DEVELOPING THEME-BASED TASKS WITH TOPICS FAMILIARITY TO PROMOTE LEARNERS’ PRODUCTIVE LANGUAGE SKILLS AT JUNIOR SECONDARY EDUCATION

This research aims to study the theory of content-based instruction approach by developing theme-based tasks with topics familiarity as an English instructional activity. This study focused on four objectives of research namely investigating the instructional components involved in theme-based tasks with topics familiarity for teaching and learning process of productive language skills at junior secondary education, investigating appropriate model of theme-based tasks with topics familiarity, investigating the effect of theme-based tasks with topics familiarity tasks in promoting the learners’ productive language skills and knowing the teachers and learners perceptions of theme-based tasks with topics familiarity.
This type of research was descriptive study with research and development (R and D) design by a combined design qualitative and quantitative methods. This research was conducted in junior secondary schools in Parepare. There were ten English teachers and eighty-six students participated as subjects of this research. The ten English teachers were chosen from different schools as well as the students. The steps of collecting data in this research were conducted by analyzing, designing, developing, implementing and evaluating. It used guided question for interview, questionnaire, speaking and writing tests, and observation sheet as research instruments. The research data were analyzed quantitatively and qualitatively.
The results of this study indicate that first, there are ten instructional components that are important aspects in designing theme-based tasks with topics familiarity namely learning objective, learning material, learning activity, class organization, delivery mode, skill focus, use of media, learning resource, students’ worksheet and evaluation. Second, the appropriate model of theme-based tasks to promote productive language skills includes learning stages, learning activities and learning orientation. Third, the implementation of theme-based tasks can promote the learners’ productive language skills. This is indicated by the students’ achievement and the comparison of pretest and posttest show significant progress and improvement. Fourth, the teachers provide their positive perceptions of theme-based tasks, strengthen cooperative learning, empower student-centered classroom activities and create experiential learning. Then, the students perceive interested in learning English through theme-based tasks with topics familiarity because it assists them to acquire meaningful learning experiences, increases their passion to practice their English abilities orally and written form.