All of the items that were provided were chosen by more than 50 students. The item d attracts all of the students. The students want to master the English
materials in order to communicate well through spoken and written language. It means that the activities that allow them to interact with others are needed. Those
activities can be games, discussions, role playing, etc.
d Input
Input refers to the written and visual data that the students work with in the course of completing the tasks. The students‟ views about the input that should be
carried out in the designed materials are presented in the following table.
Table 4.8. Kinds of Texts that the Students Are Interested in
No. Questions
Items F
P
5. Are you interested in
reading text taken from the internet, magazines,
or newspaper? a.
Yes, I am very interested.
5 15.625
b. Yes, I am
interested. 17
53.125
c. I am not really
interested. 10
31.25 d.
I am not interested.
6. While reading a text, do
you think that pictures can help you to
understand the text? a.
It really helps me. 13
40.625
b. It helps me.
15 46.875
c. It does not help me.
4 12.5
d. It does not really
help me at all.
7. What kind of text do
you want to read? a.
Texts that consist of some sentences.
5 15.625
b. Texts with pictures. 15
46.875
c. Text with
vocabulary list. 12
37.5
8. How long are the texts
that you can understand?
a. Less than 100
words. 19
59.375
b. 101-150 words.
9 28.125
c. 150-200 words.
4 12.5
From the table above, it can be concluded that authentic texts, pictures, short texts that contain supports should be included as the input in the task-based
supplementary English reading materials. It also should contain very short passages that consist of less than 100 words in order to motivate them to read and
make the input understandable since most of them claimed that they can understand the text that consist of less than 100 words well.
e Procedures
Procedures specify what learners will actually do with the input that forms the point of departure for the learning tasks. The following tables present the
students‟ view about the procedures of what they should do with the tasks.
Table 4.9. The Interesting Vocabulary Activities
No. Questions
Items f
P 14.
Do you like finding new words in texts and then
finding its meaning in the dictionary?
a. Yes, I really do.
4 12.5
b. Yes, I do.
22 68.75
c. No, I do not really.
6 18.75
d. No, I do not.
15. Do you like finding new
words in texts and then indentifying its meaning
based on the context? a.
Yes, I really do. 2
6.25
b. Yes, I do.
22 68.75
c. No, I do not really.
8 25
d. No, I do not.
16. Do you like filling in the
blank spaces in sentencesparagraphs
based on your own knowledge?
a. Yes, I really do.
1 3.125
b. Yes, I do.
12 37.5
c. No, I do not
really. 18
56.25
d. No, I do not.
1 3.125
17. Do you like classifying
new words in a table and then finding its meaning
based on the context? a.
Yes, I really do. 1
3.125
b. Yes, I do.
18 56.25
c. No, I do not really.
13 40.625
d. No, I do not.
18. Do you like matching
words with provided meanings?
a. Yes, I really do.
3 9.375
b. Yes, I do.
23 71.875
c. No, I do not really.
4 12.5
d. No, I do not.
2 6.25
