61
learn by themselves. Since it is language focus, it is the main or the focus of each unit. Grammar is important to be learned, however, it is not the main focus of the
learning. The material stresses on the fluency and expression rather than grammar because it focuses on speaking.
6. Practice
After learning in the previous part, learners are to produce correct sentence in written form. It is productive knowledge in written form. The authenticity became the
main consideration in this part. Statements and questions are made based on real situation in the class. It is expected that the learners can apply it in the class.
7. Speak Up
Learners are to produce what they have learned orally. Most of the activities are performance, such as role play, talk show, discussion and game. The purpose is to
evaluate the learners speaking ability through performance. However, revision is needed in the end of the performance which aimed to help the learners in producing
the correct form. Since the material uses Communicative Language Teaching CLT, some
principles are applied in the materials as well as in the activities. The material focuses on speaking skill, however, it also gives chance for the learners to learn other skills
reading, listening and writing. The roles of the learners and the teachers became consideration in designing the materials. The principles and the implementation are
explained in the table below.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
Table 4.9 The Principles and Implementation of CLT No.
Principles of CLT Implementation of CLT
1 The target language is a tool for
communication. The instructions use target language.
2 Teachers give opportunity for the
learners to feel their own learning process.
In the Warming Up part, teachers ask the students to have discussion of
what they are going to learn.
3 The “authentic language” should be
introduced to the learners. In the Conversation part, the situation
occurred in the class. 4
The use of game is also important to the exchange.
In Speak Up part in two units, there are games to avoid learners’ boredom
and to drill the language focus.
5 Errors are tolerated as natural
learning process. Teacher will only take note on
students’ errors during the learning process and explain it in the end of
the lesson.
6 Working in small group will foster
learners’ speaking ability and cooperative learning.
The activities in every unit carry out the students to work in pair or in
small group Warming Up, Conversation and Speak Up part
7 Communicative activities have
three features, namely information gap, choice and feedback.
Information gap aims to the communicative exchange.
Those three features are reflected in every unit. Information gap occurs in
the beginning of every unit, in the Warming Up part in which the
communication exchange happens between teacher and students.
8 Choice lets the learners to choose
what and how the learners will say. Speak Up part gives opportunity to
the learners to explore their speaking ability by creating conversation in
pair or in group.
9 Feedback is needed to evaluate the
purpose of the communication. Role play and discussion give
feedback to the learners, between speaker and listener.
Based on the description above, it can be concluded that the material is well developed. The respondents also stated that the designed material is understandable
and reader-friendly, focuses on expression rather than grammar.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
CHAPTER V CONCLUSIONS AND SUGGESTIONS
Chapter V will be divided into two parts, namely conclusion and suggestion. The first part explains about conclusion of the research. The second part explains the
suggestion to help immersion teachers at SMA N 2 Klaten and future researchers.
A. Conclusions
The study is aimed to design speaking materials for immersion immersion teachers of grade X 20102011 at SMA N 2 Klaten by using Communicative
Language Teaching. Two questions were formulated in the study. The two questions are “How is speaking material for immersion teachers of grade X 20102011 at SMA
N 2 Klaten by using Communicative Language Teaching designed?” and “What does the speaking material for immersion teachers of grade X 20102011 at SMA N 2
Klaten by using Communicative Language Teaching look like?” To answer the first research question, the writer adapted Kemp’s
instructional design. However, some steps were excluded. Therefore, the steps were: 1 analyzing learners’ characteristics, 2 setting the goals, topics and general
purposes, 3 defining learning objectives, 4 organizing the subject contents, 5 selecting teaching learning activities, 6 evaluating the materials.
To answer the second question, the writer presented the final version of the materials. The materials consist of five units as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
