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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is the conclusion of this research. The second part of this chapter is suggestions for readers and future
researchers, English teachers, and students.
A. CONCLUSIONS
This part provides conclusions of this research. The conclusions discuss the discovery and its process of Communication Practice Model.
This research was conducted to answer to a research question. That was What is the iconic model of the Communication Practice for the Vocational High
Schools like? Thus this research wanted to verify the iconic model of the
Communication Practice Model theoretically and empirically. This research employed R D combined with ADDIE in designing the product. This research
used two instruments in finding the data. They were distributing questionnaire and conducting interview.
In gaining the data the concept of the iconic model, the steps of R D which were research and information collecting and planning were done. Those
steps also belonged to analysis and design’s step of ADDIE. After collecting need analysis, the researcher determined topics, goal, general purposes and learning
objectives. The Comunication Practice Model employed the Communicative Language Teaching, the Contextual Teaching Learning and the Fluency
Development. Thus, this model presented communicative activities and materials 131
132 which encouraged students to communicate. Besides, the materials of this model
applied materials that dealt with daily life context. Since this model included the Fluency Development, this model engaged four skills of English. Therefore, by
employing those teaching learning theories, the Communication Practice Model was designed.
The Communication Practice Model provided fifteen topics for students of the vocational high schools in tenth grade. They were Greetings, About Me,
Describing People, Describing Things, Offering, Suggestions, Opinions, Advertisement, Invitations, Apology and Permission, Memo, My Holiday,
Handling Telephone, Directions and Job Interview. The goal and the general purposes of this model utilized the standard competences and the basic
competences which were adapted from the syllabus of Curriculum 2006. Generally, the learning objective of the Communication Practice Model was to
produce simple utterance for communication. Conceptually, the Communication Practice Model was a model which engaged the Communicative Language
Teaching, the Contextual Teaching Learning and the Fluency Development in order to enable students to communicate using English. Therefore, the
Communication Practice Model was expected to help students practice communicating so they are able to communicate in English fluently.
In obtaining the data about the practice of the iconic model, this research applied three steps of ADDIE which were development, implementation and
evaluation. Those steps were combined with the steps of R D. The steps were, developing a form of product, preliminary field of testing, implementing and
133 revising main product. In developing a form of product, the iconic model of
Communication Practice involved three important sessions. The first session was Let’s Keep in Touch. The focus in this part was to present or introduce the
material. It gave students description about what students were going to learn. The activities in this part were listening, reading, or discussing through answer and
question session. The second session was Let’s Be Open-Minded. In this part,
students were invited to think widely and practice writing to organize their idea so students were expected to transfer their idea fluently when they should
communicate orally. This part also gave students chance to practice what they had written or created. The activities could be answering questions, filling the
guideline, making role play or conversation. Let’s Be Open-Minded invited
students to interact with other students. The third session was Let’s Practice.
Here, students should communicate by presenting, interviewing, playing role play or debating. Students should be able to restate or reorganize their idea which was
elaborated in Let’s Be Open-Minded part. Students should restate what they had
written, they had created or they had filled. Thus, the product or result which was communication could be seen here. Students should be able to communicate
fluently in order to transfer their idea. In development step of ADDIE, preliminary field of testing was also
done. From the experts’ validation, it was gained score of 4.10. It indicated that it
was very good. Thus, there was no revision for the practice of the iconic model. After preliminary field of testing, implementing was done. The implementation
was done in four classes. The researcher implemented three units of the
134 Communication Practice Model. They were invitations, directions and job
interview. Then, evaluation step of ADDIE was done by distributing questionnaires and conducting interview to know students’ responses on the
Communication Practice Model. Most students gave positive responses on the Communication Practice Model. The question
naires’ result showed score of 4.39. Thus, the Communication Practice Model was very good. The reason was that the
average point of central tendency showed the very high score. The score was 4.39 from scale 5.0. It tended to be very high or very good.
By interviewing, it could be gained that the Communication Practice Model was practical, simple, easy and understandable for students to practice
communicating. The interview results supported the questionnaire that the Communication Practice Model was very good for students. The Communication
Practice Model also gave benefits for students which are giving opportunity to practice, encouraging students to have interaction, inviting students to discuss and
improving self confidence by practicing continually. Therefore, the last step of R D which was revising main product was not necessary.
B. SUGGESTIONS
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