Conclusions CONCLUSIONS AND SUGGESTIONS
The second step the writer conducted was enumerating the learners’ important characteristics. From the observations the writer conducted while teaching them at
class and the results of the needs survey, the writer could list their main characteristics that were used as the consideration to determine the material contents
and the teaching method used in the design. The third step was stating goals, topics, and general purposes of the designed
materials. There were eight topics chosen that were based on the learners’ needs and wants. Basically the goals and the general purposes of each unit are similar, those are
to give the learners opportunities to practice English in real conversations and to improve their four English skills and elements. After the goals, topics, and general
purposes had been stated, the writer specified the objectives of each unit. The objectives were differentiated by each topic in each unit.
The next step to do was specifying the learning objectives. The writer listed the general purpose of each topic and then specified the learning objectives.
The writer continued the designing process by selecting subject content. In this process, based on the objectives stated before, the writer decided to give the most
portions for speaking activities. However, the other parts for developing other language skills and elements were not neglected.
After the content of the subject had been selected, the writer selected teachinglearning activities and resources. The teachinglearning activities used in the
lessons were based on the needs survey results. They covered reading, listening, speaking, writing, and grammar and vocabulary discussions. The resources used in
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the designed materials were from textbooks, magazines, websites, cassettes, courses programs, dictionaries, and the writer’s experiences and ideas. The list of the subject
contents, teachinglearning activities, and resources were arranged in the topic syllabus.
In the designing process, the writer also considered the support services that were needed. Those included budget, personnel, facilities, equipment, and schedules
to carry out the instructional plan. The budgets, personnel, facilities, and equipment were provided and managed by the course owner. While the schedules were arranged
by the writer. Finally, after the materials designed, the writer conducted post-design survey
to gain necessary feedback. The writer chose several respondents that were regarded to be able to give appropriate feedback. Their feedback was needed as the guidance to
improve the designed materials. The final version of the designed materials consists of eight units that discuss
eight different topics. Each unit consists of four main parts. Part A, “Learn It”, includes reading and listening parts. Part B, “Let’s Try”, is the main part of the whole
units where the learners are to practice speaking. There are some tasks that direct the learners to do speaking activities. Part C, “Feedback”, has two discussions:
“Grammar Point” and “Words Bank”. It provides the learners explanation about grammar and vocabulary discussed in the previous parts. Part D, “Homework”, gives
instruction to the learners about what to do and prepare at home for the next meeting. 75
The topics discussed in the designed materials are ”The Most Impressive Experience”; “The Future”; “The Hottest News”; “The Unique Customs”;
“Technology, Information, and Communication”; “The Social Issues”; “Interviews; and Problem Solving”. One topic is discussed in one meeting.