A THESIS DEVELOPING A TASK-BASED SYLLABUS FOR TEACHING BAHASA INDONESIA TO FOREIGNERS: A1 LEVEL OF COMMON EUROPEAN FRAMEWORK REFERENCE
Zamzam Hariro Student Number 10706251039
A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education in Applied Linguistics
GRADUATE SCHOOL YOGYAKARTA STATE UNIVERSITY YOGYAKARTA 2012
ABSTRACT ZAMZAM HARIRO: Developing a Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners: A1 Level of Common European Framework Reference. Thesis. Yogyakarta: Graduate Program of Yogyakarta State University, 2012 This research developed a Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) aimed at producing a task-based syllabus product as a basis for teaching bahasa Indonesia to foreigners in the basic level with the framework from Common European Framework Reference (CEFR). The development of this TBSTBIF product was carried out through four stages, including review of literatures, create need analysis instruments, factual findings, and environment observation. In the stage of production, the researcher conducted a series of activities such as conducting need analysis, determination of the learning objectives, create and select learning tasks, identify enabling skills, Sequence and integrate tasks, activity and exercise, and formulate the syllabus. In the stage of field testing and revisions, the researcher conducted a continuum evaluations and revisions on weekly basis. Prior to the application of the product, the product was evaluated by the content experts then it was applied by teachers, evaluated and revised continuously by the researcher at every end of week one, week two, and week three. In the stage of implementation and dissemination, after being validated and recommended as a final product by the content experts, the researcher implemented the product of TBSTBIF in the institution where the researcher did the research, shared it to syllabus designers and teachers of bahasa Indonesia for foreigners to be used as an alternative syllabus and as a basis for developing materials and lesson plans. The data from the content experts and field-testing were collected by means of questionnaires, small group discussion, and test and documents analysis then later were analyzed descriptively. The results show that the developed Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) from the aspect of content quality can be categorized as "Very Good" based on a total mean score by 3.55 on a 4 to 1 Likert scale. The aspect of instructional and achievement are by 3, 85. The results of feedback from teachers on the first week of application of the product are on a total mean score by 3.6, on the second week by 3.6, and on the third week by 3.7. The results of pre-test and post-test and document analysis of students' essay tasks, presentations and attendance and participation show that all students get a score ≥ 86.5, which means “very special” based on the assessment scheme of 1 to 100 score. Therefore, it can be concluded that the developed TBSTBIF is effective for the teaching bahasa Indonesia to foreigners at a beginner level class.
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ABSTRAK ZAMZAM HARIRO: Pengembangan silabus berbasiskan tugas untuk pengajaran bahasa Indonesia untuk orang asing: Level A1 CEFR. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri Yogyakarta, 2012 Penelitian ini mengembangkan silabus pengajaran bahasa Indonesia untuk orang asing yang berbasiskan tugas-tugas yang diperlukan dalam penggunaan bahasa Indonesia bagi pembelajar pemula yang bertujuan untuk menghasilkan produk silabus pembelajaran bahasa Indonesia untuk orang asing dengan mengadopsi kerangaka level A1 CEFR. Penelitian pengembangan ini melalui empat tahapan, yaitu desain, pengembangan, uji coba dan revisi, implementasi dan diseminasi. Pada tahap desain, peneliti melakukan serangkaian kegiatan seperti kajian teori, pembuatan analisis kebutuhan dan target kebutuhan, kajian temuan, dan observasi kelas. Pada tahap