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C. THE DISCUSSIONS OF COMMUNICATION PRACTICE MODEL
The Communication Practice Model was related to the Fluency Development, the Communicative Language Teaching and the Contextual
Teaching Learning. Communication was important and should cover speaking, writing, listening and reading. Since communication dealt with the English skills,
the Fluency Development was utilized. Besides, the Communicative Language Teaching and the Contextual Teaching Learning were included because they were
connected to communication. In summary, the Communication Practice Model covered communicative activities which dealt with speaking, interacting with
other people inside and outside the classroom, practicing regularly and using real life situation. The focus was on practicing which could improve students’ ability
and students’ confidence to be able to communicate using English. Based on the results of experts’ validation, the Communication Practice
Model was considered as very good model so it was acceptable to be implemented.
The experts’ validation showed the average point of central tendency that was 4.10 from scale 5.0. It meant that there was no revision so the
Communication Practice Model was acceptable. The Communication Practice Model provided models or images or descriptions so students could have
prediction of what they were going to learn. The ease of the Communication Practice Model that was applicable to be practiced encouraged students to
communicate. Besides, the Communication Practice Model could be practiced
130 continually to train students in communicating. The Communication Practice
Model was suitable for students of the vocational high schools in grade ten. Although the Communication Practice Model was acceptable and could
be applied, evaluation step of ADDIE was still conducted. Distributing questionnaires and conducting interview to obta
in students’ response were done as the part of evaluation. However, after implementing, students gave positive
responses on the Communication Practice Model. The Communication Practice Model was simple and practical module so it would be helpful for students in
practicing. Thus, in evaluation, revising main product was not needed because students gave positive responses on the Communication Practice Model. From the
gathering data and analyzing the data, it showed very high score which was 4.39 from scale 5.0. The Communication Practice Model was acceptable because the
score indicates “very good” in criteria.
Nevertheless, revising the model was done after preliminary field of testing as a part of development
’s step. Since experts’ validation showed very high score that meant no revision, the researcher just added more pictures to make
the model more interesting. Besides, distributing questionnaires and conducting interview were aimed to gain data about the practice of the iconic model of the
Communication Practice Model. They were also utilized for evaluating in case there was something that should be revised. Therefore, main product revision was
not necessary because the Communication Practice Model was acceptable and tenth grade students of the vocational high schools could use the module to
practice communicating in English.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is the conclusion of this research. The second part of this chapter is suggestions for readers and future
researchers, English teachers, and students.
A. CONCLUSIONS
This part provides conclusions of this research. The conclusions discuss the discovery and its process of Communication Practice Model.
This research was conducted to answer to a research question. That was What is the iconic model of the Communication Practice for the Vocational High
Schools like? Thus this research wanted to verify the iconic model of the
Communication Practice Model theoretically and empirically. This research employed R D combined with ADDIE in designing the product. This research
used two instruments in finding the data. They were distributing questionnaire and conducting interview.
In gaining the data the concept of the iconic model, the steps of R D which were research and information collecting and planning were done. Those
steps also belonged to analysis and design’s step of ADDIE. After collecting need analysis, the researcher determined topics, goal, general purposes and learning
objectives. The Comunication Practice Model employed the Communicative Language Teaching, the Contextual Teaching Learning and the Fluency
Development. Thus, this model presented communicative activities and materials 131
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