Designing a set of instructional speaking materials using contextual teaching and learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

DESIGNING A SET OF INSTRUCTIONAL SPEAKING

MATERIALS USING CONTEXTUAL TEACHING AND

LEARNING FOR THE EIGHTH GRADE STUDENTS OF

SMPN 2 PONJONG GUNUNGKIDUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjanaPendidikan Degree

in English Language Education

By

YulitaDwiPuspasari Student Number: 071214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

Hidup adalah soal keberanian menghadapi yang tanda tanyatanpa kita bisa mengerti tanpa kita bisa menawar.

Terimalah, dan hadapilah. ~Soe Hok Gie~

I dedicate this thesis to my late mother, a gift for her 53rd _birthday,

ABSTRACT

Puspasari, Yulita D. 2014. Designing a Set of Instructional Speaking MaterialsUsing Contextual Teaching and Learning for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul.Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The existing English textbook and learning situation in SMPN 2 PonjongGunungkiduldo not support the students to develop their speaking skills. The content of the existing materials in the textbook is still based on the students’ needs in general, uses general themes and contexts which are not related to the students’ daily life and experience, and does not provide enough contextual activities. Thus, Contextual Teaching and Learning is important to be applied since this approach enables the students to discover meaning by connecting the content of academic subjects with the context of their lives.

This study aimed at designing a set of instructional speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul by implementing Contextual Teaching and Learning approach. The problems formulation of this study were: (1) “How a set of instructional English speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul using Contextual Teaching and Learning is designed?” and (2) “What does a set of instructional English speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul look like?”

In order to answer the first question, the writer created seven stages for designing the materials by combining the instructional designed models of Kemp and Yalden and adopting the five stages of Research and Development (R&D) cycle. Those stages were: (1) Carrying out needs analysis, (2) Listing standard competence, basic competence, and determining topics, (3) Determining indicators, (4) Selecting the teaching and learning activities, (5) Material development, (6) Evaluation, and (7) Revision. The writer also implemented the seven principles of Contextual Teaching and Learning to develop the designed materials. The findings of evaluation stage showed degree of agreement valued> 3. It was concluded that the designed materials were ideal and applicable for the eighth grade students of SMPN 2 PonjongGunungkidul.

Answering the second question, the writer presented the final version of the designed materials after conducting the revision based on the feedback from evaluation stage. The revised version consisted of four units, namely: (1) How much does it cost?, (2) I love being me, (3) Follow me!, and (4) My amazing village. There were five phases in every unit. The five phases were: (1) Let’s dig, (2) Let’s plant, (3) Let’s fertilize, (4) Let’s grow, and (5) Let’s harvest.

ABSTRAK

Puspasari, Yulita D. 2014. Designing a Set of Instructional Speaking Materials Using Contextual Teaching and Learning. for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Buku pelajaran Bahasa Inggris dan situasi belajar di SMPN 2 Ponjong Gunungkidul tidak mendukung siswa untuk mengembangkan kemampuan Bahasa Inggrisnya. Isi materi masih berdasarkan kebutuhan siswa secara umum, menggunakan tema dan konteks yang tidak berhubungan dengan kehidupan sehari-hari dan pengalaman siswa, dan tidak menyediakan cukup aktivitas yang kontekstual. Oleh karena itu pengajaran dan pembelajaran kontekstual penting untuk diaplikasikan karena pendekatan ini membantu siswa untuk menemukan makna dengan menghubungkan isi pada mata pelajaran dengan konteks pada kehidupan mereka.

Penelitian ini bertujuan untuk merancang satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul dengan menerapkan pendekatan pengajaran dan pembelajaran kontekstual. Rumusan masalah dalam penelitian ini adalah: (1) “Bagaimanakah satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul menggunakan pendekatan pengajaran dan pembelajaran kontekstual dirancang?” dan (2) “Seperti apa bentuk satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul menggunakan pendekatan pengajaran dan pembelajaran kontekstual itu?”.

Untuk menjawab pertanyaan pertama, penulis membuat tujuh tahapan perancangan materi dengan mengkombinasikan model perancangan materi Kemp dan Yalden dan mengadopsi kelima langkah siklus penelitian dan pengembangan. Tujuh tahapan tersebut adalah: (1) Melaksanakan analisis kebutuhan, (2) Mencatat standar kompetensi, kompetensi dasar dan menentukan topik, (3) Menentukan tujuan, (4) Memilih kegiatan belajar dan mengajar, (5) Pengembangan materi, (6) Evaluasi, dan (7) Revisi. Penulis juga menerapkan ketujuh prinsip pendekatan pengajaran dan pembelajaran kontekstual untuk mengembangkan materi. Hasil pada tahapan evaluasi menunjukan tingkat kesetujuan bernilai > 3. Maka, dapat disimpulkan bahwa materi yang dirancang ideal dan dapat diterapkan pada siswa kelas delapan SMPN 2 Ponjong Gunungkidul.

Menjawab pertanyaan kedua, penulis menyajikan versi akhir materi setelah melakukan revisi berdasarkan masukan dari tahapan evaluasi. Versi yang telah direvisi terdiri dari empat unit, yaitu: (1) How much does it cost?, (2) I love being me, (3) Follow me!, dan (4) My amazing village. Ada lima fase dalam setiap unit. Kelima fase tersebut adalah: 1) Let’s dig, (2) Let’s plant, (3) Let’s fertilize, (4) Let’s grow, and (5) Let’s harvest.

ACKNOWLEDGEMENTS

First and foremost, I would like to thank the Almighty God “Jesus Christ”. He has taught me to be grateful for every single thing in my life. He has given me power to believe and pursue my dreams. He has convinced me to believe in myself. I could never have done this thesis without His blessing.

I acknowledge, with gratitude, my deepest thanks to Veronica Triprihatmini, S.Pd.,M.Hum., M.A., my thesis advisor, for her support, patience, advice, guidance, valuable comments and suggestions. I thank her for being a mother to me who always gives me endless love, care and help. I also wish to express my sincere thanks to LaurentiaSumarniS.Pd., M.Trans.St.,Monica Ella Harendita M.Ed. and Sr. Margaret O’Donohue, FCJ., for their willingness to evaluate the designed materials. I offer my profound grateful to all PBI lectures for sharing precious moments and knowledge.

I owe a debt of gratitude to the big family of SMPN 2 PonjongGunungkidul, for allowing me to feel the atmosphere of my old school and giving me a chance to conduct this study. I would like to deliver my gratitude to my teachers in SMPN 2 PonjongGunungkidul, especially for TitikPurwanti, S.Pd.,M.Hum., and BambangEkonoWarjianto, S.Pd,for their support, prayer, patience and guidance in completing the designed materials.

The greatest gratitude goes to my beloved parents: my late mother Sri Sumaryati and my father Martana for their endless love and prayer. I thank them for giving me strength and determination to be who I am today. I also deliver my sincere gratitude to my brother and his wife, HerySantosa, S.Pd, for his moral and

financial support, and Maria Kristianawati, A.Md, for her help. I thank deeply my twin sisters, Dina Lestari Pamungkas and Diana RahayuPamungkas, for giving me power through their cheerfulness. I also thank TatikSusiawati and PancaPrabowo for giving me unceasing encouragement. I would like to express my gratitude to SetroTaruno’s family, PawiroDimedja’s family, and NotoSuwarno’s family especially for my late Mbah Ti and Mbah Kung, Bapak, Mak’e, Budhe Mar, Mamo, PakdeMarno, BudheMarik, PakdeGito, Pakde Gino, MbakSuzi, MbakRegi, Mas Dimas, and DekLega for their tremendous care, support and prayer.

I would like to say thanks to all PBI’07 family, especially for Ika, Edha, Gabey, Reko, Indah, Asti, Galih, Asep and Bretya for the great support and the precious moments we shared together. Thanks for being you guys! I also thank my beloved friends, Adit, Afi, Rurun, Vian, Ferry, and Venda, for always being there when I needed a shoulder to cry on.

I offer my special thanks to AdiSetyanto, S.Pd, for his love and never-ending support. I thank him for always standing beside me throughout the hardest moments in writing this thesis. Words cannot express how grateful I am to be in his life.

