Designing Task-Based English Speaking Materials  for the Staff of Bank Mandiri Yogyakarta

Patricia Angelina

doi:10.24071/llt.v20i1.523

Designing Task-Based English Speaking Materials for the Staff of Bank Mandiri Yogyakarta

Patricia Angelina^(1*),

(1) Sanata Dharma University, Yogyakarta
(*) Corresponding Author

Abstract

Most of the staff of Bank Mandiri in Yogyakarta have some difficulties to communicate with the foreign customers, which hinder the process of the service. Therefore, this study attempted to develop English speaking materials for the staff of Bank Mandiri in Yogyakarta using the principles of task-based learning. The writer adapted Kemps instructional design model (1977) comprising eight flexible, interdependent steps. Those steps, subsequently, were put under the umbrella of Borg & Galls (1986) Research and Development (R&D) method. Due to time and resource limitations, only three out of ten steps of the R&D model were employed, which were: (1) Research and information collecting, (2) Planning and (3) Developing preliminary form of product. To acquire required information for developing the materials, the writer distributed needs analysis questionnaire to twenty staff of Bank Mandiri, Yogyakarta. The designed materials covered eight units. Each unit consisted of five sections, namely Do You Remember?, Prepare Yourself!, Can You Do These?, Lets Learn!, and Its Time to Write. It was expected that the materials could improve the speaking skill of the staff of Bank Mandiri Yogyakarta.

Keywords

task-based learning, speaking, design

Full Text:

PDF

References

Ary, D., Jacobs, L. C. & Razaveih, A. (2002). Introduction to research in education. Belmont: Wadasworth Thomson Learning.

Borg, W. R. & Gall, M. D. (1983). Educational research: An introduction (4th edition). London: Longman Inc.

Briggs, L. J. (1987). Instructional design. New Jersey: Prentice Hall Regents.

Brown, H. D. (2004). Language assessment: Principles and classroom practices.

New York: Pearson Education.

Brown, J. D. & Rodgers, T.S. (2002). Doing second language research. Oxford: Oxford University Press.

Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. New York: Cambridge University Press.

Nunan, D. (1989). Syllabus design: Approaches and methods in language teaching. Oxford: Oxford University Press.

Nunan, D. (1989). Understanding language classrooms: A guide for teacher initiated action. Oxford: Prentice Hall International.

Nunan, D. (2003). Practical English language teaching. New York: McGraw Hill Companies.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Richard, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Seliger, H. W. & E. Shohamy. (1989). Second language research methods. Oxford: Oxford University Press.

Tomlinson, B. & Masuhara, H. (2004). Developing language course materials. Singapore: SEAMEO Regional Language Centre.

Watson, J. (1996). Reflection through interaction: The classroom experience of pupils with learning difficulties. London: Falmer Press.

Willis, J. (1996). A framework for task-based learning. Edinburgh: Pearson Education.

DOI: https://doi.org/10.24071/llt.v20i1.523

Refbacks

There are currently no refbacks.

Indexed by:

LLT Journal: A Journal on Language and Language Teaching Sinta 1 Certificate

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

Username
Password
Remember me