Conclusions CONCLUSIONS AND SUGGESTIONS
2. Learning Needs
In finding out the learning needs, there are components of tasks proposed by Nunan 2004, those are inputs, procedures, students‟ role, teacher‟s role, and
setting. In terms of input, the result of the needs analysis shows that the students
want to learn English from monologuedialogue with the list of English words as the listening input, dialogues and texts with pictures as the speaking input, texts of
a monologue dialogues as the reading input, and explanation about the structure of sentences.as the writing input. Also, the students prefer to have a listening
duration for about 2-3 minutes, 100-350 words as the preferred reading input. The students also want to learn English using English songs, and movie. However, due
to the limited references, the developer used any resources that are related to the preferred topic. The students want to have a learning experiences related to face
and body. In terms of procedures or activities, they want to complete the
uncompleted sentences as the listening activity, practice to speak English with the partner as the speaking activity, answer questions related to the text given as the
reading activity, and correct mistake sentences and arrange jumbled words into correct sentences as the writing activity. In terms of vocabulary mastery, the
students want to pair the English words with the meaning in Bahasa Indonesia. Students want to identify which sentences are correct as the grammar mastery
activity. In terms of pronunciation mastery, the students want to pronounce words by following
phonetic transcription.
In terms of students‟ role, the students are passive when they learn English. Therefore, for the teacher‟s role, the students want the teacher to use both
English and Indonesian in having the class. When conducting the class, if the students make mistakes, students want the teacher to correct their mistakes
indirectly by giving explanation or giving correct answers andor examples. Also, when having speaking activities, students want the teacher to correct only
their pronunciation. Students want the teacher to tolerate their performance until the performance is done, then heshe can give corrections.
In terms of setting, they want to learn English outside the class and also in the class. The students want to have discussions in groups consist of 3-5
students.
3. The Appropriate English Learning Materials for the Grade XI Students of Beauty Skin Care Study Programme at SMK Negeri 6 Yogyakarta
The developed English materials can be categorized as the appropriate English learning materials after it was evaluated by the expert in expert judgment
stage. Based on the expert judgment results, the developed materials are categorized as “Very Good”, since it applies Curriculum 2013 and it is based on
certain core competences and basic competences. Also, it uses scientific approach that is suggested to be applied in Curriculum 2013. The scientific approach can be
seen through the arrangement of the learning tasks that consists of several steps,
those are observing, questioning, collecting data, associating data
,
communicating
,
creating. The topic of each unit of the developed materials are related to the beauty
skin care study programme field which aims to make the materials meet the learners‟ interest. The materials are related to the students activities in beauty skin
care field, so the students can connect the materials with their future job. The developed materials have been made consists of three units which
have some components, those are the unit title, objective, and the list of activities will be done by the students in the unit. The unit title can be in the form of phrase
or sentence in which by reading the title the students can figure out what they will learn in the unit. The next component is introduction which consists of warm-up
tasks. The warm-up part consists of some tasks that give the students oppotunities to activate their schemata related to the topic and prepare them to face the main
lesson. The main lesson is the next component which consists of two cycles, the
spoken cycle and the written cycle. Each cycle applies the six steps of scientific approach, i.e observing, questioning, collecting data, analyzing data,
communicating, and creating. Those steps are applied into four stages called “Let‟s Listen”, “Let‟s Make Questions”, “Let‟s Find Out”, and “Let‟s Speak” for
th e speaking cycle, and “Let‟s Read”, “Let‟s Make Questions”, “Let‟s Find Out”,
and “Let‟s Write” for the writing cycle. In the observing stage
Let‟s Listen and Let‟s Read, the tasks focus on the materials that can be in the form of a spoken or written text which is observed
by the students and the list of items they know and want to know further in order to produce a text of particular types. In questioning stage, the tasks aim to guide
students to formulate questions based on the list of items they know and want to know further. Also, the students propose temporary answers for the questions
based on their knowledge. The finding out stage applies the collecting data, analyzing data, and communicating stage. The tasks in this stage aim to guide
students in collecting information, analyze it in order to identify the answers of the questions they have formulated. Then, students communicate the answers in
both spoken and written forms. The last stage of the main lesson is creating in the form
of “Let‟s Speak” and “Let‟s Write”. In creating stage, students are guided to produce texts of particular types. The tasks are integrated, from semi-guided
production up to free-guided production. The last component of each unit is reinforcement. In this stage, students
are given opportunities to recall what they learnt through the unit and reflect what they felt on how they have done it. Also, it gives an opportunity for students to
have more practices outside the class. In the reinforcement stage, there is summary which consists of the language fuctions, structures, or the theory of the
text the students have learnt in the unit. In each unit, there is an additional part called intermezzo Did You
Know? which is placed at the end of speaking cycle. Intermezzo provides information, or quotations related to beauty skin care study programme that aims
to refresh the students. continued
continued