DEVELOPING GENRE-BASED GRAMMAR TASKS FOR GRADE X STUDENTS OF MAN YOGYAKARTA III IN THE ACADEMIC YEAR OF 2012/2013

The objectives of this study are to develop genre-based grammar tasks that are suitable for grade X students of MAN Yogyakarta in academic year of 2012/2013 and identify the characteristics of grammar tasks that are suitable for Grade X students of MAN Yogyakarta III. This study was classified as a research and development (R & D) study. The instruments used in this study were interview guidelines and questionnaires. The data from the need analysis and evaluation were analysed quantitatively, while the data from the interviews were analysed qualitatively. Meanwhile, the development procedure consisted of identification of needs for materials (needs analysis), exploration of needs, contextual realisation of materials, pedagogical realisation of materials, production of materials, first evaluation of materials (expert judgment), student use of the materials (try-out), second evaluation of materials, and production of the final draft. The average scores obtained from the evaluation questionnaires ranging from 3.6 to 4.6 show the students agreements on the developed tasks. Based on the tryout and evaluations results, genre-based grammar tasks that are suitable for Grade X students of MAN Yogyakarta III are those which help them produce texts and make them think that grammar is not complicated to learn. Meanwhile, the characteristics of grammar tasks that are suitable for Grade X students of MAN Yogyakarta III 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 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 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 which should last not more than nine minutes, and (7) the layout should support the student comprehension using pictures and font, size, and colours which are legible and systematically and tidily arranged