DEVELOPING AUTHENTIC TASKS FOR THE SPEAKING SKILL OF GRADE X STUDENTS OF MADRASAH ALIYAH NEGERI 1 SALATIGA IN THE ACCADEMIC

Abstrak / Ringkasan

The objectives of this study are to develop authentic tasks for the speaking skill for the Grade X students of MAN 1 Salatiga and to identify the characteristics of the authentic speaking tasks for Grade X students of MAN 1 Salatiga in the academic year of 2012/2013.
This study was a research and development (R & D) study. The development procedure comprised identifying needs for materials (needs analysis), developing the materials grids, writing the first draft of the materials, evaluating the first draft by expert judgment, rewriting the second draft of the materials, evaluating the second draft, and developing the final draft of the materials. The instruments used in this study were interview guidelines and questionnaires. The data from the need analysis and evaluation were analyzed quantitatively, while the data from the interviews were analyzed qualitatively.
The average scores obtained from the evaluation questionnaires of the ranging from 4.0 to 4.23 showed the expert agreement on the developed tasks. Based on the expert judgment results, authentic speaking tasks that are suitable for Grade X students of MAN 1 Salatiga are those which help them explore their speaking skills. Meanwhile, the characteristics of authentic speaking tasks that are suitable for Grade X students of MAN 1 Salatiga are that: (1) the goals of the tasks should be feasible and appropriate to the indicators stated in the course grids; (2) the inputs should be comprehensible, not be too long, be in interesting and familiar topics, use brief and motivating explanations, and use simple vocabulary which might help the students to accomplish the tasks and improve their vocabulary mastery; (3) the activities should be referring to the real life interaction as close as possible, varied, interesting, challenging, simple, motivating, sequenced from guided to free, and from easy to difficult; (4) the teacher should play roles as a prompter, a resource, a tutor, an instructor, a facilitator, and a monitor; (5) the students should play roles as active and responsive participants; (6) the setting should be varied from individual, pairs, small groups, or whole class works; and (7) the instruction should be clear, the vocabulary should be simple and understandable, the illustration should be clear, interesting, and understandable, and the recording should be clear.

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