Discussion of the Results of the Analysis and Evaluation

72 5. Describing Things Stars are sparkling 6. Time, Date, and Price I love numbers 7. Command and Request Raise your hand 8. Offering Things and Help What can I do for you, Sir? As stated in the table, there are eight topics and units in the designed materials. Every unit has five sections, namely Get Ready, Start Talking, Focus In, Talk Some More, and Take Your Turn. The writer presented the complete material design in appendix G. In designing the materials, the writer considered the strengths of the designed materials. The strengths of the materials are as follows: 1 the materials could create fun teaching-learning because there are many role-plays and communication games in the designed materials, 2 the students can build their confidence in speaking English by working in group and pairs, 3 the designed materials provide tasks which contains situations in the real working world, so the students can practice speaking as well as in the real working world, 4 the layout of the materials is colorful and attractive in order to enhance student’s interest in teaching-learning process, 5The activities in the designed materials are varied the teaching learning process is not monotonous. 73

CHAPTER V CONCLUSION AND SUGGESTIONS

This chapter consists of two parts. The first part presents the conclusion of the study, while the second part presents the suggestions which are proposed to English teachers or instructors and also future researchers who are willing to conduct similar research.

A. Conclusion

The purpose of this study was to design a set of Instructional speaking materials using task-based language teaching for the tenth grade of marketing program of SMK Negeri 7 Yogyakarta. This study was intended to answer two questions. They are 1 How is a set of Instructional Speaking Materials using Task-Based Language Teaching for the tenth grade of Marketing Program of SMK Negeri 7 Yogyakarta designed? and 2 What does a set of Instructional Speaking Materials using Task-Based Language Teaching for the tenth grade of Marketing Program of SMK Negeri 7 Yogyakarta look like? In answering the first question of the study the writer combined Kemp’s model and Dick and Carrey’s model to produce the writer’s model. The steps of the writer’s model were: Identifying entry behaviors and learner characteristics, Determining goals, listing topics and stating general purposes of each topic, Specifying the learning objectives, Listing subject contents, Selecting teaching- learning activities and instructional resources, Evaluating the materials and