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DEVELOPING BASIC ENGLISH MODULE FOR SECONDARY 
LEVEL: TASK BASED LANGUAGE TEACHING 

 

e-mail : sthartina@iainpalopo.ac.id 
 

ABSTRACT  

The purpose of this study is to provide a suitable English-language curriculum for SMP Negeri 1 

Bone-Bone. The five steps of the ADDIE model—analysis, design, development, implementation, 

and evaluation—are used in research and development as part of the research design. It used Ellis's 

(2017) Task Based Approach as a model to create the module. This research uses instruments such 

as observation, a questionnaire and interview for need analysis, expert validation, and a 
questionnaire for student and teacher perception. That designed module was tested on ten students 

of SMP Negeri 1 Bone-Bone. Therefore, the students' perception results obtained an average score 

of 3.64 which shows that the English module design is suitable for SMP Negeri 1 Bone-Bone. 

These results are supported by the results of the student questionnaire at SMP Negeri 1 Bone-Bone 

which are summarized as follows: the module consists of three themes, covering student needs, 

attractive design and layout, various integrated activities and skills, and providing guidelines for 

use. With modules, students can learn independently because they are adaptive and the instructions 

are easy. 

Keywords: English Module, Research and Development, Task Based Language Teaching 

INTRODUCTION 

The importance of the module is a form of teaching material packaged safely overall 
and systematically, including a set of planned learning experiences designed to help students 
master specific learning objectives. When relevant material is applied, they will realize that 
English can help them study their major (Sahraini 2020). The module contains a minimum 
of learning objectives, material/substance, and evaluation (Palukadang, 2020). A module is 
a medium that has complete functions like a book in a short and more interesting version. 
Therefore the module allows students to study each material with a longer duration of time 
so that students can discover their own understanding even without teacher supervision in 
class (Martiningsih,Lisdiana,& Susilowati, 2019). Modules designed in such a way that 
students can understand it in a way themselves. 

So far, teachers only use general English books for learning media. Existing textbooks 
are no longer relevant to the current curriculum, and there is no special English module. 
Research has shown that the module is designed to help students understand individual 
material indicated the module's validity and practicality in improving students' reading 
comprehension (Krimm & Lund 2021; Furwana 2023) 

Eka Puspa Sari1, St.Hartina2*, & Sahraini 
1,2,3State Islamic Institute of Palopo, Palopo, Indonesia

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Based on preliminary observation in SMP Negeri 1 Bone-Bone, the study found no 
English module at the school. So far, teachers only use general English books for learning 
media. Existing textbooks are no longer relevant to the current curriculum, and there is no 
special English module.Teachers highly advise introducing reading modules as 
supplementary learning materials. This module will serve as additional material to help 
students learn independently whenever and wherever they want. In addition, occasionally 
students feel very bored and sleepy because of the monotonous learning model and the use 
of less interesting media. Therefore, the use of additional media in the learning process is 
considerably essential. Hopefully, it will increase students' interest in learning so that 
learning at school can be more effective. According to Tomlison (2023), when relevant 
material is applied, they will realize that English can help them study their major. 

Developing  English modules aids to create of good language comprehension and 
decoding abilities, both of which are requirements for great reading comprehension. 
Speaking, writing, reading, and listening are the four language abilities that are tested in 
modules, which also improves test accuracy and enables people to use English in a range of 
situations (Newton et.al, 2018). The module also assists teachers in comprehending the 
value of academic English, second language acquisition, and teaching strategies that improve 
English language learners' learning. Additionally, the module seeks to increase students' 
comfort levels with the use of English in a variety of formal and informal communication 
contexts (Ali & Razali, 2018; Elleman & Oslund, 2019). 

