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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the answer to two research problems, which are stated in Chapter 1. Therefore, this section is divided into two major parts. The
first part presents the steps on how to design the integrated English materials using task-based learning for the tenth grade students of automotive engineering
of SMK Marsudi Luhur 1 Yogyakarta. The second part presents what the integrated English materials using task-based learning for the tenth grade students
of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta looks like.
A. The Steps in Designing the Integrated English Materials
In order to answer the first research question, how the integrated English materials using task-based learning for the tenth grade students of automotive
engineering of SMK Marsudi Luhur 1 Yogyakarta is designed, the steps in designing the materials are discussed in this subsection. There are five main steps
which are elaborated as follows.
1. Research and Information Collecting
To collect the data, the writer conducted an interview to one English teacher in SMK Marsudi Luhur 1 Yogyakarta and distributed pre-design
questionnaire to the fifty tenth grade students of automotive engineering. The data gathering involved the two steps of Kemp’s model, namely, instructional problem,
and learners and context.
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a. Instructional Problems
Instructional problem was done by conducting an interview to one English teacher in SMK Marsudi Luhur 1 Yogyakarta. The questions of the interview
related to the learning strategies used by the teacher, characteristics of the tenth grade students, and students’ needs in the learning process.
According to the results of the interview, the teacher faced some obstacles in teaching English. The teacher stated that there was no students’ book in the
classroom. Thus, the teacher should prepare the materials every day. Since the teacher had to teach eight classes in a week, the teacher could not provide suitable
materials especially for the tenth grade students of automotive engineering class. Besides, school facilities also did not support the teacher to make variation in
learning process. For instance, there was no projector in every class, so that the teacher always presented the materials in a conventional way. The teacher stated
that this kind of situation made the learning process a bit boring for the students. Thus, it affected the students’ motivation in the learning process.
The teacher stated that the students in the tenth grades were considered as real beginner level in the English language. Even, some students could not spell
the letters correctly. The major problems of the students were mostly on vocabulary and grammar. Then, the teacher always implemented grammar-based
learning in the classroom in order to overcome the students’ lacks. Grammar- based learning was chosen to be implemented in the classroom because the
teacher had to be responsible to the students passed the national examinations. The activities involved grammar presentations, applied the grammar exercises,
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