Steps in Designing Materials

information about what learning took place as a result of performing the task, and 3 information regarding the teacher’s and the learner’s opinions about the task. The information can be collected: 1 before the task is used, 2 while the task is used, and 3 on completion of the task. 4. Analysis of the information collected One of the major decisions facing the evaluator at this stage of evaluation is whether to provide a quantitative or a qualitative analysis data. A quantitative analysis involves the use of numbers. For example, it might be possible to develop a scale for rating the outcome of the task. The result of this data analysis technique is presented numerically in the form of number of learners achieving highest, middle, and lowest ratings. A qualitative data involves a more holistic andimpressionistic approach. For example, the evaluator might seek to represent the learners’ own evaluation of the task in terms of representative responses to open questions in the questionnaire they had completed in finishing the task. 5. Conclusions and recommendations In this last step, the difference between conclusions and recommendations should be defined clearly. Conclusions relate to what has been discovered as a result of the analysis, while recommendations relate to proposals for future teaching, whether or not the task should be used again or abandoned, what changes need to be made to the task in terms of input andor procedures, and what kind of follow – up work isneeded with the learners in question.

B. Conceptual Framework

In the teaching and learning process of speaking in vocational high school SMK, the materials also play an important role. The material should not too general; it should be based on the students’ needs and the students’ major program in order to encourage the students in learning English skills, especially speaking, for their needs. In SMK Sanjaya Ngawen, the English learning materials, especially for speaking, were limited. The process of English teaching and learning was only using workbook LKS which the content is too general, not specific to the learners’ needs and the students’ major program. This study is aimed at designing an English speaking material for the students of automotive engineering program in SMK Sanjaya, Ngawen. The English speaking materials will be designed based on the students’ need in order to help them in learning speaking. The conceptual framework is shown on the diagram below: