D. Presentation of the Final Version of the Designed Materials
To answer the second question in the problem formulation, the researcher presents the final version of the designed materials. The researcher provided
“Students’ Book” and “Teacher’s Book”. “Teacher’s Book’” begins with “How to Use the Book” to help the teacher understand more about the book. It gives guidance
to the teachers who want to implement the materials in the teaching. The book provides syllabus, teacher’s instructions, tape scripts, as well as the answer keys. The
basic competences and indicators are stated in the syllabus. “Students’ Book” is intended for the students. The following are the eight
topics of the “Student’s Book”: 1.
Heroes 2.
Lifestyles 3.
The Sea 4.
Cyberspace 5.
Global Warming 6.
A Lot Like Love 7.
Hi-technology 8.
Design There are four sections in each topic. The following are the four sections:
1. Warm Up
2. What’s new?
3. Let’s Practice It
4. My Journal
Those four sections are linked to each other in order to build students’ view about the topic in each module so that they can have some expressions to be written in the last
section. The detailed and complete version of the designed materials can be seen in
Appendix H. The accompanying syllabus and a sample of lesson plan can bee seen in appendix F.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents two major parts. The first is the conclusions of the research to answer the questions in the problem formulation and the second is the
suggestions in using the designed materials.
A. Conclusions
This research aimed to design a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok
Sleman Yogyakarta. In order that the purpose of the research could be attained, there were two problems to be solved. The first is how a set of instructional writing
materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta is designed and the second is what the designed set of
materials looks like. To solve the first problem, the researcher combined two instructional design
models namely Kemp’s model and Yalden’s model. The steps were rearranged as follows: conducting a need survey, determining, goals, topics, and materials,
specifying learning objectives, listing subject contents, selecting learning activities and materials, evaluating the designed materials, and revising. Then, the researcher
used them as the guidance to develop the writing instructional materials. Before presenting the final version of the designed materials, the researcher revised the
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