CHAPTER V CONCLUSION AND RECOMMENDATIONS
This last chapter discusses the conclusion and recommendations that can be drawn from the study. While the conclusion is intended to elaborate the
answers of the research questions formulated previously, the recommendation section provides comments of the study and suggestions for both further use and
research.
A. Conclusion
In conclusion, this study was conducted to develop listening materials for eighth-grade students using animated movies. In regards to that, this study
involved two problem questions formulated in the early chapter and intended to be answered. The first questions concerned about how the listening materials for
eighth grade students using animated movies is designed, while the latter concerned about what the design looks like. The result and discussions which
were presented in chapter four contained the detailed answers of these questions. In brief, in order to answer the first question, in designing the materials,
the writer integrated between RD instructional model proposed by Borg and Gall 1983 with Kemp’s 1977 instructional design model. Within the study,
these two models were adapted and combined to create both effective and systematic steps arrangement of the material design processes. Thus, the
instructional design model that would be used in this study involved five steps of
73 R and D model, which were 1 Research and Information Collecting, 2 Planning,
3 Developing Preliminary Form of Product, 4 Preliminary Field Testing, and 5 Final Product Revision. Therefore, those steps would be assembled with
Kemp’s 1977 Instructional design plan. Research
and Information
collecting contained
the preliminary
information and data concerning the students’ characteristics, needs, problems, and preferences and several factors that would potentially be involved in the study,
such as school condition, current facilities, prior teaching technique, etc. The result of the information gathering could be beneficial as the basis and guidance in
developing the design to know the needs and situation that would be involved. The data gathered will be used as preliminary data that should be considered
before conducting the study. This study was conducted in SMP N 3 Sleman, located in Sleman Region, Yogyakarta. In assembling the preliminary data needed
for the research, the writer administered interview to the teacher and questionnaires to the eighth-grade students. This phase is continued with planning
phase, containing the process of identifying the goals and social purposes. It also covered the process of specifying objectives.
The next step was developing preliminary form of product. The product development was carried out by identifying and listing the subject content that
agreed with the objectives of the lesson, and then selecting effective teaching learning activities that could accommodate both the subject content and objectives.
Having accomplished developing the preliminary form of product, the study went through with the next stage that is called evaluation. This stage was aimed at
74 conducting evaluation toward the design materials concerning whether or not the
design was applicable to use in class. The evaluations process ought to involved several experts who had experience and knowledge in education field. Thus
several lecturers and teacher were asked to conduct the evaluation. The evaluators were involved in giving comments and suggestion regarding to the designed
materials. The result of the evaluation would be analyzed and then be used to revise the designed materials in revising the instructional materials phase.
For answering the second questions, the writer designed listening materials using animated movies as the main resources. There were 4 units that were
developed in the designed materials. By going through several considerations, this designed materials involved three movies, they were Legend of the Boneknapper,
Kungfu Panda 2, and Bee Movie. Regarding the sequence of activities determined,
the unit was divided into three units, namely ‘Teaser’ which functioned as the pre- listening section, ‘Movie Time’ which contained the main listening activities,
‘And..Action’ that contained post-listening activities, and ‘Time for Reflection’ which aimed to relate the materials with the students’ lives.
The respondent’s evaluation on the designed listening materials showed that the point that appeared the most often was 5. It implied that the listening
design materials using animated movies were well-designed and acceptable for the students. However, some revisions were needed to optimize the quality of the
designed materials.
75
B. Recommendations
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