52
g. Offering things and help
h. Selling and bargain
i. ……………………………………………………………………………….. tuliskan
~ Thank You ~
53
APPENDIX C
The Result of Needs Analysis
Questionnaire
54
The Result of Questionnaire
No. Questions
n X
1. How long have you learned English?
a. 4 years
b. 6 tahun
c. 7 years
d. 11 years
3 30
1 8.8
88.3 2.9
2. What do you think about English,
especially speaking? a.
Dificult b.
Easy c.
Nothing special 30
1 3
88.3 2.9
8.8
3. Why do you learn English, especially
speaking? the answer can be more than one
a. Be able to communicate with
foreigners b.
Be able to pass the national exam c.
Be able to get good score in English subject
d. Be able to speak English fluently
and correctly e.
Be able to access information f.
Because of school demand 21
24 19
13 2
7 61.7
70.6 19
38.2 5.9
20.6
4. Do you think English is important?
a. Yes
b. No
34 100
5. What are the difficulties that you usually
face in learning speaking? the answer can be more than one
a. Lack of vocabulary
b. Grammatically incorrect
c. Mispronoun words
d. Lack of practice
25 33
20 1
73.5 97
58.8 2.9
6. Do you think tasks will help you to
improve your speaking skill? a.
Yes b.
No 34
100
7. What are your expected activities in
learning speaking? the answer can be more than one
a. Doing role play
b. Making dialogue and performing
c. Describing a picture
d. Doing presentation
e. Having group discussion
14 26
6 1
6 41.2
76. 5 17.6
2.9 17.6
55
No. Questions
n X
8. Choose your expected topics that
will support your English speaking skill. the answer can be more than
one a.
Greeting and Leave taking b.
Introducing oneself and others c.
Describing things d.
Describing time and date e.
Showing sympathy and gratitude
f. Giving direction
g. Offering things and help
h. Selling and bargain
25 20
18 7
10 19
23 4
73.5 58.8
52.9 20.6
29.4 55.9
67.6 11.7
56
APPENDIX D
Materials Evaluation Questionnaire
57
Hal : Permohonan Pengisian Kuisioner
Lampiran : 1. General Description of the designed materials
2. Syllabus
3. Student’s ook
4. Tea her’s guide
5. Lembar kuisioner
Kepada, BapakIbu
Di tempat
Dengan hormat, Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharma Yogyakarta:
Nama : Fransisca Tri Wardani
NIM : 091214083
Fakultas : Keguruan dan Ilmu Pendidikan
Jurusan : Pendidikan Bahasa dan Seni
Program studi : Pendidikan Bahasa Inggris berkaitan dengan penyelesaian tugas akhir skripsi yang telah saya susun berjudul
Speaking Materials for Tenth Grade Students of Agricultural Product Processing Technique of SMKN 1 Nanggulan using Task-Based Language Teaching
, saya e oho BapakIbu bersedia untuk menilai dan memberikan pendapat serta masukan terhadap materi yang
telah saya susun dengan mengisi kuisioner terlampir. Demikian surat permohonan ini saya buat. Atas ketersedian BapakIbu saya
ucapkan terima kasih.
Yogyakarta, 22 November 2013 Hormat saya,
Fransisca Tri Wardani
58
THE GENERAL DESCRIPTION OF THE DESIGNED MATERIALS
This section briefly describes about the background of the study, the objectives and subject content.
A. Background
The background in designing these speaking materials is that English is one of the important subjects that has to be mastered by vocational high school students. By
mastering English, the students have special quality when they look for a job. Vocational high school students are equipped with the skills that help them to work
after they graduate. Therefore English, as one of international languages, will help them in looking for a job.
Unfortunately, the students in SMKN 1 Nanggulan have lack of opportunities to speak English in school rather than reading or writing. The students are afraid of
making mistakes when they speak English. They are not confident to speak English because of this condition. These materials focus on giving tasks. It is expected that
these speaking materials can help the students to improve their speaking ability and to encourage them to speak
. All of the materials and teaching-learning activities in the student book were
developed based on the principles of Task-Based Language Teaching TBLT. TBLT is another development of the Communicative Language Teaching, a pedagogical
approach in which the interactive processes of communication received priority. In TBLT, tasks are used as the core unit of planning and instruction in language
teaching. Tasks create opportunities and involve students in a situation in which they can learn the language best. Applying task-based language teaching approach in a
59 class is putting students central. Students have the flexibility to use their previous or
current knowledge to accomplish a task and to cooperate with their peers.
B. Objectives of the study
This study is intended to provide speaking materials for the tenth grade students of SMKN 1 Nanggulan using task-based language teaching and also to help the
students use English communicatively without being afraid of making mistakes.
C. Subject Contents
These speaking materials consist of four units. The units are as follows.
Unit Topics
Unit Titles
1 Greeting and leave taking
How Are You? 2
Introducing self and others My Name Is Ajeng
3 Offering things and help
Let Me Help You, Sir 4
Giving direction Where Is The School?
Each unit has five sections. The sections are Recall Your Memory, Be Ready, What to Say, Let’s Practice, and Time to Reflect. Those sections are explained as
the following.
1. Recall Your Memory
In this section, the students would try to recall their past experiences about the topic. By recalling their past experiences, the students can guess the topic of the
lesson. Pictures stories and sharing personal experiences are used in this section. This section aims to prepare the student before entering the main activity.
60
2. Be Ready
The function of this section is to prepare the students for the main task. The activities in this section are used to build the prior knowledge of the students. The
tasks such as listening, identifying keywords and matching activities are given in this section.
3. What to Say
What to Say provides the students the language expression of the functional skills that being learnt. The students will learn about the language expression.
4. Let’s Practice
This section serves as the main task of the lesson. The main task focuses on providing the students an opportunity to produce and perform the language. The
main activities in this section are performing the dialogue, role play, and opinion gap activities.
5. Time to reflect
Time to Reflect gives opportunity for the students to reflect what they have learnt during the process. There are some questions and tasks to be answered by the
students.
