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material for them. It was needed as needs analysis to find out the teachers’ need. It was given to two different respondents, ten immersion teachers and thirty two
immersion students of Grade X 20102011 at SMA N 2 Klaten. The teacher’s questionnaire consisted of forty statements and the student’s questionnaire
consisted of twenty statements. Both of the questionnaires were in form of close- ended questions which consisted of four choices Strongly Agree, Agree, Disagree,
Strongly Disagree and aimed to design suitable speaking material for the teachers.
2. Post-design
The questionnaire was still used as the instrument to gather the data in the post-design. It was given to two different respondents, two lecturers at Sanata
Dharma University , two English instructors at Speak First and one English
teacher at SMA N 2 Klaten. It was to know whether the speaking material has fulfilled their needs or not and to gain feed back from the respondents.
D. Data Gathering Techniques
Firstly, the writer distributed questionnaire which consisted of close- ended questions for two different respondents, ten immersion teachers and thirty
two immersion students of Grade X 20102011 at SMA N 2 Klaten. The researcher did not conduct observation because there was no formal teaching and
learning activity for those teachers. It was used as needs analysis in the pre- design. The writer also distributed questionnaire in the post design to two lectures
at Sanata Dharma University, two English instructors at Speak First and an English teacher at SMA N 2 Klaten.
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Then, the next step was analyzing the data by the writer. The data analysis in the pre design was used to find out the needs of the immersion
teachers. Data analysis in the post design was used to evaluate the designed material and it was to know whether it was appropriate for the immersion teachers
or not. The techniques used to analyze the data were explained in the data analysis technique.
E. Data Analysis Techniques
After the data had been gathered, then it was analyzed. The data would be divided in two parts, pre-design and post-design.
1. Pre-design
Although there were teachers’ and students’ questionnaire, the writer used the same formula to calculate the data gathered. The result of both
questionnaires, which were in form of close-ended, was calculated in percentage. N
∑n N
= the total amount of the respondents who chose certain option ∑n
= the total amount of the respondents The writer calculated the data to find out the result which was used as
considerations to design the data.
2. Post-design
The questionnaire was still used to gather the data in the post design. It was given to five respondents to gain feed back of the speaking material and to
× 100
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know whether it met their needs or not. There were close-ended and essay questions in the post-design questionnaire. The result of close-ended questions
was calculated in percentage and the result of the essay questions were presented in paragraph.
N ∑n
N = the total amount of the respondents who choose certain option
∑n = the total amount of the respondents The result showed whether the designed material was suitable and
appropriate or not. The maximum points were four. Therefore, if the points were above seventy percents, the materials were appropriate and suitable.
F. Research Procedure
As what Borg and Gall 1983 explained in the research method about research and development, first of all, the writer selected what kind of material
which would be developed by considering its purpose and need. It was continued with reviewing some literature of which the purpose was to find knowledge and
information of the area to be concerned. The next step was planning the research by preparing the needs for the research, such as questionnaire, human as sources
and other instruments to gather the data. The data was gathered by distributing questionnaire to a group of ten immersion teachers and immersion students of
Grade X 20102011 at SMA N 2 Klaten. After the data had been gathered, it would be analyzed by using the writer’s model which was adopting from Kemp’s
× 100
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model in designing the material. Kemp 1977 explained 8 steps which covered from setting the goal, topic and purpose, analyzing learners’ characteristics,
determining learning objectives until evaluating the material. Then, the researcher conducted preliminary field test. Its purpose was to get feedback of the material to
be developed. The last step was to revise the material after gaining the feedback through the preliminary field test.
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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
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