A THESIS. By: Brigitta Gun Rinanti. Student Number:

Transcription

1 DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL IN A SELF DEVELOPMENT ACTIVITY A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By: Brigitta Gun Rinanti Student Number: ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2009 i

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4 IT S A LONG ROAD TO FREEDOM It s a long road to freedom, a winding steep and high But when you walk in love with the wind on your wing And cover the earth with the songs you sing, the miles fly by I walked one morning by the sea, And all the waves reached out to me. I took their tears, then let them be. I walked one morning at the dawn, When bits of night still lingered on. I sought my star, but it was gone. I walked one morning with a friend, And prayed the day would never end. The years have fown so why pretend. I walked one morning with my King, And all my winters turned to spring. Yet ev ry moment held its sting. I dedicate this thesis to: Bapak, Ibu, Eyang Uti, Bagas, and Satya All of my families and friends iv

5 STATEMENT OF WORK S ORIGINALITY I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should. Yogyakarta, 5 May 2009 The Writer, Brigitta Gun Rinanti v

6 ACKNOWLEDGEMENTS First of all, I would like to give my praise and greatest gratitude to Jesus Christ, whose amazing grace and love have always led me in every step that I have taken. Without His guidance, it is impossible for me to finish this thesis. I would like to express my greatest gratitude to Yohana Veniranda, S.Pd., M.Hum., my sponsor, for her attention, patience, guidance, criticism, careful reading, and encouragement. I really thank her for the time she gave to help me during the finishing process of my thesis. My appreciation goes to Drs. Mas udi Asy, the headmaster of SMP Negeri 1 Yogyakarta, who gave me permission to conduct my research. My sincere gratitude is addressed to Wiyati, S.Pd. and Sujadi, BA for their open hands during my study there and who gave me valuable guidance, evaluation, and suggestion to my design. My sincere gratitude is also addressed to the English Speaking Club students of SMP Negeri 1 Yogyakarta. I am deeply indebted to all my respondents: Drs. J.B. Gunawan, M.A. and all the English teachers of SMP Negeri 1 Yogyakarta. I really appreciate their cooperation and sincerity. I thank mbak Dani, mbak Tari, and all librarians for their unlimited time and help. My deepest gratitude goes to my beloved father and mother, Dwi Gunawan and Sumiyati, as well as my beloved grandma (Eyang Uti), Sriyati, who always gave support, encouragement and prayers. They were my greatest motivation to finish my thesis. My sincere thanks also go to my brothers, vi

7 Sebastian Gun Bagaskara and Ignatius Gun Satya Atmaja, for their special ways of showing their care and support. My sweet thank is directed to Khristiawan Nurcahyo and family for their great love, support, help, shoulders to cry on, and for being good listeners as well as for having constantly reminded me to finish my thesis. My deepest thank goes to my best friends, Adesti Komalasari, Linda Setyaningrum, and E. Tri Astutiningtyas, for the times they have been there for me, for the wonderful friendship, sharing and times we have had together. I thank all PBI 2002 students and my KKN friends for the wonderful friendship. I also give my special thank to Dameria Magdalena S. and Niken Wijayani for accompanying and helping me in finishing my thesis. Finally I thank those, whose names I cannot mention one by one, who helped me and contributed a lot to my thesis in many different ways. May God bless them all. Brigitta Gun Rinanti vii

8 TABLE OF CONTENTS TITLE PAGE... APPROVAL PAGES... DEDICATION PAGE... STATEMENT OF WORK S ORIGINALITY... ACKNOWLEDGEMENTS... TABLE OF CONTENTS... LIST OF FIGURES... LIST OF TABLES... ABSTRACT... ABSTRAK... PAGE i ii iv v vi viii xi xii xiii xiv CHAPTER I. INTRODUCTION A. Background... B. Problem Identification... C. Problem Limitation... D. Problem Formulation... E. Research Objectives... F. Research Benefits... G. Definitions of Terms CHAPTER II. LITERATURE REVIEW A. Theoretical Description Speaking Skill Writing Skill Task-Based Learning.. 4. Syllabus.. 5. The Curriculum for Junior High School viii

9 6. Instructional Design Models... a. Kemp s Model... b. Yalden s Model... c. Comparison between Kemp s and Yalden s Model... B. Theoretical Framework CHAPTER III. METHODOLOGY A. Method... B. Research Respondents... C. Setting... D. Data Gathering Instruments... E. Data Analysis Techniques... F. Research Procedures CHAPTER IV. ANALYSIS RESULTS A. The Elaboration of Steps in Designing a set of English Instructional Materials Using Task-Based Learning for the Eighth Grade of Junior High School Students... B. The Finding of the Evaluation on the Designed Materials... C. Discussion on the Results of the Survey... D. The Presentation of the Designed Materials CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions... B. Suggestions REFERENCES APPENDICES Appendix 1. Permission Letters. Appendix 2. Instruments of Needs Survey ix

10 Appendix 3. Questionnaire of Evaluation... Appendix 4. Syllabus.. Appendix 5. Lesson Plan Appendix 6. Presentation of Instructional Material Design x

11 LIST OF FIGURES Figure 2.1. Kemp s Model... Figure 2.2. Yalden s Language Program Development... Figure 2.3. The Combined Plan Used to Design the Instructional Materials... Figure 3.1. Relationship between the Writer s Design Model and R & D Cycle. PAGE xi

12 LIST OF TABLES Table 2.1 Yalden s Stages in Language Program Development... Table 4.1 List of the Topics... Table 4.2 List of the General Purposes... Table 4.3 List of the Indicators.. Table 4.4 Description of the Participants... Table 4.5 Description of the Data.. PAGE xii

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14 ABSTRACT Rinanti, Brigitta Gun. (2009). Designing a Set of English Instructional Materials Using Task-Based Learning for the Eighth Grade Students of Junior High School in a Self Development Activity. Yogyakarta: Sanata Dharma University. In the recent years, our government has been trying to develop better curricula to improve the quality of education. One of the changes is creating a new program named a self development activity which is aimed to help the students get more opportunities to express themselves based on their needs, talent, and interest according to the school condition. Teachers should be able to create enjoyable activities to encourage students to speak in English. However, teachers sometimes do not have enough materials to conduct the activity. Thus, a set of instructional materials is needed to help teachers carry out the teaching learning process. There were two problems formulated in this study. The first was about how a set of English instructional materials using task-based learning for the eighth grade of junior high school students in a self development activity was designed. The second was about what the designed materials looked like. To answer the first question, the writer modified two instructional design models from Kemp and Yalden. The new steps would be (1) Conducting Needs Survey, (2) Determining Goals, Listing Topics, and Stating General Purposes for Each Topic, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching-Learning Activities, (6) Preparing the Lesson Plans, (7) Designing the Materials, (8) Evaluating the Materials, and (9) Revising the Materials. In order to obtain the data of the students needs, the writer conducted informal interviews. The first interview was conducted with some English teachers to get the principle of a self development activity and what the students should master. The second interview was conducted with some students to find out their needs and the activities they liked to do. To answer the second question, the writer revised and improved the materials based on participants criticisms and suggestions. The evaluation was conducted by distributing questionnaires to two English teachers of SMP Negeri 1 Yogyakarta and an English lecturer of Sanata Dharma University. The suggestions and feedback were used to improve the materials. The statistical computation showed that the grand mean was It meant the materials were acceptable and appropriate for the eighth grade students though it still needed revisions and improvement. The materials consisted of students book and teacher s manual. There were eight units and four sections. The writer suggested the teachers to be able to hold the role as facilitators and give students more opportunities to speak. The writer also suggested further researchers to implement and conduct a similar research in different schools that had different condition and situation. xiii

15 ABSTRAK Rinanti, Brigitta Gun. (2009). Designing a Set of English Instructional Materials Using Task-Based Learning for the Eighth Grade Students of Junior High School in a Self Development Activity. Yogyakarta: Sanata Dharma University. Beberapa tahun terakhir ini pemerintah Indonesia telah mencoba mengembangkan dan meningkatkan kualitas pendidikan kita. Salah satu perubahan yang ada adalah dibuatnya kegiatan baru yang bernama Pengembangan Diri yang bertujuan untuk membantu siswa mendapat lebih banyak kesempatan untuk mengembangkan dan mengekspresikan diri sesuai dengan kebutuhan, bakat, dan minat setiap siswa sesuai dengan kondisi sekolah. Guru dituntut untuk mampu menciptakan aktivitas belajar yang menyenangkan agar dapat memacu siswa berbicara dalam bahasa Inggris. Namun, terkadang guru tidak memiliki panduan materi selama proses belajar mengajar berlangsung. Maka seperangkat materi pengajaran diperlukan untuk membantu para guru dalam proses belajar mengajar. Ada dua permasalahan yang dibahas dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat materi pengajaran yang menggunakan teori task-based learning bagi siswa kelas 8 SMP dalam kegiatan Pengembangan Diri. Permasalahan kedua adalah seperti apa bentuk akhir dari seperangkat materi pengajaran tersebut. Untuk menjawab permasalahan pertama, penulis memodifikasi dua model dari Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan penelitian akan kebutuhan berbahasa siswa, (2) menentukan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar dan mengajar, (6) mempersiapkan rencana pengajaran, (7) membuat materi, (8) mengevaluasi materi, dan (9) merevisi materi. Untuk mendapatkan data tentang kebutuhan siswa, penulis melakukan wawancara informal. Wawancara pertama dilakukan dengan beberapa guru bahasa Inggris untuk mengetahui prinsip kegiatan Pengembangan Diri dan mengetahui kebutuhan siswa. Wawancara kedua dilakukan dengan beberapa siswa kelas 8 SMP untuk mengetahui kebutuhan dan kegiatan yang disukai dalam belajar bahasa Inggris. Untuk menjawab permasalahan kedua, penulis memperbaiki materi berdasarkan evalusi dan saran yang diberikan. Evaluasi ini dilakukan dengan membagikan kuisioner kepada dua orang guru bahasa Inggris SMP Negeri 1 Yogyakarta dan seorang dosen Universitas Sanata Dharma. Semua saran dan pendapat dari para evaluator digunakan untuk memperbaiki materi pengajaran. Hasil evaluasi menunjukkan bahwa angka grand mean adalah 3, 87. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk siswa kelas 8 SMP meskipun masih dibutuhkan banyak perbaikan. Materi pengajaran terdiri dari Students Book dan Teacher s Manual. Di dalam materi ini terdapat delapan topik dan empat sub unit. Penulis menyarankan kepada para guru xiv

16 untuk bisa menjadi fasilitator dan memberi kesempatan bagi siswa untuk lebih aktif berbicara dalam bahasa Inggris. Penulis juga menyarankan kepada para peneliti yang akan datang untuk menerapkan dan mengadakan penelitian lebih lanjut ke sekolah-sekolah lain yang memiliki situasi dan kondisi yang berbeda. xv

17 CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It consists of the background, problem identification, problem limitation, problems formulation, research objectives, research benefits, and definition of terms. A. Background In the recent years, our government has been trying to develop better curricula to improve quality of education, for students and teachers. The government tried to design Competence Based Curriculum (CBC) which was firstly implemented in In 2006, the government tried to perfect the CBC by making some changes, reducing some aspects, as well as making some addition. In the revised CBC, there is an addition in the curriculum content. The curriculum contains regular subjects, a local subject, and a self-development activity (Body of Education National Standard, 2006, p.8). A self-development activity is an activity which is aimed to give opportunities to students to develop and express themselves based on their needs, talent, and interest according to their school condition (Body of Education National Standard, 2006, p.8). This activity seems similar to an extracurricular activity. However, this is different from the extracurricular activity in a way that this is a compulsory activity, while the extracurricular activity is an optional activity. It means that students have to follow an activity out of some activities offered by their school. The self-development activity is an integrated part of the 1

18 2 curriculum structure in the level of elementary and high education. This activity is equivalent to two-hour learning per week. Many students have understood the importance and benefits of mastering English for their lives. More students are now interested in learning English. Many schools that are able to see the situation then offer English learning as one of the self-development activities. This activity can also help students to support the achievement of their regular subjects since English is included in the regular subjects. Therefore, English teachers should be able to design an activity that can increase students interest in learning English. Even though students choose English as their self-development activity, which means that students are already interested in English, it is better for teachers to provide interesting topics so that the students are more enthusiastic in expressing themselves. By this, teachers can accomplish the aim of the activity. To support the learning activity, teachers are required to design appropriate materials. To produce the appropriate design, teachers should know the characteristic of learning English. When a student learns English, it means that he learns a means of communication that is used to communicate with other people. The book of 2004 curriculum wrote that we could not say that a student had mastered English if he could not use English to communicate even though he got good grades in vocabulary and grammar mastery (p. 556). Even though grammar mastery can help a student to express their thought correctly, teachers should understand that grammar is only an aid to help students master language skills. By knowing this and using students enthusiasm in expressing themselves,

19 3 teachers can put some important skills, such as speaking, which they usually diminish from the common subject activity. Designing teaching-learning materials means that teachers create not only the materials for the learning activity, but also a syllabus and lesson plans they will use in their teaching activity. In designing good learning materials, teachers should understand some important aspects. Teachers should understand theories, principles, and appropriate approaches of teaching-learning activities in their classes. For instance, teachers may consider a learning theory given by Wallace, Engel, and Mooney (1997). They provided four postulates of learning theory. They are (1) learning is tightened by daily experiences, (2) problem solving is better than memorizing, (3) transfer will happen if the learning goes on the context that is similar to the application area, and (4) learning should involve group discussion to develop students critical thinking. By knowing the theory, teachers will understand that daily experiences are important in students learning process. This is one example that teachers can use students experiences to create interesting topics. The self-development activity is a new activity in elementary and high schools. Some schools have already implemented this activity to their students. However, many schools have not implemented the activity yet. Some schools believe that they do not need the activity yet since students can continue following their extracurricular activity. Some schools are still confused with the new curriculum designed by the government. Even many teachers are confused how to design the materials since they have already run the extracurricular activity.

20 4 Based on the previous illustrations, it is necessary for the writer to conduct a research in this topic and to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. By conducting this research and producing the designed materials, the writer wants to raise the students interests in learning English especially for students of selfdevelopment activity and help them to improve their quality of English. The design will also help English teachers to conduct this new activity. B. Problem Identification Many curriculum changes made by the government have confused many teachers in conducting teaching activities. Many teachers consider that the new activity, which is self-development activity, does not have a big difference to an extracurricular activity. They are also doubtful in the implementation of the new activity. As a result, many schools have not implemented the activity yet, whereas the activity is important to provide students an opportunity to develop themselves. Some schools that have implemented the activity still face a problem. Some teachers are still confused about the appropriate materials since there is an overlapping activity between the regular subject and the self-development activity, and between the self-development activity and extracurricular activity. Another problem that also occurs is that teachers should be able to create enjoyable activities since students are required to develop and express themselves. Teachers should be able to design an activity that can raise students confidence in expressing their feelings, thoughts, and ideas.

21 5 One of the aims of the English subject in the junior high school is to develop students communicative competence, both oral and written competence. The competence is spelled out into receptive skills, which are listening and reading, and productive skills, which are speaking and writing. However, teachers tend to have less attention to the productive skills especially the speaking skill since they teach grammar and reading comprehension more than the other skills. Therefore, the writer offers mostly speaking activities and some writing activities that help teachers in conducting the self-development activity. C. Problem Limitation The research is limited on the discussion of designing a set of English instructional materials for the eighth grade students of Junior High School since they already have enough experience in learning English. They also have been close to their friends so that they are more confident to express themselves and they do not feel embarrassed in making mistakes. The design mostly deals with speaking activities and some writing activities since the aim of the selfdevelopment activity is to help students develop and express themselves. The writer limits the materials for the eighth grade students of SMP Negeri 1 Yogyakarta. This study also focuses on how to design an instructional material using task-based learning. D. Problem Formulation There are two problems in this study that can be formulated as follows:

22 6 1. How is a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity designed? 2. What does the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity look like? E. Research Objectives Based on the problems formulation, this study has two objectives. This study is conducted to: 1. Find out how a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity is designed. 2. Present the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity. F. Research Benefits This study is expected to give valuable contributions to English language teaching in Indonesia. The study benefits are: 1. for English teachers in a self-development activity This study is hopefully able to give contribution for the teachers on the materials of a self-development activity. 2. for the eighth grade students of Junior High School This study is hopefully able to help the students to raise their talent and ability in English, as well as to fulfill their needs and interest in learning English.

23 7 3. for other researchers This study is hopefully able to encourage and motivate other researchers to conduct further research on this topic. G. Definitions of Terms To give more understanding to the readers about this study, the writer provides definitions of some terms. 1. Designing Designing is the same as creating a new set of materials that fit the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994, p.106). By designing a set of materials, teachers will have a guideline in conducting a teaching-learning activity. In this study, the writer defines designing as making a set of materials based on the students needs to obtain the objectives. 2. Instructional Material Gagne and Briggs (1974) stated that Instruction is the means employed by teachers, designers of materials, curriculum specialists, and other whose purpose is to develop an organized plan to promote learning (p. 19). While materials are means in teaching learning process to help students in obtaining both general and specific instructional objectives (Ely, 2000, p.7). In this study, the writer defines instructional material as a means in teaching learning process, which is designed through an organized plan to help students to achieve learning objectives.

24 8 3. Task-Based Learning Willis (1996) stated that In task based learning, communication tasks involve learners in an entirely different mental process as they compose what they want to say, expressing what they think or feel (p.18). Skehan (1998) as cited by Brown (2001: p. 50) defined a task as an activity in which there is some sort of relationship to comparable real-world activity. Using the previous principles, the writer wants to clarify task-based learning in this study as a learning activity that uses tasks which are close to reallife situation to help students compose what they want to say and express their thought, feeling, and ideas. 4. Junior High School Junior high school is a level that students have to go through after they pass their elementary school. It is compulsory for Indonesian students to go through elementary and junior high school. The junior high school takes three years of study. The students start the junior high school in grade seven. 5. Self-development Activity A self-development activity is an integrated part of curriculum structure, conducted once a week for two hour learning, equals to 2 x 40 minutes. This is aimed to provide students with an opportunity to develop and express themselves based on their needs, talent, and interest according to the school condition (Body of Education National Standard, 2006, p.8). In this study, a self-development activity refers to an activity that provides students with more opportunities in speaking and a bit of writing as a method to help them express themselves.

25 CHAPTER I INTRODUCTION This chapter is aimed to give explanation on the problems in this study. It consists of the background, problem identification, problem limitation, problems formulation, research objectives, research benefits, and definition of terms. A. Background In the recent years, our government has been trying to develop better curricula to improve quality of education, for students and teachers. The government tried to design Competence Based Curriculum (CBC) which was firstly implemented in In 2006, the government tried to perfect the CBC by making some changes, reducing some aspects, as well as making some addition. In the revised CBC, there is an addition in the curriculum content. The curriculum contains regular subjects, a local subject, and a self-development activity (Body of Education National Standard, 2006, p.8). A self-development activity is an activity which is aimed to give opportunities to students to develop and express themselves based on their needs, talent, and interest according to their school condition (Body of Education National Standard, 2006, p.8). This activity seems similar to an extracurricular activity. However, this is different from the extracurricular activity in a way that this is a compulsory activity, while the extracurricular activity is an optional activity. It means that students have to follow an activity out of some activities offered by their school. The self-development activity is an integrated part of the 1

26 2 curriculum structure in the level of elementary and high education. This activity is equivalent to two-hour learning per week. Many students have understood the importance and benefits of mastering English for their lives. More students are now interested in learning English. Many schools that are able to see the situation then offer English learning as one of the self-development activities. This activity can also help students to support the achievement of their regular subjects since English is included in the regular subjects. Therefore, English teachers should be able to design an activity that can increase students interest in learning English. Even though students choose English as their self-development activity, which means that students are already interested in English, it is better for teachers to provide interesting topics so that the students are more enthusiastic in expressing themselves. By this, teachers can accomplish the aim of the activity. To support the learning activity, teachers are required to design appropriate materials. To produce the appropriate design, teachers should know the characteristic of learning English. When a student learns English, it means that he learns a means of communication that is used to communicate with other people. The book of 2004 curriculum wrote that we could not say that a student had mastered English if he could not use English to communicate even though he got good grades in vocabulary and grammar mastery (p. 556). Even though grammar mastery can help a student to express their thought correctly, teachers should understand that grammar is only an aid to help students master language skills. By knowing this and using students enthusiasm in expressing themselves,

27 3 teachers can put some important skills, such as speaking, which they usually diminish from the common subject activity. Designing teaching-learning materials means that teachers create not only the materials for the learning activity, but also a syllabus and lesson plans they will use in their teaching activity. In designing good learning materials, teachers should understand some important aspects. Teachers should understand theories, principles, and appropriate approaches of teaching-learning activities in their classes. For instance, teachers may consider a learning theory given by Wallace, Engel, and Mooney (1997). They provided four postulates of learning theory. They are (1) learning is tightened by daily experiences, (2) problem solving is better than memorizing, (3) transfer will happen if the learning goes on the context that is similar to the application area, and (4) learning should involve group discussion to develop students critical thinking. By knowing the theory, teachers will understand that daily experiences are important in students learning process. This is one example that teachers can use students experiences to create interesting topics. The self-development activity is a new activity in elementary and high schools. Some schools have already implemented this activity to their students. However, many schools have not implemented the activity yet. Some schools believe that they do not need the activity yet since students can continue following their extracurricular activity. Some schools are still confused with the new curriculum designed by the government. Even many teachers are confused how to design the materials since they have already run the extracurricular activity.

28 4 Based on the previous illustrations, it is necessary for the writer to conduct a research in this topic and to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. By conducting this research and producing the designed materials, the writer wants to raise the students interests in learning English especially for students of selfdevelopment activity and help them to improve their quality of English. The design will also help English teachers to conduct this new activity. B. Problem Identification Many curriculum changes made by the government have confused many teachers in conducting teaching activities. Many teachers consider that the new activity, which is self-development activity, does not have a big difference to an extracurricular activity. They are also doubtful in the implementation of the new activity. As a result, many schools have not implemented the activity yet, whereas the activity is important to provide students an opportunity to develop themselves. Some schools that have implemented the activity still face a problem. Some teachers are still confused about the appropriate materials since there is an overlapping activity between the regular subject and the self-development activity, and between the self-development activity and extracurricular activity. Another problem that also occurs is that teachers should be able to create enjoyable activities since students are required to develop and express themselves. Teachers should be able to design an activity that can raise students confidence in expressing their feelings, thoughts, and ideas.

29 5 One of the aims of the English subject in the junior high school is to develop students communicative competence, both oral and written competence. The competence is spelled out into receptive skills, which are listening and reading, and productive skills, which are speaking and writing. However, teachers tend to have less attention to the productive skills especially the speaking skill since they teach grammar and reading comprehension more than the other skills. Therefore, the writer offers mostly speaking activities and some writing activities that help teachers in conducting the self-development activity. C. Problem Limitation The research is limited on the discussion of designing a set of English instructional materials for the eighth grade students of Junior High School since they already have enough experience in learning English. They also have been close to their friends so that they are more confident to express themselves and they do not feel embarrassed in making mistakes. The design mostly deals with speaking activities and some writing activities since the aim of the selfdevelopment activity is to help students develop and express themselves. The writer limits the materials for the eighth grade students of SMP Negeri 1 Yogyakarta. This study also focuses on how to design an instructional material using task-based learning. D. Problem Formulation There are two problems in this study that can be formulated as follows:

30 6 1. How is a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity designed? 2. What does the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity look like? E. Research Objectives Based on the problems formulation, this study has two objectives. This study is conducted to: 1. Find out how a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity is designed. 2. Present the designed set of English instructional materials for the eighth grade students of Junior High School in a self-development activity. F. Research Benefits This study is expected to give valuable contributions to English language teaching in Indonesia. The study benefits are: 1. for English teachers in a self-development activity This study is hopefully able to give contribution for the teachers on the materials of a self-development activity. 2. for the eighth grade students of Junior High School This study is hopefully able to help the students to raise their talent and ability in English, as well as to fulfill their needs and interest in learning English.

31 7 3. for other researchers This study is hopefully able to encourage and motivate other researchers to conduct further research on this topic. G. Definitions of Terms To give more understanding to the readers about this study, the writer provides definitions of some terms. 1. Designing Designing is the same as creating a new set of materials that fit the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994, p.106). By designing a set of materials, teachers will have a guideline in conducting a teaching-learning activity. In this study, the writer defines designing as making a set of materials based on the students needs to obtain the objectives. 2. Instructional Material Gagne and Briggs (1974) stated that Instruction is the means employed by teachers, designers of materials, curriculum specialists, and other whose purpose is to develop an organized plan to promote learning (p. 19). While materials are means in teaching learning process to help students in obtaining both general and specific instructional objectives (Ely, 2000, p.7). In this study, the writer defines instructional material as a means in teaching learning process, which is designed through an organized plan to help students to achieve learning objectives.

32 8 3. Task-Based Learning Willis (1996) stated that In task based learning, communication tasks involve learners in an entirely different mental process as they compose what they want to say, expressing what they think or feel (p.18). Skehan (1998) as cited by Brown (2001: p. 50) defined a task as an activity in which there is some sort of relationship to comparable real-world activity. Using the previous principles, the writer wants to clarify task-based learning in this study as a learning activity that uses tasks which are close to reallife situation to help students compose what they want to say and express their thought, feeling, and ideas. 4. Junior High School Junior high school is a level that students have to go through after they pass their elementary school. It is compulsory for Indonesian students to go through elementary and junior high school. The junior high school takes three years of study. The students start the junior high school in grade seven. 5. Self-development Activity A self-development activity is an integrated part of curriculum structure, conducted once a week for two hour learning, equals to 2 x 40 minutes. This is aimed to provide students with an opportunity to develop and express themselves based on their needs, talent, and interest according to the school condition (Body of Education National Standard, 2006, p.8). In this study, a self-development activity refers to an activity that provides students with more opportunities in speaking and a bit of writing as a method to help them express themselves.

33 CHAPTER II LITERATURE REVIEW This chapter is divided into two parts, namely theoretical description and theoretical framework. In the theoretical description, the writer elaborates theories of speaking and writing skills, theory of task-based learning, information of curriculum used in Junior High School, including the self-development activity, and instructional design models. In the theoretical framework, the writer explains what design model that is used to design the instructional materials. A. Theoretical Description There are two problems in this study that have been formulated in chapter one. The theoretical description helps the writer to answer the first problem, how to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. The following theories provide important information and principles used in designing the materials. The theories are description of speaking and writing skills, task-based learning, syllabus theory, curriculum used in Junior High School, self-development activity, and instructional design models. 1. Speaking Skill There will be three aspects discussed in this part. They are the nature of speaking, the principles of teaching speaking, and types of speaking activities using task-based learning. 9

34 10 a. The Nature of Speaking Speaking seems come naturally to human. It will be true if they speak in their mother tongue. Speaking is not as simple as it seems, moreover for people who are learning foreign language. Speaking can be difficult for many reasons. People do not feel confident to speak as they apply this skill orally. They are required to transfer and convey their message directly without having much time to construct the utterances carefully. Davies (2002) stated the following: In conversation, the commonest kind of speaking, we have to do many things all together: understand what the other person is saying, say what we want to when we get the chance to speak, be prepared for unexpected changes of topic, and think of something to say when there is a long pause (p. 82). The processes increase the difficulty in speaking. Therefore, in teaching this skill, teachers need to plan properly and have clear aims. b. The Principles of Teaching Speaking Speaking ability should partly be the natural result of using English as the main means of communication in the classroom (Davies, 2002: 82). Nevertheless, if teachers speak in English all the time, students might find difficulties in understanding whole utterances. Teachers may simplify their utterances to help students understand the utterances. When teaching speaking, teachers cannot easily get students to express themselves in English. Therefore, teachers should understand basic principles for teaching this skill. Bailey (1994) as cited by Nunan (2003: p ) provided five principles for teaching speaking. The principles are:

35 11 (1) Be aware of the differences between second language and foreign language learning context. People learn speaking in two broad contexts: foreign language and second language situations. A foreign language (FL) context is one where the target language is not the language of communication in the society, such as learning English in Japan. A second language (SL) context is one where the target language is the language of communication in the society, such as English in Singapore. Indonesia only uses Bahasa Indonesia as the language of communication in the society. Therefore, Indonesian students learn speaking in English in the foreign language context. Learning speaking in this context is very challenging since the students have few opportunities to use English outside the classroom. (2) Give students practice with both fluency and accuracy. According to Riddell (2003: 118), fluency is the ability to talk fairly, freely, without too much stopping or hesitating. It also requires that listeners understand what is being said, so there must be intelligibility and meaning. While in accuracy, the emphasis is on correct English the right grammar, the right vocabulary, etc. Sometimes teachers tend to correct when students make mistakes while they are speaking. As a result, many students think deeply about the accuracy while they are speaking. They fail to achieve the fluency even the accuracy. Therefore, teachers should understand when and how to give correction and give chances to practice their fluency as well as their accuracy.

36 12 (3) Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk. In many situations, teachers tend to talk a lot to give lectures or explain about the learning materials. However, in teaching speaking, teachers should be aware of their talk so that students can have enough time to practice speaking. Teachers can use pair work or group work to encourage the students to speak and the teachers can increase the amount of time used by the students in speaking. (4) Plan speaking tasks that involve negotiating for meaning. In communicating, students do an interaction which involves trying to understand and make yourself understood. This process is called negotiating for meaning. Teachers can plan a task which involves process of asking for clarification, repetition, or explanation. By doing the process during a conversation, learners will be able to convey meaning and get the meaning of others utterances. (5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking. Interactional speech is communicating with someone for social purposes. It includes both establishing and maintaining social relationship. Transactional speech involves communicating to get something done, including the exchange of goods and/or services. Learners will use English in both speeches; therefore, teachers should design activities that embody both interactional and transactional purposes.

37 13 c. Types of Speaking Activities Using Task-Based Learning In order to encourage students to speak, teachers need to design interesting and enjoyable activities. Many linguists have provided activities that can be conducted in speaking class. Some of them are information gap, role-plays and simulations, discussion, and problem solving. The writer will explain each activity according to some linguists theories. (1) Information Gap Information gap is a useful activity in which one person has information that the other lack (Nunan, 2003: 54). Students have to use the target language to share information they have to others who lack of the information. (2) Role-Plays and Simulations There are two kinds of role-play and simulation: scripted and unscripted role-play and simulation. The effective way to encourage students to speak is by providing the unscripted role-play or simulation. The students will only get the description of situation without any model script. The students will be then encouraged to speak and improvise the situation. (3) Discussion Teachers should be able to create interesting topic for students discussion. Riddell (2003) wrote that discussion on topics of interest, or maybe in the news, is a relaxed way to promote fluency, but make sure the students have something specific to talk about, and that teachers do not end up doing more speaking than the students do (p. 127).

38 14 (4) Problem Solving Teachers can describe a problem to the students, or give them a written description and situation. The teachers then get the students, in groups, to decide what the best course of action is (Davies, 2000: 86). 2. Writing Skill There will be three aspects discussed in this part. They are the nature of writing, the principles of teaching writing, and types of writing activities using task-based learning. a. The Nature of Writing Unlike speaking which seems come naturally to human, writing is a skill that needs much practice. At the most basic level, writing is the physical act of committing words or ideas to some medium. Bailey (1994) in Nunan s book (2003, p.88) wrote that writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. A good writing is produced by a consideration of subject, purpose, and audience. Knowing what we want to say, why we want to say it, and to whom we want to say it are crucial first step to successful writing (Ellis & Reed, 2003: p. 9). There are four common purposes of writing. People do writing to express an idea or share feelings, to teach someone how to do something, to persuade someone to agree with their point of view or to do something, and to explain or clarify a position or topic.

39 15 b. The Principles of Teaching Writing Writing skill is not easy to achieve. This skill can only be achieved by doing much practice. However, being able to write well has far-reaching real world as well as academic applications. Ellis and Reed (2003) stated that a classroom could be the place to learn and practice writing skill that students need not only in their school years, but also there after (p. 1). Therefore, teachers are required to understand principles for teaching this skill in order to be able to teach the students well. Sokolik as cited by Nunan (2003, p ) provided four principles for teaching writing. The principles are: (1) Understand your students reasons for writing The greatest dissatisfaction with writing instruction comes when the teacher s goals do not match the student s goals. It is important to understand the goals and to convey goals to students in ways that make sense to them. (2) Provide many opportunities for students to write Since writing is in part of a physical activity, it is like other physical activities it requires practice, and lots of it. When teachers plan practice writing as a regular activity, the students will be accustomed to and become more comfortable with this activity. It is better for teachers to provide different types of writing to be practiced by the students. (3) Make feedback helpful and meaningful

40 16 Feedback should not involve correcting students writing. In order to promote independent writers, teachers can provide summary comments that instruct students to look for problems and correct them on their own. (4) Clarify for yourself, and for your students, how their writing will be evaluated Students often feel that the evaluation of their writing is completely subjective. One way to combat that feeling is to first develop a statement about what is valued in students writing. Teachers can then develop a rubric, a kind of scoring grid that elaborates elements of writing that are to be evaluated. The rubric should outline the weight of grammar and mechanics in relationship to content and ideas, as well as other features of writing that is important. c. Types of Writing Activities Writing is both a process and a product. In process writing, there are activities such as brainstorming, drafting, writing, feedback, revising, and editing in a cyclical fashion. The activities encourage the idea that learning to write is more than creating a final product; it is the learning of a series skills leading to that product. The process writing seems complicated and difficult to achieve by beginner students. However, for the beginner or intermediate students, the process can be practiced in pairs or in groups rather than individually. Therefore, Davies (2000, p. 97) provided three examples of simple writing tasks that will be easily conducted by Junior High School students. They are parallel compositions, parallel letters, and pictures compositions. The writer will explain the activities according to Davies theory.

