CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter discusses two parts, namely, conclusions and suggestions. The conclusions part presents the conclusions on the steps conducted in this study and
also the findings in order to answer the questions in the problem formulation. The suggestions part presents the recommendation for the English teachers of the school,
for the students, and other researchers.
A. Conclusions
The objectives of this study were to design a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of
SMAN 1 Depok and to present the designed set of the integrated listening and speaking materials. There were two problems in this study. They were: 1 how a set
of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok was designed, and 2 what the
designed set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok looked like.
From the results of distributing questionnaires to one class of Science department grade eleven of SMAN 1 Depok, it turned out that the students were
interested in learning listening skill which was integrated with speaking skill and
100 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learn those two skills in the form of group works. Therefore, the writer designed a set of integrated listening and speaking materials based on Collaborative Learning by
adapting Kemp’s model, R D method, and by considering the KTSP. The writer employed the instructional design models proposed by Kemp
1977 combined with R D method in order to answer the first problem
formulation. The writer adapted Kemp’s instructional design model and R D method which were furthermore applied in this study into five steps. The steps were:
1 research and information collecting including conducting needs analysis or identifying learners’ characteristics; 2 planning consisting of formulating goal and
general purposes, choosing some topics, and specifying the learning objectives; 3 developing preliminary form of product including choosing subject contents,
selecting teaching and learning activities and instructional resources, and designing materials; 4 preliminary field testing evaluation by carrying out expert validation
for the designed materials; and 5 main product revision. The writer, then, applied those five steps in designing a set of integrated listening and speaking materials based
on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok. The answer of the second problem was the presentation of the designed set of
integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok. The writer presented the final
revision of the designed set of materials on the appendix 8. The six units of the designed materials are presented on the next page.
Unit 1: Environment report text Unit 2: Education report text
Unit 3: The Legend narrative text Unit 4: Pourquoi Tale narrative text
Unit 5: Digital Library analytical exposition text Unit 6: Health analytical exposition text
Additionally each unit contained five sections, namely ‘Building Knowledge’, ‘Let’s Listen’, ‘Exercises’, ‘Let’s Speak’, and ‘Let’s Wrap Up’. The ‘Building
Knowledge’ section was applied for the pre-activity. The ‘Let’s Listen’, ‘Exercises’, and ‘Let’s Speak’ sections were applied for the main activities. In addition, the ‘Let’s
Wrap Up’ section was applied for the post-activity.
B. Suggestions
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