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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the results and findings of the research. This chapter will answer the two research problems stated in chapter one. Therefore, there will
be two major parts in this chapter. The first part is the process on how a set of English speaking instructional material for students of Theology study program
Sanata Dharma University is designed. The second part is about what a set of English speaking instructional materials for Theology Study Program students
looks like.
A. The Steps of Designing English Instructional Speaking Materials
To answer the first research problem in this research, the researcher adapted the Research and Development R D and Kemp’s instructional design
model. There were five steps of R D implemented in this research namely research and information collecting, planning, develop preliminary form of
product, preliminary field testing, main product revision. The explanation of each step will be discussed as follows:
1. Research and Information Collecting
In this step, the researcher obtained the data needed by conducting the needs survey. The researcher conducted the needs survey by distributing
questionnaire on November 19, 2012, and the participants of the needs survey were the first semester students class B of Theology Study Program of Sanata
38 Dharma University. There were 22 students. From the data gathered through
distributing the questionnaire, it is found that almost all the students like studying English. It can be seen from the result which was 90.9 of the students like
studying English. Moreover, the students have an English lecture once a week which is 100 minutes learning English in class.
In the teaching and learning process, the students have various activities to practice speaking. Moreover, all students say that the lecturer gives a chance to
the students to practice their speaking skill. It is strengthened by the fact that 86.3 of the students agree that the English subject helps them to improve their
speaking skill and few students disagree that the English subject helps them to improve their speaking skill 13.6. However, all students agree that they still
need to improve their speaking skill. The next question discusses the detailed activities that the students like
most. The first question is about the activities that the students often have in the teaching and learning process. It shows that 45.4 of the students say that the
activities that they usually have is delivering a short speech about various things or topics given by the lecturers. Some of the students also say that they often
practice their speaking by doing conversation, doing exercises, and sharing their opinion. Dealing with the method used to improve the students’ speaking skill in
class, the students prefer peer work. It is strengthened by the fact that 59.09 of the students like doing practice with their friends to improve their speaking skill.
Therefore, the researcher designs the materials which give a chance to the students to do peer work in the form of dialogue. The next question is about the pre
39 activities that the students expect to have in the teaching and learning. Most of the
students state that they expect to have sharing activities, it is 77.2 . Therefore, the researcher also designs the activities that give a chance for the students to do
sharing in the designed materials. Dealing with the students’ expectation about the activities in class to improve their speaking skill, 68.1 of the students expect to
practice the dialogue. Moreover, some of the students also expect to have role play 45.4 . Some of the students also say that they want to have class
discussion so that they can practice speaking English by sharing their opinion. The data shows that 83.3 of the students find difficulties in speaking
English. The first difficulty is regarding to vocabulary, the data gathered shows that 50 of the students agree that they do not master the meaning of English
words. The second difficulty is regarding to the students’ confidence, 27.2 of the students say that they have no confidence to speak English especially in front
of a lot of people. Moreover, some of the students are afraid of making grammar mistakes when they speak English, it is 18.1 . For that reasons, in order to
improve the students’ motivation to speak English, 81.8 of the students expect that the lecturer will help them to decrease their fear and help them to have more
confidence. Moreover, 72.2 of the students expect to have fun teaching learning activities in class and others expect to have the interesting topics to learn.
Dealing with the topics of the speaking materials, almost all of the students agree that the topics of the speaking materials affect their motivation.
Besides, there are four students’ expectations towards topics of the materials. First, 81.8 of the students say that the materials should deal with reality in this
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