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According to the result of questionnaires on the table 4.11, almost all of the respondents devoted their choices on agree and strongly agree. The
respondents’ choices included the value of 3 or 4. It showed that mean of degree of agreement were 3. However, there was only one respondent who stated
disagree in the question number 6. Table 4.11 shows the facts of the designed materials based on the respondents’ evaluation.
The respondents agreed that learning indicators and learning materials were well-developed. Learning indicators included standard competence and basic
competence in syllabus. It was also well-formulated. The respondents also stated that the learning materials were understandable and interesting. They agreed that
the learning materials were helpful for achieving indicators and involved fun exercises. They believed that the learning materials contained CTL’s principles.
Talking about topics, the respondents stated that the topics were contextual and related with students’ daily life. The learning materials also encouraged students
to think critically. It helped teachers to give more models than explanations and provided self-reflection.
The respondents argued that the learning materials were suitable for grade VIII. However, one respondent disagreed that the instruction of the learning
materials was understandable. She argued that one of the instructions especially in unit 1 was not clear enough. The purpose of the instruction was difficult to be
understood. The instruction would make the students confuse about what they had to do. Being asked about the contents of teacher’s book, the respondents
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agreed that the rationale of the designed materials, syllabus, lesson plans, and teacher’s note were helpful for teacher and well-formulated.
Table 4.12. Materials Evaluation Part 2
No Statements AnswerOpinion
28. What are the weaknesses of the designed materials?
• Some of the dialogues a bit too short in unit 1 and 3.
• There are still some careless grammatical errors.
• Irrelevant choice of cover pictures.
• The dialogues provided do not indicate clear context and
situation.
29. What are the strengths of the designed materials?
• Interesting topic. • Interesting pictures.
• Have enough vocabulary exposure.
• Very contextual, especially in unit 3 and 4.
• Pictures portray what’s happening in Indonesia and
represent Indonesian people • The fact that students have to
create their own dialogues will help them to be familiar with the
topic. • Doing activities in groups will
develop students’ self- confidence.
• Students are also helped to use their creativity in making things.
Example: making greeting card. • The designed materials are
attractively presented, plenty of variety: focus skill is on speaking
is lot of opportunities for that.
30. What are your suggestions to make the materials better?
• Have the dialogues in unit 1 and 3 a bit longer.
• Some of the pictures are not very
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clear; perhaps make them a bit bigger.
• Make the instructions and questions clearer.
• Give more exercises on vocabulary to provide good
models and to get students used to using words.
• Vocabulary is currency in communication; provide students
with them to equip them in communicating their ideas.
Table 4.12 shows the answer’s of opened questions. The respondents gave some comments on the designed materials’ strengths and weaknesses. The
strengths of the designed materials were, having interesting topics, having interesting pictures, having enough vocabulary exposure, very contextual, having
pictures that portrayed what was happening in Indonesia and represented Indonesian people, encouraging students to create their own dialogues, helping
students to develop their self-confidence through group’s activities, attractively presented, having plenty of variety and giving lot of opportunities to develop
speaking skill. The respondents also elaborated some weaknesses of the designed
materials such as, having a bit short dialogues in unit 1 and 3, having some careless grammatical errors, having irrelevant choice of cover pictures and having
some dialogues which did not indicate clear context and situation. Some suggestions were given by the respondents as the guideline for revising the
designed materials. Those suggestions encouraged the writer to make the dialogues in unit 1 and 3 a bit longer, make the pictures a bit bigger, make the
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instructions and questions clearer, and provide more exercises on vocabulary. According to the data of table 4.11 and 4.12, the writer concluded that the
designed materials were ideal and
applicable.
7. Revision
This stage was conducted after getting comments and feedback from the evaluation stage. Those comments and feedbacks were useful to revise the
material designed. The purpose of revision stage was to improve the quality of that material. By carrying out the revision, the designed materials should be valid
and applicable for the students. The following is some revisions for the product:
Table 4.13. Revision
No Previous Design
Revision
1. The dialogues in unit 1 and 3 were a
bit too short. Making the dialogues in unit 1 and
3 a bit longer. 2.
Some pictures were not very clear. Making some pictures clearer.
3. The instructions and questions were
not clear. Making the instructions and
questions clearer. 4.
