65 Figure 1 represented strong disagreement, whereas 5 represented strong
agreement. The data were derived objectively from the respondents’ perspective using numerical definition of terms. After the computation of the data were
summarized and presented in the statistical description as it can be seen in table 8. It was found out in the statistics of the respondents’ on the developed
reading materials using constructivist learning for Language Program students year XI that the means were between 3.2 to 4.7. Moreover, the medians were
between 3.5 to 5 and the modus were 3, 4, and 5. The data showed that all of the average points of agreement were between 3.2 to 5. Furthermore, the data results
showed that the average point of agreement was above 3. It could be assumed that the respondents’ tended to approve the statements based on the designed material,
so, it could be said that the developed reading materials is appropriate as instructional materials to teach reading using constructivist learning for Language
Program students year XI.
D. The Presentation the Final Version of The Designed Reading Materials
This part answered the second question formulated in Chapter 1 related to the final version of the designed materials. After the writer revised and improved
the instructional materials, the writer presented the final version of the materials. The full version of the materials is attached in the last part of Appendices.
66
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents finale of this study. In this chapter, the writer presents two parts: conclusion and suggestions.
A. CONCLUSION
In order to answer the two problems in the Problem Formulation in Chapter 1, the writer conducted the survey study. The first problem is concerned
with how a set of reading material using constructivist learning for Language Program of Senior High School Students Year XI is designed. The second
problem is concerned with the presentation of the reading material using constructivist learning for Language Program of Senior High School Students
Year XI. In order to answer the first problem, the writer adapted some steps from
two instructional design models. They are Yalden’s model and Kemp’s model as the references to design the materials. For this study, the writer adapted some
appropriate steps from each model. They were: 1. Conducting pre-design survey
The writer conducted the needs survey or research information collecting by distributing questionnaire to the 30 thirty students of Language Program Year
XI in SMA Stella Duce 1 Yogyakarta. The need survey were helpful to find out the students’ needs, lacks and wants. The result was eight topics that were
developed in the designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67 2. Stating the goals, topics and general purposes
The writer determined the goals or standard competence and the general purposes or basic competence based on the United Lessons Level Curriculum or
KTSP Kurikulum Tingkat Satuan Pendidikan for the Language Program Year
XI. Then the writer formulated the topics taken from the needs analysis. 3. Selecting teaching learning activities and resources
The writer selected teachinglearning activities and instructional resources that treated the subject content in order to accomplish the objectives.
4. Developing a set of reading materials for the Language Program of Senior High School Students Year XI based on constructivist learning theory
The writer constructed eight units of reading materials the students of Language Program of Senior High School Students Year XI based on
constructivist learning theory. 5. Conducting post-design survey