pengembangan, peneliti melakukan serangkaian kegiatan seperti melakukan analisis kebutuhan dan target pembelajaran dengan menyebarkan kuesioner, menentukan tujuan, membuat dan memilih tugas-tugas pembelajaran, menentukan keahlian yang akan dipakai, merangkai tugas-tugas, aktifitas dan latihan sesuai dengan level pada silabus, menyusun silabus. Evaluasi produk silabus dilakukan oleh dua ahli materi pada aspek kualitas isi, kualitas pembelajaran, dan kualitas keberterimaan. Pada tahap uji coba dan revisi, peneliti melakukan serangkaian kegiatan dengan cara berkelanjutan yaitu, week one field-test, week two field-test, dan week three field-test. Pada tahap implementasi dan diseminasi, setelah divalidasi oleh ahli materi, peneliti mengimplementasi silabus di institusi tempat penelitian dan mendistribusikannya pada teman-teman penyusun silabus dan materi pengajaran bahasa Indonesia dan guru-guru pengajar bahasa Indonesia untuk orang asing sebagai salah satu silabus alternatif dan dasar untuk menyusun materi dan rencana pengajaran. Data dari ahli syllabus dan field-test dikumpulkan melalui angket, kelompok diskusi, dan tes kemudian dianalisa secara deskriptif. Hasil penelitian menunjukkan bahwa produk Task-Based Syllabus untuk pengajaran bahasa Indonesia untuk orang asing dari aspek isi dapat dikategorikan “ Sangat Baik”, berdasarkan pada rata-rata skor keseluruhan yaitu 3,55 pada skala Likert 1-4, aspek instruksional dan keberterimaan 3,85. Hasil feedback dari guru pada minggu pertama penerapan produk adalah rata-rata 3,6, minggu kedua 3,6, dan minggu ketiga 3,7. Hasil pre-test dan post-test serta hasil analisis dokumen siswa berupa tugas-tugas menulis essay, presentasi dan kehadiran, dan partisipasi menunjukkan bahwa semua siswa mendapatkan skor ≥ 86.5 yang berarti istimewa sesuai dengan skema penilaian 1 - 100. Karena itu dapat disimpulkan bahwa produk TBSTBIF yang dikembangkan ini efektif bagi pengajaran bahasa Indonesia untuk orang asing pada level kelas pemula. iii
MOTTO AND DEDICATION
Indeed, Allah confers blessing upon the Prophet, and His angels [ask Him to do so]. O you who have believed, ask [ Allah to confer] blessing upon him and ask [ Allah to grant him] peace. (Al-Ahzab: 56) “Sesungguhnya Allah dan para malaikat-Nya bershalawat untuk Nabi. Wahai orang-orang yang beriman, bershalawatlah untuk Nabi dan ucapkanlah salam kepadanya.” (Al-Ahzab: 56)
To the only great grand designer of my life Allah SWT and my only inspiring character Muhammad SAW.
This thesis is dedicated to two wonderful creatures in my life, Yulia and Hilwa.
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ACKNOWLEDGMENTS
In the name of Allah, the Almighty. Praise be to Allah SWT the most gracious and the most merciful who has given unlimited blessing without which the researcher would never accomplish this thesis. Therefore, the researcher can present this thesis on the time scheduled. This thesis could not be finished also without the help and support from many individuals. On this occasion, the researcher sincerely would like to thank the following persons from whom the writer receives encouragement, advice, help and support for completing this thesis. 1. Prof. Dr. Rochmat Wahab, M. Pd, MA., as the Rector of Yogyakarta State University and Prof. Soenarto, Ph, D., the director of Graduate School of State University of Yogyakarta. They have given me an opportunity to study in the Graduate School of State University of Yogyakarta. 2. Prof. Dr. Haryadi, M.Pd., Head of the Study Program of Postgraduate Program of Yogyakarta State University. He has given me opportunities to study in Applied Linguistic Program in the Graduate School of State University of Yogyakarta. He motivated me to finish the thesis. 3. The researcher’s advisor Pangesti Wiedarty, Ph.D. who has had provided thoughts, ideas and supports to the accomplishment of this thesis. 4. The reviewer, Asrudin B. Tou, Ph. D., who has had given corrections, inputs and highlights to the accomplishment of this thesis.