Task-Based Language Teaching (TBLT) is a teaching method that focuses on the 
completion of meaningful tasks using authentic language. The goal of task-based language 
instruction (TBLT) is to have students utilize real language to complete tasks that have 
meaning (Ellis et.al, 2020). Three phases make up the approach: language concentration, 
task cycle, and pre-task. The teacher presents the subject and provides students with explicit 
instructions and guidelines about the pre-task phase (Chen & Wang, 2019). The task cycle 
includes planning, reporting, and task completion. Lastly, the teacher addresses any 
language-related concerns that surfaced during the task cycle and offers feedback on 
language use during the language focus stage (Bandhari,2020). TBLT is a student-centered 
methodology that promotes critical thinking, cooperation, and communication. 

Adapted from Ellis et.al (2020), to design a book using a task-based learning approach, 
educators can follow these steps. First, obtaining learner data which is  aimed to understand 
the needs, interests, and linguistic proficiency of the students using the book in order to 
provide assignments that are both relevant and interesting. Next, add the pre-task, task, and 
language focus parts to the task cycle. In Pre-task, the content introduces the topic of each 
unit or chapter and provides clear instructions. Create assignments that require students to 
use the target language to accomplish relevant, real-world tasks after that. After that, 
language focus should give students the chance to utilize the target language in real-world 
contexts and offer feedback on how they use it. 

This study aimed to design the English module for SMP Negeri 1 Bone-bone. One of 
them is to help with tedious and ineffective teaching procedures for learning to read by using 
module teaching resources. Students can manage their own previously studied educational 
materials by using the module. This module is designed to help students understand 

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individual material. The design of this module is made on the front cover, back cover, 
foreword, table of contents, basic competencies, summary, assignments, exercise, and library 
list.  It will help direct English learning to achieve learning objectives which are prepared 
according to the stage of development of students' English skills.. 

METHODS 

Design of Research 

This research is a Research and Development. The Research and Development 
technique was employed in the study's design. Books, worksheets, curricula, modules, 
software, applications, and other goods are all examples of research and development 
products. In Husnaini’s research, the approach used in research is research and development 
research or development using the ADDIE development model. The ADDIE model created by 
Dick and Carey was employed by researchers in this study (1996). In Masruddin’s research 
the ADDIE method had a positive impact on research. 

Participants of the Research 

Two hundred and five students from seven classes became users of the product. To 
evaluated the product directly, researchers conducted product trials on class VIII students 
of SMP Negeri 1 Bone-Bone as research subjects, totaling 30 students.   

Techniques of Data Collection 

The technique of data collection in this research used several instruments used by 
researchers in obtaining data, including: observation, questionnaire and interview. 
Observation was conducted on September 14, 2021. Researchers wasobserve the obstacles 
students face in learning English reading. In addition, the questionnaire is divided into two 
forms. The questionnaire is for need analysis, assessment and responses by experts (content 
experts, media experts and design and layout expert) and students’ perceptions. In St. 
Hartina and Syahrir, the need analysis is collected through a questionnaire. The data is 
relevant and follows the needs of students. These questionnaires are the primary data. The 
last, researcher conducted interviews with English teachers at SMP Negeri 1 Bone-Bone to 
collect data or information to support data from the questionnaire in obtaining more specific 
information or, in other words, secondary data. 
Techniques of data analysis 

The analysis techniques of this research used two kinds of techniques. They are 
qualitative and quantitative descriptive. Qualitative analysis is data in the form of interviews 
and advice from experts. The data analyzed descriptively quantitatively is questionnaire 
data. The data was analyzed through a quantitative descriptive method by calculating the 
percentage of the answer. 
  

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Development Procedures 

The stages in developing this Learning Module are as follows following: 

1. Analysis Stage: In this first stage, the researcher carried out an analysis needs and 
identification of problems in class VIII students at SMP Negeri 1 Bone – Bone.  

2. Design Stage: Based on the results of the analysis carried out at the first step  then the 
researcher identified results of the needs analysis to design the special objectives and 
instructions as well as writing a syllabus for using the module.  

3. Development Stage: At the product development stage, the researchers collected 
material, selected relevant material Then, it develop the to first draft by selecting the 
objective, learning activities, content and layout. The first draft then was validated by 
the language, content and design and layout expert. The correction and suggestion 
from all the expert then usen to revise the draft until available for trying out.  

