CONCLUSIONS CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter presents two main parts, they are the Research part and the Development part. Besides, this chapter also provides some suggestions. In the first part, the researcher summarizes the planned and the actual research verification procedure in Research part and Development part. In the second part, the researcher provides some suggestions to improve the research for the English teachers or instructors and the future researchers.

A. CONCLUSIONS

This study was conducted to design a Learning Material Model for the Tenth Grade Students of Technology Divisions at Vocational High School. As stated in the Problem Formulation, this study aims to find out a what the conceptual model of a competence-based English learning material for the technology divisions of vocational high school is like and b what the iconic model of a competence-based English learning material for the technology divisions of vocational high school is like. In order to answer the first question, the first two steps of R D that integrated the Analysis and Design phases of ADDIE were organized. The first step for the Research part is Research and Information Collecting which includes the first step of ADDIE, that is Analysis phase. In obtaining the data, the researcher interviewed the English teachers, distributed the questionnaire to students, and analyzed the documents, such as syllabus and English materials. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Learning Material Model employed A Competence-Based English Learning which was collected from the books, internet, and syllabus that were provided from the government. The second step for the Research part is Planning which includes the second step of ADDIE, that is Design phase. In this step, the researcher developed the framework of the materials to be designed which consist of core competence, standard competence, learning topics, time allocation, and organization of subject content. To answer the second research question which is included into the Development part, four steps of the R D cycle that were accordance with Development, Implementation, and Evaluation phases of ADDIE were conducted. The first step for Development part is Developing the Preliminary Form of Product which includes the third step of ADDIE model which is Development phase. In this step, the researcher selected the topics according to the suitability with the attainment of the topics, core competences, learning indicators, and the principles of competence-based learning. There were four sections in the designed model, they were Vocabulary Building, Pronunciation Practice, Focus on Expression or Focus on Grammar, and Practice. The summary would be explained as follow. 1. Vocabulary Building section contained the vocabulary that would be discussed in each unit . This section could improve the students‟ vocabulary mastery. 2. Pronunciation Practice section contained how to pronounce the vocabulary in Vocabulary Building section. This section would help students for pronouncing some words correctly. 3. Focus on Expression or Focus on Grammar section contained the activity which introduced or presented material or topic. The activity could discuss the expressions or grammar. 4. Practice section allowed the students to expand their idea and knowledge by practicing more, creating written work, developing and arranging idea, creating conversation, and preparing to face the future jobs. Besides, this section also help students to produce the output based on the discussed materials and this session would focus on the products. The next step for the Development part is Preliminary Field Testing which includes the fifth step of ADDIE model which is Evaluation phase. In this step, the researcher distributed questionnaire to the experts. The experts were the lecturer of the English Language Education Study Program of Sanata Dharma University, the English teacher of SMK N 3 Yogyakarta, and the English teacher of SMK N 2 Depok. After the data were analyzed, it was found that the mean from 28 statements was 4,3 out of 5,0. The results of the expert validation explained that the Learning Material Model had been satisfactorily designed and developed, which was then called Iconic Model. The third step for the Development part is Main Product Revision that includes the third step of ADDIE model which is Development phase. After analyzing and considering the suggestions and comments given by the experts, the researcher revised and improved the Learning Material Model so that the designed model would be appropriate for the target students. The fourth step for the Research part is Main Field Testing that includes the fourth step of ADDIE model which is Implementation. The revised version of the learning material model was implemented to the target students in two meetings covering chapter four of the designed model. At the end of the implementation, the researcher distributed questionnaires to students for obtaining the students‟ opinions, comments, and suggestions of the designed model. This step aimed to evaluate the learning material model and to to get feedback that would be useful to revise and improve the learning material model into a final iconic model. Besides, the result of the target studen ts‟ validation showed that the learning material model for the tenth grade students of technology divisions at vocational high school was acceptable for the target students. After answered the problem formulation, the researcher could draw three claims as the results of the research. First, the materials for technology divisions‟ students in vocational high school are different from senior high school students. It could be concluded from the expectation to vocational high school students which were given by the Indonesia government. The government expected that vocational high school students must become ready for work after graduating from school and they must be able to compete with other human resources from Indonesia and abroad it meant that the materials for vocational high school students must be more specific than senior high school students. While, senior high school students were expected to continue their study in universities so that the materials for them were more general than vocational high school students. Second, a competence-based learning is important for vocational high school students. It could be proven from the teachers‟ and students‟ opinions from the interview and questionnaire. They explained that knowledge, skill, and attitude were really important for everybody, especially vocational high school PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI students because after graduating from school, they would work in some companies. Most of the companies expected that the all employees had to be professional. A competence-based learning could help students to train and improve their professionalism so that they would be the human resources who had good quality and be able to compete with other human resources. The last, the product of this research could overcome the vocational high school students‟ problems and the Indonesia government‟s expectation. This product was designed to fulfil vocational high school students‟ needs so that this product was considered acceptable for the technology divisions‟ students. Besides, the designed model were be a user-friendly model which was understandable and applicable for students so that the students would get the better results after learning by using this product and the teachers would have the less burdensome in praparing the teaching and learning materials.

B. IMPLICATIONS