Conclusions CONCLUSIONS AND SUGGESTIONS
70 and information collecting, 2 Identifying Goals, Topics, and General Purposes,
3 Analyzing the students characteristics, 4 Specifying the learning objectives, 5 Making list of subject contents, 6 Selecting teaching learning activities, 7
Selecting equipment, and 8 Evaluating. Furthermore, the instructional design applied in this study was appropriate with R D cycle employed by the writer.
To answer the question of the problem formulation, the writer presents the final version of the set of vocabulary in contexts as supplementary materials for
eleventh grade students of SMAN 1 Godean. The designed materials contain six units. Those units are presented as follows.
UNIT 1 : Wow… It Has a Pouch
UNIT 2 : Sweet or Sour…?
UNIT 3 : How Did the Zebra Get Its Stripes?
UNIT 4 : How Did the Tortoise Get His Shell? UNIT 5
: Junk Food: Does It Make Me Obese? UNIT 6
: Could You Call Me Later…?
Each unit contains three main parts, namely Let’s Get Started, Let’s Get One Step Closer
, and Let’s Do It. Let’s Get Started contains activities which
are aimed at leading the students to recognize the vocabulary that will be used in the context of the topic that is going to be discussed and activating the students’
background knowledge of the topic. Let’s Get One Step Closer contains of
varied activities which enable the students to get exposure to the vocabulary use in certain contexts. Moreover, the students were able to learn the vocabulary
meaning in the context of the topic being discussed in an enjoyable way. This
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section is a kind of follow-up activities from Let’s Get Started. Let’s Do It
contains of activities which are aimed at reminding the students about the
vocabulary that has been learnt through Let’s Get Started and Let’s Get One Step Closer
. This section has something to do with “use”. Due to that, in this part, the students are to produce their own sentences using the vocabulary in
context they have learnt either in written way or orally. Evaluation was conducted in this study by distributing questionnaire to
participants. The participants gave positive responses by stating that the designed materials were interesting, enriching, well-developed, and had good layouts. The
data from the material evaluation questionnaire was analyzed by counting the number of the participants’ statements. The results showed that the most of the
participants chose number three and four to represent their agree statements toward the designed materials. This showed that the designed materials were
acceptable and appropriate for the eleventh grade students of SMAN 1 Godean.