45
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter is intended to elaborate the result and discussion of the steps in designing a set of integrated reading writing materials of Self-Access Centre in
SMK Negeri 2 Depok
for the tenth grade students. The discussion is divided into two parts which are aimed to answer the two research questions. The first part
discusses the steps in designing integrated reading writing materials and the second part discusses the presentation of the designed materials.
A. The Steps in Designing Integrated Reading Writing Materials
In this study, there are seven steps in designing a set of integrated reading writing materials of Self-Access Centre in
SMK Negeri 2 Depok
for the tenth grade students. Those steps are the combination of the instructional design model
of Kemp. They are Conducting Need Survey, Stating Goal, Topics, and General Purposes, Stating Learning Objectives, Classifying the Subject Content, Selecting
Teaching and Learning Activities and Resources, Conducting Materials Evaluation, and Revising the Designed Materials.
1. Conducting Need Survey
This step was firstly done by the researcher which was aimed to collect the information about the students‟ characteristics and needs of English materials,
especially reading and writing skills, in SAC. The data was obtained by distributing a questionnaire to the tenth grade students of
SMK Negeri 2 Depok
46 and conducting interviews with an English teacher and one student of each class
that had been observed by the researcher. The data obtained from the questionnaire was about the students‟ needs of the materials, especially reading
and writing skills, in SAC. Meanwhile, the data obtained from the interview with the English teacher was ab
out the students‟ characteristics, needs, difficulties in learning English and also deeper information about materials in SAC.
Furthermore, the interview with the students was aimed to gain deeper information about their needs of materials, especially reading and writing, in
SAC. The result will be used to design a set of integrated reading writing
materials. The following was result of the questionnaire and interview.
a. Result of the Questionnaire
The questionnaire was distributed to the tenth grade students of
SMK Negeri 2 Depok
. There were 15 classes with 480 students as the total. The researcher selected 128 students from 4 classes randomly as the respondents. The
questionnaire chosen was a closed form questionnaire since it helped the researcher in calculating the result. Thus, the students only chose the options
provided in the questionnaire. The following table is the result of the questionnaire.
Table 4.1 Result of the Questionnaire
No Questions
Responses Percentage
1. The respondents think that
SAC is the right place to improve
their English
knowledge. A. Yes
B. No 76.5
23.5
2. The
respondents feel
comfortable learning
A. Yes 50.7
47
No Questions
Responses Percentage
English in SAC. B. No
49.3 3.
How often
do the
respondents use SAC in a week?
A. 5 to 6 times a week
B. 3 to 4 times a week
C. 1 to 2 times a week
D. Never 15.6
23.4
34.4 26.6
4. The respondents think that
the materials in SAC are interesting.
A. Yes B. No
34.3 65.7
5. Do the respondents find any
difficulties in
learning reading materials?
A. Yes B. No
73.43 26.6
6. What are the factors that
make the reading materials difficult?
A. Theme B. Grammar
C. Vocabulary D. Identifying the
text 17.2
60.2 28.2
48.4 7.
Do the respondents feel bored with the activities in
the reading materials in SAC?
A. Yes B. No
78.1 21.9
8. What are the factors that
make the respondents feel bored
of the
reading materials?
A. There are a lot of difficult words
B. The texts are too long
C. The theme of the texts
are not
interesting D. The texts are not
up-to-date 38.3
29.7 45.3
50.8
48
No Questions
Responses Percentage
9. What
kind of
reading materials do the respondents
want? A. Informative texts
B. Contain pictures and colors
C. A lot of new words
D. Up-to-date texts 50
25.8 48.4
57
10. What
activities do
the respondents want in the
reading materials in SAC? A. Questions and
answers B. True or False
section C. Translating
D. Listing
the information
71.9 58.6
24.2
38.3
11. Do the respondents find any
difficulties in
learning writing materials in SAC?
A. Yes B. No
75.8 24.2
12. What are the factors that
make the writing materials difficult?
A. Grammar B. Diction
C. Topic D. Vocabulary
42.2 31.2
23.4 42
13. What
activities do
the respondents want in the
writing materials in SAC? A.
Arrange the
jumbled sentences B. Summarize a
story with your own words
C. Make a story based
on the
pictures given D.
