Carrying Out Needs Analysis

52 in the group activity. Next, number 13 and 14 asked about the models which were used by the teacher. The teacher gave more examples as appropriate models for the students. The activity of modelling helped the students to understand the topics better. The models gave examples of dialogues and how to use any kind of expressions and delivered the teacher’s opinion on an intended topic. Number 17 and 18 observed about authentic assessment. The result showed the teacher used kinds of authentic assessment such as asking the students to make a written report, conducting an oral practice and involving them in a group activity. Teaching activity was only asked in question, number 19. The teacher only developed dialogue, discussion and game activities to teach speaking. She did not apply other teaching speaking activities in the classroom. The rest of the numbers, 20 up to 24 talked about materials’ context. Some contextual issues of cultural, social, political and personal were sometimes taught in the classroom by the teacher. The teacher also gave some examples of those contextual issues. Contextual Teaching and Learning were implemented by the teacher. However, she did not implement that approach well. She confessed her weakness in producing appropriate topics and materials for the students. b The Findings of the Questionnaires for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul The questionnaires were distributed to twenty eight students of VIII B SMPN 2 Gunungkidul on the same day as the interview on December 12 th , 2012. The lists of questions were classified in four different main points. Those points were intended to figure out Students’ background, Students’ Opinion on Speaking 53 Activities in the classroom, Problem Faced by the Students in Speaking Activities, Speaking Activities which were expected by the Students. The summary of the questionnaires’ findings presents as the following tables: Table 4.4. The Questionnaires’ Findings Students’ Background No Questions Options Number and Percentage 1. Since when did you learn English? a. Kindergarten 4 14.3 b. Elementary School 23 82 c. Junior High School 1 3.6 2. Have you ever joined an English Course? a. Yes 1 3.6 b. No 27 96.4 3. Between the following English skills, which one do you comprehend most? a. Reading 7 25 b. Writing 3 8.4 c. Listening 18 64.3 d. Speaking e. No one The findings of students’ background showed that 82 of the students had been learning English since they were in elementary school. There were 27 96.4 students who never joined an English course. Question number 3 asked about the English skill they comprehended best. 18 64.3 students stated that they mastered the listening skill. The reading skill was chosen by 7 25 students. The rest of the 8,4 students decided the writing skill as the English skill which they mastered most. Unfortunately, there was no one who chose the speaking skill. The last question implied that students were uninterested in speaking. 54 Table 4.5. The Questionnaires’ Findings Students’ Opinion on Speaking Activities in the Classroom From the data gathered, the writer summarized five main points about students’ opinions on speaking activities in the classroom. First, it was the discussion of topics. The topics were interesting for 13 46.4 students. 15 53.6 students were not interested in the topics. 6 21.4 students assumed that the topics were not related to their daily life. Nevertheless, 22 or 78.6 students said the opposite. The topics helped 12 42.8 students to think No Questions Options Number and Percentage 4. Does the teacher give interesting topics in speaking activity? a. Yes 13 46.4 b. No 15 53.6 5. Can the topics be related to your daily life? a. Yes 6 21.4 b. No 22 78.6 6. Can the topics help you think critically? a. Yes 12 42.8 b. No 16 57.1 7. Can the topics give a new knowledge? a. Yes 28 100 b. No 8. Can the topics be used for your practical needs? a. Yes 11 39.3 b. No 17 60.7 9. Does the teacher apply a group activity in speaking activity? a. Yes 28 100 b. No 10. Does the teacher give more examples than just explaining in speaking activity? a. Yes 12 42.8 b. No 16 57.1 11. Is there any reflection after speaking activity? a. Yes 28 100 b. No 12. How does the teacher help you to measure your own ability level in speaking? a. Using portfolio b. Including students in a group activity 9 32.1 c. Asking students to write a report 1 3.6 d. Students oral practice 18 64.3 55 critically. The rest of students 57.1 stated that the topics could not help them to think critically. All students 100 argued that the topics gave them a new knowledge. The topics could be used for practical needs especially for 11 39.3 students. 17 57.1 students stated the contrasting answer. Second, it was about group activity. Every student 100 answered that the teacher asked the students to learn in groups. Third, it was about modelling. There were 12 students or 42.8 who thought that the teacher gave more explanations than examples. However, there were 16 57.1 students who argued that the teacher gave more examples. Fourth, it was the reflection point. According to 28 100 students, the reflection was conducted after the speaking activity in the classroom. Fifth, it was the discussion about authentic assessment. The teacher helped the students to assess their own speaking skill by giving some authentic assessment. Based on 18 64.3 students, the teacher conducted an oral practice for the students. 9 32,1 students said that the teacher asked them to solve a task in a group. The rest 3,6 stated that the teacher asked them to make a written report. The finding of the last point indicated that the teacher mostly used an oral practice as an authentic assessment to help the students measuring their speaking ability. Table 4.6. The Questionnaires’ Findings Problem Faced by the Students in Speaking Activities No Questions Options Number and Percentage 13. What problems do you face in speaking activity? a. Having less bank account of vocabularies 0 0 56 b. Material and topic are difficult 3 10. 