Research and Information Collecting Instrument and Data Gathering

47

CHAPTER IV RESULTS AND DISCUSSION

The research findings and the analysis of those findings are discussed in this section. The writer presents the rationale on answering the problems formulation which was stated in Chapter I by modifying the instructional design model of Kemp and Yalden in the scope of Contextual Teaching and Learning’s principles. The problems are: “How is a set of instructional speaking materials using Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul designed?” and “What does a set of instructional speaking materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul look like?” In order to find out the answer of the first problem, the writer organized seven stages namely: 1 carrying out needs analysis, 2 listing standard competences, basic competences, and determining topics, 3 determining indicators, 4 selecting the teaching and learning activities, 5 material development, 6 evaluation, and 7 revision. The second problem is answered by presenting the material designed. 48

A. How a set of instructional speaking materials using Contextual Teaching

and Learning for eighth grade students of SMPN 2 Ponjong Gunungkidul is designed The writer states seven stages in answering the first problem. The following are those stages:

1. Carrying Out Needs Analysis

This first stage focuses on indentifying problems and finding out the respondents’ characteristics, backgrounds, needs and desires. The respondents of this study were an English teacher of SMPN 2 Ponjong Gunungkidul and twenty eight eighth grade students of SMPN 2 Ponjong Gunungkidul. In order to gain information, the writer conducted interview and distributed questionnaires. The writer classifies the findings in two sections. The explanation of each finding is described below: a The Findings of the Interview for the English Teacher of SMPN 2 Ponjong Gunungkidul An interview with an eighth grade English teacher of SMPN 2 Ponjong Gunungkidul was carried out on December 12 th , 2012. The questions were divided into three main categories namely Teacher’s Background, Students’ Background, and Materials and Teaching Activities’ Background. The writer delivered two questions about teacher’s background, two questions about students’ background and twenty questions about materials and teaching activities’ background. The questions were proposed to gain any information from the teacher’s perspectives. The detail of the interview’s findings is presented in the three tables: