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3. Journalists’ Talk. This part can be called as the review or post-task in each unit. The learners
review the lessons that they have learned and practices to use certain language skills used in the previous tasks.
The designed materials also have two more additional features, Breaking News and Glossary. These features are not compulsory in each unit but they give
more useful information for the learners; they are: 1. Breaking News
It is a short story about some journalists’ experiences. The learners are able to enrich their journalistic knowledge. The writer also hopes that this feature will
inspire the learners and encourage them to develop their journalistic skill. 2. Glossary
It is a group of unfamiliar words that may be difficult for the learners. Those words are taken from the news stories. Glossary will enrich the learners’
vocabulary.
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter is divided into two sections. The first section is conclusion and the second section is suggestions. The first section concludes the answer of the
questions in problem formulation. First, the writer concludes the process of how a set of English instructional materials for journalistic extracurricular activity in SMA
Kolese De Britto Yogyakarta is designed. The final version of the designed materials is presented in the second part in first section. The suggestions are intended for the
students of journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta, the instructor of journalistic extracurricular, English teachers, and other researchers.
A. Conclusion
The English instructional materials designed in this study aims to provide appropriate materials for journalistic extracurricular students in SMA Kolese De
Britto Yogyakarta. The designed materials facilitate the students who are interested in newspaper journalism, especially in newspaper and magazine journalism, to practice
how to write news stories while improving English. It focuses on the basic printed- journalistic education and improves students’ English skills by using English as the
medium. The writer answered the first question in the problem formulation by
constructing a new model adapted from the Kemp’s and Yalden’s instructional design models. The modified model consists of 7 steps; they are:
1. Needs survey
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2. Goal and description of purpose 3. Specify the objective
4. List the subject content 5. Teaching learning activities and resources
6. Designing the materials 7. Evaluation
There are also two important parts in the process of designing the materials; pre-design study and post-design study. In pre-design study, the writer distributed
questionnaires to the students of journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta and interviewed their instructor to be able to analyze the
students’ needs and interests. The writer also distributed questionnaires to the professional journalists in order to obtain the right information about basic printed-
journalism theories and what topics the writer should select for the designed materials.
The post-design study provided the writer with data used for revising the designed materials. The writer distributed the designed materials and questionnaires
to five respondents that consist of two lecturers of English Language Education Study Program in Sanata Dharma University Yogyakarta and three English teachers of
SMA Kolese De Britto Yogyakarta. The result of post-design survey shows that the average mean is 3.92. It can be interpreted that the designed materials are generally
accepted and the writer should revise some parts. The second question in problem formulation was answered by presenting the
final version of the designed materials. The designed materials consist of eight units; they are:
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1. What is News and News Value? 2. Headlines and Leads
3. The Inverted Pyramid and 5W + 1H 4. News Source
5. Observation 6. Interview
7. Journalistic Language 8. News Writing
Each unit is divided into three main parts which function as the teaching learning framework in task-based learning. These parts are the implementations of
three main phases in the task-based learning pre-task, task-cycle, and post-task. They are:
1. Get into the Newsroom 2. Let’s Work
3. Journalists’ Talk The writer also added two more additional features that may be found in each
unit. They are: 1. Breaking News
2. Glossary
B. Suggestions
Based on the conclusion above, there are suggestions intended for the students of journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta,
journalistic extracurricular instructors, English teachers, and other researchers.
