e t a m e c r u o s g n i d i v o r p ) 2 ( , g n i n r a e l d n a t s e r e t n i g n it a v it o m ) 1 ( e r a h c i h w f o ) 4 ( d n a , t n e m p o l e v e d c it e h t s e d n a c it s it r a g n i d i v o r p ) 3 ( , n o it a g it s e v n i d n a y d u t s r
p ovidingcue swhichl edt ocreaitveeffo tr . r e d n i K t a h w s
A (1950)stated abovet ha tpicturei sone usefull earning media
i n r a e l e h t n i y l e v it c a n r a e l o t s t n e d u t s e h t e t a v it o m n a c t i e s u a c e b g n i k a e p s h c a e t o
t ng
s e t a t s ) 4 9 9 1 ( t h g ir W , s s e c o r
p tha tthe mos tbene if to fa picture can make i sto
e b y a m h c i h w t x e t n o c l a r e n e g e r o m a f o g n i d n a t s r e d n u s ’t n e d u t s e h t o t e t u b ir t n o c d n a s t c e f f e d n u o s , s n o it c a s ’t n e d u t s e h t , s n o it c a s ’ r e h c a e t e h t , s e r u t c i p f o p u e d a m g n a l w e n f o t x e t n o c l l a r e v o s i h T . s d r o
w uagewli lhavemeaningt ot hestudents .Thus ,
e c it c a r p o t s t n e d u t s e h t s p l e h t i e s u a c e b g n i k a e p s g n i h c a e t n i t n a tr o p m i y r e v s i e r u t c i p a n i h s il g n E n i g n it a c i n u m m o
c ni nteresitngway .
d e p o l e v e d d n a d e n i a rt e b o t t n a tr o p m i s i ll i k s g n i k a e p s t a h t g n ir e d i s n o
C ,SMP
t
S .Aloysiu sSlemanconduct sanexrtacur ircula racitvtiynamedEngilshConversaiton .
f o m i a e h
T thi sEngilsh Conversaiton exrtacur ircula rclass i s t o help and give more
o t y ti n u tr o p p
o thel earners t o develop t hei rspeakingskill .Theheadmisrtes so fSMP
t
S .Aloysiu sSleman hold sEngilsh Conversaiton exrtacur ircula racitvtiyonce a week
n e v e l e f o s t s i s n o c s s a l c s i h T . s e t u n i m 0 9 s i g n it e e m y r e v e r o f n o it a c o ll a e m it e h t d n a h t n e v E . s r e d a r g n e v e s e r a t s e r e h t d n a s r e d a r g t h g i e e r a m e h t f o n e v e S . s t n e d u t
s ough
d n a d e ti c x e y r e v e r a y e h t t u b s s a l c n o it a s r e v n o c s i h t n i s t n e d u t s n e v e l e y l n o e r a e r e h t t h g i m s i h T . ll e w d e r a p e r p t o n e r a g n it e e m h c a e r o f s l a ir e t a m e h t , y li k c u l n U . e v it c a a c e b n e p p a
n i s u b n w
o es sandt heyhad no tenough itmet odiscus sandorganizet he mateirals f o r
g n i k a e p s h s il g n E f o t e s a n g i s e d o t s t p m e tt a r e ti r w e h t , e r o f e r e h T . g n it e e m y r e v e
e r u t c i p d e t n ir p g n i s u s l a ir e t a
m sfo rEngilsh Conversaiton exrtacur ircula racitvtiy in
t S P M
S . Aloysiu s Sleman in orde r to help the teache r who teache s Engilsh
h c a e t o t r e h c a e t e h t y b d e s u e b n a c t a h t s l a ir e t a m e h t g n i n g i s e d n i s s a l c n o it a s r e v n o C
. g n i k a e p s
.
B ResearchProblems
a l u m r o f r e ti r w e h t , e v o b a d n u o r g k c a b e h t n o d e s a
B te sthe problem s a s
: s w o ll o f
.
1 How i sa se to fEngilsh Speaking mateiral susing pirnted picture sfo r
a rt x E n o it a s r e v n o C h s il g n
E cur ircula rClass in SMP St .Aloysiu sSleman
? d e n g i s e d
.
