68 1.
The researcher added more colors in the designed materials, such as colorful tables, pictures and words. The color chosen were balance so it would not be
too much. 2.
The researcher made the instructions shorter and clearer. The words or diction was changed into the simple one so the reader would understand the
instructions easily. 3.
The numbering system was revised based on the suggestions from the English teacher at SMK Negeri 2 Depok.
B. The Presentation of the Designed Materials
The presentation of the designed materials was done after improving and revising the designed materials. It was intended to answer the second question
formulated in the research problem i.e. “What does the set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth
grade students look like? ” The final version was presented after having some
revisions based on the participants‟ opinion and suggestions. There were four units provided in the designed materials. Each unit
consisted of three parts, they are Let’s Get Ready, Challenge Yourself and Let’s
Focus. Those parts were based on the Task-Based Learning cycles, in which Let‟s get ready represented the Pre-task, Challenge Yourself represented the
Task Cycle and Let’s Focus represented Language Focus.
The complete version of the designed materials was presented in the appendix.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher is intended to present the conclusions of the research and the researcher
‟s recommendations. The conclusions are based on the results of the questions which are stated in the research problems. Meanwhile,
the suggestions are addressed to the English teachers at SMK Negeri 2 Depok who will implement the designed materials in Self-Access Centre and future
researchers who will conduct the similar research.
A. Conclusions
The purpose of this research is to design a set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade
students. There are two questions formulated in the research problems. The first question is how a set of integrated reading writing materials of Self-Access Centre
in SMK Negeri 2 Depok for the tenth grade students is designed. The second question is what the set of integrated reading writing materials of Self-Access
Centre in SMK Negeri 2 Depok for the tenth grade students looks like. In order to answer the first question, the researcher used the eight steps of
Kemp‟s Instructional Design Model. The first step was conducting needs survey. In this step, the researcher distributed a questionnaire to the tenth grade students
and interviewed an English teacher and one student of each class that had been
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