Setting the Goals Defining Learning Objectives

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

There will be three parts in Chapter IV. The first part explains about the process in designing the material. The research findings in the preliminary test will be discussed in the next part. The last part presents the final revision of the material.

A. The Designing Process of Speaking Material by Using Communnicative

Language Teaching The process of the material development is based on Kemp’s instructional design model which had been modified into six steps. They are 1 setting the goals, 2 analyzing learners’ characteristics, 3 defining learning objectives, 4 organizing subject content, 5 selecting teaching learning activities, 6 evaluating the material. However, those steps would be divided in two parts namely pre-design and post- design.

1. Setting the Goals

The first step was analyzing the goal which came up from the condition at SMA 2 Klaten. There is immersion program at SMA 2 Klaten in which the teaching learning process uses bilingual language. However, the success of the program depends on the teachers’ ability in English. Teachers came from non-English background so they needed to learn English to support the teaching learning process. Therefore, the goal is to make appropriate speaking material to help the immersion PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 teachers in learning English. The topics being chosen are numbers, greetings, giving instructions, giving warnings, giving compliments, asking questions and asking for help. Those topics were offered to the immersion teachers and five out of seven topics were chosen to design the material. The purpose of the speaking material is to enable the immersion teachers in speaking English.

2. Analyzing Learners Characteristics

The data for analyzing learners’ needs were gathered by distributing questionnaires for immersion teachers and students. There were 10 immersion teachers who taught non-language subject matters and there were 32 immersion students. Both questionnaires were distributed to analyze learners’ needs.

a. The Teachers’ Questionnaire

There were forty questions in the teachers’ questionnaire and it was divided into four parts. The first part analyzed about teachers’ preparation before they taught immersion class. Since English became foreign language for the teachers, they needed to learn English through modules in order to improve their ability. Therefore, second part analyzed materials or modules that they learned. Teachers’ ability was analyzed in the next part and it was also used to know what they had learned so far. The last part was about teachers’ needs. Therefore, the questions were about some new topics which were often used in the teaching learning process, such as giving instruction, giving warn, giving compliments, and asking for help. The result of the teacher’s questionnaire is presented in the table below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 43 Table 4.1 Result of The Teacher’s Questionnaire No. Statement SA A D SD Note Teachers’ preparation 1 You are challenged to teach immersion class. 60 40 - - Strongly agree 2 You need more preparation to teach immersion class. 70 20 10 - Strongly agree 3 You consult with English teacher when you find difficulties during your preparation. 40 40 20 - Strongly agree Agree 4 You think that learning English is important to teach immersion class. 80 10 10 - Strongly agree Teachers’ module 5 You learn module to improve your ability in English. 20 70 10 - Agree 6 You learn writing skill in your module. 10 80 10 - Agree 7 You learn reading skill in your module. 20 70 10 - Agree 8 You learn listening skill in your module. 20 60 20 - Agree 9 You learn speaking skill in your module. 30 60 10 - Agree 10 You feel that your writing is improved after you learn the module. 20 70 10 - Agree 11 You feel that your speaking is improved after you learn the module. 30 60 10 - Agree Teachers’ ability 12 You find difficulties when you taught immersion class for the 30 60 10 - Agree PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44 No. Statement SA A D SD Note first time. 13 You can mention “numbers” in written form in English. 20 70 10 - Agree 14 You can mention “numbers” in verbal form in English. 20 80 - - Agree 15 You can give “greeting” in written form in English. 40 60 - - Agree 16 You can give “greeting” in verbal form in English. 40 60 - - Agree 17 You feel that mentioning “numbers” in written form is not enough to help you to teach immersion class. 20 40 40 - Agree Disagree 18 You feel that mentioning “numbers” in verbal form is not enough to help you to teach immersion class. 20 40 40 - Agree Disagree 19 You feel that giving “greeting” in written form is not enough to help you to teach immersion class. 10 50 40 - Agree 20 You feel that giving “greeting” in verbal form is not enough to help you to teach immersion class. 20 40 40 - Agree Disagree Teachers’ needs 21 You always give instruction in English. - 40 60 - Disagree 22 You only give instruction once to the students. - - 100 - Disagree 23 Your students do the instruction directly. 10 90 - - Agree 24 You always ask question - 40 60 - Disagree PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 45 No. Statement SA A D SD Note in English. 25 You only ask question once to the students. - - 90 10 Disagree 26 Your students understand the question directly. - 70 30 - Agree 27 You always warn the students in English. - 50 50 - Agree Disagree 28 You only warn the students once. - 10 70 20 Disagree 29 Your students obey the warning directly. - 100 - - Agree 30 You always ask for help in English. - 30 60 10 Disagree 31 You only ask for help once. - 10 70 20 Disagree 32 Your students do directly what you ask. - 100 - - Agree 33 You always give compliment in English. 10 60 30 - Agree 34 You only give compliment once. - 20 70 10 Disagree 35 Your students respond directly your compliment. - 100 - - Agree 36 You really understand every English sentence that you speak. 30 60 10 - Agree 37 You need speaking skill more than writing skill. 10 50 40 - Agree 38 You need speaking skill more than reading skill. 10 40 50 - Disagree 39 You need speaking skill more than listening skill. 10 40 50 - Disagree 40 You need module which discusses English speaking skill. 50 50 - - Strongly Agree Agree PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 Based on the result above, the teachers are interested to teach immersion class by being well-prepared and asking the English teacher. In addition, they also learn English module or material. They learn four skills reading, writing, listening and speaking in the modules. The score from the highest up to the lowest is writing 80 , reading 70 , listening 60 and speaking 60 . It means that most teachers learn writing skill in their modules and only some of them learn speaking. Teachers are able to mention numbers and to greet in English in both written and oral. However, some topics are offered to them. Those topics are giving instructions, asking questions, giving warnings, asking for helps and giving compliments. It is shown when they need to repeat their sentences in English. The last statement shows that they need English speaking material in which 50 of the teachers strongly agree and 50 of the teachers agree.

