DEVELOPING TASK-BASED LANGUAGE TEACHING MATERIALS ON NARRATIVE TEXTS FOR GRADE 8 STUDENTS AT A JUNIOR HIGH SCHOOL IN BATANG HARI REGENCY

Nurjannah, Gita and Saharudin, Saharudin and Hustarna, Hustarna (2025) DEVELOPING TASK-BASED LANGUAGE TEACHING MATERIALS ON NARRATIVE TEXTS FOR GRADE 8 STUDENTS AT A JUNIOR HIGH SCHOOL IN BATANG HARI REGENCY. S1 thesis, Universitas Jambi.

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Abstract

This research aimed to develop a task-based English textbook for teaching narrative texts to grade 8 students at a Junior High School in Batang Hari Regency. The study used the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. In the analysis stage, the researcher conducted a needs analysis through interviews and questionnaires to explore students’ challenges and preferences. The results showed that students needed support in understanding vocabulary, grammar, and text structure. They also preferred local cultural content and visuals to help comprehension. The textbook was designed to address students’ needs in learning narrative texts by integrating tasks that promote meaningful language use, supported by local Jambi legends as cultural content. After the textbook was drafted, it was validated by a material expert and a media expert. The material expert gave a score of 88.3% and suggested several improvements, such as adding content, refining grammar explanations, and adjusting instructions. The media expert gave a score of 97.5%, recommending minor revisions to the visual layout. Based on the feedback, the product was revised and then implemented in three stages: one-to-one with a teacher, small group with six students, and a field group with 15 students. The English teacher gave a response score of 95%, indicating that the textbook was very decent and suitable for instructional use. The students’ responses also improved across stages. In the small group, the score was 75.2%, categorized as “decent.” After the textbook was revised to include clearer instructions, the score in the field group increased to 83.8%, categorized as “very decent.” The feedback also showed that students found the tasks helpful for understanding the narrative text, and the layout, illustrations, and instructions supported their engagement and learning. The final evaluation showed that the textbook supported students’ understanding of narrative texts and increased their engagement. Overall, the textbook received positive responses from both the teacher and students.

Type:	Thesis (S1)
Uncontrolled Keywords:	junior high school, narrative text, task-based language teaching
Subjects:	L Education > LT Textbooks
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	NURJANNAH
Date Deposited:	17 Jul 2025 03:44
Last Modified:	17 Jul 2025 03:44
URI:	https://repository.unja.ac.id/id/eprint/84748

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