Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

In this chapter the writer would like to discuss two main parts namely conclusions and suggestions. In conclusions the writer will discuss about the previous chapters briefly and in suggestions the writer would like to discuss the expectation toward the materials and readers who want to use this designed materials.

A. Conclusions

In this part the writer tried to answer the problem formulation stated in chapter 1. The two questions were: 1. How is a set of English speaking instructional materials for guides and instructors in Banyu Sumilir designed? 2. What does the designed set of materials look like? In order to answer those questions, the writer conducted a research. There were two kinds of research. The first research was conducted to collect any information about the learners’ needs. Since the writer designs the materials for guides and instructors in Banyu Sumilr, the respondents of this research were the guides and instructors in Banyu Sumilir. The result of the research was used as the basic consideration to design the materials. The second research was conducted after designing the materials. The research aimed to get feedback to evaluate and to improve the designed materials. That is why the writer chose an experienced English teacher, English lecturers and English instructors as the respondents. The writer expected that the respondents could evaluate and give suggestions to improve the materials. In answering the first question the writer used some steps. The writer made the steps by combining the steps in Kemp’s and Yalden’s model, which are in accordance with the steps in R D and here are the writer’s steps: 1. Conducting needs survey 2. Stating the goals, topic and general purposes 3. Stating learning objectives 4. Listing the subject content 5. Selecting teaching learning activities 6. Evaluation After designing the materials, the writer distributed questionnaire to English teacher of SMP 4 Pakem, two English lecturers of Sanata Dharma University and two English instructors of LIA and JOY English Club. The questionnaire was about the evaluation of the materials. The result of this research was used to revise and to improve the materials In this study the writer used Communicative Language Teaching CLT as an approach to teach the learners. The reason for using CLT as the approach of teaching was because it gives priority to communication. The focus of the materials was to improve the learners’ speaking ability using the target language to support their job. So, at the end of the course the learners are expected to be able to communicate with foreign guests. Based on the characteristics of CLT that Communicative competence is the focus of the classroom goals and not restricted to grammatical or linguistic competence, the writer thought that CLT was appropriate with the purpose of teaching English for guides and instructors in Banyu Sumilir. To answer the second question, the writer presented the designed materials. The materials consisted of seven topics which were conveyed in eight units. The units were the activities provided in Banyu Sumilir and the sequence of the units was also determined based on the sequence of the activities in Banyu Sumilir. The units of the materials were listed as follows: 1. Welcome to Banyu Sumilir Greeting and introduction 2. Where is the market? Giving Direction 3. Let’s go around Explaining things 4. Enjoy our culture Explaining things 5. How to make it Procedure 6. Let’s Play Giving instruction 7. I’m sorry for the inconvenience Managing Complaints 8. Thank you for staying with us Thanking Each unit consists of five activities called subject content. These activities were classified in two sections, Pre-communicative activity and communicative activity. Pre-activity includes brain storming, read this dialogue, expressions and today’s magic words, while communicative activity only includes time for grouping. Although the focus of this study is speaking the writer thought that the learners still PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI need preparation before they really speak since the learners are beginner learners. That was why Pre-communicative activities were still needed At the last conclusion the writer would like to say that the two questions had been answered. It can be seen in chapter IV and the designed materials. The designed materials had been evaluated by English teacher, English instructors and English lecturers. From the results of the questionnaires it can be seen that the designed is acceptable. The respondents share their opinions and suggestion to revise and improve some parts of the designed materials. The writer presented the final version by considering the result of the survey research about the designed materials.

B. Suggestions