namely Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Text.
The materials were designed for one semester with the time allocation is 65 contact hours. Each contact hour lasts for 45 minutes. They were designed based on
the English syllabus of SMKN 5 Yogyakarta. Therefore, the topics in the designed materials were the same as those in the syllabus. However, the time allocation for
teaching learning activities in the designed materials would be a little bit different with the English syllabus of SMKN 5 Yogyakarta. Based on the try out of the
designed materials which was done with grade X students of SMKN 5 Yogyakarta, it was noticed that the time allocation for Unit 1 was not suitable with was stated in the
syllabus of SMKN 5 Yogyakarta. Hence, the revision toward the designed materials added the time allocation for teaching-learning activities in Unit 1 in order to balance
the time allocation and the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study and the suggestions. The conclusion part concludes the problems stated in the problem formulation. First is to
find out how a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of School-Based
Curriculum was designed. Second is to present the integrated materials. Besides, the conclusion part concludes all the findings of the study. The suggestion part includes
the recommendation for the English teachers of SMKN 5 Yogyakarta, for the students of SMKN 5 Yogyakarta, and other researchers.
A. Conclusions
As stated in problem formulation, this study aims to find out how a set of integrated materials for grade X students of the applied-fine art department of SMKN
5 Yogyakarta based on the 2006 Edition of School-Based Curriculum was designed
and to present the integrated materials. Therefore, the first question stated in problem formulation deals with the steps of designing the materials and the second question
concerns with the presentation of the designed materials. To answer the first question, this study adapted Kemp’s Instructional Design
Model, Banathy’s Instructional Design Model and R D method to design the materials. There were several step conducted in this study. The first step is Research
and Information Collecting. In this step, a needs survey was conducted in order to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
gain information related to the study. The second step is Planning. In this step, the English syllabus of SMKN 5 Yogyakarta was reviewed; the goals, topics and general
purposes of the designed materials were stated; the learning objectives of the designed materials were also stated; the subject contents of the designed materials
were classified; and the teaching-learning activities and resources of the designed materials were selected before the materials would be designed. The third step is
Development of Preliminary Form of Product. The materials were designed based on the results of Planning step. The fourth step is Preliminary Field Testing. In this step,
a materials evaluation was conducted in order to gain feedback toward the designed materials. The last step is Main Product Revision. The final version of the designed
materials would be presented and ready for the operational use in the school. To answer the second question, the final version of the designed materials was
presented after revising and improving the materials. There were four units in the designed materials. Each unit consisted of all four skills listening, speaking, reading,
and writing. Besides, language components such as structure, pronunciation, and vocabulary were included in each unit to facilitate the students with the
communicative competence. Each unit consisted of two main sections. First section is Oracy Cycle which focuses on Listening and Speaking skills. Second section is
Literacy Cycle which focuses on Reading and Writing skills. Each cycle in the
designed materials consisted of four activities, namely: 1 Building Knowledge of the Field, 2 Modelling of the Text, 3 Joint Construction of the Text, and 4
Independent Construction of the Text. The full presentation of the designed materials is attached in the appendix C.
