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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two sections. The first section is to present the conclusions of this study. The second section is to give some recommendations
for ESP teachers and further studies.
A. Conclusions
This study aimed at designing and presenting task-based English speaking materials for the tour guides of Kalisuci Gunungkidul. To accomplish the
purposes, the researcher formulated two research problems. The first research problem was how task-based English speaking materials for the tour guides of
Kalisuci Gunungkidul are designed. The second research problem was what the designed materials looks like.
Before designing the speaking materials using ten steps of Dick and Carrey’s systematic instructional design combined with R D cycle, the
researcher considered some underlying theories. The theories were the theory of ESP, the theory of speaking, the theory of TBL, the theory of Dick
and Carrey’s systematic instructional design, and the theory of materials adaptation. Those
theories were used as the basic consideration before starting to design the speaking materials for the tour guides of Kalisuci Gunungkidul.
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To answer the first research problem, the researcher adopted Dick Carrey’s 2009 instructional design model to design the speaking materials which
was combined with the six steps of R D cycle. The six steps were described in the following points.
1. Research and Information Collecting
This step employed the first three Dick Carrey’s instructional design
model, namely, identify the goals, conduct instructional analysis to find the topics for the designed materials, and analyze learners and context
to find the learners’ needs.
2. Planning
This step employed Dick Carrey’s instructional design model, namely,
write performance objective, develop assessment instrument, and develop instructional strategy. The steps were to make a speaking assessment and develop
a teaching strategy to find out the suitable task sequence. 3.
Developing Preliminary Form of Product This step employed
Dick Carrey’s instructional design models, namely, develop and select instructional materials to create the suitable speaking materials.
4. Preliminary Field Testing
This step employed step of Dick Carrey’s instructional design model,
namely, design and conduct summative evaluation. This step was to gain feedback and suggestions towards the designed materials by expert
s’ validation.
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5. Main Product Revision
This step employed step of Dick Carrey’s instructional design model,
namely, revise instruction. In this step, the designed materials were revised based on the feedback and suggestions given from expert
s’ validation in preliminary field testing.
6. Main Field Testing
This step employed Dick Carrey’s instructional design model, namely,.
design and conduct formative evaluation. This step was to gain feedback and suggestions from
learners’ evaluation of the designed materials which had been taught to them. This study stopped on the sixth step of R D instructional design
model. The results of summative and formative evaluation showed that the
designed materials were suitable and applicable to be used to teach cave tubing guides although there were some revisions needed. The feedback from the experts
was used as the reference to revise the designed materials. After revising the designed materials, there was the final version of the designed materials which
was the answer of the second research problem. The learning topics of the designed materials can be seen in Table 5.1.
Table 5.1 The Arrangement of the Learning Topics Meeting
Unit Learning Topic
1 Hello I am Retno
Greeting, Introducing self and others, and Leave Taking
2 Could you tell me where Kalisuci
is? Asking
for and
Giving Directions
3 It is an awesome cave.
Describing a Place 4
It is for protecting our shinbones Describing Equipment
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Adopting Willis’ task sequence, the materials for each meeting was
divided into five sections. The first section, Get Ready, was designed to introduce the learners with the context and learners’ experience to the topic. The second
section, Let’s Do It, provided useful conversations, expressions, vocabulary, and some exercises after learning the key language items. The third section, Things to
Remember, provided a language focus section such as the grammar aspects related to the topic. The fourth section, Let’s play, provided learners with the ways
to express themselves to do the role play task using the new knowledge which they have learnt in language focus section. The last section was How Far am I?.
The last section was to reflect and measure learners’ achievement by self-
assessment. After revising the designed materials by gaining feedback on summative
evaluation or expert s’ validation, the researcher implemented the materials to the
learners, the tour guides of Kalisuci Gunungkidul for four meetings. After that, the researcher conducted formative evaluation to gain feedback from the learners.
The designed materials were suitable for the tour guides of a cave tubing activity based on the results of formative evaluation. It concluded that the speaking
materials were applicable for the learners although there are some suggestions for the materials to be revised later on if there is a researcher who is interested in
developing speaking materials for cave tubing guides.
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B. Recommendations
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