4. Implementation Stage: The designed draft  then tried out to the students of the second 
grade. The researchers used the module for teaching English. Next, the participants 
were given the questionnaire to find out the students’ perception toward the module.  

5. Evaluation Stage: The result of students’ perception were adapted to fix the English 
module. After fixed, the modules were distributed to the schools.  

RESULTS 

Need Analysis 

The Results of the Questionnaire Validation by Expert   

In designing materials, researchers need to collect the needed information and know 
the characteristics of students at SMP Negeri 1 Bone-Bone. Therefore, the researcher 
distributed 30 questionnaires related to target needs (needs, wants, and deficiencies) and 
learning needs (activity, setting, teacher's role, and student's role). Before distributing the 
questionnaire to the respondents, it was validated by two validators. The results of 
instrument validation are shown below. 

Table 1. The instrument validation score 

Aspects Score 
Contents 4,33 

Scope of the Contents 4 
Language 4,5 

Average Score 4,33 

 

  

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Learning Materials 

 

Chart 1. Topic preferences  for speaking activity 

The given Chart 1 enumerates the percentages of   speaking theme selection. The Chart 
has eight themes: greeting card 18,75%, storytelling 14%. Daily activity 18,37%, describing 
people 18%. Describing place 16,37%, asking and giving permission 17,87%, expression to 
invite others 15,62%. Checking the understanding 16,37%. Eventually, students choose a 
reading theme, “greeting card” (18,75%).  

 

Chart 2. The preferences for reading activity 

The given Chart illustrates the reading activity preferences. It is readily apparent that  
there are 45% chose extensive reading, 15 % intensive reading, 20% aloud reading, and 20% 
silent reading. Overall, the highest option is extensive reading. 

 

  

18.7

14

18.37 18
16.37

17.87
15.62 16.37

0
2
4
6
8

10
12
14
16
18
20

Percentage

Extensive reading Intensive reading Reading aloud Category 4

45%

15.00%
20% 20%

Percentage

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Chart 3. Necessities of writing activity 

Chart 3 displays the preferences activity in writing class. It is clearly seen that make 
the sentences is the highest (43%) following by describing things (24%), summarizing the 
passage (13%). Furthermore, writing report and other text is 13% and the last writing 
memo and letter (7%).  

 

 

 
 

Chart 4. Necessities for listening activity 

The Chart above given the information about the listening activity that the students 
want. The highest percentage is listen and answer (46%), the second is listen and retell 
(37%), then listen and do (11%) and the smallest is listen and repeat (6%).  

Designing Course Objectives 

The English module is aimed at the English language students of SMP Negeri 1 Bone-
Bone. The researcher formulated the following course objectives based on the needs 
analysis results above. After setting goals, the researcher compiled the English module topic 
based on the needs analysis results. The topics are daily activities, greeting cards, and it’s 
English time. Then, the researcher formulated learning objectives for each topic. A 
description of the learning objectives can be seen in Table 4.4 below 

 
 

0

43

24

13 13
7

Make sentences Describing things Summarizing the
passage

Writing report ,
narrative and etc

Write memo and
letter

Percentage

37

46

11
6

0

10

20

30

40

50

listen and retell Listen and answer Listen and do Listen and repeat

Series 1

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Table 2. The learning objectives of the designed module 

 

Designing Material and Activities 

At this stage, the researcher selects several appropriate materials and the activities of 
each unit. Based on the needs analysis and research limitation results, the module was 
contain three units with the highest percentage of student needs; they introduce themselves 
and others, daily activities, and ask and give an opinion. Activities are selected based on the 
student&#39;s knowledge and skills. Furthermore, the researcher considers which activity 
to choose can strengthen the students of SMP Negeri 1 Bone-Bone in achieving achievement 
and learning objectives. The results of this stage are reflected through the course grid, shown 
in the attachment. 

The First Draft of the English Module 

The contents of the module are arranged based on the course grid. This module 
consists of three units and five tasks for each unit. The tasks are adapted from TB (Task-
Based Language Teaching),the module that has been made starting from the unit, learning 
objective, assignments, and task objective in the module. The first draft of the English Module 
is presented below: 

Unit 1: What Does Your Typical Day Look Like? 
Unit 2: I’m So Happy For You! 
Unit 3: It’s English Time! 

