Developing Instructional Tasks and Materials of Interculture – Based English Speaking Skills (IBES) Model

Abstract

This research study was aimed at developing instructional tasks and materials for Intercultural-Based English Speaking (IBES) model for the students of the English department under higher education. The IBES model was chosen, as it is a specific teaching method that meets the appropriate instructional materials. The components of the IBES model include a few stages: i.e. warming up, meaning-focused-input, modeling, fluency development, and presenting. Further, the model has been supported by the communicative language learning (CLT) approach, task-based language teaching (TBLT), and genre-based language teaching (GBLT) concepts. The current research and development (R&D) design followed the steps of (1) identifying problems, (2), designing the model (3), developing the model in large scale and (4) disseminating the product in its holistic form. The learning materials were developed to support the IBES model, which aims to improve the students’ speaking competences while implementing intercultural language learning in speaking classes. The IBES materials were designed based on the students’ target needs and learning needs. The materials were then compiled in task-based learning materials, under which, some of the preferred topics included: wedding ceremony, historical building, music, and myth. The topics were chosen so that students could freely speak in the classes. The materials consist of four units. The design of each unit of materials was divided into three parts of sections. The three parts include: Let’s get prepared, Act it out, and Review. Based on the results of this research, it was found that (1) the quality of the product was good along with the quality of cultural values; (2) the students’ responses at the preliminary stage (i.e. try-out) were good too; (3) the teacher’s response toward students’ textbook indicated a good response too. The tasks comprised of four chapters containing the instructional materials for the speaking class. The proposed topics were primarily cultural topics; these topics were effective and appropriate to be utilized in the teaching of speaking skills for English department students in Higher education.