Main Product Revision The Steps of Designing English Instructional Speaking Materials

54 the case by looking at the example. Then the students were asked to explore their own experience. In this section, the students work in pairs and in a group. The third is reflection My Reflection. In this part, the students will answer some questions to help them reflect on what they have learnt and experienced in the activities before. The students are expected to share about their feeling learning in pairs or group. In this part, the students share their reflection with their friends. The fourth section is action My Actions. In this part, the students will be given some statements related to the topics, then the students give their opinions and they state their action as the priesthood candidate. Then, the students are asked to make their commitments to represent their opinion and the value that they got from learning in the unit. The fifth section is evaluation Let’s Check. There is evaluation part in each unit in this designed material. This part is used to check the students’ understanding learning in each topic and what values that they have got through learning in this unit. 55

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions. In the first part, the researcher presents the conclusions based on the result of the research and research findings. In the second part, the researcher provides some suggestions for the English lecturers and future researchers who want to use or develop the designed materials or conduct the same research.

A. Conclusions

This research is conducted to answer the research problems stated in the first chapter: a. how is English instructional speaking materials based on Ignatian Pedagogy for Theology Study Program students designed? b. what does the English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students look like? In order to answer the first research problem, the researcher employed two design models, they were Kemp’s instructional design model and Research and Development RD. There were five steps implemented as the framework in this research. They were 1 research and information collecting identifying the learners’ characteristics, lacks, needs, 2 planning determining the learning goals, topics, and general objectives, specifying the learning objectives, listing the subject contents, 3 develop preliminary form of product selecting teaching and learning activities, 4 preliminary field testing evaluating the designed materials, 5 main product revision revising the designed materials.