A Set of English Speaking Materials Based on Task-Based Approach for English Tutorial Students

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A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

A Thesis

Presented as Partial Fulfillment of the Requirements to obtain the Sarjana Pendidikan Degree in the English Language Education

By Christine Student Number: 031214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUGE AND ARTS EDUCATION TEACHERS TRAINING AND EDUCATION FACULTY SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

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ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : Christine Nomor Mahasiswa : 031214068

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun memberikan royalty kepada saya selamA tetap mencantumkan nama saya sebagai penulis.

Demikian pernyatan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 27 Maret 2008

Yang menyatakan

(Christine)

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STATEMENT OF WORK’S ORIGINALITY

I honestly declared that the thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, March 4, 2008

The writer,

Christine

03 1214 068

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DEDICATION PAGE

WE CANNOT DO GREAT THINGS

ONLY A SMALL THING

WITH THE GREATEST LOVE

(Mother Theresa)

This thesis is dedicated to:

My Lord, Jesus Christ

My lovely family: Mama, the late Papa, and Cie Ay

My sweetheart: Ali Candra Hanjaya

My beloved best friends

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my Lord, my

Father in Heaven, and my Savior, Jesus Christ for the greatest and endless love and blessings during the completion of this thesis. My special gratitude goes to my major sponsor Caecillia Tutyandari, S.Pd., M.Pd., and my co-sponsor Christina

Kristiyani, S.Pd., M.Pd., for their patience, help, guidance, suggestions and support in helping and guiding me to complete this thesis. I really appreciate their willingness and compassion to help me to solve my problems.

I would like to give my sincere and deepest gratitude to all the lecturers of

English Language Education Study Program for the support and guidance during my study here. I would also like to thank to my academic advisor Yohana Veniranda,

S.Pd., M.Hum., for her support and kindness during my study here. I also express my gratitude to Drs. Y.B. Gunawan, M.A., and Drs. Concilianus Laos Mbato, M.A., for helping me to finish this thesis.

I address my sincere gratitude to Ir. Drs. Hansiadi Yuli Hartanto, M. Si,

Akt., the head of Accounting Study Program Sanata Dharma University Yogyakarta.

I thank him for allowing me to do this study in Accounting Study Program of Sanata

Dharma University Yogyakarta. I would also like to thank all English tutorial students. I really spent beautiful moments with them.

My sincere and deepest gratitude are addressed to my lovely mother, Yeyet who always gives me all the best things in this world. I really thank her for every

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single prayer, endless love, patience, trust, sacrifice and financial support she has given to me. I also address my deepest gratitude to my father, the late Kampeng who taught me the meaning of life. I thank him for his love, support, and concern. My gratitude also goes to Arnih Kampeng and Andrial Kusuma, my lovely sister and brother who always give me their wise advice. I thank them for giving me love, guidance and financial support.

My very special gratitude goes to my soul mate, Ali Candra Hanjaya, S.E., who always guides me to be a better person. I thank him for his love, sacrifice, support, prayer, and very wonderful moment that we have spent together. He always gives me spirit to finish this thesis.

I also would like to express my sincere gratitude to my best friends, Moniqa

Friesta de Wanna, Seeviana Yenoriani, and Janiati for their help, support and prayer. I really appreciate the beautiful moment that we have spent together. I also give my gratitude to all my friends in English Education Study Program, especially to

Melanie, Meiske, Dudy, Fendi, Winny, Timor, for their help and support.

Christine

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TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………………… i

APPROVAL PAGE ………………………………………………………. ii

BOARD OF EXAMINERS ………………………………………………. iii

STATEMENT OF WORK’S ORIGINALITY …………………………… iv

DEDICATION PAGE ……………………………………………………. v

ACKNOWLEDGEMENTS ………………………………………………. vi

TABLE OF CONTENTS …………………………………………………. viii

LIST OF TABLES ………………………………………………………… xii

LIST OF FIGURES ………………………………………………………. xiii

ABSTRACT ………………………………………………………………. iv

ABSTRAK …………………………………………………………………. xv

CHAPTER I: INTRODUCTION ………………………………………… 1

A. Research Background ………………………………………………… 1

B. Problem Formulation ………………………………………………… 4

C. Problem Limitation …………………………………………………… 5

D. Research Objectives ………………………………………………….. 5

E. Research Benefits ……………………………………………………. 6

F. Definition of Terms …………………………………………………..

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Page

CHAPTER II: REVIEW OF RELATED LITERATURE …………… 9

A. Theoretical Description ……………………………………………….. 9

1. Speaking …………………………………………………………… 9

a. The Definition of Speaking …………………………………… 9

b. The Nature of Speaking ………………………………………. 10

c. The Theories of Teaching Speaking ………………………….. 11

2. Task-Based Approach …………………………………………….. 13

a. The Definition of Task Based on Task-Based Approach …….. 14

b. Types of Task ………………………………………………… 15

c. Framework of Task-Based Approach ………………………… 18

3. Instructional Design Model ………………………………………. 19

a. Banathy’s Model …………………………………………….. 19

b. Kemp’s Model ………………………………………………. 22

B. Theoretical Framework………………………………………………. 25

CHAPTER III: METHODOLOGY ………………………………….. 28

A. Research Method …………………………………………………… 28

B. Research Participants ……………………………………………….. 31

C. Research Setting ……………………………………………………. 32

D. Research Instrument ………………………………………………… 32

E. Data Gathering Techniques ………………………………………… 33

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Page

F. Data Analysis Techniques …………………………………………… 34

G. Research Procedure …………………………………………………. 37

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION …….. 40

A. The Steps in Designing the Materials ……………………………….. 40

1. Considering Learner Characteristics ……………………………. 41

2. Formulating Goals, Topics, and General Purposes …………….. 45

3. Specifying Learning Objectives ………………………………... 46

4. Design ………………………………………………………….. 49

5. Evaluation ……………………………………………………… 50

6. Change to Improve …………………………………………….. 50

B. The Evaluation Results of the Survey Study Administered to Evaluate

the Designed Materials …………………………………………….. 50

1. Data Presentation in the Form of Likert Scale ………………… 51

2. The Participants’ Comments and Suggestions Toward the Designed

Materials ……………………………………………………… 52

C. The Discussion on the Designed Materials Evaluation ………….. 53

D. The Presentation of the Designed Materials …………………….. 54

CHAPTER V: CONCLUSION AND SUGGESSTIONS ………… 56

A. Conclusions ………………………………………………………. 56

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B. Suggestions ……………………………………………………… 58

REFERENCES ………………………………………………………. 59

APPENDICES ………………………………………………………… 61

Appendix A ……………………………………………………………. 62

Surat Permohonan Ijin Penelitian ……………………………… 63

Appendix B ……………………………………………………………. 64

The Questionnaire for Needs Survey for the Students ………… 65

Permohonan Pengisian Kuisioner ……………………………… 68

Gambaran Umum ……………………………………………… 69

The Questionnaire for the Designed Materials Evaluation ……. 71

Appendix C ……………………………………………………………. 74

Syllabus ……………………………………………………….. 75

Lesson Plan ……………………………………………………. 77

The Designed Materials ……………………………………….. 101

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LIST OF TABLES

Page

Table 3.1 The Description of Participants ……………………………….. 32

Table 3.2 The Questionnaire Answers …………………………………... 35

Table 3.3 The Description of the Participants’ Opinion Using Central

Tendency ……………………………………………………… 36

Table 3.4 The Assessment of the Mean …………………………………. 37

Table 4.1 The Result of the Needs Survey ……………………………… 41

Table 4.2 Goals …………………………………………………………. 45

Table 4.3 General Purposes …………………………………………….. 45

Table 4.4 Learning Objectives ………………………………………….. 47

Table 4.5 The List of Participant’s Evaluation …………………………... 51

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LIST OF FIGURES

Page

Figure 2.1 Task-Based Framework ……………………………………… 18

Figure 2.2 Banathy’s Instructional design Model ……………………… 22

Figure 2.3 Kemp’s Instructional Design Model ………………………… 23

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ABSTRACT

Christine. 2008. A Set of English Speaking Materials Based on Task-Based Approach for English Tutorial Students. Yogyakarta: English Language Education Study Program Sanata Dharma University.

This study was conducted to design a set of English speaking materials for Economic faculty tutorial students Sanata Dharma University. This design was a set English speaking materials based on task-based approach which had a purpose to help the students to improve their speaking skill. There were two problems discussed in this study. First, how a set of English speaking materials based on task-based approach for English tutorial students is designed. Second, what the set of English speaking materials based on task-based approach for English speaking materials looks like. To answer the first problem, the writer applied an instructional design model which was a combination of two models from Banathy and Kemp. This instructional design model consisted of six steps. They were considering learners’ characteristics, formulating goals, topics, and general purposes, specifying learning objectives, design, evaluation, and changing to improve. The writer conducted educational research and development in order to develop a set of English speaking materials. There were two types of research administered in this study. The first type was research and information collecting in order to obtain data about students’ needs and interests in learning English language. In conducting this research, the writer distributed questionnaires to the English tutorial students. The second type was preliminary field testing which had a purpose to find out opinions, suggestions, and comments toward the designed materials. In this research, the writer distributed questionnaires to two English language lecturers of English Education Study Program Sanata Dharma University Yogyakarta and three English language instructors of LPK Global Lingua Yogyakarta. To answer the second problem, the writer presented the final version of the designed materials in the appendices. There are eight units of materials in this study. Each unit consisted of four parts. They are Knock-Knock, Talk and Talk, Focus on Language, and Talk Some More. Based on the results of the preliminary field testing, the writer made a conclusion that the designed materials were acceptable. It could be seen from the data presentation of the descriptive statistics in which the grand mean is 3.4 out of scale of 1 to 4. In the end, the writer hopes that the designed materials will be useful for the students and teachers who would like to apply these designed materials. The writer also hopes that the designed materials will inspire other researchers or instructors to develop the designed materials from another side.

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ABSTRAK

Christine. 2008. A Set of English Speaking Materials Based on Task-Based Approach for English Tutorial Students. Yogyakarta: English Language Education Study Program Sanata Dharma University.

Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran berbicara bahasa inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi khususnya yang mengikuti tutorial bahasa Inggris. Seperangkat materi pengajaran berbicara bahasa inggris berdasarkan task-based approach ini mempunyai tujuan untuk membantu siswa mengembangkan kemampuan berbicara dalam bahasa Inggris. Ada dua masalah yang dibahas dalam skripsi ini. Pertama, bagaimana seperangkat materi pengajaran berbicara bahasa Inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi yang mengikuti tutorial bahasa Inggris didesain. Kedua, bagaimana bentuk seperangkat materi pengajaran berbicara bahasa Inggris berdasarkan task-based approach bagi mahasiswa fakultas ekonomi yang mengikuti tutorial bahasa Inggris itu. Untuk menjawab permasalahan pertama, penulis menerapkan satu model desain pembelajaran, yang merupakan penggabungan dua model dari Banathy dan Kemp. Model pembelajaran itu terdiri dari enam langkah. Langkah-langkah tersebut adalah mempertimbangkan karakteristik siswa, mengembangkan tujuan, topik dan tujuan khusus pembelajaran, merincikan tujuan pembelajaran, mendesain, evaluasi, dan memperbaiki kekurangan dalam materi pembelajaran. Penulis melakukan penelitian pengembangan yang proses pengembangannya digunakan untuk mengembangkan materi. Ada dua macam penelitian dalam pembelajaran ini. Yang pertama adalah penelitian dan pengumpulan informasi yang bertujuan untuk memperoleh data tentang kebutuhan dan minat siswa terhadap pembelajaran bahasa Inggris. Dalam melaksanakan penelitian ini, penulis menyebarkan kuisioner kepada siswa-siswa yang mengikuti tutorial bahasa Inggris. Yang kedua yaitu penelitian untuk mengevaluasi materi pembelajaran yang telah disusun. Penelitian ini bertujuan untuk mengumpulkan pendapat-pendapat, saran- saran, dan masukan-masukan tentang materi pembelajaran yang telah disusun. Untuk penelitian ini, penulis membagikan kuisioner kepada dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma dan tiga instruktur bahsa Inggris dari LPK Global Lingua Yogyakarta. Untuk menjawab permasalahan kedua, penulis menyajikan versi terakhir dari seperangkat materi pembelajaran di lampiran. Setiap unit materi terdiri dari empat bagian yaitu Knock-Knock, Talk and Talk, Focus on Language, dan Talk Some More. Berdasarkan hasil penelitian setelah perancangan materi, penulis menyimpulkan bahwa materi ini dapat diterima dengan baik. Hal ini dapat dilihat dari sajian data statistik deskriptif di mana total rata-rata adalah 3.4 dari skala 1 sampai 4.

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Pada akhirnya, penulis mengharapkan bahwa seperangkat materi pengajaran ini dapat berguna bagi siswa dan guru yang akan menggunakan materi pengajaran ini. Penulis juga berharap bahwa seperangkat materi ini dapat memberi inspirasi bagi para peneliti dan instruktur lainnya untuk mengembangkan materi pengajaran ini dari sisi yang lain.

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study, which is divided, into seven parts. They are research background, problem formulation, problem limitation, research objectives, research benefits and the last is definition of terms.

A. Research Background

In this study, the writer is interested in focusing on speaking skill. The first reason is that “to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to speak and interact orally in a foreign language” (Nunan, 1991:

39). The second reason is that of all the four skills (listening, speaking, reading, and writing), speaking or oral communication skill seems to be the most important and most foreign language learners are primarily interested in learning to speak (Nunan

1999: 8).

Then, many people feel that speaking in a new language is harder than reading, writing, or listening. It is because speaking takes place in actual situation so the speaker cannot rearrange and evaluate what he or she wants to say (Nunan, 2003:

48). Besides that, speaking skills must be developed as soon as possible in order to assist the development of the other English skills. As Widdowson (1979: 60) says that speaking and listening are basic since the aim of the language course is language for

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communication. The other reason why the main focus in this study is on speaking skill is that learning a language is learning how to be able to speak in that language, to interact with the language and make the language become a unity with the person who learns it. Thus, the writer decides to choose speaking skill as the main focus in designing the materials.

Nevertheless, mastering speaking skills is not an easy job. From the writer’s experiences, lack of grammar and vocabulary might be the two main problems for the

English learners to master speaking. The other obstacle might be that most of the

English learners in Indonesia rarely practice speaking English in their daily life.

Besides that, a number of learners are sensitive and therefore are easily embarrassed if found to be in error or not understood (Rivers, 1968: 193). Moreover, most of the

Indonesian learners tend to have a lack of self-confident to say something in English.

