CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts: conclusions and suggestions. The first part contains the conclusion of this study, while the second part contains the writer’s
suggestions of the related research topic for the teachers at Quick Concept English Course Solo, the learners, and future researchers.
A. Conclusions
In this study, there are two questions to answer. They are 1 What are the steps of designing a set of English conversation materials for advanced learners of
English Conversation Class at Quick Concept English Course Solo?, 2 What does a set of English conversation materials for advanced learners of English Conversation
Class at Quick Concept English Course Solo look like? In order to answer the first questions, the writer conducted eight steps based on Kemp’s model. Since Kemp’s
model is flexible, the writer could start the process of designing the materials with any step considered ready to start first.
The writer started the process of the designing by conducting needs survey as the pre-design survey aiming to gain useful information about the learners’ needs.
The survey was conducted on June 15, 2007 until June 17, 2007. It involved 12 students as the respondents that gave the writer the necessary information for the
further process of designing. 73
The second step the writer conducted was enumerating the learners’ important characteristics. From the observations the writer conducted while teaching them at
class and the results of the needs survey, the writer could list their main characteristics that were used as the consideration to determine the material contents
and the teaching method used in the design. The third step was stating goals, topics, and general purposes of the designed
materials. There were eight topics chosen that were based on the learners’ needs and wants. Basically the goals and the general purposes of each unit are similar, those are
to give the learners opportunities to practice English in real conversations and to improve their four English skills and elements. After the goals, topics, and general
purposes had been stated, the writer specified the objectives of each unit. The objectives were differentiated by each topic in each unit.
The next step to do was specifying the learning objectives. The writer listed the general purpose of each topic and then specified the learning objectives.
The writer continued the designing process by selecting subject content. In this process, based on the objectives stated before, the writer decided to give the most
portions for speaking activities. However, the other parts for developing other language skills and elements were not neglected.
After the content of the subject had been selected, the writer selected teachinglearning activities and resources. The teachinglearning activities used in the
lessons were based on the needs survey results. They covered reading, listening, speaking, writing, and grammar and vocabulary discussions. The resources used in
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