41 17 (1) Parallel compositions With the whole class, teachers can discuss a topic, such as animals characteristics, and habits to elicit sentences in the Simple Present. After creating and showing some sentences, the teachers may ask students to use the sentences as patterns, and get students to work in pairs and write a parallel composition about some other animals. (2) Parallel letters Get the learners to read a letter, consisting mostly of personal information, from someone looking for a pen pal. Then tell them to write a reply with their own personal information, following the format of the original letter. Another letter could ask for information about things to see and do in their city, or for information about a specific hotel, etc. (3) Picture compositions Get the learners to tell a simple story illustrated by a sequence of pictures. Ask volunteers to repeat the whole story from memory. Then get the students to write the story in pairs or groups. 3. Task-Based Learning There have been many researches to define and explain task-based learning. Willis (1996) stated that in task-based learning, students compose what they want to say, express what they think or feel. He showed that tasks remove the teacher domination and learners get chances to open and close conversations,

42 18 to interact naturally, to interrupt and challenge, to ask people to do things and to check that they have been done (Willis, 1996, p.18). By using task-based learning, teachers play the role as facilitator and give students enough opportunities to use language. Teachers give topics to the students about their real life. The students then have to accomplish tasks that are close to the real world. The real-life tasks increase students fluency and natural ability in expressing themselves. In order to apply task-based learning appropriately, teachers should know components of the Task-Based Learning framework, types of tasks and activities that can be used in class. a. Components of the Task-Based Learning Framework There are three phases of task-based learning proposed by Willis (1996) (1) Pre-task Introduction to topic and task a) The teachers introduces and defines the topic, uses activities to help students recall/learn useful words and phrases, ensures students understand task instructions, and may play a recording of others doing the same or a similar task b) The students note down useful words and phrases from the pre-task activities and/or the recording, and may spend a few minutes preparing for the task individually (2) Task Cycle Task

43 19 a) Students do the task in pairs or small groups. The students have a chance to use language they already have to express themselves and say whatever they want to say. b) Teacher monitors from a distance or by walking around. The teacher may help students to formulate what they want to say, but may not intervene to correct errors of form. Planning a) Students prepare to report to the whole class (orally or writing) how they did the task, what they decided or discovered. b) Teacher helps students to polish and correct their language by giving advice on the language or asking them to use dictionaries. Report a) Some groups present their reports to the class, or exchange written reports, and compare results. b) Teacher chairs, rephrases or gives comment on the content of their reports, but gives no overt correction. (3) Language Focus Analysis Students examine and discuss specific features of the text or transcript of the recording Practice Teacher conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis

44 20 b. Types of Tasks Willis (1996) provided six types of tasks. They are: (1) Listing This task involves two processes. The first process is brainstorming in which learners draw their own knowledge and experience either as a class or in pairs or groups. The second process is fact-finding in which learners find things out by asking each other or other people and referring to books, etc. (2) Ordering and Sorting There are four processes involved in these tasks. The first process is sequencing items, actions or events in a logical or chronological order. The second process is ranking items according to personal values or specified criteria. The third process is categorizing items in given groups or grouping them under given headings. The forth process is classifying items in different ways, where the categories themselves are not given. (3) Comparing This task involves three processes. The first process is matching to identify specific points and relate them to each other. The second process is finding similarities and things in common. The last process is finding differences. (4) Problem Solving In this task, learners analyze real or hypothetical situations, reasoning, and decision-making. They will result solutions to the problems which can then be evaluated.

45 21 (5) Sharing Personal Experiences This task encourages learners to talk freely about themselves and share their personal experiences to others. Processes involved in this task could be narrating, describing, exploring and explaining attitudes, opinions, reactions. (6) Creative Tasks These tasks are often called projects and sometimes need out-of-class activities. The tasks can involve combination of task types such as listing, ordering and sorting, comparing and problem solving. c. Types of Activities Pattison (1987) in Nunan s book (2004) provided seven types of activities. They are: (1) Questions and Answers These activities are based on the concept of creating an information gap. In the activities, learners are to discover their classmates knowledge, opinions, experiences, etc. (2) Dialogues and Role-Plays These activities can be wholly scripted or wholly improvised. However, if learners are given choices about what to say, they may be willing to participate more than when they are told to repeat a given dialogue in pairs. (3) Matching Activities In this task, learners are to recognize matching items, or to complete pairs or sets.

46 22 (4) Communication Strategies These activities are designed to encourage learners to practice communication strategies such as paraphrasing, borrowing or inventing words, using gestures, asking for feedback and simplifying. (5) Pictures and Picture Stories Many communication activities can be stimulated using pictures and picture stories. The activities can be spotting the differences, testing memory, telling a story based on sequencing pictures, etc. (6) Puzzles and Problems These activities require learners to make guesses, draw on their knowledge and personal experience, use their imagination and test their powers of logical reasoning. (7) Discussions and Decisions These activities require learners to collect and share information to reach a decision. 4. Syllabus In order to have a successful teaching and learning process, teachers need to have a guideline or a plan on what material that the students will learn. We usually call the plan as a syllabus. As Hutchinson and Waters (1987) stated in their book that a syllabus is a document which says what will be learnt (p.80). Nunan proposed another understanding of syllabus. He stated that a syllabus is a statement of content which is used as the basis for planning courses of various kinds, and that the task of the syllabus designer is to select and grade this content

47 23 (Nunan, 1988, p. 5). Therefore, a syllabus is very important for teachers to conduct a teaching-learning activity effectively. Nunan (1988, p ) provided two major types of syllabus, they are product-oriented syllabus and process-oriented syllabus. a. Product-oriented Syllabuses Product-oriented syllabuses focus on knowledge and skills that students have to master as a result of teaching-learning experience. Four syllabuses belong to product-oriented syllabuses. They are: (1) Analytic Syllabus An analytic syllabus consists of purposes for which students are learning the language. The syllabus also contains some kinds of language performance that are necessary to meet the purposes. Through this syllabus, students are presented with chunks of language. Therefore, they do not have to memorize grammatical system of language, but they are able to use the language communicatively. (2) Synthetic Syllabus Through a synthetic syllabus, different elements of language are taught separately. Students will learn each part gradually until they build up the whole structure of language. (3) Grammatical Syllabus Here, the syllabus is selected and graded according to grammatical notions of simplicity and complexity. It assumes that a language consists of a finite set of rules that can be combined in various ways to make meaning. This syllabus

48 24 focuses on only one aspect of language, that is, formal grammar, whereas there is more than one aspect of language that a student needs to use communicatively. (4) Functional-Notional Syllabus In general, functions can be described as the communicative purposes for which we use language, while notions are the conceptual meanings expressed through language. Just as the analytic syllabus, a functional-notional syllabus focuses on the communicative purposes of the students. b. Process-oriented Syllabuses Process-oriented syllabuses focus on students experiences in learning activities. Three syllabuses belong to process-oriented syllabuses. They are: (1) Procedural Syllabus This syllabus consists of the specifications of the tasks and activities that students will engage in class. This provides variety of different kinds of tasks that the students are expected to use in language. (2) Task Based Syllabus Similar to the procedural syllabus, task based syllabus is organized around tasks. This syllabus fully specifies tasks that should be carried out by the students during the learning activities. The task can be real-world task, which is important and useful in the real world such as using the telephone, and pedagogical task, which is carried out in class such as information-gap task. (3) Content Based Syllabus

49 25 This syllabus is designed according to certain subject area. It can be subject in science or social studies, or special subject such as mechanical engineering, medicine, or computing. 5. The Curriculum for Junior High School Indonesian government changes the education curriculum every ten years. The latest curriculum is 2004 curriculum that is called Competency Based Curriculum (CBC). However, the government has developed the CBC and produced new curriculum, 2006 curriculum, which still becomes a part of CBC. In this sub chapter, the writer elaborates information on the 2004 curriculum, the 2006 curriculum and structure of the 2006 curriculum, including some activities that become the point in this study. The writer puts information about 2004 curriculum because it is the root of the 2006 curriculum implementation. a Curriculum (Competency Based Curriculum) Competency Based Curriculum was firstly implemented in This curriculum provides some competencies that lead to students achievement of discourse competence, which requires the students to use the English language according to the cultural and situational context. However, this competence is always supported by the other competencies. They are actional competence, linguistic competence, sociocultural competence, and strategic competence. In CBC, the government has already formulated same competency standard, base competency and indicators for each of all education level. All school has same guidance system to carry on teaching-learning process, whereas

50 26 each school has different condition and quality. Therefore, the government improved and completed the curriculum. The 2006 curriculum is now called Kurikulum Tingkat Satuan Pendidikan (KTSP). b Curriculum as the Development of 2004 Curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP) or a School Based Curriculum is actually not a new curriculum. This is a part and a development of the 2004 Curriculum. Similar to the 2004 curriculum, government provides similar content standard (competence standard and base competency) for each of all education levels. However, in the KTSP, the indicators are different one school to another since they have different conditions. Each school has an authority to formulate the indicators based on the condition of its students. Each school will have same competency as another school, but it will have different indicators from other schools. In other words, KTSP is developed by school and school committee with reference to competence standard and content standard as well as curriculum guideline made by the Body of Education National Standard (Badan Standar Nasional Pendidikan (BSNP), 2006, p.4). The KTSP has an objective that expects students to achieve it. The objective of English subject in Junior High School is that students have the following abilities: (1) Developing communicative competence, both oral and written competence to achieve literary level of functional. (2) Having awareness on the essence and the importance of English language to increase nation s competitive ability in global society.

51 27 (3) Developing students understanding on the relationship between language and culture. c. Self-Development Activity The KTSP for Junior High School contains regular subject, local subject, and self-development activity. The self-development activity is a new activity for our education. As stated in chapter I, a self-development activity is an integrated part of curriculum structure, which is aimed to provide students with an opportunity to develop and express themselves based on their needs, talent, and interest according to the school condition (Badan Standar Nasional Pendidikan, 2006, p.8). Each school provides some activities, including English, according to students need and interests in which the students have to join one of the activities provided by their school. Based on the previous definition, the writer wants to develop the selfdevelopment activity into an activity which provides students much opportunity in speaking and a bit of writing since the two skills reveal the students ability in expressing themselves. However, this new activity seems not very clear for some teachers. The ambiguity appears because the self-development seems not to have a big difference from the regular subject and extracurricular activities. Yet, the self-development activity is different from both regular and extracurricular activities. (1) The Difference between Self-Development Activity and Regular Subject

52 28 Regular activity has more time allotment than the self-development activity does. The regular subject is allocated in four hours learning per week, while the self-development activity is equivalent to two hours learning per week. The two activities must be followed by students. Both activities are also included in the curricular activity. However, they are different. Even though the self-development activity is compulsory, only students who are interested in English will follow this English class since there are other kinds of activities. Nevertheless, all students have to follow English learning in the regular subject even though they are not interested in English. Therefore, the teaching-learning materials must be different. Even though the teachers have competence guidance for creating the materials in both activities, the instructors of the self-development activity have more authority to develop the materials. Meanwhile, the regular teacher has exact time to achieve certain competencies. Since students of self-development activity are interested in English, the teacher can develop some topics that meet students needs and interests. The materials can also help students to get a better achievement in the regular subject. (2) The Difference between Self-Development Activity and Extracurricular Activity The self-development activity is allocated inside regular classes, while extracurricular activity is carried out after school. Besides, self-development activity is compulsory for students, while extracurricular activity is only an

53 29 optional. Since the self-development activity is compulsory, teachers are required to create interesting and enjoyable learning activities that are able to attract students and motivate them to follow the activity in all meetings. The achievement in this activity is able to influence the result of students final grade report. (3) Material Differences among Self-Development Activities, Extracurricular Activities, and Regular English Subjects In the regular English subjects, teachers are required to finish a set of topics and materials since there will be a final test followed by students. For some schools, the materials sometimes burden their students since they have many to accomplish. Therefore, every school makes an extracurricular activity with less material that helps students in their English learning. Sometimes the materials are not prepared well and not related to their regular English subject. In this study, the writer would like to design a set of materials for a selfdevelopment activity that improve the extracurricular activity. The most materials will be related to the regular subject materials so that they will help students achievement in class. However, the quantity is not as much as the quantity in the regular English subject. The writer will put additional materials that help students to get involved in social communication. 6. Instructional Design Models Before designing an instructional design, a material designer should know the steps to design it. There are some models of instructional designs. Two of them are the models of Kemp and Yalden.

54 30 a. Kemp s Model Kemp (1977) explained that there are eight plans in an instructional design. They are: 1. Consider goals, and then list topics, stating the general purposes for teaching each topic. 2. Enumerate the important characteristics of the learners for whom the instruction is to be designed. 3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes. 4. List the subject content that supports each objective. 5. Develop pre-assessments to determine the student s background and present level of knowledge about the topic. 6. Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. 7. Coordinate support services such as budget, personnel facilities, equipment and schedules to carry out the instructional plan. 8. Evaluate students learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. The Kemp s theory can be summarized in figure 2.1

55 31 Evaluation Goals, Topics, and General Purposes Learner Characteristics Support Service Revise Learning Objective Teaching/ Learning Activities, Resources Pre- Assessment Subject Content Figure 2.1 Kemp s Model (Kemp, 1977: 9) b. Yalden s Model Yalden (1987) stated that in order to understand the process of constructing a communicative syllabus, it is best to start at the next higher level in the language-learning/language-teaching process, that is by examining the overall process of planning a second-language program (p. 88). He suggested seven stages in a language program development. They are: 1. Needs survey. 2. Description of purpose. 3. Selection/development of syllabus type. 4. Production of a proto-syllabus. 5. Production of a pedagogical syllabus. 6. Development and implementation of classroom procedures. 7. Evaluation.

56 32 The Kemp s theory can be summarized in figure 2.2 Needs survey Description of purpose Selection/ development of syllabus type Production of a protosyllabus Production of a pedagogical syllabus Development and implementation of classroom procedures Evaluation Figure 2.2 Yalden s Language Program Development (Yalden, 1987:88) The detail description of Yalden s language program development can be seen in table 2.1 Table 2.1 Yalden s Stages in Language Program Development Stage Description I II Needs Survey Description of purpose to be prepared in terms of 1. student characteristics 2. student skills on entry to and on exit from the program III Selection or development of syllabus type in term of IV and physical constraints on the program. IV The proto-syllabus: description of language and language use to be covered in the program. V The pedagogical syllabus: development of teaching, learning and testing approaches.

57 33 1. development of teaching materials (as far as possible) 2. development of testing sequence and decisions on testing instruments VI a) Development of classroom procedures 1. selection of exercise types and teaching techniques 2. preparation of lesson plans 3. preparation of weekly schedules b) Teacher training: briefings or workshops on 1. principles 2. desired outcome 3. exploitation/creation of teaching material VII Evaluation 1. of students 2. of program 3. of teaching VIII Recycling stage 1. congruence or fit between goals set and student performance is determined 2. content is reassessed 3. materials and methodological procedures are revised

58 34 c. Comparison between Kemp s and Yalden s Model Kemp and Yalden have several similarities in their instructional design models. From the previous discussion, the writer found four major similar characteristics. They are learner characteristics, the development of subject content (teaching material), evaluation and revision. Kemp put learner characteristics in the second plan of his instructional design model, while Yalden put learner characteristics in the same stage as Kemp that is in the second stage. In the fourth plan, Kemp had already designed subject content (dealing with teaching material), while Yalden developed the teaching material in the fifth stage. The last plan (the eighth plan) of Kemp s model was given for evaluation as well as for the revision. Yalden put the evaluation in the eighth stage and put the revision (the recycling stage) in the following stage (the last stage). B. Theoretical Framework The purpose of this study is to produce a set of English instructional materials for the eighth grade students of Junior High School in a selfdevelopment activity. Therefore, the writer needs to have plans in designing the materials. The writer tries to combine the models of Kemp and Yalden to be used in the designing a set of English instructional materials for the eighth grade students of Junior High School in a self-development activity. The combined plan will be: 1. Conducting Needs Survey (Yalden s model) First, the writer conducts needs survey by doing interview to some English teachers and some eighth grade students.

59 35 2. Determining Goals, List Topics, and State General Purposes for Each Topic (Kemp s model) After getting the result of needs analysis, then the writer can list some topics to teach. Then, the writer determines the goals and general purposes for each meeting. 3. Specifying Learning Objectives (Kemp s model) After stating the general purposes, the writer specifies learning objectives. 4. Listing Subject Contents (Kemp s model) After knowing the topics, the writer can list the subject content for each topic. 5. Selecting Teaching-Learning Activities (Kemp s model) After having the materials from the previous steps, the writer selects the teaching-learning activities, so that the materials can be delivered effectively. 6. Preparing the Lesson Plans (Yalden s model) To make the teaching-learning activities run efficient, the writer prepares the lesson plans as guidance in conducting a lesson. 7. Designing the Instructional Materials (Yalden s model) After all sources are completed, the writer designs the instructional materials using task-based learning. 8. Evaluating the Materials (Yalden s model) The next step is to evaluate the materials. The writer conducts the evaluation by distributing a questionnaire some English teachers and English lecturers.

60 36 9. Revising the Materials (Kemp s model) After having the feedback from the evaluation process, the writer considers some of the feedback to revise the materials. The combined plan can be summarized in figure Conducting Needs Survey 2. Determining Goals, List Topics, and State General Purposes for Each Topic 3. Specifying Learning Objectives 4. Listing Subject Contents 5. Selecting Teaching- Learning Activities 6. Preparing the Lesson Plans 7. Designing the Materials 8. Evaluating the Materials 9. Revising the Materials Figure 2.3 The combined plan used to design the English instructional materials.

61 CHAPTER III METHODOLOGY This chapter presents the methodology used in this research. This chapter will discuss in detail about research method, research respondents, setting, data gathering instruments, data analysis techniques, and research procedures. A. Method This study deals with two main problems. The first problem is how to design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity. The second problem is how to present the designed materials. To solve the problems, the writer set up a method namely research and development (R & D). Borg and Gall (1983) stated that educational research and development (R & D) was a process used to develop and validate educational products (p.772). It consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data so that the product can be used in schools. The major steps in the R & D cycle are as follows: 1. Research and information collecting Includes review of literature, classroom observations, and preparation of report of state of the art. 2. Planning Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing. 3. Develop preliminary form of product Includes preparation of instructional materials, handbooks, and evaluation devices. 37

62 38 4. Preliminary field-testing Conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed. 5. Main product revision Revision of product as suggested by the preliminary field-test results. 6. Main field-testing Conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjetcs precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate. 7. Operational product revision Revision of product as suggested by main field-test results. 8. Operational field testing Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and analyzed. 9. Final product revision Revision of product as suggested by operational fieldtest results. 10. Dissemination and implementation Report on product as professional meeting and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control. In this study, the writer took the first five steps namely research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision.

