Instructional Problems Research and Information Collecting

55 Table 4.2 was related to necessities and lacks of the students in learning English. Speaking skill was in the first place that the students wanted to be taught in classroom. After speaking skill, it was followed by listening, reading and writing skill. On average, the results was above twenty-five percent and then the writer was sure that the students needed all skills to be taught in classroom rather than just one skill even though speaking skill got the highest in percentages. After examining their necessity, the next question was about their lacks or weaknesses in learning English. Around seventy-three percent, the students had difficulties in vocabulary. This indicated that their vocabulary was very limited. Moreover, they also had difficulties in grammar that the results was slightly different from vocabulary; it was sixty percent. Ten students or thirty-three percent said that they had difficulties in pronunciation since they were not familiar with the words. From the data in Table 4.2 previously, speaking skill was the most demanded by the students. Thus, the portion of speaking skill in the designed materials would be more than other skills. Since they had difficulties in vocabulary, the writer provided reading section with some questions to help students to understand the texts and vocabulary better. Table 4.3 Task-Based Learning in the Classroom No Item Response Number Percentage 5. In your opinion, materials should relate to experiences or daily activity therefore the development of language skills will be easier. a. Yes b. No 24 6 80 20 56 No Item Response Number Percentage 6. Introducing the topic holds an important role in order to recall or dig the knowledge that you have known before. a. Yes b. No 30 100 7. In doing tasks, you discuss it with your friends or your teacher. a. Yes b. No 23 7 76.7 23.3 8. In doing tasks, you use language spontaneously. a. Yes b. No 19 11 63.3 26.7 9. After doing tasks, you report the results in front of the class. a. Ye b. No 9 21 30 70 Table 4.3 was described that the students deal with the task-based learning in the classroom. Even though task-based learning had not yet been applied in classroom, the results of the students’ opinion about task-based learning were quite surprising. The majority agreed with some elements on task-based learning. Question number 5, the students agreed that authentic materials would make them easier to dig or develop their knowledge in learning a language. The definition of authentic materials here was that daily activities or experiences of students promoted their language in the learning process. Willis 1996 stated that authentic materials would bring students into real situation. Therefore, they could connect their daily activities in learning process. After that, all of the students agreed that introducing topic was very important in learning language to connect their knowledge of they had learnt before. While they were doing tasks, they would discuss with their friends or ask the teacher but not discussed the answers of the task. Most of them tried to use English language spontaneously though they had limited vocabulary. These conditions matched to the elements of task-based learning where students used language unconsciously. Therefore, the writer 57 believed that the task-based learning was possible to be applied in SMK Marsudi Luhur 1 Yogyakarta. Table 4.4 Students’ Preference in Learning No. Item Response Number Percentage 10. In doing tasks, which one do you prefer? a. Individually b. In pair c. In a group 4 10 16 13.3 30 53.3 11. In your opinion, you learn best when you a. See others to do the task. b. Listen to your teacher or friend on how to do the task. c. Try to do the task by yourself. 1 12 17 3.3 40 56.7 Table 4.4 showed students’ preference in learning style. Most of them preferred to work in a group while doing the tasks. After that, it was followed by working in pairs and individually. In task-based learning, most of activities had been done in pairs or in a group. The advantage of working together in task-based learning was that teammates would help their friends to do the tasks since it was a student-centred activity. The next question also gave a framework that students would try to do tasks first rather than listen to other people or see others to do tasks. From the data above, the tasks in the designed materials were mostly done in pairs and in a group rather than in individually. To adjust teacher-centred to student-centred activities, the instructions of each task were letting students to