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Table 4.10: Analysis of the Pilot Application of the Designed Materials Grade of the Learners’ Participation
Passive Active Sections
The Learners’ Participation 1 2 3 4 5
Preview Activity
1. Answering the questions 2. Interpreting the pictures.
√
Speaking Activity
1. Performing the situations.
2. Mentioning the expression.
3. Discussing in pairs.
√
Writing Activity
1. Writing a letter.
2. Replying to the faxes and emails.
√
Reading Activity
1. Answering the question on the text.
2. Discussing the meaning of words.
√
Listening Activity
1. Listening to the type scripts.
2. Recording student’s voice.
√
Language Focus
Section 1.
Discussing the materials in language focus.
2. Practicing some examples in it
√
Vocabulary Bank
1. Mentioning the meaning of words.
2. Matching the words.
3. Filling the blanks.
4. Finding the synonyms of words.
√
Speech Work
1. Pronouncing words according to its intonation.
√
4.2 Revising the Materials
The data from the descriptive statistics showed that the materials were good, which means that the materials already fit the learner’s needs as concierge
personnel. But, still, revision and improvements were needed. The improvement and revisions on the designed materials were that the writer has to do was provide
clear instruction on the tasks, it is because some of the instructions on the tasks in each unit were not clear. Changing the size of the pictures into bigger ones, it is
because the learners cannot see the events that happen on the pictures if they are too small. Adding some games in each unit, the writer decided not to add some
games because the aim of the teaching and learning of those designed materials
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will not be completely accepted by the learners. The time allocations in each unit already decide the best result. If the writer adds some games, so the time
allocation will be changed too and it will not be effective for the teaching and learning process. Correcting any misspelling to avoid giving bad examples to the
learners and changing the term “work with a partner” into “work in pairs”.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the summary of the study and the suggestions for English instructors, tourist academy students and concierge personnel who would
like to use this designed material and for future researchers, who may have the same interest in this topic.
5.1 Conclusions
The writer applied seven steps of the instructional design model which were the combination between Kemp and Yalden’s instruction design models,
namely conducting needs’ survey; formulating the goals, topics and general purposes; selecting the type of syllabus and developing the syllabus; selecting
subject content; developing the materials; validating the materials; revising the materials.
To help the learners to learn English communicatively, the materials were designed to be integrated, in order to develop their skills in speaking, writing,
reading and listening. In conclusion, each unit consists of speaking activities, reading activities, writing activities and listening activities. It was supported with
language focus section, speech work activities and word bank.
The appendix of the designed materials, presents Group Work, Note Pads, Pair Work, Typescript. Those contain some other situations for discussion that are
already presented in each unit. Those sheets were separated from each unit on
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