Conclusion CONCLUSION AND SUGGESTIONS

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CHAPTER V CONCLUSION AND SUGGESTIONS

This chapter includes two major discussions. The first discussion is the conclusion of the study while the second discussion is the suggestions for both the English teachers and those who are interested in conducting this kind of research.

A. Conclusion

This study was carried out to answer two research questions proposed in the problem formulation: 1 how a set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta is designed and 2 what the designed set of speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta look like. In order to answer the first research questions in the problem formulation, the writer adopted and modified the Kemp’s and Yalden’s instructional design models. The writer’s instructional design model is the combination of Kemp’s and Yalden’s instructional design models. The writer’s instructional design model includes six steps, namely 1 Conducting Needs Survey, 2 Formulating Goals, Listing Topics and Stating General Purposes, 3 Formulating learning Objectives, 4 Listing Subject Content, 5 Selecting Teaching and Learning Activities and Resources and 6 Evaluating the Designed Materials. 98 The main reason why the writer combined both models was to obtain an appropriate model to develop the speaking materials based on Task-Based Language Teaching for the extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta. The writer adopted Yalden model of the instructional design because its emphasis on the needs survey. The needs survey was considered important since the designed materials should fit in the students’ characters, needs and the goals of the extracurricular activity. Therefore, knowing the learners’ characteristic and needs was the paramount consideration. The writer also adopted Kemp’s model because it is flexible to start with. The writer can creatively select the step she is ready with. In addition to that, Kemp’s instructional design model can also be applied in all levels of education The writer’s instructional design model is in line with the RD stages, which were the umbrella of the writer’s instructional design model. The stages include: 1 Research and Information Collecting, 2 Planning, 3 Develop Preliminary Form of Product, 4 Preliminary Field Testing and 5 Main Product Revision. There were two surveys conducted in this study. The first survey was conducting the needs survey where the writer observed the class as well as the teaching and learning activities. The second technique employed in the needs survey was interviewing the teachers of SD Pangudi Luhur Yogyakarta. The needs survey was intended to find out the students’ characteristics and needs. The second survey was done by distributing post-design questionnaire to two English teachers of SD Pangudi Luhur Yogyakarta and three English Language Education 99 Study Program lecturers of Sanata Dharma University. The aim of the second survey was to gain comments and suggestions on the designed materials for improvement. The comments and suggestions were used in the last step of the writer’s instructional model, namely Evaluating the Designed Materials. Having finished processing the data of the post-design questionnaire, the writer found out that the results of the mean of the central tendency ranged from 3.2 to 3.6 on the scale of 4. It meant that the designed materials’ were appropriate and acceptable for the extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta. However, some revisions were done based on the respondents’ comments and suggestions on the designed materials. The presentation of the designed materials was aimed at answering the second research question in the problem formulation. The speaking instructional materials based on Task-Based Language Teaching for the extracurricular activity of the 2 nd graders of SD Pangudi Luhur Yogyakarta consist of eight topics for eight meetings during the first semester. Each of the meetings lasts for 2 x 30 minutes. Each unit is divided into three main sections, namely Let’s Get Ready, Let’s Do It , and Let’s Practice. There is an additional section, Review: Short but Smart, which takes a short time in the end of the lesson. The designed materials are also equipped by the presence of the teacher’s book. The final version of the designed materials can be seen in Appendices together with the teacher’s book and CD. 100

B. Suggestions