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CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter consists of two parts. The first part presents the conclusion of the study, while the second part presents the suggestions which are proposed to
English teachers or instructors and also future researchers who are willing to conduct similar research.
A. Conclusion
The purpose of this study was to design a set of Instructional speaking materials using task-based language teaching for the tenth grade of marketing
program of SMK Negeri 7 Yogyakarta. This study was intended to answer two questions. They are 1 How is a set of Instructional Speaking Materials using
Task-Based Language Teaching for the tenth grade of Marketing Program of SMK Negeri 7 Yogyakarta designed? and 2 What does a set of Instructional
Speaking Materials using Task-Based Language Teaching for the tenth grade of Marketing Program of SMK Negeri 7 Yogyakarta look like?
In answering the first question of the study the writer combined Kemp’s model and Dick and Carrey’s model to produce the writer’s model. The steps of
the writer’s model were: Identifying entry behaviors and learner characteristics, Determining goals, listing topics and stating general purposes of each topic,
Specifying the learning objectives, Listing subject contents, Selecting teaching- learning activities and instructional resources, Evaluating the materials and
74 Revising the materials. The writer also carried out the library study to obtain
theories about task-based language teaching, teaching speaking and school-based curriculum as the basic of designing the materials.
To answer the second question of the study, the writer designed and presents a set of instructional speaking materials using task-based learning
teaching for the tenth grade students of marketing program of SMK Negeri 7 Yogyakarta. In providing the valid materials, the writer distributed the materials
and questionnaires to five respondents consist of three English teacher of SMK Negeri 7 Yogyakarta and two lecturers of Sanata Dharma University to obtain
feedback, comments, and suggestions about the designed materials. The result shows that the grand mean was 4, 01 from the highest scale of 5. It means that
most of the respondents agreed that the instructional speaking materials are well designed and acceptable to teach speaking for the tenth grade of marketing
program of SMK Negeri 7 Yogyakarta. However, there were some revisions to improve the designed materials. The suggestions and feedbacks from participants
were used to revise and improve the materials. In this part, the writer presents the final version of the designed materials.
The designed materials contains of eight units. The eight units of the designed are presented as follows:
Unit 1 : Hi How are you? Greeting and Leave Taking Unit 2 : My name’s Leo. Introducing Oneself and Others
Unit 3 : I’m sorry…. Thanking and Apologizing Unit 4 : She’s very popular Describing People
75 Unit 5 : Stars are sparkling Describing Things
Unit 6 : I love numbers Time, Date, and Price Unit 7 : Raise your hand Command and Request
Unit 8 : What can I do for you, Sir? Offering Things and Help Each unit consists of five sections. They are Get ready, Start Talking,
Focus In, Talk Some More, and Take Your Turn. The complete final version of the materials can be found in appendix G.
B. Suggestions
Here, the writer would like to offer some suggestions to English teachers especially to English teachers of SMK Negeri 7 Yogyakarta who want to apply
the designed materials and to future researchers who conduct similar research. The suggestions are:
1. For Further Researchers
This study is intended to design instructional speaking materials for the tenth grade of marketing students of SMK Negeri 7 Yogyakarta. The writer does
not implement the designed materials. Thus, it is expected for further researchers to implement the designed materials in order to identify the strengths and
weaknesses of the designed materials. Furthermore, the researchers can design new speaking materials based on the era changing and different learning method.
2. For English Teachers
In applying the materials, it is possible for the teachers to omit, add, or change the parts of materials in order to accomplish the objectives of the course.
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