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3. Language Focus
The third section dealt with the grammar explanation, language expressions, and its practice. It was aimed to strengthen the learners‘ grammar foundation
through simple and clear explanation. It also facilitated the students how to use language expressions correctly by giving them exercises
4. Language Practice
The fourth section dealt with the activities given to the learners in order to master the contents of each unit. The activities were to practice the language
expressions and grammar given. All the activities were Pair Work; Role Play, Jigsaw, Team Game Tournament TGT, Learning Together, and Student Team -
achievement Division STAD. In this section, the learners were motivated to speak as they communicate in daily communication in their office and have
presentation with foreign donators. The tasks given encouraged the learners to freely express their ability of everything they have learned in each unit.
5. What Have You Learned?
The fifth section dealt with the students‘ reflection on the whole learning processes. By writing down their reflection, they might learn from their mistakes
and improve their performance to gain better achievement. The teacher could control hisher learners
‘ feeling, academic improvement, or what they likedislike to learn by reading hisher learners‘ reflection. Through reflection, it was hoped
that both teacher and learners might improve themselves for the better achievement.
75 In conclusion, the design materials had some strength, such as interesting,
well-developed, and creative. The result of post-design survey showed the mean ranged was from 3.4 to 4.5. It meant that the designed materials were good and
acceptable to be used for the staff of Bantul Community-Based Rehabilitation. The final version of the designed materials was presented in Appendix G.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part contains the conclusion of the study, while the second part includes the suggestions for the English teachers
or instructors and the future researchers.
A. Conclusions
This study aimed to design English speaking instructional materials for the staff of Bantul CBR based on the Cooperative Learning. The materials were in
order to enhance the learners‘ speaking ability. The writer also formulated two problems. Those problems were 1 How is a set of English speaking instructional
materials for the staff of Bantul Community-Based Rehabilitation using the Cooperative Learning designed? and 2 What does the design of a set of English
speaking instructional materials for the staff of Bantul Community-Based Rehabilitation using the Cooperative Learning look like?
In the study, the writer employed Research and Development method. R D consisted of ten steps, meanwhile the writer only employed step 1 up to step 5.
Those steps were 1 research and information collecting, 2 planning, 3 developing preliminary form of product, 4 product evaluation, and 5 main
product revision. To answer the first question, the writer adapted instructional design model
from Kemp, Yalden and Dick and Carey. The writer combined these three models to design the materials because the combination reveals a clear and complete step