a. The writer revised the basic competencies and learning indicators so that
reflect the attainment of Cooperative Learning objectives. b.
The writer provided list of reference that consisted of Cooperative Learning theories’, materials’ and pictures’ sources.
c. The writer changed the border colour of the conversation in Unit 6, “Speak
Up” section, from yellow to blue colour. However, there were two suggestions that the writer did not apply. First,
the writer did not provide grammatical and pronunciation section due to the limited time 1.5 hours to learn those additional skills. Moreover, all games that
the writer prepared took much time to practice. From the writers’ experiences, the teachers focus the grammar skill most in teaching reading. While for the
pronunciation, the teachers can directly correct the mistakes. Second, the writer did not provide suggested expressions or list of difficult
words especially in role play. The purpose of the games provided was to give chances to the students to apply what they have learnt, produce speaking, and
create interesting role play as creative as they can. Here, the writer did not want to limit the students’ creativity. If they find difficult words, they can look up in
their dictionaries, ask their friends or consult to their teachers.
C. The Presentation of the Designed Materials
This part is intended to answer the second question formulated in the problem formulation that is what a set of English speaking materials for the first
grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
theory look likes. After the writer conducted some evaluation and revision to improve the designed materials, the final version of the designed materials was
ready to be presented. There are eight units and each requires 90 minutes 2X45 minutes. They are “What a Surprise”, “I’m Ivy”, “Of Course I will”, “French
Fries?”, “Chatty, Stop Crying Now”, “Is She still Young?”, “What Happened then?”, and “Don’t Mention It”. Each unit contains six sections. They are Warm
up, Speak up, How much do you know?, Work this out, Are you ready to try this? and I have learnt.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, the writer would like to give conclusions of this study and suggestions for the English teachers of SMAN 4 Yogyakarta and the future
researchers who would like to conduct similar research.
A. Conclusions
The main purpose of this study is to design a set of English speaking materials for the first grade students of SMAN 4 Yogyakarta based on Cooperative
Language Learning theory. This study dealt with two main problems to be solved. First, the study was conducted to find out how to design a set of English speaking
materials for the first grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning theory. Second, the study was aimed at presenting the
designed materials for the first grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning theory.
In this study, the writer employed Educational Research and Development RD method. RD consists of ten steps, but the writer only employed step 1 up
to 5. This was because of the writer’s limited time and capacity to conduct the whole steps of RD cycle. Moreover, the concern of this study was not to
implement the materials, but it focused on developing or designing the materials. Those steps are 1 research and information collecting, 2 panning, 3
