2. The instructions of the vocabulary materials were
clear and understandable. 14 students
- 3.
The teacher explained the materials slowly and clearly.
14 students -
4. The realia was very interesting and motivating
the students in learning English, especially vocabulary.
14 students -
2. Final revision
In this section, the writer conducted revising in terms of revising the main product. The result of the preliminary field testing showed that the designed
materials were quite satisfying. The additional suggestions for the final revision can be seen in the table 4.11.
Table 4.11: The Suggestions Final Revision Number
Final Revision 1.
If the pictures were taken from the internet, the writer should put the source of each picture in the teacher’s book reference.
2. Considering the students were in the sixth grade of elementary school, the teacher
should use English and Indonesia language in the teaching learning process. The purpose was to make the students easier in achieving the main idea of the teacher’s
explanation.
As a result, the writer conducted the revision in order to present the final version of the designed supplementary English instructional vocabulary
materials considering meaningful suggestions given by the respondents to meet the suitability with the teaching and learning experience when the
materials were going to be applied later on. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of the conclusions and the recommendations. The first part, the writer drew a conclusion about the summary of her study. Afterwards, the
second part, the suggestions were provided.
A. Conclusions
This study was conducted to answer two research problems: a What the design of supplementary English instructional vocabulary materials using realia for the sixth
grade students of elementary school, and b How the designed worked in teaching supplementary English instructional vocabulary materials using realia for the sixth
grade students of elementary school. To answer the first research problem, the writer employed Yalden’s model 1983
and Kemp’s instructional design model 1977 to design supplementary English instructional vocabulary materials. To accomplish the purpose of the writer’s study,
the writer employed the combination model from Kemp and Yalden and put the combination model together with seven procedures in designing material
development of Borg and Gall, namely Research and Development RD stages. The material designed consisted of eight lesson units. Every unit was divided into
8 parts. They are namely Stimulation, Let’s listen, Say it smoothly, Write it down, Let’s read, Language focus, Let’s play a game, and Sum it up.
For the second research problem, the supplementary English instructional vocabulary materials using realia was ideal for the sixth grade students of Kanisius
Babadan Elementary school. The designed materials motivated the students to actively participate in the teaching-learning activities and supported their
developments, characteristics, and needs. The writer concluded that the materials were well-prepared and well-designed. Then, the students were able to achieve the
vocabulary mastery and the target competence.
B. Recommendations
In this part, the writer in this study would like to give recommendations related to this research study. The suggestions are:
1. Recommendations for the English teacher of the sixth grade of the elementary
school a.
The teacher can apply the designed materials as the guidance materials in teaching vocabularies for the sixth grade students of elementary school.
b. The teacher who is going to implement the materials should pay attention
to the time allocation and teacher’s manual book. c.
The teacher should encourage and motivate the students to participate actively in the teaching-learning process.
