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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter explains the conclusions and recommendations. The researcher concludes the summary of the research in the first part of this chapter.
The second part elaborates the recommendations to follow up this research for the teachers and other researchers.
A. Conclusions
This research was conducted in order to answer the two research questions. First, how are English reading materials using contextual teaching and
learning for the eleventh grade students of SMA Pangudi Luhur Yogyakarta designed? Second, what do English reading materials using contextual teaching
and learning for the eleventh grade students of SMA Pangudi Luhur Yogyakarta look like?
In order to answer the first research questions, the researcher applied Research and Development as the research method. In the research method the
researcher implemented five of Borg and Gall’s Research and Development RD stages. Then, those five stages were combined with Kemp’s theory of
instructional model to develop and design the reading materials. This combination was also listed in the research procedure.
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In answering the second research questions, the researcher presented the final version of the designed materials. This final version was the result of the
research and could be seen in Appendix G. There were 4 four units in the designed materials. Each unit focused on one topic. The arrangement of the
materials could be seen in Table 5.1.
Table 5.1: The Arrangement of the Materials Unit
Theme Title
Learning Topics
1 Ocean
Let’s Go to the Beach Report Text
2 Legend and Mystery
My Favorite Story is … Narrative Text
3 Technology
Be Careful: Gadget Attack Analytical Exposition,
Poster 4
Music-Lifestyle Korean Wave
Hortatory Exposition, BannerPamphlet
The researcher divided each unit into three phases according to Pearson and Fielding’s as quoted by Urquhart and Weir 1988, p.183. They were pre-
reading, main activity, and post-activity. In pre-reading, there was Getting Ready. It aimed to activate students’ knowledge and motivate students’ interest toward
the topic. In main activity, there was Let’s Read I, Let’s Read II, and Let’s Read III. This phase contained several reading passages with various reading activity to
enhance students’ interaction, to improve students’ vocabulary, and to develop students’ reading skills. In post-activity, there was review and reflection, it was
aimed to review and reflect anything that students had learned in each unit. In addition, the reading activities and the learning activities in the designed models
were designed and developed based on Contextual Teaching and Learning approach according to Muslich 2007, Johnson 2002, and Trianto 2009.
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The result of preliminary field testing showed that the designed materials were ready to be implemented for eleventh XI grade students of SMA Pangudi
Luhur Yogyakarta. All respondents gave positive comments and feedback for the designed materials. Almost all aspects had a very good score, for example the
designed materials had well-developed lay out, attractive and various learning activities, interesting learning materials, specific and well-formulated learning
indicators, helpful teachers’ book, various tasks, suitable contents, and well- arranged learning media. Despite those positive comments and feedbacks, the
designed material was also improved by giving clear time allotment in the lesson plan, adding acknowledgement of the texts and adding a note related to the text
genre in each unit.
B. Recommendations
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