i
A
G
N
I
N
G
I
S
E
D
S
E
T
O
F
E
N
G
L
I
S
H
I
N
S
T
R
U
C
T
I
O
N
A
L
L
A
I
R
E
T
A
M
G
N
I
T
I
R
W
S
U
S
I
N
G
T
A
S
K
-
B
A
S
E
D
L
A
N
G
U
A
G
E
R
O
F
G
N
I
N
R
A
E
L
T
H
E
T
E
N
T
H
G
R
A
D
E
S
T
U
D
E
N
T
S
O
F
A
T
R
A
K
A
Y
G
O
Y
A
I
R
A
M
A
T
N
A
S
A
M
S
A
S
A
R
J
A
N
A
P
E
N
D
I
D
I
K
A
N
T
H
E
S
I
S
P
PrreesseenntteeddaassPPaarrttiiaallFFuullffiillllmmeennttoofftthheeRReeqquuiirreemmeennttss t
tooOObbttaaiinntthheeSaSarrjjaannaa PPeennddiiddikikaann DDeeggrreeee i
inntthheeEEnngglliisshhLLaanngguuaaggeeEEdduuccaattiioonn
B Byy M
MaarriiaaOOkkttaavviiaarriinnii S
SttuuddeennttNNuummbbeerr::008811221144000055
E
ENNGGLLIISSHH LLAANNGGUUAAGGEE EEDDUUCCAATTIIOONN SSTTUUDDYY PPRROOGGRRAAMM D
DEEPPAARRTTMMEENNTT OOFF LLAANNGGUUAAGGEE AANNDD AARRTTSS EEDDUUCCAATTIIOONN F
FAACCUULLTTYY OOFF TTEEAACCHHEERRSS TTRRAAIINNIINNGG AANNDD EEDDUUCCAATTIIOONN S
SAANNAATTAA DDHHAARRMMAA UUNNIIVVEERRSSIITTYY Y
YOOGGYYAAKKAARRTTAA 2
ii A
ASaSarjrjaannaa PPeennddiiddiikkaann TThheessiissoonn
A
G
N
I
N
G
I
S
E
D
S
E
T
O
F
E
N
G
L
I
S
H
I
N
S
T
R
U
C
T
I
O
N
A
L
K
S
A
T
G
N
I
S
U
L
A
I
R
E
T
A
M
G
N
I
T
I
R
W
-
B
A
S
E
D
L
A
N
G
U
A
G
E
R
O
F
G
N
I
N
R
A
E
L
T
H
E
T
E
N
T
H
G
R
A
D
E
S
T
U
D
E
N
T
S
O
F
S
M
A
A
T
R
A
K
A
Y
G
O
Y
A
I
R
A
M
A
T
N
A
S
B Byy M
MaarriiaaOOkkttaavviiaarriinnii S
SttuuddeennttNNuummbbeerr::008811221144000055
y b d e v o r p p A
r o s n o p S
e s a r P i d r a H . g
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
f o n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h
I the
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 k r o w
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r e h t
3 1 0 2 , 5 e n u J , a tr a k a y g o Y
r e ti r W e h T
i n ir a i v a t k O a ir a M
x
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii S
’ K R O W F O T N E M E T A T
S ORIGINALITY ... vi 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 R A B M E
L ... v T
C A R T S B
A ... i.. v K
A R T S B
A ... iiv
S T N E M E G D E L W O N K C
A ... iiv i 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 ... vx i S
E R U G I F F O T S I
L ... ix v S
E C I D N E P P A F O T S I
L ... iix v N
O I T C U D O R T N I I R E T P A H
C ... 1 .... d
n u o r g k c a B h c r a e s e R .
A ... 1 n
o it a ti m i L m e l b o r P .
B ... 3 s
m e l b o r P h c r a e s e R .
C ... 4 .. s
e v it c e j b O h c r a e s e R .
D ... 4 h
c r a e s e R e h t f o s ti f e n e B .
E ... 5 s
m r e T f o n o it i n if e D .
F ... 6 k
s a T .
1 -basedl earning ... 6 k
s a T e v it a c i n u m m o C .
2 ... 6 e
r P .
i x y ti v it c A k s a T t s li h W .
4 ... 7 t
s o P .
5 -TaskAcitvtiy ... 8 e
r n e G .
6 -BasedApproach ... 8 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 ... 9
n o it p ir c s e D l a c it e r o e h T .
A ... 9 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 ... 9 .... k
s a T .
2 -BasedLanguageLearning ... 21 k
s a T f o n o it i n if e D .
a ... 21 k
s a T t e g r a T )
1 ... 21 i
g o g a d e P )
2 ca lTask ... 31 k
s a T f o k r o w e m a r F .
b -BasedLanguageLearning ... 41 e
r n e G .
3 -BasedLearning ... 61 g
n it ir W g n i h c a e T f o e r u t a N .
4 ... 81
s s e c o r P A s a g n it ir W .
a ... 8.. 1
g n it ir W f o s ti f e n e B e h T .
b ... 91
k r o w e m a r F l a c it e r o e h T .
B ... 91 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 ... 23 d
o h t e M h c r a e s e R .
A ... 3.... 2 s
t n a p i c it r a P h c r a e s e R .
B ... 62 g
n it t e S .
C ... 72 t
n e m u rt s n I h c r a e s e R .
D ... 82 e
u q i n h c e T g n ir e h t a G a t a D .
E ... 92 .
F DataAnalysi sTechnique ... 03 .
ii i x
n g i s e D l a ir e t a M e h t f
o ... 75
n o it a t n e s e r P a t a D e h T .
b ... 85
e v it p ir c s e D e h T )
1 Staitsitc so fResponden ’t sOpinion s
l a ir e t a M d e n g i s e D e h t n
o ... 8.. 5 n
o n o it s e g g u S d n a t n e m m o C s ’t n e d n o p s e R e h T ) 2
s l a ir e t a M d e n g i s e D e h
T ... 06 n
o i s i v e R t c u d o r P n i a M .
2 ... 16 s
l a ir e t a M d e n g i s e D e h t f o n o it a t n e s e r P e h T .
C ... 26 T
S E G G U S D N A S N O I S U L C N O C V R E T P A H
C IONS ... 56 s
n o i s u l c n o C .
A ... 56 s
n o it s e g g u S .
B ... 96 S
E C N E R E F E
R ... 17 S
E C I D N E P P
v x
s l a ir e t a M d e n g i s e D e h t f o s c i p o T d n a t i n U f o t s i L e h T 2 1 .
i v x
S E R U G I F F O T S I L
s e r u g i
F Page
1 .
2 Kemp’sI nsrtucitona lDesignMethodandMode l ... 1.. 1 2
.
2 TheWrtier’ sMode l... 22 l
e d o M n g i s e D l a n o it c u rt s n I s ’ r e h c r a e s e R d n a e l c y C D & R 1 .
ii v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
s r e v i n U a m r a h D a t a n a S m o r f r e tt e L n o i s s i m r e P h c r a e s e R : A X I D N E P P
A ti . 4y 7
B X I D N E P P
A : TheResul tofI nterview ... 67 e
ri a n n o it s e u Q f o t l u s e R e h T : C X I D N E P P
A ... 97 e
ri a n n o it s e u Q n o it a u l a v E e h T : D X I D N E P P
A ... 89 s
l a ir e t a M d e n g i s e D e h t f o n o it p ir c s e D l a r e n e G e h T : E X I D N E P P
A ... 11 1
r e t a M d e n g i s e D e h t f o n a l P n o s s e L : F X I D N E P P
A ials... 3....1 1 s
l a ir e t a M d e n g i s e D e h T : G X I D N E P P
1 I R E T P A H C
N O I T C U D O R T N I
e h t 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
T research ,which i sdivided i nto t r a p t x e n e h T . m e l b o r p e h t f o d n u o r g k c a b e h t s t n e s e r p t r a p t s ri f e h T . s tr a p x i
s is t he
. n o it a ti m il m e l b o r
p tI i sfollowed by t he problem formulaiton and t he objecitve so f .
h c r a e s e r e h
t A tfert ha,tt henex tdiscussioni sfort hebenefti soft her esearch .Thel as t r
e t p a h c s i h t f o t r a
p i sthede ifniitonoft het erm .s
.