The explanation of each step is shown below: 

1) Let’s Get Ready: This chapter is an introductory session. In this phase, in general, an 
overview of the material is given to students. Most contain brainstorming activities. 

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Furthermore, this phase allows students to fully engage in the learning process by 
discussing certain topics to be studied. 

2) Let’s Practice: This phase of that unit provides a chance for students to practice lessons 
in that 

3) unit. 
4) Grammar Focus: This chapter is the part that provides lexico grammatical features 

needed to compose a text. It aims to assist students in mastering grammar to facilitate 
students in the next stage. 

5) Let’s Do More: This chapter focuses on student practice and aims to train students to 
understand better what has been done before, get used to answering questions, and 
train students’ ability to answer questions. 

Validation of the First Draft  

After designing the first draft, it shared to the language, content, and layout expert. The 
results of the expert validation is summarized as follows: 

Table 3.  The results of the instrument’s validation by the material expert 

Aspects Score Category 

Content 3.65 The module it can be utilized without revision. 

Language 3.42 The module it can be utilized with a little bit revision 

Design and layout 3, 46 The module it can be utilized with a little bit revision 

Average Score 3,66  

It is clearly seen that, the content expert score 3.65 which is indicated that it can be 
used without revision. However, both the language and layout and design expert suggest a 
little bit revision. Therefore, the researcher revised the module draft based on the expert 
suggestion and correction. The revision of the final draft can be seen below: 
 

 

 

 

 

 

 

 

 

Figure 1. The design of the final draft 

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Implementation 

At this stage, the revised product is implemented for several multiple students.  This 
trial was carried out at SMP Negeri 1 Bone-Bone in two days. Held on 08-09 June 2023 with 
only ten students and three meetings. Each meeting lasts 30 minutes. In this limited trial, the 
researcher only carried out several representative task effective for 30 minutes. In addition, 
it implements the designed English module. Due to limitations, time and opportunity, the 
researcher briefly explained how to use the English module. The researcher begins to explain 
the English module guide, instructions, how to work on problems, learning journals, and how 
to make your mini dictionary. It aims to clarify how to use the product to students who are 
not confused about utilizing the English module. Trials at this stage aim to determine the 
English modul  effectiveness and attractiveness. Results.  The test results will be displayed 
at the evaluation stage. 

Table 4. The result of students perception 

 

 

 

 

 

 

 

 

 

 

 

 

 

The result of students’ perception got a mean score of 3,64, with 91% of percentages 
qualified as “excellent.” It indicates that the module can be used without revision. In addition, 
the researcher also asked several students related to this matter about the suitability of the 
module english to its needs. As a result, all students answered that the english module was 
following their needs. Besides, students provided some comments related to the designed 
module as below: 
  

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Excerpt 1  “The design module is interesting. The layout is good”. 

Excerpt 2 “The design module is really good. It contains all the activities we need in our 

program”. 

Excerpt 3 The design module is interesting because it contains assignments, materials, a 

pronunciation guide, and grammar rules that didn’t exist before the product. It also contains 
space to create our mini vocabulary”. 

It has clear instructions that make it easier for teachers and students to  use English 
modules. In addition, the language used is easy to understand. As a suggestion, researchers 
must add module usage guidelines to provide more information about the designed English 
reading module. 

Final Product 

In the books used by students at school, there is too much emphasis on providing 
complicated material and the assignments in the books are too monotonous so that students 
feel more bored, whereas in the modules, it is more direct for students to improve students’ 
english. This module contains three units. English modules are developed based on student 
needs. It is an interesting read with varied and useful topics suitable for 2 nd -grade junior 
high school students provided in the English module. The english is also equipped with 
picture illustrations related to the topic. The module provides various exercises or 
assignments like essays, true/false, and others to sharpen students; understanding of english 
texts. Students’ English skills are also used in the english module. Students are expected to 
be able to improve their thinking to achieve the english target. 

