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Developing English Task-Based Learning Materials Based on Curriculum 2013 for Tenth Grade Students of Senior High School.
The objectives of this study are (1) to develop English task-based learning materials based on Curriculum 2013 for the tenth-grade students of senior high school and (2) to find out the appropriateness of the developed English task-based learning materials. This research and development (R & D) study was adopted from the R & D design of Borg & Gall (1983) and Sugiyono (2016). There were eight stages employed in this research: need analysis, course grid design, product development, product validation, product revision, try out, final product revision, and product dissemination. The subjects of the try out were two English teachers and 50 students of SMAN 8 Yogyakarta and MAN 1 Yogyakarta in the 2016/2017 academic year. The data collection techniques included interview, questionnaire, observation, and documentation. The task-based approach was chosen as the skeleton in developing the materials since it supported the students to achieve the basic competence stated in Curriculum 2013. Nunan’s (2004) six-step procedure was used to sequence the tasks. Since this procedure just focused on listening and speaking skills, reading and writing tasks were sequenced by using the theory of Richards et al. (in Nunan, 2004). These steps were combined with the framework for planning the unit of work by Estiare and Zanon (1998). The result of the needs analysis indicated that most of the students wanted to communicate in English well. They were in the level of early intermediate. They wanted the topics about teenagers and their vocabulary mastery was the big problem in learning English. The result of the product development consisted of the students’ book and listening records. The students’ book was the English task-based learning materials for the tenth grade students of senior high school. It consisted of five units which contained four sections: get ready, listening and speaking, reading and writing, and reflection section for each unit. The result of the expert judgment to the developed materials indicated that the total mean scores of all aspects ranged from 3.17 to 3.67. For the try out, the result of the English teachers’ responses showed that the mean scores of all aspects ranged from 3.38 to 3.50 and the students’ mean scores ranged from 3.23 to 3.34. Therefore, the scores were categorised as good and very good. Thus, it could be concluded that the developed product was valid, effective, and appropriate for the students’ needs and interests.
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Bahasa dan Sastra Inggris