58 Continued from page 57
8. News Item
At the end of the class, students are able: 1.
To identify the picture about school punishment. 2.
To mention the generic structures of news item text 3.
To explain their opinions on how to treat misbehaving students.
4. To share the perception on the previous lesson.
5. To answer the questions about news item texts.
6. To state their opinions on how to treat students who
break the school regulation.
D. Subject Content of the Designed Materials
The subject contents were determined based on the result of research and information gathering, goals, topics, and general purposes as well as the learning
objectives. This was adapted from the fourth step of Kemp’s instructional design model. Based on the results of the questionnaire distributed to the tenth grade
students of SMA Pangudi Luhur Yogyakarta, there were eight subject contents of the designed materials. They were Recreation, My school, New friends, My hobby, Tales,
Family, Animals, and Party. Next, the subject content was organized from simple level to difficult level. The first four subject content was taught in the semester I and
the last four subject content was taught in semester II. The subject content was presented in the table 4.5.
Table 4.5 The Subject Content of the Designed Materials Unit
Topic Subject Content of the Designed Materials
1 Introduction
Introducing self and others 2
Recount Telling unforgettable vacation
3 Procedure
Telling the steps of making food in sequential order Continued to page 59
59 Continued from page 58
4 Narrative
Telling fairy tale story 5
Invitation Inviting others to come to certain event
6 Narrative Telling
fable 7
Descriptive Describing family
members 8
News item Informing important event which happen in school
E. Teaching Learning Activities and Resources
This was adapted from the sixth step of Kemp’s instructional design model. In this study, the teaching learning activities were selected from variety resources.
The materials resources were from books and internet sites. The researcher selected teaching learning activities based on the results of research and information
collecting. The researcher developed and varied the activities based on the fact showed in questionnaire distributed to the tenth grade students of SMA Pangudi
Luhur Yogyakarta and the interview with a tenth grade English teacher. Adapting the concept of experiential learning cycle Kolb, 1984: 42, there
were five main sections in the designed materials. The five sections were Introduction, Concrete Experience, Reflective Observation, Abstract
Conceptualization and Active Experimentation. Further discussions of each part were as follows.
1. Set Induction
This part actually was not belonging to experiential learning cycle. However, the researcher put it as the first part of the designed materials in order to motivate the
students’ interest in a topic and to direct the students to the main topic that is going to
60 be learnt. This part also activates the students’ knowledge about a topic in each unit.
In the designed materials, this part was named with Let’s Warm up 2.
Concrete Experience
This part contains activities that can develop the students’ skills in speaking. This part consisted of activities that motivate the students to experience and use the
language by themselves. There are some activities used in this part such as playing game, watching a video, listening to a recording, and interviewing friends. In this
part, the teacher monitors and encourages the students to participate in the activities.
In the designed materials, this part was named with Let’s Experience 3.
Reflective Observation
This part contains reflection task of the two previous activities. In this part the students look back on their participation in the previous activities. The function
of this part is to know the students’ perception on the lesson and also their difficulties and strengths. What the students do in this activity is sharing with their friends using
reflection questions through group discussion or class discussion. In the designed
materials, this part was named with Let’s Share 4.
Abstract Conceptualization
This part contains the task that must be completed by the students. The function of this task is to construct the theory of the topic that they learn. The task
used in this part is question and answer. This part was named with Let’s Practice 5.
Active Experimentation
This part contains speaking task for the students in order to apply their knowledge and understanding that they have got from the previous four parts.
61 Performing a role play, performing a dialogue or conversation, telling a story, and
interviewing friends are the activities in this part. In the designed materials, this part
was named with Let’s Speak
The activities were accomplished in the form of individual work, pair work, group work, and class discussion. Individual work was used to generate students’
ideas and thought as well as to evaluate their own performances. Furthermore, pair work, group work and class discussion were applied to increase students’ interaction
and collaboration. The students had to share their ideas to different partners so that they could learn how to interact and negotiate with others. Moreover, the students
could also learn from others’ experiences. The following table presented the learning activities of the designed materials.
Table 4.6 The Learning Activities of the Designed Materials No Titles
Learning Activities
Learning Methods
1. Getting to Know
Let’s Warm up Students identify the picture and answer
the questions Class discussion
Let’s Experience
a. Students make questions based on
the situation given b.
Students play ‘bingo’ game c.
Students introduce their friends using ‘bingo’ sheet
Group work Class activity
Individual work
Let’s Share Students share their perception on the
previous lesson Group work
Let’s Practice Students answer the questions about
Introduction Class discussion
Let’s Speak Students perform a conversation
Pair work Continued to page 62
62 Continued from page 61
2. Great Vacation
Let’s Warm up Students rank the activities that they did
in weekend Individual work
Let’s Experience a.
Students make questions in asking others’ last vacation
b. Students write their unforgettable
vacation and then share it in front of class
c. Students answer the questions about
the generic structure of Recount text Group work
Group work Individual work
Let’s Share
Students share their perception on the previous lesson
Class discussion
Let’s Practice Students answer the questions about
Recount text Group work
Let’s Speak Students retell a story using their own
words Individual work
3. I Can
Make It
Let’s Warm up
Students write the examples of food cooked with certain cooking methods
Individual work
Let’s Experience a.