Thus, it is necessary for the teacher to choose the most appropriate approach and material in order to achieve the objectives of teaching and learning process.

One of the approaches, which was introduced in 1980 is called task-based approach. According to Nunan, (2003: 202) students are just as likely to learn language if they are thinking about non-linguistic problem as when they are concentrating on particular language forms. The main concern of task-based approach is that the students are presented with a task they have to perform or a problem they have to solve. In a task-based lesson, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it (Willis 1996: 52). The task-based lesson is good for the learners because PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

it can provide opportunities for learners to talk about communication and language practice (Nunan 1999: 199). Besides that, task-based approach can help the teachers to involve learners actively in all phases of the learning process (Littlewood, 1983:

94). “In task-based lesson, the learners see themselves as being controlled of their own learning rather than as passive recipients of content provided by the teacher”

(Nunan 2004: 36).

Learning a foreign language requires more than knowing its grammatical and semantic rules. Nevertheless, “most of English learners tend to learn facts about language rather than how to use it communicatively to express ideas, to talk and write to other people, to read and listen to real language, and to learn how to cooperate with others” (Nunan, 1999: 74). Moreover, based on informal observation, the Indonesian learners tend to be passive learners in the class. They spend most of their learning time by listening to the teacher’s explanation and doing written exercises. This kind of condition concerns the writer greatly. It encourages the writer to offer the English speaking material design in order to improve the development of the Indonesian learners’ speaking skill.

The materials are intended particularly for Economics faculty students. The purpose of the English tutorial program is to help Economics faculty students to be able to use English for real communication fluently. However, there is a difficulty to encourage them to speak English. Furthermore, there are not any suitable English materials to be used in English tutorial for Economics faculty students. That is why PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

there is a need to design the materials for Economics faculty students that can encourage Economics faculty students to use English actively.

Therefore, the implementation of task-based approach in designing a set of

English speaking materials that can encourage the language learner to speak English is a suitable choice to solve the problem in English tutorial for Economics faculty students. The writer hopes that by designing a set of English speaking materials based on task-based approach, the students will be motivated to speak English. The writer also hopes that the English speaking materials will be useful for the students to improve and practice their speaking ability in English. Hopefully, it will give the advantages both for the teacher and the student. Thus, this study tries to find out how a set of English speaking materials for Economics faculty tutorial students that can be used to encourage students to speak English is designed and to present the designed

English speaking materials.

B. Problem Formulation

There are two problems to be answered in this study. They are formulated as follows:

1. How is a set of English speaking materials based on task-based approach for

English tutorial students designed? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. What does the set of English speaking materials based on task-based approach for

English tutorial students look like?

C. Problem Limitation

There are four English skills that are significant to be developed by the

English language learners, but in this study, the writer only designs the English

speaking materials. It is because the purpose of the language course is that English for

real communication.

In this study, the material development is based on task-based approach

because the task-based approach provides the opportunities for the learners to achieve

the purpose of the language course which is English for real communication. The

research is limited on the English tutorial for accounting study program students of

Sanata Dharma University Yogyakarta, and hopefully the English speaking materials,

which are based on task-based approach, can help the students to achieve their goal of

learning English.

D. Research Objectives

The objectives of this study are to find out what kind of English speaking materials based on task-based approach that can be used to encourage students to speak English, to find out how a set of English speaking materials based on task- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

based approach to teach speaking are designed, and to present the designed English speaking materials based on task-based approach.

E. Research Benefits

The results of this study are expected to share valuable contributions to the

people who deal with teaching learning development of English language and the

students’ speaking skill development. Here are those whose might benefit from this

study:

1. For students

For students, the writer expects that this study will give a contribution to the

development of the student’s speaking skill.

2. For lecturers

For others lecturers, the writer hopes that this study will give knowledge in

improving their teaching skills, and encourage them to be more creative in

developing the materials.

3. For the University

For the university, the writer expects that this study will share a contribution

to the development of education, which is related to the material development.

4. For readers

For readers, the writer hopes that this study will contribute a new perception

and knowledge about the English speaking materials based on task-based

approach that can be used to motivate students to speak English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

F. Definition of Terms

In this part, the writer tries to define the terms that are related to the topic of this study which are design, speaking, task-based approach, material, and Economics faculty tutorial students.

1. Design is “the plan to guide educational activity in a situation or the plan, which

can be inferred by an analyst of that activity” (Houle, 1978: 230). According to

Hutchinson and Waters (1994: 106) “designing is creating a new set of materials

that fit the learning objectives and specific subject area of particular learners”. In

this study, design means an activity to make a set of materials that is needed to

support the teaching and learning process in English tutorial for Economics

faculty students.

2. Speaking is “a kind of active and productive interaction that makes use of aural

mediums” (Widdowson, 1979: 58). In this study, speaking means an activity to

deliver a particular message to someone.

3. Task-based approach refers to an approach based on the use of tasks to facilitate

meaningful communication and interaction (Richards and Renandya, 2002: 93).

In this study, task-based approach refers to the approach, which focuses on the

task that the students have to complete. This approach encourages the students to

be active in all phases of learning processes.

4. Material is “a means which is used by teachers and students to facilitate the

learning of a language” (Tomlinson, 1998: 2). Materials are designed in various

forms to develop students’ language skills, such as reading, writing, speaking, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

listening skill. In this study, materials are designed to improve speaking skill of

Economics faculty tutorial students.

5. English tutorial students refer to the Economics faculty of Sanata Dharma

University students who follow the English tutorial.

6. English tutorial program is one of the HIMAKS’s programs. HIMAKS is one of

the organizations in Economics faculty Sanata Dharma University. The purpose

of the English tutorial program is to help the English tutorial students to use

English actively for real communication.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses literature review of this study that is divided into two parts: theoretical description and theoretical framework. Theoretical description describes some theories that directly relevant to this study, whereas theoretical framework summarizes and synthesizes all the theories which will help the researcher solve the problem in this study. Besides that, theoretical framework also relates all the theories to this study.

A. Theoretical Description

In the theoretical description there are three main parts that will be discussed. They are speaking, task-based approach, and instructional design models theories.

1. Speaking a. The Definition of Speaking

Speaking is “the productive aural or oral skill. It consists of producing systematic verbal utterances to convey meaning” (Nunan, 2003: 48). Speaking or commonly known as speech is a means which is used by a human being to communicate and maintain good relationship with other human being (Rasmussen,

1962: 4). “Speaking skill or oral communication is typified as an activity involving two or more people in which the participants are both hearer and speakers having to react to what they are and make their contributions at high speed” (Johnson and

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Morrow, 1983; 70). Meanwhile, Clark and Clark say that speaking is an activity in which the speaker delivers a particular message to the listener (Clark and Clark,

1977: 223). According to Rivers (1968: 162), “through speech man expresses his emotions, communicates his intentions, reacts to other persons and situations, and influences other human being”. b. The Nature of Speaking

One needs to have a linguistic competence (know how to articulate sounds in a comprehensible manner, one needs an adequate vocabulary, and one needs to have mastery of syntax) in order to speak in another language in this case English language

(Nunan, 1999: 226). Nevertheless, Hymes (1974) as stated in Nunan (1999: 226) proposed the notion of communicative competence as an alternative linguistic competence. Savigon (1972) as stated in Nunan (1999: 226) defined communicative competence as “the ability to function in a truly communicative setting—that is, a dynamic exchange in which linguistic competence must adjust itself to the total information input, both linguistic and paralinguistic, of one or more interlocutors”.

According to Richards, Platt and Webber (1985: 49), there are four characteristics of communicative competence. They are: (a) knowledge of the grammar and vocabulary of the language; (b) knowledge of rules of speaking (e.g., knowing how to begin and end conversations, knowing what topics can be talked about in different types of speech events, knowing which address forms) should be used with different persons one speaks to and in different situations; (c) knowing how PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations; (d) knowing to use language appropriately. c. The Theories of Teaching Speaking

In this study, there are two theories of teaching speaking. They are the characteristics of a successful speaking activity and the difficulties in teaching speaking. It is hoped that these theories can be very useful in the process of making the appropriate materials that can encourage the students of English tutorial to speak.

1) The Characteristics of a Successful Speaking Activity

There are some characteristics that indicate a speaking activity is successfully applied in class as stated in Ur (1996: 120). They are as follows: a) Learners talk a lot

The major focus in the speaking activity is to support the learners to

practice their speaking ability as many as possible. Thus, the speaking activity

should promote the learners to participate actively in the speaking activity. b) Participation is even

The speaking activity should provide the same amount of time for all

learners to talk. It means that there is no a minority of active learners that does not

monopolize the speaking activity.

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c) Motivation is high

Learners’ motivation is one of the most important factors that can promote

a successful speaking activity. Thus, it is very significant to create an enjoyable

speaking activity that can motivate the learners to speak a lot. d) Language is of an acceptable level

The background of learners in learning English was not the same.

Therefore, the level of speaking activity should be adjusted with the level of

learners’ speaking ability.

2) The Difficulties in Teaching Speaking

Teaching speaking skill is not an easy job. The teacher often finds some difficulties when he or she conducts the speaking activities in the class. By knowing the difficulties in teaching speaking, it is expected that the writer can design the speaking materials as one of the solution to these problem. According to Ur (1996:

120) those problems are: a) Inhibition

Since the speaking activity takes place in actual situation, so it is a great

challenge for the learners to participate actively in the speaking activity without

being shy or afraid. It is because most of the learners tend to be inhibited when

they are trying to express something in foreign language or afraid of making

mistakes.

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b) Nothing to say

The other problem is that sometimes the learners prefer to say nothing in a

speaking activity. It is not only because they feel afraid or shy, but it is because

they do not have any motivation to express what they think or feel in a speaking

activity. c) Low or uneven participation

Usually there is only one learner who can express themselves in a

speaking activity and when the learners have to work in a group, it means that

each learner only have little time to talk. Besides that, there are some learners

who tend to be active learners while others tend to talk very little or not at all. d) Mother tongue use

In a speaking activity, learners usually tend to use their mother tongue. It

is because all learners tend to have the same mother tongue. Moreover, the

learners speak their mother tongue because they feel more comfortable and

natural.

2. Task-Based Approach

Task-based approach refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching (Richards and Rodgers,

2001: 223). As Willis (1996) presents it as a logical development of communicative language teaching since it draws on several principles that formed part of communicative language teaching movement from 1980s, for example: activities that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

involve real communication are essential for language learning, activities in which language is used for carrying out meaningful tasks promote learning, and language that is meaningful to the learner supports the learning process.

Here are the key assumptions of task-based approach which are summarized by Feez as stated in Richards and Rodgers (2001: 223):

1) The focus is on the process rather than product. 2) Basic elements are purposeful activities and tasks that emphasize communication and meaning. 3) Learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks. 4) Activities and tasks can be either those that learners might need to achieve in real life or those that have a pedagogical purpose specific to the classroom. 5) Activities and tasks of task-based syllabus are sequenced according to difficulty. 6) The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.

There are three parts that are discussed in the task-based approach. They are: definition of tasks based on task-based approach, types of tasks, and framework of task-based approach. The writer hopes that all of those things can help the readers to know and understand the task-based approach better. a. The Definition of Tasks Based on Task-Based Approach

“Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Willis, 1996: 23).

According to Richards and Rodgers (2001: 224), a task is an activity which is done in a particular language classroom for instance asking and giving information, playing a communicative game, and practicing a dialogue in front of the class. Meanwhile, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Nunan (1999: 10) states that a communicative task is a piece of classroom activity which provides learners the opportunities to produce, comprehend, and interact in the target language. For Prabhu as quoted by Richards and Rodgers (2001: 233) a task is

“an activity which requires learners to arrive at an outcome for given information through some process of thought, and which allows teachers to control and regulate that process”. The last definition in this study is defined by Crookes. Crookes defines a task as “a piece of work or an activity, usually with a specified objective, undertaken as part of educational course” (Richards and Rodgers, 2001: 233). b. Types of Task

In the literature of task-based approach, several attempts have been made to classify tasks into categories, as a basis for task design and description (Richards and

Rodgers, 2001: 234). Willis (1996: 26) proposes six types of task. They are:

1) Listing Listing tasks tend to generate a lot of talk as learners explain their ideas. The processes involved are: a) Brainstorming, in which learners draw on their knowledge and experience either as a class or in pairs or groups. b) Fact-finding, in which learners find things out by asking each other or other people and referring to books, etc. The outcome would be the completed list, or possibly a draft mind map. 2) Ordering and Sorting Ordering and Sorting involves four main processes: a) Sequencing items, actions or events in a logical or chronological order. b) Ranking items according to personal values or specified criteria. c) Categorizing items in groups or grouping them under given headings. d) Classifying items in different ways, where the categories themselves are not given. 3) Comparing These tasks involve comparing information of a similar nature but from different sources or versions in order to identify common points and or differences. The processes involved are: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a) Matching to identify specific points and relate them to each other. b) Finding similarities and things in common. c) Finding differences. 4) Problem solving Problem solving tasks make demands upon people’s intellectual and reasoning powers, and, though challenging, they are engaging and often satisfying to solve. The processes and time scale will vary enormously depending on the type and complexity of the problem. 5) Sharing personal experience These tasks encourage learners to talk more freely about themselves and share their experiences with others. The resulting interaction is closer to casual social conversation in that it is not so directly goal-oriented as in other tasks. For that very reason, however, these open tasks may be more difficult to get going in the classroom. 6) Creative tasks These are often called projects and involve pairs or groups of learners in some kind of freer creative work. They also tend to have more stages than other tasks, and can involve combinations of tasks types: listing, ordering and sorting, comparing and problem solving. Out of class research is sometimes needed. Organizational skills and team-work are important in getting the task done. The outcome can often be appreciated by a wider audience than the students who produced it.

Meanwhile Pica, Kanagy, and Falodun as quoted by Richards and Rodgers

(2001: 234) classify tasks according to the type of interaction that occurs in task accomplishment and give the following classification:

1) Jigsaw tasks

These tasks tend to involve learners to unite different pieces of

information to construct a whole, for example learners work in pairs then they are

given different parts of story and have to combine the story together.

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2) Information-gap tasks

Some students are given a set of information and other students are given

a complementary set of information. These tasks involve learners to negotiate and

find out what the other party’s information in order to finish an activity.

3) Problem-solving tasks

Students are given a problem and a set of information. They must arrive at

a solution to the problem. There is generally a single resolution of the outcome.

