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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This last chapter mainly exhibits two parts, the conclusion and the suggestions. The conclusion part aims at answering the questions formulated in
Chapter 1. Thus, the writer summarizes the way in designing a set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven.
In addition, the writer also presents the material design itself. In the second part, the writer contributes some suggestions directed to other researchers and the
English teachers, especially the English teachers of SMA Negeri 11 Yogyakarta.
A. CONCLUSIONS
The design aimed at designing a set of integrated instructional materials using stories for SMA Negeri 11 Yogyakarta grade eleven. This design focused on
the role of stories in enhancing four language skills as well as the language elements. There were two questions related to the study; how the materials were
designed and how the design looked like. The first question mentioned in the problem formulation was answered by
applying RD cycle. In designing the whole materials, the writer carried out five steps:
1. Information Gathering
In Kemp’s model, this step involved observing learners’ characteristics and carrying out pre-assessment. The writer gathered any supporting references
dealing with stories, storytelling, integrated language-learning approach, the characteristics of the eleventh grade students of SMA Negeri 11 Yogyakarta,
School-Based Curriculum, and the research method. In addition to this, the writer also conducted an interview with the English teacher of SMA Negeri 11
Yogyakarta, observed the way the students learn English, and distributed questionnaires to the students.
2. Planning
Kemp included determining the topics, competence standard and basic competence, mentioning learning objectives, selecting subject content, selecting
the teachinglearning activities and instructional resources, and preparing support services in this step. The writer made a rough draft of the designed-materials
based on the information assembled. The writer also decided what objectives the students were going to achieve and what topics she was going to present in the
designed-materials.
3. Developing the Outline of the Designed-Materials
The writer developed the rough draft of the materials based on the results of the needs analysis and the curriculum demand. Considering that the students
had high interest towards fiction stories, the writer developed the materials with various fiction stories in which the students were able to apply storytelling
technique. In this respect, the writer focused on the use of narrative texts. Integrating at least three skills were also the focal point of the designed-materials.
4. Conducting Preliminary Test
The preliminary test involved distributing the questionnaire for the design evaluation to investigate the participants’ opinions and beliefs about the designed-
materials. In summary, the writer collected some information whether the materials were appropriate for the students. Therefore, the writer distributed the
design evaluation questionnaire to two lecturers of the English Language Education Study Program of Sanata Dharma University. Besides, the writer also
distributed the design evaluation questionnaire to the English teacher of SMA Negeri 11 Yogyakarta who dealt directly with the students.
Based on the result of the closed-ended questionnaire, the average point of the respondents’ agreement towards the materials ranged from 3.3-5. The average
point of agreement mean was 4.06. The average median was 4.23 and the average point of the mode was 4.37. Therefore, the result was interpreted that the
respondents gave positive feedback and opinion towards the designed-materials. It meant that the materials were acceptable with some minor revisions.
5. Main Product Revision
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