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c. Feedback Gathering Analysis
Generally, the respondents gave the same mode and median points for the statements in questionnaire of feedback gathering. Four was the result score which
frequently appeared as a mode score and also appeared as the midpoint score. The average point showed 3,86 out of the scale 5. It meant that generally the respondents
agreed that these speaking materials were acceptable for the second grade of language program at senior high school. However, the writer still needed some input
based on the criticisms andor suggestions toward the designed materials therefore, the writer could provide some revision in the design. The revision based on
criticisms and suggestions were presented as follows: Table 4.8: The Revision of Designed Materials Based on CriticismsSuggestions from
Feedback Gathering
Section CriticismsSuggestions Revision
Topics
Change the title in unit 5 from “Back to
Nature” to “Modernization”.
The writer changed the title in unit 5 into “Modernization”
Materials
Give a list of vocabularies.
Search more materials suitable for
Competence-Based Curriculum and their
applications such using genre-based
approach.
Make sure that the level of difficulty is
appropriate for the students.
The writer did not give a list of vocabularies because the
students will work in group which facilitates them to share
their ideas and solve any difficulty they found including
new vocabulary.
The writer did not search for other materials to be developed
particularly using genre- based approach since the writer only
concerned on constructing Contextual Teaching and
Learning materials.
The level of difficulty in materials is acceptable for the
students. The writer had asked the teacher to analyze the
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Revise the arrangement of
systematic steps in design.
materials before distributing the questionnaire for feedback
gathering.
The writer revised the arrangement of systematic steps
in design by giving clear language instruction so it didn’t
make the students confused.
Activities
The activities do not really meet the
standard competence and basic
competence.
The writer improved the activities based on the
indicators achievement of standard competence.
Layout and
Pictures
Add more colorful pictures and improve
the layout.
Change two of the pictures in Unit 1
since they are full of violence and add
more appropriate pictures to motivate
the students to learn.
The writer added more colorful pictures and borders to make
design more interesting.
The writer changed two pictures with the appropriate pictures
which are compatible with the topics.
Language Instruction
There are some grammatical mistakes
found in materials.
Rewrite some language instructions
since they are hard to understand.
The writer revised the grammatical mistakes.
The writer re-written some language instructions to become
clearer and simpler one.
A. The Presentation of a Set of Instructional Speaking Materials Using
Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta.
The designed materials contain 8 eight units. There are 6 six parts in each unit, namely: 1 Set Your Goal, 2 Burn Up, 3 Win-win Solution, 4 Get the Big
Picture, 5 Grasp the Meaning, and 6 Have a Good Time. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The writer also developed some topics discussed in the 8 eight units. The details of topic were presented as follows:
Table 4.9: The Description of Units in the Designed Materials
Unit Language Function
Theme TopicTitle
1 Expressing Compliments
Personal Issue Be Positive
2 Expressing
Love, Sadness,
Pain, and Fear Personal Issue
Mixed Emotions
3 Expressing
Likes and
Dislikes Social Issue
TV Media
4 Asking for and Offering
Help Economic Issue
It’s All About Money
5 Expressing Suggestion
Social Issue Modernization
6 Expressing
Warning and
Prohibition Political Issue
Rules and Freedom
7 Expressing
Annoyance and
Embarrassment Cultural Issue
Cultural Matters
8 Expressing
Agreement and
Disagreement Social Issue
Going Global
As stated in the table, the materials consisted of 8 units. Each unit had one topic and language function to be discussed. The topic developed became the title of
the each unit. There would be 8 meetings to cover all materials with the time allocation 2X45’ for each meeting. The writer presented the complete design on the
appendix H. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V CONCLUSION AND SUGGESTIONS
The last chapter elaborates the conclusions which can be drawn from the study and the suggestions which are proposed to the English teachers andor other
parties who have deep concern in teaching English for the second grade of Language Program in senior high school and also the researchers to conduct further studies.
A. Conclusions
In this study, the writer developed a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of Language Program
in SMA Stella Duce 1 Yogyakarta. The consideration was due to belief that the students need to learn not only the content of subject particularly in speaking such as
speech act but also need to learn to relate what they have learned in class to society context by being aware of the issues in society and solving the problem they have
found covered in teaching learning activities. This study was intended to answer two questions in chapter I, 1 How is a set
of instructional speaking materials using Contextual Teaching and Learning for the second grade of Language Program at senior high school designed to improve
students’ speaking skill? and 2 What will the designed set of materials look like? In order to answer the first question, the writer carried out a survey study and
literature review as the theory background by combining the theory of speaking, CTL, and Competence-Based Curriculum. In this study, the writer would develop the
instructional models into three main steps. The writer combined Yalden’s and
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