Students complete the recipe based on the video
b. Students answer the questions about
the generic structure of Procedure text
c. Students write their favorite recipe
and tell it in front of class Individual work
Pair work Individual work
Let’s Share
Students share their perception on the previous lesson
Class discussion
Let’s Practice Students answer the questions about
Procedure text Group work
Let’s Speak Students perform a role play about
cooking contest Group work
Continued to page 63
63 Continued from page 62
4. Great Story Let’s Warm up
Students guess the pictures by drawing line
Individual work
Let’s Experience
a. Students write what the characters in
the pictures did b.
Students arrange the jumbled pictures based on the recording
c. Students retell the story using their
own words Group work
Individual work Group work
Let’s Share
Students share their perception on the previous lesson
Class discussion
Let’s Practice Students answer the questions about
Narrative text Class discussion
Let’s Speak Students perform conversation of the
characters in ‘three little pigs’ Group work
5. Go with
Me?
Let’s Warm up
Students rank the activities they did in weekend
Individual work
Let’s Experience
a. Students write the expressions of
inviting friends b.
Students invite their friends using the expressions
c. Students answer the questions about
inviting friends Pair work
Class activity Individual work
Let’s Share
Students share their perception on the previous lesson
Group work
Let’s Practice Students answer the questions about
Invitation Class discussion
Let’s Speak Students perform a dialogue of inviting
friends Pair work
Continued to page 64
64 Continued from page 63
6. My Favorite
Fable
Let’s Warm up
Students identify the pictures and answer the questions
Individual work
Let’s Experience
a. Students arrange the jumbled
pictures of ‘the tortoise and hare’ based on the background knowledge
b. Students compare the jumbled
pictures based on the recording c.
Students tell the story based on the tortoise side
Individual work Individual work
Pair work
Let’s Share
Students share their perception on the previous lesson
Group work
Let’s Practice Students answer the questions about
Fable Class discussion
Let’s Speak a.
Students create a story ‘the race between the hare and the frog’
b. Students tell the story in font of class
Group work Group work
7. My Dad
Let’s Warm up
Students write the adjectives of the picture
Group work
Let’s Experience
a. Students complete the information of
‘Lottie’s Dad’ based on the recording
b. Students guess the photo of Lottie’s
Dad c.
Students retell the description of Lottie’s Dad using their own words
Individual work Individual work
Group work
Let’s Share
Students share their perception on the previous lesson
Group work
Let’s Practice Students answer the questions about
descriptive text Class discussion
Let’s Speak a.
Students describe their dad then draw the picture of their dad
b. Students draw their partner’s dad
based on the description Pair work
Pair work
Continued to page 65
65 Continued from page 64
8. School Punishment
Let’s Warm up
Students identify the pictures and answer the questions
Class discussion
Let’s Experience
a. Students brainstorm what they know
about school punishment b.
Students complete the information based on the recording
c. Students answer the questions about
the generic structures of News item d.
Students interview their friends about their perception on how to
treat the misbehaving students Group work
Individual work Individual work
Group work
Let’s Share
Students share their perception on the previous lesson
Group work
Let’s Practice Students answer the questions about
News item text Class discussion
Let’s Speak
Students interview their partner using three questions about how to treat the
students who break the school regulation Pair work
F. Materials Feedbacks and Revision
A materials evaluation was conducted in order to know whether the materials were interesting, appropriate, and suitable for the tenth grade students of SMA
Pangudi Luhur Yogyakarta and met the goals, the general purposes, and the learning objectives. The materials and questionnaire were distributed to the participants
whose reviews were needed to improve the designed materials. There were two groups of participants: two English Language Education lecturers of Sanata Dharma
University and three English teachers of SMA Pangudi Luhur Yogyakarta. The data obtained from the questionnaire were presented as follows:
66 a.
Description of the Participants The evaluation of the designed materials was obtained by using
questionnaire. It included three sections. The first section was the participants’’ identity name, sex, educational background, and the length of teaching English
experiences. The second section described the teachers’ and lecture’s opinions toward the designed materials the extent of degree of agreement toward the
designed materials. The last section was the teachers’ and lecturers’ comments, opinions, suggestions or criticism toward the designed materials.
The participants of evaluation toward the designed materials were three English teachers of SMA Pangudi Luhur Yogyakarta and two English Language
Education lecturers of Sanata Dharma University. The feedbacks, opinions, comments, suggestions obtained from the materials evaluation were used as a basis
for revising and improving the materials. The descriptions of the participants were described as follows.
Table 4.7 The Description of the Research Participants
Group of respondents
No FM Educational
Background Teaching Experience year
F M
S1 S2
S3 1-5
6-10 11- 15
16- 20
20 Eng.
Lecturers 1.
√ √
√ 2.
√ √
√ Eng.
Teachers 1.
√ √
√ 2.
√ √
√ 3.
√ √
√
67 b.
Data Presentation in the Form Likert Scale The questionnaires were distributed to the participants to obtain the
evaluation on the designed materials. The Likert scale was used to show the participations’ opinion toward the designed materials. The degrees of agreement
from the participations were expressed in number. There were five degrees of agreement. The five degrees of agreement are as follows.
