Task 2 The preposition
in
in the sentences
Arriving in
Banyuwangi
and
Arriving in Yogyakarta
should be changed Changing the sentences into
Arriving at Banyuwangi
and
Arriving at Yogyakarta
Task 3 No revision
No revision Task 4
No revision No revision
Task 5 The sentence
Can you tell me how many flights to Jakarta for
Sunday?
should be added with verb.
Changing the sentence into
Can you tell me how many flights depart for Jakarta on
Sunday?
Task 6 The sentences
MZ 218 will be daparture on time at 08.12 a.m.
and
It is departure at 12.35 p.m.
should be changed. Changing the sentences into
MZ 218 will depart on time at 08.12 a.m.
and
It departs at 12.35 p.m.
Task 7 The preposition
in
in the sentences
Arriving in
Banyuwangi
and
Arriving in Yogyakarta
should be changed Changing the sentences into
Arriving at Banyuwangi
and
Arriving at Yogyakarta
Task 8 The preposition
in
in the sentences
Arriving in Malang
and
Arriving in Jakarta
should be changed
Changing the sentences into
Arriving at
Malang
and
Arriving at Jakarta
Task 9 In question number 3, the
sentence
How many available flights from Jakarta to Malang?
should be changed because there is no verb in it.
In question number 6, the preposition in in the sentence
What time will Mr Hermawan arrive in Malang?
should be changed.
Changing the sentences into
How many available flights depart
from Jakarta
to Malang?
and
What time will Mr Hermawan arrive
at Malang?
Task 10 No revision
No revision Task 11
The sentence
Then, practice it with
your friend
. in
the instruction should be changed.
Changing the sentence into
Then, act it out with your friend
. Task 12
The preposition
in
in the explanation is not appropriate,
so it should be changed. Changing the preposition
in
into
at
Task 13 No revision
No revision Task 14
The sentence …will it be
departure as schedules
? should Changing the sentence into
…will it depart as schedule?
continued
continued
be changed. The punctuation in writing the
price
317.000
should be
changed. and changing the punctuation
into
317,000
Task 15 No revision
No revision Task 16
The preposition
in
in some sentences should be changed.
Changing the preposition into
at
4 Validation of Unit 3
Based on the result of the component analysis above, the developed materials are validated as shown by the following table.
Table 4.44: The Validation of Unit 3 No
Aspects n
Mean Description
1. Content Appropriateness
7 3.71
Very Good 2.
Language Appropriateness 6
3.5 Very Good
3. Presentation Appropriateness
4 3.75
Very Good 4.
Layout Appropriateness 5
4 Very Good
Based on the table above, the appropriateness of the content is categorised as
Very Good
with the mean score of 3.71. Meanwhile, the language appropriateness, the presentation appropriateness, and the layout
appropriateness are also categorised as
Very Good
with the mean score of 3.5, 3.75, and 4.
B. Discussion
The aim of this research is to develop the task based English materials for the tenth graders automotive engineering in SMK YAPPI Wonosari based on KTSP or
continued
school based curriculum. However, these materials can be used by the students of other schools with the same study programme.
This research was started by conducting the need analysis on February 26
th
to February 27
th
2016. There were 80 tenth graders of automotive engineering study programme and an English teacher involved in this step. To collect the data related to
the needs, there were two instruments used namely questionnaire and interview guidelines. The questionnaire was distributed to the students and contained 106
questions related to the target needs and learning needs. The interview was conducted to support the result of the questionnaire. It involved some students of automotive
engineering study programme and an English teacher. The questions which covered the target needs in the questionnaire and
interview have been developed in accordance with the principle of need analysis proposed by Hutchinson and Waters 1998. There are three kinds of target needs
namely necessities, lacks, and wants Hutchinson and Waters, 1998: 54. Meanwhile, the questions which covered the learning needs in the questionnaire have been
developed adapted from the Components of Task proposed by Nunan 2004. The learning needs include input, procedure, teacher’s roles, student’s roles, and setting.
Nunan 2004: 47 defines input as the spoken, written, and visual data that the learners work with in course of completing task. In terms of the input for the English
materials, students believed that dialogues, audios, pictures, and simple texts that were appropriate as the input of the tasks.
Nunan 2004: 52 states that procedures mean what learners will actually do with the input that forms the point of departure for the learning task. Based on the
results of the need analysis, the learning activities that the students wanted were listening to the audio and answering the questions, completing the dialogue, having
discussion, reading aloud with correct pronunciation, arranging the jumbled paragraphs, completing cloze sentences, arranging words or sentences, listening and
understanding teacher’s explanations, matching words with the definitions, and reading the pronunciation lists.
Related to the setting, the classroom management specified or implied in the task Nunan, 2004: 70, the students wanted to do tasks in small groups outside the
classroom. In the developed materials, the students were also asked to do some tasks individually.
In terms of the teacher’s roles in the classroom, the students and the teacher agreed that the teacher plays the role as the main example before the activities and
corrector of students’ mistakes in the classroom. Meanwhile, the student’s role in the classroom was as the active participant and students find the new things
independently. Nunan 2004: 64 defines ‘roles’ as the part that learners and teachers are expected to play in carrying out learning tasks as well as the social and
interpersonal relationship between the participants. The results of the needs and some documents, such as curriculum and
syllabus, were considered as the bases to create the course grid before the materials developed. The course grid was used as the framework in developing the English
materials. It consisted of topic, unit title, language function, language focus, indicators, learning activities, and inputs.
There were three units that have been developed based on the steps of within- task sequencing: pre-task, task-proper, and follow-up. Each unit contained of 15
tasks, a reflection, a summary, and a word bank. All units covered the four skills of English namely listening, reading, speaking, and writing.
After developing the materials, then the materials were evaluated through conducting the expert judgement. It was done by distributing the questionnaire to the
expert. The questionnaire were adapted from the BSNP 2011 and contained of four aspects:
content appropriateness,
language appropriateness,
presentation appropriateness, and layout appropriateness. The expert also gave some feedbacks
and suggestions. The revisions were done by the researcher based on the feedbacks and suggestions from the expert. The table below shows the mean score of the
materials based on the results of the expert judgement.
Table 4.45: The Mean Score of the Materials Unit
Aspects Mean Score of
Each aspect Mean Score of the
Unit
Unit 1 Content Appropriateness
3.71 3.74
Language Appropriateness 3.5
Presentation Appropriateness 3.75
Layout Appropriateness 4
Unit 2 Content Appropriateness
3.71 3.74
Language Appropriateness 3.5
Presentation Appropriateness 3.75
Layout Appropriateness 4
Unit 3 Content Appropriateness
3.71 3.74
Language Appropriateness 3.5
Presentation Appropriateness 3.75
continued
