74 Sleman. Furthermore, the designed materials also helped the students practice
speaking more often in the learning activities.
B. Recommendations
The researcher has some recommendations for English teachers and other researchers who will conduct a similar study. The following are the
recommendations:
1. Recommendation for English Teachers
The teacher should know the students’ characteristics, background, and their attitude toward English before they teach them. Therefore, the teaching
learning process will be suitable for the students. The teacher may add some materials in the learning process and not only focus on one book. The teacher may
use the researcher’s designed materials to encourage the students to be more active in speaking. Moreover, the designed materials were already designed
according to the characteristics of the learners. Furthermore, the materials were already implemented and the implementation could be concluded that it worked
well enough. Perhaps, the teacher could also find other materials similar to the researchers’ materials to encourage the students to practice speaking more often.
However, the teachers must know the theory of Communicative Language Teaching CLT well if they want to use these materials or the similar materials.
At last, the teacher should find creative, interesting, and varied materials so the students will be motivated to learn English.
75
2. Recommendation for Other Researchers
The researcher recommends that other researchers should develop more the designed materials since the researcher designed 2 units only. Other
researchers may also implement the materials for the students which have similar characteristics. Additionally, other researchers may also add some improvements
to the designed materials and then implement again the whole units and the additional units. Besides, other researcher may add and develop the other skills in
the designed materials.
76
References
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Sanata Dharma University. Yogyakarta.
Adelita, S. 2010. A set of english instructional speaking materials for the registration and information staff of panti rapih hospital using communicative
language teaching. Yogyakarta. Retrieved November 18, 2013, from http:www.library.usd.ac.idData20PDFF.20Keguruan20dan20Ilmu
20PendidikanPendidikan20Bahasa20Inggris051214024_full.pdf
Astuti, E. M. 2010. English zone for senior high school students year XI. Jakarta: Erlangga.
Dick, W., Carey, L., Carey, J.O. 2009. The systematic design of instruction. Upper Saddle River, NJ: Pearson.
Dornyei, Z. 2010. Communicative language teaching in the 21st century: the ‘principled communicative approach’. Retrieved November 3, 2013, from
http:www.zoltandornyei.co.ukuploads2009-dornyei-persp.pdf
Hardy, J. Klarwein, D. 1990. Written genres in the secondary school. Cairns: Cairns Education Centre, Department of Education, Queensland.
Hermawati, A. 2011. Designing a set of English speaking instructional materials using task-based learning for homestay hosts of desa wisata kembang arum.
Yogyakarta.
Hunter, D. 2009. Communicative language teaching and the ELT journal: a corpus- based approach to the history of a discourse. Retrieved November 3, 2013,
from http:www2.warwick.ac.ukfacsocalresearchcollectelt_archivepublication
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2013, from http:aguswuryanto.files.wordpress.com201110ptk-teaching- narrative-sma-petaruan.pdf
Kemp, J. E. 1977. Instructional design. Belmont, CA: Fearon-Pitman Publishers, Inc.
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APPENDICES
Appendix A
Surat Permohonan Ijin Penelitian
Appendix B
Questionnaire on the Learners’ Characteristics and the Instructional
Materials
80
Kuisioner
Untuk kelas XI IPS SMA N 1 Depok, Sleman Dalam rangka penyelesaian tugas skripsi, Anda dimohon untuk menjawab
pertanyaan-pertanyaan dengan menjawab pertanyaan berikut sesuai dengan perintah dari setiap pertanyaannya. Kuisioner ini kelak akan membantu saya dalam menyelesaikan skripsi
saya, yaitu pembuatan materi Bahasa Inggris, khususnya dalam kemampuan berbicara yang kelak akan digunakan untuk mengajar siswa kelas XI IPS, SMA N 1 Depok, Sleman. Oleh
sebab itu, Anda dimohon untuk menjawab pertanyaan berikut sesuai dengan diri Anda. Nama: ………………………………………., Kelas: …………………
1. Apakah kemampuan berbicara speaking bahasa Inggris itu penting? a. Penting
b. Tidak penting 2. Seberapa penting kemampuan berbicara bahasa Inggris untuk masa depan kelak?
a. Sangat penting b. Penting
c. Tidak penting d. Sangat tidak penting
Alasan: 3. Anda akan lebih termotivasi berbicara bahasa inggris apabila:
a. Anda mempunyai lebih banyak kesempatan bicara b. Anda mempunyai sedikit kesempatan bicara
4. Apakah kendala-kendala yang anda jumpai dalam belajar bahasa Inggris? boleh lebih dari 1
a. Kurang percaya diri b. Takut salah
c. Tidak tau tata bahasanya d. Tidak tahu kosa kata dalam bahasa Inggris
e. Tidak tahu cara pengucapan f.
Malas berbicara bahasa inggris g. Kesalahan atau tidak tahu dalam menerjemahkan kata-kata
h. Kesulitan dalam pemilihan kata yang akan digunakan
81 i.
Lainnya: 5. Apakah anda pernah belajar bahasa Inggris dengan menggunakan permainan?
a. Pernah b. Belum
6. Apakah anda pernah belajar bahasa Inggris menggunakan gambar? a. Pernah
b. Belum 7. Apakah anda pernah belajar bahasa Inggris menggunakan materi yang otentik? Misal:
mendeskripsikan gambar dari brosur menggunakan bahasa Inggris, memahami brosur-brosur yang isinya menggunakan bahasa Inggris
a. Pernah b. Belum
8. Apakah anda pernah belajar bahasa Inggris menggunakan mini drama? a. Pernah
b. Belum 9. Apakah anda pernah belajar bahasa Inggris menggunakan paragraf acak dan tugas
anda untuk mengurutkan paragraf yang acak? a. Pernah
b. Belum 10. Teknik belajar seperti apa yang anda sukai dan membuat anda lebih termotivasi untuk
belajar bahasa Inggris? boleh lebih dari 1 a. Permainan yang berhubungan dengan materi
b. Penggunaan gambar c. Penggunaan materi yang otentik
d. Penggunaan mini drama e. Penggunaan paragraf acak
f. Lainnya:
11. Kegiatan belajar seperti apa yang tidak anda harapkan di dalam belajar bahasa
inggris khususnya speaking berbicara?
…Terima Kasih…
Appendix C
The Result of the Questionnaires on the Learners’ Characteristics
and the Instructional Materials
82
The Result of the Questionnaires on the Learners’ Characteristics and the Instructional Materials
No. Questions
Responses Number
Percentage
1 Is speaking ability
important? a. Yes
b. No 53
- 100
- 2
How important is speaking ability in
English for your future? a. Very important
b. Important c. Not important
d. Not really
important 41
12 -
- 77
23 -
-
Reasons: … a. English is a
global language b. For
workingworking interview
c. Interaction with foreigners
15 12
6 34
27
14 3
You will be motivated in speaking English when:
a. You have a lot of chance to speak
b. You have a little chance to speak
50 2
94 6
4 What are your obstacles
in learning Eglish? a. Less confident
b. Afraid of making mistakes
c. Do not know the grammar
d. Do not know the vocabulary
e. Do not know the pronunciation
f. Lazy to speak in English
g. Do not know the translation
h. Difficulties in choosing the
diction i. Others: no
partner to speak, the partner
doesn’t know the meaning
24 32
34 25
14 2
12 16
4 45
60
64 47
26 4
23 30
8
5 Have you studied
a. Yes 51
96
