Conclusions CONCLUSIONS AND SUGGESTIONS

83

CHAPTER V CONCLUSIONS AND SUGGESTIONS

There are two main points discussed in this chapter. The first point examines the discussion of this study which is drawn from the results and discussion found in Chapter Four. Meanwhile, the second point discusses the suggestions for further researchers and English teachers, especially the English teachers of the tenth grade students of SMA BOPKRI I Yogyakarta.

A. Conclusions

To sum up what has been accomplished in this study, the writer concludes two points. The first point is related to the first question formulated in the Problem Formulation, namely how a set of reading instructional materials using Content- Based Instruction for the tenth grade students of SMA BOPKRI I Yogyakarta is designed. To answer the question, this study adapts Kemp’s instructional model and Yalden’s instructional model. Besides, the writer also implements the Six-T’s Approach proposed by Stoller and Grabe 1997 as the part of the steps of the writer’s model in designing the instructional reading materials. The reason of implementing the Six-T’s Approach is that the Six-T’s Approach is the framework for developing CBI course. The writer’s model comprises six steps including conducting needs survey, determining goals and general purposes, listing and organizing subject contents, specifying learning objectives, selecting teaching learning activities, and evaluating the designed materials. In addition, the writer’s model is in accordance with Educational Research and Development R D method as it was analyzed in Chapter Two. In designing the instructional reading materials, this study gathered the data related to the students’ needs, interests, lacks, and the description of the learning process by distributing the questionnaire and conducting the interview. The questionnaire was distributed to eighty five tenth grade students of SMA BOPKRI I Yogyakarta. Furthermore, the writer interviewed an English teacher of the tenth grade students of SMA BOPKRI I Yogyakarta. Besides, three English lecturers of English Language Education Study Program of Sanata Dharma University and two English teachers of the tenth grade students of SMA BOPKRI I Yogyakarta were also involved for the sake of obtaining the opinions, comments, and suggestions to revise the instructional materials. The second point of the conclusions in this study is related to the second question formulated in the Problem Formulation, namely how the reading instructional materials using Content-Based Instruction for the tenth grade students of SMA BOPKRI I Yogyakarta look like. The writer concludes that the reading instructional materials are successfully designed and the materials are relevant and appropriate for the tenth grade students of SMA BOPKRI I Yogyakarta. This can be seen through the results of the evaluation questionnaires, especially in the selected- response section that indicated the overall means which reached 3.9 on the scale of 5 as the total score. Nevertheless, the revisions were still carried out to achieve the better reading instructional materials. The complete revision of the designed materials is presented in Appendix I.

B. Suggestions