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5. Drs. H. Sahuddin, MA. as a head of Pusat Bahasa University of Mataram, the syllabus designer, teachers, staffs, and students of bahasa Indonesia of RUILI 2012 Program who have provided opportunities and cooperation to the success of this thesis. 6. Mr. I Made Sudjana, MA., and Mr. Edy Syahrial, MA. were my content experts who have provided invaluable helps and assistances to the accomplishment of my thesis. 7. My family, father, mother, mother in-law, my beloved wife Yulia and my lovely princes Hilwa who restlessly motivated and supported me to the accomplishment of this thesis. 8. The colleagues in postgraduate program, especially Applied Linguistic LT B classmates who have supported me from the beginning. 9. All my friends whom I could not mention one by one who always supported and motivated me to the accomplishment of this thesis. Hopefully, all helps and supports in any kinds are blessed and rewarded by Allah SWT and hopefully this thesis has a benefit for all readers.
Yogyakarta, April 2012 Zamzam Hariro
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................... ABSTRACT............................................................................................. ABSTRAK ................................................................................................ STATEMENT OF AUTHORSHIP. ........................................................ RATIFICATION ..................................................................................... MOTTO AND DEDICATION ............................................................... ACKNOWLEDGMENTS ....................................................................... TABLE OF CONTENTS ......................................................................... LIST OF TABLES.................................................................................... LIST OF FIGURES ................................................................................. APPENDICES ..........................................................................................
i ii iii iv v vi vii ix xii xv xvi
CHAPTER I INTRODUCTION A. B. C. D. E. F. G. H. I.
Background of the Research ......................................................... Identification of the Problems ...................................................... Limitation of the Problems ........................................................... Formulation of the Problems ........................................................ Objectives of the Research ........................................................... Specification of the Expected Product .......................................... Significance of the Research ......................................................... Assumptions and Limitations of the Research .............................. Operational Definitions of the Terms ............................................
1 9 10 10 11 11 12 14 15
CHAPTER II LITERATURES REVIEW A. B. C. D. E. F. G. H. I.
A Foreign Language Learning and Teaching ................................. The Teaching of Bahasa Indonesia To Foreigners ......................... Task-Based Language Teaching (TBLT) ....................................... Syllabus Development .................................................................... Developing a Task-Based Syllabus ................................................. Common European Framework Reference (CEFR) ....................... Results of Relevant Studies ............................................................ Conceptual Framework ................................................................... Research Questions .........................................................................
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17 20 21 32 38 44 47 49 51
CHAPTER III RESEARCH METHOD A. Research Model .............................................................................. B. Steps in Developing a Task-Based Syllabus .................................. 1. Designing stage ........................................................................ 2. Production stages....................................................................... 3. Field-Test and revision stage .................................................... 4. Distribution stage......................................................................
53 53 55 58 60 62
C. Subjects of the Field-Test .............................................................. D. Types of Data ................................................................................. E. Research Instruments ..................................................................... 1. Questionnaire ........................................................................... 2. Small group discussion........................................................... 3. Document analysis .................................................................. 4. Test ...........................................................................................
62 63 63 64 66 66 67
F. Techniques of Data Analysis ..........................................................
67
CHAPTER IV RESEARCH FINDINGS A. Descriptions of the Early Developed Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF): A1 Level of CEFR........................................................................................ 1. Data of the learning need questionnaires results .................... 2. Data of the target tasks questionnaires results ....................... 3. Data of the developed task-based syllabus ............................ B. Data of Field-Test Results ............................................................ 1. Data from the content experts ................................................. 2. Data from the first week of the application ............................ 3. Data from the second week of the application ....................... 4. Data from the third week of the application ....................... C. Data Analysis from the Field-Test ................................................ 1. Data Analysis from the content experts .................................. 2. Data Analysis from the first week of the application ............. 3. Data Analysis from the second week of the application ........ 4. Data Analysis from the third week of the application ........... x
69 69 77 85 91 91 96 99 103 106 106 109 112 115
D. Revisions of the Developed TBSTBIF Product ............................ 1. Revision of the developed TBSTBIF product based on the content experts analysis .......................................................... 2. Revision of the developed TBSTBIF product based in the stage of the week one field-testing .......................................... 3. Revision of the developed TBSTBIF product based in the stage of the week two field-testing .......................................... 4. Revision of the developed TBSTBIF product based in the stage of the week three field-testing ......................................... E. Study of the Final Product and Dissemination. ...............................
