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CHAPTER V CONCLUSIONS AND RECOMMENDATION
This chapter aims to present the conclusions of the findings of the research as the answer of the research problem. It summarizes the major findings and
presents the limitations of the research. It also presents the recommendation for the future research and current practice. It consists of conclusions and
recommendation.
A. Conclusions
The researcher conducted the research in order to design an integrated English workbook using stories for grade VII students of SMP Negeri 2
Yogyakarta . The workbook functioned either as instructional materials or
supplementary materials. In this research, the researcher formulated one problem. The research problem was what is the design of an integrated English workbook
using stories for grade VII students of SMP Negeri 2 Yogyakarta? To conduct the research, the researcher employed the adaptation of the
small scale of Borg and Gall’s RD cycle, consisting of five steps. They were 1 research and information collecting, 2 planning, 3 materials development, 4
materials validation by practitioner and expert, and 5 revision. To design the workbook the researcher employed the adaptation of Kemp’s instructional design
ID model, consisting six stages. They were 1 identifying stu dents’
characteristics, 2 formulating goals, topics, and general purposes, 3 specifying learning objectives, 4 selecting and organizing subject contents, 5 specifying
138 teaching or learning activities and resources, and 6 identifying support services.
Then, revision was conducted in order to improve the quality of the design. In research and information collecting, the
result of identifying students’ characteristics showed that the students had high motivation, positive attitudes,
and interests in using stories in the English learning and teaching process. It also showed that they needed materials that enabled them to get appropriate and
interesting learning and teaching methods, activities, media, and teaching aids. It happened because they had some difficulties to develop their skills.
In planning, goals, topics, and general purposes were formulated from the SLBC of 2006 KTSP. Based on the integrated approach they covered four
language skills. Then, based on the topics that had been formulated, six units were developed in the workbook. After that,
using Bloom’s taxonomy as the guideline, learning objectives were specified for each unit. They covered three major
categories, cognitive, affective, and psychomotor domains. In materials development, subject contents were selected and organized to
cover language expressions, functional spoken and written texts, monologues, essays, grammatical rules, and vocabulary. Then, teaching or learning activities
were specified based on TBLT conceptual basis and framework. They were categorized into three phases, the beginning of the story, a sequence of tasks, and
the ending of the story. The sequence of tasks consisted of rehearsal tasks and activation tasks. They covered language exercise vocabulary and grammar and
communicative activities listening, speaking, reading, writing, and creative tasks. After that, the resources consisted of visual materials, audio materials, and
audio-visual materials. In order to use those multimedia materials, there were
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