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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.
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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
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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,