68 acceptable to be used for the eleventh grade students of SMAN 1 Godean. The
complete final version of the designed materials was presented in Appendix K.
69
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two major parts. The first part draws the conclusion of the study. The second part presents the suggestion for students,
English teachers, and other researchers.
A. Conclusions
The study was to design supplementary materials for eleventh grade students of SMAN 1 Godean. In this study, the writer formulated two problems.
The problems were 1 How is the set of vocabulary in contexts as supplementary materials designed? and 2 What does the set of vocabulary in contexts as
supplementary materials look like? In this study, the writer employed Research and Development R D
cycle. R D consists of ten steps. However, the writer only employed step 1 up to step 5. Those steps were 1 Research and Information Collecting, 2 Planning,
3 Development of the Preliminary Form of Product, 4 Preliminary Field Testing, and 5 Main Product Revision.
In order to answer the first question of the problem formulation, the writer used two kinds of instructional design model, which were Yalden’s and Kemp’s.
However, writer did not apply all theories in this study. The writer combined those two models because the combination reveals a clear and complete step in
designing the supplementary materials. Those steps are 1 Conducting research
70 and information collecting, 2 Identifying Goals, Topics, and General Purposes,
3 Analyzing the students characteristics, 4 Specifying the learning objectives, 5 Making list of subject contents, 6 Selecting teaching learning activities, 7
Selecting equipment, and 8 Evaluating. Furthermore, the instructional design applied in this study was appropriate with R D cycle employed by the writer.
To answer the question of the problem formulation, the writer presents the final version of the set of vocabulary in contexts as supplementary materials for
eleventh grade students of SMAN 1 Godean. The designed materials contain six units. Those units are presented as follows.
UNIT 1 : Wow… It Has a Pouch
UNIT 2 : Sweet or Sour…?
UNIT 3 : How Did the Zebra Get Its Stripes?
UNIT 4 : How Did the Tortoise Get His Shell? UNIT 5
: Junk Food: Does It Make Me Obese? UNIT 6
: Could You Call Me Later…?
Each unit contains three main parts, namely Let’s Get Started, Let’s Get One Step Closer
, and Let’s Do It. Let’s Get Started contains activities which
are aimed at leading the students to recognize the vocabulary that will be used in the context of the topic that is going to be discussed and activating the students’
background knowledge of the topic. Let’s Get One Step Closer contains of
varied activities which enable the students to get exposure to the vocabulary use in certain contexts. Moreover, the students were able to learn the vocabulary
meaning in the context of the topic being discussed in an enjoyable way. This