A ResearchBackground
n o s a e r e h
T whypeoplel earna l anguagei st ol earnhowt ocommunicate wel l r
e h t o h ti
w s people .There are many kind sof l anguage t ha tpeople are able t o learn , r e h t o h ti w n o it a c i n u m m o c e v a h o t s y a w l a r e v e s e r a e r e h T . h s il g n E s i m e h t f o e n
o s ,
: y l e m a
n visual ,audio ,audio-visua landi nt hew irtten mfor . e
h t g n ir u
D teachingpracitceat SMA Santa Maria Yogyakarta,t he r esearche r y
b d e c a f s a w t a h t m e l b o r p a t o
g the most t enth grade students t here .Based on t he r
e h c r a e s e
r ’ sexpe irence in pracitcing teaching ,mos to fthe student sdid no tshow y
ti li b
a touseEngilsh i n t hei rdaliy ilves ,especiallyi nw iritng .Thestudent so fSMA a
t r a k a y g o Y a i r a M a t n a
S had amodulet hat f aclitiatedt hem i n l earningEngilsh .The e
h t y b e d a m s a w f l e s ti e l u d o m h s il g n
E teache ro fthetenthgrades tudents. r
e h c r a e s e r e h t n o d e s a b , y l e t a n u tr o f n
e g a u g n a l o t g n ir b s t n a p i c it r a p h c i h w s e c n e ir e p x e d n a n o it a m r o f n i e h t f o e u l a v e h t
s n o i s s e s g n i n r a e
l ” (Wliil s& Wliils ,2001 : 04 ). Ta Bsk ased teaching offer sa change r
a e l y n a m h c i h w h g u o r h t s e n it u o r e c it c a r p r a m m a r g a m o r
f ner shavepreviouslyf alied
n r a e l o
t tocommunicate. r e h c a e t e h t p l e h o
T and students make t he t eaching l earning acitviite smore ,
e v it a c i n u m m o
c and enjoyable, and to make t he student shave a chance t o i mprove i
k s g n it ir w r i e h
t ll ,ase to fmateiral swas dma ef ort enthgradestudent so fSMASanta a
t r a k a y g o Y a i r a
M .H , eere t h teacher g s ive the student smore chance sto learn and e
c it c a r
p Engilsh inthew irttenf orm .Thedesignedmate iral sprovidemorei nteresitng , a
ir e t a m l a n o it c u rt s n i l a i c if e n e b d n a g n i g n e ll a h
c ls ,teaching-learning acitviites ,task s t
a h t s e u q i n h c e t d n
a theyhavenothadbefore .
y b d e t a t s s i t i s A . g n it ir w t u o b a s i e k a m o t g n i o g s i r e ti r w e h t t a h t t e s e h T
: 9 9 9 1 ( o y n g i w u
S 29) ,“w iritngi saproces so fproduciton i nt hesense t ha tti r elease s e
h
t resul tof t hemindproces sof t hinking.”W iritngrefers t o rtansforming i dea sand n
i h g u o r h
t to wir ttenf orm .The wrtier t hinksthatt hi sse tisi mpo trant t oh elpstudent s g
n i n r a e l n
i w iritngEngilsheasliy.
.
B ProblemLimtia iton
d e ti m il s i h c r a e s e r s i h
T providing sutiable w iritng mate irals .The wrtie rhas n
o it n e
m e d before t he i mpo trance o fw iritng and t he students ’needs .Based on t hat , e
d i v o r p r e ti r w e h
o n e r a o h w e s o h t e r a s t n e d u t s e h
T w in the tenth grade o fSMA Santa Maria a
t r a k a y g o
Y .Thewrtie ralsopresentst hemate irali nt hef ormo fTask-BasedLearning o
t s t n e d u t s e h t s w o ll a t a h t d o h t e
m have much pracitce .Besides ,the wrtie rt ire sto r
w a n g i s e
d iitngmateiralt ha ti ssutiablef o rtheschoo lcur irculumsoatt heendoft he ,
y d u t
s thes tudent shaves omecompetencie .s
.
C ResearchProblems
: s w o ll o f s a d e t a l u m r o f e r a y d u t s s i h t n i d e t a g it s e v n i s m e l b o r p h c r a e s e r e h T .
1 How i sa se to fw iritng mate irals using t ask-based language learning f t o r he f
o s t n e d u t s e d a r g h t n e
t SMASantaMariaYogyakartadesigned? .
2 Wha tdoe sthe design o fa se tof et h w iritng mate irals using task-based e
g a u g n a
l learning for et h tenth grade student s o f SMA Santa Maria a
t r a k a y g o
Y look ilke?
.
D ResearchObjec itves
s i h
T researc h i sconducted to answe rthe quesiton sstated in the problem e
h t f o s e v it c e j b o e h t ,s u h T . n o it a l u m r o
f research :a re
.
1 Tof ind ou th owa seto fw iritngmateirals usingt ask-basedlanguagelearning r
o
.
2 To presen tprope rdesign o fa se to fthe w iritng mate irals using task-based e
g a u g n a
l learning for et h tenth grade student s o f SMA Santa Maria a
t r a k a y g o
Y .
.
E Benefti soft heResearch
ti w n r e c n o c o h w e l p o e p r o f e l b a u l a v s i y d u t s s i h t f o t l u s e r e h
T h teaching
-. e g a u g n a l h s il g n E f o s s e c o r p g n i n r a e
l T he fo llowing are those who migh tb e the .
y d u t s s i h t m o r f y r a i c if e n e b
.
1 Engilsht eachers e
h
T Engilsh teacher sare able to use thi sdesigne d mate ira la saddiitona lo r .
h s il g n E h c a e t o t s l a ir e t a m y r a t n e m e l p p u
s Thi sstudy may help them to be more n
o it a u ti s g n it s e r e t n i n a e k a m o t e v it a e r
c in t he classroom ,o rmay help t hem design o
s l a t I . s l a ir e t a m n w o r i e h
t helps them to improve thei rtechniques ,srtategies ,and o
o h c S h g i H r o i n e S r o f h s il g n E g n i h c a e t n i y ti v it a e r
c .l
.
2 TenGradestudents l
u s e r e h
T toft hi sstudy i s beneifcial f or t he students t oi mprove t hei rw iritng n
g i s e d e h T . h s il g n E n i y ti li b
a e d mate ira lwould give them oppo truntiy to learn e
v i s n e t n i e r o m h s il g n
E l ybuts itlli nenjoyables tiuaiton. .
3 Thewrtier s i h
T research i susefu lfo rthe wrtie ra sfeedback and fu trhe rinside .I t e
d i v o r
p s more usefu linformaiton whethe rthe se to fmate ira li sappilcable and t
o n r o e l b a v e i h c a s i s e v it c e j b o d n a l a o g e h t r e h t e h
.
5 P -ost TaskAcitviy ll
i
W i s(2003 )states t ha t“post t ask acitvtiyor l anguage focus allow sa close r s
e r u t a e f c if i c e p s e h t e m o s f o y d u t
s whicharenaturallyoccurringint hel anguageused e
l c y c k s a t e h t g n ir u
d ” (p .40) .By t hi spoin,tt he l earner shave arleady worked wtih c if i c e p s e h t n o s u c o f o t y d a e r e r a y e h t o s , g n i n a e m r o f ti d e s s e c o r p d n a e g a u g n a l e h t
n o c e s a h p l a n if s i h T . g n i n a e m t a h t y r r a c t a h t s m r o f e g a u g n a
l sist so fanalysi sand
.s t n e n o p m o c e c it c a r p
.
