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CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter is divided into two parts. The first pa rt is the conclusion to answer the questions in the problem formulation and the second part is the
suggestion in using the designed materials.
A. Conclusion
The aim of this research was to answer the two questions formulated in the first chapter, namely how a set of English supplementary reading materials using
Strategies-Based Instruction for grade VIII students of SMPN 1 Mungkid is designed and what the set of supplementary reading materials using strategies-
based instruction for grade VIII students of SMPN 1 Mungkid looks like. In conducting this research, the researcher has passed through several
processes based on steps in R D cycle. There were five major processes in this study namely conducting research and collecting information, planning,
developing preliminary form of product, conducting preliminary field test, and conducting main product revision. Those major processes covered the researcher’s
adapted instructional design model that was Kemp’s instructional design model. The steps of the adapted instructional design model were 1 conducting needs
survey, 2 stating instructional goals, topics and general purposes, 3 specifying the objectives, 4 listing the subject contents 5, selecting the teaching learning
85 activities and instructional resources 6 conducting an evaluation survey 7
revising and improving the materials. To present the final version of the designed materials, the researcher
revised the materials based on materials designed evaluation. The evaluation was obtained by distributing questionnaire to three English teachers of SMP N 1
Mungkid, an English Instructor of Lembaga Bahasa Language Institute Sanata Dharma University, and an English teacher of Bunda Mulia School Jakarta. The
results showed that the designed materials were generally acceptable and suitable for the eighth grade students of SMPN 1 Mungkid and would be able to facilitate
them to enhance their motivation in learning reading as well as to improve their reading skills. However, the designed materials still needed to be improved based
on the evaluators’ suggestions. There were some suggestions from the evaluators that were approved by the researcher. The researcher used those suggestions to
revise and improve the materials. To solve the second problem, the researcher presented the final version of
the designed materials. There are ten topics in the designed materials. They are described in table 5.1:
Table 5.1 The Topics of the Designed Materials
No Topics
Titles 1
Introduction to the text types Let’s Have A Good Start
2 Animals
Meet the Animals 3
Unforgettable Experience My Story
4 Interesting Places
What A Wonderful Palace 5
Outer Space Into Space
6 Biography
The Inspiring Woman
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No Topics
Titles 7
Myth From Gods and Goddesses Time
8 Exploration
Exploring the World 9
Folktale Long-Long Ago
10 Legend
It’s Believed to be True
Each of the topics requires 2 x 40 minutes and consists of three parts, they are: Unit 1:
1. Pre-Work 2. Get Closer to Descriptive, Recount and Narrative Texts
3. Check Yourself Unit 2
– Unit 10: 1. Build Your Knowledge
2. Show Your Skills 3. Check Yourself
B. Suggestions
The researcher would like to propose some suggestions for English teachers of SMPSekolah Menengah Pertama Junior High School who will
implement the materials and other researchers who will conduct similar research. 1. For English teachersinstructors
a. In implementing the materials, teachers should create a relaxed and comfortable atmosphere.
b. To teach reading strategies to students, teachers should be strategic readers too. Teachers should enrich their knowledge about the various kinds of
language learning strategies and practice the strategies themselves. By PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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