CHAPTER V CONCLUSION AND SUGGESTIONS
The last chapter elaborates the conclusions which can be drawn from the study and the suggestions which are proposed to the English teachers andor other
parties who have deep concern in teaching English for the second grade of Language Program in senior high school and also the researchers to conduct further studies.
A. Conclusions
In this study, the writer developed a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of Language Program
in SMA Stella Duce 1 Yogyakarta. The consideration was due to belief that the students need to learn not only the content of subject particularly in speaking such as
speech act but also need to learn to relate what they have learned in class to society context by being aware of the issues in society and solving the problem they have
found covered in teaching learning activities. This study was intended to answer two questions in chapter I, 1 How is a set
of instructional speaking materials using Contextual Teaching and Learning for the second grade of Language Program at senior high school designed to improve
students’ speaking skill? and 2 What will the designed set of materials look like? In order to answer the first question, the writer carried out a survey study and
literature review as the theory background by combining the theory of speaking, CTL, and Competence-Based Curriculum. In this study, the writer would develop the
instructional models into three main steps. The writer combined Yalden’s and
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Newby’s design models because Yalden’s model offered needs analysis as an initial step in designing the materials and Newby’s model provided instructional
method as a foundation for developing the teaching and learning activities. The steps of design models are: 1 Conducting needs survey, 2 Developing the instructional
materials, and 3 Revising the designed set of materials. In developing the instructional materials, the writer provided six phases, namely: a Considering the
purpose of the course, b Specifying the learning objectives, c Developing task- based syllabus, d Selecting the learning method in classroom, e Producing
pedagogical syllabus, and f Selecting teaching and learning activities. In an attempt to provide the valid materials, the writer conducted feedback
gathering. The statistical computation of feedback gathering showed that the overall mean was 3,86 out of the scale of 5. It means that most of the respondents agreed that
this designed set of materials had been generally well designed. A presentation of the designed a set of materials was the main answer to the second question. The designed
materials were presented into eight units. Each unit consisted of six parts: Set Your Goals, Burn Up, Win-win Solution, Get the Big Picture, Grasp the Meaning, and
Have a Good Time. The presentation of developed materials can be seen in Appendix J.
A. Suggestions for English Teachers and Future Researchers
Since the survey result showed the designed set of instructional materials was acceptable, therefore, to apply this designed materials, the writer proposed some
suggestions for English teachers particularly at senior high school and for future researchers.
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