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1. What do you think?
Introduction to the topic: brainstorming, answering questions, and sharing personal experiences.
2. Let’s do it
a. Write it down
Writing based on prior knowledge, personal experiences, and conversation.
Listing and ordering.
b. Think about
Preparing a report of the task.
c. Express it
Presenting the report.
3. Attention, please
a. Let’s analyze
Analyzing the language focus, comparing, and sorting.
b. Practice it
Practicing writing and revising the writing based on the analysis.
Figure 4.2 The Outline of the Final Version of the Designed Materials
• Scaffolding
The designed materials provided supporting framework within which the learning took place.
• Task dependency
The tasks in the designed materials were dependent on each other. The previous task influenced the next task.
• Active learning
The tasks in the designed materials demanded the learners to be active learners in using the language.
• Integration
Although it was a set of writing materials, the learners were not only asked to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55 write. They could also improve the other skills, such as listening, speaking,
and reading. Moreover, they could develop their communication skill. •
Reflection In the think about and express it, the learners were given opportunities to
reflect on what they had learned and how well they did it. In addition, the designed materials had many strengths as mentioned by the
respondents that the designed materials were simply-designed but good, interesting, creative enough, well-prepared, and well-designed. The designed
materials were in line with the KTSP and could help the teachers teach English writing. Thus, they were really appropriate materials. The complete designed
materials are presented in Appendix J. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is conclusions of the study. The second part is the suggestions for the Vocational School students, for the
English teachers, for and the future researchers who are interested in conducting similar studies.
A. Conclusions
The purpose of this study was to design instructional writing materials using Task-Based Language Teaching for SMK BOPKRI I Yogyakarta. The writer
began the study by formulating two problems to answer. 1 How are the instructional writing materials using Task-Based Language Teaching for SMK
BOPKRI I Yogyakarta designed? 2 What do the designed instructional writing materials using Task-Based Language Teaching for SMK BOPKRI I Yogyakarta
look like? To answer those two questions, the writer employed educational research
and development R D method. In this study, the writer only employed step 1
to step 5. They were 1 research and information collecting, 2 planning, 3 developing preliminary form of product, 4 preliminary field testing, and 5
main product revision. In order to answer the first question, the writer adapted ASSURE model to
make the writer’s own instructional design model. The new model consisted of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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