DISCUSSION 

Realizing English is a skill that needs to be mastered in this modern era, but when 
learning this skill, students face several problems, such as lack of self-confidence, vocabulary, 
pronunciation and grammar. Confusion in developing ideas and arranging words and not 
having the right learning materials to guide learning. This research aims to develop an 
appropriate English module for SMP 1 Bone-Bone to overcome these problems. Apart from 
that, it also aims to determine student perceptions of the design module to support the 
suitability and effectiveness of design products. With the English module, students can have 
written guidance in the learning process; they become more active, enthusiastic, and 
motivated in involving themselves to complete individual speaking assignments/practices 
in pairs or groups, and the learning process becomes more enjoyable (Hartina & Syahrir, 
2021) 

As the product of this research, the English module was developed using ADDIE 
models. It consists of five steps: analysis, design, development, implementation, and 
evaluation. Product design also uses the TBLT (Task-Based Language Teaching) approach in 
developing the English reading module. Task-based language teaching (TBLT) modules are 
strong because they allow students to use language in meaningful, practical contexts, foster 

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communication skills, and offer chances for language learning (Shashikala,2018) . Using real 
language in problem-solving activities is encouraged by TBLT, which can improve students' 
motivation and language skills (Sholeh,2020) . Furthermore, by simulating important 
scenarios like business meetings, vacation arrangements, or social gatherings, TBLT 
exercises enable students to use their language abilities in real-world settings (Willis, 2021). 
Additionally, this method helps pupils improve their conversational and grammatical skills. 
Moreover, TBLT is an efficient and student-centered way of teaching languages since it can 
be customized to meet the needs of the students (Viriya, 2018; Prianty,Ngadiso & Wijayanto, 
2021). 

The material is selected considering the level of the student and students' problems in 
learning to speak. Most students' reading skills are at the basic level, where these problems 
often occur. What they face is difficulty in reading. The type of speech corresponds to 
students' wishes based on the needs analysis results, which are responsive, intensive, 
imitative, extensive, and extensive. The activities contained in the design reading module are 
dialogues and creative tasks, reading greeting cards, everyday stories, and discussions. 
Therefore, researchers adapt all sorts of activities to assign different assignments to 
students. The assignments in this reading module adapt the Task-Based Language Teaching 
approach. This similar type of module has been developed by Novitri (2017) and found that 
the developing English module was valid and practical and and it could be used to develop 
students' quality in learning English (Novitri, 2017) Align with Meidayanti (2020) which has 
developed a communicative basic english module for english learning. The results revealed 
that the module strongly affected the students' attitude in learning English.  

The results of the interview are also reflected in the learning objectives. It can be 
concluded that students in the reading module are to improve their English skills, especially 
in English reading. Therefore, based on the needs analysis results, researchers formulated 
general objectives. “After completing the course, students are expected to express their 
thoughts and feelings by reading in English and applying them in their language 
environment/everyday life.” It is a vital activity in life that helps one keep up with 
knowledge. 

CONCLUSION 

Based on research conducted at SMP Negeri 1 Bone-bone, the development of this 
English module was carried out through several stages to analyze target needs, namely, 
analyzing, designing, implementing, developing and evaluating. Some of the components are: 
1) three units of English module material, namely daily activities, greeting cards, and English 
time; 2) seven subunits namely learning material, let's prepare, let's practice, grammar, and 
let's do more; 3) incorrectly called the new Task-Based Language activity; 4) attractive 
layout and media 5) other skills such as listening, speaking and writing which are 
complemented by grammar and vocabulary; and 6) usage guidelines. 

The results of student perception show an average score of 3.64, and 91% percent meet 
the "Very Good" requirements. This shows that the module can be used without revision. 
Student perceptions are: the reading module is designed according to learning objectives, 

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the designed reading module contains quite a lot of reading text, the designed reading 
module has several variations of questions, and the teaching materials (text, tables, images, 
etc.) are taken from sources -relevant sources according to the topic discussed. 

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