31 coding data, finding patterns, labeling themes, and developing category systems”
p.462. In this research, coding was conducted in order to get coding scheme and
coding categorization. The researcher read the interview scripts many times to find the clues. Bogdan and Biklen 2003 stated
that “as you read through your data, certain words, phrases, patterns of behavior, subjects’ ways of thinking, and
events repeat and stand out” p. 161. The results of the analysis would be used to the basis in designing the materials
F. Research Procedure
The researcher used five steps as the procedures of conducting this research. Those steps were:
1. Information Collecting
Information collecting was the step of collecting the data background and information for the researcher in designing the materials. The researcher collected
the data by distributing the questionnaire to the students in
SMP Pangudi Luhur
on May 16
th
, 2014 and interviewing the English teacher of
SMP Pangudi Luhur
Yogyakarta on September 12
th
, 2014. By having the data information, the researcher decided and started to determine the objectives of the designed
materials. In this step, the researcher gathered information of the questionnaire and
the result of the interview to the teacher. The information consisted of the students’ competence of English, the students’ interest in learning English, the
32 students’ perception of the importance of English, the students’ opinion of the
English Extracurricular Activity, the variation activity in English Extracurricular Activity
, the students’ perception of the learning media and the class activity, the learning method for the material development and the learning materials. The
result of the questionnaire would be shown in Appendix C. The researcher conducted the interview with the English teacher of
SMP Pangudi Luhur
Yogyakarta. After conducting the interview, the researcher transcribed the interview results. After reading transcript regularly, the researcher
did coding categorization. There were two categorizations were described as follows: 1 learning method and 2 learning materials. Furthermore, the
researcher generated themes based on the categorization. Those themes are:
1 Task-based Learning as the Learning Method
The designed materials conducted task-based learning as the learning method. In task-based learning, the students do some tasks in achieving the goals
of every topic. As what the teacher said: The method in teaching English Extracurricular Activity is giving task to
the students. The form of the task would be work in pair; work in groups; or even work individually. The task is more closely to the retell, speech,
and conversation.
A piece of interview transcript above implicitly showed that in the English Extracurricular Activity, the students should not only learn the materials but they
have to practice more. In speaking practice, the students were given some task to do in pair, in group or individually. The purpose of the task given was to
encourage the s tudents’ want to speak English. As the goal of learning English by
33 communicating with others, the task-based method would be appropriate to help
the students learned more. Another quotation to support the first quotation was: In a week, there are 90 minutes each meeting. It is an obligatory
extracurricular so the attendance and the process in learning English become the important thing. It is not only the good level of students’
competence but it is the process of learning. English Extracurricular Activity
’ teacher The existence of learning process in the English Extracurricular Activity
was an important thing. The process consisted of the method in learning English through the task given. The task given was used to communicate with others. The
opinion of the teacher about task-based had the same understanding with task- based learning method. Richards and Rodgers 2001 quoted that “tasks are useful
vehicles for applying real communication activities for the learner to support the learning process” p.223. The same understanding between the teacher’s opinion
and theory led the researcher to apply task-based learning as the learning method. The researcher developed the designed materials by applying some kinds
of task stated in chapter 2. Those tasks were sharing personal experiences, creative task, classifying, role-playing, co-operating, practicing, and jigsaw task.
All the task types used in the designed materials was in those three phase of task- based learning. Each task type would be supporting others. It meant that the
researcher combined the task types in order to develop the appropriate designed materials for the students.
34
2 The Materials of Regular Class Grade 7 as the Learning Materials
In defining the materials, the researcher adapted the materials from regular grade 7. The following is a part of the interview transcript which showed the
learning materials should be: The material for English Extracurricular Activity depends on the 2013
Curriculum. The reason is English Extracurricular Activity supports the teaching learning activities in the school. English Extracurricular
Activity ’ teacher
The materials for teaching English Extracurricular Activity depended on the learning objectives and competences of regular class grade 7. It purposed to
correlate the morning activity in the class with the activity in English Extracurricular Activity. The activity in the regular school-time focused on
writing, reading, structure and vocabulary. Speaking was not really had enough time to be practiced.
In this research, the researcher defined the goal of the designed materials to facilitate the seventh grade students in the teaching-learning process of English
Extracurricular Activity. By finishing this activity the students are expected to have skills in speaking English. Since English Extracurricular Activity is designed
to support the teaching-learning activities in the regular school time, the researcher would develop the designed materials based on the curriculum
employed by the school. The researcher tried to determine the designed materials by referring to the
Basic Competence of the active skill. The speaking skill of the students based on the syllabus that is used by the school. The Basic Competences of the seventh
grade students based on the 2013 Curriculum. The Basic Competences of the
35 seventh grade students in English Extracurricular Activity would be shown in
Table 3.3.
Table 3.3: The Basic Competences of Grade Seventh Basic Competences
4.1. Arrange the spoken text to say and respond to greeting, leave-taking, thanking, and apologizing.
4.2. Arrange the spoken text and written text to state, ask and respond the introducing self and others.
4.3. Arrange the spoken text and written text to state and ask the name of day, month and time in a day.
4.4. Arrange the spoken text and written text to describe and ask the name of animal, things, and buildings.
4.5. Arrange the spoken text and written text to state and ask the characteristics of people, animals and things.
4.6. Arrange the spoken text and written text to state and ask the behavior of people, animals and things.
4.7. Arrange the spoken text and written text about instruction, short notice and warning. 4.8. Arrange the descriptive spoken text and written text about people, animals and things.
2. Planning