b. The Students’ Questionnaire

The students’ questionnaire was aimed to gain data based on students’ perspective. Considering that students were affected directly by the teaching learning process, the questionnaire was distributed to thirty two immersion students of Grade X at SMA N 2 Klaten. The questionnaire analyzed on non-language teachers. The students’ questionnaire was also divided into three parts. The first part was to examine teachers’ ability. The next part analyzed the teachers’ needs. It was measured by asking students of what their teachers had not done in the teaching learning process. The immersion class was lasted for two years and the teachers had PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 learned many things. Therefore, students were also asked about their teachers’ progress. Table 4.2 Result of The Student’s Questionnaire No. Statements SA A D SD Notes Teachers’ ability 1 Your teachers non- language master English well in written form. 3,1 25 68,8 3,1 Disagree 2 Your teachers non- language master English well in verbal form. 3,1 25 65,6 6,3 Disagree 3 Your teachers non- language speak in English clearly. 3,1 21,9 71,9 3,1 Disagree 4 Your teachers non- language speak understandably. 6,3 43,7 50 - Disagree 5 Your teachers non- language often repeat their English sentence. - 62,5 37,5 - Agree Teachers’ needs 6 Your teachers non- language always greet you in English. 6,3 84,3 6,3 3,1 Agree 7 Your teachers non- language always repeat the same greetings. - 50 50 - Agree Disagree 8 Your teachers non- language always warn you in English. - 9,3 68,8 21,9 Disagree 9 Your teachers non- language always repeat the same warning. 6,3 43,7 50 - Disagree 10 Your teachers non- - 18,7 81,3 - Disagree PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 No. Statements SA A D SD Notes language always give instruction in English. 11 Your teachers non- language always repeat the same instruction. - 12,5 87,5 - Disagree 12 Your teachers non- language always ask question in English. 3,1 31,3 62,5 3,1 Disagree 13 Your teachers non- language always repeat the same question. - 18,7 81,3 - Disagree 14 Your teachers non- language always ask for your help in English. - 37,5 56,2 6,3 Disagree 15 Your teachers non- language always repeat the same sentence to ask for help. - 12,5 87,5 - Disagree 16 Your teachers non- language always give compliment in English 3,1 31,3 62,5 3,1 Disagree 17 Your teachers non- language always repeat the same sentence in giving compliment. - 25 71,9 3,1 Disagree Teachers’ progress 18 Your teachers non- language have increased their ability in English in written form. 3,1 78,1 18,8 - Agree 19 Your teachers non- language have increased their ability in English in verbal 3,1 78,1 18,8 - Agree PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 No. Statements SA A D SD Notes form. 20 Your teachers non- language speak in English more fluently than before. 6,3 65,6 28,1 - Agree Based on the student’s questionnaire, immersion teachers’ ability non- language teachers in English is limited. The students disagree that their teachers can speak English clearly and understandably. Moreover, the teachers do not apply the topics being offered in the teaching learning process. The teachers’ and students’ questionnaire resulted topics used in designing the material. There are five topics out of seven topics which were offered in both teachers’ and students’ questionnaires. The five topics were listed in the table below. Table 4. 3 Topics and Titles for the Materials Unit Topics 1 Giving Instruction Open your book on page 37 2 Giving Warning Don’t make any noise 3 Giving Compliment Well done, class 4 Asking for Help Can you clean the board, please? 5 Asking Question What is your opinion about this problem?

3. Defining Learning Objectives

The learning objectives were formulated through curriculum in form of competence standards and basic competences for every unit. Then, the competence standards and basic competences were specified into indicators. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50 Since the focus of the curriculum is the behavioral change of the students, it is hoped that students would perform a result of education they had received. It happened inside the class as well as outside the class. Behavior change would be shaped through learning experience. If the certain behavior was expected to happen, then certain experience should be provided Wheeler, 1970. It is reflected through competence standards and basic competences which are explained in the table below. Table 4.4 Competence Standards and Basic Competencies for each Unit No. Topic Competence Standard Basic Competence 1 Giving Instruction Understanding how to use imperative sentence. Being able to produce imperative sentence to give instruction. 2 Giving Warning Understanding how to use imperative sentence. Being able to produce imperative sentence to give warning. 3 Giving Compliment Understanding how to use appropriate adjectives. Being able to produce certain adjectives to give compliment. 4 Asking for Help Understanding how to ask for help. Being able to ask question to ask for help by using certain modals. 5 Asking Question Understanding how to ask question. Being able to ask question by using question words. The indicators are specification of competence standards and basic competence which was applied in every unit. The indicators for each unit were explained in the table below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51 Table 4.5 Indicators for each Unit Unit Topic Indicators Learners are able to: 1 Giving Instruction Pronounce the verbs and other words used to give instruction. Practice conversation of giving instruction. Produce sentence of giving instruction. Give appropriate instruction for certain activities textbook activity, board activity and grouping. Perform a mini role play of giving instruction. 2 Giving Warning Pronounce the verbs and other words used to give warning. Practice conversation of giving warning. Produce the appropriate sentence of giving warning in a game. 3 Giving Compliment Pronounce the adjectives and other words used to give compliments. Practice conversation of giving compliment. Produce sentence of giving compliment. Perform a mini role play of giving compliment. 4 Asking for Help Pronounce some utterances to ask for help. Practice the conversation of asking for help. Produce the sentence of asking for help. Ask for help by using certain modals. Ask for help politely. Produce sentence of asking for help in a game. 5 Asking Question Pronounce the question by using question words. Practice conversation of asking question. Produce sentence of asking question. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 Unit Topic Indicators Learners are able to: Ask simple question related to specific task, explanation, opinion and reading passage. Perform a short talk show.

4. Organizing the Subject Contents