75
make some revisions according to the comments and suggestions from the teachers and lecturers.
The final version of the designed materials can be seen in the appendix H. The arrangement of the designed materials is presented in Table 5. 1 as follows.
Table 5.1 The Arrangement of the Designed Materials
Unit Title
Topic
1 The screwdriver is on the
table. Describing location of things
around a workshop 2
The hammer is made of metal
Mentioning characteristics of things around a workshop
3 The spanner is used for
tightening a bolt Expressing purpose of
things around a workshop 4
The students are practicing in the workshop
Ongoing activity around a workshop
The designed materials applied the elements of task-based learning. Therefore, each unit consisted of five stages, which were adopted from framework
of task-based learning by Willis. The first stage, Warming Up was the pre-task in
the designed materials. The purpose of this stage was to introduce the main topic
that they were going to learn. The second stage, Let’s Do It was designed to prepare learners to do the main task. Next, Challenge for You was the main task
for each unit. In this stage, learners had to confirm of what they had learnt. The
tasks of this stage were mostly done in pairs or in a group. Language Focus, then,
was the time where learners reviewed the language that mostly appeared in the main tasks. The discussion of language focus was the teacher’s authority. The last
stage, Time to Share was designed to confirm learners’ understanding by writing
a reflection.
76
B. Recommendations
In this part, the writer would like to give some recommendations to the materials users and other researchers who are interested in designing integrated
English materials.
1. Recommendations for Teachers of Vocational High School
In order to implement the designed materials in SMK Marsudi Luhur 1 Yogyakarta, the writer highly recommends that the teachers read the teacher’s
book first. The writer also suggests that the teacher needs to comprehend the principles of the task-based learning in order to avoid misunderstanding on the
designed materials. Since it is student-centered learning, it is very important for the teacher to prepare before implementing the designed materials.
2. Recommendations for Future Researchers
Since the designed materials have not yet been implemented, future researchers who want to implement the designed materials are welcome. The
future researchers can focus on the effectiveness of the designed materials when the designed materials are implemented. Because of the basic element of task-
based, learning is authentic materials, the writer also suggests for the future researchers to use the advance technology that is supporting the materials, for
instance, using videos and songs in learning activities.
77
REFERENCES
Ary, D., Jacobs, L.C., Sorensen, C. 2010. Introduction to research in education 8
th
ed.. Belmont: Wadsworth Cengage Learning. Best, J. W. 1983. Research in education. New York: Prentice-Hall, Inc.
Borg, W. E., Gall, M, E. 1986. Educational research: An introduction. New York: Longman Inc.
Briggs, L. J. 1981. Instructional design. Englewood Cliff, NJ: Prentice Hall Regents.
Brown, H. D. 2001. Teaching by principles: An interactive approach to language pedagogy 2
nd
ed. New York: Addison Wesley Longman Inc. Brown, H. D. 2004. Language assessment: Principles and classroom practices
3
rd
ed. New York: Pearson Education. Brown, J. D., Rodgers, T. S. 2002. Doing second language research. Oxford:
Oxford University Press. Forster, D. E. 2006. Integrating four skills in English conversation instruction.
Retrieved on
February 20,
2013, from
http:jalt- publications.orgarchiveproceedings2005E090.pdf
Fraenkel, J. R., Wallen, N. E. 2006. How to design and evaluate research in education 6
th
ed. New York: Higher Education. Gall, M. D., Gall, J. P., Borg, W. R. 2007. Educational research: An
introduction 8
th
ed.. Boston: Pearson Education, Inc. Johnson, B., Christensen, L. 2012. Educational research: Quantitative,
qualitative, and mixed approaches 4
th
ed. Thousand Oaks, CA: Sage Publications, Inc.
Lackman, K. n.d Introduction to task-based learning: The .illis model and variations. Retrieved on December 2, 2012, from
http:www.kenlackman.comfilestblhandout10.pdf Lightbown, P. M, Spada, N. 1999. How languages are learnt. New York:
Oxford University Press.