63 39 These steps have similarities with the steps in the Kemp s and Yalden s instructional design models which had been modified in this study. The writer used the modified model to design the materials. The five steps in this R&D cycle were used in the whole process of this study as presented in the Research Procedure in the last part of this chapter. The relationship between the combined Kemp s and Yalden s models and R & D cycle is shown in figure 3.1. The Writer s Model Conducting Needs Survey R & D Cycle 1. Research and information collecting 2. Determining Goals, List Topics, and State General Purposes for Each Topic 3. Specifying Learning Objectives 2. Planning 4. Listing Subject Contents 5. Selecting Teaching- Learning Activities 3. Developing preliminary form of a product 6. Preparing the Lesson Plans 7. Designing the Materials 4. Preliminary field testing 8. Evaluating the Materials 5. Main product 9. Revising the Materials revision Figure 3.1 Relationship between the writer s design model and R & D cycle

64 40 To design a set of English instructional materials for the eighth grade of Junior High School students in a self-development activity, the writer employed a survey research as a means to collect the data. Gay (1992) defined a survey as an attempt to collect data from members of a population in order to determine the current status of that population with respect to one or more variables (p. 219). In teaching-learning surveys, Brown (2002) defined surveys as any procedures used to gather and describe the characteristics, attitudes, views, opinions, and so forth of students, teachers, administrators, or any other people who are important to a study (p. 142). The writer conducted two surveys in this research. They were pre-design and post-design survey. 1. Pre-design Survey The writer did pre-design survey as a needs survey. The survey was aimed to obtain students interests needs in learning English. The writer conducted the survey by doing informal interview with some English teachers and some eighth grade students which results supported the data of pre-design survey. 2. Post-design Survey The writer did post-design survey to evaluate the designed materials. The survey was aimed to obtain teachers feedback, comment, and evaluation on the designed materials. The writer conducted the survey by distributing and gathering questionnaires to English teachers and English lecturers of Sanata Dharma University.

65 41 B. Research Respondents The respondents of this research were the eighth grade students of SMP Negeri 1 Yogyakarta, the English teachers of SMP Negeri 1 Yogyakarta and some English lecturers of Sanata Dharma University. The students were needed in the needs survey. The teachers were needed in the needs survey and needed to give feedback on the designed materials. The lecturers were needed to give feedback on the designed materials from other point of views. C. Setting This research had been conducted at SMP Negeri 1 Yogyakarta. The time for this research was allocated on May 2008-September D. Data Gathering Instruments Surveys typically take the form of interviews or questionnaires or both (Brown, 2002, p. 142). Therefore, the writer used two instruments in this research. The writer employed two forms of interview and questionnaires to obtain data from the respondents. 1. Questionnaire The writer designed questionnaires for some English teachers and English lecturers. The questionnaire was employed in the post-design survey to obtain teachers and lecturers opinion about the designed materials. There are two kinds of questionnaires, namely open-ended and closed-ended questionnaire. Brown (2002) stated that questionnaires may also include open-response items in the

66 42 form of fill-in and short-answer questions, but generally speaking, questionnaires are predominantly made up of more closed-response items such as Likert scales, multiple-choice, yes-no, and ranking (p. 142). This research employed both types. There were several questions that should be answered based on the choices, and other several questions to be answered based on their own opinions, experiences, and thoughts. 2. Interview The writer conducted the informal interview with some eighth grade students to get their needs and activities they like to do in English class. The writer conducted the interview with some English teachers. This technique was employed in the pre-design survey to obtain the teachers opinions about an expected self-development activity and what kind of materials that was needed and appropriate to the students. E. Data Analysis Techniques The writer used qualitative and quantitative data analysis technique to analyze data from questionnaire and interview. 1. Qualitative Data Analysis Technique The result from open questionnaire and open-ended interview was analyzed using qualitative technique. The writer summarized the data to find common features and characteristics of the students and teachers answers. The result of the analysis was used to both design and evaluate the materials.

67 43 2. Quantitative Data Analysis Technique The result from the closed questionnaire was analyzed using quantitative technique. The result was formed into descriptive statistics. Descriptive statistics are used to characterize or describe a set of numbers in terms of central tendency (Brown, 2002: 123). There are three statistics used to find central tendency, namely mean, median, and mode. Mean is the sum of all values in a distribution divided by the numbers of values. Median is the point in the distribution below which 50% of the values lie and above which 50% lie. Mode is that value in a set of numbers that occurs most frequently. Since the mean is mostly used, this study will employ Mean as the statistic to find the central tendency. The formula of Mean is written as follows: M = ΣX N Where: M = mean Σ = sum of (or add up) X = values N = number of values Then, the writer could get the data of the respondents opinion and mean. The data would be presented in the form of the following table: No Respondent s opinion on Central Tendency N M

68 44 F. Research Procedures There were some procedures that had been taken in this research. The procedures were adapted from R & D cycle. 1. Research and information collecting. The writer read some books and references to gain knowledge related to this study. The writer also used internet for finding information about this study. The writer conducted interviews to some eighth grade students and English teachers to get the students needs. 2. Planning. materials. The writer stated the topics and the objectives of the English instructional 3. Developing preliminary form of a product. The writer designed a set of instructional materials based on the result of the interview with the students and teachers. 4. Preliminary field testing. After the design was ready, the writer presented the materials to some English teachers and English lecturers and distributed evaluation questionnaire to them. 5. Main product revision. Using the data of evaluation questionnaire, the writer revised and improved the design materials. Finally, the writer was able to present the final version of materials for the eighth grade students in a self-development activity.

69 CHAPTER IV RESULTS AND DISCUSSION The writer divides this chapter into four parts. The first part presents the elaboration of steps in designing a set of English instructional materials using task-based learning for the eighth grade students of junior high school in a self development activity. The second part presents the findings of the evaluation on the designed materials. The third part presents the discussion of the results of the analysis and evaluations. The fourth part presents the final version of the designed materials. A. The Elaboration of Steps in Designing a Set of English Instructional Materials Using Task-Based Learning for the Eighth Grade Students of Junior High School in a Self Development Activity In designing the materials, the writer took nine steps. They were (1) conducting needs survey, (2) determining goals, listing topics, and stating general purposes for each topic, (3) specifying learning objectives, (4) listing subject content, (5) selecting teaching-learning activities, (6) preparing lesson plans, (7) designing the materials, (8) evaluating the materials, and (9) revising the materials. Each step will be elaborated as follows: 1. Conducting Needs Survey The writer identified the principles of a self development activity and the students needs according to the teachers understanding and opinions. The writer 45

70 46 also gathered information from some students as the representatives the survey group. The survey was carried out by conducting an informal interview to two English teachers of SMP N 1 and three representatives from the students. a. Interview with the teachers From the informal interview with the teachers, the writer found out that some school did not conduct the self development activity in the morning class. Though there are some schools that conduct the activity in the regular class, most schools conduct the activity after school hours as they conduct an extracurricular activity. According to the teachers opinions, there is no big difference between a self development activity and an extracurricular activity. The schools do not allocate some of their fund for the new activity, so they just conduct the extracurricular activity to provide more opportunities for students to learn English. Moreover, the writer asked some questions related to teaching learning process. They were: 1) The activities in the English class The teachers said that the activities were mostly about speaking. The teacher and the students always had discussions and sharing about certain topics delivered by the teachers. Sometimes they had group discussions and some other times they had individual sharing. 2) The materials in the activities Most of the teachers used a handout compilation in the beginning of the meetings. However, the handouts were not well kept. Therefore, teachers no

71 47 longer used any manual and created certain topics to discuss. The topics were mostly about some events or news happened around that time. 3) The teaching technique used by the teachers and liked by the students Most of the teachers often used class discussions. The teacher started to open the discussion by sharing his/her opinion about certain topics to stimulate the students to talk. However, when trying to stimulate the students to talk, some teachers seemed to talk more that the students did. 4) The topics needed by the students in their level (eighth grade of junior high school) The teachers said that the eighth grade students had to be able to communicate in a simple way about their life and their surroundings. The topics should be about up-to-dated things to attract the students to learn English. 5) The problems that occur in the self development activity The teachers found some problems that occurred in the activities. The problems were: a) The ability among students was different. The smarter students would get more involved in the discussions. The less smart students, then, got less attention. b) Students had limited vocabularies to be actively involved in the discussion. By not having handouts or manuals, teachers sometimes did not provide numbers of vocabularies that could be used by the students.

72 48 c) Teachers sometimes failed to deliver the materials in an attractive way. The condition sometimes created boredom in the teaching learning process and students got less enthusiastic to involve in the process. Teachers also did not have media to conduct the activity. d) Some schools did not allocate some money to have varieties of activities like outing or inviting native speakers that can attract the students motivation to speak in English. b. Interview with the students From an informal interview with the students, the writer found that the use of materials or handouts was needed and useful for them to help them learn English easier. They could get some vocabularies or useful expressions that could be used in certain topics. There were some topics that were needed by the students to learn and to master. The topics were (1) telling past experience and events, (2) describing things, people, and places, (3) asking, giving, and refusing opinion and suggestions, (4) giving, replying compliments, and congratulating someone, (5) asking and giving procedure, (6) asking, giving, and refusing things and services, (7) giving, accepting, and refusing invitations, and (8) asking, giving, and denying information. Some of the students did not really like group discussion and preferred having class discussions. They did not like problem solving because they did not feel confident to speak more using English. However, some other students liked having problem solving activity because they could practice to use their English.

73 49 They also liked doing role-play because they could practice their confidence in speaking in front of many people. 2. Determining Goals, Listing Topics, and Stating General Purposes for Each Topic After conducting needs survey, the writer determined the goal for the whole meeting, which was to help them master the simple communicative competence to interact with their society. Based on the needs survey from the teachers and students, eight topics were selected and presented in this study. Table 4.1: List of the Topics Units Topics Unit Titles 1 Asking, Giving, and Declining Pass the Sugar, Please Things and Services 2 Giving, Accepting, and Declining Invitations 3 Talking about Past Experience and Events 4 Asking, Giving, and Denying Information 5 Giving, Replying Compliments, and Congratulating Someone Come in Time We Got Rich on Lebaran Day I ve Got News for You I Really Like Your Voice 6 Describing People and Things That s Really Spooky! 7 Asking, Giving, and Refusing Opinions and Suggestions I Wanna Have a New Cell Phone 8 Asking and Giving Procedure How Do You Operate This? After listing the topics, the writer stated the general purposes of each topic. Table 4.2: List of the General Purposes Units Topics General Purposes 1 Asking, Giving, and Declining The students are able to express

74 50 Things and Services 2 Giving, Accepting, and Declining Invitations 3 Talking about Past Experience and Events 4 Asking, Giving, and Denying Information 5 Giving, Replying Compliments, and Congratulating Someone meaning in asking, giving, and declining things and services The students are able to express meaning in giving, accepting, and declining invitations The students are able to express meaning in a short recount text The students are able to express meaning in asking, giving, and denying information The students are able to express meaning in giving, replying compliments, and congratulating 6 Describing People and Things The students are able to express meaning in a short descriptive text 7 Asking, Giving, and Refusing Opinions and Suggestions The students are able to express meaning in asking, giving, and refusing opinions and suggestions 8 Asking and Giving Procedure The students are able to express meaning in a procedural text 3. Specifying Learning Objectives After stating the general purposes for each topic, the writer specified the learning objectives. The specific learning objectives were written in the lessons plan (in appendix) in the term of indicators. The writer used the term indicators because the new curriculum, the School Based Curriculum, used the term indicators instead of specific learning objectives. The details of specific learning objectives (indicators) for each topic are listed in the table 4.3. Table 4.3: List of the Indicators Units Topics Indicators 1 Asking, Giving, and The students are able to

75 51 Declining Things and Services 2 Giving, Accepting, and Declining Invitations 3 Talking about Past Experience and Events 4 Asking, Giving, and Denying Information 5 Giving, Replying Compliments, and Congratulating Someone 6 Describing People and Things 7 Asking, Giving, and Refusing Opinions and Suggestions 8 Asking and Giving Procedure 1.ask things 2.give things 3.decline things 4. ask services 5. give services 6. decline things The students are able to 1. give invitations 2. accept invitations 3. decline invitations The students are able to 1.ask from a short recount text 2.answer orally from a short recount text 3.produce a short recount monologue The students are able to 1.ask information 2.give information 3.deny information The students are able to 1.give compliments 2.reply compliments 3.congratulate someone The students are able to 1.describe people 2.describe things The students are able to 1.ask opinions 2.give opinions 3.refuse opinions 4.state agreement 5.ask suggestions 6.give suggestions 7.refuse suggestions 8.state disagreement The students are able to 1.ask procedure 2.give procedure

76 52 4. Listing Subject Contents The writer listed subject contents that would be used in each unit. There were four types of activities that represented the three cycles in task-based learning. The activities were Flashback and Think of It that represented the Pretask, Speak Up that represented the Task Cycle, and On Your Own that represented the Language Focus. The list of subject content can be clarified as follows: a. Flashback This was a warming-up activity that helped students to recall their words or knowledge related to the topics. Here, the teacher gave questions based on students experience in certain situations. b. Think of It This part provided some conversation that consisted of phrase or expressions that would be learnt in the topics. The teacher would ask the students to recognize the phrases and expressions in the conversations. There was also a note of phrases and expressions that were commonly used in each topic. c. Speak Up This part consisted of two activities, Pair-Work and Group-Work. Here, the students had to practice the phrase and expressions they had learnt in a form of pair-dialogues and role-plays. The aim was that the students were encouraged to speak in English. d. On Your Own

77 53 This section was aimed to review what students got in each meeting. There was an exercise that was done individually to check students understanding what they had learnt. 5. Selecting Teaching-Learning Activities After having the materials, the writer selected teaching-learning activities to be conducted in class. Some of the activities were made by the consideration of the needs analysis. The writer also adopted some activities from many sources in order to make the teaching-learning process enjoyable. The teaching-learning activities can be seen in appendix. 6. Preparing the Lesson Plans In order to conduct the lessons efficiently, a teacher need to have a controller or guidance during the teaching. Therefore, the writer prepared the lesson plans, so that the teacher would know what to do exactly in class. The lesson plans are presented in the appendix. 7. Designing the Instructional Materials After finishing the previous steps, the writer started to design the instructional materials. The writer designed eight units of task-based instructional materials. The designed materials can be seen in the appendix. 8. Evaluating the Materials After designing the materials, the writer evaluated the materials and the process of the teaching-learning activities by distributing questionnaires to the English teachers. The respondents were expected to give their judgments and opinions toward the designed materials.

78 54 9. Revising the Materials After getting the data from the respondents, the writer revised and improved the designed materials. B. The Finding of the Evaluation on the Designed Materials After designing the materials, the writer distributed them to the participants. The writer distributed a questionnaire to three evaluators to get evaluation, opinion and suggestions. 1. Description of the Participants The participants were two English teachers of SMP Negeri 1 Yogyakarta and an English lecturer of Sanata Dharma University. The writer stated the description of the participants in the following table: Table 4.4: Description of the Participants Participants Educational Teaching Experience (in years) Background S1 S > Teachers Lecturer Description of the Data The questionnaire was used to obtain data of the evaluation of the designed materials. In this questionnaire, the participants gave the evaluation by choosing the representative number ranging 1 to 5 as the measurements points. The measurements points are:

79 55 5 : strongly agree with the statement 4 : agree with the statement 3 : doubt with the statement 2 : disagree with the statement 1 : strongly disagree with the statement The result of the evaluation was clarified in the table below: Table 4.5: The Description of the Data No Respondent s Evaluation Central Tendency N Mn 1 The basic competencies are well formulated The indicators are well formulated The topics are well arranged The materials are suitable and appropriate for the 3 4 eighth grade students of Junior High School. 5 The language function used in each unit has been presented properly. 6 The materials are able to improve the students communicative skills. 7 The tasks/activities are well elaborated and provide the opportunity for the students to speak much. 8 The steps in giving instructions are clear and 3 4 helpful for the teacher and the students. 9 The number of activities in each unit has been sufficient for the time given. 10 Generally, the materials are well arranged. 3 4 Grand Mean 3.87

80 56 Besides giving evaluation, the participants were also given opportunity to give their opinion and suggestions on the designed materials. They were: a. Decreasing time allotment for the pre-teaching activities and providing more opportunities in the whilst-teaching. b. Varying the numbers of group work for each meeting. The members for each group consisted of not only three students, but could be less or more than that. c. Providing more pictures related to the situations to attract students interests. d. Providing vocabularies and expressions likely to be used in Role Plays. Some of the dictions were difficult and had not been used in the eighth grade of junior high school. e. Mentioning the language functions at the beginning of each unit, not just in the syllabus. f. Including competencies standard, basic competencies, and indicators in the syllabus. g. The indicators in the lesson plans needed to be improved to be able to measure students achievement. C. Discussion on the Results of the Survey In this part, the writer discussed the process of analyzing the result and considering the suggestions to revise and improve the materials. The data formulated in table 4.5 showed that the average degree of agreement was ranged from 3.4 to 4.7. The data showed the grand mean on the designed materials was The writer, therefore, could draw a conclusion that the designed materials were acceptable.

81 57 Based on the participants suggestions, the writer made some revisions and improvements in order to get better materials. Most of the suggestion were accepted and used for the improvement. However, there were also few suggestions that were not used. All of the acceptance and refusal were made using some consideration. The results of the revisions were: 1. Revising the lesson plans, rearranging the time allotment, and stating more detailed indicators for each unit. 2. Varying the numbers of group members into three, four, or five students at the maximum. The more members in a group, the less effective the process run. 3. Giving enough pictures in each pages of the unit. Too many pictures in a page would distract students focus on the speaking practice. 4. Providing some words related to the situations in the role-play. However, the writer would not provide expressions in the role-play since the expressions had already been provided in the Think of It part and it was the time for the students to practice what they had learnt. 5. Checking the words to be used in the materials. However, some of the difficult words would not be omitted. By keeping those words, the students could enrich their vocabulary mastery. 6. Revising the syllabus D. The Presentation of the Designed Materials The final version of the designed materials was able to answer the second problem stated in chapter one that was What does the designed set of English

82 58 instructional materials for the eighth grade students of Junior High School in a self-development activity look like? The final version was presented after some revision based on the evaluation given by the teachers. The designed materials consisted of 8 units as stated below: Unit 1 : Pass the Sugar, Please (asking, giving, and declining services) Unit 2 : Come in Time! (giving, accepting, and declining invitations) Unit 3 : We Got Rich on Lebaran Day (telling past experience) Unit 4 : I ve Got News for You (asking, giving, and denying information) Unit 5 : I Really Like Your Voice (giving and replying compliments, and congratulating someone) Unit 6 : That s Really Spooky (describing people and things) Unit 7 : I Want to Have a New Cell Phone (asking, giving, and refusing information) Unit 8 : How Do You Operate This? (asking and giving procedure) The subject content of the designed materials consisted of 4 kinds of activities. They were: 1. Flashback 2. Think of It 3. Speak Up 4. On Your Own The complete version of the designed materials can be seen in the appendix.

83 CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion of this research and the writer s suggestion to English teachers of Junior High School and other researchers who conduct a similar research. A. Conclusion The purpose of this study was to design a set of English instructional materials using task-based learning for the eighth grade students of Junior High school in a self development activity. There were two problems to be answered in this research. The first was how a set of English instructional materials using taskbased learning for the eighth grade students of Junior High school in a self development activity was designed. The second was what the designed materials looked like. In order to answer the first problem, the writer combined and modified the instructional design models of Kemp and Yalden to make the new instructional design model. The steps of the new model were: (1) Conducting Needs Survey, (2) Determining Goals, Listing Topics, and Stating General Purposes for Each Topic, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching-Learning Activities, (6) Preparing the Lesson Plans, (7) Designing the Materials, (8) Evaluating the Materials, and (9) Revising the Materials. 59

84 60 The second problem was to present a set of English instructional materials using task-based learning for the eighth grade students of Junior High school in a self development activity. The evaluation was conducted by distributing and gathering questionnaire to two English teachers of SMP Negeri 1 Yogyakarta and a lecturer of Sanata Dharma University. The assessment of the participants opinion used five points argument. The result showed that the grand mean was It meant that the designed materials were acceptable and suitable for the eighth grade students of Junior High School though it needed revisions and improvements. The suggestions from the participants were used to revise and improve the materials. The designed materials consisted of Students Book that was intended for the students and Teacher s Manual that helped the teachers to deliver the materials easily. There were eight units in the designed materials. They were (1) Pass the Sugar, Please (asking, giving, and declining services), (2) Come in Time! (giving, accepting, and declining invitations), (3) We Got Rich on Lebaran Day (telling past experience), (4) I ve Got News for You (asking, giving, and denying information), (5) I Really Like Your Voice (giving and replying compliments, and congratulating someone), (6) That s Really Spooky (describing people and things), (7) I Want to Have a New Cell Phone (asking, giving, and refusing information), and (8) How Do You Operate This? (asking and giving procedure). Each meeting had four sections: Flashback, Think of It, Speak Up, and On Your Own. Those sections represented the three phases of task-based learning.

85 61 B. Suggestion The writer would like to give some suggestions to English teachers of Junior High School who want to apply the designed materials and future researcher of English Language Education who like to conduct a similar research. 1. For English Teachers Since English has been taught in the elementary school, the junior high school students have got enough vocabularies and phrases. Therefore, teachers do not need to avoid giving new vocabularies that are considered as difficult for their level. Enrich the students with new vocabularies in every meeting. Since this designed material is using task-based learning, teachers should know their role as a facilitator. Teachers should avoid having long speech to the students and give the students more opportunities to speak in English. It is better for the teacher to create enjoyable teaching learning activities and to give encouragement for the students to be active in class. The teachers should let the students say what they feel and think freely without giving them too much correction. Mistakes are parts of learning, so teachers may give correction in a positive way. It is better to correct the students mistake after they finish talking to practice their confidence. 2. For Further Researchers It is suggested for the further researchers to implement the materials and conduct the research in other schools with different situations. Further researchers should carefully conduct the needs analysis to get the appropriate materials, teaching strategy, and learning activities.

86 62 REFERENCES Akhmadi, Ali. (2004). Smart Steps, the Smartest Way to Learning English. Bandung: Ganeca Exact Azar, B.S. (1989). Understanding and Using English Grammar. New Jersey: Prentice Hall Regents Azar, B.S. (1992). Fundamentals of English Grammar-Second Edition. New Jersey: Regents/Prentice Hall Badan Standar Nasional Pendidikan. (2006). Standar Isi. Jakarta: Unpublished book. Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition. New York: Longman Brown, J.D., & Rodgers, T.S. (2002). Doing Second Language Research. Oxford: Oxford University Press. Carver, T.K. (1998). Conversation Book 1, English in Everyday Life-Revised Third Edition. New York: Prentice Hall Regents Davies, P., & Pearse, E. (2000). Success in English Teaching. Oxford: Oxford University Press. Day, R.R, & Yamanaka, J. (1998). Impact Issues. Hongkong: Longman Asia ELT Day, R.R, & Yamanaka, J. (1999). Impact Topics. Hongkong: Longman Asia ELT Ellis, C.A., & Reed, C. (2003). New Directions for Writers. New York: Longman Ely. (2000). Designing Pronunciation Materials for the First Grade of Junior High School Students. Unpublished Sarjana Pendidikan Thesis. Yogyakarta: Sanata Dharma University. Gagne, R.M., & Briggs, L.J. (1974). Principles of Instructional Design. New York: Holt, Rinehart and Winston, Inc. Gay, L.R. (1992). Educational Research: Competencies for Analysis and Application. New York: Macmillan Publishing Company. Harjanti, A.N. (2007). Pioneer. Jakarta: Unpublished workbook.

87 63 Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning- Centred Approach. Cambridge: Cambridge University Press. Jones, P.W. (1995). Grammar Games and Activities for Teachers. London: Penguin Books. Keller, E. & Warner, S.T. (2002). Conversation Gambits. Boston: Thomson Corporation. Kemp, J.E. (1977). Instructional Design. Belmont, California: Fearon-Pitman Publishers, Inc. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press. Nunan, D. (2003). Practical English Language Teaching. New York: Contemporary. Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. Riddell, D. (2003). Teach Yourself: Teaching English as a Foreign/Second Language. London: Hodder Education Selliger, H.W., & Shohany, E. (1989). Second Language Research Methods. Oxford: Oxford University Press. Tillit, Bruce and Mary Newton Bruder. (1985). Speaking Naturally. Cambridge: Cambridge University Press. Willis, J. (1996). A Framework for Task-Based Learning. London: Longman. Yalden, J. (1987). The Communicative Syllabus: Evaluation, Design, and Implementation. New Jersey: Prentice-Hall International. Internet Sources: (retrieved on 7 February 2009, 12:54 a.m.) (retrieved on 7 February 2009, 1:02 a.m.)

88 APPENDICES

89 64 Appendix 1 Permission Letter

90

91 66 Appendix 2 Instruments of Needs Survey

92 67 INSTRUMENT OF INTERVIEW (for the students) 1. Apakah materi yang diberikan dalam kegiatan pengembangan diri / ekstrakurikuler saat ini sudah dapat membantu anda dalam belajar bahasa Inggris? Apakah alasannya? 2. Aktifitas apa yang ingin anda rubah dalam kelas bahasa Inggris? Apakah alasannya? Role-play (bermain peran) Group discussion (diskusi kelompok) Class discussion (diskusi kelas) Questions and answers (tanya jawab) Pair-work (berpasangan) Problem solving (menyelesaikan masalah) 3. Aktifitas apa yang ingin anda pertahankan dalam kelas bahasa Inggris? Apakah alasannya? Role-play (bermain peran) Group discussion (diskusi kelompok) Class discussion (diskusi kelas) Questions and answers (tanya jawab) Pair-work (berpasangan) Problem solving (menyelesaikan masalah)

93 68 4. Bagaimana urutan materi yang ingin anda pelajari? Urutkan dari yang paling ingin anda pelajari. No. Urut Asking, giving, refusing service and things (Meminta, memberi, menolak jasa dan barang) Giving, accepting, refusing invitation (Memberi, menerima, menolak undangan) Producing monologue on recount (Bercerita pengalaman atau kejadian yang sudah terjadi) Accepting and denying facts (Mengakui dan mengingkari fakta) Asking, giving, denying information (Bertanya, memberi, menolak memberi informasi) Giving, replying compliments, and congratulating someone (Memuji, membalas pujian, dan mengucapkat selamat) Asking, giving, bargaining price (Bertanya, menjawab, menawar harga) Describing people and things (Mendeskripsikan orang dan benda) Asking, giving, and refusing opinion and suggestions (Bertanya, menjawab, dan menolak pendapat dan saran) Asking, giving, and declining permission (Meminta, memberi, dan menolak ijin) Asking and giving procedure (Bertanya dan menjelaskan prosedur/cara membuat atau mengoperasikan sesuatu) INSTRUMENT OF INTERVIEW (for the teacher)

94 69 1. Apakah sudah ada program pengembangan diri untuk kelas VIII? 2. SUDAH: a. Program apa yang saat ini sedang berlangsung? Apa sajakah aktivitasnya? b. Bagaimana respon dari tiap siswa? c. Apakah yang menjadi hambatan/kendala/kekurangan dari program ini? d. Apakah yang menjadi penunjang/kelebihan dari program ini? 3. BELUM: a. Apakah ada kegiatan sejenis dengan pengembangan diri? b. Mengapa sekolah tidak mengadakan program pengembangan diri khususnya bahasa Inggris? Apakah ada hambatan? c. Aktifitas pengembangan diri yang bagaimana yang ideal/diharapkan tepat bagi siswa kelas VIII? d. Apakah dengan dilaksanakannya program ini dapat membantu siswa untuk lebih mampu dan berani mengekspresikan diri menggunakan bahasa Inggris? 4. Menurut bapak/ibu, apakah yang menjadi kebutuhan yang harus bisa dikuasai oleh siswa kelas VIII? 5. Silabus yang saat ini digunakan apakah sudah sesuai/dapat memenuhi kebutuhan atau belum? 6. Menurut ibu, apakah yang menjadi perbedaan signifikan dari pengembangan diri dan ekstrakurikuler?

95 70 Appendix 3 Questionnaire of Evaluation

96 71 QUESTIONNAIRE OF MATERIALS EVALUATION FOR ENGLISH TEACHERS & LECTURERS The questionnaire is intended to obtain the feedback about the designed material to improve the materials. As a participant of this research, you are asked to state your judgment towards these designed materials that are enclosed. Respondent s Identity Name Occupation Educational background Teaching experience * circle the appropriate one : : * teacher / lecturer : * diploma / S1 / S2 / S3 / other : years You are asked to choose one of the opinions by giving a check ( ) according to the degrees of agreement, which are categorized as follows: 5 = strongly agree with the statement 4 = agree with the statement 3 = doubt with the statement 2 = disagree with the statement 1 = strongly disagree with the statement No Respondent s Evaluation 1 The basic competencies are well formulated. 2 The indicators are well formulated. 3 The topics are well arranged. 4 The materials are suitable and appropriate for the eighth grade students of Junior High School. 5 The language function used in each unit has been presented properly. 6 The materials are able to improve the students Degree of Agreement

97 72 communicative skills. 7 The tasks/activities are well elaborated and provide the opportunity for the students to speak much. 8 The steps in giving instructions are clear and helpful for the teacher and the students. 9 The number of activities in each unit has been sufficient for the time given. 10 Generally, the materials are well arranged. 1. What are your opinions about the designed materials? 2. What are your suggestions or expectations to improve the designed materials? Thank You

98 73 GAMBARAN UMUM Studi ini berjudul Designing A Set Of English Instructional Materials Using Task-Based Learning For The Eighth Grade Of Junior High School Students In A Self Development Activity. Pada intinya penulis membuat atau mendisain materi pengajaran untuk kegiatan Pengembangan Diri Bahasa Inggris yang memberi tekanan pada keterampilan berbicara siswa-siswi SLTP kelas 8. A. LATAR BELAKANG Sejak tahun 2006, pemerintah mencoba menyempurnakan Kurikulum Berbasis Kompetensi dengan mengurangi ataupun menambah aspek di dalamnya. Menurut Badan Standar Nasional Pendidikan (2006), komponen dalam kurikulum terdiri dari mata pelajaran, muatan lokal, dan pengembangan diri. Pengembangan diri bertujuan memberikan kesempatan kepada peserta didik untuk mengembangkan dan mengekspresikan diri sesuai dengan kebutuhan, bakat, dan minat setiap peserta didik sesuai dengan kondisi sekolah. Dalam pelaksanaannya, banyak pihak guru yang merasa bahwa pengembangan diri ini tidak jauh berbeda dengan kegiatan ekstrakurikuler yang dilaksanakan setelah jam sekolah berakhir atau pada sore hari. Namun ada beberapa sekolah yang sudah meletakkan pengembangan diri ini dalam jam pelajaran regular atau di pagi hari. Hal ini pun terkadang memunculkan ketidakpastian perbedaan antara pengembangan diri dengan mata pelajaran reguler. Ketidakpastian program ini membuat beberapa sekolah meniadakan pengembangan diri, khususnya pengembangan diri bahasa Inggris. Padahal program ini sangat penting bagi para siswa. Permasalahan yang lain adalah guru dituntut untuk mampu menciptakan aktivitas belajar yang menyenangkan agar siswa percaya diri dan mau mencoba untuk mengembangkan dan mengekspresikan diri, terutama perasaan, pemikiran, ataupun pendapatnya, dalam hal ini adalah dengan menggunakan bahasa Inggris.

99 74 Salah satu tujuan pelajaran bahasa Inggris SLTP adalah untuk mengembangkan kompetensi komunikatifnya, baik kompetensi lisan maupun tulis. Kompetensi tersebut ditunjukkan melalui keterampilan receptive, yaitu mendengarkan dan membaca, dan keterampilan productive, yaitu berbicara dan menulis. Akan tetapi guru cenderung mengabaikan keterampilan productive terutama berbicara karena sebagian waktu digunakan untuk mempelajari tata bahasa dan pemahaman membaca. Karenanya, penulis membuat lebih banyak aktivitas berbicara dan beberapa aktivitas menulis untuk membantu guru dalam melaksanakan aktivitas pengembangan diri. B. TUJUAN Tujuan yang ingin dicapai dari pembuatan materi ini diantaranya adalah: 1. Menyediakan alternatif materi pengajaran bahasa Inggris khususnya untuk keterampilan berbicara. 2. Membantu meningkatkan kemampuan berbicara dalam bahasa Inggris bagi siswa. C. ISI Materi pengajaran ini terdiri atas 8 unit. Setiap unit digunakan untuk satu pertemuan yang berdurasi 2x40 menit (80 menit). Unit-unit tersebut adalah: Unit1 Unit2 Unit3 Unit4 Unit5 Unit6 Unit7 Unit8 Pass the Sugar, Please! Come in Time! We Got Rich in Lebaran Day I ve Got News for You I Really Like Your Voice That s Really Spooky I Wanna Have a New Cell Phone How Do You Operate This?

100 75 Setiap unit terdiri dari 5 bagian, yaitu; a. Flashback Bagian ini merupakan warming-up activity yang menuntun siswa untuk masuk ke dalam topik yang akan dibahas. Flashback ini berupa pertanyaan tentang pengalaman siswa dalam beberapa situasi. Flashback merupakan tahap Pre-task dalam komponen Task-Based Learning. b. Think of It Bagian ini menyediakan contoh-contoh percakapan yang mengandung ungkapan yang akan dipelajari dalam topik. Siswa nantinya akan diajak untuk mengenali ungkapan-ungkapan tersebut. Bagian ini akan menyertakan catatan tentang ungkapan-ungkapan yang lazim digunakan dalam tiap topiknya. Think of It merupakan tahap Pre-task dalam komponen Task-Based Learning. c. Speak Up Bagian ini terdiri dari dua aktivitas, yaitu Pair-work dan Group-work. Di bagian inilah siswa mulai mempraktekan ungkapan-ungkapan yang telah mereka pelajari dalam bentuk percakapan berpasangan atau membuat role-play. Tujuannya adalah agar siswa terpacu untuk berbicara bahasa Inggris. Speak Up merupakan tahap Task Cycle dalam komponen Task-Based Learning. d. On Your Own Bagian ini bertujuan untuk me-review apa saja yang telah didapat siswa dalam masing-masing pertemuan. Aktivitas disini dilakukan secara perorangan untuk mengetahui pemahaman yang dimiliki tiap siswa. On Your Own merupakan tahap Language Focus dalam komponen Task- Based Learning.