6 Genre-basedapproach n i L o t g n i d r o c c
A (2006), “teaching and learning in genre-based approach s
t x e t f o s e r n e g d e t c e l e s f o n o it c u d o r p d n a g n i d n a t s r e d n u e h t n o s e s u c o
f ” .The genre
-h c a o r p p a d e s a
b focuse smore on the text srathe rthan the sentences .Thi sapproach s
t n e d u t s m e h t p l e h y a
m g et closert ot het opic oft heteaching andl earningacitviites . y
e h
9 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 n
I chapter ,the wrtie rpresents some theo ire swhich are related to the
s e ir o e h t e s e h T . y d u t
s a re wir tten in the two subchapters , they are theoreitca l
t d n a n o it p ir c s e
d heoreitca lFramework.
.
A Theore itca lDescrip it on
s e ir o e h t d e t a l e r e m o s 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 , n o it c e s s i h t n
I such as
n
o insrtucitonal design model ,nature o fw iritng ,task-based learning and school
-. m u l u c ir r u c d e s a b
.
1 Kemp’ sInstruc itona lDesignModel m e K e h t s e s u r e ti r w e h t , y d u t s s i h t n
I p’ sinsrtucitona ldesign model .Kemp
) 7 7 9 1
( state stha t“insrtucitona lproces si scomplex” (p. 6) .Thi sproces sinclude s
a p d e t a l e r r e t n i f o s d n i k y n a
m tr sand funciton swhich are operated in a coheren t
i r e n n a
m n order t o achievesuccess .The expectaiton a tferward i stoproduce succes s
n o it a c u d e f o e m o c t u o y e k e h t g n i v o r p m i n
i – learningbys tudent .s
7 7 9 1 ( p m e
K )also state stha t“the insrtucitona ldesign plan i sto design
s t n e m e l e l a it n e s s e e h t d e r e d i s n o c e r a h c i h w , s n o it s e u q e e r h t o t s r e w s n
a o f
l a n o it c u rt s n
i technology” (p .8) .Therearethreeelement sofi nsrtucitonalt echnology :
) 1
t a h
t works bestt or eacht hedesriedl earningl evels?( acitviite sandr esources )andt he
s i t s a
l abou t(3 )how wli lwe know when the requrie learning ha staken place?
(evaluaiton) .Kemp’s i ns rtucitona ldesign method and mode lha sdivided into eigh t
t n e m e l
e so finsrtucitona ldesign .The following are eigh telement swhich are very
n a n g i s e d o t t n a tr o p m
i ddevelopt hemate irals .
.
a Goal ,st opic sand genera lpurposes :conside rgoals ,and t he ils tof t opics ,staitng
. c i p o t h c a e g n i h c a e t r o f s e s o p r u p l a r e n e g e h t
.
b Learne rcharacte irsitcs :enumeratet hei mpo tran tcharacte irsitc soft hel earnersf o r
u rt s n i e h t m o h
w citoni st obedesigne . d
.
c Learning objecitves :specfiy the learning objecitve sto be achieved in terms fo
.s e m o c t u o r o i v a h e b t n e d u t s e l b a r u s a e m
.
d Subjec tcontent :ils tofs ubjec tcontents thats uppor teachobjecitve.
.
e P -re assessment :develop ep -r assessmen tto determine the studen’t sbackground
. 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 d n a
.f Teachingl/earning acitviite sand resources :select t he teachingl/earning acitviite s
d n
a insrtucitona lresource sthat rtea tthe subjec tcontents so the student swli l
il p m o c c
a sht heobjecitve .s
.
g Suppor t services : coordinate budget , personnel , faci ilites , equipment , and
.
h Evaluaiton :evaluate the students ’learning in term o fthei raccompilshmen to f
objecitves ,wtih aview t o r evise and reevaluateanyphase soft heplan t ha tneed
.t n e m e v o r p m i
1 . 2 e r u g if n i n w o h s s i l e d o m d n a d o h t e m n g i s e d l a n o it c u rt s n i s ’ p m e K e h
T .
1 . 2 e r u g i
F Kemp’si nstruc itona ldesignmethodandmodel( Kemp ,1977 :9)
s i h t n
I research ,the three quesiton sare used to determine the teaching and
n i n r a e
l g mate irals and acitviites .The eigh telements ea r used to help the wrtie rto
e h t n g i s e
.
2 Task-BasedLanguageLearning 4 0 0 2 ( n a n u N o t g n i d r o c c
A ) ,“task-based language learning aim sto rp ovide
i n u tr o p p
o ites f orl earners t o expe irmen twtihother l earners and exploreboth spoken
s r e n r a e l e g a g n e o t d e n g i s e d e r a t a h t s e it i v it c a g n i n r a e l h g u o r h t e g a u g n a l n e tt ir w d n a
e s o p r u p l u f g n i n a e m r o f e g a u g n a l f o e s u l a n o it c n u f d n a l a c it c a r p , c it n e h t u a e h t n
i ” .(p
) 3
1 . aT ks -basedlanguagelearning g s ive a chance t othe studentst o expe irence some
e c it c a r
p s indoingsomeexercise .s
.
a De ifni itonof Task g n i s s u c s i
D t he task de ifniiton ,Nunan (1992 )states t ha t“a task i sa piece o f
r f ,s r e h t o r o f r o f l e s e n o r o f n e k a tr e d n u k r o
w eelyorf ors omer eward” (p .5). Thereare
s d n i k o w
t o ftasks which are used in the language class .They are targe ttask and
. k s a t l a c i g o g a d e p
.
1 Targe tTask
s e t a t s ) 9 8 : 5 8 9 1 ( g n o
L inNunan( 199 )2 tha tthede ifniitonoft argett aski nt he
k s a t f o m r o
f -basedlanguagelearningi sa“pieceo fworkunde trakenf o ronesel forf o r
d r a w e r e m o s r o f r o y l e e r f , s r e h t
o ” (p .5) .Thi stask i snon-technica land non
. s c it s i u g n
il The examples o ftarget task are painitng a fence ,borrowing a ilbrary
t s e t g n i v ir d a g n i k a t , k o o
b ,w iritngacheque ,and ifndingas rtee tdesitnaiton.I nothe r
d r o
e s u e g a u g n a l e h t e l b a n e o t s t s i x
e rs to expres sdfiferen tcommunicaitve meaning .(p
) 4 .
e d u l c n o c r e ti r w e h t , k s a t f o s n o it i n if e d e m o s n o d e s a
B s that t hek ind oft asks
t a h
t a resutiablei nt ask-basedlanguagelearningi spedagogicalt ask. Thist aski sused
e h t n i s e it i v it c a g n i n r a e l e h t n
i classroom which i sused to know t heachievemen to f
. e g a u g n a l g n i s u g n i n a e m e h t r e v il e d s t n e d u t s w o h w o n k o t d n a s t n e d u t s e h t
.
b Frameworko fTask-BasedLanguageLearning k
s a
T -based languagelearning give smore changes for t he l earners t o i nterac t
r e h t o h ti
w sin orde rto faclitiate language acquisiiton when the student shave to
g n i n a e m n w o 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 s .Pedagogically ,the task
-d e s a
b language learning ha ssrtengthened the following p irnciple sand pracitce sa s
.s w o ll o f
x Aneed-basedapproacht ocontents eleciton.
x An emphasi son learning to communicate through interaciton in targe t
. e g a u g n a l
x Thei nrtoducitono fauthenitct extsi ntot hel earnings tiuaiton.
