instruction of the task. The study guide contains of the book guidance, answer key and the self assessment to help the students learn individually.
4. Media The media of the book is categorized as the use of the pictures, the font
style and the colour. In this supplementary writing materials book, the book is colourful and attractive. There are many pictures that are used in each unit to
make the students comprehend the activity easily. The pictures are related to the topic of the text in each unit.
The use of the font style is interesting and not excessive. The font style and the font size are appropriate and the font is readable. The supplementary
writing materials book is colourful. The book uses many colours to make the students motivated to do the task in each unit. The students are really appreciate
of the book design and layout because they are not interested in the black and white book colour.
E. Research Constraint
In conducting this research, the researcher faced an obstacle which came from the external factor. The obstacle was the limitation of time because in
distributing first questionnaire, the researcher could almost not get the school permission to conduct the need analysis. It happened because the students had to
do the final semester examination and had holiday of Ramadhan and Ied Fitr.
The second obstacle happened in distributing the second questionnaire for the tenth grade students of senior high school. According to the supervisor, the
researcher could take a few of sample of tenth grade students which consisted of 10 students. In conducting the second questionnaire, the data were taken informal
to make the students can do the whole tasks in the book. Fortunately, the obstacle was not significantly influencing the evaluation.
The book evaluation could be evaluated as well and it was not influencing the result of the book evaluation. Although the students were evaluating the book in
the limit of time, there was a result of the expert evaluation that assessed the book as well. As a result, both of the students and the lecturer assessed the book
objectively and gave their suggestions to the book.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion about the Supplementary Writing’s Book
There were three conclusions in this research which were finding the writing target ne
eds, the students’ learning needs and the appropriate characteristics of the book. The suggestions were addressed to the English
teacher, the materials development, and the students of English Education Department.
1. The Target Needs The writing target needs refers to what the students need to do in the target
situation. There were three terms in the writing target needs. They were necessitites, lacks, and wants in learning writing. For the necessities, the students
were expected to be able to write a text correctly, comprehend about the language features of the text and answer the questions based on the text correctly. The
second term was lacks. As mentioned before, the lacks came from the textbook that was not sufficient for the students to improve their writing skill, the limitation
of time for learning writing in the classroom, and the lack of students motivation in learning writing. The last was wants. For wants, the students wanted to have an
interesting supplementary writing book to support their learning process. The students also wanted a book which contained an interesting acitivity to motivate
them in learning writing.
2. The Learning Needs The learning needs were about the students’ opinion about what they
should do to attain the target situation. For the input, the students wanted in learning short texts and the texts were taken from their daily life, so they can
easily comprehend the text. Furthermore, they wanted the use of pictures in the learning materials to motive in learning writing.
In learning activities, the students preferred to answer the questions based on the text and do the learning writing games such as wordsearch puzzle. In this
modern era, the students were familiar in using the technology and the social media, so the students also wanted the involvement of the technology in the
teaching and learning process. In doing the activities, the students liked to do the tasks individually and in a group work. Therefore, some of the materials could be
done individually and in group works. In the student s’ role, most of the students
liked to solve their problem by asking their friends rather than the teacher.
3. The Characteristics of the Appropriate Task Based Supplementary Writing Book
There were three units of the supplementary writing materials using task based language teaching. The unit was divided into three which contained of
descriptives text and announcement which were unit 1 and unit 2 explained about describing people and place. Then, In the unit three, it was explained about
announcement. Each unit consisted of 15 tasks which were divided into pre task,