101 76 Appendix 4 Syllabus

102 77

103 78

104 79

105 80 Appendix 5 Lesson Plan

106 81 LESSON PLAN UNIT 1 Meeting 1 Topic : Asking, Giving, and Declining Things and Services Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : 3. The students are able to express meaning in an interpersonal conversation in order to interact with their community. A. Basic Competence 3.1 The students are able to express meaning in an interpersonal conversation accurately and fluently in order to interact with their community involving the use of asking, giving, and declining things and services. B. Indicators The students are able to: identify the expressions of asking, giving, and declining things and services in formal and informal situations ask for things and services using appropriate expression give things and services using appropriate expression refuse giving things and services using appropriate expression create a conversation about asking, giving, and declining things and services perform the role-play based on the given situation complete the given dialogues using the appropriate expressions C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of asking, and giving things and services 3. The teacher asks about the students experiences of asking, and declining things and services 4. The teacher discusses Flashback part from the textbook 1. The students reply the greeting. 2. The students answer the question 3. The students answer the question 4. The students actively follow the discussion

107 82 5. The teacher asks the students to read dialogs in the textbook 6. The teacher asks about the situation and the expressions used in the dialogs 7. The teacher mentions and explains common expressions used in this topic Whilst Teaching 1. The teacher mentions some situations that will be used in pair-work activity 2. The teacher asks the students to work in pairs producing dialogs based on the given situation 3. The teacher asks four students to perform a dialog they have practiced 4. The teacher asks the students to make a group of three 5. The teacher asks the students to create a mini role play using their own situation and gives three situations as examples for the students 6. The teacher asks the students to perform the role play in front of the class 7. The teacher gives comments for all performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to complete some dialogs orally 3. The teacher pre closes the lesson 4. The teacher closes the lesson E. Media Textbook, Relevant pictures Whiteboard and board marker 5. The students read the dialogs in pairs 6. The students mention the situation and expressions used in the dialogs 7. The students listen to the teacher 1. The students listen to the teacher 2. The students producing dialogs based on the given situation 3. The four students perform the dialog and the others listen and give response 4. The students make groups of three 5. The students create a mini role play using their own situation or using the given situation from the teacher 6. The students perform the role play 7. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students complete the dialogs orally 3. The students listen to the teacher 4. The students reply the closing TOTAL

108 83 F. Evaluation The process in creating and preparing the role play Performing a role play G. Sources Azar, B.S. (1989). Understanding and Using English Grammar. New Jersey: Prentice Hall Regents Azar, B.S. (1992). Fundamentals of English Grammar-Second Edition. New Jersey: Regents/Prentice Hall

109 84 LESSON PLAN UNIT 2 Meeting 2 Topic : Giving, Accepting, and Declining Invitations Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : 3. The students are able to express meaning in an interpersonal conversation in order to interact with their community. A. Basic Competence 3.2 The students are able to understand and produce an interpersonal conversation accurately and fluently in order to interact with their community involving the use of giving, accepting, and declining invitations. B. Indicators The students are able to: identify the expressions of giving, accepting, and declining things and services in formal and informal situations invite someone in formal and informal situations using appropriate expression accept invitations in formal and informal situations using appropriate expression decline invitations in formal and informal situations using appropriate expression create dialogues based on the given situations create an interesting invitation card complete the given dialogues using the appropriate expressions C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of giving and accepting oral invitations 3. The teacher asks about the students experiences of giving and refusing oral invitations 1. The students reply the greeting. 2. The students answer the question 3. The students answer the question 1 2 4

110 85 4. The teacher discusses Flashback part from the textbook 5. The teacher asks the students to read dialogs in the textbook 6. The teacher asks about the situation and the expressions used in the dialogs 7. The teacher mentions and explains common expressions used in this topic Whilst Teaching 1. The teacher mentions some situations that will be used in pair-work activity 2. The teacher asks the students to work in pairs producing dialogs based on the given situation 3. The teacher asks four students to perform a dialog they have practiced 4. The teacher asks the students to make a group of three 5. The teacher shows examples of invitation cards and explain the elements of the cards 6. The teacher asks the students to create an attractive invitation card based on a given event. 7. The teacher asks the students to show and explain the invitation card in front of the class 8. The teacher gives comments for all cards and performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to complete some dialogs orally 3. The teacher pre closes the lesson 4. The teacher closes the lesson 4. The students actively follow the discussion 5. The students read the dialogs in pairs 6. The students mention the situation and expressions used in the dialogs 7. The students listen to the teacher 1. The students listen to the teacher 2. The students produce dialogs based on the given situation 3. The four students perform the dialog and the others listen and give response 4. The students make groups of three 5. The students pay attention to the cards and the teacher s explanation 6. The students create an attractive invitation card based on a given event 7. The students show and explain the invitation card in front of the class 8. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students complete the dialogs orally 3. The students listen to the teacher 4. The students reply the closing TOTAL

111 86 E. Media Textbook, Papers Invitation Cards Whiteboard and board marker F. Evaluation Performing the dialogues G. Sources Tillit, Bruce and Mary Newton Bruder Speaking Naturally. Cambridge: Cambridge University Press

112 87 LESSON PLAN UNIT 3 Meeting 3 Topic : Talking about Past Experience and Events Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : 4. The students are able to express meaning in a short descriptive and recount text and monologue in order to interact with their community. A. Basic Competence 4.2 The students are able to understand and produce a short descriptive and recount text and monologue accurately and fluently in order to interact with their community. B. Indicators The students are able to: retell the dialogue using their own words identify tenses in the text know the past form of verbs pronounce the words correctly tell their past experience using correct verbs ask questions about something in the past find the twenty words in the puzzle C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about what the students felt during the today s classes. 3. The teacher discusses Flashback part from the textbook 4. The teacher asks the students to read a dialog in the textbook 5. The teacher asks the students to explain about the dialogue 6. The teacher asks one of the students to read a text in the 1. The students reply the greeting. 2. The students share their feeling 3. The students actively follow the discussion 4. The students read the dialogs in pairs 5. The students explain the dialogue with their own words 6. The student reads the text loudly and clearly

113 88 textbook 7. The teacher asks the students about tenses used in the text and discuss the sentences 8. The teacher mentions and explains the way to express the past events Whilst Teaching 1. The teacher asks the students to make a group of five 2. The teacher mentions some situations that will be used in group-work activity 2. The teacher asks the students to have a group discussion, sharing and asking about the event they chose. 3. The teacher asks one student from each group to share his experience to the whole class 4. The teacher gives comments for the students stories Post Teaching 1. The teacher asks the students to mention some past verbs they have got in the lesson 2. The teacher asks the students to find the twenty past verbs from the box in the textbook 3. The teacher pre closes the lesson 4. The teacher closes the lesson 7. The students actively follow the discussion 8. The students listen to the teacher 1. The students make groups of five 2. The students listen to the teacher 2. The students do the group discussion 3. The students share their experience to the whole class 4. The students listen the teachers and add some comments of their own 1. The students mention some past verbs they have got in the lesson 2. The students find the twenty words 3. The students listen to the teacher 4. The students reply the closing TOTAL 80 E. Media Textbook Whiteboard and board marker F. Evaluation Telling the students past experience G. Sources Azar, B.S. (1989). Understanding and Using English Grammar. New Jersey: Prentice Hall Regents Harjanti, A.N., S.Pd. (2007). Pioneer. Indonesia: Unpublished workbook

114 89 LESSON PLAN UNIT 4 Meeting 4 Topic : Asking, Giving, and Denying Information Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : 9. The students are able to express meaning in a short interpersonal conversation in order to interact with their community. A. Basic Competence 9.1 The students are able to express meaning in an interpersonal conversation accurately and fluently in order to interact with their community involving the use of asking, giving, and denying information. B. Indicators identify the expressions of asking, giving, and denying information ask for information using yes-no questions ask for information using information questions give information using appropriate expression refuse giving information using appropriate expression create a conversation based on the given situations perform the role-play based on the given situation arrange jumbled words in the correct order form questions based on the jumbled words C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of asking and giving information 3. The teacher asks about the students experiences of asking and denying information 4. The teacher discusses Flashback part from the textbook 5. The teacher asks the students to 1. The students reply the greeting. 2. The students answer the question 3. The students answer the question 4. The students actively follow the discussion 5. The students read the

115 90 read dialogs in the textbook 6. The teacher asks about the situation and the expressions used in the dialogs 7. The teacher mentions and explains common expressions used in this topic dialogs in pairs 6. The students mention the situation and expressions used in the dialogs 7. The students listen to the teacher 5 8 Whilst Teaching 1. The teacher explains rules of a game in the pair-work task 2. The teacher asks the students to start and so the task 3. The teacher discusses the result of the pair-work task 4. The teacher asks the students to make a group of three 5. The teacher explains about the group-work task 6. The teacher asks the students to start and do the task 7. The teacher asks the students to perform their task 8. The teacher gives comments for all performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to arrange the jumbled words orally 3. The teacher pre closes the lesson 4. The teacher closes the lesson E. Media Textbook, worksheet Whiteboard and board marker F. Evaluation Performing a role play 1. The students listen to the teacher 2. The students do the task 3. The students actively follow the discussion 4. The students make groups of three 5. The students pay attention to the teacher 6. The students do the task 7. The students perform their task 8. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students arrange the words orally 3. The students listen to the teacher 4. The students reply the closing TOTAL

116 91 G. Sources Azar, B.S. (1992). Fundamentals of English Grammar-Second Edition. New Jersey: Regents/Prentice Hall Jones, P.W. (1995). Grammar Games and Activities for Teachers. England: Penguin Books Tillit, Bruce and Mary Newton Bruder. (1985). Speaking Naturally. Cambridge: Cambridge University Press

117 92 LESSON PLAN UNIT 5 Meeting 5 Topic : Giving, Replying Compliments, and Congratulating Someone Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : 3. The students are able to express meaning in an interpersonal conversation in order to interact with their community. A. Basic Competence 3.2 The students are able to understand and produce an interpersonal conversation accurately and fluently in order to interact with their community involving the use of giving compliments and congratulating someone. B. Indicators The students are able to identify the expressions of giving and responding to compliments and congratulating someone compliment someone using appropriate expression respond the compliment using appropriate expression congratulate someone using appropriate expression create a conversation about the given situations perform the role-play based on the given situation complete the given dialogues using the appropriate expressions C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of asking and replying compliments 3. The teacher asks about the students experiences of congratulating someone 4. The teacher discusses Flashback part from the textbook 1. The students reply the greeting. 2. The students answer the question 3. The students answer the question 4. The students actively follow the discussion

118 93 5. The teacher asks the students to read dialogs in the textbook 6. The teacher asks about the situation and the expressions used in the dialogs 7. The teacher mentions and explains common expressions used in this topic Whilst Teaching 1. The teacher explains rules of a game in the pair-work task 2. The teacher asks the students to start and so the task 3. The teacher discusses the result of the pair-work task 4. The teacher asks the students to make a group of three 5. The teacher explains about the group-work task 6. The teacher asks the students to start and do the task 7. The teacher asks the students to perform their task 8. The teacher gives comments for all performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to complete the dialogues 3. The teacher pre closes the lesson 4. The teacher closes the lesson 5. The students read the dialogs in pairs 6. The students mention the situation and expressions used in the dialogs 7. The students listen to the teacher 1. The students listen to the teacher 2. The students do the task 3. The students actively follow the discussion 4. The students make groups of three 5. The students pay attention to the teacher 6. The students do the task 7. The students perform their task 8. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students complete the dialogue 3. The students listen to the teacher 4. The students reply the closing TOTAL 80 E. Media Textbook Whiteboard and board marker F. Evaluation Doing group discussion G. Sources Tillit, Bruce and Mary Newton Bruder. (1985). Speaking Naturally. Cambridge: Cambridge University Press

119 94 LESSON PLAN UNIT 6 Meeting 6 Topic : Describing People and Things Class : VIII Time : 2 x 40 minutes Skill : Speaking and Writing Competence Standard : 4. The students are able to express meaning in a short descriptive and recount text and monologue in order to interact with their community. A. Basic Competence 4.2 The students are able to understand and produce a short descriptive and recount text and monologue accurately and fluently in order to interact with their community. B. Indicators The students are able to identify the expression of describing people and things describe people and things based on the given situations using adjectives describe people and things based on the given situations using verbs create a role-play on the given situation write a letter to their friends, about self-description C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of describing people 3. The teacher asks about the students experiences of describing things 4. The teacher discusses Flashback part from the textbook 5. The teacher asks the students to read dialogs in the textbook 1. The students reply the greeting. 2. The students answer the question 3. The students answer the question 4. The students actively follow the discussion 5. The students read the dialogs in pairs

120 95 6. The teacher asks about the situation and the expressions used in the dialogs 7. The teacher mentions and explains common expressions used in this topic Whilst Teaching 1. The teacher mentions some situations that will be used in pair-work activity 2. The teacher asks the students to start and do the task 3. The teacher discusses the result of the pair-work task 4. The teacher asks the students to make a group of three 5. The teacher explains about the group-work task 6. The teacher asks the students to start and do the task 7. The teacher asks the students to perform their task 8. The teacher gives comments for all performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to write a letter about students description 3. The teacher pre closes the lesson 4. The teacher closes the lesson E. Media Textbook Whiteboard and board marker F. Evaluation Doing group discussion 6. The students mention the situation and expressions used in the dialogs 7. The students listen to the teacher 1. The students listen to the teacher 2. The students do the task 3. The students actively follow the discussion 4. The students make groups of three 5. The students pay attention to the teacher 6. The students do the task 7. The students perform their task 8. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students write the letter 3. The students listen to the teacher 4. The students reply the closing TOTAL

121 96 G. Sources Akhmadi, Ali Drs. et al. (2004). Smart Steps, The Smartest Way to Learning English. Bandung: Ganeca Exact Carver, T.K. (1998). Conversation Book 1, English in Everyday Life-Revised Third Edition. New York: Prentice Hall Regents (retrieved on 7 February 2009, 12:54 a.m.)

122 97 LESSON PLAN UNIT 7 Meeting 7 Topic : Asking, Giving, and Refusing Opinions and Suggestions Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : 3. The students are able to express meaning in an interpersonal conversation in order to interact with their community. A. Basic Competence 3.1 The students are able to express meaning in an interpersonal conversation accurately and fluently in order to interact with their community involving the use of asking, giving, and refusing opinion. 3.2 The students are able to understand and produce an interpersonal conversation accurately and fluently in order to interact with their community involving the use of agreeing and disagreeing. B. Indicators The students are able to identify the expressions of asking, giving, and refusing opinions and suggestions in the dialogue ask for opinions and suggestions using the appropriate expressions give opinions and suggestions using the appropriate expressions make dialogues based on the given situations create a role-play based on the given situation perform the role-play identify the expression of agreement and disagreement in the dialogues express their agreement and disagreement complete a conversation using expressions they have learnt C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of asking, giving, and agree on an opinion or suggestion 1. The students reply the greeting. 2. The students answer the question 1 2

123 98 3. The teacher asks about the students experiences of asking, giving, and disagree on an opinion or suggestion 4. The teacher discusses Flashback part from the textbook 5. The teacher asks the students to read dialogs in the textbook 6. The teacher asks about the situation and the expressions used in the dialogs 7. The teacher mentions and explains common expressions used in this topic Whilst Teaching 1. The teacher mentions some situations that will be used in pair-work activity 2. The teacher asks the students to start and do the task 3. The teacher discusses the result of the pair-work task 4. The teacher asks the students to make a group of three 5. The teacher explains about the group-work task 6. The teacher asks the students to start and do the task 7. The teacher asks the students to perform their task 8. The teacher gives comments for all performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to complete the conversation 3. The teacher pre closes the lesson 4. The teacher closes the lesson 3. The students answer the question 4. The students actively follow the discussion 5. The students read the dialogs in pairs 6. The students mention the situation and expressions used in the dialogs 7. The students listen to the teacher 1. The students listen to the teacher 2. The students do the task 3. The students actively follow the discussion 4. The students make groups of three 5. The students pay attention to the teacher 6. The students do the task 7. The students perform their task 8. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students complete the conversation 3. The students listen to the teacher 4. The students reply the closing TOTAL

124 99 E. Media Textbook Whiteboard and board marker F. Evaluation Doing group discussion G. Sources Carver, T.K. (1998). Conversation Book 1, English in Everyday Life-Revised Third Edition. New York: Prentice Hall Regents Day, R.R. & Yamanaka, J. (1998). Impact Issues. Hong Kong: Longman Asia ELT Day, R.R. & Yamanaka, J. (1999). Impact Topics. Hong Kong: Longman Asia ELT Keller, E. & Warner, S.T. (2002). Conversation Gambits. Boston: Thomson Corporation (retrieved on 7 February 2009, 1:02 a.m.)

125 100 LESSON PLAN UNIT 8 Meeting 8 Topic : Asking and Giving Procedure Class : VIII Time : 2 x 40 minutes Skill : Speaking Competence Standard : The students are able to express meaning in a procedural text and monologue in order to interact with their community. A. Basic Competence 8.1 The students are able to express meaning in an interpersonal conversation accurately and fluently in order to interact with their community involving the use of asking and giving procedure. B. Indicators The students are able to: identify the expressions of asking and giving procedure in the dialogues give procedure of doing things ask how to do or operate things mention transitional words create a role-play based on the given situations complete the given recipe C. Materials Text Book D. Teaching Learning Activities Teacher s Activities Students Activities Time Pre Teaching 1. The teacher greets the students 2. The teacher asks about the students experiences of asking and giving procedure 3. The teacher discusses Flashback part from the textbook 4. The teacher asks the students to read dialogs in the textbook 5. The teacher asks about the situation and the expressions used in the dialogs 1. The students reply the greeting. 2. The students answer the question 3. The students actively follow the discussion 4. The students read the dialogs in pairs 5. The students mention the situation and expressions used in the dialogs

126 The teacher mentions and explains common expressions used in this topic Whilst Teaching 1. The teacher mentions some situations that will be used in pair-work activity 2. The teacher asks the students to start and do the task 3. The teacher discusses the result of the pair-work task 4. The teacher asks the students to make a group of three 5. The teacher explains about the group-work task 6. The teacher asks the students to start and do the task 7. The teacher asks the students to perform their task 8. The teacher gives comments for all performances Post Teaching 1. The teacher asks the students to mention expressions they have got in the lesson 2. The teacher asks the students to complete the recipe 3. The teacher pre closes the lesson 4. The teacher closes the lesson E. Media Textbook Whiteboard and board marker F. Evaluation Doing role-play 6. The students listen to the teacher 1. The students listen to the teacher 2. The students do the task 3. The students actively follow the discussion 4. The students make groups of three 5. The students pay attention to the teacher 6. The students do the task 7. The students perform their task 8. The students listen the teachers and add some comments of their own 1. The students mention expressions they have got in the lesson 2. The students complete the recipe 3. The students listen to the teacher 4. The students reply the closing TOTAL 80 G. Sources Carver, T.K. (1998). Conversation Book 1, English in Everyday Life-Revised Third Edition. New York: Prentice Hall Regents

127 102 Appendix 6 Presentation of Instructional Materials Design

128 ENGLISH INSTRUCTIONAL MATERIALS FOR THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL STUDENTS BRIGITTA GUN RINANTI

129 UNIT 1 Pass The Sugar, Please! (Asking, Giving and Declining Services and Things)

130 Unit 1 Pass the Sugar, Please. Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? What response do you probably get from your utterances? Your classmate has an electronic dictionary. You want to see it for a minute. Your friend sitting next to you bring extra pens. You want to use one for a minute. You are at your teacher s house. You want to use the phone. Your uncle has a new camera. You want to borrow it for a day. What do you want to say? You are having a family dinner and you want to have some meal which is near to your brother or sister. (Adapted from Fundamentals of English Grammar, Second Edition) Read and practice the following dialogues with your partner. Identify the expressions of asking, giving, and declining things and services. Find out whether the speakers are in the formal or informal situation. Dialogue 1 Teacher : It s getting hot here. Can you please open the window? Student : Of course, I d be happy to. Teacher : Thank you. Student : You re welcome. Dialogue 2 Father : Give me a glass of tea, please. Daughter : Sure, here you are. 2

131 Unit 1 Pass the Sugar, Please. Father : Thanks, sweetheart. Daughter : You re welcome, Dad. Dialogue 3 Mary Aunty Mary Sister Mary : Aunty, would you please accompany me to a supermarket? : I m sorry dear, I m very tired. Maybe your sister is willing to go with you. : Sist, could you accompany me, please? : I d like to, but I have an appointment with my friends. How about going to supermarket tomorrow morning? : Okay. COMMON EXPRESSIONS ASKING FOR THINGS/SERVICES Would you carry my bag, please? Would you please call me after school? Will you., please? Will you please? Could you.., please? Could you please? Can you, please? Can you please? RESPONSES POSITIVE NEGATIVE Yes, all right. Yes, of course. Yes, certainly. Of course. I d be happy to. I d be glad to. Sure (informal) Okay (informal) I m sorry, my bag is heavy, too. I d like to, but I have a lot of homework. Using imperative sentence: Open the window, please. Pass the sugar, please (Adapted from Fundamentals of English Grammar, Second Edition) We tend to use will/would when we don t know if a person is willing to help We tend to use can/could when we don t know if a person is able to help 3

132 Unit 1 Pass the Sugar, Please. Pair Work Work in pairs. Take turn to ask your partner to do or to give things from the following situations. Accept or refuse your partner s requests. Try not to make a very short dialogue. Situation 1. You are talking to one of your teachers. You want to leave class earlier today. Situation 2. You are carrying heavy packages. You want somebody to help you. Situation 3. You are in a car and your friend is driving. You want him/her to stop at the next mailbox, so you can mail a letter. Situation 4. You are trying to study. Your roommate is playing his music tapes very loudly, and this is bothering you. Situation 5. You are a teacher. You want a student to shut the door. Group Work Work in a group of three. Create a conversation about asking, giving, and declining things and services based on your own situation. The followings are examples of situation that you may use. Situation 1. You and the other two friends are in a store. Your bill is 250,000 rupiah. You have only 150,000 rupiah. You are trying to borrow some money from one of your friends, but he doesn t want to lend you any money. Try to borrow money from the other friend. 4

133 Unit 1 Pass the Sugar, Please. Situation 2. You are walking down the hall of the classroom building. You need to know what time it is, but you don t have the watch. Fortunately, you meet two of your seniors. Try to ask them and find out whether you get a good or a bad response from them. BUS Situation 3. STATION You are in the middle of a village. You are lost. You re trying to find a bus station. You stop someone on the street to ask for directions. It turns out that the person is also lost. Both of you finally try to find the directions from another person. Complete the dialogues. Use a polite question in each. Use the expression in the list or your own words. answer the phone for me turn it down say that again turn the volume up 1. John : The phone is ringing, but my hands are full. Jane : John : Jane : 2. Ben : I m trying to study, but the radio is too loud. Tom : Ben : Tom : 5

134 Unit 1 Pass the Sugar, Please. 3. Sister : I m trying to listen to the news on television, but I can t hear it. Brother: Sister : Brother: 4. Mandy : Hi. Sandy : Hi. Walabaxitinpundoozit. Mandy : Excuse me? Sandy : Walabaxitinpundoozit. Mandy : I m sorry, but I don t understand. Did You Know? A toilet is one of the households that already existed in the age of Ancient Rome. 6

135 UNIT 2 Come In Time! (Giving, Accepting, and Declining Invitation)

136 Unit 2 Come in Time! Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? What response do you probably get from your utterances? You have already been a new student for a month. You want to ask some of your friends to hang out and treat them for a dinner. You are going to celebrate your birthday. You want your best friends to come to your party. Your parents want to have a dinner. They want you to invite your teacher to come to the dinner. Read and practice the following dialogues with your partner. Identify the expressions of giving, accepting, and declining an invitation. Find out whether the speakers are in the formal or informal situation. Dialogue 1 Garcia : Good morning, Miss Lana. Miss Lana : Good morning, Garcia. How can I help? Garcia : Well, it s not about school, Miss Lana. It s just that my family wants to celebrate my birthday, and we d like to invite you especially, since you are my class advisor. Would you be able to come on this Saturday? Miss Lana : I d be delighted to, Garcia. Saturday, isn t it? Garcia : Yes, Miss. If you could come around six, that would give us time to chat a while before the party. Miss Lana : That sounds fine. I ll be there around six. Garcia : That would be great! Oh, I m so pleased that you will be able to make it. 8

137 Unit 2 Come in Time! Miss Lana : Well, it should be fun. All right, I ll see you on Saturday and thank you for the invitation. Garcia : You re welcome, Miss. See you. * since = because Dialogue 2 (Don is talking to Tom by phone) Tom : Hello. Don : Hello, Tom? This is Don. How are you? Tom : Oh, hi Don. Good. How have you been? Don : Fine. Listen, Jerry and I wanted to go bowling tomorrow night, and we d love you to join us. Are you free tomorrow night? Tom : Well, it sounds like fun, but actually I ve really got a lot of homework to do now. Don : Oh, come on, Tom. It will be fun. Make you relax. You ll study better. Tom : I really can t. I ve got a math exam on Friday and I m very nervous. I don t think I can enjoy the game. But thanks a lot for thinking of me. Sorry I can t go with you. Don : Oh, don t worry about it. Maybe next time. Good luck on your exam. Tom : Thanks. See you. Don : Bye. (Taken from Speaking Naturally) EXPRESSIONS MAKING AN INVITATION ACCEPTING REFUSING More formal Less formal I d like to invite you to dinner this Saturday. I d like to invite you to come to my party. I was wondering if you d like to We re going to have a few friends over on Wednesday, and we d love you to come. Are you free on Saturday? Would you like to? How about dinner? Let s go to our place for a dinner. Thank you. I d love to. That would be wonderful. Yes, thank you. What time? Thanks, I d love to. Sounds great / OK I m awfully sorry, but I.... I wish I could, but I d like to, but... Sorry,. Oh darn!. (Taken from Speaking Naturally) 9

138 Unit 2 Come in Time! Did You Know? A Raffles flower grows very slowly. It needs 2 years for the flower to bloom. Pair Work Work in pairs. Take turn to invite your partner based on the following situations. Accept or refuse your partner s requests. Try not to make a very short dialogue. Situation 1. You have just finished moving into a new house. You want to invite your friend over to celebrate. Situation 2. You have a new friend from other country. You want to invite him/her to your house for a barbecue. Situation 3. You want to invite your teacher for a dinner, but the teacher s schedule is very full. Situation 4. You ve just bought a new Play Station. You want to invite some of your friends to your house and play the game. Group Work Work in a group of four. Choose one of the following events and create an interesting invitation card. Birthday Party Costumes Party Pajamas Party Barbeque Party Halloween Party Book Party Pool Party Café Soft Opening Movie Premiere Dance Party 10

139 Unit 2 Come in Time! Examples of Invitation Cards ICE CREAM PARTY You are invited to an Ice Cream Party Sunday morning 11 a.m till 4 p.m. at my house Come and taste yummy ice cream Love, Britney TO: Day: Sunday morning AT PIZZA PRENZIES DRESSCODE: COOK COSTUMES Complete the dialogues using your own words. 1. John : Would you like to come over for dinner tomorrow? Jane :. What time? John : Jane : 2. Ben : Tom : Oh, that would be great!? Ben : Tom : 3. Sister : Brother: Well, I had planned to go see a movie that night. Why? Sister : Brother: 11

140 UNIT 3 We Got Rich on Lebaran Day (Telling Past Experience)

141 Unit 3 We Got Rich on Lebaran Day Read the following unfinished sentences. Continue the sentences according to your own experiences. The first thing I did when I got up this morning was The last thing I did before going to sleep last night was. The last time I met my brother / my sister, he / she. The last time I met my grandpa, I I really wanted to cry when. Read the dialogue and find out what the speakers are talking about. John Beni John Beni John Beni John Beni John Beni John Beni : Hi Ben, how re you doing? : Hi John, never been better than before. (laughing) : You look so happy. You must have enjoyed the Lebaran Day. : I did. (laughing) : What happened on your Lebaran Day? : I met lots of my relatives. On the second Lebaran Day, we went around this town and visited the new Fun Park and Water Boom. We were very happy there. : That was such common activities when we re on a holiday. What made you happy like this? : Before my relatives left my house, they gave me money. I got much money from my uncles and aunties. : I see. No wonder to see you re happy like a crazy. You got rich on your Lebaran Day, didn t you? : I did. I was so lucky. (laughing) : Treat me then. You ve got much money with you right now. : Sure, let s go. 13

142 Unit 3 We Got Rich on Lebaran Day Read the text and find out what tense is used in the text. On Wednesday evening, we went to the Town Hall. It was the last day of the year and a large crowd of people had gathered under the Town Hall clock. It would strike twelve in twenty minutes time. Fifteen minutes past and then, at five to twelve, the clock stopped. The big minute hand did not move. We waited and waited, but nothing happened. Suddenly someone shouted, It s two minutes past twelve! The clock has stopped! I looked at my watch. It was true. The big clock refused to welcome the New Year. At the moment, everybody began to laugh and sing. (Taken from Pioneer Bahasa Inggris) NOTE: To retell our experience in the past, we use Simple Past Tense as in the following sentences. My family gave me much money. The big minute hand did not move. It would strike twelve in twenty minutes time. I was very lucky. Were you happy? Did you get much money? What did you do in the Lebaran Day? Where did you spend your holiday? Forms of the Simple Past Statement {I-You-She-He-It-We-They} + V2 {I-You-She-He-It-We-They} + was/were + adj/noun Negative {I-You-She-He-It-We-They} + did not (didn t) + V1 {I-You-She-He-It-We-They} + was/were+not+adj/noun Question Did {I-you-she-he-it-we-they} + V1 What did {I-you-she-he-it-we-they} + V1 Short Yes, {I-you-she-he-it-we-they} + did / was / were Answer No, {I-you-she-he-it-we-they} + didn t / wasn t / weren t (Adapted from Fundamental of English Grammar, Second Edition) 14

143 Unit 3 We Got Rich on Lebaran Day Group Work Work in a group of five. One of the members chooses an event and shares the experiences on the event. The other members may ask some questions. All members will take turn doing the sharing and may have the same event. The last Lebaran Day The last Christmas Day The last New Year Eve The most exciting birthday celebration The last school holiday A death of family member Firstly got a new cell phone The first time became a new student There are twenty past verbs in the box. The verbs are arranged horizontally, vertically, and diagonally. Can you find all? H M E T Z R E A D C S U K W E N T S G P T H R P E E W O K E P N O R C R J A O C W R F O I R E E Q K S Y O E K E F E H P V L G D L B D M W F O A Z P U T E G H B Q U U R H C I G O R A W A S X E E F A T O L D U B E N D Q N U R T F O U N D D I D 15

144 UNIT 4 I ve Got News for You (Asking, Giving, and Denying Information)

145 Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? What response do you probably get from your utterances? You are in your friend s house and you want to know where he/she got the unique statue in the living room. You are invited to your cousin s birthday, but you do not know the time and the place. You do not find your socks anywhere and you ask your father about your socks. You are not allowed to hang out with your friends. You ask the reason to your parents. Your friend is coming with her handsome/pretty friend. You want to know who he/she is. Read and practice the following dialogues with your partner. Identify the expressions of asking, giving, and denial information. Dialogue 1 (The telephone rings.) Box Office : Warner Theater. Jennifer : Yes, what are you showing this week? Box Office : Well, starting today we have Twilight and The Lost World. Jennifer : Twilight and the Lost World? I ve never heard of that movie. Who s in it? Box Office : I m sorry, but you misunderstood. Those are two movies. Twilight is the first one, and The Lost World is after that.

146 Jennifer Box Office Jennifer Box Office Jennifer Box Office : Oh, I didn t realize it was a double feature. : Yes, we always have a double feature during the week. : Could you tell me when the first one starts? : Seven-fifteen. : OK, thanks a lot. Bye. : You re welcome. Bye. (Taken from Speaking Naturally) Dialogue 2 You : Do all the buses go downtown? Stranger 1 : I don t know. I m new here. Stranger 2 : All the ones with a red sticker in the window go downtown. You : Thanks. Dialogue 3 Dean : What time is it? Sam : (holding up his empty wrist) Sorry. Dean : Thanks anyway. Dialogue 4 Denise : Hi, Brian. Did you phone me last night? Brian : Hi, Denise. Yes, I phoned you last night but you didn t answer it. Denise : I m sorry. I was sleeping when you phoned me. Why did you phone? Brian : I ve got news for you. Denise : What is that? Brian : Do you know Farris Hilton? Denise : I ve heard the name but I m not sure about it. Who is he? Brian : He was our classmate in elementary school. Denise : What happened to him? Brian : He was caught by policemen yesterday. Denise : Really? Why was he caught? Brian : He was caught because of drug abuse. Denise : How did you know that? Brian : From my aunty. Besides, the news is already in the today s newspaper. Denise : Oh my goodness. I m sorry to hear that. He was a good guy I think.

