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materials. The summary of the data in closed form questionnaire can be seen in Table 4.13.
Table 4.13 The Summary Of Formative Evaluation in Open-ended Questionnaire
No Items
Participants’ Opinion
1 The easiest topic and the
reason why the topic is the easiest one than other topics
1. Greeting, leave taking, and introducing self and others, because those topics had
been taught for many times in school so that it can be remembered easily.
2 The most difficult topic and
the reason why the topic is the most difficult one than
other topics 1. Asking for and giving directions because
there are many words to remember. 2. Making a correct composaition of a
sentence. 3
Suggestions for the design materials
1. More repetition on the difficult topics. 2. Teach us again how to make a correct
sentence.
Based on Table 4.13, it could be concluded for the next revision that the researcher might add materials in making correct sentences for speaking class.
Then, for the difficult topic about asking for and giving directions, the researcher might add more hours. Since, this study was only taking six steps of the
educational RD steps, the researcher did not revise the final version of the designed materials. Therefore, the suggestions to revise the materials in formative
evaluation can be used by the next researchers who are interested in developing the speaking materials for cave tubing guides.
B. The Final Presentation of the Designed Materials
This section was to answer the second research problem, namely, what task-based English speaking materials using for the tour guides of Kalisuci
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Gunungkidul materials looks like. The final version was presented after having several revisions based on summative evaluation.
The designed materials consisted of four units. The four units were Hello I am Retno, Could you tell me where Kalisuci is, It is an awesome cave, and It is
for protecting our shinbones. There were five sections of tasks for each unit under the umbrella
Willis’ task sequence, namely, pre-task, task cycle, and language focus. The five sections were Get Ready in pre-task, Let’s Do It in task cycle,
Things to Remember and Let’s Play in language focus task. There was also a self- evaluation for learners as the reflection sheet at the end of each unit. The
presentation of the final presentation of the designed materials can be seen in Appendix F
in learners’ book.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two sections. The first section is to present the conclusions of this study. The second section is to give some recommendations
for ESP teachers and further studies.
A. Conclusions
This study aimed at designing and presenting task-based English speaking materials for the tour guides of Kalisuci Gunungkidul. To accomplish the
purposes, the researcher formulated two research problems. The first research problem was how task-based English speaking materials for the tour guides of
Kalisuci Gunungkidul are designed. The second research problem was what the designed materials looks like.
Before designing the speaking materials using ten steps of Dick and Carrey’s systematic instructional design combined with R D cycle, the
researcher considered some underlying theories. The theories were the theory of ESP, the theory of speaking, the theory of TBL, the theory of Dick
and Carrey’s systematic instructional design, and the theory of materials adaptation. Those
theories were used as the basic consideration before starting to design the speaking materials for the tour guides of Kalisuci Gunungkidul.
