a. Conducting Needs Survey
As stated previously, the needs survey was conducted in order to gain the information on the nature of Speaking IV subject as well as students’ learning
needs. There were two methods employed in the survey. The first method was giving questionnaire to students of Speaking IV subject in order to obtain
information on students’ point of view towards the existing speaking classes, integrated language instruction as well as their learning needs and wants. The
second one was conducting interview to the lecturers of the subject. The purpose of the interview was in order to gain information on the nature of Speaking IV
subject and teachers’ point of view on integrated language instruction. 1 Results of the Questionnaire for Students
The questionnaires were distributed to 45 students who took Speaking IV subject. All of them were in their fourth semester. The purpose of the
questionnaires was to find their learning needs. There were two questions asked initially to get data on students’ academic achievement. The first question was on
students’ GPA and the second one was on students’ speaking grades. Based on the result of the questionnaires, the respondents have good achievement in their study;
31 of them had GPA above 3.50 and 43 had GPA ranging from 3.00 to 4.49, while the rest of them had GPA under 3.00. In summary, this data showed that
most students had good academic achievement. The good academic achievement gave significant influence to students’
speaking grade. Semester four students had attended three Speaking classes, namely: Speaking I, Speaking II and Speaking III. The respondents’ grades from
those three classes were calculated to find the average of students’ Speaking grades. The average is attained by counting the sum of the Speaking score divided
by the number of the course taken. Students’ speaking grades which were in form of letter were scored as follows: grade A was scored 4, grade B was scored 3,
grade C was scored 2, grade D was scored 1, and grade E was scored 0. The result of the calculation is systematically shown as follows:
Table 4.1. The Calculation of Respondents’ Average Speaking Grade
The figure below shows respondents’ average speaking grades. The legend in the figure shows the average speaking grades of the previous three speaking
classes.
Figure 4.1. The Respondents’ Average Speaking Grade
From the figure above, there are 24 respondents whose all Speaking grades were B, while there are 4 respondents whose grades were consisted of B
and C. In summary, only 28 respondents had never got an A in all their Students’ Speaking Grades
No. I II III
Mean
1 A A A 4
2 A A B 3.67 3 A B B 3.33
4 B B B 3
5 B B C
2.67
27 11
24 4
34
4.00 3.67
3.33 3.00
2.67
Speaking classes. It means that most of them have good performance in the Speaking class. The data about students’ achievement were an important
consideration in designing the materials especially in determining the level of the materials.
There are fourteen questions to answer. Those questions were classified into some categories: students’ attitude on speaking subject, students’ attitude on
speaking class, students’ attitude towards integrated language instruction, and topics and skills needed in learning public speaking.
The first question dealt with respondents’ opinion of learning English in English Language Education Study Program of Sanata Dharma University. About
64 respondents said that it was interesting. However about 28 of the respondents found that learning English was difficult. This data implied that most
of the respondents enjoyed the learning process in English Language Education Study Program of Sanata Dharma University although some of them may find it
difficult. The second question was about respondents’ purpose of studying English.
About 69 of the respondents said that their purpose of studying English dealt with their future occupation. In addition, about 31 of the respondents studied
English as a preparation for their higher study. Considering this fact, the writer needs to design a set of materials which are able to serve students’ purposes.
The third question was about students’ opinion on speaking subjects. In order to get clearer description, the students were allowed to have more that one
answer. About 69 of the respondents found that the speaking subject was interesting. About 17 of the respondents found it was difficult and about 10 of
the respondents found it was easy. Only 4 of the respondents found it was boring. The result implies that the students had positive attitude towards speaking
subjects. The fourth question dealt with difficulties in learning speaking. The writer
classified the difficulties into two elements: language factors and instructional factors. The result obtained is systematically displayed in the following figures:
Figure 4.2. The Students’ Difficulties in Learning Speaking: Language Factors
The data on the figure above show that most of the respondents had difficulties with vocabulary. They found that grammar didn’t really bother them.
Therefore, the writer needed to pay more attention to students’ vocabulary building. However, she needed to pay attention to the other aspects such as
grammar and pronunciation as well.