Make a story with
your own
words based on the instruction given
32.8
22.7 44.5
41.4
49
No Questions
Responses Percentage
14. What kind of topics the
respondents want to learn in Reading
and Writing
materials in SAC? A. Greeting and
introduction B. Invitation
C. Memo D.Describing
someone E. Procedure
F.Asking and
giving direction G. Announcement
H. Profession 34.4
34.4 33.6
66.4 30.5
68 68.7
64.1
Table 4.1 showed the results of the questionnaire that would be used as the references to design the materials. Through the results of the questionnaire, the
researcher found the students‟ needs, especially in learning reading and writing in Self-Access Centre. Thus, the researcher would be able to design the appropriate
materials in order to help the students in learning reading and writing easily. The researcher divided the questionnaire into three main parts. The first part was a set
of questions about Self-Access Centre, the second part was about reading materials and the third part was about writing materials. Based on the data
gathered from the questionnaire, the researcher discovered that 50.7 of the students were comfortable to learn English in SAC. Besides, 76.5 of the
students agreed that SAC was the right place to improve their English. However, they rarely came to the SAC because 65.7 of the students thought that the
materials provided in SAC were not interested. Moreover, they also found some
50 difficulties in learning the materials, especially reading and writing. There were
73.43 of the students found difficulties in learning the reading materials in SAC. The researcher discovered that 60.2 of the students had difficulty in grammar. In
order to solve this problem, the researcher would provide grammar exercises in each unit. The other problem faced by the students was identifying the text. In
order to solve those problems, the researcher would provide exercises which used skimming and scanning techniques in reading, to help the students in identifying
the text. The last two factors were vocabulary and theme of the text. The researcher would provide vocabulary exercises. The vocabulary provided was
related to the topic and the students‟ daily language. Next, the researcher would provide the themes which related to their studies and daily lives to help them in
understanding the texts easier. Based on the data gathered, the researcher discovered that 78.1 of the
students felt bored with the activities provided in the reading materials in SAC. There were some reasons that made them felt bored with reading. First, it was
because the texts were not up-to-date. The texts provided were mostly taken from their handbooks. Then, some texts had been given by the teachers in the class.
Moreover, the teachers used the same texts in every year for every class so the topics were not up-to-date. Thus, the students had already known what were
written in the texts, included the answers of the questions related to the texts. In order to solve this problem, the researcher would provide texts which were up-to-
date or hot news. Besides, the researcher also made sure that the text had not been given to the students before by consulting with the English teachers. Second, the
51 themes of the texts were uninteresting because they were mostly not related to the
students‟ majors and daily activities. Thus, sometimes the students found difficulties in understanding the texts since they were unfamiliar with the topics
talked about in the text. In order to solve this problem, the researcher provided texts which themes were related to their daily activities and majors. The last two
factors were too long texts and too difficult words. These problems would be solved by providing texts which were shorter with daily language used in the text.
Thus, the students would understand the texts easier. The researcher also provided some words or terms which related to their studies in order to increase their
vocabulary. The researcher selected the texts based on the results of the questionnaire.
The result showed 57 of the students chose the up-to-date texts. Therefore, the researcher would provide texts which had been becoming hot news nowadays.
Then, 50 of the students chose the texts which were informative so the researcher would provide texts with a lot of information in the materials which
were related to their studies and needs. The last two options were texts which had a lot of new words and texts which contained pictures and colors. In order to solve
those problems the researcher would provide texts with some new words or terms which were related to their studies, such as terms of engineering and architecture.
Furthermore, the researcher also would provide some pictures and colorful layouts to make the students were interested in the materials. For the reading activities
provided in the materials, they were also based on the results of the questionnaire. Most of the students chose questions and answers activities. Therefore, the
52 researcher would provide the question and answer activities which also supported
the skimming and scanning techniques in identifying the texts. Besides, the researcher would also choose the other two options that had higher percentages.
They were
True
or
False
and listing the information activities. The researcher combined those three activities in order to vary the activities so the students
would not be bored. The results of writing part in the questionnaire showed that 75.8 of the
students got difficulties in learning the writing materials in SAC. Then, the researcher found that most of the students found difficulties in grammar.
Therefore, the researcher would provide more exercises related to the grammar so the students would use the correct grammar in their writing. Moreover, the
researcher would also provide language focus in order to help the students in understanding the grammar in each unit. There was another problem faced by the
students in writing activity, it was vocabulary. In solving this problem, the researcher would provide vocabulary exercises in the reading activity to help the
students in writing. For the activities in writing materials in SAC, the students mostly chose to make stories based on the pictures provided. Therefore, the
researcher would provide some pictures and asked the students to make a story or describe the picture provided. Next, 41.4 of the students chose to make a story
with their own words based on the instruction given. In order to solve this problem, the researcher would provide some exercises which allowed the students
to make a story with their own words but based on the instruction given. Thus, the students would be able to increase their creativities in expressing the ideas in their
53 writings. However, it should be based on the instruction given because it would
help the students to focus only on the topic and help them to find a theme for their writings easier. Another activity was arranging the jumbled stories. The researcher
would provide some exercises of arranging the jumbled sentences to solve this problem.
The last data gathered from the questionnaire was about the topics that would be used in the designed integrated reading writing materials for SAC. The
researcher provided eight topics, they were
Greeting and Introduction
,
Invitation
,
Memo
,
Describing Someone
,
Procedure
,
Asking and Giving Direction
,
Announcement
and
Profession
. However, there were only four topics that would be used in the designed materials. The four topics chosen by the students were
Describing Someone
,
Asking and Giving Direction
,
Announcement
and
Profession
. b.
