“Words Bank”, the learners had to find the verb, noun, and adjective of the provided words. They also had to complete the task by finding the meanings of the words.
“Homework” in the last part directed the learners to read the reading text in unit 8 and to prepare themselves to ask for and give solutions.
8. Problem Solving
The last unit provided chances for the learners to practice asking for and giving solutions. In reading text in Part A, the writer provided examples of problem
solving. There were two articles taken from magazines that discussed about asking for and giving solutions. In listening part, the problem discussed was about love,
finding a girlfriend. The learners could practice problem solving in Part B. They had to make a group of three first and then could start the discussion to find the best
solutions for all parties. “Grammar Point” in Part C presented explanations of the usage of gerund and giving suggestion. “Words Bank” that became the last part in
this unit asked the learners to find as many words as possible that had similar meanings with the provided words.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts: conclusions and suggestions. The first part contains the conclusion of this study, while the second part contains the writer’s
suggestions of the related research topic for the teachers at Quick Concept English Course Solo, the learners, and future researchers.
A. Conclusions
In this study, there are two questions to answer. They are 1 What are the steps of designing a set of English conversation materials for advanced learners of
English Conversation Class at Quick Concept English Course Solo?, 2 What does a set of English conversation materials for advanced learners of English Conversation
Class at Quick Concept English Course Solo look like? In order to answer the first questions, the writer conducted eight steps based on Kemp’s model. Since Kemp’s
model is flexible, the writer could start the process of designing the materials with any step considered ready to start first.
The writer started the process of the designing by conducting needs survey as the pre-design survey aiming to gain useful information about the learners’ needs.
The survey was conducted on June 15, 2007 until June 17, 2007. It involved 12 students as the respondents that gave the writer the necessary information for the
further process of designing. 73