Finally, I express my biggest gratitude to all people, directly and indirectly, who have given me help during the process of finishing this thesis.

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xv

LIST OF FIGURES ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problem ... 3

C. Problem Limitation ... 4

D. Research Objective... 4

E. Research Benefits ... 4

F. Definition of Terms ... 5

CHAPTER II. REVIEW OF LITERATURE ... 7

A. Theoretical Description ... 7

1. Instructional Design Model ... 7

a. Kemp’s Model ... 8

b. Yalden’s Model ... 13

c. The Writer’s Model ... 14

a. The Nature of Speaking ... 18

b. The Importance of Teaching Speaking ... 18

c. The Techniques in Teaching Speaking ... 19

3. Contextual Teaching and Learning ... 21

a. The Nature of Contextual Teaching and Learning ... 22

b. The Principles of Contextual Teaching and Learning ... 23

c. The Strategies of Contextual Teaching and Learning ... 26

d. The Definition of Learning Context in Contextual Teaching and Learning ... 28

e. Approaches in Implementing Contextual Teaching and Learning ... 29

4. Kurikulum Tingkat SatuanPendidikan (KTSP) ... 34

B. Theoretical Framework ... 36

CHAPTER III. METHODOLOGY ... 37

A. Research Method ... 37

1. Research and Information Collecting... 38

2. Planning ... 38

3. Development of Preliminary Forms of Product ... 39

4. Preliminary Field Testing ... 39

5. Main Product Revision ... 40

B. Research Setting ... 41

1. Setting of Time ... 42

2. Setting of Place ... 42

C. Research Participants ... 42

1. Research and Information Collecting Participants ... 42

2. Preliminary Field Testing Participants ... 43

1. Research and Information Collecting Instrument and Data

Gathering Techniques ... 43

2. Preliminary Field Testing Instrument and Data Gathering Techniques ... 44

E. Data Analysis Techniques ... 44

1. Research and Information Data Analysis Techniques ... 44

2. Preliminary Field Testing Data Analysis Techniques ... 45

F. Research Procedures ... 46

CHAPTER IV. RESULTS AND DISCUSSION ... 47

A. How a set of instructional English speakingusing Contextual Teaching and Learning for eighth grade students of SMPN 2 PonjongGunungkidul is designed ... 48

1. Carrying Out Needs Analysis ... 48

a. The Findings of the Interview for the English Teacher of SMPN 2 PonjongGunungkidul ... 48

b. The Findings of the Questionnaires for the Eighth Grade Students of SMPN 2 PonjongGunungkidul ... 52

2. Listing Standard Competences, Basic Competences, and Determining Topics ... 60

3. Determining Indicators ... 62

4. Selecting the Teaching and Learning Activities ... 63

5. Material Development ... 66

6. Evaluation ... 66

7. Revision ... 73

B. What a set of instructional speaking materials for the eighth students of SMPN 2 PonjongGunungkidul looks like ... .73

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 75

A. Conclusions ... 75

B. Recommendations ... 76

2. For FurtherResearchers ... 77 REFERENCES ... 78 APPENDICES ... 80

                                                                                   

LIST OF TABLES

Table

2.1.Yalden’sModel ... 14

4.1. The Interview’s Findings (Teacher’s Background) ... 49

4.2. The Interview’s Findings (Students’ Background) ... 49

4.3. The Interview’s Findings (Materials and Teaching Activities’ Background) 50 4.4. The Questionnaires’ Findings (Students’ Background) ... 53

4.5. The Questionnaires’ Findings (Students’ Opinion on Speaking Activities in the Classroom) ... 54

4.6. The Questionnaires’ Findings (Problem Faced by the Students in Speaking Activities) ... 55

4.7. The Questionnaires’ Findings (Speaking Activities which Expected by the Students) ... 56

4.8. Standard Competences and Basic Competences ... 60

4.9. Topics ... 61

4.10. Indicators ... 62

4.11. Materials Evaluation (Part 1) ... 68

4.12. Materials Evaluation (Part 2) ... 71

4.13. Revision ... 73

CHAPTER I

INTRODUCTION

This section introduces the study. It is divided into six parts: research background which describes the background of this study, problem formulation which formulates the questions which will be answered in this study, problem limitation which contains the scopes and the focuses in this study, research objectives which explain the expectations of the result, research benefits which explains the benefits of the study, and definition of terms which defines the concepts of the title which is aimed to avoid misunderstanding and misinterpretation when reading this study.

A. Research Background

The writer states one main reason for conducting this study. The reason is the use of English textbook for eighth grade students of SMPN 2 Ponjong Gunungkidul which does not support the students to develop their speaking skills. In this case, the English textbook used is “English in Focus for Grade VIII Junior High School”. The publisher of the textbook is Pusat Perbukuan Departemen Pendidikan Menengah 2008. There are at least three reasons why the writer states that the English textbook used does not support the students to master English. First, the content of the existing materials in the textbook is based on the students’ needs in general. Meanwhile, different learners in different schools have different needs. Second, it uses general themes and contexts which are not related to the

students’ daily life and experience. For example, the theme in unit 2 (Let’s Talk textbook) is about holiday but the context of the exercises present the pictures of the foreign’ famous places. The most learners will master the content of the materials easily if the materials themselves relate their themes and contents to the students’ real life and real experience. Third, it does not provide enough activities which are contextually able to encourage the students to reconstruct and construct their previous knowledge, new knowledge and meaningful learning experiences. The writer focuses on designing speaking materials because most of students have some problems in speaking. The designed materials are developed to help students overcome their speaking problems.

Based on such reasons, this study intends to design speaking materials based on Contextual Teaching and Learning. According to Nurhadi (2004), Contextual Teaching and Learning is a concept of learning approach that helps the teacher to teach subject matter by placing in the real context and relating to students’ previous experience (p. 103). By using this concept, the learning output is supposed to be more meaningful for the students. The learning process persists naturally where the students experience the knowledge by themselves, not by transferring the knowledge from the teacher. Contextual Teaching and Learning perceives that students are going to learn better if they connect the content they are studying to the life contexts in which that content can also be applied. The writer believes that this approach is appropriate to be used as a basis for designing speaking materials because of the foundation of philosophy in Contextual Teaching and Learning which is called constructivism. It encourages students to

face the problem, try to express and develop their idea. Contextual Teaching and Learning also empowers the writer to design the materials contextually based on the students’ needs, the students’ real life, the students’ experience, the students’ previous knowledge, the students’ new knowledge and the students’ meaningful learning experience. Hence, the concepts of Contextual Teaching and Learning are considered as the important aspect in designing a set of instructional English speaking materials in this study.

To sum up, this study aims to produce English speaking material based on Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul to help them to develop their English speaking skill. The concepts of Contextual Teaching and Learning intend to create the meaningful English speaking learning process for students.

B. Research Problem

This study intends to find out the answers of the problems which are stated as follows:

1. How is a set of instructional speaking materials using Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul designed?

2. What does a set of instructional speaking materials for the eighth students of SMPN 2 Ponjong Gunungkidul look like?

C. Problem Limitation

In this study, the writer focuses on designing a set of instructional English speaking materials. The designed materials are especially prepared for the first semester of the eighth grade students of SMPN 2 Ponjong Gunungkidul. It is not implemented in the classroom to find out its effectiveness. It is developed based on the principles of Contextual Teaching and Learning.

D. Research Objectives

There are two main objectives of this study. They are stated as follows: 1. To find out how a set of instructional speaking materials using Contextual

Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul is designed.

2. To present the designed materials.

E. Research Benefits

This study aims to dedicate its benefits to:

1. English Teachers

The designed materials are expected to be used as a reference to teach speaking in the classroom for the eighth grade students of junior high school. Besides, teachers are not only able to develop their comprehension on Contextual Teaching and Learning but also able to implement this principle in English speaking activity. The teachers can modify and add some interesting speaking activities to help the students improve their speaking skill.