147 NOTE: To ask for information we can use both Yes/No Questions and Information Question. Yes/No Questions are questions answered by yes or no. The questions start with an auxiliary verb. - Does she live alone? - Will they come on time? - Is she going to jump from the motorbike? - Can you play violin? Information questions are using question words (where, when, what time, why, who, whom, what, which, whose, how) before the auxiliary verb. - Where does she live? - When were you born? - What time will the show begin? - Why should we study? - Whom did they see yesterday morning? - What are you doing right now? - Which car is yours? - Whose calculator is this? - How do you operate this electronic dictionary? If the answer functions as a subject, we do not use auxiliary verb after the question words. - Who opens the gate every morning? Mr. Fahri opens the gate every morning. - What happened last night? A robbery happened last night. WATCH OUT! In some countries like America, there are some topics considered personal and private. It is impolite for us to discuss about those topics. They are: Salary Age Weight Political or religious belief The cost of particular items (Speaking Naturally)

148 Pair Work Work in pairs. You will be given by your teacher a paper of four people s holiday plans. Read the instruction below about what to do with the plans. Work with a partner. Ask and answer questions to find the missing information in the tables. Before you start, work out which questions to ask, for example: - Where will Peter Brown go for his holiday? - How long will Amanda Smith stay there? - What is Kevin Blake planning to do on holiday? - How is Peter traveling? When you have finished, compare your tables. (Taken from Grammar Games and Activities for Teachers) Group Work Work in a group of three. Create a conversation about asking, giving, and denying information based on your own situation. The followings are examples of situation that you may use. Situation 1 You and the other two friends have just got back from holiday. All of you went to different places and bought unusual souvenirs. Take turn to ask and give information about the souvenirs. Situation 2 You and the two other friends are books collectors. One day, your two friends come to your house bringing their collection. All of you ask much information

149 about the collection. But, there are some secret information and you need to deny information they ask. Situation 3 There are two friends having a dinner in a new café and lounge. Because there are some unfamiliar menus, they ask some questions to the waiter/waitress. He/she, then, explains some menus offered by the café. Arrange the words and form questions. Add the correct verbs. Number one has been done for you. 1. When / she / go to school /? When does she go to school? 2. to play / the children / like / What /? 3. How often / it / rain / here /? 4. football / like / you / Why /? 5. he / Where / do / his homework /? 6. cost / How much / these books /? 7. What time / take off / the plane /? 8. your mother / come home / When /? 9. Where / live / they /? Did You Know? The first newspaper in the world is Avisa Relation oder Zeitung, publi shed in Augsburg, Jerman, since 1 5 January 1609

150 UNIT 5 I Really Like Your Voice (Giving and Replying Compliments, and Congratulating Someone)

151 Unit 5 I Really Like Your Voice Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? What response do you probably get from your utterances? You are visiting your friend s house and his/her bedroom is very big and beautiful. Your friend is bringing his new cell phone. It is the newest one and you like the cell phone very much. Your friend is in your birthday party and her dress is very beautiful. Your teacher is bringing her baby in the school party. Your friend has won a singing contest in a local television. Read and practice the following dialogues with your partner. Identify the expressions of giving and responding to compliments, and congratulating someone. Dialogue 1 Cal : Hey, man, how you doing? RC : Not too bad. How about you? What s this machine you re leaning on? Somebody pay you to look after his wheels? Cal : No. It s mine. Mine and the bank s. RC : (whistles) She s a beauty! How she drive? Cal : Like a dream. Even on the potholes around here. RC : That s great, man. Maybe you ll let me borrow her sometime. Cal : Glad you like it, but my own mother doesn t get to use it. Anybody dents it, it s going to be me. 23

152 Unit 5 I Really Like Your Voice RC Cal : Yeah, I can understand that. I d do the same if I had a machine like this. Well, see you around. : So long. man: (slang) can refer to a man or a woman wheels: (slang) car pothole: hole in the pavement on a street caused by freezing and thawing (Taken from Speaking Naturally) Dialogue 2 You : Excuse me, but I was just admiring your bag. It s really nice. Stranger : Oh, thank you. You : Would you mind telling me where you got it? I ve been looking for one like that for a long time. Stranger : It s from that luggage store down on York Avenue. You : Oh, thank you very much. Dialogue 3 Alice : Hi, Juanita! Long time no see. Juanita : Hi, Alice. Alice : Look at your hair. I just love your hair that way! Did you do it yourself? Juanita : Oh, thanks. Yes I did. Isn t yours a new cut, too? It looks great. Alice : Yes, it is. Thanks. Dialogue 4 Mother : How is the result of the writing competition, son? Son : Thank God, I get the second place, Mom. Mother : Oh, really? Congratulations, dear. I m sure you can beat hundreds of the participants. I know your ability, son. Son : Thank you, Mom. It s all because of your support, too. 24

153 Unit 5 I Really Like Your Voice COMMON EXPRESSIONS Compliment Response Returning Compliment (optional) More formal Less formal I would like to compliment you on I think your (hair) is very nice. I just love your The (chicken) is delicious. Thank you. It s nice of you to say so. Thank you, but it really isn t anything special. Thank you. Yours is even nicer. I m glad you like it. (you inspired me) It s nice to hear that from someone with your experience. I really like your! Thank you. Yours is nice, too. That s not a bad (bike) you ve got. That s neat. That s nice. That s not bad. Terrific. Thanks. Pretty good. OK! All right. Note: It is sometimes sufficient simply to say Thank you to a compliment. No further reply is required. (Taken from Speaking Naturally) Three ways to give compliments: Saying something nice about the object. Asking how the person made it or where it was bought (but not how much it costs). Asking for another look or another serving, if it is food. 25

154 Unit 5 I Really Like Your Voice Pair Work Work in pairs. Take turn to ask your partner to give or respond to a compliment from the following situations. Try to make a longer dialogue. Situation 1. A and B are good friends from school. A sees B on a new motorcycle and begins to talk with B. Situation 2. A and B are neighbors. B hears from other neighbors that A has won a big prize from a television quiz. B starts to talk to A. Situation 3. A is B s cousin. A is in B s house and sees B s shoes collections. A begins to talk to B. Situation 4. B is A s child. B has just got back from school and gets a trophy as the best student in school. A begins to talk to B. Group Work Work in a group of four. Create a conversation about giving and responding to compliments or congratulating someone based on your own situation. The following is an example of situation that you may use. Situation: There is a sport competition for Junior High School students. Your school sends some representatives for the competition. But there are only two students getting a bronze and a silver medal. The headmaster and the class advisor begins to talk to the two students who get the medals. 26

155 Unit 5 I Really Like Your Voice Complete the dialogues using your own words. Pay attention to the cues given. 1. Mike : Hi, Joe. Hey, is that a new? Joe : Mike : Joe : 2. Sandy : Well, thank you for the Ratna : Sandy : Yes, I really Ratna : 3. Bella : Della : Oh, thanks. I just lost five pounds. Bella : Della : 4. Mr. Tweed : Good morning, Jones. Jones : Mr. Tweed : Jones : Well, thank you, Mr. Tweed. But I was just doing my job. Mr. Tweed : Yes, and we re proud of you, Jones. Jones : Did You Know? The ice volume in Antarctica reaches 9 0% from the total ice in the earth. If this ice is melting, the sea level in the world will increase 60m. 27

156 UNIT 6 That s Really Spooky! (Describing People and Things)

157 Unit 6 That s Really Spooky! Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? There is a guest looking for your father, but he isn t at home. After your father is back, you want to describe the guest to him. You lose one of your novels or CDs. You ask your family to help you find it. Before that, you describe the novel or CD. Read and practice the following dialogues with your partner. Identify the expressions of describing people and things. Dialogue 1 Amelia Officer Amelia Officer Amelia Officer Amelia Officer Amelia Officer Amelia : Officer, I have lost my sister. : Well, we are going to find her. What is her name? : Her name is Emily. : How old is she? : She is thirteen. : What is she like? : She is tall and slim. She has a flat nose and round eyes. Her hair is short and wavy. : What is she wearing? : She s wearing blue jeans and a red sweater. : OK, wait for a few minutes. We ll find her. : Thank you, Sir. 29

158 Unit 6 That s Really Spooky! Dialogue 2 Host 1 : Welcome to our fashion show. Here is Maria, our first model. Host 2 : Maria is Brazilian, and today she s wearing a beautiful, light green sweater and gold pants. Host 1 : Maria also has a brown belt and a lovely yellow scarf with polka dots. She has a gold barrette in her half, and she s wearing green sandals. Audience : Yea, Maria! Way to go, Maria! Host 2 : Thank you, Maria! Now here s model number two, Adisorn, from Thailand. Adisorn is wearing blue jeans, a purple sweat shirt, and a pair of sneakers with yellow socks. Audience : All right, Adisorn! Yea! Host 1 : OK. Thanks, Adisorn. Now here s our next model, Olga, from Russia. She s wearing a light pink blouse and red skirt. Her red sunglasses look great with her pretty blouse and skirt. Audience : Yea! Beautiful! Yea, Olga! Host 2 : All our models have interesting clothes today. Now, who s next? Dialogue 3 Daniela : How many bedrooms are in your house? Martha : We have three bedrooms: one for my parents, one for my two brothers, and one for me. Daniela : Tell me about your room. Martha : It s a pretty big room. There s a blue bedcloth on the bed and curtains to match. Daniela : Do you spend a lot of time in your room? Martha : Oh, yes. I have a stereo and a TV. There s a carpet on the floor. It s very cozy. Daniela : You re lucky to have your own room. I share my bedroom with my younger sister. We have a telephone in our room, and we re always fighting over it. Martha : Well, you re lucky to have a sister to fight with! 30

159 Unit 6 That s Really Spooky! Dialogue 4 Thomas : What s good about your neighborhood, Selena? Selena : Well, my neighbors are great. They re very helpful. How about yours? Thomas : In my neighborhood, the street is very clean. Everyone is very careful with their trash. And the recycling bins are always full. Selena : What s bad about your neighborhood? Thomas : Let s see... there aren t enough parking spaces, and the street corner is dangerous. There are always accidents there. Selena : Is there a traffic light there? Thomas : No, but we need one. There s a lot of traffic all the time. Selena : Why don t you and your neighbors write a petition? NOTE: To describe a person or a thing in present, we use a Simple Present Tense or Present Continuous Tense like in the following: He is overweight. The students are naughty. The book is not thick. The house has many rooms. It doesn t have wings. They have beautiful wings. They don t have good eyesight. There is a big tree beside the house. There are three laboratories in the school. She is wearing glasses. The boys are standing behind the wall. etc. To describe a person or a thing in the past, we use a Simple Past Tense or Past Continuous Tense like in the following: She was slim. The trees were big. He had a long hair. They didn t have a house. There was a small pond in front of the building. There were monkeys in that house. He was dancing in the party. They were taking out the trash. 31

160 Unit 6 That s Really Spooky! Pair Work Work in pairs. Take turn to describe the following persons and things. A boy or a girl you have crushed on. The most annoying neighbor. A favorite place to hang out. The scariest place you have ever visited. Group Work Work in a group of three. Create a role-play using the following situations. You may create your own situation. Situation 1 There is a policeman who is looking for a murder. He/she is interviewing two eyewitnesses who saw the tragedy. They describe as many things as they remember about the murder. Situation 2 A blind date event is held in this town. There are three friends who join the event. They have the description of their daters. They share one another about the boy or girl they are going to meet at the event. Situation 3 Your school is going to have a study tour. Some of the committees are students. There are three students discussing about the place for study tour. Each person has a description of different places. 32

161 Unit 6 That s Really Spooky! You are going on a holiday trip. Write a letter to a person you haven t met before, ask him/her to meet you at the railway station or airport, and give him/her a description of yourself. Dear, Did You Know? The oldest hospital that is still functioned u ntil this day is Central Hospital (Hotel Dieu) Lyon, France (since 542). 33

162 UNIT 7 I Want to Have a New Cell Phone (Asking, Giving, and Refusing Opinions and Suggestions)

163 Unit 7 I Want to Have a New Cell Phone Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? Your father wants to buy a new motorcycle. Since there are many members in the family, he asks everybody s opinion and suggestion for the plan. You and some friends argue about giving money to beggars. Your friend has difficulties in learning English. You don t like Math, but you have to pass the class. * since = because Read and practice the following dialogues with your partner. Identify the expressions of asking, giving, and refusing opinions and suggestion as well as agreeing and disagreeing with statements. Dialogue 1 Jonah : I did my best with these pests. I don t know why you have so many cockroaches! Mandy : And the mice! This new apartment is a disaster. Jonah : Well, I sprayed a pesticide around the sink and under the counter. I think that s where the cockroaches are coming from. Mandy : What should I do about the mice? Jonah : Don t leave any food around. Try to keep all your food in plastic containers. Mandy : I know. The mice ate through a box of cereal. Jonah : And never leave dishes in the sink with food. Mandy : Yes, I found that out, too. The cockroaches just love my dirty dishes. 35

164 Unit 7 I Want to Have a New Cell Phone Dialogue 2 Scott : This camping trip is great! It s so relaxing to be out here so far from the city! Mark : I agree. This was a great idea! Nothing but earth and sky!! Look at those stars! Bella : This fire is difficult to start. Can anyone help me? Dona : Oh, no! The wood is all wet! We ll never get a fire started! Scott : Don t say that! Now that the sun is down, it s getting cold! Mark : Well, let s turn in. No use freezing... Bella : What was that noise? Scott : Sounds like a bear! Dona : There aren t any bears around here. But I wonder what it is... Dialogue 3 Bona : Hi guys! Have you got any plans where to spend our holiday? Donny : How about staying home and playing many games? Sonny : I agree with you, Donny. I think we won t spend much money if we just stay at home. Gupta : Yes, but don t you think that staying at home for a week will be boring? Why don t we go to some places? I think it s more fun than staying at home for a week. Bona : Yea, you re right, Gupta. We need to have fun after having so many exams. Have you thought about camping on a beach? Sonny : You must be joking! It s raining a lot these days. I don t want to go camping in this weather. Bona : Then, what do you suggest for our holiday? Donny : Let s think about it later. Our holiday is next week. We still have a week to think about our plans. Did You Know? People of the ancient Rome haduse d banking system to regulate their economy. 36

165 Unit 7 I Want to Have a New Cell Phone COMMON EXPRESSION: ASKING FOR OPINIONS AND SUGGESTION What do you think? What do you think about? What s your opinion? Do you agree? What can I do? / What can we do? What do you suggest? GIVING OPINIONS I think that In my opinion I personally believe I personally feel I honestly feel that I d say AGREEING I agree. That s right. So do I. That s right! So do I! I agree completely. I agree with your point about You can say that again. GIVING / OFFERING SUGGESTIONS Let s Why don t you Why don t we Why not Perhaps you could Have you thought about DISAGREEING I disagree. I don t agree with you. Really? I think that Well, I m not sure. I m afraid I disagree. Really? I m surprised you say that. Well, I don t think so. (Adapted from Impact Issues and Conversation Gambits) Pair Work Work in pairs. Take turn to ask, give and respond opinions or suggestions. You may agree or disagree with your friend. My friend and I are going to watch a movie. In my opinion, the movie will not be good to see, but my friend has a different opinion. 37

166 Unit 7 I Want to Have a New Cell Phone Every morning, I turn off the alarm, go to sleep another hour, and then I m late to school. I might get a big punishment from school. I invited my best friend for a meal yesterday evening, but she said she would study for exam. So I decided to go alone. I saw her with another friend going into a cinema. Think of a problem you have or have had. Ask your partner to suggest a solution. Group Work Work in a group of three. Create a role-play using the following situations. You may create your own situation. Role-play 1 Student A You ve just arrived in your first country at the beginning of your tour world. You re worried about money and so you d like to find a cheap hotel to stay in. Try and convince your friends that this is the best option. Student B You ve just arrived in your first country at the beginning of your tour world. You want to start your holiday in style and stay in a nice hotel. Try and convince your friends that this is the best idea. Student C You ve just arrived in your first country at the beginning of your tour world. Your friends have got different ideas about where they would like to stay. Listen to them and decide who you agree with. Role-play 2 Student A You and your two best friends belong to the same class. You are having an English test tomorrow. Your friend is asking to go to a cinema. You think that your friends should study at home and not go watching a movie. Student B You and your two best friends belong to the same class. You are having an English test tomorrow. You are asking your friends to watch a movie because you think that you don t need to learn English. Student C You and your two best friends belong to the same class. You are having an English test tomorrow. Your friends have got different ideas whether to see a movie or not. Listen to them and decide who you agree with. 38

167 Unit 7 I Want to Have a New Cell Phone The following is an incomplete conversation between Junko and Richard, the author of Impact Topics. They are arguing about the last chapter of their book. Complete the conversation using expressions that you have learnt today. Junko Richard Junko Richard Junko Richard Junko Richard Junko Richard Junko Richard Junko Richard Junko Richard Junko Richard : I m tired. : Yeah, I m tired, too. : We have one more chapter for Impact Topics. I can t think anymore. : Yeah.... Let the students choose the topic. : What do you mean, let the students choose? : You know, the students can talk about anything they want. :. That s our job. And that s their teacher s job. We have to give the students the topic. :. The students know what they like. : Well,. But they aren t teachers. They re students. Students need teachers. : Hmm maybe. But sometimes students can teach each other. : What do you mean? : Well, in this chapter, we can give students power and control. They can decide what they want to talk about. :. That won t work. Students shouldn t control their own education. : they should have some power, some control. In this chapter, they can choose the topic. : Well, that s our job. It s our book. We can t give it to students to do. : Oh, come on, Junko,. It would be different. : Let s try it. : Great! More power to students! 39

168 UNIT 8 How Do You Operate This? (Asking and Giving Procedure)

169 Unit 8 How Do You Operate This? Read the following situations. They commonly happen in your daily life. What would you say if you were in those situations? What responds you might get? You want to make a pudding, but you don t know how to make it. You ask your sister or your mom to tell the steps. Someone in public call box is having trouble trying to use the phone. You pass him and he asks you to tell how to use the phone. You want to borrow your friend s MP3 player, but you don t know how to operate it. You ask him to tell the steps. Read and practice the following dialogues with your partner. Identify the expressions of asking and giving procedure. Dialogue 1 Cunli : Mr. Han, what are you doing there? Mr. Han : I am washing a bunch of spinach now. Cunli : Oh. What will you do to the spinach, sir? Mr. Han : Come and look. I ll explain to you. First, cut the binding string with scissors. Then cut up the spinach. Next, wash each stalk of the spinach under the running water. After that, put the spinach in a sieve so that the water will release. Finally, it is ready to cook. Dialogue 2 TV Housewife : Just look at these dirty clothes! Stains everywhere! Bleaching doesn t get the stains out. How will they ever get clean? Narrator : Washo Detergent gets the dirty out! Just use Washo once and see the difference: Your whites will be whiter! Your colors will be 41