x The provision o foppo truniite sfor l earner t o focu sno tonly on l anguage
l a t u
b soont hel earningproces stisel .f
x An enhancemen to fthe learner’ sown persona limpo tran texpe irence s
x The ilnkingo fclassroom l anguagel earningwtihl anguageuseoutside t he
. m o o r s s a l c
t e h
T a -sk based languagelearning i sabou tgetitng l earners t odo one t askand
m d l u o w t a h t k s a t r e h t o n a n e h
t ake t he l earner squtie advance ni doing the tasks and
e s n e p x e e h t t a y c n e u lf n i a g y l n i a tr e c d l u o w o s l a d n a e g a u g n a l ri e h t h ti w l u f e c r u o s e r
a t s ) 0 4 : 6 9 9 1 ( s il li W . y c a r u c c a f
o te stha tthe framework o ftask-based language
g n i n r a e
l consists of t hree phase ssuch as ep -r task ,whlist t ask (task cycle) and pos t
( k s a
t languagef ocus).
c i p o t g n it a v it c a , k s a t e h t d n a c i p o t e h t n o n o it c u d o rt n
I -related word and
s e s a r h
p a re donei nt hepre-task.I nt he t askcycle,l earner swli lhave achancet o use
y n
a language they have arleady known in orde rto carry ou tthe task ,and then to
s i t I . e g a u g n a l e h t e v o r p m
i surely done unde rthe teacher’ s guidance whlie the
e r a s t n e d u t
s planningt heri r epor toft he t ask .Thel earners gett he t eacher’ sfeedback
T . tr o p e r e h t r e tf a d n a e g a t s g n i n n a l p e h t t a , ti e v a h o t t n a w y ll a e r y e h t n e h
w het a -sk
d e s a
b languagelearningsof a rprovidest hree basiccondiitons f orl anguagel earning .
They are exposure ,use and motivaiton .The learner sge ta hoilsitc expe irence o f
. e l c y c k s a t e h t n i e s u e g a u g n a
l Thel as tphase i sl anguage f ocus .Thi sphase allow sa
d e s u e g a u g n a l e h t n i g n ir r u c c o y ll a r u t a n s e r u t a e f c if i c e p s e h t f o e m o s f o y d u t s r e s o l c
c k s a t e h t g n ir u
d ycle .The learner shave arleady expeirenced to work wtih the
d n a e g a u g n a
l processed i tfo rmeaning .I tmeans t hat t heyare readyt o focu son t he
h t n
o i sapproach, thestudentsi nt heclassroomshouldbeablet oexploreat opicf ully
g n it ir w f o p e t s e h t n
i , fo rexamplei nt heprew iritngactiviites .Thi sapproachexplain s
t a h
t studentsneedt of ocu sont heri w iritngi deas .Thes tudent swho aregivent he itme
g n it ir w n i s s e c o r p e h t r o
f exploremore newi deas ,sentence sandword sa stheyplan ,
e ti r
w et h fris tdraf tand then revise i ta sthe second dra tf .Tha ti show the proces s
. h c a o r p p a s i h t n i s k r o w
Thet eacher s areexpected t o give t he studentst wo crucia lsuppo trs .Theyare
k c a b d e e f d n a e m
it int hi sapproach .Timei sgivent ot hes tudentst o if ndoutt hei deas .
e s o t d e s u s i k c a b d e e f e h
T e t heconten to fw iritngi nwhich theauthor swrtie no thei r
t s ri
f dra tf .Int hi sseciton,t heteacherunderstands thatt he w iritngproces sbecome sa
f o s s e c o r p y r e v o c s i
d thei rstudents .The discoveryproces si sabou thow to ifnd new
r o f e g a u g n a l w e n d n a s a e d
i mst oexpresst hosei dea.
.
b TheBenefti so fWri itng e
r a e r e h
T threebenefti so fw iritng .Thef risti sbyw iritng, someonei sablet o
a h w r e v o c s i
d theo rshe t hinks .Manypeople rt yto wrtie manyt hings i na paritcula r
e m
it in order t o have an oppo trun tiy t o learn more abou thersel fo rhimsel fand t he
s i t if e n e b d n o c e s e h T . d lr o
w to help someone to be more skliflul ni w iritng .Thi s
t if e n e
b would ilket ohelpthes tudent smuchi ndoingt herij ob .Thel as tbeneftii st ha t
d n e t n i e n o e m o s t a h w y l e s i c e r p g n it ir w y
b s ,he o rshe grealtyenhances possibli tiyo f
e s u a c e b d o o t s r e d n u g n i e
b heo rshei sablet o rtansformt hei nformaitonclea lryi nt he
.
B Theore itca lFramework n
o it c e s s i h
T discusse s the relaiton between t he t heo ire swhich suppor tothe r
s e ir o e h
t .A tfe rdiscussing I ns rtuctiona ldesign,t hef ramework oft a -bsk asedlanguage
g n i n r a e
l and t he nature o fwir itng, t he wrtie rwould ilke t o make a discussion abou t
p i h s n o it a l e r e h
t amongthet heo ire sabove .
f o y r o e h t e h
T insrtucitona l design i s the majo r basic o f the designing
tI . e r u d e c o r
p i sused to create the step to create the design o fEngilsh w iritng
. s l a ir e t a m l a n o it c u rt s n
i These step sa re used by t he researcher t o make t he mate ira l
n g i s e
d ,asf ollows.
.
1 Conduc itngNeedAnalysis m o r f d e t p a d a s i p e t s s i h
T the R & D approach .The wrtie rtakes the need
-a o r p p a d e s a
b ch to know wha tkind o fcontents tha ti ssutiable fo r the design
l a ir e t a
m s .In thi sstep the wrtie rfristly t ires to ifnd the need so fthe teache rand
m e l b o r p e h t ,s t n e d u t
s s and t he soluitons fo rboth of t hem .The outpu tof t hi sstep i s
.r e h c a e t e h t d n a s t n e d u t s f o s d e e n e h t d n a s i s y l a n a r e t c a r a h c e h t
.
2 Sta itngGoals ,Topic sandGenera lPurposes s
m i a p e t s s i h
T to determine the goals ,topic sand the genera lpurpose so f
l a ir e t a m n g i s e d l a n o it c u rt s n
i s h .T ese a re accordance wtih the KTSP cur irculum a s
f o s u b a ll y s e h t n i d e t a l u m r o
.
3 Sta itngt heLearningObjec itves
, l a ir e t a m e h t e v e i h c a d n a d n a t s r e d n u o t r e i s a e s t n e d u t s e h t e k a m o t r e d r o n I
v it c e j b o g n i n r a e l e m o s s e t a t s r e ti r w e h
t es .The objecitve sare any acitviite so r
e r u s a e m e b n a c t a h t r o i v a h e
b d andobserved.
.
4 Lis itngt heSubjec tContents
e g d e l w o n k c if i c e p s e h t s e if i s s a l c r e ti r w e h
T and skli lwhich are connected
h ti
w theobjecitve sands tudents ’need.
.
5 Selec itngt heTeachingAc itvi ites r
e ti r w e h t p e t s s i h t n
I t ires to ifnd sutiable learning and teaching acitviite s
d e t a l e
r tot hes elecitono fapprop irates ourcesf ort hemate iral .s
.
6 Designingt heMaterial
, s l a o g e h t g n i n i m r e t e d r e tf
A topics ,genera lpurposes ,objecitves ,subjec t
t n o
c ent sandt het eachingacitviites ,tii sthe itmef ort hewrtiert odesignt hemate ira.l
.
7 Conduc itngMateria lEvalua iton a
g n i k a m r e tf
A se to fmate ira lo finsrtucitona lw iritng mate iral ,the wrtie r
d e e
n s to do evaluaiton i n order t oknow whether t he mate iral s are appilcableo rnot .
o
T check thi sout ,the wrtier dist irbutes quesitonnaries to a teacher fo SMA Santa
a t r a k a y g o Y a i r a
M and t wo lecturer so fUniverstia sSanata Dharma. Thei rfeedback
s n o it s e g g u s d n
.
