The Findings of the Junior KYM Sisters’ Interview

53 good. Also, the Sisters’ vocabulary was very limited. Secondly, the Sisters felt afraid of making mistakes. The Sisters had experience of inferiority to speak in English because there were other people around them who were able to speak well. The third question was about the influence of the Sist ers’ job on their motivation to learn English. All of the Sisters recognized that their jobs required them to learn English. In conclusion, generally the Sisters had positive perceptions on English. It means, the Sisters faced difficulties but they still wanted to learn speaking. It became a good sign for the writer to design the materials for the Junior KYM Sisters. The second theme was about the technique in learning speaking. The Sisters said that they wanted to learn speaking using dialogue in which the Sisters would act and speak like in a real life with their partners. The dialogue would help the Sisters practice more in speaking. The last theme was about Sist ers’ suggestions for the material would be designed. The Sisters stated that they needed a material in which the content of the materials was related to the Sisters ’ daily life. The Sisters also said that they needed a list of vocabulary or difficult words with the meaning and phonetic transcription to help them pronounce the words correctly. In addition, the Sisters said that the writer needs to make the module colorful, interesting, and the diction should be simple and easy to be understood. 54

2. Listing Topics as Apart of Task Analysis

This step aims to determine the list of the topics that will be taught. After analyzing the findings, the writer made a list of the topics for the learners. The topics were gained from the questionnaires findings. The writer provided eight topics in the questionnaire but merely four topics were used in designing the materials. The writer used four topics because the designed materials will be used for eight meetings around a month. The topics were arranged based on the top rankings which were chosen by the participants. The topics are organized as follows: Table 4.6. The Topics of the Design Materials No. Language functional Topical 1 Introducing self New place, new friends 2 Asking for and offering help Helping fellow Sisters in nunnery 3 Promoting KYM Congregation The review of KYM profile 4 Visiting sick people Pastoral care in the parish However, in the designed materials the writer placed “Asking for and offering help” in the second sequence. The reason was to help the learners learn first from the small scope. At the beginning, the learners will learn how to introduce themselves and how to ask for and offer help in nunnery. Furthermore, the learners will learn from the bigger scope in which learners interact with other people outside the nunnery. The learners will learn how to promote KYM Congregation and how to express their attention to people who are sick in the parish.