Conclusions CONCLUSIONS AND RECOMMENDATIONS
78 The researcher decided to combine Kemp’s instructional design model and
Yalden’s language program development because those two models completed each other. Kemp’s model of designing materials was implemented because on
any educational levels such as elementary, secondary, and college, this instructional design could be applied to individual topics, units, and to complete
courses which involve one or a few teachers. Moreover, Kemp’s instructional design model was a flexible process, here is a relationship and interdependence
among its phases; decision relating to one may affect others. The researcher also adapted the needs analysis phase of Yalden’s language program development
because by conducting needs analysis information such as students’ characteristics and needs could be gathered and fit in the designed materials.
The researcher’s model of instructional design materials was relevant to the first five stages of R D cycle. Those five stages were 1 Research and
Information Collecting, 2 Planning, 3 Developing Preliminary Form of Product, 4 Preliminary Field Testing, and 5 Main Product Revision.
In order to reach the goals of this research, the researcher conducted pre- design and post-design research. In the pre-design research, the class observations
and interviews were conducted. The class observations obtained information about the teacher’s and students’ activities in class while the interviews toward the
English teacher and some of fourth graders of SD Negeri Turi 1 Sleman were conducted to clarify the class observation results and obtained information about
fourth graders of SD Negeri Turi 1 Sleman. In the post-design research, the researcher distributed an evaluation questionnaire to the two English teachers of
79 SD Negeri Turi 1 Sleman and an ELESP lecturer of Sanata Dharma University
Yogyakarta. The evaluation questionnaire was distributed to the evaluators to gain comments and suggestions on the designed materials. Later, the comments and
suggestions from the evaluators were used to revise the designed materials. After processing the data of the evaluation questionnaire, the researcher
found that the average point for each assessed item in the first part of the evaluation questionnaire ranged from 3.00 to 3.66 on the scale of 4. It indicated
that the designed materials were good and acceptable to be used as speaking instructional materials using games for fourth graders of SD Negeri Turi 1
Sleman. However, the designed materials were revised based on the evaluators’ comments and suggestions.
The second question of the research problem was answered by the presentation of the designed materials. There were four units of the speaking
instructional materials using games for fourth graders of SD Negeri Turi 1 Sleman. They were I Like Hiking, Hold My Hands, Please May I Have a Candy?
and May I Go to the Library? Each unit consisted of five phases namely Build It Up, Say It Right, Language Focus, Do It Well, and Let’s Summarize. The
designed materials were completed by the teacher’s manual. The final version together with the teacher’s manual could be seen in Appendix I and Appendix J.