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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions of the research. The conclusions are drawn from the findings and discussion which have been
presented to answer the objectives of the research. In the suggestion part, some ideas, possible plans or action are proposed for Grade XI students of the Patisserie
Expertise Program, English teachers, and other researchers.
A. Conclusion 1. The Target Needs of Grade XI Students of the Patisserie Expertise
Program
The results of the needs analysis reveal that most of the students’ goal of
learning English in general is to be able to communicate in English fluently and efficiently. In learning reading skill, their goal is mostly to increase their English
vocabulary mastery. Regarding the necessities, after graduating from vocational high schools,
the students use English in the working fields to communicate actively in written or oral form. In relation to this, the use of texts related to patisserie in their
teaching and learning process of reading is very important. In the other aspect, half of the students consider that their current English
proficiency is at the level of beginner and the others thought that they are at the
level of intermediate. For more specific skill, most of the students think that their current reading ability is average.
Lastly, in relation to the students’ wants, the results show that the kinds of
input that most of the students want in the teaching and learning process or reading are texts which are related to patisserie. They also state that the kind of
reading skills that they want to improve is about vocabulary mastery.
2. The Learning Needs of Grade XI Students of the Patisserie Expertise Program
For the aspect of input, the results of the needs analysis show that most of the students prefer texts which consist of 151-250 words or the length is about a
half of a page. Moreover, they like texts which are equipped with pictures for the input of reading because they think that pictures provided in English materials are
very helpful for them. In terms of procedure, the activity that the students like in the teaching and
learning process of reading is analyzing the meanings of particular words and their use based on the context in the text. In addition, the students prefer the
activities of memorizing the grammar formulas for the grammar section and matching words with the provided meanings for vocabulary exercise section.
The next aspects are teacher’s and learner’s roles. According to the needs analysis results, in the teaching and learning process of reading, most of the
students think that it is better if the teacher gives examples before asking them to do some tasks. Then, for the learner’s roles, the students prefer to make some
notes from the teacher’s explanation.
After that, in relation to the setting, most of the students state that they prefer to work individually in the teaching and learning process of reading.
Furthermore, they like to carry out the reading tasks in the classroom and also outside the classroom.
3. The Appropriate English Reading Learning Materials for Grade XI Students of the Patisserie Expertise Program
The final draft of the reading learning materials was considered to be appropriate for Grade XI students of the Patisserie Expertise Program. It consists
of three units and each unit consists of 17 to 19 tasks. Each unit was developed using content based instruction.
Each unit covers different text types to explore. Unit 1 covers explanation texts and the topic which is chosen is baking process. In the second unit, the topic
is baking products and the focus of this unit is analyzing and discussing about analytical exposition texts. Meanwhile, the last unit covers formal invitations
texts. The topic of this unit is events in the fields of patisserie. Furthermore, each unit of the developed materials has four main parts: introduction, let’s read or the
main lesson, reinforcement, and intermezzo. The first part of each unit is the unit title followed by brief introduction of
the topic of the unit. It is expected that a short paragraph accompanied by a relevant picture can engage the
students’ interest in reading. Then, some warming up activities are provided to help the students build their schemata related to the
topic so that they will be ready to do the activities in the main lesson.
The main lesson consists of a series of reading tasks. The tasks are designed to lead the students to achieve the competences that had been decided. In
arranging the tasks, the steps in the scientific method stated in Curriculum 2013 are adapted. These steps are observing, questioning, collecting, analyzing, and
communicating. The three last steps are combined in order to make the students carry out the task more easily.
The next part of the unit is reinforcement. It consists of homework evaluation, reflection, summary, and vocabulary list. This part aims to give a
chance for the students to have more practices, to evaluate themselves and measure their achievement, to recognize their own success and lack in the learning
process of reading, to recall what the students have learned from the unit, and to help the students to find the meaning of vocabulary they do not know before.
The last part of the unit is an intermezzo. In this part, some facts which are related to the topic of the unit are provided.
This aims to cool down the students’ mind after accomplishing all the tasks in the unit.
B. Suggestions
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