106 how to record on a cassette. The picture provided is a picture of a tape. It is a very
appropriate picture for this task.
Figure 4.63 A clear picture of a tape recorder
After seeing the picture of the tape recording above, the students were asked to rearrange the jumble sentences into a correct paragraph about how to operate the
tape recorder. The presence of the picture helped the students to get the pictures in their mind about how to operate it correctly.
D. LKS percentages in Fulfilling Three Requirements
Total percentage which achieved by the LKS Formatif 1 in fulfilling all three requirement was 70.69. The percentage placed this LKS in fair level.
LKS Formatif 2 made it by 67.58. This achievement placed the LKS Formatif 2 in Fair level.
LKS Formatif 3 made it by 68.89. This achievement placed this LKS exactly like the previous two LKS which was in fair level. LKS Formatif 1, LKS Formatif 2,
and LKS Formatif 3 were in the same level of fulfillment.
107
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts, namely conclusions and recommendations. The first part contains the conclusions of the research according to the research
findings. The second part consists of the recommendation for the English LKS writer and publisher, the English teacher, and the future researchers who intend to conduct
the same topic of research.
A. Conclusions
The purpose of this study was to discover the achievement of three English LKS in fulfilling three LKS requirements. Those three English LKS were LKS
Formatif 1, LKS Formatif 2, and LKS Formatif 3. LKS Formatif 1 was used by Vocational High School students grade X. LKS Formatif 2 was used by Vocational
High School students grade XI. LKS Formatif 3 was used by Vocational High School students grade XII. The three requirements which were used to analyze the quality of
the LKS were didactic requirement, construction requirement, and technical requirement. Each requirement consisted of numbers of criteria. The result of the
analysis would be used to categorize the fulfillment of each English LKS. The analysis result showed that the achievement of LKS Formatif 1, LKS
Formatif 2, and LKS Formatif 3 in fulfilling didactic requirement were various. LKS
108 Formatif 1 got 77.77 average percentage in fulfilling didactic requirement. LKS
Formatif 2 got 73.33 average percentage. Based on the categorization, LKS Formatif 1 belongs to good level and LKS Formatif 2 belongs to fair level. The
average percentage of the LKS Formatif 3 was 54.75. It placed the LKS Formatif 3’s achievement in fair level.
There were two points in the didactic requirement which seemed to be the points with the lowest achievement. The first point was de
veloping students’ morality. Only two English LKS which provided material related to this matter. The
materials were only found on certain chapters. Those two LKS which provided material related to developing students morality were the LKS Formatif 1 and the
LKS Formatif 2. On the LKS Formatif 1, the material could be found on chapter 1 and chapter 3. The LKS Formatif 2 only provided the material related to this matter on
chapter 1 and chapter 2. There was no lesson relat ed to developing students’ morality
that could be found on the LKS Formatif 3. Second, the achievement of these three English LKS in fulfilling the
construction requirement varied from one to another. The LKS Formatif 1 made it by 62.5. The percentage placed this LKS Formatif 1 on fair level. The LKS Formatif 2
also got the same percentage. It put the LKS Formatif 1 and the LKS Formatif 2 into fair level. The LKS Formatif 3 became the LKS which achieved the highest
percentage in fulfilling this requirement. The LKS Formatif 3 fulfilled this requirement by 73.28. Even though the achievements of these three English LKS
109 were different, according to the categorization they belonged to the same level which
was fair level. Construction requirement consisted of 8 criteria in it. There were 4 points
which could be fulfilled by the three English LKS by 100. The four points which successfully fulfilled by those three English LKS were having a good sequence in
deliberating material, does not refer to the source which is out of student s’ ability,
having clear goal, and having identity to facilitate the administration such as class, lesson, topic, and name of students.
Third, the achievements of each LKS Formatif in fulfilling the technical requirement were various. The highest average percentage in fulfilling this
requirement was 80. The highest achievement was gained by the LKS Formatif 1. According to the categorization, this LKS
’s achievement was in good level. LKS Formatif
2’s percentage in fulfilling this requirement was 72. It made this LKS was placed in fair level. The LKS Formatif 3 got 74.28. It meant this LKS was also on
fair level. There were two points of technical requirement which could be fulfilled by
those three English LKS perfectly. The first point which was fulfilled by 100 of each LKS was the topic should be bold and the size is bigger. Then, another point
which was perfectly fulfilled by all three English LKS was using frame to differentiate the instructional. The criterion which gained the lowest achievement was
110 using a short sentence and no more than 10 words in it. Each chapter in every English
LKS could not fulfill this point. The percentage of every chapter on each English LKS in fulfilling this criterion was 0 .
The total percentage of the LKS Formatif 1 in fulfilling all three requirements was 70.69. LKS Formatif 2 made it by 67.58. LKS Formatif 3 made it by 68.89.
Based on the categorization on chapter 3, all of the LKS which were analyzed in this research belong to fair level. There were some aspects on these LKS which need an
improvement.
B. Recommendations
This part consists of three recommendations. 1. The English LKS designer and Publisher
The LKS designer should be more serious in considering the quality of the LKS. The LKS designer may use the result of the research in improving some aspects
which were still need improvement. The publisher needs to evaluate the quality of the English LKS before
publishing it. The publisher has to check whether there are some mistakes in the LKS or not. The publisher should not publish the book which contains a lot of mistake in
it. The publisher has to pay more attention to the quality of the LKS before it is published and spread to the market.