2. The Eighth Grade Students of SMPN 2 Ponjong Gunungkidul

By learning speaking through these designed materials, the students will realize that speaking is easy to be learned. The activities which are designed based on the principles of Contextual Teaching and Learning is expected to enable the students in developing their speaking skill. The students are expected having a meaningful English learning experience especially in speaking.

3. The Further Researchers

Hopefully this study can be used as a reference for those who want to conduct research in designing a set of instructional English speaking material based on Contextual Teaching and Learning. The approach of Contextual Teaching and Learning is appropriate to develop the materials since this approach has some benefits to students. This study still requires some revisions and evaluations which will be useful for the other researchers to produce better designed materials in the future.

F. Definition of Terms

The following are some terms of the title which need to be defined in order to avoid misunderstanding and misinterpretation:

1. Instructional Materials

According to Dick and Carey (2009), instructional materials refer to any preexisting materials that are being incorporated, as well as to those materials that will be specifically developed for the objectives (p. 230). Instructional materials in this study are defined as the materials which are designed based on the syllabus

and the purpose is to help the students achieve the objectives. The contents of the materials are adjusted with the students’ level needs.

2. Speaking

Nunan (2003) said that speaking is the productive aural or oral skill which consists of producing verbal utterance to convey meaning (p. 48). Speaking in this study is defined as a communicative competence which means being able to deliver and apply the knowledge in real context in the form of speech production communicatively. Speaking encourages students to express their idea fluently and meaningfully in their daily life.

3. Contextual Teaching and Learning

According to Johnson (2007), Contextual Teaching and Learning enables students to connect the content of academic subjects with the immediate context of their lives to discover meaning (p. 88). In this study, Contextual Teaching and Learning helps students to have a meaningful learning process. Contextual Teaching and Learning is used as a basis to design the speaking materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

CHAPTER II

REVIEW OF RELATED LITERATURE

This section discusses some relevant literatures which are used to answer two main problems in the problem formulation. It is divided into two parts: theoretical description and theoretical framework. The theoretical description states some related literature which is useful in designing the materials. The theoretical framework explains the use of some theories in theoretical description in designing a set of instructional speaking materials using Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

A. Theoretical Description

This section explains the description of theories which are namely: Instructional Design Model, Teaching Speaking, Contextual Teaching and Learning, and Kurikulum Tingkat Satuan Pendidikan (KTSP). These theories are used as the guidelines in designing a set of instructional speaking materials. Further descriptions of each theory explain in the following sections.

1. Instructional Design Model

The writer modifies two instructional design models of Kemp and Yalden as references to compile the steps in designing a set of instructional speaking material. Further understanding about Kemp and Yalden’s model which includes the functions of each element or stage, relationship of every part in the stated figure and advantages of using this model will be presented in detail in this part.

a. Kemp’s Model

The Morrison, Ross, Kalman and Kemp model, known as Kemp’s Model defines nine elements of an instructional design plan. Morrison et al (2011) state nine components of the instructional design plan (p. 12). The figure of Kemp’s model is presented as follows:

Based on figure 2.1., there are four elements which are included in the analysis process. They are Instructional Problem, Learner Characteristic, Task Analysis and Instructional Objective. The following is the explanation of those elements:

1) Instructional Problem

Instructional problem as the first element requires the designer to identify problems and specify goals. According to Kemp (2011), instructional designer can use three different approaches to identify instructional problems: needs assessment, goal analysis, and performance assessment (p. 31). Needs assessment is used as a tool to identify the problems in an organization. The designer can first identify aims, and then establish, refine, and prioritize the goal in goal analysis.

2) Learner Characteristic.

In this element, learners’ characteristic and background knowledge are examined. Kemp (2011) stated three categories of learner traits are general characteristics (gender, age, ethnicity), specific entry characteristic (prerequisite skill for the instruction), and learning styles (preferred ways of learning) (p. 69). The understanding of learners’ characteristics can be used as valuable basis in designing the materials.

3) Task Analysis

This third element allows the designer to identify subject content and analyze task components related to the stated goal and process. The designer focuses

on determining learning context and performance context in this third element.

4) Instructional Objective

The last element in this analysis process is Instructional Objective. Objectives has an important function for instructional designer as Kemp (2011) stated they offer a means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning (p. 108).

There are another three elements which focus on designing process. They are namely: Content Sequencing, Instructional Strategies and Designing the Message. Those three elements are defined as follows:

5) Content Sequencing

Posner and Strike (1976) as cited by Kemp (2011), suggested three sequencing strategies based on how objects or events occur in the real world, concepts and their relationships to other concepts, and the interests and needs of the learner (p. 144). By organizing the content based on those strategies, it can help the designer to meet the learners’ expectations.

6) Instructional Strategies

The designer decides how to present material in this section. Kemp (2011) explained a well-designed instructional strategy prompts or motivates the learner to actively make these connections between what the learner already knows and the new information (p. 150). A good instructional strategy can encourage learners to master the objectives well.

7) Designing the Message

In this third element of designing process, the designer has to decide how to introduce the “message” to the learners. Prior to instruction, conduct a pre-test, state the objectives to the learners, and present and overview to the learners.

The rest two elements are under the developing and evaluating process. Development of Instruction concentrates on developing process while Evaluation Instruments requires an evaluating process. Further understandings of those elements are explained as follows:

8) Development of Instruction

This element of developing process encourages the designer to conduct the selection of resources and learning activities. Kemp (2011) stated in developing the instruction, it is important to stay focused on solving the performance problem (p. 204). Notice the objectives support the resolution for the instructional problem.

9) Evaluation Instruments

In this evaluating process, the designer conducts formative and summative evaluations according to the standards of achievement. This evaluation includes the opportunities for self-evaluation, as well as testing for skills, behaviors and attitudes. As stated by Kemp (2011), the selection of development of evaluation instruments begins with a reexamination of the evaluation questions and the types of outcomes they assess: knowledge, skill and behavior, and/or attitudes (p. 335).

The nine elements of Kemp’s instructional design process are enclosed in two ovals, the outer oval and the inner oval. The outer oval consists of Planning, Project Management, Support Services and Implementation. In project management, the designer drives on how he or she manages an instructional design project. Kemp (2011) explained that the project management process is divided into two major parts, applicable to both large and small projects: project planning and process management activities (p. 426). Support services include budgets, facilities, equipments and time which are used in the overall process of designing a set of materials. The implementation stage requires an infrastructure to implement and deliver instruction. It includes instructional delivery, instructional materials, scheduling, and instructors.

The inner oval consists of Revision and Formative, Summative and Confirmative Evaluation. In formative evaluation, the designer collects the information of program’s sufficiency and uses this information to the further development. As stated by Kemp (2011), its function is to inform the instructor or planning teams how well the instructional program is serving the objectives as it progresses (p. 272). In summative evaluation, designer tries out the program to see its effectiveness. Kemp (2011) added that summative evaluation is directed toward measuring the degree to which major outcomes are attained by the end of the course (p. 275). In confirmative evaluation, the designer checks learner’s satisfaction of the program and uses this follow up to evaluate the program. According to Moseley & Solomon (1997) as cited by Kemp (2011), similar to formative and summative evaluations, confirmative evaluations rely on multiple

data-gathering instruments, such as questionnaires, interviews, performance assessments, self-reports, and knowledge test (p. 276).

In this study, the writer adopts Kemp’s model because of its strengths. Kemp’s model has an idea of flexibility. Its cyclical figure gives freedom to the designer addressing any of the elements at any time. It allows the designer to decide what elements they need and skip some that he or she does not. This model also emphasizes that revision is encouraged throughout the process.

b. Yalden’s Model

Yalden‘s model has a purpose to design a syllabus which is based on the communicative needs of the learners. Yalden (1987) states that a communicative syllabus is a syllabus which is designed for describing a classroom experience which is more closely approximates an environment of real language use (p. 109). The teacher should prepare to develop the instructional materials after he or she has understood what type of syllabus will be applied to the classroom. The designer has to examine the overall process of planning a second language program in order to understand all of the constructing instructional design process. The instructional system development which is proposed by Yalden has some strengths in its selection of each step. The evaluation covers all aspects which consist of the evaluation of students, program and teaching. The steps of language program development are summarized as follows:

Table 2.1.Yalden’s Model (1987: 88)

Stage Description 1 Needs survey

Need survey should be conducted at the beginning of the instructional design. The purpose is to find out the information about the students’ need including their backgrounds and interests.

