good. Second, the selection of the materials meets the students’ needs. Third, some of the indicators need to be reformulated. Fourth, the activities should probably be
designed from guided to free practice. The last, the activities seem monotonous. After giving comments, the participants also gave several suggestions toward
the designed materials. The suggestions were summarized into six points. First, some indicators should be reformulated. Second, the instructions in the teacher’s manuals
needed to be made clearer. Third, the writer was suggested to distribute allotted time in all activities in every unit. Fourth, several activities should be rearranged from the
guided to the free practice. Fifth, the Planning in the Task Cycle 1 needed the clarity of instructions. Sixth, the planning and report section in the Task Cycle should be
varied.
8. Revising the Designed Materials
By distributing questionnaires to two lecturers of English Education Study Program of Sanata Dharma University and two lecturers of Management Major of
Duta Wacana University, the writer obtained comments and suggestions from them. The participants’ suggestions, then, were used to revise and improve the designed
materials.
B. The Discussion on the Designed Materials
This part discussed the revision and improvement on the designed materials based on the participants’ suggestions. The writer accepted almost all of the
suggestions from the participants. The writer agreed to reformulate some indicators by using concrete verbs so that the learning objectives would be clearer. The writer
48 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
also rewrote the instruction in the teacher’s manual. The writer provided step by step instructions on every activity to avoid confusion. Considering the participants’
suggestions about specifying the allotted time, the writer put allotted time in all activities in every unit to make the time distribution clearer so that the activities
would be done more effective. The writer also changed the instructions on Planning in the Task Cycle 1 to make it clearer and easier to be understood.
However, the writer could not accept all of the participants’ suggestions because of some reasons. Related to the suggestion that several activities should be
rearranged from the guided to the free practice, the writer did not make any changes because as stated in the chapter two, the third role of the learners in TBL are as risk-
takers and innovators. The learners will be required to create and interpret message for which they lack full linguistics resources and prior experience. The skills of
guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners may also need to be developed. Because of that reason, the writer
deliberately provided the students with free practices, not guided practices. The writer also could not vary the planning and report section in the Task
Cycle because as proposed by Willis, in the planning section indeed the students rehearses sharing or presenting what they have done in the task section and in the
report section the students present what they have prepared or report what they have done in the task section. Because of that reason, the planning and report section in
the Task Cycle could not be varied anymore. From the data of participants’ opinion, it was found that the means ranged
from 2.75-3.75. It was also found that the average means was 3.4. It could be concluded that the designed materials were good, applicable, and acceptable for the
Students of Management Major of Duta Wacana University. 49
Continued to page 51
C. The Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University
This section answers the second question in the problem formulation, that is, what the designed of materials looks like. Thus, the writer presented the final version
of the designed materials as the result of the revision and improvement based on the respondents’ opinions.
There were eight topics in the designed materials and the time allocation of each unit is 105 minutes. Each unit has three main sections namely Pre-task, Task
Cycle, and Language Focus. The Task Cycle consists of three phases namely Task, Planning, and Report. There are two phases in the Language Focus namely Analysis
and Practice. The complete of the designed materials can bee seen in the appendix, and the presentation of the topics and contents of each unit of the materials design
are presented in table 4.12.
Table 4.12: The Topics and the Contents
UNIT TOPICS
CONTENTS 1
Making and
Receiving Telephone Calls
Pre-task Question for Discussion.
Task Cycle Task
Planning Report
Language Focus Analysis
Practice 2
Making a Deal Pre-task
Question for Discussion. Task Cycle
Task Planning
Report Language Focus
Analysis Practice
3 Buying and Selling
Pre-task Question for Discussion.
Task Cycle Task
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Continued from page 50 Planning
Report Language Focus
Analysis Practice
4 Handling Complaints
Pre-task Question for Discussion.
Task Cycle Task
Planning Report
Language Focus Analysis
Practice 5
Having an Overseas Business Trip
Pre-task Question for Discussion.
Task Cycle Task
Planning Report
Language Focus Analysis
Practice 6
Presenting Products Pre-task
Question for Discussion. Task Cycle
Task Planning
Report Language Focus
Analysis Practice
7 Attending a Meeting
Pre-task Question for Discussion.
Task Cycle Task
Planning Report
Language Focus Analysis
Practice 8
Preparing Yourself for a Job Interview
Pre-task Question for Discussion.
Task Cycle Task
Planning Report
Language Focus Analysis
Practice 51
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This last chapter divided into two parts. The first part is the conclusions to answer the questions in the problem formulation and the second part is the
suggestions for the English lecturers and for the other researchers who conduct similar study.
A. Conclusions
The study was aimed at designing Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University
Yogyakarta. There were two problems in this study. The first problem was how a set of English speaking instructional materials for the students of Management Major of
Duta Wacana University Yogyakarta is designed. The second problem was what the designed materials look like.
To answer the first problem, the writer constructed a new instructional design model by adapting Yalden’s and Kemp’s instructional design model.
The new instructional design model consisted of eight steps. They were: 1 conducting a
needs analysis, 2 deciding goal, topics, and general purposes, 3 specifying the learning objectives, 4 selecting syllabus type, 5 listing the subject content, 6
selecting teaching-learning activities, 7 evaluating the designed materials, and 8 revising the designed materials.
In order to answer the second problem the writer developed the final version of the designed materials which consisted of eight topics. They were: Making and
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