Developing Preliminary Product Conducting Preliminary Field Testing

52 translated sentences, and reanalyzed grammar activities. In some occasions, the teacher gave the students useful expressions that they had to present, but it did not work out. This situation occurred since the students had felt difficulty in developing the sentences as they lacked of vocabulary. Since the teacher implemented grammar-based learning in the classroom, this indicated that task-based learning had not yet been implemented in the classroom. However, the teacher did some basic principles in task-based learning unconsciously such pre-task, report stage in the task cycle, and language focus. To introduce a new topic, the teacher sometimes gave some questions as reinforcement. If the teacher had enough time, the students would be asked to report or perform their work to the class, and after that, the teacher led the discussion on grammar. From the interview, the teacher said that the majority of the tasks were done in individually rather than in pairs or in a group. The reason was that the teacher could easily assess each student performance than in a group. After collecting the data from the interview, the writer designed an English materials using task-based learning. Because of the teacher always focused more on grammar, the writer intended to design an integrated English materials using task-based learning. The writer involved four skills in the design materials because the existence materials in SMK Marsudi Luhur 1 Yogyakarta did not facilitate the students to produce the language since the teacher only focused on grammar. In short, the designed materials were expected to help the students in enriching vocabulary related to automotive world by practicing and completing the tasks. 53

b. Learners and Context

In order to analyze the characteristics of the students, the writer distributed questionnaire for fifty students for two classes, however, only thirty copies of questionnaire were used because the writer only took fifteen copies questionnaires from each class. The data from the thirty students had already represented as the population of the tenth grade students of SMK Marsudi Luhur 1 Yogyakarta. Table 4.1 Students’ Motivation in Learning English No. Item Response Number Percentage 1. In your opinion, is learning English useful for you? a. Yes b. No 29 1 96.7 3.3 2. What is your motivation in learning English? a. Because you are interested in learning English. b. To fulfil English language as a compulsory subject. c. Support in working world d. Travelling e. Expand the friendship f. Other_____ 5 13 7 1 4 16. 7 43.3 23.3 3.3 3.3 From Table 4.1, it described that students had high motivation in learning English. Twenty-nine out of thirty students agreed that learning English is very useful in their life. The major reason in learning English was to fulfil the