8 Revisingt heDesignMaterial e
r a h c i h w a t a d e h
T gained by dist irbu itng t he quesitonnarie i sprocessed by
k c a b d e e f e h t g n it t e g r e tf A . r e ti r w e h
t s andsuggesiton ,s thewrtie rusedthedataast he
e h t e s i v e r o t c i s a
b inapp ilcable mate irals and alsoi mprove somemate ir s al which ea r
L . o d o t d e d e e
n ater,t he wrtierproduces bette rmate irals .Atl as,tt he ifnalr evision i s
.s t n e d u t s t e g r a t e h t y b d e s u
f o e m e h c s e h t s i e m e h c s g n i w o ll o f e h t n i n w o h s s a s p e t s t h g i e e h T
. p m e K f o l a ir e t a m g n it ir w l a n o it c u rt s n i
. 2 e r u g i
F 2 .TheWrtier’ sModel g
n it c u d n o C
s i s y l a n A d e e
N aSntdagitnegnegroaa llpu,st roppoisces s Sltaeaitrnngint ghe s e v it c e j b o
t c e j b u s e h t g n it s i L
t n e t n o c
e h t g n it c e l e S
s e it i v it c a g n i h c a e t i
n g i s e
D ngt he l a ir e t a m g
n it c u d n o C
l a ir e t a m
n o it a u l a v e
e h t g n i s i v e R
3 2
I I I R E T P A H C
Y G O L O D O H T E M
i r e t p a h c s i h
T s i ntendedt o giveimpo trant i nformaiton whichis relatedt o t he o
l o d o h t e
m gy used in thi sresearch .I tcovers some method so fthe study ,research
u q i n h c e t g n ir e h t a g a t a d , s t n e m u rt s n i h c r a e s e r , g n it t e s , s t n a p i c it r a
p e ,dataanalysi sand
.s e r u d e c o r p h c r a e s e r
.
A ResearchMethod
d a h r e ti r w e h
T made two quesiton swhich w eer formulated in the research s
m e l b o r
p .The fris tques iton wa s who a se to fw iritng mateira lusing task-based
r o f g n i n r a e
l et h tenth grade student so fSMA Santa Maria Yogyakarta si designed. s
e h
T econdques itonwas w th a thedesigno fase to fw iritngmate ira lusingt ask-based r
o f g n i n r a e
l thetenthgrades tudent so fSMASantaMariaYogyakarta kloo silke.
f o d n i k s i h
T research sw a catego irzed a seducaitonr esearchanddevelopmen t s
e r e h t e s u a c e b ) D & R
( earch proces soft hi sresearch nisi ordert o developdesigned o
t g n i d r o c c A . s l a ir e t a
m Borg andGall( 1983) ,educaitonalr esearchand developmen t
s i ) D & R
( “aproces susedt odevelopandvaildateeducaitona lproducts” (p .772). t
g n i d r o c c
A o oB rg and Gal l(1983 ,) t here are t en majo rsteps i n R & D (p. )
5 7
7 .Those ten step sare research and informaiton collecitng ,planning ,develop
i a m , n o i s i v e r t c u d o r p n i a m , g n it s e t d l e if y r a n i m il e r p , t c u d o r p f o m r o f y r a n i m il e r
, g n it s e t d l e
if operaitona l ifeld t esitng , ifna lproduc trevision ,and disseminaiton and .
n o it a t n e m e l p m i
s i h t n
I research, the wrtie rused ifve step sfrom ten step sstated above .The e
s u a c e b s p e t s e v if e s e h t d e s u r e ti r
w they are approp irate wtih t he procedure of t hi s e
r a y e h T . y d u t
s asf ollow .s
.
1 ResearchandI nforma itonCollec itng
r e ti r w e h
T madesurveyi nordert o ifnda smuchi nformaitona spossiblef rom e h t p o l e v e d d n a n g i s e d o t c i s a b e h t s a s e c r u o s r e h t o d n a , e l u d o m , s r e n r a e l e h t
r o f a t a d e h T . s l a ir e t a
m the survey w s a collected t hrough dist irbuitng quesitonnaries e
ri a n n o it s e u q e h T . w e i v r e t n i t c u d n o c d n
a w s a dist irbutedt o the tenth grade student s f
o SMA Santa Maria Yogyakarta and the interview was conducted to some of the
e d a r g h t n e
t thes tudent so fSMASantaMariaYogyakarta. .
2 Planning
, g n i n n a l p t u o b a g n i s s u c s i
D Borg and Gal l(1983 )state “the mos timpo tran t
h c r a e s e r a g n i n n a l p f o t c e p s
a -basededucaitonproducti s t hestatemen toft hespeci ifc o
t s e v it c e j b
o be achieved by the product” (p .779) . tI mean stha thow to create an e
t e d t i e s u a c e b t n a tr o p m i s i e v it c e j b
o rmines the resutl . The wrtie r u d se an
n g i s e d e h t r o f p m e K m o r f l e d o m n g i s e d l a n o it c u rt s n
i e dmate iralst hatl ate rwa susefu l .
.
3 DevelopingPreilminaryFormo fProduct
d e d u l c n i t c u d o r p f o m r o f y r a n i m il e r p g n i p o l e v e
D preparaitonof i nsrtucitona l
d n o it a u l a v e d n a , s k o o b d n a h , s l a ir e t a
m evices .In thi sstage, the wrtie rdesigned the k
s a t g n i s u l a ir e t a
m - sba edl earningapproach.I twas ab sedont heneedanalysi swhich a
w sgainedfromt heresul to fquesitonnarieandt hei nterview .Atfer t hewrtie rg lotal
, n o it a m r o f n i e h
t thewrtie rdesigne dthemate ira.lI nt hiss tep,t hewrtie rdesigne das e t n
o d e s a b s l a ir e t a m g n it ir w f
o task-based language learning fo rt he tenth grade f
o s t n e d u t
s SMASantaMariaYogyakarta.
.
4 PreilminaryFieldTes itng
e ri a n n o it s e u
Q w s a usedi nt hi sstep .Thepurposeo fpreilminary ifeldt es twa s e h t , p e t s s i h t n I .t c u d o r p l a n o it a c u d e w e n f o n o it a u l a v e e v it a ti l a u q l a it i n i n a n i a t b o o t
d r e ti r
w istirbuted quesitonnariet o t wolecturers o fEngilshEducaitonStudyProgram f
o Sanata Dharma Universtiy and an Engilsh teacher fo SMA Santa Maria a
t r a k a y g o
Y to ge tfeedbacks and suggesitons in order t o i mprove t he design o fthe
l a ir e t a
m s.
.
5 MainProduc tRevision
n o i s i v e r t c u d o r p n i a
M w s a designe d based on the feedback and suggesiton
d e n i a t b
o from t he resul tof t he quesitonnarie t ha twa sgiven t o t wo lecturers and an f
o r e h c a e t h s il g n
E SMASantaMariaYogyakarta . e
d a m r e h c r a e s e r e h
T f a igureoft he R&D cyclest ha twa ssubsttiuted byt he
e h t e k a m o t l e d o m s ’ r e h c r a e s e r f o s p e t
s explanaitonobvious .The mode lcanbe seen 1
. 3 e r u g if e h t n
e l c y C D &
R Insrtucitona lDesignModel v
v
1 . 3 e r u g i
F R&DCycleandResearcher’sI nstruc itona lDe isgnModel
.
