materials were ready to be implemented, well-designed and also well developed. The mean with 4 points as the degree of agreement indicated the strongest
features of the materials. The designed materials were convinced by the result of the overall evaluation on the detailed result of the first part of the questionnaires
can be seen in the table 4.8 below.
Table 4.8: The result of Post-Design Questionnaires 1 Num Statement
Degree of
Agreement Central Tendency
1 2 3 4 N Mean A. Basic Competence and Learning Indicators
1. The basic competences are
well formulated. 1
3 4
3.75 2.
The learning indicators are well-formulated.
1 3
4 3.75
B. Learning Materials
3. The designed materials are
able to meet the Basic Competence and Learning
Indicators. 4
4 4
4. The topics are well selected
and arranged. 1
3 4
3.75 5.
The contents are relevant to the learners’ need and
interest. 4
4 4
6. The instructions of the
designed materials are clear and understandable.
1 3
4 3.75
7. Generally, the contents are
well-elaborated. 1
3 4
3.75 8.
The learning materials are able to meet the time
allocation for one meeting 4x35’.
1 3
4 3.75
9. Generally. The materials are
variously given and interesting
4 4
4 10.
The activities provided in the designed supplementary
English instructional vocabulary materials will
enable the learners to master English vocabularies.
4 4
4
Num Statement Degree
of Agreement Central
Tendency 1 2 3 4 N Mean
C. The Learning Media
11. The media are well-
arranged and effectively used.
4 4
4 12.
The media design has been appropriate with the sixth
grade students of elementary school.
4 4
4
13. The media support the
learning activities. 4
4 4
14. The media design are
various and interesting. 4
4 4
D. The Teacher’s Manual Book 15.
The teacher’s manual book is well designed and
understandable. 4
4 4
16. The lesson plan is able to
describe the whole framework of how the
learning materials should be implemented.
1 3
4 3.75
E. Overall Evaluation
17. In overall, the learning
materials are well-prepared and well-designed.
4 4
4
The results of the second part of the questionnaires were very satisfying. The respondents’ comments about the designed materials overall were able to meet the
learning indicators, well-arranged, understandable, very interesting, very good, and well developed. The use of realia as media for the teaching-learning activities
was very interesting and stimulating the students’ motivation and participation. The respondents’ comments on the teacher’s manual book were
satisfying. The instructions of the teacher’s manual book were said to be clear, easy to be implemented on the teaching-learning activities in the class, sufficient
information and easy to understand. From the suggestion, the designed materials would be better if the language instructions of the students’ book were simpler
and understandable. The suggestions for revision had been accepted for improvement of the better designed materials.
6. Materials revision
After distributing the questionnaires, the writer got the feedback from the qualified respondents. The qualified respondents here refer to those who are have
experience in teaching English, especially for the students of elementary school. All of the evaluations were used by the writer as the basis to improve and revise
the designed materials. The materials revision can be seen in the table 4.9.
Table 4.9: The Materials Revision Steps
Before Revision After Revision
Stimulation The instruction of stimulation in unit
1 “Public Places” was “answer the questions”.
The instruction of the stimulation in unit 1 “Public Places” should be “do the
exercises”, because find the meaning of vocabulary is not a kind of “questions” but
it is a kind of instruction to do the exercise.
Let’s Listen
The learning activities in the step “Let’s listen” in unit 1, 4, and 5 were
only listening to the teacher’s voices. From the feedback, it was better if the
students also did something, for example while the teacher read the passage, the
students filled in the blank.
Language focus The step for vocabulary was “Let’s
Study it”, and the step for grammar was “Language Focus”.
From the feedback, vocabulary and grammar should be in one step, which was
only in “Language Focus” step.
Sum it up The format of the reflection was an
“essay”. Considering the students were the sixth
grade of elementary school, it was better that they only mention the main points
which they have learnt.
B. The designed implementation
There were 2 components employed by the writer to clarify the designed implementation in order to know how the designed worked, namely: 1 Students
reaction and 2 Final revision.
1. Students reaction
The materials that have been designed can be tried out and tested. The writer implemented the materials design for the sixth grade students of elementary
school. There were 3 topics, which were going to be implemented, include: “Public Places, My House, and Going Shopping”. The writer chose those three
topics, because they got the highest percentage from the research and information collecting. After implementing the product, the writer distributed the second post-
design questionnaires for the students in order to know how the designed worked. The results of the post-design questionnaire 2 were very satisfying. They
answered 4 questions, included: the clarity of the materials, whether the topics interest the students, the sequences of the teaching-learning activities, and
whether the media support and stimulate the students’ motivation and participation. All of the students have the same answers. They agree that the
materials, activities, and media were well design. The result can be seen in the table 4.10 below.
Table 4.10: The result of Post-Design Questionnaires 2 Num
Statements Yes
No
1. The vocabulary materials were variously given
and interesting. 14 students
-
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.
2. Recommendations for the further researcher
