From the respondents’ degrees of agreement in the questionnaire, the writer determined the average score or mean from them individually and totally.
The total mean from all the respondents was used to show whether the designed materials were good and acceptable or not. The assessment of the mean was
classified as follows: 0.0
X ≤ 2
: the designed-materials were poorly designed 2.01 X
≤ 3 : the designed-materials were fairly designed
3.01 X ≤ 4
: the designed-materials were good, but needed some crucial revisions
4.01 X ≤ 5 : the designed-materials were well designed and
acceptable, but needed few revisions The writer made some improvement of the designed-materials based on the data.
The result of the design evaluation was the significant main source in this process as it contained feedback and evaluation from the experts.
G. Procedures of the Study
To obtain valid and reliable data more easily, the writer made clear steps in such a way, that one step will not overlie each other. The steps were arranged and
carried out in an organized cycle so that the steps helped the writer in the process of collecting data. The procedures can be elaborated as follows:
1. Research and Information collecting
In instructional Design, this step was related to Needs Survey step. The writer tried to obtain some information about some theories related to task-based
learning, the integration of reading and writing, school-based curriculum. The writer used any kinds of reliable sources as books, articles, and the internet. The
writer also distributed questionnaires and conducted the interview. The questionnaires were distributed to the tenth grade students of SMA Bopkri 2
Yogyakarta and the interview was conducted to two English teachers of the tenth
grade of the same school. 2.
Planning Before designing the materials, the writer decided what goals and purposes
the students were going to achieved and what topics she was going to present in the designed materials. The writer also made lesson plans and syllabus based on
School-Based Curriculum 2006. In instructional design, this procedure was related to the Goals, Topics and General Purposes Formulation step.
3. Stating the Learning Objectives
The writer specified the objectives of each topic explicitly and clearly. Therefore, the learners were able to understand and achieve them. The objectives
were any activities or behavior that could be measured and observed clearly. 4.
Classifying the Teaching and Learning Activities After getting the data from needs analysis and formulating the objectives, the
writer selected the activities which can support the student in learning English. 5.
Product Developing The writer developed the preliminary form of product based on the need
analysis which resulted from the questionnaire and interview. After it was gained, the materials were designed. In this step, the writer designed a set of
supplementary integrated reading writing materials using task-based learning for tenth grade students of SMA Bopkri 2 Yogyakarta.
6. Evaluating
In this step, the writer distributed the questionnaires to one lecturer of Sanata Dharma University and to four English teachers of SMA Bopkri 2 Yogyakarta in
order to find out whether the designed materials were suitable for the students. 7.
Revising the Designed Materials In the last step, the writer improved the designed materials. The result of the
design evaluation in the preceding step was the basis to revise the designed- materials. The figure 3.1 summarizes the research procedures.
Figure 3.1: The Research Procedure
Research and Information collecting
Planning Stating the Learning
Objectives Classifying the Teaching
and Learning Activities Product Developing
Evaluating Revising the Designed
Materials
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
