materials evaluation for Vocational School by BSNP which consist of four aspects. They include content, presentation, language and lay out.
B. Conceptual Framework
The English Speaking Club needs materials to assist the students learning which are appropriate with the needs of the participants in terms of their majors
and proficiency levels. Therefore, suitable materials need to be developed.
The materials are developed based on the criteria of good learning materials. According to Tomlinson 1998:7, good materials should have impact of novelty
and variety, should be relevant and useful, develop the students confidence, put students at ease and soon. While according to Skeldon on Tomlinson 2008:60,
good learning materials has characteristics such as suitable and useful for the students with particular need of language, materials help students to get genuine
communicative purpose, materials suits to the studen ts’ level of proficiency,
materials provide pre-activities and follow up activities, materials use illustrations to help students to understand the content of the materials and finally the materials
allow students to have discussion activities to express their own thought and ideas.
English Speaking Club is under the issue of English for Specific Purpose. Hence, the materials are developed based on this approach as well. According to
Hutchinson and Waters 1987:19, English for Specific Purposes is an approach to language teaching which is based on the learners’ needs. The procedure of
materials development will be based on the model of materials development proposed by Gall, Gall and Borg 2003.
The preliminary step in developing materials is administering needs analysis. According to Basturkmen 2010, needs analysis is the key component of ESP. It
aims to find out the needs of the participants. The needs analysis is done by distributing needs analysis questionnaire to the students. The questionnaire
contains a number of questions which have purpose to figure out the students „target needs and leaning needs.
The second step in developing the materials is writing course grids. The result of needs analysis will show the students’ preferences. And those will be used as
base in writing the course grids. The course grids consist of a number of elements which are the number of the unit, unit title, topic, indicators, language functions,
language focus, procedure and input. The course grids, then, are used to develop units. There are three units that are
developed in this research. Those units are developed based on Content-Based Instruction approach proposed by Richard and Rodgers 2001. According to
Richards and Rogers 2001: 204, Content-Based Instruction is an approach which the organization of teaching is emphasized on the information or the content that
will be acquired by the students. It means that CBI integrates contents of learning with aims of language. Therefore, the topics for the materials will be in line with
the students’ major and the choices of the topics will be based on the results of needs analysis.
A unit is made up of tasks. A task is made up from elements. According to Nunan 2004:41, task has six elements which are goal, input, procedure,
teacher’s roles, learner’s role and setting. Therefore, the tasks are developed by referring to those elements.
In developing tasks, it is not only those elements that are worth considering but the organization of tasks within the units is also important so that the tasks can
be carried out effectively by the students. The tasks within the units are sequenced and organized by using Nunan’s principles as well.
Then, after developing the materials, the developed materials are evaluated to check whether they meet the criteria of good materials and the needs of the
participants or not. The evaluation will be done by distributing expert judgment questionnaires to two experts. The expert judgment questionnaire is written based
on the criteria on the “
Instrumen Penilaian Buku Teks Pelajaran Bahasa Inggris
” from BSNP
Badan Standarisasi Nasional Pendidikan
2007. The materials are evaluated in terms of four aspects which are content, language, presentation and
layout. Finally, the purposes of this research are to describe the target needs and the
learning needs of the students and to develop the English speaking learning materials for the intermediate level of students of International Study Program of
Mathematics Education in terms of academic context.
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CHAPTER III RESEARCH METHODS
In the previous chapter, it has been elaborated the theories related to this
research. This chapter describes the methodological steps carried out in this research. The description includes research design, research setting, research
subjects, research procedure, data collection techniques, instruments and data analysis techniques.
A. Research Design
This research was classified into Research and Development RD that adapted the framework of developing English learning materials by Gall, Gall and
Borg 2003. According to Gall, Gall and Borg 2003, Research and Development is industry-based study. The results of RD are used to develop or
design new products and procedures.
B. Research Setting
The research was conducted from May 2013 to June 2014. It was carried out in the Independent Language Learning Center ILLC of the Center of Language
Development
P2B
located in LPPMP building, first floor, Yogyakarta State University, Karangmalang, Yogyakarta.
