The third, the researcher agreed that the researcher should provide teacher guideline besides the lesson plan to guide teachers and to give key answer of the
designed materials. The aim of giving teacher guideline is to help the teacher to teach the materials easier. Beside that provide the key answer is to help the
teacher when the teacher fined the difficulties in finding the answer of the activities.
The fourth, the researcher agreed that the researcher must write the sources where the researcher found the pictures and text because the researcher have to
responsibility what have they write or what have they do. Beside, the readers know the source which the researcher added.
Last but not least, the fifth, the researcher also agreed with the suggestion that the researcher should give more explanation about the alphabets in unit two,
for example, a [ei], [bi], c [si}, etc because giving phonetic transcription will help the students to read or to pronounce the alphabets.
In general, the researcher agreed with all of the suggestions due to several reasons. First, the suggestions could help the researcher in developing the
designed materials. Second, the suggestion could increase the researcher’s knowledge in terms of designing materials.
C. Presentation of the Designed Materials
The second question in the research formulation has been answered. The topics, the tittles, the sections, and subsections are showed in table 4.4.
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Table 4.4 The Final Version of the Designed Materials No Topics
Titles Sections
1 Introduction and origin
Having a New Neighbor • Pre activity
• Whilst activity
• Post activity 2
Alphabet and spelling Going to Market
• Pre activity • Whilst activity
• Post activity 3 School
and its
environment Upin and Ipin’s School
Situation • Pre activity
• Whilst activity • Post activity
4 Things in the classroom
Conan in His New School • Pre activity
• Whilst activity • Post activity
5 Animals
Princess and the Animals in the Forest
• Pre activity • Whilst activity
• Post activity
6 Shape and color
Diego’s Birthday • Pre activity
• Whilst activity • Post activity
The complete set of designed materials can be seen in appendix I
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter is divided into two parts. First, the researcher provides the conclusions to answer the questions in the problem formulation. Second, the
researcher provides suggestions in using the designed materials.
A. Conclusions
The purpose of this research was to design a set of reading materials using children’s stories for the fourth graders in MI MA’ARIF Klangon based on
Cooperative Language Learning. There were two problems in this research namely 1 How is a set of reading materials using children’s stories for the fourth
graders in MI MA’ARIF Klangon based on Cooperative Language Learning designed? and 2 How does a set of reading materials using children’s stories for
the fourth graders in MI MA’ARIF Klangon based on Cooperative Language Learning look like?. To answer the first question in the problem formulation, the
researcher adapted Kemp’s model. The steps of the adapted instructional design model were 1 obtaining learners’ characteristics, 2 formulating goals, topics,
and general purposes, 3 listing the subject contents, 4 stating the learning objectives, 5 selecting teaching learning activities and resources, 6 conducting
an evaluation survey, and 7 revising the materials. In obtaining the data in order to improve the final version of the designed
materials, the researcher distributed questionnaires to the English teacher of MI
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