Tanti Sukmahidayanti, 2015
THE UTILIZATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the research. This chapter consists of two parts,
conclusions and suggestions that is expected to be some of use for the future research.
5.1Conclusions
The research had attempted to answer questions related to teacher’s preparation in utilizing
instructional media and the ways the teacher utilized instructional media in teaching English
to young learners. The elaboration of each point was given below.
First the teacher did two kind of preparations in utilizing instructional media which were
still not optimum. The preparations dealt with preparing the materials and selecting the
instructional media, which he did a night before teaching and only read from one source, the
course book. These preparations were intended to master the materials and create the
appropriate activities to involve the students in teaching learning activities. The teacher
succeed in mastering the materials but in terms of creating varied activities, this decision was
not wise. By only spending a night before teaching, the teacher tended to create the same
activities in every meeting. Whereas, with his material mastery, he could involve his students
more through varied activities.
Second, the ways teacher utilized instructional media in the classroom are depended to the
types of instructional media he used and the utilization was not optimized. There was a little
variation in the media utilization. Whereas, he could utilize the media more if he spent more
time to create meaningful teaching learning activities and spent less time overthinking other
factors which were irrelevant to the teaching and learning activities.
Teacher’s perception on teaching English to young learners was also reflected during the observations. By utilizing the only provided media, the teacher tried to achieve his goal in
teaching which was encouraging his students to communicate in English simply. By utilizing
the media, he involved the students to practice some words in English and he tried to expand
Tanti Sukmahidayanti, 2015
THE UTILIZATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
5.2Suggestions
There are several suggestions that probably can be useful for the further studies. These
suggestions are divided into two parts, suggestion for English teachers and for further
researchers who are interested in the same field.
Several recommendations for English teachers who are interested to utilize instructional
media in teaching English to young learners are: (1) teachers are recommended to spend more
time in preparing the instructional media before teaching, so the utilization of instructional
media in the classroom will be more optimum; (2) teachers are suggested to think creatively in
utilizing the instructional media, so the teacher could create more activities to build meaningful
teaching – learning; (3) teachers are suggested to take a training program to improve their
ability in selecting or designing instructional media to facilitate them in delivering the materials
attractively.
There are some suggestions for further researchers who are interested in investigating the
utilization of instructional media in teaching English to young learners: (1) the further
researchers are suggested to choose another level accreditation of school, so that the researcher
could see the difference of media utilization by other teachers; (2) lastly, the further researcher
are suggested to use teacher’s journal to acquire deeper information about how the teacher
perceives instructional media in his/her teaching, so that the researcher could see the deeper
