69 were activities provided in this section.
3. Grammar Pit Stop Grammar Pit Stop was the third section. This section aimed to explain,
clarify, and elaborate the grammar points of the text. Activities such as observing the rules of the grammar points in group activities and discussing the grammar
points and its application in group activities were provided in this section. 4. Try This
Try This section aimed to apply the grammar points of the text correctly. Doing various types of exercises in group and discussing it with the whole class
would help the students reach the aim of this section. 5. Let’s Sum Up
As the last section, Let’s Sum Up aimed to review the grammar points applied in the text and examine the students’ understanding of the presented
materials. By discussing, summarizing, and doing question and answer activity in class about the whole presented materials, the students would reach the aims of
this section.
70
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
There are two parts in this chapter. They are conclusions and recommendations. The first part draws conclusions of the research while the
second presents some recommendations for the English teachers and other researchers.
A. Conclusions
There were two research questions in the research problem. They were 1 How are the grammar instructional materials using group activities for the
eighth grade students of SMP Negeri 1 Jogonalan Klaten designed? and 2 What do the grammar instructional materials using group activities for the eighth grade
students of SMP Negeri 1 Jogonalan Klaten look like? This research was fully conducted by employing R D cycle. Although
the R D cycle consisted of ten steps, the researcher only conducted the first five steps because without implementing the designed materials in class, they were
enough to answer the two research questions in the research problem. Those five R D steps were 1 Research and Information Collecting, 2 Planning, 3
Developing Preliminary Form of Product, 4 Preliminary Field Testing, and 5 Main Product Revision.
The first research question was answered by combining Kemp’s and Yalden’s instructional design models to develop the designed materials. Basically,
71 the researcher employed Kemp’s instructional design model. However, it was
modified and completed with Yalden’s model of instructional design. The combination of Kemp’s and Yalden’s instructional design model was used to
develop the designed materials. There were six steps in developing the designed materials. They were 1 Conducting Needs Analysis, 2 Formulating Goals,
Listing Topics, and Stating General Purposes, 3 Formulating Learning Objectives, 4 Listing Subject Contents, 5 Selecting Teaching and Learning
Activities and Resources, and 6 Evaluating the Designed Materials. Later, those six steps were called as the researcher’s instructional design model. Furthermore,
the researcher’s instructional design model had suited with the R D cycle which was employed in this research.
Basically, the researcher conducted pre-design and post-design research in developing the designed materials. The pre-design research was conducted to
obtain information from the English teachers and eighth grade students of SMP Negeri 1 Jogonalan Klaten before designing the materials. In other words, the
researcher conducted needs analysis in the pre-design research. There were two activities which were conducted in the pre-design research. They were class
observation and interview. The class observation was conducted to obtain information about the teacher’s and students’ activities in English lesson while the
interview was conducted to obtain information about teacher’s backgound, students’ characteristics and interest, students’ difficulties in learning English,
teaching technique, teaching media, teaching activities, teaching obstacles, teaching curriculum, and the expectation for the designed materials.
72 The post-design research aimed to obtain the respondents’ opinions,
comments, and suggestions on the designed materials. The respondents’ opinions were used to decide whether the designed materials were good and acceptable or
not for the eighth grade students of SMP Negeri 1 Jogonalan Klaten. The respondents’ comments and suggestions were used to revise the designed
materials. In the post-design research, the researcher distributed the evaluation questionnaire to the respondents. The respondents were two English teachers of
SMP Negeri 1 Jogonalan Klaten and one English Language Education Study Program lecturer of Sanata Dharma University Yogyakarta.
After analyzing the data of the evaluation questionnaire, the designed materials were categorized as good and acceptable because each assessed item of
the designed materials reached 3.00 up to 3.66 from the scale of 4. Therefore, the designed materials could be used as the grammar instructional materials using
group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten after being revised according to the evaluators’ comments and suggestions.
The second research question was answered by presenting the final version of the designed materials. The grammar instructional materials using
group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten consisted of four units. They were listed as follows.
Unit 1: Cinderella Cried Alone Unit 2: The Hare was Sleeping
Unit 3: I Went Fishing in the River Unit 4: He Passed Away After…
