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CHAPTER V CONCLUSIONS AND SUGGESTIONS
There are two main points discussed in this chapter. The first part is conclusions which present the summary of findings in answering the first question
stated in the problem formulations. The second part deals with the suggestions for further researchers and English teachers, especially tenth grade English teachers
of SMA N 1 Klaten.
A. Conclusions
The purpose of this study is to answer the questions formulated in the problem formulation. The first point is related to the first question in the problem
formulation, namely how a set of English instructional reading materials using Contextual Teaching and Learning for grade X students of SMA N 1 Klaten is
designed. In this study, the writer adapted Kemps’ instructional design model in
combination with Yalden’s instructional design model. The writer adapted Yalden’s model since it stresses the important of the need survey process.
Meanwhile, Kemp’s instructional design model is a flexible process model. The writer may start the process from any step in the Kemp’s model then move back
on any other step. In this study, the writer implemented five steps as the combination of those two models as discussed in chapter two, they are:
1. Conducting need survey 2. Determining competence standard, basic competence and topics
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3. Determining indicators 4. Designing the materials
5. Evaluating Furthermore, the writer also used Educational Research and Development
method RD. The writer employed 5 steps of R D out of ten steps provided. Those steps are:
1. Research and information collecting 2. Planning
3. Develop preliminary form of products 4. Preliminary field testing
5. Main product revision In this study, the writer conducted two surveys. They were pre
– design survey and post
– design survey. In the pre – design survey, the writer tried to find out as much information as possible about the learners
’ needs, wants and lacks. This was done by distributing questionnaire to the tenth grade students of SMA N 1 Klaten,
interviewing the tenth grade students of SMA N 1 Klaten and also interviewing the English teacher of SMA N 1 Klaten. The post
– design survey was done to gain the feedback and suggestions from the respondents on the designed materials.
The writer distributed questionnaire to three senior high school English teachers, on of them is the tenth grade English teacher of SMA N 1 Klaten. From the
questionnaire result, the average point of the central tendency is 3.3 from the scale of 4. This means the designed reading instructional materials using Contextual
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Teaching and Learning for grade x students of SMA N 1 Klaten are well designed and acceptable.
The second point is related to the second question in the problem formulation, which is what the set of English instructional reading materials using Contextual
Teaching and Learning for grade X students of SMA N 1 Klaten looks like. The presentation of the designed materials was intended to answer this question. The
design materials consist of four units. There are some sections in each unit of the designed materials. Those sections are:
1. Starting point 2. Word power
3. Reading the text 4. What You Know
5. Your task 6. Note
The time allotment in each unit is 2x45 minutes. The complete presentation of the designed material can be seen in appendix F.
B. Suggestions
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