Evaluating the materials Revising the designed materials

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5. Selecting teaching and learning activities

This step can only be done after all the data of need analysis were obtained. Topic and objectives also must be already done. Then, the researcher selects what kind of activities which can support the objectives of the designed materials. The researcher pays attention to what kind of activities appropriate for the eighth grade students.

6. Designing the materials

After determining goals, topics, general purposes, objectives, subject contents, and the teaching activities, the researcher proceeds to design the materials.

7. Evaluating the materials

Evaluation can be conducted after the designed materials were created. The researcher then distributed questionnaire to an English lecturer, an English teacher, and an English tutor. The researcher expects suggestions and feedbacks from them in order to revise his designed materials.

8. Revising the designed materials

For the last step, the researcher use the data obtained from the questionnaire of materials evaluation. These data will be the basis of revising and improving his designed material better than the previous one. These eight steps described above can be summarized in the figure 2.2. 22 Figure 2.2 The Researcher ’s Model To answer the second problem formulation, which is what does the designed set of integrated reading writing materials using task-based learning for the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like, the researcher chooses to use Willis’s Task-Based Learning. Therefore, the researcher designs the materials based on the procedure of Task-Based Learning. The procedures are the Pre-Task, Task-Cycle, and Language Focus. The types of activities in the designed materials are question and answers, pictures and picture stories, and discussions. The designed materials are focused in the integration of reading and writing, in which the reading comprehensions come first followed by writing. Therefore, the reading sections become the model for the writing. Evaluating the materials Conducting needs survey Stating goal, topic, and purposes Stating learning objectives Listing subject content Selecting teaching learning activities Designing the materials Revising the designed materials 23

CHAPTER III METHODOLOGY

In this chapter, the researcher will describe the methodology used of his research. There are six parts in this chapter which the researcher will explain. Those are research method, research setting, research participantssubjects, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this research, there are two problem formulations. First one is how is a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta designed? And the second one is what does the designed set of integrated reading writing materials using task- based learning for the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like? According to the problem formulations above, then this research can be categorized as Educational Research and Development RD. Borg and Gall 1983 stated that Educational Research and Development RD is a process used to develop and validate educational products. According to Borg and Gall 1983, there are ten steps in RD. Those steps are research and information collecting, planning, preliminary form of product developing, preliminary field testing, main product revision, main field testing, operational product revision,