The Discussion on the Designed Materials

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 50 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 52 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI