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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter is actually a restatement of the objectives achievements of the study previously mentioned in chapter IV and also suggestion of the further
studies. The objectives of this study, previously mentioned in chapter I, are 1. discovering and describing the needs of students; 2. discovering the differences
between task-based syllabus and text-based syllabus in teaching English; 3. designing an Integrated syllabus based on ESP approach and 4. improving or
redesigning task-based syllabus and text-based syllbus into an integrated syllabus.
5.1 Conclusions
In discovering the needs of fifth semester students of Diploma IV of Road Transport Safety Management Study Programme, I used three methods of
collecting the data, namely questionnaire, interviews, and observation. The findings, moreover, lead to the conlusion that the students expect to master
speaking ability in order to success in their study and their future job. Howev
er, teachers’ opinion and stakeholders’ opinion about learner’s needs are also very considered since their suggestions fit with study and job
situation. They think that reading ability is one of the most important skills that the students should master in order to succeed both in their study and future job.
Moreover, situation analysis findings is also one of the important keys in redesigning syllabus.
Accordingly, integrating task-based syllabus and text-based syllabus in teaching English for Diploma IV of Road Transport Safety Management Study
Programme is worthy of attention. It is in line with Krahnke ’s opinion 1987:75,
in Richards, 2001:165 that some combinations of types of syllabus are needed to address the complex goals of the program.
Task-based syllabus in which tasks or activities i.e., Real-world tasks rehearsal rational and pedagogical tasks activation rational are the basic unit of
syllabus design, moreover, facilitate, motivate learners and engage them in meaningful communication Richards, 2001:161-162. Since Road Safety
Transport Management Study Program belongs to EST discourse community, Paltridge 2012, in Parkinson, 2013: 156 explained that being a member of a
discourse community involves using its characteristic language and genre, and also sharing its values which are reflected in its language and genres.
Furthermore, Text-based syllabus, also known as a genre-based approach, sees communicative competence as involving the mastery of different type of texts
Richardss, 2006:32.
5.2 Suggestions