75 Unit 5 : Stars are sparkling Describing Things
Unit 6 : I love numbers Time, Date, and Price Unit 7 : Raise your hand Command and Request
Unit 8 : What can I do for you, Sir? Offering Things and Help Each unit consists of five sections. They are Get ready, Start Talking,
Focus In, Talk Some More, and Take Your Turn. The complete final version of the materials can be found in appendix G.
B. Suggestions
Here, the writer would like to offer some suggestions to English teachers especially to English teachers of SMK Negeri 7 Yogyakarta who want to apply
the designed materials and to future researchers who conduct similar research. The suggestions are:
1. For Further Researchers
This study is intended to design instructional speaking materials for the tenth grade of marketing students of SMK Negeri 7 Yogyakarta. The writer does
not implement the designed materials. Thus, it is expected for further researchers to implement the designed materials in order to identify the strengths and
weaknesses of the designed materials. Furthermore, the researchers can design new speaking materials based on the era changing and different learning method.
2. For English Teachers
In applying the materials, it is possible for the teachers to omit, add, or change the parts of materials in order to accomplish the objectives of the course.
76 The teachers also can use the designed materials to enrich their own materials.
The designed materials could be used to teach other classes by changing some parts of the materials based on the students’ need.
Since the designed materials are using task-based language teaching, the teachers have role as facilitators. The students are the centre of the teaching
learning process in class, so teacher should give many opportunities for students to speak much in class.
It is better for the teacher to create fun activities and give encouragements and motivations for students to be more active in class. Besides, the teachers are
suggested to check students’ participations and monitor their activities in class so that teachers can observe students’ improvements in speaking English.
77
REFERENCES
Ary, D., Jacobs, L.C., Razavieh, A. 2002. Introduction to Research in Education 6
th
ed.. Belmont: Wadsworth Group, Thomson Learning. Borg, W.R., Gall, M.D. 1983. Educational Research: An Introduction. New York
and London: Longman Inc. Briggs, L.J. 1981. Instructional Design: Principles and Applications. New Jersey:
Educational Technology Publications, Inc. Das, K.B. 1988. Materials for Language Learning and Teaching . Singapore:
SEAMEO Regional Language Centre. Dick, W., Carey, L. 1978. The Systematic Design of Instruction. Illinois: Scott,
Foresman and Company. Harmer, J. 2001. The Practice of English Language Teaching. Harlow: Pearson
Education Limited. Hutchinson, T., Waters, A. 1987. English for Specific Purposes: A Learning-
Centered Approach. Cambridge: Cambridge University Press.
Kemp, J.E. 1977. Instructional Design. Belmont, California: Fearon-Pitman Publishers, Inc.
Lier, V.L. 1996. Interaction in the Language Curriculum. Harlow: Longman Group Limited.
Murcia, C.M.. 2001. Teaching English as a Second Language 3
rd
ed.. Boston: Heinle-Heinle.
Nunan, D. 1988. Syllabus Design. Oxford: Oxford University press. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press. Nunan, D. 1991. Language Teaching Methodology: a Textbook for Teacher. New
York: Prentice Hall International. Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle-
Heinle Publisher. Nunan, D. 2003. Practical English Language Teaching 1
st
ed.. New York: McGraw-Hill Companies, Inc.
