Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of the study and the suggestions. The conclusion of the study contains the description of the process of designing the materials and the content of the materials. Basically it aims to find the answers of research problem that is stated in problem formulation: What is the ideal of instructional materials to teach writing to the students of grade XI of SMA Seminari Pius XII Kisol? The suggestions contain the recommendation of using the materials to the students of grade XI of Seminari Pius XII Kisol, teachers and institution of Seminari Pius XII Kisol and the researchers or educational practitioners.

A. Conclusions

In designing a set of instructional materials to teach writing to the students of grade XI of SMA Seminari Pius XII Kisol, basically the writer used Kemps’ model of instructional design and Research and Development as the method of research. In implementing the model, the writer used five main steps of Research and Development. The steps were research and information collecting, planning, development of preliminary form of the product, preliminary field testing, and the main version of the product. In research and information collecting, a students’ need analysis was conducted to the students of grade XI of SMA Seminari Pius Kisol. The data related to students’ need were analyzed and used as the basis for developing the 65 materials. The finding on students’ need analysis revealed that learning and teaching writing was an urgent need for the students. In planning the steps, the data related to students’ needs were used as the starting point for designing the materials. In this step, the information of internal curriculum of seminary and the syllabus were also observed to support the data. Moreover, the school based curriculum was also used as the main references of developing the materials and designing the syllabus. Further, in this step, topics, competency standard and basic competencies, indicators, subject contents and the teaching learning activities were stated as the main elements of developing the model of designed materials. In development of the preliminary product, all the materials in planning were used as data of designed materials. The materials that were developed in the preliminary product were the materials from school based curriculum and the materials from many sources such as students hand book, writing course, private writing and the materials from magazine and internet. The preliminary product would be used for preliminary field testing. In preliminary field testing, the designed materials were evaluated by students of grade XI of Seminari Pius XII Kisol. Beside asking students, three English teachers at Seminari Pius XII Kisol and two English lecturers at English Education Study Program of Sanata Dharma University were also asked to evaluate the preliminary product. The questionnaires related to materials evaluation were distributed to the students, teacher and lecturers. The result of the 66 preliminary field testing showed that the designed materials were acceptable and appropriate to the students of grade XI of Seminari Pius XII Kisol. The teachers’ and lecturers’ suggestions and the comments on preliminary field testing were used to revise and improve the materials. The revision related to the pictures, instructions and the appropriateness of the text to the students. Hopefully, the model of designed materials could be presented and used in learning and teaching writing for the students of grade XI of Seminari Pius XII Kisol. The materials consisted of eight units. The topic of each unit based on students’ needs and the demand of internal curriculum of seminary. The materials of each unit were from the materials of school based curriculum. The topic of unit one was pollution. In this unit, the students would learn report text. The topic of unit two was funny story. In this topic, the students would learn spoof text. The topic of unit three was environment. In this unit, the students would learn descriptive text. The topic of unit four was city life. In this unit, the students would learn news item text. The topic of unit five was story telling. In this unit, the students would learn narrative text. The topic of unit six was global warming. In this unit, the students would learn analytical exposition text. The topic of unit seven was smoking. In this unit, the students would learn hortatory exposition text. The topic of unit eight was people today. In this unit, the students would learn discussion or argumentative text. 67 Each unit consisted of four main parts. The part of each unit were get started, dig it out, hand in hand and find the goals . In the part of ‘get started’, students would build knowledge related to the topic. They brainstormed the idea from pictures and discussed their findings with friends. In the part of ‘dig it out’, students would explore text model and deconstruct the model. In the part of ‘hand in hand’, the students would construct a text in which they developed the topics, paragraph and supporting details. In the part of ‘find the goals’, the students would write a text independently. In the whole parts of the units, the students would learn the genres of writing and then practiced real writing by following the process of writing such as planning, drafting and revising. The developed materials had some advantages for students and teachers of Seminari Pius XII Kisol. In a simple, way it answered and fulfilled the desire and the hope of students, teachers, and the institution of seminary. The developed materials would be the references for learning writing and then would be the hand out for preparing the students to write an English paper. In a certain way, the developed materials were a scientific work. It based on students’ need analysis and accommodated the process of designing materials. Further, the developed materials were the real work of implementing the school based curriculum in learning and teaching process. The developed materials gave comprehensive understanding to the students about the genre and process of writing. By learning the materials, the students would understand the text and could write a text independently. The teaching and learning activities in developed materials 68 provided a chance for self investment and cooperative leaning. By learning the materials the students would be creative and easy to learn writing. The materials can be used to develop and improve students’ writing skills. By learning the materials the students will be helped to understand the genres and process of writing and then practice real writing easily. The materials provide various kinds of activities in which the students can learn creatively. Beside encouraging and motivating students for self investment, the materials also give the opportunities for students to create a cooperative learning in which they can develop their social skill. In this way, the materials develop both cognitive and affective aspect of learning. By using the materials the teachers will be helped in teaching and learning activities. The materials will be the references and sources of learning. The process of learning and teaching will be attractive and interesting, because the materials provide various kinds of activities. The learning and teaching activities will enrich teacher to find new techniques in writing.

B. Suggestions