2 The Description of Purposes

Description of purposes in terms of students’ characteristics and students’ skill on entry to and exit from the program. After the designer conducted the needs survey, the teacher should identify the purpose of the students’ needs.

3 Selection of syllabus type

The selection of syllabus type is based on the students’ needs and the teaching and learning activities which will be applied.

4 Production of proto syllabus

This stage explores the description of language and language use to be covered in the program. After the teacher has decided what syllabus type will be used, he or she should go ahead to the description of the contents that will be included by the syllabus.

5 Production of a pedagogical syllabus

This stage covers the development of teaching, learning and testing approaches.

6 Development and implementation of classroom procedures

This stage includes selection of exercise types, preparation of lesson plans and weekly schedules and teaching techniques. It also includes teacher training in briefing on principles, desired outcomes and exploitation of teaching materials.

7 Evaluation

This stage includes the evaluation of students, program and teaching.

8 Recycling stage

This stage contains three main parts. First, determining the fit between goal set and students’ performances. Second, reconsidering the content. Third, revising the materials and methodological procedures.

c. The Writer’s Model

The writer combines and modifies the two instructional design models of Kemp and Yalden. The purpose is to determine the model that is appropriate to be

applied as guidelines in designing a set of speaking instructional materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul. The stages of the writer’s model are explained as follows:

Figure 2.2. The Writer’s Model

Stage1. Carrying out needs survey

This stage is adopted from Yalden model. The purpose of conducting needs survey is to find out the learners’ need, motivation and their opinion about

Carrying out needs analysis

Listing standard competences, basic competences, and

determining topics

Determining indicators

Selecting the teaching and learning activities

Material development

Evaluation

learning English especially in speaking. The writer distributes questionnaires to the eighth grade students of SMPN 2 Ponjong Gunungkidul and conduct an informal interview for the eighth grade English teacher of SMPN 2 Ponjong Gunungkidul. The result of needs survey is useful as the basis in designing the materials.

Stage 2. Listing standard competences, basic competences, and determining

topics

This stage is adopted from Kemp’s model. After carrying out needs survey, the writer lists standard competences, basic competences, and determines topics. Kurikulum Tingkat Satuan Pendidikan (KTSP) is used to determine and develop standard competences and basic competences. Topics are chosen based on the necessity to achieve goals.

Stage 3. Determining indicators

This stage is adopted from Kemp’s model. The writer specifies the indicators to know whether the basic competence has been achieved or not. Then, the writer makes a list of what the learners have to learn in every meeting. The learners are expected to be able to achieve the indicators completely.

Stage 4. Selecting the teaching and learning activities

This stage is adopted from Kemp’s model. The writer selects teaching and learning activities based on the principles of CTL. The writer uses some sources to find out teaching learning activities and teaching media which are appropriate to be implemented in the classroom.

Stage 5. Materials Development

In this stage, the writer begins to design the materials. The materials are designed based on what have been discussed in stage 2, 3 and 4 (Kemp and Yalden models). The materials are developed underlying the principles of Contextual Teaching and Learning.

Stage 6. Evaluation

This stage is adopted from Kemp and Yalden models. The evaluation is done by three English lectures of Sanata Dharma University. They analyze and give some feedback to the designed materials.

Stage 7. Revision

The findings of evaluation stage are used in this stage. The feedback and suggestions from the English lectures are useful to revise the designed materials. The purpose of revision is to improve the final version of the designed materials (Kemp and Yalden models).

2. Teaching Speaking

The points of this section are the nature of speaking, the importance of teaching speaking and the technique of teaching speaking. The theories below are used to help the instructional material designer understand the nature of speaking, why it is important to teach speaking for the eighth grade students of SMPN 2 Ponjong Gunungkidul, and what kind of speaking activities are appropriate to be implemented to the students.

a. The Nature of Speaking

According to Nunan (2003), speaking is a productive aural/oral skill (p. 48). It involves the production of verbal utterance to grasp meaning. Bygate states as cited by Louma (2004), the special features of speaking result from two sets of conditions under which people speak: processing and reciprocity (p. 104). Processing means that speaking involving action which simultaneously happens. Reciprocity means what a speaker says according to what his or her listener’s reactions. It also means that the speaker has to adapt and pay attention to his or her listener.

In this study, speaking means the students’ capability to deliver and apply their knowledge in real context communicatively in form of speech production. Speaking is the students’ capability to express their thought confidently, fluently, and meaningfully in their daily life. Speaking is expected can be used in students’ practical needs and daily activities.

b. The Importance of Teaching Speaking

Teaching speaking is important to learners’ language acquisition and academic learning. According to Goh and Burns (2012), second language learners who attend school or tertiary institutions where teaching is conducted in the target language can engage effectively in the discourse of an academic environment if they have good speaking abilities (p. 32). It means if students are able to do so, they will lose their chance to complete the academic standard with a good achievement. Goh and Burns (2012) add speaking also directly benefits learners because it can facilitate second language acquisition (p. 32). The students will

achieve the benefits of speaking if they are given the feedback of their performance by the teacher and focus on improving their communication problems.

Harmer (2007) said that teaching speaking provides opportunities for rehearsal give both teacher and students feedback and motivate students because of their engaging qualities (p. 123). Appropriate feedback engages students to modify their speaking problem effectively. This speaking material design hopefully can help the students to be able to produce language automatically. It means that the students will be able to use words and phrases fluently.

c. The Techniques in Teaching Speaking

In speaking, there are some activities that can be used to provoke speaking as a skill. Those activities can be used to help and motivate students to practice and improve their speaking skills. The followings are activities in teaching speaking:

1) Discussion

Green, Christopher, and Lam as cited by Murcia (2001), state that students will be more involved with and motivated to participate in discussions if they are allowed to select discussion topics and evaluate their peers’ performance; this idea is in line with the principle of students taking responsibility for their own learning (p. 106). Teacher should organize topics which are appropriate, interesting and motivating to the learners. Students can develop the topics into any kind of idea.

2) Role-plays

According to Harmer (2007), role-plays simulate the real world in the same kind of way, but the students are given particular roles-they are told who they are and often what they think about a certain subject (p. 125). In this activity, the students have to speak and act from their new character’s point of view. Role-plays encourage students to develop their creativity and imagination. 3) Problem solving activities

In problem solving activities, the learners are given a task to solve a problem using their opinions. Teacher describes a problem to students orally or in a written form. Students try to answer the problems given.

4) Simulation

Harmer (2007) said in simulations, students act as if they were in a real-life situation (p. 125). In this activity, the students are able to present their opinion although they have been given a role and its information. Simulation provokes students to improve their speaking skill trough their environment contexts.

5) Information gap

According to Nunan (2003), information gap is a useful activity in which one person has information that other lacks (p. 56). In this activity encourages students using English to share that information. Students have to share what they have known to whole of classmates.

6) Jigsaw activities

According to Nunan (2003), jigsaw activities are a bidirectional or multidirectional information gap (p. 56). The teacher gives the members of group separate and different parts of the whole to learn, and they have a responsibility to teach what they have learned to the other members of the group. No one member is given sufficient information to solve the problem or complete the questions. The information should be put together by listening and understanding to every member’s explanation.

7) Speeches

Speeches are a common activity in oral skill. According to Celce-Murcia (2001), topics for speeches will vary depending on the level of the student and the focus of the class, but in any case, students should be given some leeway in determining the content of their talks (p. 106). The students are asked to prepare the speech. The topics are chosen based on a particular context.

