confidence in speaking. In other side, listening skill was chosen because the respondents assumed that it was fun and not boring.
In English learning activities, the students faced difficulties frequently. Most of the respondents as many as 72 had difficulties in learning listening
skill. The respondents reckoned that listening skill was difficult because of unclear dialect and intonation. The difference between the pronunciation and
written words was a problem for the students. The lack of vocabulary hindered the students to have progressive learning. This was also the reason of students’
difficulties in other skills. For 40 of students had difficulties in speaking skill and 12 in reading and writing skills. In speaking skills, the students faced
difficulties in the lack of self-confidence and nervousness. From the result of the questionnaire, there were inner influences from the students themselves that
became their difficulties in learning writing and reading skills, which were the difficulty to concentrate, laziness, and displeasure in learning such skills.
Based on MI theory, it is suggested for the teachers to seek input from the students about ways they would most like to learn Campbell, 1996: 232. The
input could be used to foster students’ motivation in learning. From the questionnaire, it was known that the students sometimes study in various activities
such as discussion, presentation and games. 76 of the students were happy to have various activities in learning English. The most favorite activities they were
likely to learn are games 72, outdoor activities 72 and group works 52.
b. Available Support Service
The information about available support services were obtained by interviewing English teachers of language major in SMA Santa Maria Yogyakarta.
In this school, eleventh grade students were divided into three classes; science class, social class, and language major. SMA Santa Maria had three English
teachers, two of them were S1 graduate and another was S2 graduate. Two English teachers were in charge in language major. All of them graduated from
English Language Education Study Program of Sanata Dharma University with 27 years and 9 years teaching experiences.
Language major in eleventh grade contained 25 students. English subject was run three times a week: two meetings run for 2 x 45 minutes and one meeting
only run for 1 x 45 minutes. Each class was equipped with a white board, board markers and a set of speaker. There were an English laboratory equipped with 35
listening booths, a VCD player and television, two rooms with 1 overhead projector OHP and computers, and a computer lab with internet connection.
English literature such as magazines and story books were unavailable. English club was unavailable but there was an English wall magazine which was
developed with teachers’ assistance. However, the wall magazine was not regularly present. The budget for excursion and additional learning material were
taken from students’ contribution. To recap the information above, the school is supported by accessible
media and equipment for facilitating English learning activities. The teachers are
quite experienced. The writer concludes that the support services are ready for implementing the design material.
c. Pre-Assessment
Pre-assessment were conducted by interviewing English teachers of eleventh grade language major. The acquired information included students’
characters and needs, teaching strategies, and supported teaching media. From the result, it was known that the characters of each student in eleventh grade language
major were quite different. This was because of the fact that the students came from different regional and cultures. However, these differences did not cause
difficulties for teachers to deliver the material because there was good communication between teachers and students.
The level of students’ English proficiency differed from each other. Most of the students stated that they had joined English course in the past. From
teachers’ opinion, their students were lack of confidence in speaking. This fact hindered the students’ process of effective learning. The lack of confidence was
caused by limited vocabulary and students’ disability to construct sentences correctly in grammar. From the short interview with the students, the writer
figured out that the students were afraid to make mistakes if they spoke because their grammar was not good enough. The students were strong in reading skill
because they were used to face reading text. Besides that, the students could guess the meaning from the context.
The teachers did not have specific strategies in teaching English. One of the teachers admitted that he attempted to provide pleasant teaching-learning
