Discussion of the Designed Set of Materials Evaluation

56 4 It’s going to… a. What’s up? b. Try it c. Do you know about it? d. Be active 5 What is it? a. What’s up? b. Try it c. Do you know about it? d. Be active 6 Does it eat people? a. What’s up? b. Try it c. Do you know about it? d. Be active 7 What should I do? a. What’s up? b. Try it c. Do you know about it? d. Be active 8 Here is the process… a. What’s up? b. Try it c. Do you know about it? d. Be active The designed set materials and evaluation instruments were split into three parts, namely ‘Student’s handout’, ‘Lecturer’s Manual’, ‘Attachments’. It was done to make it easier for the teachers and the students in using the designed materials. Table 4.9 below describes the contents of each part: Table 4.8: The Content of Each Parts Part Name of the Part Content of the Parts 1 Student’s Handout Unit 1 : Hello Unit 2 : Nice day, isn’t it? Unit 3 : I don’t think so… Unit 4 : It’s going to… Unit 5: What is it? Unit 6 : Does it eat people? Unit 7 : What should I do? Unit 8 : Here is the process… 57 2 Lecturer’s Manual A Brief Description of the Course Unit 1 : Hello Unit 2 : Nice day, isn’t it? Unit 3 : I don’t think so… Unit 4 : It’s going to… Unit 5: What is it? Unit 6 : Does it eat people? Unit 7 : What should I do? Unit 8 : Here is the process… 3 Attachments Attachment 1 : ID cards for Unit 1 Attachment 2 : Weather cards for Unit 2 Attachment 3 : Sweet Reason for Unit 3 Attachment 4 : Lost Saw cards for Unit 5 Attachment 5 : Animal pictures and cards for Unit 6 Attachment 6 : Domino cards for Unit 7 Attachment 7 : Cards of pictures and question for Unit 8 The complete designed set of materials is presented in Appendix 4. 58

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This last chapter summarizes the findings of the study. It also provides some suggestions not only for the English lecturers who wish to use this design but also for future researchers.

A. Conclusions

The ultimate goal of this study was to design a set of English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta using task-based language teaching. To reach the goal, the writer adapted the instructional design models offered by Kemp and Yalden. The steps were: a Conducting Needs survey, b Considering the Goals, Listing the Topics and Stating General Purposes, c Specifying the Learning Objectives, d Selecting Syllabus Type, e Listing the Subject Contents, f Selecting the Teaching or Learning activities and Instructional Resources, and g Evaluation. The writer administered a survey study after completing the designed set of materials. It was done by distributing a questionnaire to obtain opinions, comments, and suggestion concerning the existing materials. The survey study revealed that the designed set materials were acceptable and appropriate. It could be seen from the central tendency in the descriptive statistics in which the means ranged from 4 to 4.5 in five points scale of agreement. However, revision and improvement based on the respondents’ suggestions were still necessary. Next, the writer presented the final version of the designed materials in order to answer the second question. The designed set of materials comprised of three parts