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E. Benefits of the Study
The writer expects that the results of this study may give some benefits to the second grade students of SMK BOPKRI I Yogyakarta, the English teachers of
SMK BOPKRI I Yogyakarta, the writer herself, and other researchers. First, the results of this study are able to provide materials for the second
grade students of SMK BOPKRI I Yogyakarta that can help them to develop their writing ability through many tasks. Second, the result s of this study will provide
instructional materials for the English teachers SMK BOPKRI I Yogyakarta to teach writing and inspire them to employ TBLT in other teaching- learning
processes. Third, this study will give the writer knowledge, experience, and real example of designing instructional writing materials. Fourth, it is hoped that the
results of this study can be used as a reference to support future relevant studies done by other researchers.
F. Definition of Terms
There are four terms that are used in this study; they are Instructional Materials, Writing, Task-Based Language Teaching, and SMK BOPKRI I
Yogyakarta. 1. Instructional Materials
According to Dick and Reiser 1989: 3, instructional materials are “materials planned or designed by the teacher for the teacher instructions.” In this
study, instructional materials refer to materials designed by the writer that will be
used by the teacher and the students of SMK BOPKRI I Yogyakarta for
conducting the teaching- learning process which will help the students in acquiring PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6 the writing ability.
2. Writing Writing is “a method of expressing idea about any subject content” Tiedt,
1989: 1. In this study, writing refers to a skill to express ideas in a written language communicatively. This skill can be reached through the tasks given in
the teaching- learning process. 3. Task-Based Language Teaching
Richards and Rodgers 2001: 223 define Task-Based Language Teaching TBLT as “an approach based on the use of tasks as the core unit of planning and
instructions in language teaching.” Furthermore, Richards and Rodgers 2001: 224 say that Task-Based Language Teaching “proposes the notion of ‘task’ as a
central unit of planning and teaching.” In this study, Task-Based Language Teaching is an approach that becomes the soul of the designed materials.
4. SMK BOPKRI I Yogyakarta SMK BOPKRI I Yogyakarta is a vocational school which is located at Jl.
Cik Di Tiro no. 37 Yogyakarta. It has six classes as each grade is divided into two departments; they are accounting and office administration. This study focuses on
the second grade classes since it intends to design the materials for them. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER II REVIEW OF RELATED LITERATURE