RESEARCH RESULTS AND DISCUSSIONS

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CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS

In this chapter, the researcher would present the research results and the discussions to answer the question stated in the research problem ‘what do the speaking materials using task-based learning for the seventh grade students of English Extracurricular Activity at SMP Pangudi Luhur Yogyakarta look like? ’. In developing the designed materials, the researcher did the steps based on the theory of R D by Borg, Gall and Gall 2007. In this chapter, there were some results and discussions about the description of instructional goal, the description of the instructional analysis, the learners’ characteristics the performance objective and the instructional materials of the units, and the last one was the instructional strategy.

1. The Description of Instructional Goal

The instruction was designed in order to achieve the goal. The goal of the designed materials was to help the seventh grade students of SMP Pangudi Luhur Yogyakarta in speaking English. Thus, the designed materials would focus on speaking skill. Although the purpose of the materials was to learn speaking, it did not mean that there would be only speaking skill in the designed materials. The researcher also combined other skills such as writing, reading and listening. It was 44 an exposure in language learning that the combination of other skill could support speaking skill in the development of the designed materials.

2. The Description of Instructional Analysis

The researcher designed the speaking materials based on the 2013 Curriculum. English Extracurricular Activity supported the regular school-time activity in the school. In designing the materials, the researcher utilized the Core Competencies 3 and 4, and adopted Basic Competencies 3.1, 3.2, 3.3, 3.7, 4.1, 4.2, 4.3 and 4.8. The description of the Core Competencies and Basic Competencies were described in Table 4.1. Table 4.1: The Core Competence and Basic Competence of Instructional Analysis Core Competence Basic Competence 3. Understand the knowledge factual, conceptual and procedural of the technology, art and culture with the religion and phenomenon of the issue in the environment. 3.1. Understand the social function, text structure and language element of greeting, leave-taking, thanking and apologizing. 3.2. Understand the social function, text structure and language element of introducing self and others. 3.3. Understand the social function and text structure of the name of the day, month, time in a day, date and year. 3.7. Understand the social function, text structure and language element for asking the characteristics of people, animals and things. 4. Try, process and provide all the concrete things use, explain, arrange, modifiy and create and abstract things write, read, count, paint and compose based on the lesson from many sources. 4.1. Arrange the spoken text to say and respond greeting, leave-taking, thanking, and apologizing. 4.2. Arrange the spoken text and written text to state, ask and respond the introducing self and others. 45 Core Competence Basic Competence 4.3. Arrange the spoken text and written text to state and ask the name of day, month and time in a day. 4.8. Arrange the descriptive spoken text and written text about people, animals and things. Source : Lampiran Peraturan Menteri Pendidikan dan Kebudayaan No 68 Tahun 2013

3. Learners’ Characteristics

In this part the researcher discussed the learners’ characteristics. This part was one of the important elements of designing the instruction. The data analysis of this part also became the important consideration to design the instruction. From the result of the questionnaire and the interview about the learners’ characteristics, the researcher found the following findings. 1 Students’ Needs Based on the questionnaire and interview results which had been obtained by the researcher, the students needed to practice the English materials as stated in the curriculum. As the English teacher said in the interview, the purpose of the English Extracurricular Activity was to support the teaching-learning activities in the school. Thus, the materials should be considered from the 2013 curriculum. The students needed to get more time to practice speaking. As stated in the questionnaire given to the students, they had enthusiasm to practice speaking as the way to communicate to the world. There were around 97 of the students chose English is important. The materials consisted of greeting, apologizing, leaving, express gratitude, introduce self, introduce others, mentioning the name 46 of date, month, year, and time, mentioning the name of things such as animal, object, public building, asking about the things such as the adjective and so on.

