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CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion of this study and some suggestions for English teachers and further researchers. The conclusion consists of the
summary of the answers to the problems of this study and is drawn from the results of the research discussed in the previous chapter. Some suggestions to the
English teachers and further researchers are also included to propose some useful ideas to consider.
A. Conclusion
This study was aimed at designing and presenting a set of supplementary instructional listening materials employing Content-Based Instruction and
Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta. To achieve the goal of the study, there were two questions to answer. The first
question was how a set of supplementary instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the
eleventh grade students of SMA 9 Yogyakarta is designed. The second question was what the designed set of the materials look like.
To answer the first question in the Problem Formulation, the writer employed the adaptation of Kemp’s instructional design models as the realization
of Research and Development R D method. There were nine instructional design steps to follow in this study i.e. identifying learners’ characteristics, pre-
assessment, coordinating support service, determining goals, topics, and general objectives, specifying learning objectives, listing subject content, developing
instructional materials, evaluating the designed set of the materials, and revising the designed set of the materials.
In this study, the data obtained through needs survey was served as the basis to develop the materials. After the designed materials were completely
developed, 4 respondents that consisted of 2 English teachers and 2 lecturers were requested to give some feedback and suggestions to improve the designed
materials. The responses of the respondents were analyzed and then described in terms of the central tendency. The data showed that the means ranged from 4 to
4.25, indicating that the designed materials had been acceptable and well- developed, although some revisions were still necessary. The feedback and
suggestions from the English teachers and lecturers were then employed as the foundation to revise the designed set of the materials.
After being revised, the final version of the designed set of the materials was ready to be presented to the 11
th
grade students of SMA 9 Yogyakarta. The presentation of the final version of the designed materials was the answer to the
second question in the Problem Formulation. The designed set of the materials consists of 8 units which were developed
from 8 topics. The eight units of the designed materials are Special Event unit 1, Environment
unit 2, Entertainment unit 3, Folktale unit 4, Relationship unit 5, Health unit 6, Animals unit 7, and Technology unit 8. The time allocated
for each unit is 2 x 45 minutes. Each unit of the design was then divided into five PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
main segments and four additional sections. These five segments were Before you listen
, Vocabulary focus, Comprehension check, Text Exploration, and Reflection. The four additional sections of each unit were Repeat after your teacher,
Language focus , Listen up, and Language practice. The final version of the
designed set of the materials can be seen in Appendix 8.
B. Suggestions
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