Figure 4.3. The Students’ Difficulties in Learning Speaking: Instructional Factors The data on the figure above imply that uninteresting topics seemed to
trouble the respondents most. Therefore, careful selection of topics and themes is 10
39 51
vocabulary grammar
pronunciation
24
17 59
unclear inst ruct ion
unint erest ing act ivit ies
unint erest ing t opics
needed in order to design a set of speaking materials. The clarity of the instructions given and also the activities carried out are also being important
factors that have to be taken into consideration in designing the materials. The fifth question dealt with respondents’ opinion on the speaking class.
About 89 of the respondents said that the speaking class is effective and about 77 of the respondents said that it was attractive. This data indicate that the
existing speaking class was considered effective in improving students’ oral skill. The next three questions dealt with respondents’ opinion on the
instructional materials, instructional media, and the instruction given in the speaking class. The answers to these questions served as verification to the
finding of the previous question which was dealt with respondents’ opinion on the effectiveness and attractiveness of the existing speaking class. The findings of
those questions were systematically summarized in the following table: No. Questions
Responses Percentage
a. Effectiveness Yes
No 85
11 1
How do you find the materials used in the speaking class?
b. Attractiveness Yes
No 63
33 a. Effectiveness
Yes No
44 56
2 How do you find the media used in
the speaking class?
b. Attractiveness Yes
No 44
56 a. Effectiveness
Yes No
85 13
3 How do you find the instruction
used in the speaking class?
b. Attractiveness Yes
No 64
29 Table 4.2. The Respondents’ Opinion of the Speaking Class
Based on the findings shown on the table, most of the respondents said that the materials used in the speaking class were both effective and attractive.
Yet, most of them considered the media used was nor effective and attractive. Some students even wrote that there was no media used in the speaking class.
Instructional media is an important factor that is able to improve students’ learning. Therefore, the use of which must be taken into consideration in
designing the speaking materials. Most of the respondents said that the instruction, such as games and activities carried out, is effective as well as
attractive. The ninth question was about the favorable learning style. In answering
the question, the respondents were allowed to give more than one answer. About 42 of the respondents chose group work, and about 32 of the respondents
chose class discussion. The rest of the respondents chose pair work and individual learning.
In the tenth question, the writer asked the respondents to specify the communication skills needed as a guideline in designing the materials. Except
communication skills included in the public speaking setting, the writer also stated other communication skills that were considered to be able to support their public
speaking competence. The writer gave freedom to the respondents to choose more than one answer in answering the question. The response to this question is
systematically shown as follows:
Figure 4.4. The Communication Skills Needed
14 11
13 7
21 19
15 giving and asking
opinion giving and asking
information stating argument
stating preference delivering speech
presentation debat e
Based on the figure above, about 21 of the respondents chose delivering speech and about 19 of the respondents chose presentation as the skills needed.
They are followed by other skills such as debate, giving and asking opinion, stating argument, and giving and asking information, and stating preference.
The next question was about the topic selection. The writer asked the respondents to choose eight of ten proposed topics. Out of ten proposed topics,
love and cultural issue were the most favorable topics. About 12 respondents chose entertainment. The same percentage was valid for tourism. About 11 of
the respondents chose education as the topic discussed in the materials designed. The same percentage of the respondents chose health as the topic. The number of
the respondents who chose nature and environment was about 10 and sport was about 8. The topic on politics and economy only got 5 each. The systematical
description of the topic selection can be seen in the following figure:
Figure 4.5. The Topic Selection The next questions dealt with students’ attitude on integrated
language instruction. First, the writer asked whether learning speaking inspired the respondents to do other activities such as listening, reading, and writing.
12 11
13 8
11 5
5 13
12 10
entertainment education
love sport
health politics
economy cultural issue
tourism nature and
environment
About 84 of the respondents said that learning speaking inspired them to do those activities. The result of the next questions revealed that about 93 of the
respondents stated that learning speaking was more meaningful when it was learnt closely with listening, reading, and writing. This finding suggests that the
respondents had positive attitude towards integrated language instruction. However, only 48 of the respondents had experience in attending an integrated
class. This was disadvantageous since they realize that the integrated class could promote meaningful learning.
