29 both books. The results of the part two of the questionnaire are presented in Table
3.2.
Table 3.2 The Result of the Essay Questions Statements
Respondent s’ Suggestions and Opinions
Comments on the designed material.
It is nice and well-organized material especially the instructions
The illustrations are quite helpful for the students to understand it
Easy to apply On page 5, asking more specific question to
aid students better In be ready and what to say, add some more
information on the context when certain expression are used
There is a typo in the instruction in unit 2 Comments on the Teacher’s Guide
It is a well-made guide for teachers It helps them to understand and elaborate the
materials for the students Quite clear enough and easy to follow
Provide teachers on what they should do in the class with guidance
Suggestions to improve the designed material
Topic 2 about introduction should be in topic 1. Therefore topic 1 about greeting and leave
taking will be in topic 2. In unit 4 page 10, there is an activity in which
students learn to build their vocabulary. It is much better if we don’t give the Indonesian
meaning as the options but the meaning in English, for example: near = not far away in
distance.
Insert some vocabulary used in agriculture area such as some agricultural tools or some
agricultural terms as the part of the conversation.
Re-check the grammar, especially unit 3
30
F. Research Procedures
Some procedures were employed in conducting this study in order to present the speaking materials. The research procedure steps are presented as
follows. 1.
Asking permission to conduct study. 2.
Distributing questionnaire to the students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan.
3. Interviewing English teacher of SMKN 1 Nanggulan.
4. Analyzing the data of needs survey.
5. Developing speaking materials for tenth grade student of Agricultural
Product Processing Technique Program of SMKN 1 Nanggulan using task based language teaching.
6. Distributing post-design questionnaire to the English teacher and lecturers
of Sanata Dharma University to evaluate the materials. 7.
Analyzing the result of the materials evaluation questionnaire. 8.
Revising and improving the designed materials into the final version based on the feedback of the questionnaire.
31
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the writer presents the result and discussion of the design material. This chapter is intended to answer the main problem, what the speaking
materials for the tenth grade students of Agricultural Product Processing Technique Program look like. This chapter describes the information about who
will use this speaking material the students’ characteristics, what the purposes of
this speaking materials the goal, topics and general purposes, what the indicators that the student will achieve learning objectives and what the speaking materials
look like teaching and learning activities. After doing some revision, the final version of speaking materials for the tenth grade student of Agricultural Product
Processing Technique Program was finally finished. The final version consists of two books: the Teacher’s Guide and the Student’s book. The final product was
presented in appendix G and H.
A. The Goal, Topics and the General Purposes
The main goal of practicing English for tenth grade student of Agricultural Product Processing Technique in the class was to master English expressions in
daily life used in the real situation. Another goal was to help the students used English communicatively without being afraid of making mistakes.
Based on the result of pre-design questionnaire, there were four out of eight topics that the students wanted to learn more. The topics were greeting and leave
taking, introducing self and others, giving direction, offering things and help. In
32 deciding the topics, the writer adapted the Kurikulum Tingkat Satuan Pendidikan
KTSP which was used in SMKN 1 Nanggulan. The writer changed the topics
into four units of the speaking materials. The topics and the units were shown in
Table 4.1 The List of the Topics and the Units.
Table 4.1 The List of the Topics and the Units Topics
Unit
Greeting and leave taking Unit 1
HOW ARE YOU? Introducing self and others
Unit 2 HER NAME IS AJENG
Offering things and help Unit 4
LET ME HELP YOU, SIR Giving direction
Unit 3 WHERE IS THE SCHOOL?
In school-based curriculum or KTSP, the basic competences represent the general purposes. It has been formulated by the ministry of education. The basic
competences of each unit are shown in the Table 4.2 The Basic Competences
.
Table 4.2 The Basic Competences Unit
Topics Basic Competences
Unit 1 HOW ARE YOU?
Greeting and leave taking
Understanding basic Expressions for
daily communication that involves the expression of
greetings and leave-taking Unit 2
HER NAME IS AJENG Introducing self and
others Understanding basic
expressions for daily communication that
involves the expression of introducing self and others
Unit 3 LET ME HELP YOU, SIR
Offering help Understanding basic
expressions for daily communication that
