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3. The researcher
As a teacher candidate, the researcher will also obtain benefit from this research because this research gives experience for the researcher to make a
lesson plan and designed materials that can be used in teaching-learning activity. The designed materials created in this research can give feedback whether the
researcher has succeeded to become a teacher candidate or not.
F. Definitions of Terms
1. Design
Hutchinson and Waters 1994 stated that designing is the same as creating a new set of materials that fit the learning objectives and subject area of particular
learners. Newby as stated by Cahyaningsih 2010 said that designing instruction is a “systematic” process to develop an instructional plan that is an orderly
process, an internal logic, resulting in a coherent plan in which the components of the plan closely match one another. In this research, the researcher designs a set of
integrated reading writing materials using Task-Based Learning for the eighth grade students of SMP Bopkri 2 Yogyakarta.
2. Task-Based Learning
Task-Based Learning is one kind of learning ways. Task-Based Learning is conducted by giving lot of tasks to the learner. Nunan 1989 stated that the
purpose of Task-Based Learning is the learners are able to comprehend, manipulate, produce, and interact using their language. Kranhke 1987 also said
that tasks are a way of bringing a real world into the classroom. Therefore, it
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means that by using Task-Based Learning, the students will have lot of opportunity to practice when learning. In this research, Task-Based Learning
gives the students more opportunities to practice by doing the tasks.
3. Junior High School Students
In this research, junior high school in Indonesia is called Sekolah Menengah Pertama SMP. SMP consists of three grades. The grades are seventh,
eighth, and ninth grade. The students are ranging at age 12-15. The materials designed in this research are made for the students of SMP Bopkri 2 Yogyakarta
particularly those who are in the eighth grade.
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CHAPTER II REVIEW OF LITERATURE
In this chapter, the researcher is going to present some related theories to the research. The theories are going to be categorized as two sub-chapters,
Theoretical Description and Theoretical Framework.
A. Theoretical Description
In this section the researcher would like to discuss some related theories in this research. The theories are Instructional Design Model, Reading, Writing, the
Integration of Reading and Writing Skills, Communicative Language Teaching, and Task-Based Learning. The description of each theory is as follows.
1. Instructional Design Model
The instructional design model which the researcher decided to use in this research
is Kemp’s Model. In order to design material, the researcher needs to find information about the objectives in the instructional design, what kinds of
activity and resources used, and the evaluation of the instructional design. Therefore, there are three main questions related to instructional design in this
research; the questions are 1 What must be learned? 2 What are the appropriate activities and resources can be used in the design? and 3 How does the
researcher know when the designed material is appropriate to the learner? In his model, Kemp 1977 has described that there are eight steps in
instructional design. The following steps by Kemp are as follow:
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