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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the results and discussion of the steps of designing a set of supplementary integrated reading writing materials using Task-Based
Learning for the tenth grade students of SMA Bopkri 2 Yogyakarta. This chapter answers two questions elaborated in the problem formulation. The discussion is
divided into two parts. The first part discusses the result of the steps of designing the integrated materials. The second part presents the final version of the designed
set of integrated materials.
A. The Steps in Designing a Set of Materials
Some steps are needed in designing the materials. Therefore, the writer presents a design model which covers seven stages resulting from the combination
and modification of the instructional design model of Kemp’s and Yalden’s. Those stages are the main answer to the first question which is stated in the
problem formulation. The elaboration of each stage is stated as follows:
1. Research and Information Collecting
The writer conducted research and information collecting as the initial step. It is important to collect information about the students’ needs, interests and
difficulties in learning English. The data of the research and information collecting were obtained by distributing questionnaire to the tenth grade students
of SMA Bopkri 2 Yogyakarta and conducting interview with their English teachers
to clarify the information that was not covered in the questionnaire. The result of the questionnaire and interview are presented as follows.
a. The Data from the Questionnaire
The questionnaire was distributed to 20 students of class X-A of SMA Bopkri 2 Yogyakarta
. The writer used closed-form questionnaire. It means that the students as the participants chose the appropriate answer that represents their
actual situation by crossing one or more of the options in the questionnaire. The table of the results of the research and information collecting is presented as
follows:
Table 4.1: The Result of the Needs Survey
No Questions
Responses Percentage
1. Do the respondents have any
difficulties in reading? a.
Yes b.
No 66.7
33.3 2.
If the respondents have any difficulties in reading, what make
the respondents difficult in reading?
a. Grammar
b. Vocabulary
c. Diction
d. The theme of the
passages 57.4
19.1 33.3
57.1
3. Do the respondents often feel
bored in reading? a.
Yes b.
No 71.4
28.6 4.
What make the respondents fell bored?
a. The theme
b. The monotonous activity
c. The passages are too long
d. The difficult vocabulary
19.1 66.7
42.9 47.6
5. How do the respondents
understand the passages in English?
a. Read the whole passage
without deal with the new vocabulary
b. Read and find out the
new vocabulary in the dictionary
c. Find out the new
vocabulary first, then read the whole passage
d. Read part of the passage
and find out the new vocabulary
38.1 23.8
14.3 23.8
Continued to page 45
Continued from page 44
6. What activities do the
respondents want in learning reading?
a. Discussion
b. Retell the story orally
c. Rearrange the parts of a
story d.
Lecturing 38.1
33.3 14.3
14.3 7.
Do the respondents have any difficulties in writing?
a. Yes
b. No
71.4 28.6
8. If the respondents have any
difficulties in writing, what make the respondents difficult in
writing? a.
Grammar b.
Vocabulary c.
Activity d.
Topic 61.9
57.1 33.3
57.1
9. How do the respondents make a
composition in English? a.
Make the whole composition in Indonesia
then translate in into English
b. Make the outline in
Indonesia then write the composition in English
c. Make the outline in
English the write the composition in English
d. Write the composition in
English directly 33.3
47.6 9.5
9.5 10.
What do the respondents do when the respondents find new
vocabulary? a.
Find the meaning of new vocabulary in the
dictionary b.
Ask the teacher c.
Neglect it d.
Ask friends 38.1
33.3 14.3
14.3 11.
Do the respondents often read the references when the respondents
get an assignment to make a composition?
a. Yes
b. No
61.9 38.1
12. What references do the
respondents read when the respondents get an assignment to
make a composition? a.
Book b.
Article from the internet c.
News paper d.
Journal 23.8
42.9 23.8
9.5 13.
What activities do the respondents want in learning
writing? a.
Jumbled sentences b.
Retell the story using your own words
c. Tell a story from the
pictures d.
Continue the story 90.5
23.8 47.6
4.8
Continued to page 46
Continued from page 45
14. Choose 8 topics that the
respondents want to learn. a.
Film b.
Shopping c.
Animals d.
Self Identity e.
Profession f.
Environment g.
Tales h.
Food and Drink i.
