could improve student’s knowledge. One of the respondents said that the choice of words were too Indonesian.
c. Vocabulary list The respondents suggested to add the vocabulary list, not only giving the
activity crosswords. d. Grammar
Some of the respondents found some grammatical mistakes in the designed materials. The writer should pay attention to minimum requirements and
also spelling. e. Other suggestion
One of the respondents said that the material in unit 8 was too easy. The respondent suggest to change the material about cardinal and ordinal number, but
the writer did not change the material in unit 8 because the material was based on the students’ need.
C. Discussions
The discussion section concerns with two processes. The first one is about the process of designing a set of English instructional speaking materials for
extracurricular activities for 6th grade students. The second process deals with the process of making revisions and improvement on the instructional materials based
on the results of survey research. Before designing the materials the writer distributed pre-design questionnaire or also known as the needs analysis. The aim
of needs analysis was to find out what the students’ need. The questionnaire was
distributed to the members of the English club students. The writer also conducted interview to some of the respondents and also to the English Club teacher. The
result of the needs analysis showed that the students need English in order to enrole International schools for their future education. They needed to be able to
communicate using English when they are accepted in International schools. The writer proposed some topics to learn.
The writer used the pre-design result to design the suitable materials. The writer developed the topics by considering what the students needed. The writer
tried to fulfill the students need by providing communicative actvities where the students have lots of chances to practice their speaking ability. By the end of the
course, the students were expected to be able to communicate with friends and teachers using target language.
After designing the materials the writer distributed some questionnaires to two English teachers, one English lecturer and also two English instructors. The
questionnaire was about the evaluations of the designed materials. The questionnaire consisted of two parts. In the first part the respondents gave their
score based on their degree of agreements. The writer calculated the result of the questionnaire to find the mean, median and mode. The result of the survey was
presented in table 4. The results showed that the average points were above 4.2. It meant that the materials were acceptable.
From the suggestions and inputs given by the respondents, the writer finally revised and improved the designed materials based on the evaluation
given. The improvements were:
1. Correcting any misspelling, incorrect punctuation or unacceptable construction especially in the conversation so as the design materials
were absolutely acceptable and correct. 2. Adding vocabulary list, not only put activity, but also put the
vocabulary list in the language focus, especially in the vocabulary part. 3. Revising the dialogues’s expressions to be more natural by consulting
to a native speaker. 4. Revising the font in order to be more interesting for young learners.
5. Adding pictures in “Exploration” section.
D. Presentation of the Design Materials
