1. Adding example of analyzing text.
For each unit, it would be added the analysis of the text in order to ease the students in doing the tasks.
2. Adding tasks for the students to write step by step based on the generic
structure. For each unit, it would be added some tasks to write step by step based on the
generic structure. Hopefully, it would ease the students in writing the text. 3.
Adding summary of the materials in the Language Focus For the Language Focus section, it would be added the summary of the
materials to help the students to review the materials. 4.
Improving the instructions For each task in each unit, the writer simplified the instructions in order to
ease the students to understand what to do.
B. Presentation of the Final Version of the Designed Materials
This section is intended to answer the second question formulated in the problem formulation. The problem deals with presentation of materials design.
After the writer revised the designed materials, the final version of a set of supplementary reading writing materials using Task-Based Learning for the tenth
grade students of Senior High School were ready to be presented. There are eight units in the materials and each requires 2 x 45 minutes. They are “What is It
about?”, “Let’s Eat”, “Congratulations”, “Once Upon A Time”, “Tell Me the Story”, “She’s Great”, “Who have Killed?”, “Save My Earth”. Each unit contains
three sections. They are:
1. Knock-Knock
Knock-Knock is a pre-activity to motivate the students’ interest in a topic and to direct the students to the main topic that is going to be learnt. This part also
activates the students’ knowledge about a topic in each unit. 2.
Your Task Your Task is the main part of the materials with tasks and activities that can
develop the students’ skills in reading and writing. This part consists of tasks that have to be done in class and the explanation of the target languages. There are
some task types used, such as, listing, ordering and sorting, and creative tasks. In this stage, the teacher monitors and encourages the students to do the tasks.
3. Language Focus
Language focus is the post-activity that contains form and practices on language features. The other function of this part is to review the materials that
they have learnt. What the students do in this activity is to write a text using the language features they have learnt.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study and the suggestions. The conclusion part concludes the problems stated in the problem formulation. First is
to find out how a set of supplementary integrated reading writing materials using Task-Based Learning for the tenth grade students of SMA Bopkri 2 Yogyakarta
was designed. Second is to present the integrated materials. The suggestion part includes the recommendation for the English teachers of SMA Bopkri 2
Yogyakarta , for the students of SMA Bopkri 2 Yogykarta, and other researchers.
A. Conclusions
As stated in problem formulation, this study aims to find out how a set of supplementary integrated reading writing materials using Task-Based Learning
for the tenth grade students of SMA Bopkri 2 Yogyakarta was designed and to present the integrated materials.
To answer the first question, this study adapted Kemp’s Instructional Design Model and Yalden’s Instructional Design Model and R D to design the
materials. There were several steps conducted in this study. The first step is research and information collecting step. This step was conducted in order to gain
information related to the study. The second step is planning. In this step, the English syllabus of SMA Bopkri 2 Yogyakarta was reviewed; the goals, topics
and generals purposes of the designed materials were stated. The next step is