2 Wha tdoe sa se to fEngilsh Speaking mate iral susing p irnted picture sfo r
g n
E ilsh Conversaiton Exrtacur ircular Class in SMP St .Aloysiu sSleman
? e k il k o o l
.
C ProblemLimtia iton
g n i k a e p S h s il g n E f o t e s a n g i s e d o t h c r a e s e r s i h t s ti m il r e ti r w e h T
r a l u c ir r u c a rt x e n o it a s r e v n o C h s il g n E r o f s l a ir e t a
m class in SMP St .Aloysiu s
n a m e l
S byusing p irnted pictures .Actually, t here are manymedia t ha tcan be
: g .i , g n i k a e p s h c a e t o t d e s
u videos ,songs , lfash cards ,and pictures .In thi s
e r u t c i p e s u o t d e d i c e d r e ti r w e h t , h c r a e s e
n i k a e p s h c a e t o t d e s u e b n a
c g fo rEngilsh Conversaiton ex rtacur ircula rin
. n a m e l S s u i s y o l A . t S P M
S Through pictures student scan remembe ra word
e r u t c i p e h T . y li s a
e s can helpt hem t o choose orr emember t heword t hat t hey
l g n E k a e p s o t e v a h y e h T . n o it a s r e v n o c r i e h t n i e s u o t g n i o g e r
a ishi n ordert o
, r e h tr u F . t e g y e h t e r u t c i p e h t n o d e s a b r e n tr a p r i e h t m o r f s n o it s e u q e h t r e w s n a
e r u t c i p e h t h ti w n o it a l e r r o c e v a h h c i h w s d r o w e m o s d d a y a m y e h
t s .Since t he
h s il g n E r o f s l a ir e t a m ’ s ti n u r u o f n g i s e d o t d e d i c e d r e ti r w e h t , d e ti m il s i e m it
v n o
C ersaitoni nsteadoft eachings peakingi nt ha tclass .
.
D ResearchObjec itves
: e r a h c r a e s e r s i h t f o s m i a e h t ,s m e l b o r p h c r a e s e r e h t o t g n i d r o c c A
.
1 to design a se to fEngilsh speaking mate iral sfo rEngilsh Conversaiton
r a l u c ir r u c a rt x
e class inSMPSt .Aloysiu sSlemanusingp irntedpictures .
.
2 to present t he design o fa se to fEngilsh speaking mate iral sfo rEngilsh
r a l u c ir r u c a rt x e n o it a s r e v n o
C class in SMP St . Aloysiu sSleman using
e r u t c i p d e t n ir
p s .
.
E ResearchBeneftis
e h t r o f h t o b s ti f e n e b e v i g l li w h c r a e s e r s i h
T Engilsh t eachers who t each
. s s a l c s i h t n i o j o h w s t n e d u t s e h t d n a s s a l c n o it a s r e v n o C h s il g n
E Thebenefti so f
. w o l e b d e t a t s e r a h c r a e s e r s i h t
.
1 Fort heEngilshTeachers
.
a Since Engilsh teachers someitme sge tdfi ifculite sto presen tsutiable
u t s e h t r o f l a ir e t a
e r u t c i p d e t n ir P . g n i k a e p s r o f l a ir e t a m e l b a ti u s a e d i v o r p s r e h c a e
t sa s
e r a a i d e m g n i n r a e
l hopedcanhelpt het eachers encouraget he student s
. g n i k a e p s e li h w
.
b Thespeakingmate iral sbyusingp irntedpicture scanbet heatlernaitve
. g n i k a e p s g n i h c a e t r o f a i d e m
.
2 Fort hes tudents
.
a A se to fEngilshspeaking mate iral sby usingp irnted pictures which i s
f o s t n e d u t s p l e h o t d e n g i s e
d SMPSt .Aloysiu sSlemanwhoj oinEngilsh
. y ti li b a g n i k a e p s ri e h t e v o r p m i o t s s a l c n o it a s r e v n o C
.
b A se to fEngilsh speaking mate iral susing p irnted pictures which i s
d n a t n e m e g a r u o c n e e v i g l li w s s a l c n o it a s r e v n o C h s il g n E r o f d e n g i s e d
n o c e h t n i o j o h w s t n e d u t s e h t r o f s e it i n u tr o p p
o versaiton classt o speak
. h s il g n E
.
