Analyzing Learner Characteristics Listing the Topics and Stating the Objectives

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

This chapter consists of three parts. The first part is the steps of designing instructional writing materials for SMK BOPKRI I Yogyakarta. This part answers the first question in the problem formulation. The second part is the results of the surveys conducted by the writer. In this part, the writer elaborated the results of the needs survey and the survey on the designed materials. The last part is the presentation of the designed instructional writing materials for SMK BOPKRI I Yogyakarta. It is the answer to the second question in the problem formulation.

A. The Steps of Designing Instructional Writing Materials for SMK BOPKRI I

Yogyakarta The writer applied four instructional design steps in designing the writing materials for SMK BOPKRI I Yogyakarta. The steps were analyzing learner characteristics; listing the topics and stating the objectives; selecting, modifying, and designing materials; and also evaluating and revising the materials. The writer discusses each of the instructional design steps as follows.

1. Analyzing Learner Characteristics

In this step, the writer identified the learner characteristics by conducting a needs survey. The needs survey was conducted by distributing a questionnaire to the second grade students, 2 AP class and 2 AK class, of SMK BOPKRI I Yogyakarta on 17 th and 21 st May 2007. Moreover, to obtain additional information about the learner characteristics, the writer conducted an informal 39 interview with the English teachers of SMK BOPKRI I Yogyakarta on 28 th May 2007. Based on the data from the questionnaire and the informal interview, the writer analyzed the learner characteristics including their needs, lacks, interest, and learning styles. From the analysis, the writer found out that the learners aged between 16 and 18 years old. They had learned English for about 5 to 9 years. Most of them came from low-class family. They had low motivation to learn. Moreover, they were slow and passive learners. Seeing those facts, they really needed guidance in learning English. The complete data of the needs survey are presented in Appendix G.

2. Listing the Topics and Stating the Objectives

As previously mentioned in the problem formulation in chapter I, this study focused on designing instructional writing materials using Task-Based Language Teaching for SMK BOPKRI I Yogyakarta. Thus, the topics were developed from the KTSP of SMK BOPKRI I Yogyakarta. They were: a. Daily Activities b. Hobbies and Interests c. Writing Messages d. Professions e. Curriculum Vitae f. An Application Letter g. Past Events h. Future Plans 40 Then, the objectives were adopted from the KTSP of SMK BOPKRI I Yogyakarta. The general objective, which was called Competency Standard, was that the second grade students are expected to be able to communicate in English on elementary level. Furthermore, the specific objectives, which were called Basic Competencies, are presented in Table 4.1. Table 4.1 The Topics and the Basic Competencies Unit Topic Basic Competencies 1 Daily Activities 2 Hobbies and Interests The students are able to communicate using simple daily conversations with non- native speakers in the professional context andor the personal context. 3 Writing Messages The students are able to write simple messages based on direct interaction andor interaction through media. 4 Professions 5 Curriculum Vitae 6 An Application Letter The students are able to specify the jobs and the educational backgrounds of some professions orally and in written. 7 Past Events 8 Future Plans The students are able to tell about past events and future plans. Besides, it was necessary to state the indicators in order to make the students recognize the expected achievement after completing a particular unit. Heinich, Molenda, and Russell 1982: 37 state that a well-stated objective should include 41 three elements; they are performance, conditions, and criteria. An objective should always include what the learner is expected to be able to do after completing the course. Performance must be stated in an operationa l verb so that it is observable. Moreover, a statement of objective should include the condition of the performance and it should be relevant Heinich, Molenda, and Russell, 1982: 38. Furthermore, a well- stated objective should include the criteria or standards of the acceptable performance that is observed. The criteria may be described in quantity or quality or both Heinich, Molenda, and Russell, 1982: 39. Based on the explanations above, the writer took the achievement indicators from the KTSP of SMK BOPKRI I Yogyakarta and made suitable use of them to be used in designing the materials. They are presented in Table 4.2 overleaf.

3. Selecting, Modifying, and Designing Materials