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