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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two sub chapters. They are conclusions and recommendations. The first sub chapter is to conclude the research entry process.
The next sub chapter contains the recommendations for the materials users and the future researchers.
A. Conclusions
This study had aim to design integrated English reading and writing material for grade X students of SMA Katolik Villanova Manokwari. Referring to
research objectives, this study was conducted 1 to design an integrated English reading and writing material for grade X students and 2 to present an integrated
English reading and writing material for grade X students. This study formulated two research questions, which were how is an Integrated English reading and
writing for grade X students of SMA Katolik Villanova Manokwari designed? and how does the designing of an Integrated English reading and writing material for
grader X students of SMA Katolik Villanova Manokwari look like?. To answer the first question, this study was conducted by combining
Kemp ‟s 1977 and Yalden‟s 1983 instructional designing model, which is led
by RD cycle. The process applied the following stages;
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92 1.
Research and information collecting. This stage is to conduct the needs survey and the
students‟ characteristics identification. 2.
Planning. This stage consisted of developing general guidelines, identifying goal, topics, and general purposes, and specifying learning objectives.
3. Development of preliminary form of product. This stage was to list the subject
contents and to select the learning activities and resourcues. 4.
Preliminary field testing. This stage was to conduct evaluation on the designed product.
5. Main product revision. This stage was relevant to the recycling stage.
To answer the second research question, the writer conducted the evaluation on the designed materials by asking the experts to validate the
materials. The experts were the lecturer, three teachers, and three materials designers. Based on the evaluation results, the writer found the weaknesses of the
materials that needed to be improved. The suggestions to improve were to add some exercises on grammar, revise some instructions, verify some activities, use
some clear pictures and shorten some texts. The final version of the designed materials consists of seven units as
follows.
Unit 1 : What it is about? Unit 2 : Dear
Unit 3 : Curly hair and brown complexion Unit 4 :
My experiences Unit 5 : Write a story
Unit 6 : Papua lost paradise Unit 7 : TV Papua news
93 Accordingly, every unit has 5 sections which are Knock-knock, Writing
Section, Grammar Focus, Writing Section, and Assessing Yourself. Every unit takes 2 meetings in one semester, so to complete all units the target students need
14 meetings. The Knock-knock section is a pre-task activitiy that consists of observing pictures and answering related questions to direct s
tudents‟ attention to the topics and tasks to learn. The Reading Section is essentially a matter of
developing reading abilities including reading aloud, reading for general information and specific information, applying reading techniques and developing
vocabularies. The Grammar Focus section is grammar-focused task that consists of discussing and doing some exercises related to the simple grammar instructions
found in the reading texts. Then the Writing Section is focused on completing blank passages,
rearranging jumled-sentences, punctuating texts and producing a passage. This part promotes developing of writing skills using simple techniques which are
completing, rearranging, editing, producing and publishing. The Assesing Yourself section is post-task that consists of making summary of the lessons and
conducting the self-assessments. This part is used to mea sure the students‟
attainment of each unit.
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