51 English teacher, an English lecturer, and an English tutor. The result of the data
questionnaire gave a grand mean of 3.9. It meant that the designed materials were acceptable but still required several revisions and improvements. The
questionnaire also provided several suggestions from the participants which were used to revise and improve the materials.
The designed materials consisted of the “Student’s Book” which was intended for the students and “Teacher’s Manual” or Lesson Plan. The purpose
was to help the teacher deliver the materials. There were four units in the designed materials. They wer
e 1 Don’t Miss It, 2 Animal Planet, 3 Once Upon a Time, and 4 Happy Holidays. Each unit had four sections representing the Task-Based
Learning phase, they were: Starting Up, T ime to Get Serious, Let’s Do It
Together, and Language Focus.
B. Suggestions
In this part, the researcher provides some suggestions for the English teacher of SMP Bopkri 2 Yogyakarta and for the future researchers who would
like to conduct a similar research.
1. For the English teacher of SMP Bopkri 2 Yogyakarta
In order to utilize the best use of the designed materials, the teachers should know what their role in this teaching-learning activity. The teacher should
only acts as a facilitator, heshe should give more opportunity for the students to do the task given to them. The teacher should avoid giving too long introduction
or speech on what materials the students are learning. The teacher should give
52 encouragement the students to do the task given seriously but should not think
about the result, whether they do correctly or incorrectly. Mistake while doing the task should not be the main concern, it is a part of learning and also it would
increase students’ curiosity on what they are learning.
2. For the future researchers
For the future researchers, it is suggested that they really need to pay attention in the need analysis. Therefore, they will be able to choose what
materials suit most, teaching strategy, and learning activities used. The future researchers are also encouraged to make another designed material which applies
different integrated skills in it, such as speaking and listening.
53
REFERENCES
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writing materials using task-based learning for the tenth grade students of SMA Bopkri 2 Yogyakarta. Yogyakarta: Sanata Dharma University Press.
Carroll, R. T. 1990. Student success guide: Writing skills. Sacramento City: Sacramento City College Press.
Cushenberry, D. 1985. Improving reading skills in the content area. Springfield: Charles C Thomas Publisher.
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54 Richard, J. C., Rodgers, T. S. 1988. Approaches and methods in language
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implementation. London: Prentice-Hall International
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58
LIST OF INTERVIEW QUESTIONS
INTERVIEW TRANSCRIPTS QUESTIONNAIRE OF RESEARCH INFORMATION
COLLECTING
59
LIST OF INTERVIEW QUESTIONS
1. Apakah para siswa memiliki kemampuan membaca dan menulis yang baik
dalam pelajaran Bahasa Inggris? 2.
Apakah para siswa mampu mengikuti pelajaran membaca dan menulis selama ini?
3. Apa sajakah kesulitan mereka dalam membaca?
4. Apa sajakah kesulitan mereka dalam menulis?
5. Apa yang membuat anda kesulitan dalam mengajar membaca dan menulis?
6. Aktivitas-aktivitas seperti apakah yang anda gunakan dalam mengajar
membaca dan menulis? Apakah aktivitas tersebut dapat mengatasi kesulitan yang para murid alami dalam belaja rmembaca dan menulis?
60
INTERVIEW TRANSCRIPT
1. Apakah para siswa memiliki kemampuan membaca dan menulis yang
