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5 Keep students speaking the target language One way to keep the students speaking the target language is by choosing one
of the members of the group as monitor, whose job is to remind participants to use English as the target language. However, the best way to keep students
speaking the target language is by modeling them to do so. There are two main activities suggested by Ur 1996: 123. The two activities
are: 1 Topic-based activities, which simply ask the learners to talk about a
controversial subject. The main objective is the discussion itself. 2 Task-based activities, which ask the learners to perform something, where the
discussion is a means to an end. The experiment conducted by Ur has revealed that ‘the task-centered activity
scores higher with most groups on all criteria: there is more talk, more even participation, more motivation and enjoyment” 1996: 124. The learners admitted
that when they were doing the task-based activity, they knew where they were going because there was a purpose in speaking. They felt challenged because they were
aware that time was running out and they had to get a result 1996: 124. Therefore, it is the teacher’s responsibility to make the teaching learning
process run well so the objective can be achieved successfully. By using TBLT, the teacher can create or choose, prepare and apply the most appropriate and attractive
task for the students so that every one are motivated to do the activities by completing the tasks.
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B. Theoretical Framework
In designing the instructional material for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta, the writer applies a
combination of two models from Kemp and Yalden, which have been discussed in the theoretical description. The writer combines two models to make a new
framework to conduct the study. The framework of the design model consists of seven steps. They are:
1. Conducting needs survey
A study on needs of the learners is conducted to find out the significance of English towards their study or work in oil palm plantation. The interview is
conducted with some lecturers of Program Khusus SPKS Institut Pertanian STIPER, including the English lecturer in order to find out the materials that the students will
need in their study and oil palm plantation. The questionnaires are given to the students in order to find the materials they want and need and their problem in
learning English. This step is adopted from Yalden’s model Yalden, 1987: 101.
2. Considering goals, list topics, and the general purposes for teaching each topic
After conducting the needs survey, the writer decided the goals, topics, and general purposes for teaching each topic. Those three aspects are derived from the
study of the questionnaire and interview of the students and lecturers of Program Khusus Insitut Pertanian STIPER. This step is adopted from Kemp’s model Kemp,
1977:113.
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3. Specifying the learning objectives
This model of objective formulation is adopted from Kemp’s model Kemp, 1977: 23 in this step, General Instructional Objectives that consists of the general
purposes of the English course are presented as specific as possible so that the learners know exactly what should be done to achieve the objective of the course.
4. Selecting syllabus type
A syllabus is essential for instructors and teachers as a guideline of the course. The syllabus, therefore, should match with the instructional materials
designed. In this study, the writer chose a task-based syllabus. This step is adopted from Yalden’s model Yalden, 1987: 108.
5. Listing the subject content
This step is adopted from Kemp’s model Kemp, 1977:43. The contents of the instructional materials must be closely related to the objectives and the students’
needs.
6. Selecting teaching learning activities and instructional resources
It is important to select the most efficient and effective methods and materials to provide teaching-learning activities and instructional materials which are
appropriate with the students’ needs and interest in order to accomplish the objectives. This step is adopted from Kemp’s model Kemp, 1977: 55.
7. Evaluating
In this study, this step is necessary to evaluate designed materials in order to lead instructional designer material to make the final version of the designed
materials. This step is adopted from Kemp’s model Kemp, 1977: 91.
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Figure 2.3 below represents the steps to design the set of instructional materials, which are conducted in the study.
Figure 2.3: Instructional Design Model Used in this Study
Conducting Needs Survey
Considering the Goals, Listing the Topics and Stating General Purposes
Specifying the Learning Objectives
Selecting Syllabus Type
Listing the Subject Contents
Selecting the Teaching or Learning activities and Instructional Resources
Evaluation
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CHAPTER III METHODOLOGY
This research deals with two major problems to be solved as it has been stated in problem formulation. The first is how a set of instructional English speaking
materials for the first semester students of Program Khusus Sarjana Perkebunan Kelapa Sawit Institut Pertanian STIPER Yogyakarta is designed. Secondly, what the
designed material will look like. It will cover Research Methodology, Respondents, Research instruments, Data Gathering, Data Analysis and Research Procedures.
A. Research Methodology
This thesis used educational research and development. Borg and Gall 1983: 772 state that educational research and development R D is a process used to
develop and validate educational products. The steps of this process are usually referred to as R D cycle, which consists of studying research findings pertinent to
the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the
deficiencies found in the field-testing stage. As thesis used educational research and development, the writer conducted
pre-design survey for needs analysis research and information collecting, material development, and evaluation on the designed materialsmain product revision post-
design survey.
1. Pre-design Survey
The first survey was primarily used in conducting needs survey to obtain data about the students’ interests, motivation, and needs in learning English. The
survey was done by interviewing the lecturers and some second year students of