Table 3.3 Degree of Agreement Point of Agreement
Meaning
1 Strongly Disagree
2 Disagree
3 Uncertain
4 Agree
5 Strongly Agree
The descriptive statistics of the participants’ opinions toward the designed materials were presented as follows:
Table 4.8 The List of Participants’ Evaluation No
Statement Degree of Agreement
Central Tendency 1 2 3 4 5 N
Mn Mdn
Md
1. The indicators are well
formulated 1
3 1
5 4 4 4 2.
The indicators are able to support the
attainment of the basic competences
5 5 4 4 4
Continued to page 68
68 Continued from page 67
3. Experiential learning
is really developed in the designed materials
3 2
5 4.4
4 4
4. The tasks implemented
facilitate the students to meet the basic
standard of speaking competence
5 5 4 4
4
5. The contents of the
designed materials are well elaborated.
4 1
5 4.2
4 4
6. The level of difficulty
of the designed materials is
appropriate with what should be given to the
students. 1
3 1
5 4 4 4
7. The topics are well
selected and arranged. 4
1 5
4.2 4 4
8. The instruction in each
task or activity is clear enough to be
understood by the teachers and students.
1 3
1 5 4 4 4
9. The task or activities
in each unit are well elaborated and can
facilitate the students to achieve the goals
and objectives. 5 5 4 4 4
10. The tasks or activities
are interesting and various enough to
motivate students to be more active.
4 1
5 4.2
4 4
11. The task and activities
can help the students to understand the
lesson taught. 5 5 4 4 4
Continued to page 69
69 Continued from page 68
12. Generally, the pictures
provided can help the students to understand
the lesson more. 3
1 1
5 3.6
4 4
13. Generally, the
designed materials can enable the students to
develop their speaking skills.
3 2
4.4 4 4
Note: N: Number of participants The result of the descriptive statistics indicated that the average degree of
agreement on the evaluation of the materials was 4.1 from 3.6 to 4.4. From this result, it could be concluded that the designed materials are well-designed and
acceptable for the tenth students of SMA Pangudi Luhur Yogyakarta. However, the materials still needed to be revised and improved as suggested by the participants of
Preliminary Field Testing. The participants gave comments, opinions, suggestions and criticism about
the designed materials. The participants’ comments or opinions based on the questionnaire were described as follows:
1. Generally, the materials were well-designed, well-formulated, and well-
elaborated. 2.
The materials had various tasks for each unit so the students will not get bored with them.
3. The materials applied various kinds of media which can help the students
understand the materials better. 4.
The designed materials were suitable with the tenth grade students of Senior High School.
70 The participants’ suggestions or criticism were described as follows:
1. It would be better to change the subtitles which are more appropriate with the
content. 2.
It would be better to correct the grammatical mistakes. 3.
It would be better to provide the pictures which are more clearly to understand. 4.
It would be better to change the task about generic structures into step by step questions.
5. It would be better to make the instructions simpler and clearer to help the
students understand what to do.
The revision of the designed materials was described as follows:
Table 4.9 The Revision of the Designed Materials No
Preliminary Design Revised Design
1. Some of the subtitles was not
appropriate with the content Changed the appropriate subtitles
2. Some grammatical mistakes
Corrected the grammatical mistakes
3. Unit 1
The picture in warming up was unclear and ambiguous
Changed the picture with the clear and unambiguous one
4. Unit 2
The task about the generic structures was too simple for the students
Changed the task into step by step questions in order to help the
students to understand more on the generic structure
5.
Unit 4 The jumbled pictures were too many
and too complicated for the students to be arranged
Reduced the number of pictures to simplify the arrangement
6. Unit 5
The picture in warming up was unclear
Changed the picture with the clear one
Continued to page 71
71 Continued from page 70
7.
Unit 7 The pictures in warming up was
unclear and ambiguous Changed the pictures with the clear
and unambiguous one 8.
Unit 8 The instructions were too
complicated to be understood Simplified the instructions so that
the students understand what to do
72
CHAPTER V CONLUSIONS AND SUGGESTIONS
This chapter consists of two parts: the conclusions of the study and the suggestions for the English teachers or instructors and the future researchers.
A. Conclusions
This research was aimed to design supplementary speaking materials based on Experiential Learning Theory for the Tenth Grade Students of Senior High
School. There was one problem in this study: “what is the design of English speaking materials using experiential learning for the tenth grade students of senior high
school.” Based on the experiential learning theory used in this study, there were four
main sections, however, I added Let’s Warm up as the first section in order to motivate the students’ interest in a topic and to direct the students to the main topic
that is going to be learnt. The main four sections were Let’s Experience which contains activities that can develop the students’ skills in speaking, Let’s Share
which contains reflection task of the two previous activities, Let’s Practice which contains the task of constructing the theory of the topic, and Let’s Speak which
contains speaking task for the students in order to apply their knowledge and understanding that they have got from the previous four parts.
The materials were designed based on School-Based Curriculum 2006. The designed materials had eight topics which were taken from the curriculum. They
