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CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions. First, the summary of the research is elaborated in the conclusion part. Second, the research provided
suggestions for the English teachers, the users of the designed learning model and the researchers in the similar field.
A. CONCLUSIONS
The focus of this study was to design the learning model for reading in Junior High School level. There were two research questions formulated in this study
consisting of major research question as the first research question and minor research question as the second research question.
To answer the first research question, the researcher applied the R D cycle by Borgh Gall 1983 combined with ASSURE model by Heinich et. al. 1982.
First, the researcher collected information for theoretical review such as the theory of reading, CALL and Interactive PowerPoint. All of them were available in
books and the internet. This step was included into Research Information Gathering
. Then the researcher started to set the goal and the topic material for the designed learning model from the syllabus. The syllabus was provided by the
school. This step was called as Planning. The researcher conducted observation in the class to find out the teaching learning condition in the class. Next, the need
analysis was conducted by delivering questionnaire to the students in grade 7 in SMP Pangudi Luhur 1 Yogyakarta and conducting interview with the English
teacher. Then, the learning model was started to be designed. This step was included into Developing Preliminary Form of Product. The next step was
Product Validation . This step was seen in the fourth step of R D. To get the
validation from the experts for the designed learning model, some questionnaire was distributed to three experts including two lecturers in English department and
one English teacher in Junior High School. The questionnaire consisted of comments, opinions, and suggestion from the experts that were set as guided
feedback to improve the designed learning model. This step was called as Product Revision
. Lastly, to arrive in Evaluate step, in which the fourth until sixth step of ASSURE model and the last two step in R D cycle, Main field Testing,
the researcher distributed questionnaire to the students after the designed learning model was implemented for three times. Based on the comments, opinion, and
suggestions from the students, the guided feedback was formed. Then, the designed learning model was evaluated and improved.
The post-implementation questionnaire contained of eight pedagogical aspects by Egbert et. al. 1999. The questionnaire was also employed as the
instrument to find the answer of the second research question. The indicators were included in the questionnaire to answer the second research question minor
question. Among the eight pedagogical aspects, all of them were dominantly appeared in the designed learning model. The pedagogical aspect that mostly
recognizable was learners have enough time and feedback 4.34. The designed learning model was designed with feedback included. The feedback strategy was
called Giving Answer Strategy. With this feedback strategy, students could directly know when they made a mistake in doing the exercise.
The second pedagogical aspect that dominantly appeared in the designed learning model was learners had opportunities to interact and negotiate meaning
4.33. The activity to interact and negotiate meaning appeared in Presentation Section and Exercise Section in which the students did learner-content interaction.
Learners interacted in the target language with an authentic audience 4.25 was the third pedagogical mostly appeared in the designed learning model. The
interaction with the authentic audience appeared in pre-activity in Presentation Section, Main activity in Check Your Understanding Section, and in post-activity
in Interactive PowerPoint Application for Mytext IPA-MT. Learners were exposed to and encouraged to produce varied and creative
language 4.15 is the fourth pedagogical aspect mostly appeared in the designed learning model. The activity that encouraged the students to produce creative
language was in post-activity in which the students were instructed to make a role paly script using IPA-MT.
The fifth pedagogical aspect mostly appeared in the designed learning model was learner autonomy was supported 4.13. The focus of CALL principle was to
promote learner autonomy. Most of the students could achieve the autonomous learning through the designed learning model.
The sixth pedagogical aspect mostly appeared in the designed learning model was learners were guided to attend mindfully to the learning process 4.13. To
attend mindfully learning process, students must find out the solutions when they
faced some problems in learning process. However, most of the students did not try to overcome their problems first but rather asking for their friends’ help. For
example, when the students find difficulties in doing reading comprehension exercise, they prefer to ask for help from their friends to answer the question
rather read again the text until they understand and answer it. Learners were involved in authentic tasks 3.95 was the seventh dominant
pedagogical aspect in the designed learning model. The involvement of the students with the authentic task was appeared in the post-activity with IPA-MT. In
this section, the users were asked to make role play script related to the topic material. However, since the time was not enough, the role play could not be
conducted. The last pedagogical aspect that was dominantly appeared in the designed
learning model was Learners worked in an atmosphere with an ideal stressanxiety level 3.93. Since the designed learning model was completed with clear
instructions, the students could follow the teaching learning activities well. All the mean scores of the eight pedagogical aspects were categorized as very good
designed model. Since the scores were between the range score 3.50 – 5.00 Best, 1980.
B. SUGGESTIONS
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