Revising the Designed Materials Additional

77 researcher corrected the grammatical mistakes and incorrect punctuations. The researcher rechecked all of the sentences to avoid the same mistakes. Then, the researcher revised the instructions in some parts of designed materials so that the instructions would be clearer for the students. The researcher also edited some of the reading texts so that they would be more readable and manageable for the students. To make the designed materials more interesting, the researcher put some vocabulary games such as crossword and word search. Actually, one of the lecturer suggested that listening section should be given in the designed materials, however, the researcher did not take the suggestions since the materials were designed to help the students achieve the targets of English learning which were reading comprehension and writing competence. In conclusion, this step was done to present the final revision of the designed materials. It consisted of four units namely Kris, R. A. Kartini, Ullen Sentalu, and Borobudur Temple. Each unit consisted of seven stages of learning namely Let’s Ask, Let’s Guess, Let’s Read, Let’s Think, Let’s Learn, Let’s Write, and Let’s Act. Here is the description of the stages in the designed materials for the first semester students of the History Department.  Let‟s Ask This stage introduces the students about the topic that they are going to learn. Few questions are provided to give brainstorm and stimulate students‟ background information of the topic. 78  Let‟s Guess In this stage, word association, direct experience, and prediction strategies of before reading are implemented. The students are provided with some words associated to the reading texts, or being asked about their experience toward particular topic or provided pictures and questions which are more specific about the topic to activate the students‟ background knowledge.  Let‟s Read Reading contexts related to the topic and history field of study were given in this stage. Some reading strategies such as skimming, scanning, guessing, and reading fast are also provided to help the students comprehend the texts better.  Let‟s Think In the reading texts, the researcher bold-typed some words which are going to be used in vocabulary section. In this stage, the researcher provides some exercises such as identifying the part of speech, synonym, and word endings to enrich the students‟ vocabulary. Various strategies such as crosswords, word- matching, word-finding are implemented to make the exercises more interesting and challenging.  Let‟s Learn The researcher gives brief explanation of the language used in the reading texts. Some of general requirements in writing a sentence are also given in this stage. Tenses such as simple present, present progressive, and past tense are also given to improve the students‟ knowledge. 79  Let‟s Write In this stage, some writing genres such as informative writing, expository writing, and narrative text are presented to the students. By learning some genres of writing, the researcher expects the students to improve their knowledge of writing genres. Examples of the writing genres are also provided so that the students can learn and differentiate each writing genres  Let‟s Act This stage is the follow up activities of Let’s Write. The students are asked to make a composition of some writing genres. They are required to produce good paragraph with correct grammar. In this stage, the students can employ the grammar and the vocabulary they have learned. Before producing a good writing, the students are asked to make a plan and a draft of their writing. 80

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts, namely conclusions and recommendations. The first discussion is about the conclusion of the study and the second is about the recommendations for both the English lecturer of History Department and future researchers who are interested in conducting similar study.

A. Conclusions

The researcher concluded that the first semester students of History Department needed reading and writing supplementary materials to help them achieve the targets of study. This study was conducted to answer the research problem: how is a set of reading and writing supplementary materials using content-based instruction for the first semester students of History Department designed? It was clear that the goal of the study was to design reading and writing supplementary materials using content-based instruction for the first semester students of History Department. To answer the research problem, the researcher adapted Kemp‟ instructional design and employed nine steps, namely 1 instructional problem, 2 learner and context, 3 task analysis, 4 instructional objectives, 5 content sequencing, 6 instructional strategies, 7 designing the message, 8 development of the instruction, and 9 evaluation instrument. In addition, the researcher appended a step namely revising the designed materials in the last step. 81 The researcher gained the data of the students‟ needs and interest based on the results of the classroom observation, interview, and pre-design questionnaires. Classroom observation was conducted to both of the lecturer‟s and students activities during the teaching-learning process. The interview was conducted to the head of the curriculum and the vice chairperson of the History Department. From the interview, the researcher was able to gain data about the needs, the syllabi, the curriculum and the suitable materials for the History Department‟s students. Last, the pre-design questionnaires were distributed to twelve students who took Bahasa Inggris 1 during the first semester. The pre-design questionnaires were distributed to gain more data about the students‟ needs and interest which was useful for the researcher in designing the materials. After that, the designed materials were evaluated by the evaluators to find out whether the designed materials were suitable for the students. Revision based on the comments and suggestions given by the evaluators were made to improve the designed materials so that the materials would meet the needs and the objectives as well as help the students to achieve the targets of study. In the last, the researcher was able to present the final revision of the designed materials which was suitable for the first semester students of History Department. the designed materials consisted of four units namely Kris, R. A. Kartini, Ullen Sentalu, and Borobudur Temple. Each unit consisted of seven stages of learning, they are Let’s Ask, Let’s Guess, Let’s Read, Let’s Think, Let’s Learn, Let’s Write, And Let’s Act. The final revision of the designed materials was presented in Appendix F.