8. LEGEND MYTH around the world
Each unit consists of 5 sections of teaching learning which is based on Reflective Pedagogy steps; CONTEXT OF LEARNING, EXPERIENCE,
REFLECTION, ACTION and EVALUATION. In each section, there would be the designed of teaching strategies which was followed by the activities and the
materials. The teaching strategies which were supported with the materials were
designed for one semester. They were designed based on the English syllabus of SMA Negeri 11 Yogyakarta
. Therefore, the topics in the designed teaching strategies were the same as those in the syllabus.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the study and the suggestions. The conclusion part concludes the problem stated in the problem formulation. The
problem is to present the teaching strategies based on Reflective pedagogy for integrated reading and writing. Besides, the conclusion part concludes all the
findings of the study. The suggestion part includes the recommendation for the English teachers of SMA Negeri 11 Yogyakarta, for the students of SMA Negeri
11 Yogyakarta , and the other researchers.
A. Conclusions
As stated in problem formulation, this study aims to design the teaching strategies based on Reflective Pedagogy for integrated reading and writing for
grade X students of SMA Negeri 11 Yogyakarta. This question concerns with the presentation of the designed teaching strategies.
There were sixteen teaching strategies in this designed. This designed also completed with the materials to see the work of the teaching strategies designed.
There were sixteen teaching strategies in the designed teaching strategies. There were eight units in the designed teaching strategies. Each unit consisted of 5
sections of teaching strategies which were based on Reflective pedagogy steps; CONTEXT OF LEARNING, EXPERIENCE, REFLECTION, ACTION and
EVALUATION. In each section, there would be the designed teaching strategies
which are followed by the activities and the materials. The full presentation of the designed teaching strategies is attached in the appendix 5.
In designing the teaching strategies based on Reflective Pedagogy for integrated reading and writing, this study adapted Kemp’s Instrucyional Design
Model, Yalden’s Instructional Design Model and RD method. By means of integrated reading and writing which were taught by the
English teacher uses strategies based on Reflective Pedagogy Learning Theory, the students will get many advantages. In fact, reading comprehension played an
important role in the development of English ability that has a link with other English competencies. Generally, reading comprehension was not only improving
someone’s knowledge but it would also stimulate students in writing and motivating them to read. Therefore, the students could improve their reading and
writing proficiencies. Hopefully, the designed teaching strategies can help the English teachers
of SMA 11 Yogyakarta in teaching reading class so that they could motivate their students to be active learners. The teaching strategies based on Reflective
Pedagogy make the teaching learning activities are varied in order that the students and the teacher enjoy the class. In addition, the designed teaching
strategies can be applied to avoid boredom during the class to help the students really comprehend the topic and the reading passage since they are asked to
reflect on what they have got and then apply their knowledge in their daily lives. Finally, the activities enable the students to work individually, in pairs and in
groups.
B. Suggestions
This part provides some suggestions for the English teachers of SMA 11 Yogyakarta, and the other researchers who are interested in a research in the same
field.
1. For the English teachers of SMA Negeri 11 Yogyakarta
It is suggested to the teachers to implement the designed teaching strategies based on Reflective Pedagogy for grade X students of SMA Negeri 11
Yogyakarta as alternative strategies for teaching the integrated reading and writing
to encourage the students in learning reading comprehension and writing. The teachers could also develop their strategies in teaching other English skills such as
reading and writing. Therefore, the teacher could achieve their goals in teaching English.
The teachers should make teaching-learning process as interesting as possible so that the students will be interested in learning English especially for
reading skill and they will really master the topic and the theme of the lesson.
2. For the other researchers
The other researchers are suggested to design other teaching strategies based on Reflective Pedagogy for Senior High School students in order to develop
many English teaching strategies for Senior High Schools which is based on the current curriculum used in the school.
