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.
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Moreover, they also needed to learn in the group work. Learning in group, the admitted that
they would find the more secure environment to speak in English Krashen, 1998. Some of the
group work might be various for them such as conducting simple conversation, developing role
play, doing jigsaw, and so on. Besides, the learning activities can employ the problem solving and
exchanging ideas.
Besides the language aspect, there are some traits which the students of Official administration
need to acquire which is related to the character building. Those elements are cooperating, serving
the customers
well, building
the good
communication, politeness, communicating in a good body language, grooming, interpersonal
relationship, team work, personality, etiquette, responsibility,
professionalism, building
professionalism. Considering the students need, lack and want
both in the language aspect and in the character building, the goal which the learning material
attempted to address was to design the learning material that incorporate the four skills and
character’s building. Therefore, the goal was that the students were able to communicate in the oral
and written form in the novice level as well as possessing the good characters needed in the
working field. Thus, there were four skills integrated namely reading, writing, listening and
speaking. Reading and writing was presented first in order to give the students what traits they needed
to possess. That was done because teaching character was best done by giving presentation
followed
by implementation
Latief, 2007;
Koesoema 2007a and 2007b ; Marianti, 2007 After reading and writing, they were asked to
implement what they had learned concerning on the traits they needed to have.
3.1.2 Stating the Objectives
After doing the need analysis, the next step was stating the learning objectives Hutchinson and
Waters, 1987; Macalister, 2010; Kemp, 1997 . The learning objectives have been stated in the
curriculum provided by the students of SMKN 1 Godean majoring at official administration. The
competence standard of vocational school students in term of English proficiency was being able to
communicate with people in the novice level. As it had been stated before, the syllabus had not yet
clear and specific reflecting the students’ need, lack and want. Therefore, considering the learners need
being able to communicate with the people fluently both in oral or written form, lack the
learners encounter difficulties in some of the language aspects such as vocabulary, grammar,
speaking fluency and want the students’ willingness to study in group, and the demand of
character which the students SMKN 1 Godean majoring at official administration such as it
needed to be modified based on it necessity. Before being modified, the syllabus components consisted
of 1 standard competence 2 indicator 3 learning material 4 assessment and 5 learning
resources. Thus, in order to incorporate it with the character building , the students need, lack and
want the syllabus needs to be added with some other elements namely 1 competence standard 2
standard competence 3 character which can be used as the learning topic4 language function 5
learning material for each skills 6 vocabulary 7 teaching learning activity which enhance the
students’ level of fluency 8 learning assessment 9 time allotment and 10 learning resources.
3.1.3 Deciding the Subject Content
There was some competencies standard which leaded the syllabus to cover the subject content.
However, the subject content only covered about language skills, which consists of some language
function. That was good but it was no longer sufficient related with the current issue. Besides
the functional language, the subject content of all skill needed to be integrated with the characters that
the students of SMKN 1 Godean Sleman majoring at official administration needed to possess.
Functional language will approximately similar in any situation. Nonetheless, there were some
specific traits such as cooperating, serving the customers well, building the good communication,
politeness, communicating in a good body language, grooming, interpersonal relationship,
team work, personality, etiquette, responsibility, professionalism, building professionalism. Those
traits can be employed as the topic especially the topics for reading and writing.
If those items were utilized as the topic in the syllabus, the teaching learning activity could be
started with the reading and writing first and then continued by the listening and speaking process.
There were some reasons why reading and writing needed to be stated before the listening and
speaking. According to the theory of language learning, starting the teaching learning activity with
the reading and writing passage can serve as the brainstorming ideas for the learners to produce the
language especially in speaking Richard and Renandya, 2000. The decision was made in
response in response of the students’ lack of idea of what to communicate. Second, the reading activity
and writing greatly contributed to the students’ ability in developing their vocabulary. Third, the
reading passage and the writing gave the students horizon and understanding concerning some
characters such as cooperating, serving the customers well, building the good communication,
politeness, communicating in a good body
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