CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter consists of two parts that presents the answers of the two research questions. The first part discusses the steps of designing to answer the first
research question: What are the steps of designing a set of English conversation materials for advanced learners of English Conversation Class at Quick Concept
English Course Solo? The second part presents the designed materials to answer the second research question: What does a set of English conversation materials for
advanced learners of English Conversation Class at Quick Concept English Course Solo look like?
A. The Steps of Designing the Materials
In this study, the writer adopted eight steps of designing the materials from Kemp’s instructional design model. The first steps were considering goals, listing
topics, and stating the general purposes for teaching each topic. The second one was enumerating the important characteristics of the learners for whom the instruction
was to be designed. The third one was specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. The fourth one was
listing the subject content that supported each objective. The fifth one was developing pre-assessments to determine the student’s background and present level of
knowledge about the topic. The sixth one was selecting teachinglearning activities
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and instructional resources that treated the subject content so students could accomplish the objectives. The seventh one was coordinating such support services as
budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. The last one was evaluating students’ learning in terms of their accomplishment
of objectives, with a view to revising and reevaluating any phases of the plan that needed improvement. Since Kemp’s model is flexible, it allows the materials
designers to start with whichever element they are ready to start with and then move back and forth to the other steps. The writer started the designing process by
conducting the step that was considered useful to conduct first, that was developing pre-design survey in form of needs survey.
1. Conducting Pre-design Survey
The writer started the process of the designing by conducting needs survey as the pre-design survey. The survey was conducted on June 15, 2007
until June 17, 2007. It involved 12 learners as the respondents. The instruments used in this survey were questionnaires and interviews. The
questionnaires consisted of eight questions trying to gain the information about the learners’ motivations, needs and wants. The interviews were conducted to gain
further information that could not be gained through questionnaires. Both the forms of the questionnaires and the interviews can be seen in appendix A and B.
a. Respondents
The respondents of the needs survey were the advanced learners of English Conversation Class at Quick Concept English Course Solo. There were 12 learners
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