instructional materials for the eighth grade students of Junior High School in a self-development activity look like?” The final version was presented after some
revision based on the evaluation given by the teachers. The designed materials consisted of 8 units as stated below:
Unit 1 : Pass the Sugar, Please asking, giving, and declining services Unit 2 : Come in Time giving, accepting, and declining invitations
Unit 3 : We Got Rich on Lebaran Day telling past experience Unit 4 : I’ve Got News for You asking, giving, and denying information
Unit 5 : I Really Like Your Voice giving and replying compliments, and congratulating someone
Unit 6 : That’s Really Spooky describing people and things Unit 7 : I Want to Have a New Cell Phone asking, giving, and refusing
information Unit 8 : How Do You Operate This? asking and giving procedure
The subject content of the designed materials consisted of 4 kinds of activities. They were:
1. Flashback 2. Think of It
3. Speak Up 4. On Your Own
The complete version of the designed materials can be seen in the appendix. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion of this research and the writer’s suggestion to English teachers of Junior High School and other researchers who
conduct a similar research.
A. Conclusion
The purpose of this study was to design a set of English instructional materials using task-based learning for the eighth grade students of Junior High
school in a self development activity. There were two problems to be answered in this research. The first was how a set of English instructional materials using task-
based learning for the eighth grade students of Junior High school in a self development activity was designed. The second was what the designed materials
looked like. In order to answer the first problem, the writer combined and modified the
instructional design models of Kemp and Yalden to make the new instructional design model. The steps of the new model were: 1 Conducting Needs Survey,
2 Determining Goals, Listing Topics, and Stating General Purposes for Each Topic, 3 Specifying Learning Objectives, 4 Listing Subject Contents, 5
Selecting Teaching-Learning Activities, 6 Preparing the Lesson Plans, 7 Designing the Materials, 8 Evaluating the Materials, and 9 Revising the
Materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The second problem was to present a set of English instructional materials using task-based learning for the eighth grade students of Junior High school in a
self development activity. The evaluation was conducted by distributing and gathering questionnaire to two English teachers of SMP Negeri 1 Yogyakarta and
a lecturer of Sanata Dharma University. The assessment of the participants’ opinion used five points argument. The result showed that the grand mean was
3.87. It meant that the designed materials were acceptable and suitable for the eighth grade students of Junior High School though it needed revisions and
improvements. The suggestions from the participants were used to revise and improve the materials.
The designed materials consisted of “Students’ Book” that was intended for the students and “Teacher’s Manual” that helped the teachers to deliver the
materials easily. There were eight units in the designed materials. They were 1 Pass the Sugar, Please asking, giving, and declining services, 2 Come in Time
giving, accepting, and declining invitations, 3 We Got Rich on Lebaran Day telling past experience, 4 I’ve Got News for You asking, giving, and denying
information, 5 I Really Like Your Voice giving and replying compliments, and congratulating someone, 6 That’s Really Spooky describing people and
things, 7 I Want to Have a New Cell Phone asking, giving, and refusing information, and 8 How Do You Operate This? asking and giving procedure.
Each meeting had four sections: Flashback, Think of It, Speak Up, and On Your Own. Those sections represented the three phases of task-based learning.