My school j.
Sport k.
Great woman l.
Feeling m.
Daily Activities n.
Tragedy o.
Party p.
Events q.
Clothes 38.1
19.5 76.2
38.1 19.5
42.9 52.4
52.4 47.6
38.1 66.7
23.8 28.6
4.8 71.4
47.6 76.2
The results of the questionnaire provide significant information for the writer, such as their interest and difficulties in learning English especially in developing
reading and writing skill. By knowing the problems faced by the English tutorial; students, the writer can develop the appropriate materials that can help them to
solve their problems in developing reading and writing skill. The writer divided the questionnaire into three main parts. The first part is about reading, the second
is about writing and the last part is about the topics of the materials. The writer found that the biggest problem faced by the students in reading is about grammar.
The solution of this problem is that the writer develops the materials that provide the learners with some exercises dealt with grammar. The second major problem
that makes the students difficult to read is about the theme of the passages. This problem can be solved by provide reading passages which are related to their daily
life. The next two problems are related to vocabulary. The solution for this
problem is that the writer develops the materials that provide some exercises dealt with vocabulary.
The writer also found some interesting facts. Most of the participants like fun teaching techniques. The old teaching technique such as lecturing is less liked by
the participants. The writer will design the materials by applying some techniques that are chosen by most of the participants such as discussion, retell the story, and
rearrange the parts of story. In the writing section, the writer found other facts. The biggest problem faced
by the students in developing writing skill is about grammar. Dealing with this problem, the writer develops materials with some exercises on grammar. For
example, the students are given task to rearrange the paragraphs using time connectors. The next problem is about vocabulary. This problem can be solved by
providing vocabulary review each unit. The third problem is about the theme. For this problem, the writer uses themes which are related to their daily activities.
Therefore, the students will be familiar with the topics. The last problem is about activity. This problem can be solved by providing interesting activities that
motivate the students to write. From the table 4.1, the writer found that the participants like fun activities in writing. Therefore, the writer will design the
materials by applying some techniques that are chosen by most of the participants such as jumbled sentences, retell the story from the pictures, and retell the story
using their own words. The participants were interested in various kinds of topics learning. The
writer had provided the topics of learning, such as announcement text,
advertisement text, invitation text, narrative text, descriptive text, and news item text. Then, there are eighteen themes that were provided by the writer in the
questionnaire. They were Film, Shopping, Animals, Self Identity, Profession, Environment, Tales, Food and Drink, My school, Sport, Great woman, Feeling,
Daily Activities, Tragedy, Party, Events, Clothes. Nevertheless, the writer only used eight themes that were preferable by the most of the participants. They were
Events, Food and Drink, Party, Animals, Tales, Great Woman, Tragedy, and Pollution.
b. The Data from the Interview
In order to obtain more information that cannot be obtained in questionnaires, the writer also interviewing two English teachers of SMA Bopkri 2
Yogyakarta. From the results of the interview, both of the teachers realized that
not all the students have good skill in reading and writing. The students were not really enthusiastic in reading and writing. They thought that reading and writing
were very difficult. Therefore, they felt bored when they were practicing reading and writing. Both of the teachers mentioned that the tenth grade students of SMA
Bopkri 2 Yogyakarta were in the beginner level. The teachers had employed
several activities and resources in the teaching-learning process. The activities conducted by the teachers were reading together, class discussion, writing a story,
and so on. Both of the teachers explained that the problem faced by the students in reading is related to grammar while the problem in writing is related to the
students’ motivation.
Based on the result of the interview with the two English teachers of SMA Bopkri 2 Yogyakarta
, the general characteristics of the tenth grade students of SMA Bopkri 2 Yogyakarta
could be described as follows: a.
The students were not really enthusiastic in reading and writing. b.
The teachers had employed several activities and resources in the teaching-learning process
c. The problem faced by the students in reading is related to grammar
while the problem in writing is related to the students’ motivation The data from the Research and Information collecting step shows that the
students have their wants, needs, and ability. They have various difficulties in reading and writing. Hopefully, by designing the materials, the writer can fulfill
the students’ wants and needs so that they can develop their reading and writing skill.
2. Planning
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