116 interesting if the teacher could provide a game. On the other hand, the right picture
showed a registration form. Students were asked to fill in the form. Then, they would have a role-play related to the form.
4. Stage 4: Express yourself
The last part of each unit was Express yourself in which students independently produce the text. The receptive and productive skills still existed, but
the focus was more on productive skills. Express yourself also provided encouragement to push the students to perform faster than usual speed. The
activities included role-play, dialogue, compose a text and post it on the facebook account. Figure 4.4. showed the example of Express yourself.
Figure 4.4. Express yourself
The activities in the in the figure above focused on the productive skills, such as speaking or writing. Students were asked to write a simple poster which was used
to persuade others joining a club. Then, the poster had to be posted on facebook account to get response from other students. The other picture focused on speaking.
Here, the students were asked to perform in form of the class what they had PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117 practiced previously. The designer only provide the instruction. The detailed
activity can be seen in the syllabus. The complete version of the final product can be seen in Appendix 7.
118
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of three parts; 1 Conclusions, and 2 Suggestions. The Conclusions is what has been discovered in this study. Then, Suggestions provides
the plan or idea that can be conducted in the following study.
A. Conclusions
This study is conducted to answer a research question, what is the acceptable model of the text-based learning model for college general English? After
completing the study, the researcher would like to conclude some findings that are related to the problem formulation as follows.
English for college students has to achieve epistemic level, in which students are able to transform knowledge in certain language National Education
Department, 2013. Transforming knowledge demands the students to be equipped with English skills. Hence, the four skills such as reading, listening, speaking, and
writing, are necessary. Regarding the provided skills, it was important to ponder the proficiency level as the standard of what level the learners would be. Since
Indonesia has not provided official standard, the researcher employed Common European Framework References CEFR in which college students should achieve
more or less B1 independent users. The text-based learning and the four strands became the emphasis of this
study. Text-based learning concerned with what learners do with language and the whole texts in context Feez and Joyce, 2002, p.4. Text are also fixed in social
practices so the learning program focuses on college students’ purposes for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119 language use Mickan, 2013, p.22. The essence is to determine what is going on in
a context and how language is necessary to what is taking place. Then, the four strands served balanced distribution of activities in four learning areas to provide
the best conditions for the students’ learning output. The equal share of activities to meaningful input, meaningful output, language expressions, and fluency practice is
along with the teaching and learning cycle which provides scaffolding from the more guidance to the less guidance. Therefore, the text-based learning and the four
strands supported this study to present the conceptual model of the designed product.
Furthermore, the question in the problem formulation was answered by adapting the steps from ADDIE instructional model. Those steps were 1 analysis,
2 design, 3 development, 4 implementation, and 5 evaluation. All those steps were in accordance with Borg and Gall Research and Development method RD.
The researcher considered seven of the ten steps of RD method as the methodological umbrella in conducting this study. Due to the time constraints, the
researcher only had around three months to observe the students and to design the material. Moreover, the final product will not be disseminated so that the researcher
chose the seven steps of RD method. Those were 1 research and information collecting, 2 planning, 3 developing preliminary form of product, 4
preliminary field testing, 5 main product revision, 6 main field testing, and 7 final product revision. Then, the final version of the designed model was presented
after it was revised and improved. In gaining the concept of the model, Analysis and Design steps of ADDIE
model were employed. The analysis was conducted by distributing questionnaires, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
