post design questionnaires, the writer made some revisions to improve the designed set of the materials. In this step, respondents’ opinions, feedbacks, and
suggestions were taken into considerations in revising the designed materials. At last, there were some revisions made in the designed materials. The revisions are
presented below. a Some grammatical mistakes in the designed materials were rechecked and
then corrected. Therefore, it is hoped that the designed materials could help the teachers and the students would not be confused with the reading
materials. b Some questions were added in pre-reading section. It is hoped that the
questions activate students’ knowledge about the text being discussed. c Reflection was given in the post reading section. It is hoped that the students
develop their other skills since this part consists of reflection to find out whether they are learning or not.
d The writer changed the pictures in unit one and two with the new pictures which were related to the topics.
B. Presentation of the Designed Set of the Materials
In this part, the writer presented the final version of the designed set of the materials as the answer to the second question in the problem formulation. After
undergoing some revisions, the final version of the designed set of the materials are described below.
There were eight topics developed in this designed materials. Each topic was developed into one unit. The time allocated for each unit was 2 x 45 minutes.
The activities of each unit were categorized into three main activities, they are, pre-reading activities, whilst-reading activities, and post-reading activities. The
topics, subtopics, and subsections can be seen in the Table 4.7.
Table 4.7: Presentation of the Designed Set of the Materials Units
Topics Titles
Sections and Subsections
Cooperative Learning
Structure
1 Narrative
Telling Stories
1. Pre-reading •
Picture •
Answering questions related to the picture
2. Whilst-reading •
Vocabulary Building •
Reading the text •
Exercise about the text •
Reading the text •
Exercise about the text 3. Post-reading
• Reflection
Make a Match Roundtable
Jigsaw Numbered Heads
2 Report
Tell Me about It
1. Pre-reading •
Picture •
Answering questions related to the picture
2. Whilst-reading •
Vocabulary Building •
Reading the text •
Exercise about the text •
Reading the text •
Exercise about the text 3. Post-reading
• Reflection
Make a match Roundtable
Jigsaw Numbered heads
Units Topics
Titles Sections and
Subsections Cooperative
Learning Structure
3 Poster
Be Imaginative
1. Pre-reading •
Picture •
Answering questions related to the picture
2. Whilst-reading •
Vocabulary Building •
Picture •
Exercise about the picture •
Comprehension questions •
Exercise about the topic 3. Post-reading
• Reflection
Make a match Roundtable
Jigsaw Group Work
4 Analytical
Figuring out Conclusion
1. Pre-reading •
Picture •
Answering questions related to the picture
2. Whilst-reading •
Vocabulary building •
Reading the text •
Exercise about the text •
Reading the text •
Exercise about the text 3. Post-reading
• Reflection
Make a Match Roundtable
Jigsaw Numbered Heads
5 Narrative
Telling Stories
1. Pre-reading •
Picture •
Answering questions related to the picture
2. Whilst-reading •
Vocabulary building •
Reading the text •
Exercise about the text •
Reading the text •
Exercise about the text 3. Post-reading
• Reflection
Make a match Roundtable
Jigsaw Numbered heads
Units Topics
Titles Sections and
Subsections Cooperative
Learning Structure
6 Spoof
Telling Funny
Stories 1. Pre-reading
• Picture
• Answering questions
related to the picture 2. Whilst-reading
• Vocabulary building
• Reading the text
• Exercise about the text
• Reading the text
• Exercise about the text
3. Post-reading •
Reflection Make a Match
Roundtable Jigsaw
Numbered heads
7 Banner
Be Creative 1. Pre-reading
• Picture
• Answering questions
related to the picture 2. Whilst-reading
• Vocabulary building
• Picture
• Exercise about the picture
• Comprehension questions
• Exercise about the topic
3. Post-reading •
Reflection Make a match
Roundtable Jigsaw
Group Work
8 Hortatory
It Should be Like This
1. Pre-reading •
Picture •
Answering questions related to the picture
2. Whilst-reading •
Vocabulary building •
Reading the text •
Exercise about the text •
Reading the text •
Exercise about the text 3. Post-reading
• Reflection
Make a match Roundtable
Jigsaw Numbered heads
68
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion of this study and some suggestions for English teachers and further researchers. The conclusion consists of the
summary of the answers to the problems of this study and is drawn from the results of the research discussed in the previous chapter. Some suggestions to the
English teachers and further researchers are also included to propose some useful ideas to consider.
A. Conclusion
This study was aimed at designing a set of reading materials based on cooperative learning for the eleventh grade students of SMA Santo Bernardus
Pekalongan. To achieve the goal of the study, there were two questions to answer. The first question was how a set of reading materials based on cooperative
learning for the eleventh grade students of SMA Santo Bernardus Pekalongan is designed. The second question was what the designed set of the materials look
like. To answer the first question in the problem formulation, the writer
employed the adaptation of Kemp’s instructional design models as the realization of research and Development R D method. There were nine instructional
design steps to follow in this study i.e. identifying learners’ characteristics, pre- assessment, coordinating support service, determining goals, topics, and general
