Conclusions CONCLUSIONS AND SUGGESTIONS

69

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is the conclusion of the study. The conclusion of the study is drawn based on the problem formulations that are formulated in chapter one and the analysis in the chapter four. The second part of this chapter is suggestion for further researches dealing with the instructional speaking materials.

A. Conclusions

The study was conducted to design speaking instructional materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta. There are two problems that formulated by the researcher, 1 how are speaking materials using information- gathering activities for tenth grade students of SMA BOPKRI 2 Yogyakarta designed and 2 what do the speaking materials look like. In order to answer the first question, the researcher used the combination of Kemp’s and Yalden models of instructional designs. The researcher realizes that every model has its own strengths and weaknesses. The researcher used the Kemp’s model because the flexibility of the processes. It emphasizes three major of problems in the designing process which are objectives, activities and resources, and evaluations. In this model, the weakness is the information gathering activities process in the need survey procedure. The researcher needs to gain complete information about the students and the teachers in order to get supporting background data before starting the process. Therefore, the researcher 70 uses Yalden’s model which conducts need survey in the beginning of the materia ls designed process. Moreover, in Yalden’s model, there is a step of selecting syllabus as the basic of the materials designed. It is essential to create the framework of the teaching and learning activities at the starting point. By adopting those two models, the researcher composes six steps in designing the materials, namely 1 Need survey, 2 Considering the goal, listing the topic, and stating the general purposes, 3 Selecting syllabus type, 4 Conducting pre-assessment, 5 Evaluating the materials, and 6 Revising. In this study, the researcher applied six Research and Development R D procedures, 1 Conducting research and information collecting, 2 Planning, 3 Developing preliminary form of product, 4 Conducting preliminary field testing, 5 Conducting main product revision, and 6 Reporting the final product. To answer the second question, the researcher presents the final version of the set of English-speaking materials design for the tenth grade students of SMA BOPKRI 2 Yogyakarta. The designed materials contain four units that have twelve lessons. They were Making New Friends, Sharing Your Experiences, Giving Instructions, and Describing Something. Each lesson contains three parts, Pre-activity, Main Activity, and Post-Activity. The materials have been tested to the students and evaluated by the evaluator. The conclusion is the materials are appropriate for the tenth grade students of SMA BOPKRI 2 Yogyakarta since it assesses the students to be more active in speaking. It can improve their ability in communicating English actively. 71

B. Suggestions