Presentation of the Designed Set of Instructional Materials

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CHAPTER V CONCLUSION AND SUGGESTION

This chapter consists of two parts, namely conclusions and suggestions. The first part concludes all of the important things in this study. The second part deals with the suggestions for English instructors, the learners, and the future researchers.

A. Conclusions

As stated in chapter I, this study is conducted to design a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta. The writer started the study by formulating two problems to be answered. They were: 1 How is a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta designed? 2 What does the designed set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta look like? To solve those two problems, the writer employed Educational Research and Development R D method. Actually there are ten steps on the R D cycle. However, the writer, in this study, did not employ all the Educational R D cycle. The writer conducted a Small Scale Educational R D cycle which only 94 included steps one to five since the Small Scale Educational R D had represented the main idea and purpose of Educational R D. Besides, the writer had limited time and capacity to all the steps of R D cycle. The writer only designed the materials, not implemented. The steps were 1 Research and Information Collecting, 2 Planning, 3 Develop Preliminary Form of the Product, 4 Preliminary Field Testing, 5 Main Product Revision. In order to answer the first question of the problem formulation, the writer adapted the combination of two design models Kemp and Yalden as the implementation of Educational Research and Development R D method. The steps used were 1 conducting needs survey, 2 stating goals, topics, and general purposes, 3 specifying the learning objectives, 4 listing the subject content, 5 developing the syllabus, 6 selecting teaching and learning activities, 7 conducting an evaluation survey, 8 revising and improving the designed materials. The steps of theoretical framework is not against the steps of the Small Scale Educational R D since the Small Scale Educational R D protects the theoretical framework as its methodology to make a well designed materials. To answer the second question of the problem formulation, the writer designed a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta. Then, based on the data obtained from the evaluation survey, they indicated that the participants gave positive responses to the designed materials. The total mean of the designed materials after being calculated using the central tendency mean was 4.36. It 95 meant that the designed materials were well designed and acceptable for teaching mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta. Besides, the participants also gave suggestions for the improvement of the materials and the writer made some revisions and improvements based on their suggestions. Finally, the final version of the designed materials contained eight units, topics, and titles. They are presented as follows. Unit 1 : Good Morning, Students. - Greetings; Saying goodbye - Numbers Unit 2 : Who is absent today? - Checking the attendanceroll call; Responding lateness tardiness. - Number periods; Decimal Fractions Unit 3 : Let’s review the last lesson - Reviewing topics; Collecting homework - Positive negative numbers; Comparing ordering integers Unit 4 : Are you ready to move on? - Getting started, monitoring readiness; handling distraction interruptions - Addition and Subtraction story problems; adding money and getting change problems 96 Unit 5 : Anybody knows the answer? - Calling on students; Verifying - Rounding; Estimation Unit 6 : Bingo - Giving high-quality student comment; Asking students to make pairgroup work - Multiplication and Division; Unit Story Problems Unit 7 : Say it louder, please. - Giving Instruction; Sequencing - Fractions; Mixed Numbers Unit 8 : Prepare the next chapter for Monday - Summarazing and Concluding; Ending the lesson - Exponent and Root; Algebra Forms The writer divided the subject contents of the designed materials into five main parts in each unit. They are Snapshot, Conversation, Focus...Focus...Focus..., Review-Do you remember? and What have you done?. Those are divided into two sections in each unit. Each section has Snapshot, Conversation, and Focus...Focus...Focus... . Review and What have you done? are the last parts of each unit functioned as a brief discussion of material which is already learned. Snapshot part is the pre-activity to create learners’ interest, activate leaners’ prior knowledge, and introduce the topic. Conversation part gives the learners the examples of situations in which a teacher teaches a mathematics topic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 97 and uses some classroom language expression that will be discussed in the next part. It also facilitates or enhances learners’ speaking ability. Focus...Focus...Focus... part is the main activity where the learners learn classroom language expressions and mathematics part. Review part is to have a brief discussion of subject matter already learned. What have you done? part is the last activity in which learners check what they have done in each unit. The designed materials are also equipped with “list of vocabulary”, “how to use the book”, and “appendixes” to do games. It makes both learners and instructors understand the materials easier.

B. Suggestions

In this section, the writer also intends to offer some suggestions for the English instructors, the learners, and the future researchers. The suggestions are presented as follows: 1. For the English instructors Instructors should have a good preparation before the teaching learning activities. The instructors should have in-depth understanding of the topics, situations, and roles. This can be done by reading the situation and learner’s role in lesson plan and “how to use the book” section several times to know what to do in the teaching learning process. In using the material, the instructor must give careful attention to the time management and the number of learners. Although in lesson plan it is stated that one unit is for three meetings, in fact one unit can be used for three or four PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI