52 In this study, the data was gathered by conducting needs survey as the pre-
design survey. The data gathered was used to develop the supplementary reading materials. Having finished developing the designed materials, the writer requested
an English teacher and an English lecturer to give feedback, comments, and suggestions for the improvement of the designed materials. Based on the result of
the preliminary field testing, it can be concluded that the materials were well- elaborated. However, they needed revisions for improvement. Therefore, the
writer made some revision based on the suggestion given by the respondents of the preliminary field-testing.
To answer the second research problem, the writer developed and presented the final revision of the designed materials. The designed materials
consist of six units. They are Let’s Play Together, It’s so Delicious, What a
Beautiful Beach, Indonesian Heritage, Long Time Ago, and Once Upon a Time.
Each unit was developed based on the Task-based Learning framework, which consisted of three sections. They are Warming Up, Your Task, and Language
Focus. As the designed materials use task-based learning, the activities enable students to work individually, in pairs, or in groups.
Hopefully, the materials can encourage students to develop their reading skills and also help teacher enrich and vary the materials.
B. Suggestions
In this section, the writer would like to give some suggestions to the English teacher of SMP Joannes Bosco and other researchers.
53 1. English teachers, especially the English teacher of SMP Joannes Bosco
There are some suggestions for the English teacher. First, a set of supplementary reading materials using task-based learning is suitable for the ninth
grade students to learn reading. The materials can support the existing material that has been used. Therefore, the writer hopes the materials can be beneficial to
help the English teacher in preparing materials. Second, task-based learning is an interesting method that can be applied
for teaching reading. In applying task-based learning in a classroom, the teacher should be creative to make interesting activities. The teacher should also motivate
students during the lesson. The teacher should appreciate students’ answers eventhough they are wrong, but then guide the students to the correct answers.
The researcher hopes the English teacher understands what task-based learning is so that he can implement it in the class as an alternative of teaching activities. It is
also expected that the teacher can find other various interesting texts or topics for the students.
2. Other researchers The writer did not implement these supplementary reading materials in a
class. Therefore, the writer expects other researchers could implement task-based learning to make improvements in implementing task-based leaning.
54
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