The Presentation of the Designed Materials

65

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter explores two major parts of discussion, namely: 1 the conclusions and 2 the recommendations. The first part discusses the conclusions of the research. While, the second part is the recommendations for both the teacher of English Conversations and future researchers who are interested in conducting this kind of research.

A. Conclusions

The goal of this research was to design a set of speaking materials using games for English Conversation class in SMP Taman Dewasa Jetis. There were two formulated problems to be solved: 1 How is a set of English material using games for conversation class of SMP Taman Dewasa Jetis designed? and 2 How does a set of English material using games for conversation class of SMP Taman Dewasa Jetis look like? The first question was answered by using two kinds of instructional design models proposed by Kemp and Yalden. Because of the similar steps and characteristics, the researcher combined the two models into eight steps. The eight steps were 1 Conducting need analysis 2 Listing the goals, topics, and general purposes 3 Defining the learning objectives 4 Developing the general guideline 5 Listing the subject contents 6 Selecting the teaching and learning activity and resources 7 Designing the message and developing the materials 8 Evaluating and revising. Then, those eight combined instructional models was integrated with 66 five stages of RD cycle proposed by Gall, Gall, and Borg 2007. The five stages were 1 Needs Survey 2 Planning 3 Material Development 4 Material Validation 5 Revision. In the first stage of RD, the researcher did a need survey. In this stage, the researcher collected the data and information related to the classroom and the students’ needs. In collecting the data, the researcher used two kinds of instruments: 1 an interview for the teacher and 2 questionnaires for the students. The data and information that were gained from the interview and questionnaire was used to step on the second stage of RD, planning stage. In this stage, the reseacher listed the goals, topics, and general purposes of the designed materials. After that, the researcher defined the learning objectives of the designed materials. Then, the researcher developed the general guideline in form of syllabus. From the previous step, the researcher could list the subject content and selected the teaching-learning activity and resources for the designed materials. Next, the researcher finally could design the message and developed the materials. Those steps were included into the third stage of RD, called material development. The last steps of RD stage used was the material validation and revision. In these last steps the designed materials were being evaluated by some material design experts. The instrument of the evaluation was the questionnaire that consisted of two parts. The first part was the close-ended questions with provided statements with degree of agreement scale 1 – 4. The second part was the open-ended questions in which the evaluation would get some feedback from the respondents. The feedback from the respondents was used as guideline to 67 revise the designed materials. From the result, it indicated that the designed materials were appropriate to be applied in English Conversation class in SMP Taman Dewasa Jetis. The second research question in the problem formulation was answered by the shown presentation of a set of English speaking materials using games itself. The designed materials consisted of four units. They were Hello My name is Jenny., Where’s Jenny’s Apartment?, Who am I?, and What’s Your Favorite Place? . In each unit, there were three major parts such as: Let’s Get Set, Let’s Get Ready, Let’s Go The final presentation of the designed materials can be seen in Appendix H.

B. Recommendations

In this opportunity, the resarcher would like to give some recommendations to the teacher of English Conversation class and the future researchers related to the research in this field. The recommendations can be seen as follows: 1. For the Teacher of English Conversation Class The designed materials emphasized the improving of the speaking skill of the students. Thus, the teacher should be creative enough to vary the learning activities, not merely based on the designed materials so that the students will not get bored in joining the class. The teacher can also modify the games that fit to the real class situation by still looking at the objectives of the games itself.