4) Decision-making tasks

Students are given a problem for which there are a number of possible

outcomes and they must choose one through negotiation and discussion.

5) Opinion exchange tasks

Learners engage in discussion and exchange of ideas. They do not need to

reach agreement.

In addition to selecting tasks as the basis for a task-based approach syllabus, the ordering tasks also has to be determined. The intrinsic difficulty of tasks has been proposed as a basis for the sequencing of tasks, but tasks difficulty itself is a concept that is not easy to determine (Richards and Rodgers, 2001: 232). Honeyfield as stated in Richards and Rodgers (2001: 129) offers the following considerations:

1) Procedures or what the learners have to do to derive output from input. 2) Input text 3) Output required a) Language items: vocabulary, structure, discourse structure, processability, and so on. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

b) Skills, both macro-skills and sub skills. c) World knowledge or “topic content” d) Text handling or conversation strategies. 4) Amount and type of help given 5) Role of teachers and learners 6) Time allowed 7) Motivation 8) Confidence 9) Learning style

c. Framewo rk of Task-Based Approach

Willis (1996: 38) offers the components of the task-based approach framework. The framework can be seen in Figure 2.1.

Pre -task Introduction to topic and task Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare, students may hear a recording of others doing similar task. Task cycle Task Students do the task, in pairs or small groups. Teacher monitors from a distance.

Planning Students prepare to report to the whole class (orally or in writing) how they did the task what they decided or discovered

Report Some groups present their reports to the class, or exchange written reports, and compare result. Language focus Analysis Students examine and discuss Specific features of the text or transcript of the recording.

Practice Teacher conducts practice of new word, phrases and patterns occurring in the data, either during or after the analysis.

Figure 2.1: Task-based framework (Willis, 1996: 38)

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According to Willis (1996: 40), the framework consists of three phases: pre- task, task cycle and language focus. The pre-task phase introduces the class to the topic and the task and builds the knowledge for introduction to the new topic. The task cycle provides learners the opportunity to use whatever language they already know in order to complete the task, and then to improve their language skills, under teacher guidance, while planning their reports of the task. The task cycle also offers learners a holistic experience of language in use. The last phase in the framework, language focus, allows a closer study of some of the specific features naturally occurring in the language used during the task cycle (Willis 1996: 40). By this point, the learners will have already worked with the language and processed it for meaning, so they are ready to focus on the specific language forms that carry that meaning.

3. Instructional Design Models

“Any interaction between the learner and his or her environment through which the learner is making progress toward the attainment of specific and purposed knowledge, skills, and attitudes is viewed as instruction” (Banathy, 1989: 20). In this study, the writer uses two kinds of instructional material design sources in designing the materials. They are instructional design models which are proposed by Banathy and Kemp. a. Banathy’s Model

According to Banathy (1976: 2), “systems can be defined as deliberately designed synthetic organism, composed of interrelated and interacting components PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

which are employed to function in an integrated fashion to attain predetermined purpose”. In the system view, instruction is used by learners to help them to master of a specific learning task (Banathy, 1976: 20). According to Banathy (1976: 20),

“instructional system serves its purpose to the extent to which it brings about the environment of the learner all the possible interactions that result in the attainment of the desired performance”. There are six stages of the design of instructional system based on Banathy (1976: 23):

1) Formulate Objectives

The initial step is to formulate a statement that spells out what we expect the learner to do, know, and feel as a result of his or her learning experiences.

2) Develop Test

The designers develop a test based on objectives and use it to test terminal proficiency. The criterion tests are the measuring instruments that are used to assess the degree to which the objective has been achieved.

3) Analysis of Learning Task

In this stage, the designer tries to find out what has to be learned by the students so that he or she can behave in the way described by the objective specifications. In the course of this analysis, the input capabilities of the learner must also be assessed—he does not have to learn whatever he already knows.

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4) Design of the System

Once the designer has identified and characterized the tasks the learner is to attain, the designer processes the design of a system. The designer has to consider alternatives and identify what has been done to ensure that the learner will master the tasks (Function Analysis). Besides that, the designer has to determine who or what has the best potential to accomplish these functions (Component Analysis) and decide when and where the functions are to be carried out.

5) Implement and Test Output

The designed system can now be tried out or tested, implemented, and installed. The performance of the learner, who is the product of the system, is to be evaluated in order to assess the degree to which he or she behaves in the way initially described.

6) Change to Improve

Findings of the evaluation are then fed back into the system to see what changes if any – are needed to improve the system.

The model of instructional system that is proposed by Banathy can be seen in the Figure 2.2.

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b. Kemp’s Model

Kemps (1977: 8-9) offers eight parts in designing a material. This kind of model is a flexible process where there is interdependence among the eight parts. The designer can start with which part the designer is ready to start with and then move back and forth to the other steps. The Kemp’s model of instructional design can be seen in Figure 2.3: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Figure 2.3: Kemp’s model of instructional design (Kemp, 1977: 9)

The plan consists of eight parts:

1) Goals, Topics, and General Purposes

The designer should consider goals, and then topics, state the general purposes for teaching each topic. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2) Learner Characteristics

The designer enumerates the important characteristics of the learners for whom the instruction is to be designed.

3) Learning Objectives

The designer specifies learning objectives to be achieved in terms of measurable student behavioral outcomes.

4) Subject Content

The designer lists the subject content that support each objectives.

5) Pre-assessment

The designer develops pre-assessments to determine the student’s background and present level of knowledge about the topic.

6) Teaching Learning Activities, Resources

The designer selects teaching learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

7) Support Services

The designer coordinates such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

8) Evaluation

The designer evaluates students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

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B. Theoretical Framework

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998: 13). Speaking plays a crucial role in the English teaching learning context. Besides, speaking skill must be developed as early as possible in order to assist the development of the other

English skills. Based on informal observation, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, according to

(http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html, accessed on September

26, 2006) “today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance”.

In order to teach second language learners how to speak in the best way possible, the writer offers to design a set of speaking materials based on task-based approach. Task-based approach has some advantages that can encourage learners to speak up according to Richard Frost, British Council, Turkey

(http://www.teachingenglish.org.uk/, accessed on September 10, 2006). They are:

1. The students are free of language control. In all three stages they must use all

their language resources rather than just practice one pre-selected item.

2. A natural context is developed from the students' experiences with the

language that is personalized and relevant to them. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. The students will have a much more varied exposure to language with Task-

based approach. They will be exposed to a whole range of lexical phrases,

collocations and patterns as well as language forms.

4. The language explored arises from the students' needs. This need dictates

what will be covered in the lesson rather than a decision made by the teacher

or the course book.

5. It is a strong communicative approach where students spend a lot of time

communicating. Just watch how much time the students spend communicating

during a task-based lesson.

6. It is enjoyable and motivating.

In designing a set of speaking materials based on task-based approach for

Economic faculty students, the writer combines the instructional materials designed by Banathy and Kemp because these models describe clearly step by step all of the procedures about what the designers should do in order to develop her own materials from the beginning of the process. The framework of the design model in this study consists of six stages:

Stage I: Consider Learner Characteristics (Kemp’s model)

The writer distributed questionnaires to a number of English tutorial students to find out their characteristics, such as their interests, problems and needs in learning

English language.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Stage II: Goals, topics, and general purposes (Kemp’s model)

In this stage, the writer identified the goals, selected the topics, and listed the general purposes. The goal was constructed based on the teacher’s general aim of the task. Then, the writer sequenced the topics based on logical organization from simple to complex level. The identification of the purpose would ensure that the materials were developed to fulfill a certain goal in task-based learning.

Stage III: Learning objectives (Kemp’s model)

In this stage, the writer specified learning objectives for every meeting in order to achieve the goals.

Stage IV: Design system (Banathy’s model)

Here, the writer started to develop the speaking materials for Economic faculty students based on the data obtained in the previous stages.

Stage V: Evaluation (Kemp’s model)

The designed system was evaluated in order to get a better result. In this stage, the writer distributed the questionnaire to the participants who were the experts in the teaching of English language to find out their opinion, suggestion, comments on the designed materials.

Stage VI: Change to improve (Banathy’s model)

After the writer administered the test, the writer did the improvement on the designed materials. The opinions, suggestions, comments from the participants were used as the basis in making the revision. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III

METHODOLOGY

In the research methodology there were seven parts that would be discussed.

They were research method, research participants, research setting, research instruments, data gathering techniques, data analysis techniques, and research procedure.

A. Research Method

In this study, research is an educational research and development.

Educational research and development (R and D) is “a process used to develop and validate educational products. The purpose of the educational research is to discover a new knowledge or to answer specific questions about practical problems” (Borg and

Gall, 1983: 772). This study had a purpose which was to answer the questions stated in problem formulation in chapter one. The researcher tried to find out how a set of

English speaking materials for Economics faculty tutorial students that could be used to encourage students to speak English was designed and to present the designed

English speaking materials. The steps of the research process referred to the R and D cycle. There were five steps in the R and D cycle. They were research and information collecting, planning, develop preliminary form of product, preliminary field testing, and main product revision.

28 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1. Research and Information Collecting

In this stage, the researcher conducted research and information collecting such as review of related literature and learner’s need survey. According to Borg and

Gall (1983: 772), “one purpose of the literature review is to determine the state of knowledge in the area concern”. In this study, it was significant to focus on how this knowledge could be applied to develop the materials. Review of related literature was done to collect some useful information relating to the topic of this study, which was designing a set of English speaking materials based on task-based approach. The researcher collected information about instructional design, curriculum and material design, task-based approach, and speaking skill. Therefore, reading some books, articles, thesis, journals, related to the topic of this study, was a very useful activity in doing a review of related literature.

The researcher also conducted learners’ needs survey. The researcher distributed the questionnaire to the Economics faculty tutorial students. The purpose of learners’ needs survey was to gain data about their opinions toward English teaching and their expectation from the teacher and the textbook.

2. Planning

After the researcher obtained all the information, the next step was planning.

In the planning step, the researcher conducted some activities such as defining skills, stating objectives, and determining course sequence (Borg and Gall, 1983: 772). The main role of this step in research was to prepare everything such as topics of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

materials, syllabuses, lesson plan, and many others that were needed before the researcher came to the next step which was developing a preliminary form of product.

3. Developing a Preliminary Form of Product

After the researcher conducted the planning step, the next step was to develop the materials. The materials development played a crucial role in this study. In the material development stage, all of the information from the research and information collecting stage was interpreted. The interpreted data were the basis in developing the materials.

4. Preliminary Field Testing

The next step of R and D cycle was preliminary field testing. According to

Borg and Gall (1983: 782) “the purpose of the preliminary field test is to obtain an initial qualitative evaluation of the new educational product”. In the preliminary field test, the researcher conducted field test of the designed materials. Field test was conducted by distributing the post-design questionnaire to the participants. The researcher asked some people who are experts of the materials development, such as the lecturers of the English Language Education Study Program to evaluate the designed materials and give their comments and suggestions toward the designed materials.

5. Main Product Revision

Main product revision was also one of the major steps in the R and D cycle.

After the researcher gained the data from preliminary field test, the data were interpreted and then it was used as a basis for revising the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Research Participants

The research participants were the people who were asked to give the information which was needed for the research data. There were two groups of research participants in the research. They were the participants of information collecting and the participants of preliminary field testing. They were from different groups of people. The first group was Economics faculty tutorial students and the other group was the lecturers of the English Language Education Study Program.

1. Participants of Research and Information Collecting

The role of the participants of research and information collecting was very significant in the research. They gave the researcher all the information, which was useful in the process of developing the English speaking materials. From the participants, the researcher obtained data about their interests and their speaking ability that were needed in adjusting the design of English speaking materials. The participants were Economics faculty tutorial students.

2. Participants of Preliminary Field Testing

The participants of preliminary field testing were three lecturers of the English

Language Education Study Program of Sanata Dharma University and two English language instructors of LPK Global Lingua Yogyakarta who were considered qualified and competent to give feedback on the designed materials. They gave their opinions and judgements toward the designed materials. Table 3.1 was the description of the participants.

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Table 3.1: The Description of Participants

Group of Sex Educational Background Teaching Experiences (in year) M F D3 S1 S2 S3 1-5 6-10 >10

Lecturer 2 - - - 2 - - - 2

Instructor 1 2 - 2 1 - 1 2 -

C. Research Setting

The research of information collecting was conducted on February 10, 2007 and research of preliminary field testing was conducted on September 28, 2007. It was conducted in the Economics Faculty of Sanata Dharma University, the English

Language Education Study Program of Sanata Dharma University, Mrican Tromol

Pos 29, Yogyakarta 55002, and LPK Global Lingua Yogyakarta.

D. Research Instruments

The researcher used the questionnaires as the instrument to collect data, which were needed in the research. The questionnaire is a method for collecting the data by asking the participants to write their own answer on the research questions, which are listed in the questionnaire sheets that are given to the participants. There were two different kinds of questionnaire for two different groups of research participants.

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1. Questionnaire for the Participants of Research and Information Collecting

The questionnaire was made in the form of close-ended questions. It enabled the participants to be easy in answering all the questions. Besides that, the answer for the same questions might be of various for different participants. The questionnaires were given to Economics faculty tutorial students. It consisted of questions about their interests, difficulties, expectations and their speaking ability.

2. Questionnaire for the Participants of Preliminary Field Testing

This kind of questionnaire was distributed to the lecturers of the English

Language Education Study Program of Sanata Dharma University Yogyakarta and

English language instructors of LPK Global Lingua Yogyakarta. The questionnaire was made in the form of open-ended questions and close-ended questions. Its purpose was to find out their opinions and judgements toward the designed materials. Besides that, this questionnaire was useful to obtain their advice, which was needed in making a revision on the designed materials.

E. Data Gathering Techniques

Data gathering was conducted in three ways. First of all, the researcher conducted research and information collecting in Sanata Dharma University library to gather data as many as possible related to the topic of this study. Then, the researcher distributed the questionnaires to the Economics faculty tutorial students to obtain data about their interests, difficulties, expectations and their speaking ability. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Next, the researcher distributed the questionnaire to the lecturers of English

Language Education Study Program Sanata Dharma University Yogyakarta and

English language instructors of LPK Global Lingua Yogyakarta to obtain data about their feedback toward the designed materials.

F. Data Analysis Techniques

In the research, the data were analyzed in two steps:

1. Research and Information Collecting

The first step in solving the problem was conducted by analyzing the collected data from review of related literature in the form of description. The researcher used some books, articles, journals, and thesis, which were related to the topic in this study as references.