118 118 126 134 136 139
CHAPTER V CONCLUSION, LIMITATIONS, AND SUGGESTIONS A. Conclusion ..................................................................................... B. Limitations of the Research ........................................................... C. Suggestions for Implementation, Dissemination, and Further Development of the Product ..........................................................
REFFERENCES .................................................................... ..................
xi
142 143 145
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LIST OF TABLES
Page Table 1. Giving or Demanding, Good-&-Services or Information ........ Table 2
Element of Syllabus Assessments Subjected to Content Expert, and Syllabus Designer. ................................................
Table 3
64
Criteria for Evaluating Tasks Subjected to Content Expert, and Syllabus Designer. .............................................................
Table 4
24
65
Questionnaire to Evaluate Teachers Achievement to the Syllabus ..................................................................................
66
Table 5
General Information of the Respondents. ................................
70
Table 6
The Perception to Learn a Foreign Language ..........................
71
Table 7
The Motivation to Learn a Foreign Language. ........................
71
Table 8
The Perception of Respondents’ Progress in Speaking. ..........
72
Table 9
The Perception of Respondents’ Progress in Reading. ...........
72
Table 10 The Perception of Respondents’ Progress in Writing. ...........
73
Table 11 The Respondents’Overal Perception to the Course. ..............
73
Table 12 The Most Comfortable Ways in Learning to Speak. .............
74
Table 13 The Most Comfortable Ways in Learning to Read. ...............
75
Table 14 The Most Comfortable Ways in Learning to Write. ..............
75
Table 15 The Most Comfortable Ways in Learning to Listen. .............
76
Table 16 Respondents’ General Informations. .....................................
77
Table 17 Tasks Required in Reading. ...................................................
78
Table 18 Tasks Required in Speaking ...................................................
79
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Table 19 Tasks Required in Listening. ..................................................
80
Table 20 Tasks Required in Writing. ......................................................
80
Table 21 Tasks Required for Social and Cultural Understanding. .........
81
Table 22 Accomplishing the Reading Tasks. .........................................
82
Table 23 Accomplishing the Speaking Tasks. ........................................
83
Table 24 Accomplishing the Listening Tasks. ........................................
83
Table 25 Accomplishing the Writing Tasks. ..........................................
84
Table 26 Accomplishing the Social and Cultural Tasks. ........................
84
Table 27 The Results of Content Evaluations in the Aspect of Content Quality by Two Content Experts. .............................................
92
Table 28 The Results of Content Evaluations in The Aspect of Instructional and Achievement Quality by the First Content Expert. ......................................................................................
93
Table 29 The Results of Content Evaluations in the Aspect of Instructional and Achievement Quality by the Second Content Expert. ........................................................................
94
Table 30 The Results of Content Evaluations in the Aspect of Content Accuracy, Currency and Clarity by the First Content Expert. ...................................................................................................
95
Table 31 The Results of Content Evaluations in the Aspect of Content Accuracy, Currency and Clarity by the Second Content Expert. ......................................................................................
xiii
95
Table 32 The Comment, Suggestion and Recommendation of the Developed TBSTBIF after the Product is Evaluated by the Content Experts. .......................................................................
96
Table 33 The Results of the Teachers’ Feedback Questionnaires on the Week One Evaluation. .............................................................
97
Table 34 The Pre-Test Results. ...............................................................
98
Table 35 The Results of Week One Essay, Outclass Activity, Presentation and Attendance and Participation. .......................
