81 The researcher gained the data of the students‟ needs and interest based on
the results of the classroom observation, interview, and pre-design questionnaires. Classroom observation was conducted to both of the lecturer‟s and students
activities during the teaching-learning process. The interview was conducted to the head of the curriculum and the vice chairperson of the History Department.
From the interview, the researcher was able to gain data about the needs, the syllabi, the
curriculum and the suitable materials for the History Department‟s students. Last, the pre-design questionnaires were distributed to twelve students
who took Bahasa Inggris 1 during the first semester. The pre-design questionnaires were distributed to gain
more data about the students‟ needs and interest which was useful for the researcher in designing the materials.
After that, the designed materials were evaluated by the evaluators to find out whether the designed materials were suitable for the students. Revision based
on the comments and suggestions given by the evaluators were made to improve the designed materials so that the materials would meet the needs and the
objectives as well as help the students to achieve the targets of study. In the last, the researcher was able to present the final revision of the
designed materials which was suitable for the first semester students of History Department. the designed materials consisted of four units namely Kris, R. A.
Kartini, Ullen Sentalu, and Borobudur Temple. Each unit consisted of seven stages of learning, they are
Let’s Ask, Let’s Guess, Let’s Read, Let’s Think, Let’s Learn,
Let’s Write, And Let’s Act. The final revision of the designed materials was presented in Appendix F.
82
B. Recommendations
In this part, the researcher gives some recommendations to the English lecturer of History Department and future researchers who are interested to
conduct similar study. The recommendations are:
1. For English Lecturers of the History Department
The researcher encourages the English lecturers to use the designed materials as supplementary workbook to help them achieve the targets of study set
by the History Department. Content-Based Instruction CBI was emplyed in designing the materials so that the students can learn both the content and the
language. Grammar and vocabulary sections are also given to encourage the students to learn English as CBI principles permits the additions of grammar and
vocabulary. The writing section introduces the students to various writing genres which are useful for them to practice and improve their writing.
2. For Future Researchers
It is expected for future researcher to conduct a study which enhances the students‟ reading and writing using another approach. Then, further research
related to speaking skill are expected since the students need to improve their speaking as shown in the result of the pre-design questionnaire in this study.
Grammar and vocabulary supplementary materials are also one of the potential for future researchers who want to help the History Department students in learning
English and improve their skills. Better arrangements of materials are also suggested by the researcher so that the students can be exposed to a higher level of
English.
83
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