Presentation of The Designed Materials

C. Presentation of The Designed Materials

Answering the second question in the problem formulation, how a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11 th grade students of SMAN 1 Depok Yogyakarta looks like, the writer presents the final version of the designed materials. It consists of eight units with eight different topics and themes, namely Unit 1 Topic : Simple Past Tense Theme : Joining an extracurricular Unit 2 Topic : Past Continuous Tense Theme : Having a holiday Unit 3 Topic : Past Perfect Tense Theme : My Favorite Unit 4 Topic : Simple Future Tense Theme : My ideals Unit 5 Topic : Modal Auxiliaries and Adverbs of Certainty Theme : My bedroom Unit 6 Topic : Nouns and Noun Phrases Theme : My feeling Unit 7 Topic : Pronouns and Relative Pronouns Theme : My country Unit 8 Topic : Compound and Complex Sentences Theme : My Family PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Each unit is divided into four parts; they are 1 Let’s Get Started, which contains a leading activity, 2 Enjoy This, which contains leading activities which are enjoyable, 3 Language Focus, which contains grammar discussion, and 4 Try This , which contains grammar exercises. The full version of the designed materials can be seen in Appendix I. 57

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part contains the conclusions of this study. The second part provides the suggestions for English teachers or instructors who may apply the designed materials and other researchers who may conduct a similar type of study.

A. Conclusions

The implementation of School-based Curriculum which focuses on the four English skills learning made the presentation of grammar discussion in English lessons limited. Nevertheless, the students’ enthusiasm in grammar discussion in SMAN 1 Depok was relatively high with a high level of difficulty because of limited grammar discussion in their main textbook. Therefore, this study was aimed at designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta. To answer the first question in the problem formulation, the writer proposed a research framework which was adopted from instructional design models by Kemp and Yalden. This research framework was suited to the first five steps of Educational Research and Development RD cycle by Borg and Gall 1963. There were 9 steps of research theoretical framework, namely 1 conducting need survey, 2 reviewing the school syllabus, 3 stating competency