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two test results was -7.5748 in which it is ≤ 0.5. It could be concluded that the
result showed significant different between the first and second test result. Thus, the second test result gave significant different in the form of improvement for the
students’ learning progress. The details calculation is presented in Appendix 24.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter discusses two main parts. The first part provides the conclusions being drawn by the writer from the research. In the second part, the
writer presents the suggestions for the English teachers or instructors to improve the teaching learning material using the similar method or tools.
A. CONCLUSIONS
The study was aimed to answer the research question formed in Chapter One, What does the computer-assisted reading material to enhance reading
skill look like? The material consisted of six features for each unit, namely warming up, text exploration, vocabulary, exercises, reading skills, and puzzle.
The first feature, warming up, is aimed to activate the studen ts’ background
knowledge of the text that they will read in the unit selected. The activities included multiple choices questions and matching with its versatility in which
teacher could control the level of difficulty of the questions. In the second feature namely text exploration the description of the text for each unit with
simple and understandable explanation was provided. The next feature is vocabulary which consists of the list of vocabulary of certain text. By having the
list of vocabulary, the students would be easier in understanding the given text. In the exercise feature, the students were provided with various kind of
exercises based on the topic. The next feature is reading skills. This section aimed to introduce the
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students to some reading skills. There were three reading skills selected to be added into the learning material, such as identifying the general theme of the
reading text, finding specific information from the text, and identifying topic sentence. The last feature, puzzle, was aimed as the follow up activity of the
vocabulary section. It involved the students on a productive activity by filling up the crossword provided.
In designing the material, the writer employed the eight step s of Kemp’s
instructional d esign into Borg and Gall’s Research and Development Cycle
RD. In the research, RD be came the umbrella to develop Kemp’s
instructional design. In the study, the writer only employed the six steps from RD. The first step of RD was research and information collecting which
involved two steps from K emp’s Instructional Design namely 1 indentifying
learners’ characteristics and 2 considering the support services. A set of questionnaire was distributed to the seven grade students of SMP Maria
Immaculata Yogyakarta in order to dig out more about their characteristics, learning styles, and learning problems, especially for the reading class and also
their preference for future reading class. Thus, the writer also conducted an interview with the English teacher in order to get the same information from the
teacher’s perspective. In the second step of RD named planning, three steps of Kemp’s
Instructional Design were involved. Those were 1 stating the goals, topic, and general purposes, 2 stating the objectives of the lesson, and 3 listing and
organizing subject contents. The next step was developing preliminary form of product which involved Kemp’s model namely selecting teaching and learning
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activities and resources. The fourth step of RD was preliminary field testing. In this step, the writer involved the last step of Kemp’s Instructional Design named
evaluation in which the feedbacks from the teachers, language teaching expert and Information and Technology experts were taking into account in revising the
designed material. Feedbacks are needed in order to get the perspective and opinions from the
experts concerning the designed material. As a result, questionnaires were distributed to the experts after the material have been designed. The
questionnaires were distributed to two English teachers of SMP Maria Immaculata Yogyakarta, two English lecturers of Sanata Dharma University Yogyakarta, and
two Information and Technology IT lecturers from Sanata Dharma University Yogy
akarta and STIMIK Akakom Yogyakarta. Based on the experts’ judgments results, it could be concluded that the material were good and could be used for
the students. It was showed by the questionnaire results which showed the mean score of 3.8. This activity belongs to the fifth step of RD named main field
testing. Some revisions have been made based on the feedbacks given by the experts
covering the revision for the ungrammatical sentences, scoring system, navigation, and lay out. After being revised, the material were given to the
students in order to get their opinions and feedbacks. The input from the students was being used for the main product revision which could be concluded as the last
step of RD employed by the writer. There were some findings found that might not match the core of the
designed material after the material being given to the students. The material were