7 c. The difficulty in delivering an idea and opinion in English 16 57. 1 d. Method used is not supported 2 7.1 e. Being ashamed and afraid in making mistakes 7 25 According to the finding from question number 13, there were several problems faced by the students in speaking activities. Most of the students 57.1 thought that their problem in speaking was the difficulty in delivering an idea or opinion in English. 7 25 students listed the action of being afraid and ashamed to make mistakes as their speaking problem. The difficulty level of materials and topics were the speaking problem for 3 10.7 students. The remaining 2 students or 7.1 assumed that unsupported teaching method hinder them in speaking activity. Table 4.7. The Questionnaires’ Findings Speaking Activities which Expected by the Students No. Questions Options Rank Number and Percentage 14. Do you like learning English using cultural context? a. Yes 16 57.1 b. No 12 42.8 15. Do you like learning English using social context? a. Yes 18 64.3 b. No 10 35.7 16. Do you like learning English using economic context? a. Yes 21 75 b. No 7 25 57 17. Do you like learning English using personal context? a. Yes 25 89.3 b. No 3 10.7 18. Do you like speaking topic which can be related to your daily life? a. Yes 28 100 b. No 19. Do you like speaking topic which can help you think critically? a. Yes 27 96.4 b. No 1 3.6 20. Do you like speaking topic which can give you a new knowledge? a. Yes 28 100 b. No 21. Do you like speaking topic which can be used for practical needs? a. Yes 27 96.4 b. No 1 3.6 22. Do you like if learning in a group? a. Yes 27 96.4 b. No 1 3.6 23. Do you like if the teacher gives more examples than explanation? a. Yes 18 64.3 b. No 10 35.7 24. Do you like if there’s a reflection after the learning activity? a. Yes 19 67.8 b. No 9 32.1 25. Do you like if the teacher encourages you to measure your own ability level in speaking? using portfolio, group activity, written report, oral practice a. Yes 25 89.3 b. No 3 10.7 26. Choose four topics which you like most Choose one for every context a. My amazing village Cultural 1 19 67.8 b. Traditional Food Cultural 3 3 10.7 c. We are one Cultural 2 6 21.4 d. How rich it is Economic 2 8 28.6 e. How much does it cost? Economic 1 16 57.1 f. Wealth for life Economic 3 4 14.3 g. Doomsday 3 3 10.7 58 Social h. Think green Social 2 7 25 i. Follow me Social 1 18 64.3 j. Well, it’s me Personal 3 1 3.6 k. I have a dream Personal 2 7 25 l. I love being me Personal 1 20 71.4 27. What methods do you like in speaking activity? Sort from part which you like most a. Dialogue 3 15 53.6 b. Group Discussion 1 22 78.5 c. Role-play 4 17 60.7 d. Problem Solving 2 19 67.8 e. Simulation 6 20 71.4 f. Information Gap 7 16 57.1 g. Jigsaw 5 18 64.3 h. Speech 8 17 60.7 28. What kind of speaking material do you like? Sort from part which you like most a. Using interesting and understandable topics 1 18 64.3 b. Being able to give new knowledge and experience 2 12 42.8 c. Having varied pre-activity, whilst activity and post activity 4 21 75 d. Using several methods which can encourage students to speak actively 3 13 46.4 The following section presented the explanation of speaking activities which were expected by the students. 16 students or 57.1 of them agreed with the usage of cultural context to teach English, whereas 12 42.8 students did not agree. Social context was chosen by 18 64.3 students. 10 35.7 were not 59 interested in the implementation of social context. There were 21 students or 75 who stated they were interested in economic context. However, 7 25 students were not interested. Personal context was favoured by 25 89.3 students. 3 students or 10.7 disliked the usage of personal context. All of the students 28 100 welcomed the application of topics which could be related to their daily life. Most of the students or 27 96.4 students liked the topics which could help them to think critically. 28 100 students expected the topics which could give them a new knowledge. There were 96.4 or 27 students who liked the topics which could be used in their practical needs. Almost all of the students or 27 96.4 enjoyed learning in a group activity. 18 64.3 students liked the teacher who gave more examples than explanations. Nevertheless, there were 10 students or 35.7 of them disliked the teacher who gave more examples. The reflection activity was chosen by 19 67.8 students. The rest of the students 32.1 were not excited with the reflection activity. 25 89.3 students expected the teacher helping them to assess their speaking ability. Meanwhile, there were 3 10.7 students who stated the opposite. The students had chosen four topics based on their interest. They chose one topic for every intended context. A cultural context entitled “My amazing village” was chosen by 19 67.8 students. There were 16 students or 57.1 who chose the topic “How much does it cost?” in economic context. The topic of social context entitled “Follow me” was preferred by 18 64.3 students. Whereas the last one, personal context entitled “I love being me” was selected by 60 20 71.4 students. According to the students’ opinion, there were some methods they liked most in speaking activity. The methods were arranged in order based on their favourite level. Those methods were: group discussion 78.5, problem solving 67.8, dialogue 53.6, role-play 60.7, jigsaw 64.3, simulation 71.4, information gap 57.1 and speech 60.7. The students also stated the kind of speaking materials they liked. They liked the speaking materials which were interesting and understandable topics 64.3, were able to give new knowledge and experience 42.8, used several methods which could encourage students to speak actively 46.4 and had varied pre-activity, whilst activity and post activity 75.

