CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Teaching Material

Teaching materials are learning tools that contain learning materials, methods,

limitations, and how to evaluate in order to achieve the expected goals (Widodo and

Jasmadi, 2008). Teaching material should be designed and written with instructional

guidance because it will be used by the teacher to assist and support the learning

process.

Looking at the explanation above, we can know that the role of a teacher in

designing or composing teaching materials determines the succesful of the learning

process. Material is whatever is used to learning needs, not only book but also CD,

video, dictionary, etcetera (Tomlinson, 1998). With the teaching materials, teachers

will be more orderly in teaching the materials to students and achieved all the

competencies that have been determined before .

2.1.1 Principle to Development of Material

According to Tomlinson, (2011) there are some principles to develop a material

as follows :

1. Material must have an effect for the learners.

The material is considered to give a real effect on the learner if the learner

feel curious, interest and attract attention. It looks like unusual topic,

illustration, presentation, challenging task ( Task which make students

thinking ).

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 2. Material should help students feel comfortable

The learners will be feel lazy to learn when they feel anxious,

uncomfortamble or uptight.

3. Material must build the learners confidence

Tomlinson states that activities which encourage the learners to think

depper by giving them task that are stimulate, problematic but still can be

achieve is better than just engaging learners with easy task by using simple

language so the students. It means learners must be creative, in Elementary

level can be build learners confident by ask them to make story, short poem,

etc.

4. Material should be preceive by learners as relevant and useful

Achieving the perception of relevance and utility by giving learners

relevant and useful material such as choice of topic and task. In creating

relevance and usefulness for the teaching point; can be achieved by, for

example inviting learners to make decisions about the strategies they will use

in a task.

2.1.2 Types of Teaching Materials

Teaching materials have various types, there are printed or non printed.

Printing materials often encountered are like handouts, books, modules, and student

worksheets. Andi Prastowo, (2012) describes the types of teaching materials :

a. Handouts

Handouts are everything given to learners when following learning

activities or written materials that are prepared to enrich the knowledge of

learners. Teachers can create handouts from some literatures that have

relevance to the basic competencies to be achieved by students. Currently

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 handouts can be obtained via internet download or adapted from various

books and other sources.

b. Book

Book as a teaching material is a book containing knowledge of the

analysis of the curriculum in written form. Books are arranged using simple

language, interesting, complete with pictures, description, book content, and

bibliography. The book will be very helpful for teachers and students in

deepening knowledge which suitable with each subjects.

In general, book is divided into four types (Prastowo, 2012) as follows:

1. The source book is book that can be used as a reference and source

for a particular science study, usually contains a complete science

study.

2. Book reading is a book that only works for reading materials, such as

stories, legends, novels, etc.

3. Handbook is a book that can be used as a handle of teachers or tutors

in carrying out the teaching process.

4. Textbooks is books prepared for the learning process and containing

materials or learning materials to be taught.

c. Modul

Modules are teaching materials written with the aim that students can

learn independently without or with teacher guidance. Therefore, the module

should contain subject instructional, competencies to be achieved, subject

matter content, support information, practice questions, work guidance,

evaluation, and feedback on evaluation. By giving the module, students can

learn independently without having to be assisted by the teacher.

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d. Students Worksheet

Student worksheet consists of three sections work, sheets, and students.

In the Indonesian dictionary, the sheet means piece, work means doing

activities, and students mean students for elementary to high school level.

So it can be said that the student worksheet means a piece for students to

doing activities. In the work sheet, students will receive materials,

summaries, and tasks related to the material.

Based Widodo and Jasmadi, (2008) there are some things to consider in

make teaching materials that can make students to learn independently and

get mastery in the learning process as follows:

1. Provide examples and interesting illustrations,

2. Provide the students to give feedback or giving questions practice,

tasks to measure students’ ability,

3. Material presented related to context of the task and the student

environment,

4. Using simple language and communicative because students are only

facing a book when learning independently.

While the benefits obtained by the use of Students Worksheet in the

learning process are as follows:

a. Active learners in the learning process,

b. Help learners in developing concepts,

c. Train learners in discovering and developing process skills,

d. Guide for teachers and learners in implementing the learning process,

e. Help leaners learning independently,

f. Help teacher to monitoring students’ learning achievement.

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2.2 Task Based Language Teaching

According to Anwar, (2015) Task Based Language Teaching is teaching

English strategy which focus on task only so that the students can

communicate naturally and originally when doing activity in learning process.

