CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
The study's conclusions make reference to the study's research topics. Each point's specifics are discussed in the sections below. Students' aspirations reveal that they desire effective communication skills. Therefore, these results are very relevant to the purpose of this study where the focus of the English skill used is Speaking. The target needs of students also included wants, needs, and deficiencies. The researcher circulated questionnaires to get those data. The outcome demonstrates that understanding the topic or primary idea of speaking is necessary for students in order to reply when speaking with others. However, to facilitate communication, they want to improve their vocabulary mastery.
The majority of pupils need to work on improving their speaking abilities because they are not very proficient in grammar.
They can have a lot of vocabulary because it is one of the programs in their school where students must memorize at least 10 new vocabularies every day so they can speak English but not properly.
Additionally, the majority of students desired materials that included a list of vocabulary words because doing so would make it easier for them to look up unfamiliar or challenging phrases when speaking. In addition, the students agreed that it was appropriate to include materials with vivid illustrations. When it comes to learning demands, they cover procedures, input, setting, and roles for teachers and students.
According to findings from the need analysis, the learners
expressed interest in speaking activities that involved a vocabulary word list and were related to international, national, and local cultures with the themes of foods, history, famous people, tourist attractions, art, folktales, historical places, rituals, and patriots.
They desired to work in couples, small groups, and alone on speaking assignments. The teacher aids the students' learning and serves as a source of information, with the teaching and learning process is meant to involve active participation from the pupils.
In reality, inclusion of intercultural elements in the English materials receives favorable feedback from the pupils. They think that by incorporating intercultural principles into their study abroad program, they will benefit in particular by reducing culture shock, increasing their respect for Indonesia's cultural diversity, and preserving their own native culture. The students concurred that maintaining local knowledge from North Sumatra won't make them feel superior to people from other backgrounds, but it would serve as a reminder of the culture and its principles.
The developed product called Speaking: Exploring Mine &
Other’s Culture (A Supplementary English Textbook for Junior High School Grade VIII). The supplementary book was divided into nine modules that concentrated on intercultural content and speaking exercises. The unit design covered Title, Come on Begin, Time to Speak, Reflection, Summary, Values, and Glossary. Each unit will be given a title according to what topic will be discussed.
These topics are elements of interculturalism, namely historical places, tourist attractions, art, folktales, foods, rituals, famous people, history, and patriots in international, national, and North
Sumatra settings. Come on begin, at this stage the students will be introduced beforehand or even remind them of the topics that will be discussed in the unit, such as giving some questions that they must answer briefly. Time to Speak, the core activity is in the practice of teaching and learning, where the activities are devoted to speaking skills, such as conversation, roleplay, discussion, speech, and storytelling. These activities will be themed according to the topic of discussion or the title of the unit and take into account the components of speech such as comprehension, grammar, fluency, vocabulary, and pronunciation. After doing various activities, the students will reflect on what they have learned. Summary is very useful for reminding and making it easier for students. In the Values section, it will explain what intercultural values are contained in each task, such values as honest, patience, respect, etc. And lastly is the glossary, which is a collection of vocabulary contained in the tasks, which will help the students if they don't know the meaning.
Responses from teachers and students regarding the appropriateness and suitability of the books that have been made by the research are the final stage that must be passed. The researcher interviewed with YPI Hikmatul Fadhillah Medan's eighth-grade English teacher. The interview's findings revealed to the researcher that this school utilized an English textbook with the title „Passport to the World‟ which was oriented to the Curriculum 2013. The researcher added that several sections of the textbook did not adequately address current issues, combined all skills into one unit without a clear explanation, did not go into detail about the
principles taught in each activity, and had too many repetitive tasks.
The English lecturer and instructor assessed the product's language, procedure, intercultural insertion, presentation, and graphics. The expert's conclusion reveals that the developed item was rated as "very good" because its mean value falls within a range of 3.25 to X to 4.00.
On top of that, based on the mean value of the data gathered from the field test and tryout, the pupils exhibit good reactions toward the developed product. When it comes to judgments of their intercultural competency, the majority of pupils display favorable knowledge of the culture. The most of students firmly concur that Indonesian culture differs from that of other nations like the United Kingdom and the United States. They strongly concur that they may compare cultural components from many nations, Indonesia, and even North Sumatra itself, in addition to knowing that every country has unique cultural characteristics. Thus, this shows that when they are able to understand differences, it means that they also show tolerance and respect for other cultures.
In conclusion, this study has been successful in answering its research questions by using supplemental English-speaking materials that are appropriate for junior high school students, especially those in North Sumatera. Due to the excellent feedback from the lecturer, teacher, and students on the generated product's content and implementation, this product is suitable for usage as speaking supplementary materials. The urgency of incorporating international values into the speaking English materials informed
the implementation of this study. Values are the most crucial part of culture since they have a significant impact on people's conduct.
Values of the culture in which one was raised shape one's basic beliefs about what constitutes the good life. The incorporation of intercultural values into ELT is due to the notion that the recent objectives of ELT go beyond helping students mimic native speakers and instead aim to prepare them to participate appropriately in global interactions that involve not only English speakers but also those from non-English speaking nations.
Nonetheless, the widespread use of English in Indonesian textbooks hasn't led to the incorporation of intercultural principles.
The incorporation of culture still only focuses on the superficial values found in those elements, such as the provision of culturally themed photos, texts, and activities. Students will benefit from international exposure since it can increase their understanding of linguistic and cultural distinctions. It can foster acceptance and tolerance of various cultural norms.
B. Suggestions