2. Students’ Lack

Based on the questionnaire given to the students, the result was that the students were lack of motivation to study. There were 92 of the students who were less motivated in learning English. It can be seen on the students’ opinion of English Extracurricular Activity. The motivation of the students should be gained from the activities which consist of the interesting activity. There were 23 students who needed more variation in learning English. The other lack was the focus of the students in joining the English Extracurricular Activity. The students were busy preparing what to do next after the class. For example, basketball Extracurricular Activity, the students who joined that extra will ask the permission to go earlier than other students. It was proven by the answer of the English teacher. In teaching English Extracurricular Activity, the teacher meets one problem. Because of there are many extracurricular in this school, the schedule can be the same one with another. Some students will not focus on the teaching-learning process in English Extracurricular Activity; they want to prepare what will be joined in the end of the class. The students focus depended on the teaching-learning process in English Extracurricular Activity. The process should provide the activity which can accommodate the needs of the students. The used of task-based as learning method will help much to reduce the lack of the students who cannot focus on the teaching-learning process. 47

3. Students Wants

The researcher concluded about the stu dents’ wants from the data obtained by the teacher interview and the questionnaire distributed to the students. From the results of the teacher interview, the students are interested to be taught by the active activities. The activities which would be held in the class based on the types of task types in the task-based learning method. The types of the tasks in task-based learning which are used by the researcher were the combination of the theory by Richards and Rodgers 2001 and also Willis 2003. Those types were jigsaw task, decision-making task, sharing personal experience, and creative task. The researcher chose those several types because it would facilitate the learners in the speaking skill activities. What the students chose in the questionnaire given will be applied in the activities at the designed materials, the activities were role-play 86, speech 75, presentation 75, work in group 92, work in pair 89, and dialogue 97. The researcher developed the materials based on the students’ wants and also the characteristics of the students. In this stage, the researcher also stated the topic. Each topic was developed in units. There were four units in the designed materials. The researcher determined the topic based on the basic competence in the 2013 Curriculum. The topic could be seen in Table 4.2. Table 4.2: The Learning Topics of the Materials Unit Learning Topics Title 1 Greetings Good Morning, Mega 2 Introducing Self and Others My Name is Aldo 3 Describing Time Next Month is December 48 Unit Learning Topics Title 4 Describing People and Things Is He Tall?

