CONCLUSIONS CONCLUSIONS AND SUGGESTIONS

4. Writing Performance Objectives Dick and Carey 5. Developing Instructional Strategy Dick and Carey 6. Developing and Selecting Instructional Materials Dick and Carey 7. Revising Instruction Dick and Carey 8. Designing and Conducting the Formative Evaluation Dick and Carey In order to find out the answer to the second problem, the writer revised the designed materials based on the evaluation. The evaluation was conducted by distributing and gathering questionnaires to two English lecturers of STP-AMPTA and two English instructors. The data collected from the post-design survey showed that the grand mean of the judgement given by the four participants was 4.22. It showed that the designed materials were acceptable. There were also some suggestions given in the questionnaire to the better designed materials. The materials were designed for students and for the lecturers. Therefore, the materials consisted of students’ book and lecturer’s manual. The students’ book contained the lesson materials and some activities related to the topics. The lecturer’s manual provided step by step explanations in delivering the material in each unit and answer key and supplementary materials. The writer presented eight topics in the instructional materials. There was 120 minutes for each unit. The topics were described as follows: 1. Reserving Accommodation 2. Check-in 3. Room Service 4. Restaurant Service 63 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 5. Dealing with Complaints 6. Check-out 7. Hotel Brochure 8. Talking about Management There were five parts included in each topic. The five parts are: 1. Warm up 2. Topic Focus 3. Grammar Focus 4. Word Power 5. Team Study

B. SUGGESTIONS

The writer would like to give some suggestions for English lecturers of tourism colleges who want to apply the designed materials and the further researchers in the following explanations: 1. For the English lecturers of tourism colleges a. The lecturers should recognize the students’ background of knowledge and interests in learning English before teaching them. So that the lecturers can manage the class effectively and easily. b. The lecturers should encourage and motivate students to practice English frequently and confidently. The lecturers might emphasize that making mistake in learning English is not a big deal. Mistakes are considered as a part of learning process. However, corrections in positive way are needed. As a result, the students will be able to build their confidence to use English in daily life. 64 c. The lecturers should encourage and motivate students to be active in class. The lecturers guide the students to obtain the understanding of the materials by themselves. Since the designed materials emphasized the use of cooperative learning, it is also suggested that the lecturers need to encourage the students to help each other. 2. For further researchers Considering many topics related to English for tourism, the other researchers might improve the variety both in skills and in learning activities. 65 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI