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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:
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Table 4.1. The Interviews’ Findings Teacher’s Background
The two answers to teacher’s background proved that the eighth grade English Teacher of SMPN 2 Ponjong Gunungkidul had a good basic education on
English teaching. She had been teaching quite a long time in that junior high school. This case indicated that she had a lot of experience in teaching English in
SMPN 2 Ponjong Gunungkidul.
Table 4.2. The Interviews’ Findings Students’ Background
The questions number 3 and 4 showed the students’ background especially about their speaking ability. The students’ English speaking ability did not meet
the requirement of the curriculum standard. It was because they faced problems such as being afraid and ashamed to deliver an idea in English. They were not
confident with their English ability. Those problems were concluded as their English speaking problems.
No Questions Answers
1 What is your educational
background? S1English Language Education
Study Program of UNY 2
How long have you been teaching? It’s about 15 years. I’ve been
teaching English in this school since 1997.
No Questions Answers
3. How is the students’ English
speaking ability? The students’ English speaking
ability is far from the curriculum expectation. It is far from what I
expected.
4. What is the most difficult problem
faced by the students in speaking? They tend to be afraid and ashamed
to speak English. They are not confident with their own ability.
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