Conclusions CONCLUSIONS AND SUGGESTIONS

83

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusion drawn from the findings and data analysis discussed in chapter IV. This chapter also proposes some suggestions for English teachers and other researchers who would like to use or develop the design.

A. Conclusions

This study was conducted to answer one research question: what the design of English instructional speaking materials using task-based language teaching for Taman Wisata Candi Prambanan staff is. To answer the research question, the researcher conducted Educational Research and Development RD as proposed by Borg and Gall. This Educational Research and Development became the research procedure in designing the product. Furthermore, the researcher also used Kemp’s Instructional Model Design and it was put under the umbrella of Educational Research and Development RD. The researcher also used theories related to the study. They were theories of Communicative Language Teaching, Task-Based Language Teaching and English for Specific Purposes. Those theories were used as the fundamental information in designing the product. The design of English instructional speaking materials using task-based language teaching for Taman Wisata Candi Prambanan staff was presented step PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 84 by step through research procedures and based on reliable theories and data obtained through the research. In this study, the design had six important aspects. First, the design considered learners’ characteristics and learners’ interest in the topic as the basis information to fulfill the learner’s needs. The needs of the learners would be in term of necessities, lacks, and wants. All the data on the learners’ needs were obtain from the need analysis in research and information collecting. Second, the design clearly stated the goal, topics, and general purposes of the design which were based on the learners’ needs. Third, the design had specified learning objectives. One general purpose could be specified into several objectives. The objectives define the performance that learners should be able to demonstrate in order to be categorized successful in achieving the general purposes. Fourth, the design had a list of subject content. Fifth, the design had teaching learning activities and resources. The teaching learning activities were based on the principles of Task-Based Language Teaching and from the result of needs analysis. Sixth, the design was validated by some experts and some users in the education field who were represented by two lecturers of English Education of Sanata Dharma University as the experts and two English instructors of Wisma Bahasa-English Division as the users. The outcome implied that the materials were ready to be implemented for Taman Wisata Candi Prambanan staff, indicated by the range of mean 3 up to 4. Furthermore, the design also had some comments such as the materials were well developed, the materials provided topics suitable for the target needs and fields, the materials were good and there PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 85 were a lot of variations, and also all units were colorful which makes the design interesting. Moreover, the materials were improved based on the suggestions from the experts and users by adjusting the lay-out of the design, making the materials simpler, adding more vocabulary in each topic, structuring the Teacher’s Guide in accordance with the Student’s Book, and checking the grammatical mistakes in Student’s Book and Teacher’s Book. The final version of the designed materials produced as the result of this study is presented in the appendices. The arrangement of the materials is displayed in Table 5.1. Table 5.1: The Arrangement of the Materials Meeting Unit Learning Topic 1 Welcome to Prambanan Temple, I am Your Tour Guide Greeting and Introduction 2 Go Straight Ahead Giving Directions in Taman Wisata Candi Prambanan 3 This is Shiva Temple Explaining and Giving Information about Taman Wisata Candi Prambanan 4 Is There Any Problem? Handling Complaints Adapting the concept of rehearsal task, activation task, language exercises, and communicative activities in Task-Based language teaching framework and also from steps of the unit in Task-Based Language Teaching, the writer decided that the materials for every meeting would consist of five sections, namely Let’s Get Started, Let’s Experience, Let’s Learn, Express Yourself, and Let’s Sum Up. The first section, Let’s Get Started, was designed to introduce the learners to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 86 context. In this part, learners were given some questions related to the learners’ daily activity that related to the topic as well. The second section, Let’s Experience , was designed to give learners with controlled practice. It enabled learners to practice the language item in form of written conversation or authentic listening. The third section, Let’s Learn, was designed to give learners with the language function and grammar. The fourth section, Express Yourself, was designed to enable learners to use the newly acquired language items in a more communicative way. Finally, the fifth section, Let’s Sum Up, was designed to give time to learners to reflect and write their reflection on what they have learned from the materials. This additional section can be considered as post-task or post- activity. The writer decided to add this section because it was considered important to make learners write about what they have learned in each section

B. Suggestions