4. Performance Objectives and the Instructional Materials of the Units

Based on the students’ characteristics, needs analysis and the expectation of the students, the objectives of the materials designed would improve the speaking skill of the students and train the students to be able to speak up. The researcher tried to meet the objectives of the designed materials by elaborating the two objectives. The first elaboration would be at the end of the meeting, the students are able to communicate with others using simple English conversations. The second elaboration was the students could apply what they have learnt from the designed materials for their study at the next grade. The ma terials consisted of two books. Those were Students’ Book and also Teacher’s Book. The Teacher’s Book would be the handbook for the teachers. Teacher’s Book consist of the overview of the materials, how to use the materials, the syllabus and lesson plans, the materials that can be photocopied, the task instructions and also the answer keys to the exercises. The Teacher’s Book would help the teacher in teaching-learning activity of English Extracurricular Activity at SMP Pangudi Luhur Yogyakarta. The teacher might be take a look at the syllabus and lesson plans stated in the Teacher’s Book. It would help much for the teacher to meet the purpose of the success of the activity. For the Students’ Book, the researcher made the materials which consist of four units. Each unit represented the four topics that were arranged according to 49 the 2013 Curriculum. The first topic was greeting, continued with introducing self and introducing others, then mentioning kinds of time and the last one was describing people and describing things. The topic selection would present the objectives of the designed materials which could help the students to speak English. The researcher chose those four topics for developing the designed materials which had more opportunities for the students to speak English. Then, the researcher stated the general purposes of the materials designed based on the objectives. The general purposes were determined by the researcher in Table 4.3. Table 4.3: The General Purposes Topics General Purposes Greetings 1. The students know how to greet people. 2. The students know how to differentiate greeting. Introducing Self and Others 1. The students know how to introduce themselves. 2. The students know how to introduce others. Describing Time 1. The students know how to describe time; date, day, month, year. 2. The students know how to describe time: clock. Describing People and Things 1. The students know how to describe people. 2. The students know how to describe things. After determining the general purposes, the researcher formulated the subject contents of each unit. The subject contents in each unit were the representation of the designed materials. In each unit there was one topic based on the selection of the researcher. The classification and arrangement of the topics into units could be seen in Table 4.4. 50 Table 4.4: The Organization of Subject Contents Unit Topics Subject Contents 1 Greetings 1. Greetings others 2. Recognizing kinds of greeting 3. Apologizing 4. Thanking Leave-taking 2 Introducing Self and Introducing Others 1. Introducing Self 2. Introducing Others 3 Describing Time 1. Recognizing the differences of time used 2. Describing time based on the time used 4 Describing People and Describing Things 1. Recognizing the differences between people and things characteristics 2. Describing people 3. Describing things Then there were four units with their own objectives as their learning indicators. In the performance objectives, the researcher decided the learning indicators of each unit and selected materials of the units. The elaborations of the learning indicators and the selected materials would be explained in Table 4.5. Table 4.5: The Description of Learning Indicators and Selected Materials of the Units Unit Basic Competence Learning Indicators Materials Title 1 2.1. Understand the social function, text structure and language element of greeting, leave- taking, thanking and apologizing. 4.1. Arrange the spoken text to say and respond greeting, leave- taking, thanking, and apologizing. 1. Students are able to identify the expressions to greet other people. 2. Students are able to present themselves in front other people in formal and informal way 3. Students are able to greet other people using the appropriate expressions of greeting. 4. Students are able to mention kinds of greeting.  The pictures of greeting.  The expressions of greeting.  The listening passage of greeting.  The dialogue of greeting.  The “Greeting Game ”.  Simple present tense. the use of to be Good Morning, Mega 2 2.2. Understand the social function, text structure and 1. Students are able to identify the expressions to  The pictures of introduction self and introduction My Name is Aldo 51 Unit Basic Competence Learning Indicators Materials Title language element of introducing self and others. 4.2. Arrange the spoken text and written text to state, ask and respond the introducing self and others. introduce self and other in front of other people. 2. Students are able to present themselves to introduce self and other in front other people. 3. Students are able to introduce self and other in front of other people using others.  The expressions of introduction self and introduction others.  The listening passage of introduction self and introduction others. 3 4.3. Understand the social function and text structure of the name of the day, month, time in a day, date and year. 4.4. Arrange the spoken text and written text to state and ask the name of day, month and time in a day. 1. Students are able to identify the expressions to mention and ask the name of date, month and year in front of other people. Students are able to present themselves to mention and ask the name of date, month and year in front of other people. 2. Students are able to mention and ask the name of date, month and year in front of other people using the appropriate expressions.  The name of dates and months.The pictures of time  Simple past tense. What Time is It? 4 3.7. Understand the social function, text structure and language element for asking the characteristics of people, animals and things. 4.8. Arrange the descriptive spoken text and written text about people, animals and things. 1. Students are able to identify the expressions to describe people, things, and animal in front of other people. 2. Students are able to present themselves to describe people, things, and animal in front other people. 3. Students are able to describe people, things, and animal in front of other people using the appropriate expressions.  The vocabularies.  The listening passage of the description people and things.  The “Guessing Game”.  Punctuation. Is He Tall? 52 After describing the learning indicators and the selected materials, the researcher would present the designed materials of this research. Those were Students’ Book and also Teacher’s Book. The Students’ Book would be presented in Appendix J. and the Teach er’s Book would be presented in Appendix I.

5. The Instructional Strategy of the Units

Measuring whether the students could achieve the indicators, the researcher developed the instructional strategy. In developing the instructional strategy the researcher used the theory of task-based learning. The researcher utilized the strategy from Willis 1996. Based on the result of the need survey that the students needed more time to practice speaking, considered that there were no permanent materials for speaking, the researcher made the designed materials for speaking. After that the researcher set the strategy to cover the students’ need. The researcher set the strategy for the learners in a form of sections. There were three phases based on the task-based learning framework Willis, 1996. The strategies were introducing the topic as the pre-task phases, preparation and practicing as task-cycle phases, then learning and reflecting as the language focus phases. In order to consider the use of those four strategies, the researcher also used pictures, dialogue, games, reading passage and listening passage. The sections of the instructional strategy would be explained in the next section: 53 1. Do You Remember? “Do You Remember?” was the preparing strategy. In this section, there were some questions related to the l earner’s past experience that related to the topic. The learners could explore more and understood the topic. The purpose of this section wa s to recall the learners’ background information of the topic. This section is called pre-task phases. The researcher provided some pictures, vocabularies and dialogue. The example of “Do You Remember?” section was in Unit 1. In this activity, the learners were asked to explore what was in the picture. It could be so many answers for the question stated in this section. The answer would meet the purpose of this section that the learners remembered what they have done in the past. The example of “Do You Remember?” section would be presented in Figure 4.1. Figure 4.1: The Example of “Do You Remember?” Section 54

2. Let’s Prepare

This section was task-cycle phase. The learners in this section are given preparatory tasks for the readiness to the main task. This section involved the vocabulary exercises, listening passage, dialogue, and reading passage. All of them aimed to give more exposure for the learners to learn the topic. The researcher led the learners prepared what would they do in the main task. The activity in this section would give the learners readiness to do the main task. The example of the “Let’s Prepare” section was in unit 1. In this activity, the learners had to practice saying the expressions of greeting. The example of “Let’s Prepare” section would be presented in Figure 4.2. Figure 4.2 : The Example of “Let’s Prepare” Section 55

3. It’s Your Turn

This section was the main task. It is called task-cycle phase. The learners would practice producing the language here by speaking. The knowledge that had been learned in the previous section would be used to practice both in group and in pair works. The teacher in this section had to give the explanation of the main task clearly. There would be no correction in this section because the purpose of this section was to let the learners experiment freely with the language. The teacher just needs to write down what the mistakes of the learners during the teaching-learning process. In this section, the learners were given some activities such as asking and answering activity, finding the information and so on. For the example of “It’s Your Turn” section, the researcher took the main activity of unit 2. In this activity the learners practice speaking by finding the information based on the questions. The example of “It’s Your Turn” section would be presented in Figure 4.3. Figure 4.3: The Example of “It’s Your Turn” Section 56

4. Let’s Learn

In this section, the teacher showed the learners mistakes which often happened in the main task. This section was language focus phase. The teacher should explain the reason why was it wrong and telling them what the correct form was. This was a form of language focus phase which the teacher gave the explanation about what they could learn from the activities during the class. As one of the task-based learning principles, the language focus phase was put after the students passing the task-cycle phase, thus, they really got the real example of language that could be used after knowing the activities given. Since this was the language focus phase, the researcher gave the example of “Let’s Learn” section of unit 3. There were explanation of one tense and also the exercises. The learners should pay attention to the brief explanation of the teacher, then, they had to do the exercises. The example of “Let’s Learn” section would be presented in Figure 4.4. Figure 4.4: The Example of “Let’s Learn” Section 57 5. What Did You Learn? The learners in this section are asked to have their reflection after them passing every part in the activities of each unit. This section aimed at monitoring how well the students follow the activities and how much they learn from the activities to support their English, especially the speaking skill. In this section, the learners answered the question in the reflection part of “What Did You Learn?”. There would be some questions related to the materials they had learned before in each unit. The researcher chose unit 4 as the example of this section . The example of “What Did You Learn?” section would be presented in Figure 4.5. Figure 4.5 : The Example of “Let’s Learn” Section 58

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS