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and simple sentences help the students understand the instructions in English easily. Third, the tasks are challenging in improving student’s vocabulary mastery.
Fourth, the designed material is well-arranged. Fifth, there are some grammatical mistakes in the designed materials. Sixth, there are unclear instructions for the
students in doing the tasks. Seventh, there are some pictures which do not fit to the goals.
2. Respondents’ suggestions Based on the respondents’ suggestions, the writer improved the designed
materials. The suggestions were summarized in some points. First, the instructions should be checked again to give clear explanation and pictures to the students in
finishing the tasks. Second, the designed materials should be checked because there are grammatical mistakes and translation. Third, the activities and tasks in
the designed materials should be added.
C. Discussion on the Designed Materials
This part discusses the process of revising and improving the designed materials. The writer used the respondents’ evaluation and suggestions as the
basis to revise and improve the designed materials. The average point of mean is 4.05 and it is considered as good and
acceptable, but the revisions and improvements from the respondents’ point of view are still needed to make it better.
Therefore the writer made some improvements as follows: 1. The writer added a new game which can develop students’ ability in learning
English.
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2. The writer made some instructions clearer and more specific to make the designed materials clearer. Thus, the students will understand the materials
better. 3. The writer changed some pictures which are too difficult or uncommon for the
students. This was done to make the students able to do all of the tasks in the
materials better.
4. The writer changed the time allocation because some units need more time in doing the activities.
5. The writer added one topic as the review.
D. The Presentation of the Designed Materials
Within this part, the presentation of the designed materials is discussed to answer the second problem. Thus, the writer presents the final version of the
designed materials as a result of the evaluation from the respondent. There are eight units in the designed materials and the time allocation for each unit is 70
minutes and 35 minutes for the review. Each unit has three main sections namely, Let’s Begin, Let’s Do and Let’s Refresh except for the last topic because it is a
review for all the topics. The last topic only has one section, Let’s Do. The complete designed materials can be seen in appendix 8 and the presentation of the
topics, the title and the sub-section can be seen in the following table:
Table 4.6 The Presentation of the Designed Materials No. Title
Topics Section
1 Greeting and Introduction
Good Morning
My Friends
a. Let’s Begin b. Let’s Practice
c. Let’s Finish the Lesson 2 Alphabets
My ABC
a. Let’s Begin b. Let’s Practice
c. Let’s Finish the Lesson
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3 Number Counting
number a. Let’s Begin
b. Let’s Practice c. Let’s Finish the Lesson
4 Color My
Balloons a. Let’s Begin
b. Let’s Practice c. Let’s Finish the Lesson
5 Animals Animals a. Let’s Begin
b. Let’s Practice c. Let’s Finish the Lesson
6 Fruits
My Favorite Fruits a. Let’s Begin
b. Let’s Practice c. Let’s Finish the Lesson
7 Parts of Body
Funny Faces a. Let’s Begin
b. Let’s Practice c. Let’s Finish the Lesson
8 Family
My Happy Family a. Let’s Begin
b. Let’s Practice c. Let’s Finish the Lesson
9. Review Review Let’s
Practice
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CHAPTER V CONCLUSION AND SUGGESTIONS
This last chapter is divided into two parts. The first part is the conclusion to answer the questions in the problem formulation and the second part is the
suggestion in using the designed materials.
A. Conclusion
The designed materials are focused on vocabulary mastery for the second grade of Kanisius Notoyudan elementary school students using Task-Based
Learning. Thus, concerning with the first question in the problem formulation as stated in the chapter I, the writer constructed a new model which were adopted
from two models, Kemp’s and Yalden’s instructional model. The writer also used Task-Based Learning as the method in designing the materials. The writer used
seven steps in designing the materials, they are: 1. Conducting the learners’ analysis Yalden’s model
2. Considering goals, topics and learning objectives Kemp’s model 3. Listing Subject Content Kemp’s model
4. Selecting teaching and learning activities Kemp’s model 5. Designing the materials
6. Evaluating the designed materials Kemp’s model 7. Revising the designed materials Kemp’s model
Related to the second question in the problem formulation about designing the materials, the materials consist of nine units. Those are: Good Morning My