3 Fo r Engilsh Language Educaiton Study Program in Sanata Dharma
y ti s r e v i n U
.
a Thi sstudy i sone o fcont irbuitons o fEngilsh Language Educaiton
n o it a c u d e f o e n o p l e h o t y ti s r e v i n U a m r a h D a t a n a S m a r g o r P y d u t S
s i h t n i , s e t u ti t s n
i research Junio rHigh School ,to design a se to f
e r u t c i p d e t n ir p g n i s u l a ir e t a m g n i k a e p s h s il g n
E s which canbeusedby
r e h c a e t e h
.
F De ifni itono fTerm s
s m r e t e s e h T . d e if ir a l c e b o t d e e n t a h t y d u t s s i h t n i d e s u s m r e t e m o s e r a e r e h T
: e r a
.
1 Design
Design i sa plant o arrange a t eaching and l earning acitv tiy .A design
e l u o H o t g n i d r o c c A . s t n e d u t s e h t s e h c a e t r e h c a e t e h t e r o f e b e d a m s i
l a n o it a c u d e e d i u g o t n a l p d e p o l e v e d a s a d e n if e d s i n g i s e d a ) 0 3 2 : 8 7 9 1 (
f o n a l p a s i e r e h n a l p e h T . n o it a u ti s a n i y ti v it c
a wha tkindo facitviitest ha t
n I . m o o r s s a l c e h t n i y ti v it c a g n i n r a e l g n i h c a e t e h t g n ir u d d e s u e b l li w
d e m a n y ll a u s u r o n a l p a e k a m o t r e h c a e t e h t r o f t n a tr o p m i s i t i , l o o h c s
t h g i m n a l p n o s s e l e h T . s t n e d u t s e h t s e h c a e t e h s r o e h e r o f e b n a l p n o s s e l
t e h t p l e
h eachert omanaget heclass ’acitvtiy .Fu trhe,rl essonplancanalso
. n e v i g l a ir e t a m e h t f o l a o g e h t e v e i h c a o t r e h c a e t e h t p l e h
.
2 Speaking
e h t h g u o r h t g n i n a e m g n ir a h s d n a g n i d li u b f o s s e c o r p e h t s i g n i k a e p S
n o n d n a l a b r e v f o e s
u -verba lsymbol ,si na va iretyo fcontexts( Chaney &
k r u
B ,1998:13) .Throughspeaking,t hel earner scanexpres stherit hought s
t a h w s a e m a s s i t I . y ll a r o s n o i n i p o d n
a stated by Nunan (2003:48)
s i g n i k a e p
s producitve aura l o r ora l skill . Fu trher , according to
n i k a e p s ) 8 5 : 9 7 9 1 ( n o s w o d d i
e d u l c n i s m u i d e m l a r u A . m u i d e m l a r u a e s u s u s e k a m t a h t n o it c a r e t n i
. s e it i v it c a r e h t o d n a e u g n o t ,s p il , h t u o m
.
3 Pictures
. g n i k a e p s h c a e t o t a i d e m t n a tr o p m i e r a s e r u t c i p , y d u t s s i h t n I
Accordingt o Duffy and Waller( 1989 :249 )picture saresome hand-made
e n i h c a m r
o -madei mage t hat r elates ,howeve rdistanlty,t o t he appearance
l l a w f o m r o f n i e b n a c s e r u t c i P . g n i h t d e n i g a m i r o l a e r f o e r u t c u rt s r o
n g i s e d n a c r e h c a e T . s n o it a rt s u ll i d n a s h p a r g o t o h p , e r u t c i p d e t n ir p , s e r u t c i p
. s d r o w h s il g n E r e b m e m e r o t s t n e d u t s e h t p l e h h c i h w s e r u t c i p
.
4 Anexrtacur ircula rclass
An exrtacur ircula rclass i san elecitve class for t he students .Usually
e h t n i 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 r e tf a d e tr a t s s i y ti v it c a s i h
t forma l
h T . d n e s s a l
c e student scan choose the exrtacur ircula rbased on thei r
y e h T . t s e r e t n
i m ay a lso choose more then one exrtacur ircular . An
a rt x
e cur ircula ri s“an ac itvtiy which i scar ired ou ta tfe rforma lclas sin
e j b u s f o t n e m e l p m o c a s a , e m it e h t d d a o t r e d r
o ct” (Thomas ,1978 ,p .
a rt x e n A . ) 2 0
3 cur ircula ri sno ta par to fthe requried curirculum and
n o i s i v r e p u s e h t r e d n u t u b y d u t s f o e s r u o c r a l u g e r e h t e d i s t u
o oft heschoo l
,t d l e f u e N
.
5 SMPSt .Aloysiu sSleman
d n I n
I onesia ,SMP stand sfo rSekolah Menengah Pertama .I talso
r e t n e n a c s t n e d u t s e h T . l o o h c s h g i h r o i n u j s a d e ll a
c SMP a tfer t hey pas s
n i s l e v e l e e r h t e r a e r e h T .l o o h c s y r a t n e m e l e r i e h
t SMP .Theyare seventh
. e d a r g h t n i n d n a e d a r g h t h g i e , e d a r
g SMP use s semeste r system , a
. s h t n o m x i s s i r e t s e m e
s SMP St . Aloysiu s Sleman located a t Jalan
r T , g n u g g n e D 5 , 9 . m k g n a l e g a
M idadi ,Sleman and headed by Dra .Sr .
D N S a h t E a ir a
M .The student sin thi sresearch are from the seven and
r g t h g i
e a s de in SMP St .Aloysiu sSleman .The ninth grade student shave
t o
n followed et h ex rtacur ircular because they are prepairng fo rthe ifna l
0 1
I I R E T P A H C
W E I V E
R OFRELATEDLITERATURE
e h t g n i y lr e d n u s e ir o e h t e h t s s u c s i d o t e k il d l u o w r e ti r w e h t ,r e t p a h c s i h t n I
l a c it e r o e h t e h t s i tr a p t s ri f e h T . s tr a p o w t o t n i d e d i v i d e b l li w r e t p a h c s i h T . y d u t s
f o s t s i s n o c t r a p t s ri f e h T . k r o w e m a r f l a c it e r o e h t e h t s i tr a p d n o c e s e h t d n a w e i v e r
n i f e ir
b formaiton ont he basict heo ire sofi nsrtucitona ldesignmodel ,speaking skli l
d n
a pictures a smedia .Then ,thesecondpar tcontainst hewayt he wrtie rappilest he
g n i k a e p S h s il g n E f o t e s a g n i n g i s e d n i k r o w e m a r f a h s il b a t s e o t s e ir o e h t g n i y lr e d n u
s l a ir e t a
m using p irnted pictures fo rEngilsh Conversaiton exrtacur ircula rclass in
. n a m e l S s u i s y o l A . t S P M S
.
A Theore itca lDescrip iton l e d o M n g i s e D l a n o it c u r t s n I
e p s e h t g n i n g i s e d n
I akingmate iral ,st hewrtie rusedtwokindofi nsrtucitona l
o w t e s o h t s e n i b m o c r e ti r w e h T . ) 7 8 9 1 ( n e d l a Y d n a ) 1 1 0 2 ( p m e K , s l e d o m n g i s e d
s ’ n e d l a Y d n a l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K f o h t o b e s u a c e b s l e d o m
p e t s r a e l c e v a h l e d o m n g i s e d l a n o it c u rt s n
i s in the proces so fconducitng need
y l a n
a sis ,formulaitng t he goals ,and t he designing mate irals .A b ire fdiscussion o f
d e t n e s e r p s i l e d o m n g i s e d l a n o it c u rt s n i s ’ n e d l a Y d n a s ’ p m e
.
a Kemp’sI nstruc itona lDesignModel
w o ll o f e b d l u o h s e r u d e c o r p
A e d when teacher so rdesigner swould ilke to
2 ( p m e K . s r e n r a e l e h t r o f s l a ir e t a m n g i s e
d 011 )state stha tthe designe rshould
n o it a u l a v e d n a , s e c r u o s e r d n a s e it i v it c a , s e v it c e j b o e r a t a h t s t n e m e l e e e r h t r e d i s n o c e h t , g n i s s i m m e h t f o e n o f I . n g i s e d l a n o it c u rt s n i n a g n it a e r c f o c i s a b e h t s
a designer
e k a m o t s m e l b o r p e c n e ir e p x e y l e k il s
i a good design .According t o Kemp (2011) ,
: w o l e b d e n i a l p x e e r a s e s a h p e h T . s l a ir e t a m g n i n g i s e d n i s e s a h p e n i n e r a e r e h t )
1 Insrtucitona lProblem
s a h m e l b o r p l a n o it c u rt s n I . m e l b o r p l a n o it c u rt s n i s i e s a h p t s ri f e h T e h t m e l b o r p e c n a m r o f r e p e h t r o t n e il c e h t f o d e e n e h t y fi t n e d i o t n o it c n u f e h t e d i c e d o t s i m e l b o r p e h t g n i y fi t n e d i f o e s o p r u p e h T . e v l o s o t s e h s i w t n e il c s d e e c o r p r e n g i s e d e h t n e h t , n o it c u rt s n i y b d e v l o s e b n a c m e l b o r p e h t fI . n g i s e d tI . t c e j o r p e h t h ti
w isi mpo trantt o ifndt heneedoft hecilentt oknowwhatt he
t n e il
c need exaclty .In t hi sphase , ifndingt heneedassessment ,goa lanalysis ,
s ’t n e il c e h t y fi t n e d n i o t r e n g i s e d e h t p l e h n a c t n e m s s e s s a e c n a m r o f r e p r o . m e l b o r p )
2 Learne randContext
d n o c e s e h
T phase a tfe rdoing insrtucitona lproblem i slearne rand
t d n a t s r e d n u o t r e n g i s e d e h t r o f t n a tr o p m
i hel earne rcharacte irsitc smos tilkely
n a c r e n g i s e d e h t ,t a h t r e tf A . s e m o c t u o l a n o it c u rt s n i e h t n o t c a p m i n a e v a h o t . n o it c u rt s n i n g i s e d e l b a ti u s e h t n g i s e d )
3 TaskAnalysis
f o t n e n o p m o c t n a tr o p m i n a s i s i h t d n a s i s y l a n a k s a t s i e s a h p d ri h t e h T . s s e c o r p e h
t The designe ruses t hi sprocess t odetermine wha tknowledge and
e h t p l e h o t r e d r o n i n o it c u rt s n i e h t n i e d u l c n i o t d e d e e n s i h c i h w e r u d e c o r p r e n r a e
l s master t he objecitve .There are dfiferent t echniques t ha tare needed
o t w o h s n r a e l r e n g i s e d e h t , t s ri F . t n e t n o c f o s e p y t t n e r e f fi d g n i z y l a n a r o f s t p e c n o c , s t c a f e h t y fi t n e d i o t d e s u s i s i s y l a n a c i p o T . s i s y l a n a c i p o t a t c u d n o c e d e e n e r a t a h t s e l p i c n ir p d n
a d f or t hei nsrtuciton .Second, t hedesigner l earn s
b o j , s k s a t r o t o m o h c y s p n i d e s u e b o t s i s y l a n a l a r u d e c o r p a t c u d n o c o t w o h l a c it ir c e h t t u o b a s n r a e l r e n g i s e d e h t , d ri h T . s e c n e u q e s e v it i n g o c d n a s k s a t t n o c e h t y fi t n e d i o t d e s u e b n a c h c i h w d o h t e m t n e d i c n
i en t related to
. s e d u ti tt a d n a s n o it c a r e t n i l a n o s r e p r e t n i )
4 Insrtucitona lObjecitves
l a n o it c u rt s n i e h T . s e v it c e j b o l a n o it c u rt s n i s i e s a h p h tr u o f e h T s i h t f o e s o p r u p e h T . r e t s a m t s u m r e n r a e l e h t t a h w y lt c a x e y fi c e p s s e v it c e j b o t s n i e l b a ti u s n g i s e d o t s i e s a h
p ruciton ,especially to choose and arrange
e it i v it c a l a n o it c u rt s n
o t s k c e h c y ti l a u q t s ri f e h t f o e n o s i s e v it c e j b o f o e s u e h t , e s a h p s i h t n I . y ti v it c a
i n r a e l e h t g n i d u l c n i( n o it c u rt s n i e h t t a h t e r u s e k a
m ngacitvi ites)i sf ocused on
f o s e ir o g e t a c r o j a m e e r h t e r a e r e h T . s m e l b o r p e c n a m r o f r e p e h t g n i v l o s
. e v it c e f f a d n a r o t o m o h c y s p , e v it i n g o c : s e v it c e j b o g n i n r a e l
)
5 Conten tSequencing
r e n g i s e d e h t , e s a h p s i h t n I . g n i c n e u q e s t n e t n o c s i e s a h p h tf if e h T
a h t s n r a e
l t t he mate iral smus tbe designed systemaitcally .The fris tmate iral s
e h t g n i g n a r r A . t x e n e h t r o f t l u c if fi d e r o m e b d n a e n o t s e i s a e e h t e r a
r e n r a e l e h t p l e h y a m e c n e u q e s l a c i g o l a n i n o it a m r o f n
i grasp the i deas i n one
. r e n n a m e v it c e f f e d n a t n e i c if f e
)
6 Insrtucitona lSrtategie s
e v it a e r c e h t s i e s a h p s i h T . s e i g e t a rt s l a n o it c u rt s n i s i e s a h p h t x i s e h T
p f o s y a w e v it a v o n n i d n a e v it a e r c n g i s e d o t p e t
s resen itng t he i nformaiton .I t
p l e
h s the learners integrate the new informaiton wtih idea sthey arleady
T . d n a t s r e d n
u he designe rmus tconsider t ha tan approp iratesrtategywli lhelp
r e n r a e l e h
t s toachievet heobjecitveoft hel earning .
)
7 Designingt heMessage
s a h r e n g i s e d e h t r e tf A . e g a s s e m e h t g n i n g i s e d s i e s a h p h t n e v e s e h T
e d e h t ,s e i g e t a rt s l a n o it c u rt s n i e h t d e n g i s e
r e n g i s e d e h t y a w e h t m o r f g n i g n a r s e u q i n h c e t s e s u s s e c o r p s i h T . e g a s s e m e h t t s a l e h t n i l l a c e R “ s a h c u s s d r o w l a n g i s g n i s u e c n e t n e s a e r u t c u rt s o t c il a ti r o d l o b s a h c u s t n e m e l e l a c i h p a r g o p y t f o e s u e h t o t ” . … … … p e t s e ri
d c t the learners ’ atteniton . Selecitng approp irate graphics , tex t and
’ s r e n r a e l e h t d n a y ti li b a d a e r e h t e c n a h n e r e h tr u f n a c n g i s e d l a c i h p a r g o p y t . n o it c u rt s n i e h t f o g n i d n a t s r e d n u )
8 Developmen toft heI nsrtuciton
c u rt s n i e h t f o t n e m p o l e v e d s i e s a h p h t h g i e e h
T iton .A tfert he designe r
e h t g n i p o l e v e d r o f e m it s i t i w o n , n g i s e d d n a s i s y l a n a e h t h ti w e n o d o t r e h t e g o t s tr a p e h t ll a g n it t u p s e v l o v n i s s e c o r p e h t f o t r a p s i h T . n o it c u rt s n i d e t n ir p , s e g a p b e w , s g n i d r o c e r o e d i v s a h c u s s l a ir e t a m l a n o it c a r e t n i e c u d o r p e t a
m iral so raudiotape .s
)
9 EvaluaitonsI ns rtuments
s i e s a h p h t n i n e h
T evaluaitons i nsrtument .Evaluaiton i nsrtumen tare
d e s
u toassesst he l earners ’masteryof t heobjecitve .sEvaluaitoni sneeded t o
r o s d e e n ’ s r e n r a e l e h t ll if l u f y ll a e r n a c d e n g i s e d t n e m u rt s n i e h t r e h t e h w w o n k . t o n r o d e v e i h c a s i s e v it c e j b o e h t e r u s a e m o t o s l a d n a t o
n The evaluaiton
t n e m u rt s n
r u g i
F e2.1Kemp’sI nstrucitona lDe isgnModel( 2011)
.
