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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts, namely conclusions and suggestions. The first part deals with the conclusions from the writer made the problem formulation up
to the presentation of the designed materials. The second part deals with the suggestions that are expected to help the English teachers of arts field or anyone who
intends to conduct a further study on this field.
A. Conclusions
The students at SMK 1 Bantul Yogyakarta are expected to be able to speak in English especially related to their arts field. Hence, the writer applies communicative
tasks for the designed materials in order to help the students to increase their speaking ability. Their ability in English particularly in speaking skill will help them
to communicate with foreigners in order to promote the Javanese culture through world.
The conclusions of the research results are formulated as follows: 1.
In order to answer the first problem, how English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian is
designed, the writer combined the Yalden’s and Kemp’s models that will be presented as follows:
a. Conducting the needs survey
The writer conducted the needs survey or research information collecting by distributing questionnaire to the 40 first grade students at SMK 1 Bantul Yogyakarta.
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The need survey were helpful to find out the students’ needs, lacks and wants. The result was eight topics that were developed in the designed materials.
b. Determining goals, general purposes , and topics
The writer determined the goals or standard competence and the general purposes or basic competence based on the 2006 curriculum. Then the writer
formulated the topics taken from the research and information collecting and basic competence.
c. Formulating learning objectives
In this step the writer formulated the learning objectives or indicators based on the basic competence and selected topics.
d. Selecting the syllabus type
Here, the writer selected the syllabus type that is appropriate for the first grade students at SMK 1 Bantul Yogyakarta. Therefore, the writer employed the
functional syllabus in designing the syllabus. e.
Enumerating the subject contents The writer enumerated the subject content that was closely related to the
objectives and the students’ needs. f.
Deciding the teaching learning activities and resources In this step, the writer decided the instructional methods and instructional
resources that would be most appropriate for accomplishing each objective. g.
Evaluation Here, the writer combined the steps from Kemp and Educational research and
development. There were two sub-steps in this last step: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1 Preliminary Field Testing
Here, the writer distributed questionnaire to the teachers in order to make the designed materials improvement.
2 Main Product Revision
After the writer obtained the preliminary field testing result, the writer revised, improved, or changed some parts based on the result of preliminary field
testing result.
2. The second problem of the research is what will English instructional speaking
materials using communicative tasks for the first grade students of SMK Kesenian
look like. The answer of this problem is the final version of the designed materials that was presented in the Appendix 7.
B. Suggestions
Dealing with the above conclusions, there are some suggestions that are related to the designed materials. The suggestions are intended for two groups,
namely the English teachersinstructors and the future researchers. The brief description could be seen as follows:
1. English TeachersInstructors
In this part, the writer recommends some suggestions for the English teachersinstructors who intend to apply these designed materials.
a. The designed materials are intended for the first grade students in the arts field
especially at SMK 1 Bantul Yogyakarta. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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b. The teacher should know the students’ characteristics and background knowledge
before he or she applies the designed materials. The teacher should do observations and pre-test in order to know the students’ characteristics and
background knowledge. c.
The designed materials are intended to help the students to improve their speaking ability. Therefore, the teacher should motivate the students to speak as
much as possible. d.
The teacher who intends to apply the designed materials should have some preparation before applying the designed materials in the classroom. The teacher
should comprehend the syllabus, the lesson plan, the designed materials and also the teacher’s notes.
2. Future Researchers
In conducting this research, the writer only designs the materials and doesn’t implement them. Therefore, the writer recommends the future researchers to
implement the designed materials. It will be better for the future researchers to make some improvements in the designed materials.