B ResearchPar itcipants
h c r a e s e r s i h t n
I , t he wrtie rus d oe t w groups o fparitcipants .T he paritcipants t
c u d n o c o t r e h c r a e s e r e h t p l e
h researchandi nformaitoncollecitng. d
n a h c r a e s e R
g n it c e ll o C n o it a m r o f n I
g n i n n a l P
g n i p o l e v e D
f o m r o F y r a n i m il e r P
t c u d o r P
y r a n i m il e r P
g n it s e T d l e i F
n o i s i v e R t c u d o r P n i a
M Revisingt heDesign
l a ir e t a M
e h t g n it c u d n o C
n o it a u l a v E l a ir e t a M
e h t g n i n g i s e D
l a ir e t a M
e h t g n it c e l e S
s e it i v it c A g n i h c a e T
t c e j b u S e h t g n it s i L
t n e t n o C
g n i n r a e L e h t g n it a t S
s e v it c e j b O
StaitngGoals ,Topic s s e s o p r u P l a r e n e G d n a
d e e N g n it c u d n o C
.
a TheParitcipan to fResearchandI nforma itonCollec it ng
e h t , s t s e r e t n i d n a s d e e n ’ s r e n r a e l e h t t u o b a n o it a m r o f n i e h t d n if o t r e d r o n I
t s i d r e ti r
w irbuted quesitonnarie fo rthe tenth grade student so fSMA Santa Maria .
a t r a k a y g o
Y Thewrtie rtook 3 classe ssa thesamples n. I eachclasst herewerearound u
t s 3
2 dents .The wrtie rconducte d interview to some students fo the tenth grade in
a w s i h T . l o o h c s s i h
t st hef rists tepo fresearchanddevelopment. .
b Thepar itcipant soft hePreilminaryFieldTes itng
f o s t n a p i c it r a p e h
T the evaluaiton survey w eer an Engilsh teache ro fSMA a
t r a k a y g o Y a i r a M a t n a
S and two lecturers o fEngilsh Educaiton Study Program o f
a m r a h D a t a n a
S Univers tiy .Theywereexpectedt ogivef eedbacks ands uggesitons fo n
g i s e d e h
t e dmate iral .Thef eedbacks tha tw eregivenwe resoi mpo trantf ort hewrtier
e d r o n
i r to improve the mate irals . Table 3 .1 present s the desc irp iton o f the o
p s e
r ndent .s
e l b a
T 3 1 . TheDescrip itonoft heRespondents( Blank)
s t n e d n o p s e R f o p u o r
G Female/Male
l a n o it a c u d E
d n u o r g k c a
B Teachin(gyeEaxrp)erience e
l a m e
F M ale S 1 S 2 S 3 1 1-5 > 10
r e h c a e T h s il g n E
s r e r u t c e L h s il g n E
.
C Set itng
y d u t s s i h
T w s a donei nSMASantaMariaYogyakarta .tIi sl ocatedonJ l . rIeda n
o it c e ll o c n o it a m r o f n i e h T . a tr a k a y g o Y A 9
1 w sa done in SMA Santa Maria
a t r a k a y g o
d e s u r e ti r w e h t , y d u t s s i h t n I . e ri a n n o it s e u q n e p o r o d e t c u rt s n o c d n a e ri a n n o it s e u q
n i s e ri a n n o it s e u q n e p o d n a e s o l c h t o
b theneeds analysi sandpreliminary ifeldt esitng.
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 o t g n i d r o c c
A citng step o fR & D ,the wrtier e
t u b ir t s i
d d the quesitonnaries to the t h ent grade student so fSMA Santa Ma ira a
tr a k a y g o
Y toge tmorei nformaiton ont he mate irals needed byt he student .sI nR &
a w t i ,
D si nt her esearchandi nformaitoncollecitngs tep.
.
E DataGatheringTechnique
h c r a e s e r s i h
T w s a doneint hesecondsemeste rwhichi swtihinFebruary2011 e
h t n
i SMA Santa Maria Yogyakarta .I tw s a done by conducitng interview and g
n it u b ir t s i
d quesitonnaries .
e r p e h t r o
F -design survey ,the wrtie rdist irbuted the quesitonnarie sto the f
o s t n e d u t
s SMASantaMariaYogyakartainordert oknowf ristt hes tudents ’needsi n .
ll i k s g n it ir w n i y ll a i c e p s e h s il g n E g n i n r a e
l Thi sper-design survey had done on
t e g o T . h c r a
M thebestr esul,tt hewrtiert ookthreeclassesf rom ifveclassest ha tw ere .
l o o h c s s i h t n i e l b a li a v
a Paritcipants f rom t hreeclasse swere enoughto r epresentt he .l
o o h c s t a h t n i s t n e d u t s ll a m o r f a t a
d
e h t r e tf
A researche rgained the data o fstudents ’needs and wants,t he wrtie r e
u n it n o
c d to make the w iritng mate iral . A tfe r designi ng the mate irals , a s the n
it s e t d l e if y r a n i m il e r
p gs tepo fR&D,t hewrtie rdist irbuted thequesitonnaries tot he
e n
o Engilsh teacher SMA Santa Maria Yogyakarta and t wo lecturers o fEngilsh f
o m a r g o r P y d u t S n o it a c u d
e t u b ir t s i
d the quesitonnaries to the respondent sbu talso conducte d an interview to o
t r e d r o n i s t n e d n o p s e r e s o h
t g ainmoref eedbackands ugges itonon themate iral .s
.
F DataAnalysi sTechnique
t a h t a t a d e h
T w erecollected aregoing to analyze .A tfert he wrtie rgained the r
w e h t , a t a d w e i v r e t n
i tie rrtanslatedthef ormi ntow irttenparagraph.
a t a d e ri a n n o it s e u q e h
T w ereanalyzedbyusings everals teps .Fort heveryf ris t e
t a l u ti p a c e r r e ti r w e h t , p e t
s d thedatai nt het able .A tfert ha,tt hewrtie rcalculatedf o r a
w t l u s e r e h T . d n o p s e r h c a
e sobtained by dividing by the numbe ro fstudent swho
m n e h t ,s t n e d u t s e h t f o r e b m u n l a t o t e h t h ti w r e w s n a n i a tr e c e s o h
c ulitpiledby100% .
d e t c e ll o c a t a d e h
T w ee r calculatedbyusingaf ormulaasf ollows.
: e t o
N ∑n :t het ota lnumbe rofs tudent swhochosece trainanswers. N :t het ota lnumbe rofs tudent .s
r e ti r w e h
T madeat ablewhichwa susedt opresentt her esul to fthedata .A tfe r e
d a m r e ti r w e h t ,t a h
t thei nterpretaitonoft her esutli nt hef ormo fparagraph. e
l b a
T 3 2 . TheResul toft heQues itonnaire s
n o it s e u
Q Response Number Percentage
r e ti r w e h
T u d se the Liker’ sscale to analyze t he mode lof t he design t hat si
r e ti r w e h t y b e d a
m .The dataw ere analyzed t o suppo tr t heproces so fmodfiying t he ∑ n
g n i s u l a ir e t a m h s il g n E g n it ir w l a n o it c u rt s n
i task-based l anguagel earning .The wrtie r e
v a
g ifve opiton sto presen tthe respondents ’agreement ,disagreement ,and doub t
b
a outf o reachs tatement .Theopiton spresen tont het able3.3 .
3 e l b a
T .3 Point so fAgreement t
n e m e e r g A f o t n i o
P Meaning
1 Absolutelydisagree 2 Disagree
3 Undecided 4 Agree
5 Absolutelyagree
e t a l u c l a c r e ti r w e h
T d the data o fthi squesitonnarie by using desc irpitve e
s u r e ti r w e h t n e h T . s c it s it a t
s d the quesitonnarie datat o ifndt he numbe ro fcase and
e d a m r e ti r w e h T . n a e m e h
t at able oft he cenrtalt endencyoft he r espondents ’on t he .l
a ir e t a m e h t f o n g i s e d
e l b a
T 3 4 . TheDescripitonoft heEvalua itono fDe isgnMateria lPar itcipant s .
o
N Respondeno tns ’Opinion 1 Frequen2 cyo fpo3 int so fa4 greemen5 t CeN nrta lTendeM nncy
: s e t o
N N :Numbe ro fCases( Numbe rofr espondents) n
M :Mean
: n a e M e h t t e g o t a l u m r o f e h T
M : e r e h
W =t heaverage
x∑ =t hes umoft hes cores N =Numbe roft hes ubjects
M = x ∑
, ) 0 7 9 1 ( t s e B o t g n i d r o c c
A “theaveragepoint saredividedf rom1up t o5”( p.