A. Procedure to create Task Based Reading Material

According to David Nunan, (2004) Procedure in creating task-based

reading materials :

1. Select target

Represents what the learner should be able to do after working

through the module of work . Example : At the end of this module,

you should be able to .... ( target )

2. Create a number of schema building tasks.

Modul should begin with schema building task that introduce

initial vocabulary, language and context for the task. When we read

about unfamiliar topic, reading comprehension become much more

difficult. One way to help students improve their reading

comprehension is to give them background information about the

topic, student must use their knowledge and their imagination to make

predictions.

3. Controlled practice (enabling exercise) :

Give learners controlled practice in the target language

vocabulary, structures and functions. Eg : Match the problem and the

advice then practice the conversation again using the problems and

advice in the box.

4. Give learners authentic reading task.

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 Provides learners with intensive reading, ideally using

authentic reading, or texts that simulate authentic reading, scan

newspaper carrying out the target task, then you will have a ready-

made source of data.

5. Focus on form ( focus on reading exercise )

The focus can be comprehension, fluency, or both. read again

to the authentic raeding from Step 3 and note aspects of information

then now it is their opportunity to examine and manipulate the

linguistic forms.

6. Provide reading communicative activities

It is now time for them to engage in more creative language

work and manipulate the linguistic forms.

7. Learning focus on learning reading process.

Students review , evaluate how well they can perform.

Look at the whole creteria above we need to planning and design what we

will create before doing Task Based Language Teaching. The design covers

three main activities :

1. Pre-activities

According to Stuart Mead and friend, (2012) students should be

encourage to engage in pre-activities and to establish a purpose for

reading. Teacher should active students’ background knowledge or

provide background information and the student must use their knowledge

and their imagination to make predictions about the topic. It can start with

showing a picture for make predictions

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2. While activities

According to Zan Mao, ( 2012 ) at this stage, the teacher can design
and assign some tasks to make students read the text efficiently and have
a profound understanding. Tasks are designed to train students’ reading
skills such as scanning, skimming, reading for thorough comprehension
and critical reading.

3. Post-task

According to Zan Mao, ( 2012 ) Post-reading activities are principally

designed for learners to practice communicative output. The tasks at this
stage are designed to offer students communicative opportunities to use
their the language to communicate and extend the content of the text to
the real-life situation. There are many forms for the activities of the stage,
such as rewriting text, role-playing, suggestion making, discussion,
report, etc. These activities involve speaking, listening and writing group
or pair work can make the reading more communicative. The students are
the center of the activities. They are active readers and participants in the
reading tasks. The teacher is supposed to be an organizer and a guide.

According to English Language Teaching & Testing Guide, Post task

activity in reading are:

1. Students expand prior knowledge, build connections and deepen

understanding.

2. Students show their understanding of what they have read by

answering some comprehension questions.

3. Evaluate the value and quality of the text.

4. Respond to the text by discussing its main ideas.

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 B. Types of Task TBLT in Reading Classroom

As classified by Willis, (2009) there are six main types of task adapted for use with
almost any topic from the aspect of the actual use of language.

1. Listing:

Listing may seem unimaginative, but in practice, listing tasks tend to get a
lot to talk as learners explain their ideas. The types involved brainstorming, in
which learners draw on their own knowledge and experience in the class or in
pairs/groups, act-finding, in which learners find things out by asking each
other or other people and referring to books.

2. Ordering and sorting:

Ordering and sorting tasks involve four main types: sequencing items,
actions or events in a logical or chronological order, ranking items, according
to personal values or specified criteria, categorizing items in given groups or
grouping them under given headings, classifying items in different ways,
where the categories themselves are not given.

3. Comparing:

Comparing tasks involve comparing information of a similar nature but

from different sources in order to identify common points and/or differences.

The processes involved matching to identify specific points and relate them
each other, finding similarities and finding differences.

4. Problem solving:

Problem-solving tasks make people’s intellectual and reasoning powers, and

though challenging, they are engaging and often satisfying to solve. The
processes and time scale will depending in the type and complexity of the
problem. Real-life problems may involve hypotheses, describing experiences,
comparing alternatives and evaluating and agreeing a solution. Completion
tasks are often based on short extracts from texts, where the learners predict
the ending or piece together clues to guess it. The classification ends with case

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 studies, which are more complex, entail an in-depth consideration of many
criteria, and often involve additional fact-finding and investigating.