In summary, the pre-design survey reveals that respondents had positive attitude towards both speaking class and speaking subjects. They stated that the
existing speaking class was considered being effective in improving students’ oral skills. However, they found that vocabulary and uninteresting topics troubled
them in learning this subject. They also considered that the media used was neither effective nor attractive. The respondents also had positive attitude on
integrated language instruction. Unfortunately, most of them hadn’t attended an integrated class. This data suggested the writer to pay attention to those elements
in designing a set of speaking materials. 2 Results of Interview with Lecturers
The goal of the interview is to get information about the nature of speaking IV subject and students’ needs. The respondents of the interview were
three lecturers of English Language Education Study Program of Sanata Dharma University who were teaching Speaking IV subject. There were eight questions to
answer. The results of the interview are as follows:
No Questions Respondents Answers
1 Speaking IV and Speaking V have
similar goal which is equipping students with public speaking
skills.
2 To improve the communicative
skills of students, basically. 1
What are the general goals of Speaking IV
subject?
3 To improve students’ public
speaking skills. So that they can debate, report interview and survey
results, etc.
1 2
2 How many
meetings are in the course?
How long does it take for each semester?
3 There are 16 meetings for 4-5
months.
1 They are cooperative, for example
in doing homework. They have active participation. Their
achievements are varied. But they are improving these days.
2 They participate actively in every
assignment. Their achievements are varied.
3 What do you think
about students’ interest, participation,
and achievement?
3 They are responsive. Some
students have good achievement; some of them do not, especially
grammatically.
1 Accuracy such as grammar, diction
and pronunciation. 2
Different levels of competence among the students.
4 What problems
difficulties have been faced by students?
3 Accuracy 1
Some students didn’t prepare before class, so that they couldn’t
perform well in the classroom.
2 In the beginning of the semester I
didn’t understand the orientation and the goal of speaking IV
subject. I simply look at other teacher’s syllabus and I drew up
conclusion from that. 5
What problems difficulties have been
faced by teachers?
3 There are no significant
difficulties. 1
group work, presentation, discussion
6 What teaching
learning strategies seem to be effective
2 exposing students to various
expressions to be used in certain setting and then give them as much
opportunity as you can do to exercise the expressions.
for teaching speaking class?
3 role play, discussion
1 It is very good. But make sure that
we neither are nor trapped by putting bigger proportion for other
skills.
2 Very good. I always believe
teaching a language should be done or conducted in a setting that is as
close as possible in the real situation. And in the real situation
in our daily live we don’t really learn grammar, we don’t really use
grammar separately without using other skills.
7 What do you think
about integrated materials in teaching
speaking?
3 I agree with integrated instruction
in teaching any language skills because it reflects the real life
situation.
1 Make sure
that you are not trapped
by giving bigger proportion to the teaching of other skills.
2 The bigger proportion has to be in
teaching speaking. Make sure that your orientation is not trapped in
all skills. 8
What are your suggestions for the
designer?
3 You can put other language skills
in form of home assignments. Table 4.3. The Results of Interview with Lecturers
According to the results of the interview, the goal of Speaking IV subject was improving students’ communication skills especially public speaking skill.
According to the lecturers, most students had problem with language factors such as grammar, pronunciation, and diction. Most of them considered the students had
sufficient fluency in oral communication. Yet, they faced problems with accuracy such as grammatical mistakes and pronunciation. Therefore, the materials and
instructions employed in the classroom emphasized on language factors such as grammar and pronunciation.
Based on the results of the interview, there were some difficulties faced by the lecturers. One of the difficulties which had significant influence towards the
learning process was the unprepared students. Most of the Speaking classes required students to have preparation before the class, such as reading theories on
public speaking, selecting topic or themes for the upcoming presentation, and finding related literature to the topic selected. Their being unprepared surely
affected both their performance and the learning process. The lecturers had positive attitude towards integrated language instruction.
All of them agreed with using integrated language skills in teaching speaking class. Most of them applied the integrated instruction in teaching Speaking IV
subject by giving tasks to students such as reading literature and listening to sources related to the subject content. However, they suggested that the biggest
proportion has to be in learning speaking and not to other skills.
b. Stating Competencies
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