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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents two main parts, namely Conclusions and Suggestions. In conclusions, the writer summarizes the result of the study
elaborated in the pervious chapter and in Suggestions the writer presents the expectations toward the materials that have been designed.
A. Conclusions
In this study, the writer tried to answer two questions stated in the problem formulation. The first research question is how a set of English speaking
instructional materials for Culture and Tourism Department in Sleman is designed. The second is what the design of English instructional materials will
look like. The writer conducted survey research to solve those two problems. The writer combined the instructional design model suggested by Kemp
and Yalden. The writer used such a modification and combination because it is considered simpler and applicable for staffs of Culture and Tourism Department
in Sleman. The steps in designing and developing materials are described as
follows: conducting need survey, stating goals, topics and general purpose,
selecting the syllabus type, listing the subject contents, selecting teachinglearning activities, evaluation, and revising.
This designed materials needed revision and improvement which were based on the evaluation. The evaluation was obtained from the respondents’
suggestions, feedback and opinions.
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To answer the second question, the writer developed a set of materials. The materials consisted of eight units so there were eight topics included in the
materials. Those eight units are designed based on Communicative Language Teaching Approach. The writer choose CLT because this approach emphasizes
speaking skill. In determining and sequencing the topics the writer referred to the needs survey.
The eight units were Greeting and Introductions, Offering Services, Telephoning, Giving Direction of Tourist Destinations, Describing Tourist
Destinations, Describing Cultural Events, Giving Tourism Information, and Telling History.
In each unit there were four sections presented, namely Be Familiar, Keep in Your Mind, Use It Correctly and Speak Up. Those four sections represented
four activities, namely practicing the dialogues, studying the language focus, doing language focus exercises and doing communicative task.
In order to be able to include the four sections in one meeting, the time allocation provided was 90 minutes. Since there were eight units to teach, the time
allocation for the whole meeting was 720 minutes. Finally, as the last conclusion the writer would like to say that the two
problems stated in Problem Formulation had been all answered. The answers to those two problems could be seen in Chapter IV and in the instructional materials
that had been completely designed in appendix 5. Basically the designed materials is good, it could be seen since the mean
was above 3.5. The writer made the final version designed materials based on the evaluation from them.
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B. Suggestions
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