) 9 7
1 .Theinterpretaiton soft heaveragepoint sarepresente dint het able3.5. a
T ble3 5 . TheI nterpretaitonoft heDegreeo fAgreement e
g n a
R Meaning
0 0 .
1 – 91 .9 Replacet her ejectedpar toft hedesign 0
0 .
2 – 92 .9 Addmorepar to rmodfiypar toft hedesignbasedont hel ackont hes tatement 0
0 .
3 – 93 .9 Conduc tmoreexploraitonont heexisitngpar toft hedesignbasedont he t
n e m e t a t s 0
0 .
4 – 05 .0 Nor evision
e d a m r e ti r w e h t n e h
T the i mprovemen tof t he design based on t he data .The
t f o n o it a u l a v e n g i s e d e h t f o t l u s e
r hedesigne doft hemate irals becamethesigni ifcan t s
s e c o r p s i h t n i s e c r u o s n i a
m . I twa scontained feedback and evaluaiton from the .s
tr e p x e
.
G Procedure soft heStudy
t r e d r o n
I o have a vaild and reilable data for i nsrtucitona ldesign o fw iritng r
o f l a ir e t a
m SMA Santa Maria Yogyakarta ,the wrtie rmade the step sin a ce train s
p e t s e h T . s y a
w w ere arranged and car ired through ,so late rthose step shelpe d the
r e ti r
w tocollectt hedata .Theprocedure sw ereexplainedasf ollows. .
1 ResearchandCollectt heI nformaiton r
e ti r w e h t , p e t s s i h t n
I gained some needs analysi sinformaiton from a n
n o it a v r e s b
o the wrtie ad rh done du irng teaching pracitce programme in the SMA .
a t r a k a y g o Y a i r a M a t n a
w e i v r e t n
i e d some tenth student s fo SMA Santa Maria Yogyakarta and dist irbuted e
ri a n n o it s e u
q s ot the student swho wer e in the tenth grade o fSMA Santa Maria a
t r a k a y g o
Y fo rthedatagathe irng.
.
2 Planning
A tfer t he wrtie rgained ther esul to fneed analysis,t he wrtie rsta tred to make
.s e s o p r u p l a r e n e g d n a c i p o t ,l a o g e h t
.
3 Produc tdeveloping , e g a t s s i h t n
I the wrtie rh d a been ready fo rthe mate irals ,handbook sand
s e c i v e d n o it a u l a v
e da n sta tred to design the mate iral susing task-based language g
n i n r a e
l approach. .
4 Evaluaitng
d e t c u d n o c r e h c r a e s e r e h
T an evaluaiton on the mate iral sby dist irbuting the h
s il g n E n a o t e ri a n n o it s e u
q teacher fo SMA Santa Maria Yogyakarta and to two r
e r u t c e
l s fo Sanata Dharma Universtiy in the Engilsh Language Educaiton Study
m a r g o r
P .
.
5 Revisingt hedesignmate ira.l
In t hel ast pste , t hewrtie rmade a better mate ira lbased ont he feedbacks and
g g u
s esitons .Theresul toft hequesitonnarie wa susedtohelp abette rdesignmate ira l f
o e d a r g h t n e t e h t r o
f SMASantaMariaYogyakartastudentsi nordert ohelpt hemto s
e s i c r e x e h s il g n E n e tt ir w o
34 V I R E T P A H C H C R A E S E
R RESULTSANDDISCUSSION
n o it p ir c s e d d n a t l u s e r e h t s e b ir c s e d r e t p a h c s i h
T o fthe ifnding so fthe
d n a y d u t
s thepresentaiton oft hedesigne d mateirals .Thi schapteri sdivided into l
a ir e t a m e h t f o s p e t s e h t s i tr a p t s ri f e h T . s tr a p e e r h
t s design development .Thi s r
e w s n a e h t s e d i v o r p t r a
p o ftheformulatedproblem .Thes econdpatri s ifnding so f s
t n e s e r p t r a p d ri h t e h T . y d u t s e h
t the presentaiton o fthe insrtucitona lEngilsh w iritng mateiral sfo rthe tenth grade student so fSMA Santa Maria Yogyaka tra .
. m e l b o r p d e t a l u m r o f d n o c e s e h t o t r e w s n a e h t s e d i v o r p t r a p s i h T
.
A TheStep soft heDevelopmen toft heDesignedmaterials n
I ordert o answert hef ris tquesiton oft hi sstudy, t her esearche rapp iled a
m g n it ir w h s il g n E e h t g n i n g i s e d n i s p e t s t h g i
e teiral susingt askbasedl earningf o r e
h
t tenthgradestudent so fSMASantaMariaYogyaka tra .Thosestep swerebased I
e h T . s l e d o m n g i s e d s ’ p m e K n
o nsrtucitona lDesign ( ID)model sarei n ilnewtih s
’l l a G d n a g r o
B educaiton research and developmen t(R&D )cyclet o design t he )
2 ( ,s i s y l a n a s d e e n g n it c u d n o c ) 1 ( e r a s p e t s e s o h T . s l a ir e t a
m staitng goal ,s t opic s
s e s o p r u p l a r e n e g d n
a (3 )staitng the learning objecitves ,(4 ) ilsitng the subjec t )
6 ( , s e it i v it c a g n i h c a e t e h t g n it c e l e s ) 5 ( , t n e t n o
c designing the mate irals ,(7 ) .s
ll i k
s s du irng t he l esson .However ,39% of t hestudent sw asreally suret hat t hey ll
i k s e s o h t t o
g s du irngt heEngilsh l esson a tschool .Whlie 54.3% oft hestudent s e
h t d n u o f y e h t t a h t d e t a t
s four lisk l sdu irngt heEngilshl essonweretaugh.t i n o s s e l h s il g n E n i y ti v it c a g n it ir w f o y c n e u q e r f e h t o t d e t a l e
R n t heclas s
w e r e h
t a sonly13.56%ofs tudent swhogott ha tacitvtiyi ntheEngilshclass ,whlie .
5
2 42% o fstudent sdid no treally ifnd tha tw iritng acitvtiy wa sappiled in the w
e r e h t , r e v e w o H . s s a l
c a s 61% o fstudent sw ho surely go ttha tacitvtiy in the .s
s a l c
d e s u s a w h c i h w , k r o w e m o h g n it ir w r o
F byt het eachera sanexercisef o r e
v o r p m i o t s t n e d u t
s thei rw iritng skli loutsidet he clas ,s t herew as only 6.7% o f o
h w s t n e d u t
s w ereno tsure t hat t hey really found w iritng acitvtiy a shomework . e
r e h
T w .as 678% o fstudent sstated t hatt heygo tEng ilsh w iritnghomework and the res to fthem ,25.42% w as really sure tha tthey found homework o fEngilsh
.r e h c a e t e h t y b y ti v it c a g n it ir w
)
2 WriitngProcessi nClassroom.
e h t n i s s e c o r p g n it ir w e h t t u o b a s a w c i p o t e ri a n n o it s e u q t x e n e h T
s a w s e s n o p s e r ’ s t n e d u t s e h t w o n k o t d e s u s a w h c i h w n o it s e u q e h T . m o o r s s a l c
x i s r e b m u
n .The resul tof t hestudents ’response soft hi squesiton can beseen i n 2
. 4 e l b a t e h
t .
