What Have You Learned?

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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. 76

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