Product Revision RESULTS AND DISCUSSION

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G. Product Revision

The data obtained from the questionnaires was important to evaluate the design. The feedback from the respondents was used to revise the design. Based on the obtained data, the revisions for the design are presented in Table 4.20. Table 4.20 Revision of the Design Designed Learning Activity First Design Revision • The learning principles were not explicitly stated. √ Make an overview of the designed learning activities. 1 • There were unclear instructions. • The design was only used to learn verbal sentences. √ Make the instruction more detailed. √ Add some adjectives to learn nominal sentences. 2 • There were unclear instructions. • There was no exercise to use the tense. √ Make the instruction more detailed. √ Add instruction to do the exercise to use the tense. 3 • There was no practice or exercise to use the tense. √ Add instruction to do the exercise to use the tense. 4 • The text was too long. • There was no exercise to use the tense. √ Simplify the text. √ Add instruction to do the exercise to use the tense. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 81

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion drawn from the findings and data analysis discussed in Chapter IV. This chapter also proposes some suggestions for English teachers and other researchers who would like to use and develop this design.

A. Conclusions

This study was conducted to answer the research question: what the design of learning activities to develop students’ ability to use past tenses in speaking and writing skills for tenth grade students of SMA 1 Kasihan is. To answer that question, the researcher conducted Educational Research and Development proposed by Borg and Gall. The researcher also applied some theories to support in designing the product. There were theories of instructional design proposed by Kemp, Tense, Learning Activity, Speaking Skill, Writing Skill, Direct Method DM, Total Physical Response TPR, Audioligual Method ALM, and Cooperative Language Learning CLL. The theories were used as the information in designing the product. In the end of the study, the conclusion is elaborated. In this study, the design had seven important components. First, the design included learners’ characteristics as the information to fulfill the learners’ need. Second, the design stated the competence standard, basic competence, topics. Third, the design stated the objectives of the design. Fourth, the design had list of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI