Conclusion CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter focuses on two things, namely the conclusion and the recommendation for further researches and current practice. On giving the conclusion of the res earch’s findings, there is also an acknowledgement of the limitations the research has and the limitations of its application.

A. Conclusion

The research found that English communicative competence was the main goal the course participants expected in joining the English course which is held by SMA St. Fransiskus 1 Jakarta. The term “English communicative competence ” means that the course participants, who were the students of SMA St. Fransiskus 1 Jakarta, expected that by joining the English course they could get some benefits related to their future plans in which English plays significant role, such as advanced study, future jobs, and international connection they might developed in the future. The research reckons the lack of courage and confidence among the course participants as one of some influential factors which contributed to the failure of the course participants in dealing with their expectation in joining the English course held by the school. As communicative English competence as their main expe ctation in terms of the course’ goal, the 87 lack of courage and confidence in learning and practicing English are the factors which paralyze the course’ process. Inappropriate pronunciation practice, insufficient vocabularies and inadequate grammar knowledge are suspected as the triggers of the lack of courage and confidence among the course participants. In spite of those internal factors, the techniques and methods which had been used throughout the course are the external factors contributing to the failu re of expectation’s achievement. The course participants also expected some beneficial methods and techniques will be applied in the teaching process in order to improvE the course performance, namely the use of interesting media video, music, question- answer technique, story-telling technique and freedom in choosing learning materials. The challenge came from the course participants’ expectation on the learning process in order to assist them meet with the communicative English competence. As the participants needed more encouraging and interesting learning process strong enough to attract their attention to the process, communicative language teaching was a challenge for the tutors and the school’s program decision maker to apply. The communicative principle, task principle and meaningfulness principle were three principles of communicative language teaching that the tutors should pay attention to in order to make the teaching process be more contextual and meaningful. One left challenge was the hours the school provided for the English course. The hours allocated for the course might be debatable due to the tutors’ opinions that they had very limited time to do the 88 teaching-learning activities, but the schedule was subject to change considering effective time the course participants had to perform their best. The threats were considered as potential destructive power which will disserve the learning process from running. The threats that the researcher found through the means of interviews and questionnaires were laziness and the course participants’ broken-family background. The course participants’ laziness might be related to the learning process which did not encourage them and did not attract their interest. The broken-family background psychologically affected the course participants’ motivation and performance towards the learning process. Based on the facts which were stated previously, the researcher think that the emergence of a communicative English course as a model to facilitate the course participants to deal with their expectations is worthy to be noticed. The researcher’s opinions was not self-directed prophecy, but based on the course participants’ opinions and expectation on sort of English course they really wanted to involved themselves into. Based on Communicative Language Teaching approach, a communicative English course would reconnect language to its archaic function, communication, giving supposition that language learning had so long been separated from its primary function. A communicative language teaching would deliver the course participants to their expectations because it is accommodative to the course participants’ needs of a mutual-communication learning process, The change in both the tutors and the course participants’ way of thinking on the English learning process needs to have structural support from the decision 89 makers sit on the foundation’s chairs. Thus, credit-based modular approach gave an opportunity for the program decision makers to facilitate the gap between what was being learned by the course participants and what the professional field wanted from the graduates. The module in this approach would be the guidance for the tutors, the program decision makers and the course participants of what was going on in the teaching-learning process, and it is still open to any adjustments. However, the limitation of the research is that it can only be valid to be applied to SMA St. Fransiskus 1 Jakarta. Other schools with similar characteristics may have a similar conclusion on the English course they conduct. The application of credit-based modular approach is also limited to the module and time allocation only, even though the core of this approach, that is its flexibility of learners’ free choice, is the base of this research’s discussion. The limitation of time makes the example of the real module for the course program needs another time and space to be done.

B. Recommendation