Do not provide any vocabulary exercises.
Providing some vocabulary exercises.
5. Having some careless grammar
errors. Checking the grammar.
6. Having irrelevant choice of cover
pictures. Changing the cover pictures.
7. The dialogues provided did not
indicate clear context and situation. Making the clearer context and
situation in every dialogue.
B. What a set of instructional speaking materials for the eighth students of
SMPN 2 Ponjong Gunungkidul looks like
In order to answer the second problem, the writer presented the material designed. The final designed materials were completed after having a set of the
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revision process. The detail of the designed materials can be found in appendix F. The final version of instructional speaking materials consists of four units as
follows:
Table 4.14. The Units of the Designed Materials
Unit Contexts Topics
1 Economic
How much does it cost? 2
Personal I love being me
3 Social Follow
me 4
Cultural My amazing village
Each unit of the designed materials had different theme and context. Unit 1 focused on economic context, unit 2on personal context, unit 3 on social context
and unit 4 on cultural context. The topics were related to the contexts.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This section consists of two parts. First part is conclusions which summarize the answer of the problem formulations. Second part is
recommendations which offer the suggestions for the English teachers and future researchers.
A. Conclusions
This study focused on two problems formulated namely how a set of instructional speaking materials using Contextual Teaching and Learning for the
eighth grade students of SMPN 2 Ponjong Gunungkidul is designed and what a set of instructional speaking materials for the eighth grade students of SMPN 2
Ponjong Gunungkidul looks like. In order to answer the first problem, the writer combined the instructional designed models of Kemp and Yalden and adapted the
five stages of Research and Development R D cycle. Seven stages were formulated as guidelines to design the materials. Those stages were carrying out
needs analysis, listing standard competences, basic competences, and determining topics, determining indicators, selecting the teaching and learning activities,
material development, evaluation and revision. The process of designing the materials was underlying the principles of Contextual Teaching and Learning.
Answering the second problem of the study, the writer presented a set of instructional speaking materials for the eighth grade students of SMPN 2 Ponjong
76 Gunungkidul. There were four units of the designed materials. Every unit
contained five phases, which were Let’s Dig, Let’s Plant, Let’s Fertilize, Let’s Grow and Let’s Harvest. The four units are: How much does it cost?, I love being
me, Follow me and My amazing village. In order to gain information of students’ background which included their
needs and characteristics, the writer conducted a survey by interviewing the eighth grade English teacher of SMPN 2 Ponjong Gunungkidul and distributing
questionnaires to grade VIII B of SMPN 2 Ponjong Gunungkidul. In the process of evaluating the designed materials, questionnaires were distributed to three
English lecturers of Sanata Dharma University. The material evaluation proposed to find out the feedback from the lecturers. The findings of the evaluation stage
were used to revise and improve the designed materials. The findings of the designed materials showed that the designed materials
were well developed, attractively presented and appropriate for the students’ need. It could be concluded that the designed materials were ideal and applicable as
supplementary materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul. However, the revision was still conducted to make the final version
of the designed materials. The revision was aimed to improve and produce better designed materials.
B. Recommendations
In this part, the writer would like to give some recommendations to those who would use the designed materials.
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1. For English Teachers
First, the writer suggests the teacher to read and understand the content of teacher’s book which contains the rationale of the designed materials, syllabus,
lesson plan and teacher’s note before implementing the materials to the students. Second, the teacher is allowed to modify the activity which is written in the
lesson plan and teacher’s note. The modification should be based on the classroom’s needs and condition.
Third, the teacher can add some interesting speaking activities in every meeting to motivate the students in improving their speaking skill.
Fourth, Contextual Teaching and Learning approach encourages the teacher to create contextual and meaningful learning process. The teacher is advised to
adapt the materials based on the students’ environment actual issues. Fifth, the designed materials can be used as supplementary materials in
teaching English. Although the materials are still designed based on Kurikulum Tingkat Satuan Pendidikan
, they are appropriate to be implemented in the classroom since some basic competences which stated are relevant to role of
Kurikulum 2013 .
2. For Further Researchers
First, the writer recommends the other researchers design the materials based on Contextual Teaching and Learning approach, since this approach has benefits
for the students’ learning process. Second, the further researcher can use these designed materials as source and guideline for designing better materials.