3. Contextual Teaching and Learning

The awareness of the need for a Contextual Teaching and Learning approach in learning is based on the fact that most students are not able to link what they have learned with its use in the real life. In this study, Contextual Teaching and Learning is going to be used as an approach in designing a set of English speaking materials for the eighth grade students of SMPN 2 Ponjong

Gunungkidul. The theories of Contextual Teaching and Learning are explained as follows:

a. The Nature of Contextual Teaching and Learning

Muslich (2007) defines the foundation of philosophy in Contextual Teaching and Learning (CTL) is constructivism, which emphasizes that learning is not only memorizing but also reconstructing or constructing new knowledge and new competence through facts or proportion which they experience in their life (p. 41). The knowledge and the competence can be constructed maximally if the learning process is done contextually. Johnson (2002) described CTL as system of instruction based on the philosophy that students learn when they see meaning in academic materials and they see meaning in schoolwork when they can connect the new information with their prior knowledge in their own pace (p. 3). According to Muslich (2007), CTL is a learning concept which helps the teachers in relating the materials and the students’ real life and encourages the students to make a relation between their existing knowledge and its application in their daily life (p. 41).

COR (Center for Occupational Research) in America as cited in Muslich (2007) spells out five underlying concepts to understanding the concepts of CTL (p. 41-42). Those concepts are abbreviated as REACT which stands for Relating, Experiencing, Applying, Cooperating, and Transferring. REACT is described as follows:

1) Relating is learning through the real life and real experience contexts. Learning should be used to relate daily life situation and new information to be understood or solved.

2) Experiencing is learning in the exploration contexts, discovery, and creating. It means knowledge which has been gotten is based on a critical thinking process through inquiry cycle.

3) Applying is learning in the form of applying the learning result to application and practical needs. The learners apply the concept and information to their future life.

4) Cooperating is learning in the form of sharing various information and experiences, responding, and communicating.

5) Transferring is the learning activity which uses knowledge and experience based on new context to get new knowledge and new learning experience.

In this study, Contextual Teaching and Learning is an approach which is used to help the eighth grade students of SMPN 2 Ponjong Gunungkidul to connect their recent information and their previous knowledge then apply them in the real context in form of communicative speaking.

b. The Principles of Contextual Teaching and Learning

Contextual Teaching and Learning has basic principles that should be considered while implementing it in the learning situation. Muslich (2007) states seven principles of Contextual Teaching and Learning (p. 44). The following are those principles:

1) Constructivism

Constructivism is the foundation of thinking philosophy in CTL. It emphasizes on the construction of the learners’ understanding which is done actively, creatively, and productively not only based on their knowledge and their previous knowledge but also from their meaningful learning experiences. The learners need to be accustomed to solving problems, find something which is useful for themselves, and develop their own ideas. 2) Questioning

Questioning is a learning strategy in CTL. In CTL, learning is the teachers’ effort in encouraging the students to understand something, guiding the students to find out the information, and knowing the development of the students’ thinking capability. Questioning activity is useful for: (1) digging information, (2) checking the students’ understanding, arousing the students’ responds, (3) knowing the level of the students’ curiosity, (4) knowing things which are known by the students, (5) focusing the students’ attention on things which are required by the teacher, (6) arousing more questions for the students, and refreshing the students’ knowledge.

3) Inquiry

Inquiry is the main activity in CTL. This activity begins with the observation of a phenomenon and continues with the meaningful activities to produce the students’ discovery. The knowledge and the competence which are gained by the students are not from the result of remembering a set of facts, but from the result of discovering the facts faced by them. The steps in inquiring are: (1)

formulating the problems, (2) observing and doing observation, (3) analyzing and presenting the result in the written, picture, report, diagram, table, and other work forms, (4) communicating and presenting the result to the other people (readers, classmates, teachers, the other audiences). The steps above encourage students discovering problems to formulating conclusions. It can stimulate students’ creativity and thought development.

4) Learning community

This concept suggests that the result of learning is better gained from cooperation with other people. It means that the result of learning is gained from sharing with friends, groups and people who know and do not know about things which can be done inside or outside the classroom. Learning which is packaged in the form of group discussion (heterogenic members and various amounts) supports this concept very much.

5) Modeling

This component suggests that the learning of particular knowledge and competence followed with models can be imitated by the learners. The models which are intended can be in form of giving examples of doing things. Modeling can be more understood by the students than explaining without giving models or examples.

6) Reflection

Reflection is the most important part in CTL. By thinking on what has been learned, analyzing and responding to all of the events, activities, or experiences which happened in the learning process, even giving suggestions

if needed, the learners are going to realize that the knowledge which they have got is the revision of their previous knowledge. The awareness of reflecting on things is important to help the learners to welcome new knowledge.

7) Authentic assessment

Authentic assessment is the main characteristic of CTL. It is a process of collecting any kind of data which can give description or information about the development of the learners’ learning experiences. Those descriptions or information should be known by the teachers to determine the validity of the learners’ learning process. Authentic assessment is intended to the process of observing, analyzing, and interpreting the collected data or the learners’ learning process. It gives the learners a chance to develop self assessment and peer assessment. The teachers are the constructive evaluators.

In this study, the materials will be designed based on the principles of CTL. The purposes are to help the students to: construct their understanding of information, encourage them to find out and know information, discover a phenomenon, cooperate with other people, learn from some modeling, reflect what they have learned and assess their learning process.

c. The Strategies of Contextual Teaching and Learning

A number of strategies can be developed through Contextual Teaching and Learning. Muslich (2007) describes six strategies which can be used in CTL (p. 49). Those strategies are described as follows:

1) Learning based on problem

Before beginning the learning process, the learners are asked to observe a phenomenon. Afterwards, they are asked to write down the problems which appear. The teacher has some responsibilities in guiding the learners to ask question, proving an assumption, and listening to their different perspective. 2) Using the learner’s environment to gain the learning experience

The teacher gives an assignment which can be done in various contexts such as in school, family, and society. The assignment is given by the teacher to give the learners a chance to learn outside the class. The expectation is the learners acquire experience based on what they are learning directly.

3) Giving a group activity

This activity can broaden perspective and develop the interpersonal capability. The teacher can arrange the group which consists of three, five or eleven students based on the difficulty level of the assignment.

4) Creating an independent learning activity

The learners are able to discover, analyze, and use the information with less or even without the teacher’s help. They need to pay attention to how they process the information and use their knowledge. The experience of CTL requires a try out in the beginning; providing a sufficient time and arranging reflection; also carrying on without teacher’s help in order to have an independent learning.

5) Creating a collaboration learning activity with society

The collaboration can be done with the learners’ parents, institution, company, and people who have good achievements in the society. This activity can motivate the learners to ask questions and learn through the society’s experience.

6) Applying an authentic assessment

In CTL, authentic assessment can help the learners to apply the academic information and the capability which they get in a real situation for a particular purpose. According to Johnson (2002), authentic assessment can give the learners a wide chance to show what they have learned in the learning process (p. 165). The assessment forms which can be used by the teacher include portfolio, group activity, demonstration, and written report.

d. The Definition of Learning Context in Contextual Teaching and

Learning

Context in contextual teaching and learning means giving meaning, relevancy and benefit for the learning. According to Nurhadi (2004) the term of “context” should cover cultural, social, economic, political, and personal context (p. 4). The followings are the explanations of those contexts:

1) Cultural context

This context encourages the students to be aware of the cultural issues in their society and help them to develop their ideas on how to deal with those issues.

2) Social, economic and political context

These contexts help the students to increase their understanding on social, economic and political issues which happened in their society. These contexts also encourage the students to provide solution to the problems that occur. 3) Personal context

This context helps the students to improve their communication skill and have a good interaction as a part of society.