b Yalden’sI nstruc itona lDesignModel
Accordingt oYalden( 1987:88 ,)t hereares evens tagesi ndesigning :
w o l e b d e n i a l p x e e r a s e g a t s e h T . s l a ir e t a m
)
1 NeedSurvey
e g a t s t s ri f e h t s i y e v r u s d e e
N designe rmus tdo before designing the
o t d n a e r a s r e n r a e l e h t o h w w o n k o t e r a p e t s s i h t f o s e s o p r u p e h T . s l a ir e t a m
f o n o it a c if it n e d i e h t e d u l c n i d l u o h s t I . d e e n ’ s r e n r a e l e h t t a h w t u o d n if
l e r d n a , n o it a v it o m d n a s d e e n l a n o s r e p , s t n e m e ri u q e r n o it a c i n u m m o
c evan t
e h t h s il b a t s e o t d e s u s i p e t s s i h t f o t l u s e r e h T . s r e n r a e l f o c it s ir e t c a r a h c
)
2 Desc irpitono fPurpose
t e g d n a y e v r u s d e e n e h t g n it c u d n o c r e tf
A it ngthei nformaiton whichi s
d e d e e
n byt he designe ,rt hesecond stage si getitngt hespeci ifcpurpose oft he
m a r g o r p e g a u g n a l e h t f o e s o p r u p e h t y fi r a l c o t s i p e t s s i h t f o m i a e h T . s r e n r a e l , m a r g o r p e g a u g n a l e h t f o e s o p r u p e h t g n i y fi r a l c y B . y e v r u s d e e n e h t n o d e s a b o r f t n e t n o c e g a u g n a l e t a ir p o r p p a e h t e s o p m o c n a c r e n g i s e d e h
t m t he simples t
. e p o c s r e d i w e h t o t )
3 SelecitonandDevelopmen to fSyllabu sType
s i m a r g o r p e g a u g n a l e h t f o e s o p r u p e h t g n i y fi r a l c r e tf a e g a t s d ri h t e h T o t s a h r e n g i s e d e h t , p e t s s i h t n I . e p y t s u b a ll y s f o t n e m p o l e v e d d n a n o it c e l e s u b a ll y s e l b a ti u s e h t e s o o h
c swhichmatcheswtiht heneeds ,characte irsitc sand
t I . m a r g o r p e g a u g n a l e h t n i d e s u e b l li w s u b a ll y s e h T . s r e n r a e l e h t f o s m i a e h t s u b a ll y s f o l e d o m e l g n i s o n s i e r e h t e s u a c e b s u b a ll y s e h t y fi d o m o t d e s i v d a s i . n o p u d e e r g a y ll a s r e v i n u s i h c i h w n g i s e d )
4 Producitono faProtoSyllabus
f o n o it p ir c s e d e h t o t n r u t ll i w r e n g i s e d s u b a ll y s e h t , e g a t s h tr u o f s i h t n I e h t m o r f n o it a m r o f n i d e r e h t a g e h T . e v a h l li w s u b a ll y s e h t t a h t t n e t n o c e h t s u b a ll y s e h t s t n e n o p m o c y n a m w o h g n i d i c e d n i d e s u e b n a c y e v r u s d e e n h d l u o h
)
5 Producitono faPedagogica lSyllabus
f o s e h c a o r p p a e l o h w e h t p o l e v e d l li w r e n g i s e d e h t , e g a t s h tf if s i h t n I
. m a r g o r p g n it s e t e h t o s l a d n a g n i n r a e l d n a g n i h c a e t
)
6 Developmen tandI mplementaitono fClassroomProcedures
m o o r s s a l c e h t p o l e v e d o t s d e e n r e n g i s e d e h t , e g a t s h t x i s s i h t n I
d n a e s i c r e x e f o s e p y t e h t t c e l e s o t s tr a t s r e n g i s e d e h t , p e t s s i h t n I .s e r u d e c o r p
, r e v o e r o M . e l u d e h c s e h t d n a s n a l p n o s s e l e h t e r a p e r p , s e u q i n h c e t g n i h c a e t e h t
i h c a e t e h
t ngl earningacitviite swhichwli lbedonei nt heclassroomshould be
. s c it s ir e t c a r a h c d n a d e e n ’ s r e n r a e l e h t n o d e s a b d e t c e l e s
)
7 Evaluaiton
f o e g a t s t s a l e h t s i e g a t s h t n e v e s e h
T Yalden’ sinsrtucitona lmode.l
t r a t s n a c e l c y c e l o h w e h t e s u a c e b e g a t s g n il c y c e r d e ll a c y ll a u s u s i e g a t s s i h T
d n a s t n e d u t s , m a r g o r p e h t o t s e t a l e r e g a t s g n il c y c e R . t n i o p s i h t t a n i a g a
. g n i h c a e
t These element srefer t o t he students ’performance reassessmen to f
f o d e s i v e r d n a t n e t n o c e h
2 . 2 e r u g i
F Yalden’sI nstrucitona lDe isgnModel( Yalden ,1987 ,p. 8 8)
.
