20 synthesized information about the skills to be learned, the characteristics of the
target learners and the learning context and stated the learning objective. 5.
Develop Instructional Strategy In this step, the information from the previous data used to identify the
appropriate instructional strategy. The theories of task-based language teaching had been used in this step as the instructional strategy to develop the speaking
materials. 6.
Develop and Select Instructional Material The teacher’s guide and the students’ book were produced in this step. The
writer wrote, selected and organized the materials by following the instructional strategy.
7. Design and Conduct Formative Evaluation of Instruction
The writer tried to identify areas of the instructional materials that need improvement. In this step, the writer gathered the data by distributing the post-
design questionnaires and the materials to two lecturers and one English teacher. The evaluators would give their evaluation and suggestions about the design
materials. They also would judge whether the designed materials were appropriate or not.
The steps of designing the speaking materials are described as in Figure 3.1 The Writer’s Step of Instructional Design.
21
Figure 3.1 The Writer’s Step of Instructional Design
B. Research Setting
The study was conducted in SMKN 1 Nanggulan. The writer distributed questionnaire to tenth grade students of Agricultural Product Processing
Technique Program on 25 May, 2013. The English teacher of SMKN 1 Nanggulan was interviewed by the writer after distributing the questionnaire to the students.
To evaluate the design, evaluation questionnaires and the materials to an English teacher and two English lecturers of English Language Education Study Program
Sanata Dharma University were distributed on December 2013.
22
C. Research Participants
There were two groups of participants involved in this study: participants of pre-design study and participants of post-design study.
1. Participants of Pre-design study
In designing the materials, the students’ needs are important things to be considered. In order to know what the students’ needs are, the writer distributed
the questionnaire to the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan. The total number of the participants
was 32 students. All of them were female students. Besides, informal interview was also conducted with the English teacher to gain information about the
students’ needs. 2.
Participants of Post-design study
To evaluate the designed of the materials, the writer distributed questionnaires and the materials to the English teacher of SMKN 1 Nanggulan and
English lecturers of English Language Education Study Program Sanata Dharma University. The total number of participants of evaluation was three people. They
consisted of one English teacher and two English lecturers. The selection of the English teacher was based on the consideration that shehe would use the
materials. Meanwhile, the lecturers were selected because of their experiences and knowledge in English language teaching. After the process of developing the
speaking materials, the writer evaluated the materials. Evaluation was needed not only to detect the weaknesses of the materials but also to judge whether the
materials are ready to be used or not. The writer adapted Dick and Carey ’s step
23 namely formative evaluation of the design materials. This step conducted through
the expert validation by distributing the evaluation questionnaire to the lecturers of English Language Education Study Program of Sanata Dharma University and
the English teacher of SMKN 1 Nanggulan.
D. Instruments and Data Gathering Technique
The data gathering was conducted twice: before designing the material pre-design and after designing the materials post-design. During pre-design
study, two instruments were used: interview and pre-design questionnaire. According to Ary, Jacobs and Razavieh 2002, interview is one of the
most widely used methods to gather the data on subjects’ opinion, beliefs and feelings. The writer used informal interview to gather the data about students’
needs. The interview was con ducted to give additional data about students’ need,
behavior and characteristics. The writer interviewed the English teacher of SMKN 1 Nanggulan
. The interview was conducted in May 2013. In order to design appropriate materials questionnaire was used to gather
the data about the students’ needs. According to Seliger and Shohamy 1989, a questionnaire is a printed form of data collection which contains questions or
statements for subject to respond. Ary, Jacobs and Razavieh 2002 said that there are two types of questionnaires; structured and unstructured questionnaires. A
structured questionnaire contains the questions and alternative answers to them. While unstructured questionnaire does not contain the alternative answers so the
respondents can answer freely.