This study enhances the students to deal with the contexts above. By involving those contexts in the material design, not only do the students understand the issues which are happening in their circumstance but they also have a capability to make a conclusion as on the meaning, relevancy and benefits by learning those contexts for their lives. The contexts in this study are based on the students’ need and the issues that are happening in the students’ society.

e. Approaches in Implementing Contextual Teaching and Learning

According to Berns and Erickson as cited by Nurhadi (2004), there are some approaches that can be implemented in Contextual Teaching and Learning (p. 19). The followings are the explanations of two approaches namely problem-based learning and cooperative learning:

1) Problem-Based Learning

According to Arends as cited by Trianto (2009), problem based learning is an approach which helps the students to solve an authentic problem which has the purposes of constructing their own knowledge, developing inquiry and thinking skill in a higher level, developing autonomy, and confidence (p. 92). It helps the

students to process the information in their mind and construct their own knowledge about the society.

a) The Characteristics of Problem-Based Learning

There are seven characteristics of problem-based learning according to Amir (2009, p. 22). Firstly, problems are used as the beginning of learning. Secondly, usually problems which are used are problem in the real world and being served in ill-structured. Thirdly, problems usually pursue the multiple perspectives with interdisciplinary contexts. Fourth, problem encourages the students to get learning in the new learning context. Fifth, it focuses on self-directed learning. Sixth, it uses various knowledge sources. Seventh, the learning is collaborative, communicative, and cooperative. The students work in groups, have an interaction with one another, have a peer teaching, and have a presentation. All of those characteristics should be covered in problem-based learning.

b) The Purposes of Problem-Based Learning

There are three purposes of problem-based learning. Firstly, it helps the students in developing their thinking skills and solving problem skills. Secondly, it helps the students to learn the roles of adult. Thirdly, it helps the students to be autonomous.

c) The Benefits of Problem-Based Learning

Implementing problem-based learning in the learning activities can give some benefits as follows: becoming more attentive and improving the understanding of the learning materials, improving the focus on a relevant

knowledge, encouraging thinking, developing teamwork, leadership and social skills, developing life-long learning skills and motivating the students.

d) The Steps of Problem-Based Learning

The process of problem-based learning is going to work well if the teacher has already prepared all of the instruments which are needed. The students should understand the process, and form small groups. Usually every group conducts the seven steps as follows: clarifying the definition and the concept which are unclear, formulating problem, analyzing problem, arranging ideas and analyzing them systematically and deeply, formulating learning objectives, looking for additional information from other sources, and compiling and testing the new information then making the report for the teacher.

e) The Roles of Teachers in Problem-Based Learning

Teachers have three main roles in problem-based learning. Firstly, the teacher facilitates the problem-based learning process. It begins with changing the learner’s thinking framework, developing the skills of questioning, and helping the students to get involved in group learning. Secondly, the teacher encourages the students to get the solving problem strategies. It begins with deep reasoning then critical thinking. Thirdly, the teacher mediates the process of finding information. It begins with looking for information sources, making a relation between one source with other sources, then giving clues.

f) The Assessment and Evaluation of Problem-Based Learning

The technique of assessment and evaluation which is appropriate to be applied in problem-based learning should assess and evaluate the students’

assignments which are based on their own observation output. There are some elements which are important in the assessment and evaluation in problem-based learning. They are: the group discussion activeness process in the classroom, the learning group process outside the classroom, and the presentation of the report and the paper. Some variations can be made to those elements for example: self-assessment, teacher self-assessment, and peer assessment.

2) Cooperative Learning

According to Richards and Rodgers (2001) cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of the learners in the classroom (p. 192). The purposes are to encourage cooperation, to develop critical thinking skills, and to develop communicative competence through socially structured instruction activities. a) The Purposes of Cooperative Learning

According to Johnson & Johnson as cited in Trianto (2009), the main purpose of cooperative learning is to maximize the students learning in improving the academic achievement and the individual and group understanding (p. 93). This approach helps students to work cooperatively in a group. The group ensures all members master the assigned materials.

b) The Principles of Cooperative Learning

There are five principles of cooperative learning which are summarized as follows: mutual dependence which is positive between the students, interaction between the students which is increasing, individual responsibility, interpersonal

and small group skills, and the process in the group. Those five principles should be covered in cooperative learning.

c) The Steps of Cooperative Learning

There are six steps in implementing cooperative learning. Firstly, the teacher extends the learning objectives which are going to be achieved and motivates the students to learn. Secondly, the teacher provides information to the students through demonstrations or literatures. Thirdly, the teacher explains to the students how to form a learning group and helps every group so they can do transition efficiently. Fourth, the teacher guides the learning groups when they are doing the assignment. Fifth, the teacher evaluates the learning output or every group presents their project. Sixth, the teacher finds out the ways to give some appreciations on the individual and group’s learning output.

d) The Methods of Cooperative Learning

Methods which can be used in cooperative learning are: STAD (Student Teams Achievement Divisions), jigsaw, group investigation, and structural method. In STAD, the students can use worksheets and help one another to complete the learning materials. In jigsaw, the students learn the material in an expert group then help the origin group learn that material. In group investigation, the students solve the complex inquiry. In structural method, the students do the assignment socially and cognitively.

e) The Roles of Teachers in Cooperative Learning

In cooperative learning, the teacher has five main roles. Firstly, teacher has a role as an inquirer who aims to see every single thing his or her students do.

Secondly, the teacher has a role as a creator who produces any kind of activities and brings atmosphere in the classroom. Third, the teacher has a role as an observer who observes the student’s interests, needs and understands the learning materials. Fourth, teacher has a role as a facilitator who facilitates the students to learn. Fifth, teacher has a role as an agent of change who has to change and control the class.

f) The Assessment and Evaluation of Cooperative Learning

Group assessment and cooperative self-assessment are used to assess and evaluate the learning process in cooperative learning. It aims to help the teacher find a way to improve the students’ learning and help the students to communicate what they have done to the group and the teacher in order to get the feedback which is important as their learning improvement.

Problem-Based Learning and Cooperative Learning are going to be used as scaffolding approaches in conducting Contextual Teaching and Learning. Their kind of activities and assessments are combined and modified. Both approaches are expected to help the teacher in producing successful activities and achievement of speaking.

4. Kurikulum Tingkat Satuan Pendidikan (KTSP)

According to Muslich (2007), Kurikulum Tingkat Satuan Pendididkan (KTSP) is an operational curriculum which is arranged and applied by each educational unit/school (p. 17). In KTSP, the school has a great opportunity to develop the curriculum based on the students’ need and interest. According to

Depdiknas (2006), the following is the overview of the objectives and materials scope of English language subject based on KTSP (p. 14):

a. The Objectives of English Language Subject based on KTSP

English language subject based on KTSP has three objectives. Those objectives present the expected outcomes that should be achieved by the students. The objectives are explained as follows:

1) To develop communicative competence both orally and written in a simple form to achieve the functional literary level.

2) To develop the awareness about the nature and the importance of English to access knowledge and to increase the national competitiveness in the global society.

3) To develop the understanding of the learners about the relationship between language and culture.

b. The Material Scopes of English Language Subject based on KTSP

KTSP states some materials scopes in English language subject. Those materials scopes should be mastered by students. The material scopes of English language subject can be summarized as follows:

1) Discourse competency which involves four skills (listening, speaking, reading, and writing).

2) Supporting competence, namely linguistic competence, factional competence, socio cultural competence, and strategic competence.

B. Theoretical Framework

To achieve the objectives of this study, it is important for the writer to understand the rationale of Contextual Teaching and Learning (CTL). In this study, CTL requires the teacher to relate the subject matter content of speaking to real world situations and motivate the learners to make connections between knowledge and its application to their lives. Therefore, the instructional materials should cover the seven principles of CTL to help the learners meet the objectives. Besides, context is the most important aspect that should be taken into account in designing the materials. The design material can not only guide the learners to use the context of their own circumstance but also enhance them to explore the meaning of context itself. The rationale of Problem-Based Learning and Cooperative Learning are used to help the writer integrate teaching activities in specific way and design the authentic assessment. Here, the writer combined the instructional design models of Kemp and Yalden. Those models are used since both of them complete each other. The materials are designed based on the rules of KTSP. By applying all of the concepts needed, it is expected that the design materials can meet the objectives and appropriate to the learners’ needs.

CHAPTER III

METHODOLOGY

This section presents the methods of the research and analysis, outlines the procedure in gathering and analyzing the data, and reveals the boundaries of the research. It is divided into six parts namely: research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedures.

A. Research Method

The research method used in this study was educational research and development (R & D). According to Borg and Gall (1983), educational research and development (R & D) is a process used to develop and validate educational products (p. 772). The process of this method used to the R & D cycle which consist of studying research findings pertinent to the product to be developed, developing the product based on these findings, field-testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage. This cycle is repeated until the products meet the objectives. There are ten major stages in the R & D cycle. They are research and information collecting, planning, development preliminary form of product, preliminary field-testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation.