5. Sharing personal experiences:

Tasks of sharing personal experiences encourage learners to talk more

freely about themselves and share their experiences with others. For example,
after reading a selected material about one’s childhood, learners can be
encouraged to tell their own childhood. The resulting interaction is closer to
social conversation in that it is not as directly goal-oriented as in other tasks.
For that very reason, however, these 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 task types above. Out-of-class
research is sometimes needed. Teamwork are important in getting the task
done.

2.3 Developing Learning Media

The development model of ADDIE is a development cycle. The flow of multimedia

development can be described as follows :

a) Analysis

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 The purpose of the analysis is the process of identifying and
evaluating the learners’ needs in order to adapt with the learners’ requirement.
Ali [Link], (2003) states that need analysis is a process to identify and draw a
valid curriculum, related materials, and management target to provide learning
facilities in environment which is very close and related with the real situations
of learners’. Before we create the syllabus we should know about the student’s
needs. Based on Hutchinson and Waters, (1987) what should be included in
syllabus, that is target situations what will considered as acceptable and
reasonable content in the language course.
Before arranging the syllabus of developing materials, the needs of
students should be known. The needs are divided into two divisions that are
target needs and learning needs. The target need is what the learner needs to do
in the target situations, but in learning needs it is what the learner needs to do
in order to learn.
1. The Target Needs
The target need is one of the important factors that influence the
development material. The definition of the target need, based on
Hutchinson and Waters, (1987) the target need as an analysis which
should be investigate in order to find out what are able the learners
need to do in target situation. It means that the target need should
know the first before we create a course design and developing
material. There are three terms that is important in target situation.
They are necessities, lack and wants.
The necessities are like observation, to know about the situation
that will need by the learners to function in and then analyze the
principal parts of them. The lack is a gap between target and existing
proficiency. Beside an analysis the target situation necessity, for
example read the text in particular subject area, the learners need the
instruction to do it. The wants in target need it also well known as
subjective needs. It means that the learners will give course based on
the text from their subject specialism.
2. The Learning Needs
The purpose of learning needs is to identify the frameworks or
the learning needs to motivate students to increase their competencies

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 in English. Hutchinson and Waters, (1987) explain that the learners
should feel comfort and enjoy during in learning process. So we
should understand first about the learning situations that can increase
the student’s motivation.
b) Design

The second step is design, after analysis phase. This is about the instruction.
According to Nada (2015) that design phase is a step of applying the instruction. In
this step thinks about how can design instruction be the effective ways to facilitate in
learning.
c) Development and Implementation

Development phase means that enlarge design phase that have been
determining. The researcher develops the materials depending on the design phase
and the analysis. The design phase should be developed into larger and more specific
project. Nada, (2015) stated that analysis and design are the basic of development.
Implementation is a continuation step from developing material.
Implementation is a step to put the material that has been made into the application.
In this phase, the product will be given to the developer of the application.

d) Evaluation

It is the last stage after the development and implementation stage. After

multimedia enters the post-production stage and quality checks, the next step is to

test the product. According to Lee and Owens, (2004) this stage tests interactive

instructional media applied to the first user (teacher) and end-user (student) to get an

assessment of the whole.

2.4 Previous Study

Relevant research studies supports the development learning media as

follows :

Fitri Gusmaidar’s Research, (2015) Developing Speaking Material using

Task Based in Autorun for Seventh Grade students at SMP Islamic Qon

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shows validation results from media experts declared eligible, validation of

material experts declared eligible, and the results of field trials declared

eligible. Trial conducted to 10 students SMP Islamic Qon GKB Gresik. The

development model used is the ADDIE model. Based on these data can be

said that the learning material developed by Fitri Gusmaidar’s worthy of use

as a medium of learning on Junior High School Students.

Khoirul Anwar and Yudhi Arifani’s research, ( 2015 ) Development of

CALL using Task Based Language Teaching conclude that Task based

learning can optimize scientific approach for the learners. Khoirul and Yudhi

declared learners need variation media of learning that using IT.

The differencess between the researcher and the two researchers above lies

in the media used. Fitri’s using Autorun, Khoirul and Yudhi using CALL that

can be used in offline mode without internet access, while the researcher

using Aplication Web Basis that the user must use internet access.

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