Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts; those are conclusions and suggestions. The first part deals with the conclusions of the study conducted. The second part deals with the suggestions that are expected to help the English teacher of the fourth grade students of SD Negeri II Sumberejo to use and apply the instructional materials of English vocabulary based on the Natural Approach. The suggestions are also proposed for the future writers who intend to conduct the similar study.

A. Conclusions

The study was conducted to design vocabulary instructional material for the fourth grade students of SD Negeri II Sumberejo. As stated in problem formulation, the study aims to find out 1 how a set of instructional materials of English Vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo was designed, and 2 the presentation of the instructional material design. In order to answer the first question in the problem formulation, the writer adapted the steps from the combination of some steps of the two instructional design model; Kemp’s and Yalden’s. Those steps are 1 conducting needs survey, 2 specifying and organizing subject content, 5 selecting teaching-learning activities and resources, and 6 evaluating the designed materials. All these steps PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI are in accordance with Research and Development method R D. The writer employed five of ten steps of R D method as the methodological umbrella in conducting the study. Those steps are 1 research and information collecting, 2 planning, 3 developing preliminary form of product, 4 preliminary field- testing, and 5 main product revision. Then, the writer designed the materials based on the theory of Natural Approach which considered five hypotheses in the process of language learning and provided acquisition activities in the early stages of language learning. Further, to answer the second question, the final version of the designed materials was presented after they were revised and improved. The designed material consists of eight units. The list of eight units is presented as follows. UNIT 1 : My Beloved Family UNIT 2 : My Exciting Hobbies UNIT 3 : Fruits and Vegetables UNIT 4 : My Lovely House UNIT 5 : Foods and Drinks UNIT 6 : Beautiful Colours UNIT 7 : Animals around Us UNIT 8 : At School Each unit consists of three sections called pre-activity section, whilst activity section, and post-activity section. Those sections are divided into four main parts, namely Let’s Get Ready, Let’s Work It Out, Let’s Do It, and Let’s Sum It Up. Let’s Get Ready is the pre-activity section as well as pre-speech PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI stage. The activities consist of fun activities such as singing songs and playing mini games. The activities are aimed to maintain constant flow of comprehensible input which contains of vocabulary list. The activities are also aimed to create an enjoyable learning condition and to lower the affective filter. Let’s Work It Out is a one of the whilst-activity sections and early production stage. The tasks provided in this section require the students to reuse the vocabulary which has previously been introduced in the pre-activity section pre-speech stage and try to answer the teacher’s questions with short utterances and phrases. Let’s Do It is the other whilst-activity section and also expanding production stage. Here, the students produce short phrases and utterances target language after several comprehension activities to conduct communicative activity; that is for asking and giving information among other students in the class. Let’s Sum It Up is a post- activity section. The students sum up what they have learnt from pre-speech stage pre-activity section until expanding production stage whilst activity section. The students to summarize the materials they have learnt by mentioning the topic learnt, mentioning vocabularies learnt, and producing target language through simple presentation as well as answer and question activity. Evaluation was also conducted in the study by distributing questionnaire to the participants. The participants gave positive opinions toward the designed materials. They stated that the materials were simple but interesting, well- developed, contextual, and suitable for the fourth grade of Elementary School. The data from the material evaluation questionnaire of closed-ended questions were analyzed using central tendency. The results showed that the percentage PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI average of the designed materials were 84.21 ranged from 73.33 up to 93.33 on the maximum percentage of 100. This showed that the materials were quite appropriate for the fourth grade students of SD Negeri II Sumberejo.

B. Suggestions