In order to answer the two main problems in this study, the writer employed the five stages below:

1. Research and Information Collecting

According to Borg and Gall (1983), research and development collecting includes review of literature, classroom observations, and preparation of report of state of the art (p. 775). In this stage, the writer reviewed some relevant literatures to determine the state of knowledge in the study of concerned. Some educational books and a guideline of KTSP were used to help the writer achieve the goal. Borg and Gall (1983) also stated that interviews and direct field observations have also been useful supplements to the research literature in providing us with a foundation of knowledge upon which to develop a given educational product (p. 778). Based on such explanation, an observation was done to find out as much information as possible about the students’ social and cultural circumstances. Questionnaires were distributed to the eighth grade students of SMPN 2 Ponjong Gunungkidul to find out the students’ needs and interest. An informal interview was also conducted with the English teachers of SMPN 2 Ponjong Gunungkidul to find out how the speaking class activity was usually done and they were expected to give some information about the students’ needs, interests and difficulties.

2. Planning

Borg and Gall (1983) noted that the most important aspect of planning a research-based educational product is the statement of the specific objectives to be achieved by the product (p. 779). This stage included defining skills, stating objectives and determining sequences. The writer listed standard competences,

basic competences and determining topics. The writer used KTSP to determine and develop standard competences and basic competences. Topics were created based on the necessity to achieve the goals. Indicators were specified to know whether the basic competence had been achieved or not. Besides, the writer decided what the students had to learn in every meeting. All of the aspects above were useful to design appropriate syllabus and lesson plans to teach speaking for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

3. Development of Preliminary Forms of Product

According to Borg and Gall (1983), development of preliminary forms of product includes the preparation of instructional materials, handbooks, and evaluation devices (p. 775). The writer selected teaching and learning activities based on the principles of CTL and the students’ needs and interests. Borg and Gall (1983) added that an important principle that should be observed in developing the preliminary form of an educational product is structure the product so as to permit obtaining as much feedback as possible from the field test (p. 781). Based on such explanation, later the writer designed the materials to gain as much feedback as possible. The feedback was going to be used to evaluate and revise the materials design.

4. Preliminary Field Testing

Borg and Gall (1983) stated that the purpose of the preliminary field test is to obtain an initial qualitative evaluation of the new educational product (p. 782). The purpose of this stage was to obtain the evaluation for the materials design. After preliminary field testing, all data were compiled and analyzed.

Questionnaires were distributed to English lecturers. Those questionnaires were used to gain as much feedback as possible to revise the material design.

5. Main Product Revision

According to Borg and Gall (1983), revision of product is done as suggested by the preliminary field-test results (p. 775). After getting the feedback and suggestions from the lectures, the writer revised the material design. The material design was revised based on what the lectures recommended to produce a good final product.

The R & D cycle was used as the foundation in designing the materials. The writer’s stages were also under the principles of the R & D Cycle. Each stage of the R & D cycle and the writer’s model support and relate each other. In the research and information collecting stage, the writer carried out needs analysis. The process of listing standard competences, basic competences, determining topics and determining indicators were done in the planning stage. The stage of development of preliminary forms of product covered the process of selecting the teaching and learning activities and material development. Preliminary field testing included evaluation process. The last stage of R & D cycle namely main product revision covered the revision stage of the writer’s model. In order to give concrete explanation, the writer provided the relationship between the writer’s model and the R & D cycle which was shown in figure 3.1 on the next page 41. The figure showed that the writer’s model covering the R & D cycle.

Figure 3.1: The Writer’s Model Related to R & D Cycle

B. Research Setting

This section included some information about when and where the study was conducted. The explanation about this section was divided into two parts namely: setting of time and setting of place. The following is the explanation of those parts:

R & D Cycle The Writer’s Model

Stage 1

Carrying out needs analysis Stage 2 Listing standard competences, basic competences, and determining topics Stage 3 Determining Indicators Stage 4

Selecting the teaching and learning activities Stage 5 Material Development Stage 6 Evaluation Stage 7 Revision Stage 1

Research and information collecting

Stage 2 Planning

Stage 3

Development of preliminary forms of product

Stage 4

Preliminary field testing

Stage 5 Main product revision

1. Setting of Time

This study was conducted in December 2012. The research and information collecting questionnaires were distributed on December 12th, 2012. The interview was also conducted on the same day. The preliminary field testing questionnaires were distributed on April 1st, 2014 to obtain the feedback and evaluations from the participants.

2. Setting of Place

This study was conducted in SMPN 2 Ponjong Gunungkidul. It is located in Bedoyo Wetan, Bedoyo, Ponjong, Gunungkidul, Yogyakarta. It is situated in a karsts mountain area. It is about 58 kilometers from the city of Yogyakarta.

C. Research Participants

This section elaborated the participants in this study. The information about the students’ needs and evaluation for the designed materials in this study were obtained from the research and information collecting participants and the preliminary field testing participants. Further explanation about the participants is summarized as follows:

1. Research and Information Collecting Participants

The eighth grade students of SMPN 2 Ponjong Gunungkidul were needed as the participants to find out their needs and interest. The eighth grade English teachers of SMPN 2 Ponjong Gunungkidul were also involved as the interviewees to gain as much information as possible about the English speaking teaching activities in the class, the students’ need, interests and difficulties.

2. Preliminary Field Testing Participants

The participants in this section were three lecturers of Sanata Dharma University. They have been teaching English for long years. Their opinions, comments, feedback and evaluations were used to revise the final product.

D. Instruments and Data Gathering Techniques

This section elaborates the instruments and data gathering technique used in this study. It was divided into two parts namely: research and information collecting instrument and data gathering techniques, and preliminary field-testing instrument and data gathering techniques. The followings are the description of instruments and data gathering techniques in this study:

1. Research and Information Collecting Instrument and Data Gathering

Techniques

In the research and information collecting instrument, the writer used semi-open questionnaires which consisted of the checklist question with a number of possible answers. These questionnaires would discover the students’ needs. An interview was also conducted in the research and information collecting. The questions used were open-ended questions. The interview discussed the teacher’ experiences, her opinion on teaching speaking including the teaching approaches, materials, strategies, topics, teaching activities and the problem faced by the students.

The questionnaires were distributed to the eighth grade students of SMPN 2 Ponjong Gunungkidul. These questionnaires aimed to gain as much information

as possible about their needs. The interview involved the eighth grade student’s English teacher of SMP N 2 Ponjong. The interviewee was expected to give as much information as needed. Library study was also conducted to find some sources which were related to the study.

2. Preliminary Field Testing Instrument and Data Gathering Techniques

The instruments used in the preliminary field testing were closed and open questionnaires. The closed questionnaires were intended to obtain the opinions and comments on the materials design. The open questionnaires aimed to gain the feedback and evaluations to the materials design.

The questionnaires were distributed to three English lectures of Sanata Dharma University. The purpose of distributing questionnaires was to obtain as much as feedback and suggestions. The results of the questionnaires were used to revise and improve the designed materials.

E. Data Analysis Techniques

This section discussed the techniques of analyzing the data. There are two parts in this section: research and information collecting data analysis technique, and preliminary filed-testing data analysis technique. The data analysis techniques are explained as follows:

1. Research and Information Collecting Data Analysis Techniques

After distributing the questionnaires to the students and interviewing the teacher, the data were gathered and analyzed. The data were analyzed and

concluded used a particular formula. The following is the formula that used to calculate the data:

X = mean

∑ n = the number of the students who have the same answers N = the total number of the students

2. Preliminary Field Testing Data Analysis Techniques

This section is divided into two parts. First, the participants’ opinions and comments were summarized and concluded in the statistics form. Second, the participants’ feedback and evaluations on the materials design were explained in the descriptive form. The post design data analysis techniques were described as follows:

a) The statistic description of the participants’ opinions and comments

The questionnaires were shown in the column and raw data. A formula was used to analyze the data. The following is the explanation of the formula:

X = mean

∑ n = the participants’ answers

N = the total number of the participants

=

∑

100%

b) The descriptive form of the participants’ feedback and evaluations

After getting feedback and evaluations from the participants, the data were analyzed. The data were reported and interpreted in sentences. The data gathered were used to improve the final product.