2. Listing Standard Competences, Basic Competences, and Determining

topics After analyzing the needs survey’s findings, the writer formulated the standard competences and basic competences based on KTSP’s curriculum. It concentrated on the speaking skill area for the eighth grade students. The explanations of the standard competences and basic competences are listed in the table 4.8: Table 4.8. Standard Competences and Basic Competences Standard Competences Basic Competences • Conveying meaning in transactional and interpersonal conversation in daily life context • Conveying meaning in short functional text and • Conveying and responding to meaning in transactional to get things done and interpersonal socializing conversational accurately, fluently and acceptably by using simple spoken language in daily life context: asking, 61 monologue of descriptive and recount in the daily life context giving and refusing goodsservice, admitting and denying fact, and asking for and giving opinion • Conveying and responding to meaning in transactional to get things done and interpersonal socializing conversations accurately, fluently and acceptably by using simple spoken language in daily life context: inviting, accepting and refusing invitation, agreeing and disagreeing, and complementing and congratulating. • Conveying and responding to meaning of simple functional texts accurately, fluently and acceptably in daily life context • Conveying and responding to meaning of monologues texts of descriptive and recount accurately, fluently and acceptably in daily life context Furthermore, the topics were determined according to the basic competences and the principles of Contextual Teaching and Learning. The topics covered the contexts of economic, social, cultural and personal issues. Each context consisted of two topics. The writer produced eight topics but only four topics were used in designing the materials. They were unit 1, 2, 3 and 4. Those topics are organized as follows: Table 4.9. Topics Unit Contexts Topics 1 Economic How much does it cost? 2 Personal I love being me 3 Social Follow me 4 Cultural My amazing village 5 Personal I have a dream 6 Social Let’s think green 7 Cultural We are one 8 Economic How rich it is 62

3. Determining Indicators

The next stage was important to define the indicators. The indicators showed what the students should achieve in the whole learning activities. The basic competences and the principles of Contextual Teaching and Learning were combined to determine the appropriate indicators for the students. The list of indicators is stated as follows: Table 4.10. Indicator Unit Contexts Topics Indicators 1 Economic How much does it cost? Students are able to: • Convey the meaning of goods and service • Respond to dialogues about asking for, giving and refusing goodsservice • Produce dialogues about asking for, giving and refusing goodsservice 2 Personal I love being me Students are able to: • Convey the meaning of complimenting and congratulating • Respond to dialogues about complimenting and congratulating • Produce dialogues about complimenting and congratulating • Make ideational responses orally to short functional text of greeting cards 3 Social Follow me Students are able to: • Convey the meaning of opinion • Respond to dialogues about asking for and giving opinion • Produce dialogues about asking for and giving opinion 63 4 Cultural My amazing village Students are able to: • Convey the meaning of agreement and disagreement • Respond to dialogues about agreement and disagreement • Produce dialogues about agreement and disagreement 5 Personal I have a dream Students are able to: • Convey the meaning of invitation • Respond to dialogues about inviting, accepting and refusing invitation • Produce dialogues about inviting, accepting and refusing invitation • Make ideational responses to short functional text of invitations 6 Social Let’s think green Students are able to: • Respond to spoken monologue texts of descriptive • Produce spoken monologue texts of descriptive 7 Cultural We are one Students are able to: • Respond to spoken monologue texts of recount • Produce spoken monologue texts of recount 8 Economic How rich it is Students are able to: • Convey the meaning of fact • Respond to dialogues about admitting and denying fact • Produce dialogue about admitting and denying fact \

4. Selecting the Teaching and Learning Activities

The teaching and learning activities employed the seven principles of Contextual Teaching and Learning namely constructivism, questioning, inquiry, 64 learning community, modelling, reflection and authentic assessment. Those principles were the basis for choosing the applicable teaching and learning activities. The instructional activities under Contextual Teaching and Learning are defined in the explanation bellow: a Let’s dig The picture of a man digging illustrates the effort of discovering new knowledge by connecting the students’ previous knowledge and their environments issues. This section provided pictures of on-going economic, personal, social and cultural issues. The students answered some questions about those pictures in pairs or groups. The intended questions encouraged the students to convey the meaning of the unit’s title. It also introduced them to what they would learn in the whole learning process. This activity led the students to constructing new knowledge. b Let’s plant The woman planting picture visualizes the stage of questioning and inquiring a phenomenon. This part dragged students into the main topic by giving scaffolding questions and teaser examples. These activities allowed the students to observe and make their own definition and examples on the topic.