4 e l b a
T .2 Ques itonnaireResul tAskingabou tWriitngProcessi nClassroom .
o
N Ques itons Response Number Percentage .
6 Saya membua t kerangka karangan sebelum r
a k t a u b m e
m angandalambahasaI nggri.s SSeatnugjauts etuju u g a R -ragu
u j u t e s k a d i T
k a d it t a g n a S
u j u t e s
8 1 3
6 1 2 2
. 3 1 56%
. 2 5 54%
. 7 2 12%
. 3 %4
. 2 6 ( s t n e d u t
s 71% )whowereconfusedt o ifndt hei deao fw iritng .Therewerenine .
5 1 ( s t n e d u t
s 25% )who could ifnd theideafo rwiritng and t herewereonly t hree .
5 ( s t n e d u t
s 1% )who stated t hat t hey did no t ifnd any dfiifculitesi n ifnding i dea .
g n it ir w r o f
n
I producing paragraph in w iritng ,there wa sa requriemen tfrom the s
t n e d u t s e h t t s a e l t a t a h t r e h c a e
t should wrtie three paragraphs . From the ,
tl u s e r e ri a n n o it s e u
q there werethitreen student s(22.03% )who wereno tablet o a
p e e r h t e c u d o r
p ragraphs .Thereweret hitry student swhowereconfused whethe r y
e h
t were capable o rno tin producing three paragraph sin thei rw iritng .There .
3 2 ( s t n e d u t s n e e tr u o f e r e
w 73%)who wereablet o wrtiet hreeparagraphs .There s
t n e d u t s o w t y l n o e r e
w (3.4%) who were really able to produce a tleas tthree .
g n it ir w n i s h p a r g a r a p
e c n e t n e s g n i c u d o r p n
I s inaparagraph,s tudentss houldbeablet oproduce e
h t g n ir u D . h p a r g a r a p a n i s e c n e t n e s e v if t s a e l t
a researcher’steachingpracitcei n a
t r a k a y g o Y a i r a M a t n a S A M
S ,t hereweremanys tudent swhoonlyproduced three
o t p
u four sentences i n a paragraph .Through t he quesitonnariewhich had been e
h t , d e t u b ir t s i
d researche rfound that t here were t wo student s(3.4% )who really n
i s e c n e t n e s e v if t s a e l t a e ti r w o t y tl u c if fi d d n u o
f a paragraph .There were only .
5 ( s t n e d u t s e e r h
t 1% )whoj ustf ounddfi ifcutlyt owrtieatl eas t ifvesentencesi na paragraph .Fitfeen student s(25.52% )claimed tha tthey were confused whethe r
e r e h T . h p a r g a r a p a n i s e c n e t n e s e v if t s a e l t a e ti r w d l u o c y e h
t w aslargenumbe ro f
e r e w y e h t , h p a r g a r a p a n i s e c n e t n e s e v if t s a e l t a e ti r w o t e l b a e r e w o h w s t n e d u t s
ri h
. h s il g n E g n i s u s e c n e t n e s g n it ir w n i n u o n o r p t c e r r o c g n i d i c e
d There were a big
s a w t i ; h s il g n E n i n u o n o r p g n i s u n i s e it l u c if fi d t o g h c i h w s t n e d u t s f o r e b m u n
s r u o f y tr i h t t u o b
a tudents( 57.63% .) Thereweres eventeens tudents( 28.81% )who e
r e
w confused whethert hey could uset he irgh tpronoun o rnot .Therewereonly .
5 ( s t n e d u t s e e r h
t 1% )whodid no t ifnd anydfi ifcutlyi nusing pronounwhent hey p
a r g a r a p r o s e c n e t n e s g n it ir w e r e
w hs inEngilsh.
n o it s e u q t x e n e h
T w as quesiton numbe r seventeen , i t asked thei r o
t y tl u c if fi
d identfiy thekind soft exts .Therewa sonestuden t(1.7% )which did o
t y tl u c if fi d l u f g n i n a e m y n a d n if t o
n identfiykind soft exts .Thereweref ivemore 8
( s t n e d u t
s .5% )also did no t ifnd any dfiifcutly t o i dentfiy kind sof t ext ,s whlie n
e v e s y tr i h
t students( 62.71% )also stated thatt hey did notr eally ifnd dfiifculite s o
t identfiy mso e texts .There were fou treen student s(23.73% )stated tha tthey s
e it l u c if fi d d n u o
f about t hi stopic .On the othe rwords ,there were t wo student s .
3
( 4% )admitted tha tthey really found dfiifculite sto dfiferenitate the kind so f .s
t x e t
t x e n e h
T discussion wa son quesiton numbe rtwenty o ne; thi squesiton s
a
w used to answe rthe numbe ro fstudent swho had dfiifculite sto change the d
o t h c e e p s t c e ri d n i r o h c e e p s t c e ri d n i o t h c e e p s t c e ri
d riects peech .Thereweres ix .
0 1 ( s t n e d u t
s 17% )stated t hatt hey f ound big dfiifculitesto change t hesekind so f T
. s e c n e t n e
s here were twenty three student s(39% )also stated tha tthey found .
s e c n e t n e s f o d n i k s i h t g n i g n a h c n i s e it l u c if fi
d There were twenty three othe r )
% 9 3 ( s t n e d u t
s also admitted that they were confused i f they really found o
n r o s e it l u c if fi
t x e n e h
T discussion sw a quesitonnumbe r iftfeenwhichaske dabou tthei r g
n i c it c a r p e r o f e b e l p m a x e e h t e e s o t s d e e
n wiritng .A sthe resutl ,there w ere u
t s n e e t h g i
e dent s(30.5% )stated tha tthey really neede d to look a tthe example .
s e c n e t n e s e h t g n i k a m e r o f e b t s ri
f T he other thitry two student s(54.24% )also m
a s e h t d e t a t
s e,t hatt heyneede dtol ookatt heexamplef ris tbeforew iritng .There )
% 6 5 . 3 1 ( s t n e d u t s t h g i e e r e
w whosaidt hatt heyw ereconfusedt odecidewhethe r d
e e n y e h
t e dtol ookatt heexample andt herewas a studentstatedt ha tshedi td no .
g n it ir w e r o f e b e l p m a x e e h t t a e e s o t d e e n
Quesiton numbe rsixteen wa sthe las tquesiton which w as used to ask s
t n e d u t
s ’ need sin Engilsh w iritng .Thi squesiton asked thei ropinion abou tthe m
u n s e s i c r e x e e h t f o e c n e u lf n
i beri n w iritng pracitce in thei rw iritngskli.lThere n
i n y t n e w t e r e
w e student s(49.51% )who stated t ha tthey werereally agreed tha t g
n it ir w y n a m g n i v a h y
b exercise stheybeilevedt hati tcouldhelpt hemt oi mprove .
ll i k s g n it ir w r i e h
t There were twenty seven student s(45.8% )who agreed tha t y
n a m g n i v a
h w iritngexercisescouldi mprovet hei rw iritngskill .Thereweret hree )
% 1 . 5 ( s t n e d u t
s whowereconfusedwhethe rbyhavingmanyexercise scouldhelp o
r p m i m e h
t vingt hei rwiritngs kli lo rno.t a
d e h t n o d e s a
B ta gathered from the quesitonnarie s which were r e h c r a e s e r e h t , a tr a k a y g o Y a ir a M a t n a S A M S f o s t n e d u t s X e d a r G o t d e t u b it s i d
r
d ew aconclusionofs tudents’ needs inl earningw iritng ,asf ollows. .
a Student sneed a mediu m which helps them develop t herii deasi n w iritng m
e h t p l e h o t o s l a d n
