Teaching Language Theoretical Review

politeness, communicating in a good body language, grooming, interpersonal relationship, team work, personality, etiquette, responsibility, professionalism, building professionalism Silabus Administrasi Perkantoran, 2011.

3. Discussion

3.1 Steps of Developing Material for the

Official Administration Students There are some steps which are employed to develop the learning material which manage to incorporate the English Language proficiency development and the character building.

3.1.1 Conducting Need Analysis

As it is proposed by Kemp 1997, in order to produce the good instructional design, the deciding the goal is the first step to do. In order to accomplish the data, the writer conducted the need analysis to the students grade X SMKN 1 Godean Sleman majoring at official administration. According to the data that the writer assembled, it was found that 100 of the students grade X SMKN 1 Godean Sleman majoring at official administration taken as the sample admitted that they learned English on order to function the language in the future work. All of them needed English in order to communicate with the colleague, and to communicate with boss and customer. Therefore, 80 of them agreed that they needed to acquire active English in order to function well in their future job. It was found that 100 percent of the students mentioned that their future job concerned with handling the administrative things. However, 80 of them admitted that they can handle administrative things both in the Bahasa Indonesia and in English. In fact, 75 of the students noticed that they were able to function English communicatively in written form though they were not fluent. Besides learning need, another factor to consider was lack Kemp, 1997; Hutchinson and Waters, 1987; Macalister, 2010 In order to obtain the data about the students’ lack the writer employed the use of interview, questionnaire and test. Instrument employed in obtaining the data about the students’ current level proficiency was the test. The test was aimed to understand the students’ current level of proficiency as it was suggested by Kemp 1997, Hutchinson 1987 and Macalister 2010. In the test, it was shown that the students were sufficient at written communication but not at the oral communication. Nonetheless, their written proficiency was still need to be optimized. In order to obtain the learners’ lack, the data obtained from the test was supported by the questionnaire and the interview result. The questionnaire result showed that 85 of the students still found the difficulties for communicating spontaneously in English both in oral in written form. Vocabularies and grammar occupied the 80 of the problems in all of the four skills listening, speaking, reading and writing. Besides the vocabulary, 80 of the students acknowledged that in the oral communication both in speaking and listening, they were difficult to communicate in English because of the pronunciation problems. Some of them were still difficult in fine-tuning the English utterances for them to understand and in pronouncing some utterances in English. Besides pronunciation, the main problem of the students is related to the speaking fluency. All of the students agreed that fluency remain the serious problem in speaking English spontaneously. In the questionnaire given to the students, they admitted that they found some psychological handicaps while learning English. The majority of the students, 70 of them felt shy, and nervous while learning English. The other thought that they were reluctant while trying to speak in English. They were afraid of making mistake while trying to produce the language. Another instrument employed for digging out the information about the learners’ lack was the interview. While conducting the interview with the students, they were asked the reason why it was difficult for them to communicate in English. They admitted they often found difficulties when being asked to respond the statement as quick as possible. Moreover, the students also tended to translate what their idea in the first language before they said something in the second language. Rather than trying to deliver the idea, translation often made them difficult to utter statements in English. In the interview, 70 of the students said that they were sometimes frustrated to learn English. 85 of the students admitted that though it they had learned English for many years; it was difficult for them to communicate in English spontaneously. It was obtained that 85 of the students said that they were afraid of making mistake while learning English in front of the audience. Therefore, rather than being embarrassed, it would be better for them not to speak anything. Those students also admitted that they often had no idea of what to say so that they kept silent while learning English Another thing to consider was what the students want Hutchinson, 1987 and Kemp, 1997; Macalister, 2010. Considering what the students’ want is important as this greatly contribute to the students’ motivation while learning English. From the questionnaire result, the students admit that they wanted to be able to communicate in English well both in oral and written form at least in the novice level. 81