F. Research Procedures

In this section, the stages taken in conducting this study were summarized. The writer employed eighth stages in conducting this study. Those stages are summarized as follows:

1. Asking permission for conducting the research 2. Collecting the information

3. Listing the competencies standard, the basic competence and determining the topics

4. Formulating the indicators

5. Selecting the teaching learning strategies 6. Designing the materials

7. Evaluating the materials 8. Revising the materials

Read the dialogues below and answer the questions that follow. (Bagas and Aminah is classmates. They are talking about their beautiful village.)

1st _Dialogue

Bagas : Our village is beautiful because it has many caves and cassava. Do you agree with me?

Aminah : Of course. Maybe we have to introduce them to the world.

Bagas : Great idea! It’s better to share them through our blog. Aminah : Yes, I agree.

• What are they talking about?

• Why does Bagas say that his village is beautiful?

2nd _Dialogue

(Linda and Vina are close friends. They are talking about karst mining in their village.)

Linda : Karst mining in our village causes some environment destructions. It also causes noise and air pollution. That’s why it’s better to be closed.

Vina : I don’t agree with you. That mining is one of the sources living for the people in this village.

Linda : They can find another job. Vina : Well, it’s not that simple Linda.

• What are they talking about?

• Why does Vina not agree with Linda’s idea? Activity 2.1

Student’s Book |     (Farid and Irwan are close friends. They are talking about their village folks arts.)

Farid : Our village folk arts are wonderful. Young people have to keep this wealth.

Irwan : That’s right. They also have to learn those folk arts. They are our village next generation.

Farid : That’s true.

• Does Irwan agree with Farid’s statement? • What does Farid say about his village folk arts?

Let’s fertilize!

Study the following explanation

Study the expressions below Activity 3

Activity 3.1

Agreement: The way people agree in an argument or discussion.

Disagreement: The way people disagree in an argument or discussion.

• Of Course.

• You’re absolutely right. • Yes, I agree.

Let’s grow!

Share your response to the situations below. (Situation 1)

Home industries in Bedoyo have to be developed.

• Your response :………

• Your personal opinion : ………... (Situation 2)

The tradition of “Rasulan” in Gunungkidul is important to be conserved.

• Your response :………

• Your personal opinion : ………... (Situation 3)

Traditional market in Bedoyo is better to be opened everyday.

• Your response :………...

• Your personal opinion : ………...

In groups, make a role-play based on the situations below. You and your friends are acting to be the village governments who have a meeting. One of you is the headman and the rest are the employees.

1. The headman says that the roadwork has to be done soon. Some employees agree while others do not.

2. The headman says that the society has to clean the village every Sunday. Activity 4

• That’s different. • I don’t agree with you. • However,…

• That’s not entirely true. • On the contrary…

Student’s Book |     Write your own learning summary about what have you learned in this unit.

How well did you learn in this unit? Tick on how well you have learned so far.

Complete the statements below according to your own opinion about this unit

No Statements Very well

Little Well 1 Define the meaning of agreement and

disagreement

2 Expressing agreement 3 Expressing disagreement

This unit is………. The most interesting part in this unit is………. The most difficult part in this unit is………... The part that I have to study more is………... Activity 5

Activity 5.1

What I have learned in this unit:

♥ ………..

♥ ………..

ABSTRACT

Puspasari, Yulita D. 2014. Designing a Set of Instructional Speaking

MaterialsUsing Contextual Teaching and Learning for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul.Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The existing English textbook and learning situation in SMPN 2 PonjongGunungkiduldo not support the students to develop their speaking skills. The content of the existing materials in the textbook is still based on the students’ needs in general, uses general themes and contexts which are not related to the students’ daily life and experience, and does not provide enough contextual activities. Thus, Contextual Teaching and Learning is important to be applied since this approach enables the students to discover meaning by connecting the content of academic subjects with the context of their lives.

This study aimed at designing a set of instructional speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul by implementing Contextual Teaching and Learning approach. The problems formulation of this study were: (1) “How a set of instructional English speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul using Contextual Teaching and Learning is designed?” and (2) “What does a set of instructional English speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul look like?”

In order to answer the first question, the writer created seven stages for designing the materials by combining the instructional designed models of Kemp and Yalden and adopting the five stages of Research and Development (R&D) cycle. Those stages were: (1) Carrying out needs analysis, (2) Listing standard competence, basic competence, and determining topics, (3) Determining indicators, (4) Selecting the teaching and learning activities, (5) Material development, (6) Evaluation, and (7) Revision. The writer also implemented the seven principles of Contextual Teaching and Learning to develop the designed materials. The findings of evaluation stage showed degree of agreement valued> 3. It was concluded that the designed materials were ideal and applicable for the eighth grade students of SMPN 2 PonjongGunungkidul.

Answering the second question, the writer presented the final version of the designed materials after conducting the revision based on the feedback from evaluation stage. The revised version consisted of four units, namely: (1) How much does it cost?, (2) I love being me, (3) Follow me!, and (4) My amazing village. There were five phases in every unit. The five phases were: (1) Let’s dig, (2) Let’s plant, (3) Let’s fertilize, (4) Let’s grow, and (5) Let’s harvest.

viii ABSTRAK

Puspasari, Yulita D. 2014. Designing a Set of Instructional Speaking Materials

Using Contextual Teaching and Learning. for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Universitas Sanata Dharma.

Buku pelajaran Bahasa Inggris dan situasi belajar di SMPN 2 Ponjong Gunungkidul tidak mendukung siswa untuk mengembangkan kemampuan Bahasa Inggrisnya. Isi materi masih berdasarkan kebutuhan siswa secara umum, menggunakan tema dan konteks yang tidak berhubungan dengan kehidupan sehari-hari dan pengalaman siswa, dan tidak menyediakan cukup aktivitas yang kontekstual. Oleh karena itu pengajaran dan pembelajaran kontekstual penting untuk diaplikasikan karena pendekatan ini membantu siswa untuk menemukan makna dengan menghubungkan isi pada mata pelajaran dengan konteks pada kehidupan mereka.

Penelitian ini bertujuan untuk merancang satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul dengan menerapkan pendekatan pengajaran dan pembelajaran kontekstual. Rumusan masalah dalam penelitian ini adalah: (1) “Bagaimanakah satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul menggunakan pendekatan pengajaran dan pembelajaran kontekstual dirancang?” dan (2) “Seperti apa bentuk satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul menggunakan pendekatan pengajaran dan pembelajaran kontekstual itu?”.

Untuk menjawab pertanyaan pertama, penulis membuat tujuh tahapan perancangan materi dengan mengkombinasikan model perancangan materi Kemp dan Yalden dan mengadopsi kelima langkah siklus penelitian dan pengembangan. Tujuh tahapan tersebut adalah: (1) Melaksanakan analisis kebutuhan, (2) Mencatat standar kompetensi, kompetensi dasar dan menentukan topik, (3) Menentukan tujuan, (4) Memilih kegiatan belajar dan mengajar, (5) Pengembangan materi, (6) Evaluasi, dan (7) Revisi. Penulis juga menerapkan ketujuh prinsip pendekatan pengajaran dan pembelajaran kontekstual untuk mengembangkan materi. Hasil pada tahapan evaluasi menunjukan tingkat kesetujuan bernilai > 3. Maka, dapat disimpulkan bahwa materi yang dirancang ideal dan dapat diterapkan pada siswa kelas delapan SMPN 2 Ponjong Gunungkidul.

Menjawab pertanyaan kedua, penulis menyajikan versi akhir materi setelah melakukan revisi berdasarkan masukan dari tahapan evaluasi. Versi yang telah direvisi terdiri dari empat unit, yaitu: (1) How much does it cost?, (2) I love being me, (3) Follow me!, dan (4) My amazing village. Ada lima fase dalam setiap unit. Kelima fase tersebut adalah: 1) Let’s dig, (2) Let’s plant, (3) Let’s fertilize, (4) Let’s grow, and (5) Let’s harvest.