Result of the Interview The researcher conducted interviews with an English teacher of
SMK Negeri 2 Depok
and one student of each class that had been observed by the researcher. The purpose of conducting the interviews was to obtain deeper
information that could not be obtained in the questionnaire. The questions addressed to the English teacher were about the specific description of Self-
Access Centre, the activities and the Self-Access materials needed. Besides, the researcher also asked about the stude
nts‟ characteristics and difficulties in doing the materials, especially reading and writing materials. In order to obtain more
information, the researcher also interviewed some students. The questions
54 addressed were about their perceptions of SAC and the materials provided,
especially reading and writing. The researcher also asked about the students‟ advice on the materials they wanted to be provided in SAC.
According to the English teacher of
SMK Negeri 2 Depok
, who handled SAC, SAC is a place where the students can learn English by themselves. They
could choose the materials they wanted to learn and at last they score their own work. Thus, the designed materials should provide the answer keys in each
material. Since the students checked their own work so they could notice their mistakes and learn from it. The aims of SAC were to help the students to improve
their English whenever they wanted to. Moreover, it also helped the students to be accustomed to learning English independently. Thus, the students were allowed to
come to SAC even when they were not attending English class. SAC was a recommended place at
SMK Negeri 2 Depok
for learning English. It was because in SAC, the students learned about responsibility and independence, since they
had to do everything by themselves, including choosing the materials, checking and scoring their work. Moreover, in SAC the students could find the digital
materials and printed materials. Self-Access Centre provides self-access materials covering materials for listening, speaking, reading, writing, grammar, and
vocabulary in order to achieve the target language. Since the materials had been classified based on the levels and skills, the students could find the materials they
need easier. Furthermore, there were only English materials in SAC, so the students could only focus on learning English. Besides, the students could find a
lot of materials in SAC so they could practice more by working on those
55 materials. The activities in SAC were not only doing the materials which related
to the students‟ studies but they could also listening to the songs or watching movies which subtitles were English language. Thus, the students could learn
English in fun way. The students who came to SAC were usually those who had strong desire
to improve their English. They usually came twice or three times a week to do the materials in SAC. On the other hand, some students came to SAC in order to
watch some movies, listening to the music, or finding some materials they need related to their homework. The materials which were mostly done by them were
listening and reading. When the students found some difficult words in the texts that they were reading, they usually search the meanings in the dictionary
provided. Since SAC was demanded the students to learn English independently, so the students had to choose, do and score their own work. Some students were
very active. They asked about something that confused them by asking their English teachers. Sometimes, the students also did more than one activities at
once when they were in SAC. It showed that the students were very enthusiastic and motivated to learn English in SAC.
The English teacher said that so far the aim of SAC had been accomplished in some levels, but it was still dissatisfied. The English teacher said
that the students actually felt comfortable in SAC. However, the students sometimes did the exercises provided reluctantly because the materials were
boring and not up-to-date. The teacher said that honestly they rarely added the new materials in SAC. The latest materials were updated in 2011. Thus, some of
56 the materials were the materials which had been done by the students. Moreover,
the tasks provided in each material were very limited. There were only two tasks, as maximum, in each material. The English teacher then added that the reading
and writing materials needed to be improved. It was because in the materials provided there were only one text with one kind of task. Besides, the layouts of
the materials were uninteresting so the mat erials did not attract the students‟
attention. Meanwhile, the English teacher found that the students found difficulties in learning reading and writing. In fact, the students were uninterested
in working on the reading and writing materials because the materials are boring and not up-to-date so that the students cannot improve their reading and writing
skills. From the interview with the English teacher, the researcher found that the
materials provided were not based on the school based curriculum. It was based on the students‟ needs. All the materials in SAC were made by the English
teachers at
SMK Negeri 2 Depok
. Therefore, sometimes the researcher also consulted the contents, such as the texts and activities, with them in order to
design appropriate mat erials based on the students‟ needs. Then, the English
teacher also said that the materials in SAC were using general English because the students learned general English in the class. Since the materials in SAC were
used to support the students‟ needs, so the materials were designed based on the students‟ background knowledge of English. Furthermore, in order to know
deeper about the students‟ needs, the researcher did not only distribute the
57 questionnaire to the students but also interviewed one student of each class which
had been observed by the researcher. According to the students, they were comfortable with the situation in
SAC. Besides, SAC was really helpful, especially for the students who wanted to learn more about English. However, the materials provided were uninteresting,
especially the reading and writing materials. Then, the students gave some advices on the materials that would be provided in SAC. They wanted the materials which
at least related to their studies, such as engineering, architecture, etc. Then, they also wanted materials which were attractive and colorful. Besides, it should
provide pictures to make the materials more interesting. The students also wanted the up-to-date materials which had never been done by them before.
2. Stating Goal, Topics and General Purposes
Kategori