After that, the obtained data from the learners’ needs survey were analyzed by using percentages. “Percentages are calculated by dividing the total number in one category by the total number in all categories and multiplying the result by 100”

(Brown and Rodgers, 2004:125). Next, the data were interpreted by using word description. For example, the researcher found the result of the answer from the first question in the questionnaire for research and information collecting based on the question whether they are interested in English subject or not. The participants who selected ‘yes’ was 80% and the participants who selected ‘no’ was 20 %. It meant that almost all of the participants were interested in English subject. Finally, the result of the needs survey would be useful as a consideration in constructing the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. Preliminary Field Testing

In this step, the likert scale was used in measuring the lecturers of the English

Language Education Study Program’ opinions toward the designed materials. Likert scales are generally useful for getting at respondents’ views, judgements, or opinions about almost any aspect of language learning. “Likert scale can be on a 1 to 4 scale, or on a 1 to 5 scale, a 1 to 7 scale, depending on how the researcher wants the respondents’ answers to be” (Brown and Rodgers, 2004:120). In the research, each question in the questionnaire was given four answers and was given the score from one to four. The collected data were the opinions and feedbacks from the lecturers of the English Language Education Study Program and the English language instructors of LPK Global Lingua Yogyakarta.

Here was the description of the four answers scoring on the questionnaire based on the likert scale:

Table 3.2: The Questionnaire Answers

Questionnaire answer Score

Strongly Agree (SA) 4 Agree (A) 3 Disagree (D) 2 Strongly Disagree (SD) 1

The collected data were analyzed by using the descriptive statistics. There were a lot of types of descriptive statistics, but the researcher used central tendency to analyze the data. Central tendency is a statistical measure to analyze data which PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

represents an entire set of numbers. Mean, mode and median are usually used to find central tendency (Brown and Rodgers, 2004: 128). The mean is computed by dividing the sum of all values by the number of values (Brown and Rodgers, 2004: 128). Here is the formula of finding the mean used to process the data:

M = SX N

where: M = mean

S = sum of (or add up)

X = values

N = number of values

“The mode is that value in set of numbers that occurs most frequently, whereas the median is the point in the distribution below which 50% of the value lie and above which 50% lie” (Brown and Rodgers, 2002: 128). From Table 3.4, the designer can conclude that the materials are positively acceptable are when the data indicate the mean 3 or 4 out of scale of 1 to 4. Here is the description of the participants’ opinions using central tendency:

Table 3.3: The Description of the Participants’ Opinions Using Central Tendency

NO ITEMS CENTRAL TENDENCY

N MEAN MEDIAN MODE

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After the researcher completed the data in Table 3.3, the researcher interpreted the data by using word, for example, the researcher found the result of the answer from the first question in the questionnaire for preliminary field testing namely the standard competence is well formulated, with mean 3.2, median 3.5, and mode 4. It meant that the standard competence is well formulated.

In the preliminary field testing, the data showed whether the designed materials were good and acceptable or not. The assessment of the mean is classified in Table 3.4.

Table 3.4 the Assessment of the Mean

0 – 1 : The designed materials were poorly designed.

1.1 – 2 : The designed materials were fairly designed.

2.1 – 3 : The designed materials were good but need some revisions.

3.1 – 4 : The designed materials were well designed and acceptable.

G. Research Procedure

The research was conducted through the following steps:

1. Conducting Research and Information Collecting

First, the researcher conducted the review of related literature in order to gain information about the related topic in this study. The researcher looked for the appropriate model of instructional material design for this study and the other related theories. Then, the researcher observed some English books and literature in order to search the suitable contents for the material. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The researcher made the questionnaire in the form of close-ended questions for Economics faculty tutorial students. Next, the researcher distributed the questionnaires to Economics faculty tutorial students and then collected it. After that, the researcher analyzed the data from the questionnaire and processed it by using descriptive statistics.

2. Conducting Planning

The researcher formulated objectives of the course and prepared everything such as topics of the lessons, syllabuses, lesson plans and many others that were needed before the researcher developed the materials.

3. Developing English Speaking Materials for Economics Faculty Tutorial

Students

The researcher started to design the English speaking materials to teach speaking for Economics faculty tutorial students based on the results collected of the learners’ needs survey.

4. Conducting Field Testing of the Designed Materials

The researcher wrote the questionnaire in the form of open-ended and close- ended questions for the lecturers of the English Language Education Study Program and English language instructors of LPK Global Lingua Yogyakarta. Next, the researcher distributed the speaking materials to ask their opinions, judgements, and advices toward the designed materials and then collected it. The researcher analyzed the data from the questionnaire by using descriptive statistics.

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5. Conducting Main Product Revision

After the researcher analyzed the data from the questionnaire of preliminary field testing, the researcher used the data as the basis in revising the materials and then the researcher revised the materials.

6. Presenting the New Version of the Designed Materials

After the researcher completed the revision and improvement on the designed materials, the new version of the designed materials was ready to be presented to fulfil the needs of the Economics faculty tutorial students.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the writer discusses the findings and discussion of the research process in this study. There are four major parts in this chapter. The discussion of the steps of designing a set of English speaking materials based on

Task-based approach for English tutorial students takes the first part. In the second part, the writer discusses the evaluation results for the designed materials. The third part discusses the revised materials and materials improvements based on the material evaluation. The fourth part describes the designed materials for English tutorial students. The first, second and third part answer the first question in the problem formulation, i.e. how a set of English speaking materials based on task-based approach is designed. Then the fourth part answers the second question in the problem formulation namely what the set of English speaking materials based on task-based approach looks like.

A. The Steps of Designing a Set of English Instructional Materials Based on

Task-Based Approach for English Tutorial Students

In designing the materials, the writer applies six instructional design steps.

The steps are considering learner characteristics, formulating goals, topics and general purposes, specifying learning objectives, design system, evaluation, and change to improve. Each step is elaborated as follows:

40 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1. Considering Learner Characteristics

It is very significant to find out the learner characteristics before the writer designs the materials. Therefore, the writer conducted research and information collecting in order to obtain data about their opinions toward English teaching and their expectation from the teacher and the textbook. The writer distributed questionnaires to thirty students of English tutorial to obtain data about their learning characteristics. The data obtained were used as the basis in developing the materials for English tutorial students. The result of the questionnaires is presented in the Table

4.1.

Table 4.1: The Result of the Needs survey

No Questions Responses Percentage 1. Are you interested in English subject? a. Yes 100% b. No 0% 2. Do you use English outside the class? a. Yes 16.7% b. No 83.3% 3. In the modern era, is it a necessity for people a. Yes 96.7% to be able to communicate in English? b. No 3.3% 4. Are you interested to be able to speak in a. Yes 90% English fluently? b. No 10% 5. Do you prefer to learn English in a group? a. Yes 80% b. No 20% 6. Do you find any difficulties to speak English a. Yes 96.7% so far? b. No 3.3% 7. What are the problems, which make you a. Poor vocabulary 76.7% difficult to speak English? b. Poor pronunciation 46.7% c. The difficulty in arranging 13.3% the words d. No partner to speak 30% e. Afraid of making mistakes 40% f. Unconfident 43.3% PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

8. What kind of teaching techniques do you a. Lecturing 16.7% prefer? b. Role play 40% c. Game 76.7% d. Class discussion 26.7% e. Group discussion 43.3% f. Pair work 20% g. Debate 16.7% h. Simulation 23.3% i. Interviewing 16.7% j. Singing 56.7% 9. What kind of teaching media do you prefer? a. Picture 56.7% b. Role play card 40% c. Film 80% d. Poster 10% e. Newspaper 13.3% f. Magazine 36.7% g. Song 76.7% h. Literary text 26.7%

10. What kind of theme of learning do you a. Music 80% prefer? b. Sport 36.7% c. Culture 43.3% d. Politic 6.7% e. Social Issues 26.7% f. Art 36.7% g. Love 50% h. Sex education 26.7 i. Fashion model 40% j. Traveling 33.3% 11 What topic of learning do you prefer to a. Greeting 33.3% learn? b. Describing feeling 16.7% c. Asking and giving advice 60% d. Describing people 70% e. Describing things 10% f. Asking and giving opinion 83.3% g. Asking and giving information 50% h. Expressing surprise 43.3% i. Asking and giving 26.7% instruction 12. Have you ever learnt in English course? a. Yes 80% b. No 20%

13. If your answer is “yes”, in what level are a. Basic 56.7% you? b. Intermediate 23.3% c. Advance -

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The data above provides significant information for the writer, such as their interest and difficulties in learning English. By knowing the problems faced by the

English tutorial students, the writer can develop the appropriate materials that can help them to solve their problems in learning English. The writer found that the biggest problem faced by the students is about vocabulary. The solution of this problem is that the writer develops the materials that provide the learner with some exercises dealt with vocabulary. For example, the students are given a task to accomplish a cross word puzzle. The second major problem that makes the students difficult to speak in English is about pronunciation. This problem can be solved by giving the students a task to do a tongue twister, because a tongue twister can provide interesting and enjoyable practice in learning English pronunciation. The next problem is about arranging the words. The solution for this problem is that the writer develops the materials that provide the learners with some exercises for example making the dialogue and practicing it in front of the class. The last three questions are related to the personality of the participants. This problem can be solved by giving the students some task that can stimulate the students to be active in the class, for example sharing personal experience. This task can encourage learners to talk more freely about themselves and share their experiences with others.

The writer also found some interesting facts. Most of the participants like some enjoyable and fun teaching techniques. The old teaching technique such as lecturing is less likely by the participant. The writer will design the materials by applying some techniques that are chosen by most of the participants such us game, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

singing, group discussion, role play, and class discussion. From Table 4.1, the writer found that the participants were excited in various kinds of teaching media, such as film, song, picture, role play card, magazine, literary text, newspaper and poster. The teaching media that are chosen by most of the participants will be used by the writer as the teaching media in the designed materials.

The participants were interested in various kinds of topics learning. The writer had provided nine topics of learning, such as greeting, describing feeling, asking and giving advice, describing things, describing people, asking and giving opinion, asking and giving information, expressing surprise, and asking and giving instruction. From those topics, the writer only used eight topics of learning that were preferable by the most of the participants. They were greeting, describing feeling, asking and giving advice, describing people, asking and giving opinion, asking and giving information, expressing surprise, and asking and giving instruction. Then, there are ten themes that were provided by the writer in the questionnaire. They were music, sport, culture, politic, social issues, art, love, sex education, fashion model, travelling. Nevertheless, the writer only used eight themes that were preferable by the most of the participants. They were music, love, culture, fashion model, art, sport, travelling, and sex education.

Therefore, based on these data, it shows that each student has his or her wants, needs, and ability. Hopefully, by designing the materials for English tutorial student, the writer can fulfill the students’ wants and needs so that they can develop their English ability well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. Formulating Goals, Topics, and General Purposes

The English speaking materials are intended for English tutorial students.

Since there is no curriculum for this course, the writer formulated the goals as follows.

Table 4.2: Goals

GOALS

1. At the end of the course, the learners are able to express their feeling and thought by using English. 2. At the end of the course, the learners are able to apply their knowledge in their daily life.

After establishing the goals, the writer listed the topics of learning from simple level to complex level. They were introducing self and others, describing things, invitation, giving compliment, expressing surprise, asking favor, expressing sympathy, and giving instruction. Then the writer formulated general purposes for every topic of learning. The description of the general purposes can be seen in table

4.3 below.

Table 4.3: General Purposes

Topic and Theme General Purposes UNIT 1 1. The learners become familiar with greeting Topic: Greeting expressions. Theme: Traveling 2. The learners understand how people from different countries greet each other. UNIT 2 1. The learners become familiar with describing people Topic: Describing people expressions. Theme: Fashion model 2. The learners understand how to describe someone correctly. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

UNIT 3 1. The learners are familiar with asking and giving Topic: Asking and giving opinion expressions. opinion 2. The learners understand how to ask an opinion Theme: Culture correctly. 3. The learners understand how to give an opinion correctly. UNIT 4 1. The learners become familiar with describing feeling Topic: Describing feeling expressions Theme: Music 2. The learners understand how to describe their feeling. UNIT 5 1. The learners understand how to ask and give Topic: Asking and giving information correctly. inf ormation 2. The learners know to use appropriate and useful Theme: Sport expressions to ask and give information. UNIT 6 1. The learners are familia r with asking and giving Topic : Asking and giving advice expressions. advice 2. The learners understand how to ask and give advice to Theme: Love others correctly. UNIT 7 1. The learners are able to use some useful and Topic: Expressing appropriate expression to express their sympathy to surprise others. Theme: Sex education 2. The learners know how to express surprise. UNIT 8 1. The learners are familiar with asking and giving Topic: Asking and giving instruction expressions. instruction 2. The learners understand how to ask and give Theme: Art instruction correctly.

3. Specifying Learning Objectives

Objectives are the specific outcomes or products of courses that are outlined in a syllabus which are initiated by action verbs. The writer determined the learning objectives for each meeting in order to achieve certain goals. The learning objectives are presented on the next page in Table 4.4.

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Table 4.4: Learning Objectives

Topic Title Learning Objectives UNIT 1 Shalom! At the end of the meeting, the learners are Greeting able to: 1. Mention greeting expressions used in the countries that the learner have visited 2. Greet others using appropriate expressions. 3. Respond to the greeting expressions correctly. 4. Mention the meaning of new vocabulary. 5. Apply the vocabulary in the conversation. 6. Pronounce the greeting expressions correctly. 7. Apply the useful expressions in greeting in the conversation. UNIT 2 She looks charming At the end of the meeting, the learners are Describing people able to: 1. Mention some useful expression to describe people’s physical appearance and personality. 2. Describe people’s physical appearance and personality using the appropriate expressions. 3. Pronounce the expressions in describing people correctly. 4. Apply the useful expression in describing people’s physical appearance and personality in the conversations. UNIT 3 I think you’re late, bro! At the end of the meeting, the learners are Asking and giving able to: opinion 1. Mention some cultural characteristics between Indonesia and America. 2. Ask and give opinion using the appropriate expressions. 3. Mention the meaning of new vocabulary. 4. Apply the vocabulary in the conversation. 5. Practice their pronunciation through learning a tongue twister. 6. Mention the cultural differences between Indonesia and America.

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UNIT 4 Music makes me happy At the end of the meeting, the learners are Describing feeling able to: 1. Mention the influence of music in life. 2. Mention some expressions to describe feeling. 3. Describe their feeling using appropriate expressions. 4. Mention the meaning of new vocabulary. 5. Apply the vocabulary in the conversation. 6. Practice their pronunciation through learning a tongue twister. 7. Apply the useful expressions in describing feeling in the communicative game. UNIT 5 Could I ask you about At the end of the meeting, the learners are Asking and giving soccer? able to: information 1. Mention some useful expressions in asking and giving information. 2. Ask information using the appropriate expressions. 3. Give information using appropriate expressions. 4. Pronounce the expression of asking and giving information correctly. 5. Mention the meaning of new vocabulary. 6. Apply the useful expressions of asking and giving information in the communicative activities. UNIT 6 What should I do to make At the end of the meeting, the students are Asking and giving her love me? able to: advice 1. Mention some expression used in asking and giving advice. 2. Ask advice using appropriate expressions. 3. Give advice using appropriate expressions. 4. Mention the meaning of new vocabulary. 5. Pronounce the expression of asking and giving information correctly. 6. Practice their pronunciation through learning a tongue twister. 7. Apply the useful expressions of asking and giving advice in the communicative activities.

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UNIT 7 Oh no, that’s not true At the end of the meeting, the students are Expressing surprise able to: 1. Mention some expressions used in expressing surprise. 2. Express surprise using appropriate expressions. 3. Pronounce the expression of surprise correctly. 4. Practice their pronunciation through learning a tongue twister. 5. Apply the useful expressions in expressing surprise in the conversations. UNIT 8 Hey, How do I do this? At the end of the meeting, the learners are Asking and Giving able to: Instructions 1. Mention some expressions used in asking and giving instructions. 2. Ask instructions using appropriate expressions. 3. Give instructions using appropriate instructions. 4. Apply the useful expressions in asking and giving instructions in the conversation. 5. Mention the meaning of new vocabulary. 6. Apply the vocabulary in the conversation. 7. Practice their pronunciation through learning a tongue twister.

4. Design

In this step, the writer designed and developed the materials based on the result in the need survey. The result was 8 units of materials. They were “Shalom!”,

“She looks charming”, “I think you’re late, bro”, “Music makes me happy”, “Could I ask you about soccer?”, “What should I do to make her love me?”, “Oh no, that’s not true”, “Hey, how do I do this?”.

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5. Evaluation

Since this study deals with developing materials, an evaluation is needed in order to get a better result. In this stage, the designed materials were evaluated. Some participants who are the experts in the teaching of English language such as two lecturers of the English Language Education Study Program Sanata Dharma

University Yogyakarta and three English language instructors of LPK Global Lingua

Yogyakarta were asked to complete the questionnaire in order to find out their opinion, suggestion, comments on the designed materials. The questionnaires’ results were used as feedback and consideration to change and improve the designed materials. This will be discussed further in part B (the evaluation results of the test administered to evaluate the designed materials).

6. Change to Improve

After the writer obtained the questionnaires’ results, the writer improved the designed materials. The opinions, suggestions, comments from the participants were used as the basis in making the revision. This will be discussed further in part C (the discussion on the designed materials).

B. The Evaluation Results of the Test Administered to Evaluate the Designed

Materials

Upon the completion of the materials, the writer administered a test toward the designed materials so that some changes could be made for the sake of improvement. The writer distributed the questionnaires and materials to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

participants. The opinions, comments, and suggestions from the participants were shown in this section.

1. Data Presentation in the Form of Likert Scale

The writer distributed the questionnaires to the participants in order to gain the feedback from them. In the questionnaire, the opinions of the participants were classified into scores (from 1-4) that indicate their degree of agreements. The scores are 1= strongly disagree with the question, 2 = disagree with the question, 3 = agree with the question, 4 = strongly agree with the question. The result of the questionnaires distributed to two lecturers of the English Language Education Study

Program Sanata Dharma University Yogyakarta and three English language instructors of LPK Global Lingua Yogyakarta were shown in Table 4.5 and this will be discussed further in part C (The Discussion on the Designed Materials

Evaluation).

Table 4.5 The List of Participant’s Evaluation

No Participants’ opinion Central Tendency N Mean Median Mode 1. The course objectives are well formulated. 5 3.2 3 3 2. The general learning objectives are well 5 3.4 3 3 formulated. 3. The specific learning objectives are well 5 3.8 4 4 formulated. 4. The specific learning objectives considered 5 3.4 3 3 able to support the attainment of the general learning objectives. 5. Task-based approach is really developed in 5 3.2 3 3 the existing material.

6. The tasks implemented facilitate the students 5 3.4 3 3 to meet the basic standard of speaking competence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

7. The exercises are well-elaborated and are able 5 3.6 4 4 to assist the learners to understand the topics being discussed. 8. The instructions are understandable and 5 3.4 3 3 helpful for both teacher and students. 9. The designed materials provide students with 5 3.2 3 3 sufficient practices of variety of speaking competence.

10. The content of the designed materials 5 3.4 3 3 motivate the students to learn. 11. The materials are in line with the allotted 5 3.4 3 3 time. 12. The exercises and assignments can be used 5 3.4 3 3 to assess the students’ achievements. Note: N: Number of participants

2. The Participants’ Comments and Suggestions Toward the Designed

Materials

In the questionnaire, after answering the close-form questions, the participants were supposed to give their comments and suggestions to make the designed materials better. There are some spaces available for the participants to give their comments and suggestions toward the designed materials.

One participant said that the designed materials were up-to-date materials.

Another participant stated that it was interesting because there were a lot of colorful pictures. Two participants said that the themes of learning were very interesting and could motivate the students to practice speaking. The other participant commented that the content of the designed materials were already good and could facilitate the students to speak English.

The participants were also asked to give their suggestions toward the designed materials. The suggestions are summarized as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. In order to make the lesson plan more understandable, it would be better to add

names of sections of every unit in appropriate stages of the lesson plans. b. It would be better to change the style of letters (in A. Knock-Knock, B. Talk and

Talk, C. Focus on Language, D. Talk Some More), they should be in the same

size and style. c. It would be better to provide some topics dealing with accounting.

C. The Discussion on the Designed Materials Evaluation

In this section, the writer discusses the result of the designed materials evaluation. Table 3.4 in Chapter 3 was the basis in discussing the result of the designed materials evaluation. Data on Table 4.6 indicated that the participants’ opinions took place in the range 3 to 4 from 1 to 4 and the average points of the participants’ agreement or the grand mean on the designed materials were 3.4.

Therefore, the writer could conclude that the materials were positively acceptable and applicable as the main English materials to teach English tutorial students.

Nevertheless, some revisions based on the participants’ suggestions were still needed to be done in order to obtain a better result. Two suggestions were accepted and the other was not. The writer did not make all of the revisions because there was a suggestion toward certain point which was considered unnecessary.

Concerning the suggestion that the writer should add names of sections of every unit in appropriate stages of the lesson plans, the writer agreed with that.

Therefore, the writer wrote names of sections of every unit in appropriate stages of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the lesson plans. In the suggestion that the writer should change the size and style of letters (in A. Knock-Knock, B. Talk and Talk, C. Focus on Language, D. Talk Some

More), the writer agreed with that. Thus, the writer wrote them in the same size and style. Concerning the suggestion that the writer should provide some topics dealing with accounting, the writer assumed that it was not necessary because the type of the course is general English not English for specific purpose.

D. The Presentation of the Designed Materials

This section is intended to answer the second question formulated in the problem formulation. The problem deals with the presentation of materials design.

After the writer revised the designed materials, the final version of a set English speaking materials based on task-based approach for English tutorial students were ready to be presented. There are eight units in the materials and each requires 2 x 90 minutes. They are “Shalom!”, “She looks charming”, “I think you’re late, bro”,

“Music makes me happy”, “Could I ask you about soccer?”, “What should I do to make her love me?”, “Oh no, that’s not true”, “Hey, how do I do this?”. Each unit contains four sections. They are:

1. Knock-knock

This section aimed to introduce the student the topic and the task. It was also intended to provide learners the opportunities to build their prior knowledge about the presented topic and task.

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2. Talk and talk

This segment was important to be presented because the students could gain deeper understanding about the topic and task. Besides that, it provided learners the opportunity to use whatever language they already knew in order to complete the task, and then to improve their speaking skills. These tasks offered the learners a holistic experience of language in use.

3. Focus on language

In this part, the learners conducted the tasks that related to vocabulary, pronunciation and language expression. This part provided further discussion about some specific features occurred in the language used during the talk and talk section.

4. Talk some more

This section gave an opportunity for students to have deeper understanding about the materials. Moreover, in this part the learners already had all language knowledge to be applied in real communication.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

There are two parts in this chapter. The first part is for the conclusion of this study. In the second part, the writer provides suggestions for the English language instructor who will implement the designed materials and also for other researchers who would like to conduct the same type of research.

A. Conclusions

The purpose of this study is to design a set of English speaking materials based on Task-based approach for Economics faculty tutorial students. There were two problems in this study. First, how a set of English speaking materials based on task-based approach for English tutorial students is designed. Second, what the set of English speaking materials based on task-based approach for English tutorial students looks like.

To answer the first question, the writer adapted the instructional design model from Banathy and Kemp. The result of adaptation was six stages in designing the materials. They were considering learners’ characteristics, goals, topics, and general purposes, learning objectives, design system, evaluation, and changing to improve. In the considering learners’ characteristics, the writer distributed the questionnaires to Economics faculty tutorial students. These questionnaires were intended to obtain the data about their opinions toward

English teaching and their expectation from the teacher and the textbook. Next,

56 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the writer developed goals, topics, and general purposes and specify learning objectives based on the data obtained in the previous stage. Next, the writer designed the materials and in order to complete the designed materials the writer tested the designed materials by distributing the questionnaires to two lecturers of the English Language Education Study Program Sanata Dharma University

Yogyakarta and three English language instructors of LPK Global Lingua

Yogyakarta. The result of the questionnaire revealed that the designed materials were well developed and acceptable. Nevertheless, there were some revisions that was needed to be carried out in order to make the designed materials better. Thus, the final stage is the writer revised the designed materials based on the suggestions from the lecturers of the English Language Education Study Program

Sanata Dharma University Yogyakarta and the English language instructors of

LPK Global Lingua Yogyakarta.

To answer the second question, the writer described the final version of the designed materials. It consisted of eight units. They are “Shalom!”, “She looks charming”, “I think you’re late, bro”, “Music makes me happy”, “Could I ask you about soccer?”, “What should I do to make her love me?”, “Oh no, that’s not true”, “Hey, how do I do this?”. Each unit contains four sections. They are knock- knock, talk and talk, focus on language and talk some more. The whole designed materials can be seen in Appendix C.

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B. Suggestions

In this part, the writer would like to give some suggestions to the English language instructor who would like to apply the designed materials and to the future researchers who would like to conduct the same type of research.

1. For the English language instructor

a. The English language instructor is suggested to help the students prepare

the task especially the role play task. It would be better if the English

language instructors provide consultation time for the students beyond the

course hours.

b. The English language instructor is recommended to make a good

preparation before the teaching learning activities in order to provide the

students clear instructions in every task.

c. The English language instructors should be able to manage time well

because of the limited time.

2. For the future researchers

Since the materials were designed in general English type, the future researcher could try to develop the materials in English for specific purpose type especially related to accounting. The future researcher could develop such materials in different kind of difficulty level. They could also try to develop such materials for the other English course.

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REFERENCES

Banathy, Bella H. 1976. Instructional System, Penataran/ Seminar Nasional Inovasi and Technology Pendidikan, Peningkatan Program Pengembangan Ketenagaan. Jakarta: IKIP Negri Jakarta.

Borg, Walter R. and Gall, Meredieth Damien. 1983. Educational Research. Newyork: Longman Inc.

Brown, J. D., & Rodgers, T.S. 2004. Doing Second Language Research. Oxford: Oxford University Press.

Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon

Clark, H. H., & Clark, E. H. Psychology and Language. 1977. United States of America: Harcourt Brace Jovanovich, Inc.

Houle, Cyril O. 1978. The Design of Education. San Fransisco: Jossey-Bass Publishers.

Hutchinson, T. and A. Waters. 1987. English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press.

Johnson, Keith and Keith Morrow (ed.). 1983. Communication in the Classroom: Applications and Methods for a Communication Approach. Hongkong: Hing Yip Printing, Co.

Kemp, E. J. 1977. Instructional Design: A Plan for Unit and Course Development. Belmont, California: Fearon-Pitman Publishers, Inc.

Littlewood, William. 1983. Communicative Language Teaching. Cambridge: Cambridge University Press.

Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. New York, NY: Prentice Hall.

Nunan, D. 1999. Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.

Nunan, D. 2003. Practical English Language Teaching. New York: Mc Graw Hill Companies, Inc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge University Press.

Rasmussen, Carrie. 1962. Speech Methods in the Elementary School. New York: The Ronald Press Company.

Richards, J., J. Platt, and H. Webber. 1985. Longman Dictionary of Applied Linguistics. London: Longman

Richards, J and W. Renandya. 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press.

Richards, J. and T. Rodgers. 2001. Approaches and Methods in Language Teaching Second Edition. New York, NY: Cambridge University Press.

Rivers, Wilga M. 1968. Speaking in Many Tongues. New York: Cambridge University Press.

Tomlinson, Brian. 1998. Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Ur, Penny. 1996. Module 9: Teaching Speaking. Cambridge: Cambridge University Press.

Willis, Jane. 1996. A Framework for Task-Based Learning. London: Longman.

Widdowson, H. G. 1979. Teaching Language as Communication. London: Oxford Univeristy Press.

Internet Sources: Frost, Richard. Task-Based Second Language Instruction. British Council, Turkey (http://www.teachingenglish.org.uk/ Accessed on September 10, 2006).

Kayi, Hayriye. Teaching Speaking: Activities to Promote Speaking in a Second Language. University of Nevada, Nevada USA (http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html Accessed on September 26, 2006).

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LESSON PLAN UNIT 1

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Greeting / Traveling Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners become familiar with greeting expressions. 2. The learners understand how people from different countries greet each other. II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention greeting expressions used in the countries that the learner visited 2. Greet others using appropriate expressions. 3. Respond to the greeting expressions correctly. 4. Mention new vocabulary. 5. Apply the vocabulary in the conversation. 6. Pronounce the greeting expressions correctly. 7. Apply the useful expressions in greeting in the conversation

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MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation www. google.com ® Greeting ® Building the knowledge for introduction to 10’ ® Board markers includes: the new topic. Main Task ® Handout ® The learners’ ® The learners listen carefully to the instructions given by their teacher. active ® The learners share their experiences in visiting other countries in their group. 15’ participation in ® The learners discuss and answer the questions about greeting expressions in other countries completing the in their groups. ® The learners listen carefully to the exercise given. instructions given by their teacher. 20’ ® The learners complete the information about ® The learners’ ways of greeting in some countries by exchanging the information they have with performance in their partner.

® The learners listen carefully to the completing the 20’ instructions given by their teacher.

communicative ® The learners complete the dialogue while they are practicing it with their partner. activities. ® The learners check their answers with the teacher 15’ ® The learners practice again the dialogue with

their partner.

Post Task 10’

® Review the learners’ performance and closing

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Pre-Task The evaluation 2 ® Greeting 5’ ® White board 1. Hadfield, Jill. ® Review previous material. includes: 1990. Intermediate Main Task ® Board markers Communiaction ® The learners share their knowledge about ® The learners’ Games. England: ® Handout Longman. what they know about the greeting active expressions. ® Candles 2. www.google.com participation in ® The learners discuss together with the teacher 15’ about the greeting expressions. completing the

® The learners pronounce the greeting exercise given. expressions after the teacher. ® The learners’ ® The learners listen carefully to the instructions given by their teacher. performance in

® The learners create a dialogue in their groups. 45’ completing the

® The learners perform the dialogue creatively communicative in front of the class.

activities. ® The learners listen carefully to the instructions given by their teacher. 20’

® The learners play a game titled “Miracle Candle”.

Post Task ® Conclusion and closing 5’

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LESSON PLAN UNIT 2

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Describing people / Fashion model Time Allocation : 4 x 45 minutes

I. General Learning Objectives

1. The learners become familiar with describing people expressions.

2. The learners understand how to describe someone correctly.

II. Specific Learning Objectives At the end of the meeting, the learners are able to:

1. Mention some useful expression to describe people’s physical appearance and personality.

2. Describe people’s physical appearance and personality using the appropriate expressions.

3. Pronounce the expressions in describing people correctly.

4. Apply the useful expression in describing people’s physical appearance and personality in the conversations.

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MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation 1. www. google.com ® Greeting. ® Building the knowledge for introduction to 10’ ® Board markers includes: the new topic. Main Task ® Handout ® The learners’ 2. Yayasan Lia. ® The learners look at the pictures. 2001. General ® The learners brainstorm some words to active Basic 3: All That describe the model in their groups. I Want to Know. ® The learners discuss and make a list of the 20’ participation in Jakarta: P.T most important personality a model needs in Siwibakti their groups. completing the Dharma. ® The learners listen carefully to the instructions given by their teacher. exercise given. 35’ ® The learners describe their favorite model to their partner, and he should draw the model ® The learners’ according to the description given by his partner. Then they have to do it vise versa. performance in

® The learners discuss the vocabulary used in

describing people’s physical appearance and completing the 20’ personality. communicative ® The learners pronounce the vocabulary after

the teacher. Post Task activities.

® Review the learners’ performance. 5’ ® Homework (the learners prepare their role

play titled I’m a top model).

® Closing

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Pre-Task 2 ® Greeting 5’ ® White board 1. Hadfield, Jill. ® Review previous material. The evaluation 1990. Intermediate Main Task ® Board markers Communiaction ® The learners work in pair then create a includes: Games. England: ® Handout Longman. dialogue using some words to describe 15’ ® The learners’ active people. 2. www.google.com participation in ® The learners listen carefully to the instructions given by their teacher. completing the 45’ ® The learners perform their role play titled exercise given. “I’m a top model” in front of the class. ® The learners’ ® The learners listen carefully to the instructions given by their teacher. 20’ performance in

® The learners play a game completing the Post Task 5’ communicative ® Conclusion.

activities. ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LESSON PLAN UNIT 3

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Asking and giving opinion / Culture Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners are familiar with asking and giving opinion expressions. 2. The learners understand how to ask an opinion correctly. 3. The learners understand how to give an opinion correctly. II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention some cultural characteristics between Indonesia and America. 2. Ask and give opinion using the appropriate expressions. 3. Mention the meaning of new vocabulary. 4. Apply the vocabulary in the conversation. 5. Practice their pronunciation through learning a tongue twister. 6. Mention the cultural differences between Indonesia and America.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation 1. www. google.com ® Greeting ® Building the knowledge for introduction to 5’ ® Board markers includes: the new topic. Main Task ® Handout ® The learners’ 2. Yayasan Lia. ® The learners mention some cultural 2001. General characteristics of Indonesia and America. active Basic 3: All That I ® The learners discuss some cultural Want to Know. characteristics of Indonesia and America with 20’ participation in Jakarta: P.T their partner. Siwibakti ® The learners ask their partner opinion toward completing the Dharma. cultural characteristics of Indonesia and America and write them down. exercise given. ® The learners listen carefully to the instructions given by their teacher. ® The learners’ 40’ ® The learners read the text carefully.

® The learners give their opinion toward the performance in

text.

completing the ® The learners share their opinions with their groups communicative ® The learners write the words that fit the 20’ definitions given. activities. ® The learners check their answers with the

teacher.

Post Task

® Review the learners’ performance. 5’ ® Closing

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The evaluation 2 Pre-Task ® White board ® Greeting 5’ includes: 1. www.google.com ® Review previous material. ® Board markers Main Task ® The learners’ active ® The learners work in pair then create a short ® VCD participation in dialogue using some words that they had ® The Family found in the word bank. completing the 20’ Stone movie ® The learners practice it in front of the class. exercise given. ® The learners pronounce the words in tongue ® Handout ® The learners’ twister after the teacher.

® The learners listen carefully to the performance in

instructions given by their teacher. completing the 45’ ® The learners watch a movie titled “The communicative Family Stone”.

® The learners complete the worksheet. activities. 15’ ® The learners share the results with their

partner. Post Task 5’ ® Conclusion. ® Closing

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LESSON PLAN UNIT 4

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Describing feeling / Music Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners become familiar with describing feeling expressions 2. The learners understand how to describe their feeling. II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention the influence of music in life. 2. Mention some expressions to describe feeling. 3. Describe their feeling using appropriate expressions. 4. Mention the meaning of new vocabulary. 5. Apply the vocabulary in the conversation. 6. Practice their pronunciation through learning a tongue twister. 7. Apply the useful expressions in describing feeling in the communicative game.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation www. google.com ® Greeting. ® Building the knowledge for introduction to 10’ ® Board markers includes: the new topic. Main Task ® Tape ® The learners’ ® The learners look at the pictures carefully. ® The learners answer the questions related to 15’ ® Bad day song. active participation music and describing feeling expressions. ® The learners listen carefully to the ® Handout in completing the instructions given by their teacher. ® The learners listen to the song titled “Bad exercise given. day”. 55’

® The learners discuss the questions related to ® The learners’ the song in their groups.

® The learners present their work creatively in performance in

front of the class.

completing the

Post Task 10’ communicative ® Review the learners’ performance. ® Closing. activities.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The evaluation 2 Pre-Task 1. www.google.com ® Greeting 10’ ® White board includes: ® Review previous material. 2. Hadfield, Jill. 1990. Main Task ® Board markers ® The learners’ Intermediate ® The learners study the words to describe Communiaction ® Handout active Games. England: feeling. Longman. ® The learners pronounce the words to describe participation in 30’ feeling after the teacher. completing the ® The learners work in pair then create a short exercise given. dialogue using some words in the word bank. ® The learners practice it in front of the class. ® The learners’

® The learners pronounce the words in tongue performance in twister after the teacher. 15’ completing the ® The learners listen carefully to the

instructions given by their teacher. communicative 30’ ® The learners play a game titled “Yuck”. activities.

Post Task ® Conclusion. 5’ ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LESSON PLAN UNIT 5

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Asking and Giving Information / Sport Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners understand how to ask and give information correctly. 2. The learners know to use appropriate and useful expressions to ask and give information.

II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention some useful expressions in asking and giving information. 2. Ask information using the appropriate expressions. 3. Give information using appropriate expressions. 4. Pronounce the expression of asking and giving information correctly. 5. Mention the meaning of new vocabulary. 6. Apply the useful expressions of asking and giving information in the communicative activities.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation www. google.com ® Greeting ® Introduction to the new topic. 5’ ® Board markers includes: Main Task ® The learners look at the pictures carefully. ® Handout ® The learners’ ® The learners discuss the pictures with their partner. active participation ® The learners work in pair and brainstorm some 15’ words to describe the pictures. in completing the ® The learners listen carefully to the instructions given by their teacher. exercise given.

® The learners create a short paragraph about the picture. 15’ ® The learners’

® The learners share their work to the class.

® The learners listen carefully to the instructions performance in

given by the teacher. completing the ® The learners read carefully the article titled “Bambang strike down Bahrain”. communicative ® The learners work with their partner and create

a dialogue containing asking and giving 45’ activities. information found in the article titled

“Bambang strike down Bahrain”.

® The learners practice the dialogue in front of the class. Post Task ® Review the learners’ performance. ® Homework (the learners prepare their role 10’ play) and closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Pre-Task The evaluation 2 ® Greeting. 5’ 1. White board www.google.com ® Review previous material. includes: Main Task 2. Board markers ® The learners listen to the instructions given by 1. The learners’ active 3. Handout the teacher. participation in ® The learners complete the crossword. 20’ completing the ® The learners discuss the answers together with the teacher. exercise given.

® The learners study the expression of asking 2. The learners’ and giving information. 15’ performance in ® The learners pronounce the language expressions used to ask and give information completing the

after the teacher. communicative

® The learners listen carefully to the 45’ activities. instructions given by their teacher.

® The learners perform their role play. Post Task 5’

® Conclusion. ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LESSON PLAN UNIT 6

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Asking and Giving Advice / Love Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners are familiar with asking and giving advice expressions. 2. The learners understand how to ask and give advice to others correctly. II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention some expression used in asking and giving advice. 2. Ask advice using appropriate expressions. 3. Give advice using appropriate expressions. 4. Mention the meaning of new vocabulary. 5. Pronounce the expression of asking and giving information correctly. 6. Practice their pronunciation through learning a tongue twister. 7. Apply the useful expressions of asking and giving advice in the communicative activities.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation 1. www. google.com ® Greeting ® Building the knowledge for introduction to 10’ ® Board markers includes: 2. www.cosmogirl. the new topic. com Main Task ® Handout ® The learners’ ® The learners listen carefully to the instructions given by the teacher. 10’ active participation ® The learners take a love quiz. ® The learners work in pair and share the result in completing the of the love quiz. 20’ ® The learners give response to their partner exercise given. sharing by giving appropriate advice.

® The learners listen carefully to the ® The learners’ instructions given by their teacher.

® The learners read the letters carefully. performance in

® The learners discuss the problem described in 40’ the letters with their partner. completing the

® The learners work with their partner and communicative write a reply to one of the letters.

® The learners share their work together with activities. the teacher.

Post Task

® Review the learners’ performance. 10’ ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Pre-Task The evaluation 2 ® Greeting. ® White board ® Review previous material. 5’ includes: www.google.com Main Task ® Board markers ® The learners listen to the instructions given by ® The learners’ the teacher. ® Tape ® The learners write the words that fit the active definitions given. 15’ ® Disco lazy time ® The learners discuss their answers with the participation in teacher. song. ® The learners study the expressions of asking completing the and giving advice. ® Handout

® The learners pronounce the language exercise given. expressions used to ask and give advice after the teacher. 20’ ® The learners’

® The learners pronounce the word in the

tongue twister after the teacher. performance in

® The learners listen carefully to the completing the instructions given by their teacher. ® The learners listen to the song titled “Disco communicative lazy time”.

® The learners discuss the problem found in the activities. song in their groups. 45’ ® The learners make some suggestions toward the problem found in the song. ® The learners share their work together with the teacher. Post Task ® Conclusion. 5’ ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LESSON PLAN UNIT 7

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Expressing surprise / Sex education Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners are able to use some useful and appropriate expression to express their sympathy to others. 2. The learners know how to express surprise.

II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention some expressions used in expressing surprise. 2. Express surprise using appropriate expressions. 3. Pronounce the expression of surprise correctly. 4. Practice their pronunciation through learning a tongue twister. 5. Apply the useful expressions in expressing surprise in the conversations.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MEET LEARNING ACTIVITIES TIME TEACHING EVALUATION REFERENCES ING AIDS 1 Pre-Task ® White board The evaluation www. google.com ® Greeting ® Introduction to the new topic. 10’ ® Board markers includes: www.durex.com Main Task ® The learners look at the pictures carefully. ® Handout ® The learners’ ® The learners describe the situation shown in the pictures. 10’ active ® The learners listen carefully to the instructions given by the teacher. participation in ® The learners read the article titled “Keep virgin, be healthy”. completing the 20’ ® The learners give their comments toward the article. exercise given.

® The learners share their comments to their

partner. ® The learners’

® The learners listen carefully to the instructions given by the teacher. performance in

® The learners discuss charts and articles about completing the age of first sex and age when first received sex education in their groups. 45’ communicative ® The learners create a dialogue telling some

fascinating facts about the article. activities.

® The learners practice the dialogue in front of the class. Post Task ® Review the learners’ performance. 5’ ® Homework(Prepare presentation about sex education) and closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The evaluation 2 www.google.com Pre-Task ® White board includes: ® Greeting. 5’ ® Board markers ® The learners’ ® Review previous material. ® Handout Main Task active

® The learners study the expressions of participation in surprise. 10’ completing the ® The learners pronounce the expressions of surprise after the teacher. exercise given.

® The learners pronounce the words in the ® The learners’ tongue twister after the teacher. 10’ performance in ® The learners listen to carefully to the instructions given by the teacher. completing the

® The learners perform their presentation in communicative front of the class. 60’ activities. ® The learners receive comments from the

teacher toward their presentation.

Post Task 5’

® Conclusion. ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LESSON PLAN UNIT 8

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

Subject : Speaking Level : Beginner Unit : 1 Topic / Theme : Asking and giving instruction / Art Time Allocation : 4 x 45 minutes

I. General Learning Objectives 1. The learners are familiar with asking and giving instruction expressions. 2. The learners understand how to ask and give instruction correctly. II. Specific Learning Objectives At the end of the meeting, the learners are able to: 1. Mention some expressions used in asking and giving instructions. 2. Ask instructions using appropriate expressions. 3. Give instructions using appropriate instructions. 4. Apply the useful expressions in asking and giving instructions in the conversation. 5. Mention the meaning of new vocabulary. 6. Apply the vocabulary in the conversation. 7. Practice their pronunciation through learning a tongue twister.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MEET LEARNING ACTIVITIES TIME TEACHING AIDS EVALUATION REFERENCES ING Pre-Task ® Greeting ® White board The evaluation www. google.com 1 ® Building the knowledge for introduction to 5’ the new topic. ® Board markers includes: Main Task ® The learners look at the pictures carefully. ® Handout ® The learners’ active ® The learners answer the questions related to 5’ the pictures. participation in ® The learners listen carefully to the instructions given by the teacher. completing the ® The learners work with their partner and talk 10’ about how to create something dealing with exercise given. body art.

