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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study and the suggestions. The conclusion part concludes the problems stated in the problem formulation. First is
to find out how a set of supplementary integrated reading writing materials using Task-Based Learning for the tenth grade students of SMA Bopkri 2 Yogyakarta
was designed. Second is to present the integrated materials. The suggestion part includes the recommendation for the English teachers of SMA Bopkri 2
Yogyakarta, for the students of SMA Bopkri 2 Yogykarta, and other researchers.
A. Conclusions
As stated in problem formulation, this study aims to find out how a set of supplementary integrated reading writing materials using Task-Based Learning
for the tenth grade students of SMA Bopkri 2 Yogyakarta was designed and to present the integrated materials.
To answer the first question, this study adapted Kemp’s Instructional Design Model and Yalden’s Instructional Design Model and R D to design the
materials. There were several steps conducted in this study. The first step is research and information collecting step. This step was conducted in order to gain
information related to the study. The second step is planning. In this step, the English syllabus of SMA Bopkri 2 Yogyakarta was reviewed; the goals, topics
and generals purposes of the designed materials were stated. The next step is
stating the learning objectives of the designed materials. In this step, the writer specified the objectives of the each topic explicitly and clearly. The next step is
selecting the teaching-learning activities the designed material. The fifth step is product developing. The materials were designed based on the results of planning,
stating the learning objectives and selecting the teaching learning activities step. The next step is evaluating. In this step, a materials evaluation was conducted in
order to gain feedback toward the designed materials. The last step is revising the designed materials. The final version of the designed materials would be
presented and ready for the supplementary use in school. To answer the second question, the final version of the designed materials
was presented after revising and improving the materials. There were eight units in the designed materials. They are “What is It about?”, “Let’s Eat”,
“Congratulations”, “Once Upon A Time”, “Tell Me the Story”, “She’s Great”, “Who have Killed?”, “Save My Earth”. Each unit contains three sections, namely:
1 Knock-Knock, 2 Your Task, and 3 Language Focus. Then, the full presentation of the designed materials is attached in the appendix C.
Hopefully, the designed materials encourage the students in developing reading and writing skill. It is also expected to help the students and to help the
teachers because these materials may enrich the variety of materials choices for the teachers. The teaching-learning activities are various in order that the students
and the teacher fell enjoyable during the class. In addition, the designed materials can be applied to avoid boredom during the class. Finally, the activities enable the
students to work individually, in pairs, and in groups.
B. Suggestions
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