Conclusions CONCLUSIONS AND SUGGESTIONS

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents two parts, namely conclusions and suggestion. The conclusions present the findings in answering the problem formulations in chapter I. The suggestions are proposed to the English teachers, especially junior high school teachers and for future researchers.

A. Conclusions

The aim of this study is to answer two questions stated in the Problem Formulation. First, how a set of writing instructional materials using mind mapping to the eighth grade students of SMPN 1 Kalikotes Klaten is designed. Second, what the set of writing instructional materials using mind mapping to the eighth grade students of SMPN 1 Kalikotes Klaten looks like. In order to answer the first question, Kemp’s and Yalden’s models of instructional design were adapted to propose theoretical framework. Yalden’s model of instructional design was adapted for it includes the important of need survey to obtain as much as possible in any given situation about the learner’s needs and the evaluation on the overall outcomes of the designed instructional materials. The other steps were adapted from Kemp’s model of instructional design. This theoretical framework was suited to the first five steps of Educational Research and Development RD cycle by Borg and Gall 1963. The theories of 72 School Based Curriculum SBC, writing, and mind mapping were also included. There were 9 steps of theoretical framework, namely: 1. conducting need survey, 2. stating goals, topics and general purposes, 3. stating the learning objectives, 4. listing the subject contents, 5. developing the syllabus, 6. selecting teaching learning activities, 7. designing the materials, 8. evaluating the designed materials, 9. revising the designed materials. The presentation of the designed materials was intended to answer the second question, that is, what the writing instructional materials using mind mapping for the eighth grade students looks like. The writer presented eight units for the final version of the designed materials. The units are as follows. Unit 1 : Invitations Unit 2 : Short Messages Unit 3 : Announcements Unit 4 : Describing Animals Unit 5 : Describing People Unit 6 : Describing Places Unit 7 : Biographical Recount Unit 8 : Personal Recount Every unit in the materials is divided into four parts which presents three kinds of learning activity; pre-activity, whilst-activity, and post-activity. The four parts are 1 Let’s Get Started; it serves lead-in activity and was involved in the pre-activity, 2 Let’s Study, it provides some examples and the explanation of the topic and was involved in whilst-activity, 3 Write with Joy, it contains some exercises for the students to enjoy writing with mind mapping and was involved in whilst-activity, 4 Sharpen Your Skill, it presents homework for students to draw the mind mapping and make paragraph, and was involved in post-activity. Based on the results of the materials’ evaluation, generally, the designed writing materials are acceptable. The whole final version of the designed materials can be seen in Appendix G.

B. SUGGESTIONS