® The learners share their work to the class. ® The learners’

® The learners listen carefully to the 15’ instructions given by the teacher. performance in

® The learners work with their partner and number the sentences in the correct order. completing the

® The learners complete the dialogue while they communicative are practicing it with their partner. 45’ ® The learners check their answers with the activities. teacher

® The learners practice again the dialogue with their partner. Post Task ® Review the learners’ performance. 10’ ® Homework(Prepare role play) ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2 Pre-Task ® White board ® Greeting. 5’ The evaluation www.google.com ® Review previous material. ® Board markers includes: Main Task ® Handout ® The learners study the expression of asking ® The learners’ active and giving instruction. ® The learners pronounce the expressions of 10’ participation in asking and giving instruction after the teacher. completing the ® The learners pronounce the words in the tongue twister after the teacher. exercise given. ® The learners listen to carefully to the 10’ instructions given by the teacher. ® The learners’

® The learners read the text about how to make face painting stencil. performance in

® The learners work with their partner and 15’ create a dialogue based on the text. completing the

® The learners perform the dialogue in front of communicative the class. ® The learners perform their role play. 45’ activities.

Post Task 5’ ® Conclusion. ® Closing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

101

UNIT 1

INSTRUCTION: Look at the picture above. Work in a group of

three. Complete the table below by asking your classmates the

following questions. Then share the result to the class.

1. Do you like traveling? Why?

2. Mention the countries that you or your relatives visited!

3. Do people from different countries greet each other the same way?

4. Do you know greeting expressions in the other countries?

5. Describe how people greet in the other countries!

Source: www.google.com accessed on March 7, 2007 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

102

NAME COUNTRY WAY OF GREETING

B.TALK AND TALK

INSTRUCTION

Work in pair. You should complete the information by exchanging

the information with your partner.

For example:

Student A (focus on part 1): In Zambia, how do people greet each

other?

Student B (focus on part 2): nod, slightly bend knees, and shake

hands, right hand extended, with left hand under right elbow. (You

should nod, slightly bend knees, and shake hands, right hand

extended, with left hand under right elbow to your partner!)

Source: www.google.com accessed on March 7, 2007 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

103

PART 1 (STUDENT A)

JAPAN Bow from the waist. Look for another person that is doing the same.

RUSIA ______

BELIZE Press fists together. (Make a fist. Look for another person with the

same. When you see someone doing the same thing, press your fists together.)

ITALY ______

NEW ZEALAND (Maori) when the Maori people greet each other, they press

their noses together. This custom is called hongi. (press your nose in the air)

ECUADOR ______

MEXICO One kiss on the cheek. (Kiss in the air to the left or right)

SOUTH AFRICA ______

U.S. Businessmen (women) usually shake hands when meeting each other. (do

a hand shake with your right hand to your partner.)

PORTUGAL ______

ISRAEL Shalom means hello in Hebrew. (Say Shalom to find your partner.)

CHINA ______

TURKEY Merhaba means "hello." (Say Merhaba to find your partner.)

U.S. MILITARY CADET ______

FRANCE In France, people say Bon jour (Good day) during the day and Bon

soir (good evening) in the evening. (Say Bon jour to

your partner.)

Source: www.google.com accessed on March 7, 2007 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

104

PART 2 (STUDENT B) JAPAN ______

RUSIA Kiss three times, on alternate cheeks...left, right, left. This is an old

tradition. (Just kiss in the air and look for your partner who is doing the

same.)

BELIZE ______

ITALY Kiss on cheek 4 times -- 2 on the left and 2 on the right. (Just kiss in

the air and look for your partner that is doing the same.)

NEW ZEALAND (Maori) ______

ECUADOR An Ecuadorian woman greets her friend with medio abrazo ("half

embrace") -- like a partial hug. (Extend your left arm out to the left and look

for a person who is extending the right arm.)

MEXICO ______

SOUTH AFRICA The Zulu of South Africa say, "Sakubona" when greeting

friends. (Say Sakubona to find your partner.)

U.S. Businessmen (women) ______

PORTUGAL Bom dia means "hello" in Portuguese. (Say bom dia to your

partner.)

ISRAEL ______

CHINA Some people in China just say Ni-hao-ma which means "How are

you?" (Say Ni-hao-ma to find your partner.)

TURKEY ______

U.S. MILITARY CADET Salute to your partner

FRANCE ______

Source: www.google.com accessed on March 7, 2007 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

C. FOCUS ON LANGUAGE

INSTRUCTION: Complete the dialogue below with the words in

the box. You have to complete it while you are practicing the

dialogue with your partner!

originated spread learn raise players classmate mind greet meet greeting see waist hometown fashionable information

A: Hi. Are you my new______? B: Yes I am. My name is Keiko. What’s your name? A: Maria. Where are you from? B: Japan. Where are you from, Maria? A: Paris B: Wow, really?! You know what, I always want to

______Paris. It’s so beautiful. Actually I want to study there to ______about its language and culture. Hey, do you ______if you teach me a little bit about your culture? A: No. In my ______, when I ______my friend I usually ______my hand to show my high fives. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B: What’s that mean? A: It’s called ______. The High-fives ______among American college basketball ______in the early 1980s. It soon ______to other sports and became ______among young people as one of the ways to greet people. How about in your country? How people in your country greet each other? B: Oh I see. In Japan, people usually ______each other by bowing from the______. By the way, thanks a lot for the______. I have to go now, bye… A: Ok, no problem, bye…

INSTRUCTION: Study the expressions below

and practice them.

GREETING RESPONDING Formal Hello, Mrs. Hand. It’s nice to What a pleasant surprise! How see you again. are you? It’s been a while.

Good morning, Mr. Reed. How I’m very well thank you. And are you today? you?

Good afternoon, Mrs. Smith. Thank you. It’s nice seeing It’s good to see you. you too. How are things

going? Hello Ben. How are you Fine thanks. What’s new with Informal doing? you? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

D. TALK SOME MORE

INSTRUCTION

Work in a group of three.

Make a dialogue based on the following situations: a. You travel to America. In America you meet your old friend and

his father. His father is a U.S Military Cadet. b. You are a top model. You travel to France to do some jobs. In

France you meet your ex boyfriend and his wife. His wife is a

French.

Use greeting language expression and gesture.

Finally, perform it in front of the class.

GO TO THE NEXT PAGE

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. LET’S PLAY A GAME

PREPARATION: Class is divided into 2 groups. Pretend that you come from different countries. Prepare an appropriate name for your self. Example: If you choose Japan, your name is Yamada Miku.

PROCEDURE: Your teacher begins by giving her name and greets all of you. The student sitting to the left of the teacher continues by first pointing at the teacher and saying, “This is Mrs. Brown, She comes from America, She usually does a handshake to greet people”. Then at himself giving his own name and greet the others. In this way, everybody in the circle has to mention the names and the ways of greeting of all people sitting to their right before introducing themselves.

NOTE: Those students whose names have been forgotten by the person whose turn it is, have to stand up. They may sit down again when their names have been recalled correctly. A candle can be used to relax the atmosphere. It is handed from one person to the next in the circle and like wise introduced each time.

(Source: Hadfield, Jill. 1990. Intermediate Communication Games. England: Longman.) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

109

UNIT 2 SHE LOOKS CHARMING

(Source: www.google.com accessed on March 7, 2007)

INSTRUCTION: Look at the pictures. In groups brainstorm some

words to describe the models above!

Physical’s appearance

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

110

INSTRUCTION: In groups, make a list of the most important

personality a model needs! ______

______

B. TALK AND TALK

INSTRUCTION:

Work in pair.

Describe your favorite model to your partner and the other

should draw a picture according to your friend description.

Then you have to do it again vise versa.

Draw the picture in the provided place in the next page. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

111

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

112

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

113

C. FOCUS ON LANGUAGE

INSTRUCTION: Here are some words to describe a person’s

physical appearances and personality. Study and practice them.

GENERAL DESCRIPTION

COMPLEXION: fair, dark

HEIGHT: tall, short, of average height

AGE: old, young, elderly, middle-aged

BUILD: small, tiny, big, stocky, muscular, skinny,

slim, slender, plump, fat, obese

LOOKS: attractive, beautiful, charming, pretty,

cute, cool, sexy, plain, ugly

(Source: Yayasan Lia. 2001. General Basic 3: All That I Want to Know. Jakarta: Pt. Siwibakti Dharma) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

114

SPECIFIC DESCRIPTION ™ HAIR: short, curly, long, straight, wavy, black, grey, blonde, brown, bold (Mandy has blonde hair.) ™ FACE: long, oval, pale, sallow (Jony has a long face.) ™ EYES: small, bright, blue, slanted, big (Kenny has slanted eyes.) ™ NOSE: small, flat, pointed (Barnie has a pointed nose.) ™ CHEEKS: chubby (Sharron has chubby cheeks.) ™ LEGS: slender, long (Lena has long legs) ™ SHOULDERS: narrow, broad (Ade Rai has broad shoulders)

SPECIFIC FACIAL FEATURES Moustache beard sideburn ponytail dimple pug nose freckles birthmark mole scar tattoo

Diligent emotional wishy-washy disciplined Friendly fussy creative responsible Patient stingy humorous aggressive Lively diplomatic selfish intelligent Honest aloof independent energetic Untidy cheerful ambitious rebellious (Source: Yayasan Lia. 2001. General Basic 3: All That I Want to Know. Jakarta: Pt. Siwibakti Dharma) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

115

INSTRUCTION: Work with your partner. Create a dialogue by

using those words. Then practice the dialogue in front of the

class.

D. TALK SOME MORE

PREPARATION:

Work in a group of five.

Three students should pretend that you are models and you follow

the top model contest. The rest should pretend to be the judges.

Prepare appropriate dress.

Prepare the class so that it looks like a cat walk.

Duration time for each group: 5 minutes.

PROCEDURE:

First of all, the models walk in the catwalk. Then they have to

describe their personality to the judges.

Then the judges comment on their performances. Finally the

judges should decide who the winner is. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

116

2. LET’S PLAY A GAME

PROCEDURE:

Your teacher will give you a head.

Imagine what the rest of the person looks like.

Then your teacher will give out bodies and legs at random.

You have to get up and walk around the class describing the

person you are looking for until you find someone who can

give you an appropriate body or pair of legs.

You should not show your cards to your friends until you are

almost sure that you have found the right card.

The object of the game is to assemble a whole person.

(Source: Hadfield, Jill. 1990. Intermediate Communication Games. England: Longman.) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

119

UNIT 3

INSTRUCTION: Mention some cultural characteristics of these countries!

Indonesian American

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

120

INSTRUCTION: Discuss the following statements with your

partner. Ask your partner’s opinion about these statements.

1. Americans might rush off in a hurry a lot.

Opinion: ______

______

2. Americans might express anger openly and directly.

Opinion:______

______

3. Indonesians might push in lines, for example in the post office.

Opinion: ______

______

4. Indonesians might use only their right hand for accepting or offering

things, waving to someone, etc.

Opinion: ______

______

5. Americans might enjoy going places and doing things alone.

Opinion:______

______

(Source: www.google.com accessed on March 9, 2007)

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B. TALK AND TALK

INSTRUCTION: Read the following text carefully. Give your

opinion toward the text. Then work in a group of four and share

your opinions.

The school days ended. Tired Miss Larson took her classroom problems home with her and shared her concerns with friends at an informal cocktail party: shared frustration over teaching English in the Indonesian government school: “For three years, I’ve tried to get those little girls to behave like normal human beings, to have some self pride, to hold up their heads, look me in the face, and answer a question in a voice I can hear without straining. They’re so bright: they learn as fast as the children back home, but they’re hopeless, absolutely hopeless. They just can’t seem to learn to behave with human dignity. For all the good I’ve done here, I might as well have stayed home in Iowa and continued to teach there. The school day ended. Karmilah walked stiffly home. The strange steel she had forced into her neck- muscles seemed to have spread throughout the body. She felt rigid, brave and frightened. Entering the house, Karmilah was greeted warmly. Father asked usual daily question: “What did you learn today?” Karmilah threw back her head, looked her father in the eye and proclaimed in a loud, clear voice, “The president of Indonesia is Susilo Bambang Yudhoyono…” Daddy and Mommy talked late that night. What had happened to Karmilah? She was no longer behaving as a normal human being. “Did you notice how she threw back her head like a man?” asked Daddy: “What has happened to her shyness as a woman?” “And her voice,” added Mommy. “How happy I am that our parents were not present to hear our daughter speaks with the voice of a foreigner.” “She showed no modesty: she seemed to feel no pride. If she were normal, she would be ashamed to raise her head like that, being a girl-child, and to speak so loud as that.” Daddy added with a deep sigh. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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“Karmilah has learned so much,” said Mommy, “She knows more than I, and this has given me a great joy. But if her learning are making her a strange, ungentle, beast unlike person. I do not want her to learn more: she is my only daughter.” Daddy pondered. Finally he shook his head and spoke. “You are right, our daughter must not return to school. The new education is not good, but only the strongest can survive. I had hoped Karmilah could learn and remain normal and gentle, could become a woman of dignity. The frightening behavior of hers tonight has convinced me. She has lost her sense of pride, her sense of shame, lost her dignity. She must never return to the school. We shall try to help her find herself again. (Source: Yayasan Lia. 2001. General Basic 3: All That I Want to Know. Jakarta: PT. Siwibakti Dharma).

C. FOCUS ON LANGUAGE

INSTRUCTION: On the lines, write the words from the text

that fit these definitions. The numbers in the parentheses

refer to the paragraphs where the words appear. 1. not likely to improve or succeed; causing despair(1)______2. worry or anxiety(1)______3. in a state of fear(2)______4. to announce something(2)______5. to see or observe something or somebody(3)______6. existing in a place at a particular time(3)______7. simple and respectful(3)______8. a feeling of great happiness(4)______9. to consider(4)______10. to continue to live or exist(4)______PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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INSTRUCTION: Work in pairs. Use the words you have found

to make a short dialogue about the culture in your own

hometown. Then you have to practice it in front of the class.