99
Table 36 The Results of the Teachers’ Feedback Questionnaires on the Week Two Evaluation. .............................................................
100
Table 37 The Week Two Test Results. ...................................................
101
Table 38 The Results of Week Two Essay, Outclass Activity, Presentation and Attendance and Participation. .......................
102
Table 39 The Results of the Teachers’ Feedback Questionnaires on the Week Three Evaluation. ...........................................................
103
Table 40 The Post-Test Results. ..............................................................
104
Table 41 The Results of Week Three Essay, Outclass Activity, Presentation and Attendance and Participation. .......................
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105
LIST OF FIGURES
Page Figure 1 Principles of Common Reference Levels. ...............................
5
Figure 2 A Framework for Analyzing Communicative Tasks. ..............
29
Figure 3 The Conceptual Framework of Developing TBSTBIF............
51
Figure 4 Steps to Develop TBSTBIF, a Combination from Borg & Gall (1983:775), Long in Nunan (1988), CEFR (Council of Europe, 2001:7), and the Researcher’s Improvisation............
54
Figure 5 Format of the Tasks-Based Syllabus. .......................................
90
Figure 6 Simplifying the Syllabus ..........................................................
119
Figure 7 Making the Syllabus to be More Detail. ..................................
120
Figure 8 Correcting Structure in the Syllabus ........................................
122
Figure 9 Correcting Language in the Syllabus ......................................
124
Figure 10 Correcting the Timing in the Syllabus .....................................
126
Figure 11 Reorganizing parts in the Syllabus ..........................................
128
Figure 12 Adding Culture Inputs in the Syllabus .....................................
130
Figure 13 Simplifying the High Wordings in the Syllabus ......................
132
Figure 14 Adding Feedbacks in the Every End of the Sessions ...............
133
Figure 15 Adding Explicit Instruction ......................................................
135
Figure 16 Providing Vocabulary Retention in Every New Session .........
137
Figure 17 Scheduling the Outclass Activity in every Week Sessions ......
139
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APPENDICES
Page Appendix 1
Storyboard of the Developed Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF). ....
150
Appendix 2
The Interpretation of Syllabus into Lesson plan................
151
Appendix 3
A Sample of the Materials.................................................
152
Appendix 4
Pictures during the Field-Testing in Pusat Bahasa. ...........
153
Appendix 5
Surat Keterangan Penelitian dari Kepala Pusat Bahasa UNRAM. ...........................................................................
154
Appendix 6
Surat Keterangan Validasi dari Ahli Syllabus. .................
155
Appendix 7
The Results of Evaluation of The Developed Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) by Content Experts.........................................
Appendix 8
Appendix 9
156
The Students’ Attendances List during the Week One of the Field-Testing................................................................
157
Test Items for Pre-Test.......................................................
158
Appendix 10 Documents
Items
during
Week
One
of
Field
Testing................................................................................
159
Appendix 11 The Field note of the Week One Small Group Discussion. ........................................................................
160
Appendix 12 The Feedback of the Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) by Teachers in Week One of Field-Testing............................... xvi
161
Appendix 13 The Students’ Attendances List during the Week Two of the Field-Testing................................................................
162
Appendix 14 Test Items for Week Two Test...........................................
163
Appendix 15 Documents Items
during Week Two of Field
Testing................................................................................
164
Appendix 16 The Field note of the Week Two Small Group Discussion. ........................................................................
165
Appendix 17 The Feedback of the Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) by Teachers in Week Two of Field-Testing...........................................
166
Appendix 18 The Students’ Attendances List during the Week Three of the Field-Testing............................................................
167
Appendix 19 Test Items for Post-Test.....................................................
168
Appendix 20 Documents Items
during Week Three of Field
Testing................................................................................
169
Appendix 21 The Field Note of the Week Three Small Group Discussion. ........................................................................
170
Appendix 22 The Feedback of the Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) by Teachers in Week Three of Field-Testing.........................................
xvii
171