1 SpeakingSkill
A sw irtten in the itlte ,the wrtie rattempt sto design a se to fEngilsh
g n i s u s l a ir e t a m g n i k a e p
s p irnted pictures sa learning media .In thi sseciton ,the
n o it c e s s i h T . ll i k s g n i k a e p s g n i y lr e d n u y r o e h t c i s a b e h t n i a l p x e o t g n i o g s i r e ti r w
g n i h c a e t f o s e l p i c n ir p e h t , g n i k a e p s f o e r u t a n e h t e r a y e h T . s tr a p e e r h t f o s t s i s n o c
. g n i k a e p s g n i h c a e t d n a , g n i k a e p s
.
a TheNatureo fSpeaking
BrownandYulea squotedbyNunan( 1989: 62 -27 )discussedt henatureo f
g n i k a e p
s bydfiferenitaitngbetween spokenand wirtten l anguage .W ir ttenl anguage
s a d e k r a m s
i a wel lformed sentence which i s integrated into highly srtuctured
O . h p a r g a r a
p n the conrtary ,spoken language consist so fsho tr ,o tfen fragmentary it
p ir c s e D
n o o f
e s o p r u p d
e e N
y e v r u
s Sdeelveecloitponm/ f o t n e
s u b a ll y s
s e p y t
o it c u d o r P
e h t f o n
o t o r p
s u b a ll y s
e p y t
o it c u d o r P
a f o n
c i g o g a d e p
l a
s u b a ll y s
t n e m p o l e v e D
d n a
o it a t n e m e l p m i
m o o r s s a l c f o n
s e r u d e c o r p
d n a d e n r a e l e b o t s d e e n t a h t l li k s a s i t I . n o it a i c n u n o r p f o e g n a r n i , s e c n a r e tt u
. d e c it c a r p
y b d e r e d i s n o c e b t s u m t a h t s n o it s e u q f o s e p y t e m o s e r a e r e h t , r e v o e r o M
e k il d l u o w o h w s r e h c a e
t to concern wtih t eaching spoken l anguage .The quesiton s
.) 3 8 9 1 ( e l u Y d n a n w o r B m o r f n e k a t e r a
)
1 Wha taret heapprop iratef orm sofs pokenl anguaget ot each?
)
2 Fromt hepoin to fviewo fpronunciaiton ,whati sar easonablemodel?
)
3 Howi mpo tranti spronunciaiton?
)
4 I si tany more impo tran tthan teaching approp irate handw iritng in the
? e g a u g n a l n g i e r o f
)
5 From t he poin to fview of t he s rtuctures t augh,t i s i tal l irght t o t each t he
a h ti w t u b , e g a u g n a l n e tt ir w e h t e k il y lt c a x e e r e w t i fi s a e g a u g n a l n e k o p s
e n e k o p s ‘ w e
f xpressions’t hrowi n?
)
6 I si tapprop irate to teach the same srtucture s to al lforeign language
e h t g n i n r a e l n i s n o it n e t n i r i e h t r o s i e g a r i e h t t a h w r e tt a m o n , s t n e d u t s
? e g a u g n a l n e k o p s
)
7 Are those srtucture s which are desc irbed in standard grammar s the
t c u rt
s ure swhich ou rstudent sshould be expected to produce when they
? h s il g n E k a e p s
)
8 How i si tpossible to give student sany sor to fmeaningfu lpracitce in
.
b ThePrinciple so fTeachingSpeaking
There are some pirnciple sof t eaching speaking stated by Baliy (1994 )
4 5 : 3 0 0 2 ( n a n u N y b d e ti c s
a -56) .Thep irnciple sareexplainedbelow:
)
1 Beawareoft hedfiference sbetweens econdl anguageandf oreign
languagel earningcontext .s