INSTRUCTION: Listen to these words! Then try to repeat

them as fast and clear as possible!

I thought a thought.

But the thought I thought wasn't the thought

I thought I thought

D. TALK SOME MORE

INSTRUCTION:

The title of this movie is “THE FAMILY STONE” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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While you are watching this movie, you have to take a note

about:

1. Some expressions that are used to ask and give opinions.

2. American cultural characteristics that you found in this

movie. Then try to compare the American cultural

characteristics with Indonesian cultural characteristics.

You may write down your work in worksheet in the next page.

After that, you have to share the result of your work to your

partner.

Ø WORKSHEET

1. Language Expression: Asking and giving opinion.

Asking an opinion Giving an opinion

2. American cultural characteristics Vs Indonesians

cultural characteristics

______

______PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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UNIT 5

INSTRUCTION: Work in pairs. Discuss the pictures above.

Brainstorm some words to describe those pictures!

INSTRUCTION: Chose one of the pictures above. Create a short paragraph about that picture. You and your partner may exchange the information. Then share it to the class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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B. TALK AND TALK

INSTRUCTION: Work in pair. Read this article. Then make a

dialogue containing ask and give information found in the article

below. After that, practice it in front of the class. Bambang strike downs Bahrain July 10, 2007 PA Sport

JAKARTA – Former Selangor striker Bambang Pamungkas handed Indonesia an impressive 2-1 win over 2004 semi-finalists Bahrain as the surprises continued at the AFC Asian Cup 2007 on Tuesday evening. Bambung struck in the 62nd minute after Abdulrahman Abdulkarim had pushed Firman Utina’s long-range shot against the post to give Ivan Kolev’s side the perfect start to their Group D campaign. Budi Sudarsono opened the scoring after 14 minutes for the home side only to see Sayed Mahmoud Jalal pull the Bahrainis level in the 27th minute. The win means three of the four co-hosts will go into the second round of group matches unbeaten after Thailand held Iraq PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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to a 1-1 draw on the opening day before Vietnam downed the United Arab Emirates 2-0 on Sunday. The Indonesian fans were in raptures after just 14 minutes when they took the lead following a perfectly played through ball by Firman. The Persima Tangerang midfielder scooped the ball over the Bahrain defense and Budi evaded the offside trap to leave himself one-on-one with Abdulkarim, who he rounded after controlling the ball on his chest before sliding his shot home. Budi’s goal caused pandemonium in the stands, sparking flare- waving celebrations on the packed upper tier of the famous old stadium as the home fans dared to dream that they could match the performances of fellow co-hosts. But, after offering little in the way of a goal-scoring threat throughout the half, the Bahrainis pulled level three minutes before the half hour mark. Mahmoud Abdulrahman dispossessed Mahyadi Panggabean on the left side of the Indonesian half before playing the ball through to Abdullah Omar and, although his shot was blocked at the near post, Sayed Mahmood Jalal was on hand to slot home the rebound. Indonesia came close to reclaiming their advantage three minutes before the end of the half, however, when the quick thinking of Elie Aiboy almost punished Bahrain, the Arema Malang midfielder stealing the ball off Fawzi Ayesh before firing off a shot that Abdulkarim parried to safety. Seventeen minutes after the restart, though, the Indonesians were back in front as Bambang finished off a fine move. Elie, who tormented the Bahrain defence throughout the game, sped down the left before cutting the ball inside to Budi, who laid the ball off to Firman and he fired off a shot that was pushed onto the post by Abdulkarim. But as the ball PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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bounced back into the middle of the penalty area, Bambang seared in to finish emphatically. As the clock ticked down the fans inside the Gelora Bung Karno Stadium cranked up the volume, although Rashed Al Dosari almost spoiled the party 12 minutes from time when his looping effort from inside the penalty area hit the crossbar.

(Source: www.google.com accessed on March 11, 2007)

C. FOCUS ON LANGUAGE

INSTRUCTION: Complete the crossword by filling in the words

that fits these definitions. The numbers in the parentheses refer

to the paragraphs where the words appear. Across 1. an act of coming or gong back to an earlier state or condition 2. to pay money for the use of something 3. the leader of a group or team 4. a feeling of respect combined with fear or wonder 5. a person who helps or supports somebody especially in their job 6. often seen or heard; well known 7. a large sport field surrounded by seats for spectators 8. to give shouts of joy, praise, support or encouragement 9. the firm belief that something will happen 10. a group of sports club competing against each other

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Down a. a number of people present b. being the first of two people mentioned c. an area, a section of population d. a group of people joined together for a shared purpose e. a person who trains people in sport f. not working well g. to bring something back into use h. a happy feeling of eagerness and enthusiasm

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ASKING AND GIVING INFORMATION

Asking Information I’d like to know…..? I’m interested in…..? Could you tell me ….? Do you know …..? Could you find out ….? Could I ask ….? Do you happen to know ….? Giving Information Guessing: ……………………. I‘d say Could it be ……………….. Perhaps it’s ……………… I think it is ………………. It looks like ……………… It’s difficult to say but I’d guess I haven’t a clue: I’m afraid I don’t know ……………. I’m sorry I don’t know …………….. I haven’t had/got a clue ……………. I’m not sure ……………………….. Right or wrong Correct: That’s right Wrong: No. I’m afraid not. Right Not quite. Ok You’re close. Yes I don’t know. Exactly I’m not sure

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D. TALK SOME MORE

PREPARATION:

Work in a group of three. One student should pretend to be sport reporter. The rest should be football players. Prepare the dialogue (do not forget to use some language expression to ask and give information.) Prepare appropriate costume. Prepare appropriate setting. Duration time for each group: 5 minutes

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UNIT 7

INSTRUCTION: Look at the pictures. Then describe the

situation shown in the pictures.

______

INSTRUCTION: Work in pair. Read the article below. What is

your comment toward the article? Share it to your partner.

Keep Virgin, Be Healthy

Laurier cares launch a new commercial break for television in Indonesia, the topic is Keep Virgin, Be Healthy. This is the best commercial break ever. The commercial break show, a girl calling her boy friend, crying, say that her got pregnant, while holding a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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pregnancy test in her hand. Rather than commercial break from Fiesta Condom, that suggest free sex is OK as long as you use protection. The Fiesta Condom commercial break is targeting for teenager because it show more frequently in MTV Indonesia (Global TV). Laurier makes a step further, just don’t do it. The statistic for free sex in youth in Indonesia is shocking. That up to 30% of teenager in Indonesia is already doing free sex (hanyawanita.com). Laurier also makes a road show to give teenager more education about this. This world is going to be a better world because of you Laurier.

(Source: www.google.com accessed on March 11, 2007).

B. TALK AND TALK

INSTRUCTION:

Work in a group of three.

Discuss the charts and articles below.

Then make a dialogue telling some fascinating facts about the

article below.

After that, practice it in front of the class.

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Age of first sex

People worldwide are having sex for the first time at an average age of 17.3

Just over a third (35%) say they were 16 or under when they lost their virginity

Young people continue to have sex at an earlier age than previous generations: while the 25-34s lost their virginity at 17.9, the 21-24 year olds were 17.5 and 16-20 year olds were just 16.3

Women are sexually active earlier than men - at 17.2 compared with 17.5

People from Iceland are having sex younger than any other country (15.6) followed by the Germans (15.9), Swedes (16.1) and the Danes (16.1)

People in India are the oldest to lose their virginity (19.8) followed by the

Vietnamese (19.6), Indonesians (19.1) and the Malaysians (19).

(Source: www.durex.com accessed on March 11, 2007). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Age when first received sex education

The average age when people first received sex education is 13.2, with 8% of

people globally stating they were under the age of 10

Just over one in 10 (13%) were aged 17 and over when they first received

formal education about the facts of life

Young people are learning at an earlier age - while the over 45s were 14.4,

16-20 year olds were aged 12.7

The oldest recipients of sex education are in Vietnam (16), India (15.6), China

(15.1) and Malaysia (14.9)

Sex education is taught the earliest in Germany (11.3), Austria and the

Netherlands (11.9)

(Source: www.durex.com accessed on March 11, 2007). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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C. FOCUS ON LANGUAGE

INSTRUCTION: Study the expressions below and practice them.

EXPRESSING SURPRISE

No, I don’t believe it. Oh no, that’s not true.

Are you serious? You don’t say!

Are you kidding? Really? That’s a good idea.

You must be joking? Really? That’s sounds

What a surprise! interesting.

This is really a surprise! It’s surprising that…

My goodness! Fancy meeting you here

Good heavens! Don’t think it’s odd that…

(Source: www.google.com accessed on March 11, 2007).

GO TO THE NEXT PAGE

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If one doctor doctors another doctor, does the doctor

who doctors the doctor doctor the doctor the way the

doctor he is doctoring doctors? Or does he doctor the doctor the way the doctor who doctors doctors?

TALK SOME MORE

INSTRUCTION:

Work in a group of four.

Make a presentation about sex education.

Make your own theme, for example: “Keep Virgin, Be Healthy”

Time duration for each group: 15 minutes.

Perform it creatively.

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UNIT 8

INSTRUCTION: Look at the pictures below. Then answer the

following questions.

1. What do you know about those pictures? 2. Have you ever had one of those pictures in your body? 3. Do you know how to make them?

INSTRUCTION: Work in pair. Talk about how to create

something dealing with body art. First ……………………………………………………………………………….. ………………….. and then ………………………………………….. next ……... ……………………………………………………………………………………… After that ………………………………………………… and don’t forget to …... …………………………………………………….. Remember to ……………….. ……………………………………………………………………………………… Finally ……………………………………………………...... ……………………………………………………………………………………… PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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B. TALK AND TALK

INSTRUCTION: Work in pair. Listen to the instructions that

Jenny heard on the tattoo salon and number the sentences in

the correct order

Jenny, a second-year senior high school students, is going to have a tattoo in her back. She’s never experienced it before. She’s listening to the friendly tattoo artist. He is explaining about a normal and sterile tattooing procedure.

The tattoo artist will put on clean, fresh gloves (and possibly a surgical mask). Using the tattoo machine (with a sterile, single-use needle attached), the tattoo artist will begin drawing an outline of the tattoo under your skin. The tattoo artist will explain the sterilization procedure to you and open up the single-use, sterilized equipment (such as needles, etc.) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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The tattoo artist will first wash his hands. The to-be-tattooed area on your body will be cleaned and disinfected. When finished, the area, now sporting a finished tattoo, will be cleaned once again and a bandage will be applied. Sterile, thicker needles will be installed on the tattoo machine, and the tattoo artist will start shading the design. After cleaning the area again, color will be injected. The outline will be cleaned with antiseptic soap and water. Any blood will be removed by a sterile, disposable cloth or towel. (Source: www.google.com accessed on March 11, 2007).

C. FOCUS ON LANGUAGE

INSTRUCTION: Complete the dialogue below with the words

in the box. You have to complete it while you are practicing the

dialogue with your partner!

exactly wound epidermis needle

express lifetime stable symbols

penetrating nearest

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Tim: Hey bob, it seems like everyone has a tattoo these days. Bob: Yeah, you’re right and you know it’s not just anchors, skulls and battleships. From school emblems to Celtic designs to personalized ______, people have found many ways to ______themselves with their tattoos. Tim: Hmm, now I’m thinking about getting one. Bob: Maybe you’ve thought about getting one. But before you head down to the ______shop, there are a few things you need to know. Tim: Oh Bob, you know a lot about tattoo. Can you tell me what ______a tattoo is? Bob: A tattoo is a puncture ______, made deep in your skin, that’s filled with ink. It’s made by ______your skin with a ______and injecting ink into the area, usually creating some sort of design. Tim: What makes tattoos so long-lasting is they’re so deep? Bob: The ink isn’t injected into the ______(the top layer of skin that you continue to produce and shed throughout your-______). Instead, the ink is injected into the dermis, which is the second, deeper layer of skin. Dermis cells are very______, so the tattoo is practically permanent. Tim: Oh, I see… Bob: If you’re thinking about getting a tattoo, there is one very important thing you have to keep in mind Tim: What is that Bob? Bob: Getting it done safely. Tim: Thanks bro for the information. Bob: you’re welcome

(Source: www.google.com accessed on March 11, 2007).

GO TO THE NEXT PAGE

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ASKING AND GIVING INSTRUCTION

Asking for Instructions How do you (do this)? How do I . . . ? What is the best way to . . . ? How do I go about it? What do you suggest? How do you suggest I proceed? What is the first step? Giving Instructions Sequencing First, (you) . . . Continuing Then, (you) . . . After that, Next, (you) . . . The next step is to . . . Lastly, (you) . . . The next thing you do is . . . Starting out Once you've done that, then . . Before you begin, (you should When you finish that, then . . . . .) Finishing The first thing you do is . . . . The last step is . . . I would start by . . . The last thing you do is . . . The best place to begin is . . . In the end, To begin with, When you've finished, When you've completed the entire step, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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I need not your needles, they're needless to me;

For kneading of noodles, 'twere needless, you see;

But did my neat knickers but need to be kneed,

I then should have need of your needles indeed.

D. TALK SOME MORE

INSTRUCTION: Work in pair. Then read the text below. Create a dialogue about how to make face painting by using your own words.

Perform it creatively in front of the class.

How to Make Face Painting Stencils

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To Make Face Painting Stencils You Will Need: • A craft knife. • A piece of acetate or stiff plastic. • A printout of the stencil design (or you can draw/sketch on a piece of paper this if you want) • A cutting board (or a hard surface to cut the stencil out) • Tape. Here is the procedure: Step 1: Design your stencil design by either finding one online and printing it out of drawing one of your own. Try to stick to something simple as the surface area (a child’s face) is quite small and will most likely move while you paint them! Step 2: Use some tape to stick down the printout (or your sketch) of the stencil design to the piece of acetate along the edges. Make sure that the stencil design is a sensible size for a child’s cheek. Step 3: Using a sharp craft knife start carefully cut out the stencil. Make sure to always wash stencil after use, never use an unwashed stencil on somebody, it may cause skin irritations or allergic reactions.

(Source: www.google.com accessed on March 11, 2007).

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PREPARATION:

Work in a group of three.

Choose your role in the play: the customer, the salon employee,

the training employee.

Prepare the dialogue (don’t forget to use asking and giving

instruction expression)

Prepare some body art pictures taken from magazine.

Prepare appropriate setting and property.

PROCEDURE:

The story is about the training employee who doesn’t know the

appropriate procedure in making a body art (You may choose one

of the body art kinds). Then the customer asks the salon

employee about the appropriate procedure while the training

employee practices it to the customer.