53
The results of the instructional analysis or the suitable speaking topics were the mastery of greeting, leave taking, introducing oneself and others, asking
for and giving directions, describing a place, and describing equipment.
c. Analyze Learners and Context
This phase was also called as needs analysis. The purpose of this phase was
to find out the learners’ needs. This phase was to determine the suitability between the context and the setting. To collect the
data of learners’ needs, the researcher distributed questionnaires to fifteen guides as the participants. The data
of learners’ background can be seen in Table 4.2.
Table 4.2 Learners’ Background Learners
Age Sex
Education
The tour guides of Kalisuci Gunungkidul
19 – 37 years old
M F
SD SMP
SMU SMK
Total 15
- 1
3 11
The data on the learners’ background showed that learners’ age were 19 years old to 37 years old. The learners were all men. The background of learners’
education was at senior high school as the highest level and elementary school as the lowest level. It showed that the learners were various. The background of the
learners was very important for the researcher to be used as the consideration to design the speaking materials and activities. Therefore, the materials were
sequenced smoothly from the easiest one to the most difficult one, so that the various age learners were expected to be able to follow the process of learning
smoothly. The tasks instructions in the designed materials were written clearly and undersatandable so that all the learners knew what they were going to do with
the tasks.
54
Table 4.3 showed the necessities and interests of English speaking skills as the tour guides of Kalisuci Gunungkidul which were considered important to the
learners.
Table 4.3 The Results of Learners’ Necessities and Interests No
Statements Answer
Number Percentage
Necessities
1. I need to speak English fluently to
support my job. a.
Yes b. Doubt
c. No
15 -
- 100
- -
2. Understand the meaning of English
speakers’ words are important. a.
Yes b. Doubt
c. No
14 1
- 94
6 -
3. Learning English speaking skills
ideally with practicing to speak in English more and more.
a. Yes
b. Doubt c.
No 14
1 -
94 6
- 4.
I am comfortable and happy with practicing to speak in English more
and more in class. a.
Yes b. Doubt
c. No
14 -
1 94
- 6
5. The more practicing to speak in
English, the more fluent I am. a.
Yes b. Doubt
c. No
13 2
- 87
13 -
6. English speaking practice makes
me to be active in class. a.
Yes b. Doubt
c. No
13 2
- 87
13 -
7. Speaking skills is more important
than grammar competence for me as a guide.
a. Yes
b. Doubt c.
No 13
2 -
87 13
- 8.
Practicing to speak English in class makes me accustomed to speak
English in daily guiding. a.
Yes b. Doubt
c. No
15 -
- 100
- -
Interests Answer
Number Percentage
9. Role playing makes me easier to
understand and be more active to speak in English.
a. Yes
b. Doubt c.
No 12
3 -
80 20
- 10.
Role playing encourages me to be brave to speak in English.
a. Yes b. Doubt
c. No 14
1 -
94 6
-
The statements in Table 4.3 were designed to find out the needs and interests of the learners in learning speaking skills. The results
of learners’ necessities and interests in learning showed that the highest percentage points
55
were on the “yes” answer. The learners believed that English speaking skills were important for them to support their job and a role playing task made learners to
learn English speaking skills more effectively. Table 4.4 presented learners’ needs on learners’ lacks and wants in
learning English speaking skills.
Table 4.4 The Results of Learners’ Lacks and Wants Items
Answer Number
Percentage
Learners’ Level
a. Beginner level.
b. Intermediate level. c.
Advanced level. 13
2 -
87 13
- Lacks
a. difficult in listening.
b. do not know or doubt to say a word or sentence.
c. difficult in listening and do
not know or doubt to say a word or sentence.
5 4
6 33
27
40 Wants
suggested materials
a. greeting,
leave taking,
introducing self and others. b. asking
for and
giving directions.
c. describing a place.
d. describing a
piece of
equipment. Other suggested materials by
learners: 1. more conversation practice.
15 15
15 15
100 100
100 100
The results of learners’ lacks showed learners’ level and difficulties in learning English speaking skills. The results in Table 4.4 showed that most of the
learners were in the beginner level which needed a lot of improvement. They were difficult to understand the meaning of English speaking guests’ speech. The
results of learners’ wants showed that the suggested materials by the researcher were needed to support their job with more practicing English conversations in
speaking class later on. The suggested materials from learners were to add more
56
conversation practices. The researcher also made an open form questionnaire to find out information about learners’ lacks and wants deeper. The summary of the
open questionnaire can be seen in Table 4.5.
Table 4.5 The Summary of Learners’ Lacks and Wants No
Items Summary
1 Experience in English
course There were two courses before. They have
learnt about : 1. to be,
2. some tenses, 3. part of speech, and
4. speaking conversation.
2 The difficulties in learning
English 1. Limited vocabulary
2. Make a correct sentence, 3. Lack of confidence,
4. Lack of pronunciation, 5. Lack of catching the meaning of
English speaker guests. 3
The most appeared questions from English
speaking guests 1. The history of the cave and Kalisuci.
2. How long the trip is. 3. The directions of a place.
4. The correct way to have a Cave Tubing
trip. 5. Check whether the safety equipment is
safe enough or not. 6. The ticket price.
4 What story which you tell
to the English speaking guest are
1.The condition of the track. 2. The time spent to have a trip.
3. The description about the cave. 4. Asking about the safety equipment
whether they are comfortable enough or not .
5.The animals and plants inside the cave. 6. Describe Cave Tubing procedure.
From Table 4.5, it is showed that the learners had learnt English in the two previous English courses and they had learnt some competencies and skills in
English learning such as grammar and speaking. Thus, they needed to refresh their mind to
practice more to solve their difficulties so that they could answer guests’ questions and tell anything related to the trip correctly. The most appeared
57
questions from English speaking guests were the topics about caving and cave tubing activities. To solve learning difficulties of the guides, the researcher made
some activities which triggered learners to solve their difficulties. The summary of
learner’s lacks and wants in open-ended questionnaire helped the researcher in considering the speaking materials.
2. Planning
