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The table 3.3 is the central tendency of the respondent’s opinion on designed materials.
Table 3. 3 Central Tendency of Respondent’s opinion
Central tendency No
Respondents’ opinion on N
Mean __
X
Then, the writer interpreted the answers, and then summed the answers.
G. Research Procedures
This part discusses the procedures of how the study is conducted. The procedures are outlined as follows:
1. Conducting Need Survey
The writer conducted needs survey in order to obtain sufficient data from the respondents to design the materials.
2. Stating Goals, Topics and General Purpose
After conducting needs survey, the writer determined the goals, topics and general purposes for teaching each topic.
3. Selecting the Syllabus Type
The type of syllabus that was applied in this study was combination of functional and situational syllabus.
4. Listing the Subject Contents
The writer clarified the learning objectives and listed the subject contents.
5. Selecting TeachingLearning Activities
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The writer selected simple activities, so the learners will not be confused with the activities given.
6. Evaluation
The evaluation was conducted by distributing some questionnaires to one English Language Education Study Program lecturer, three instructors from
several English courses, and one of staffs of Culture and Tourism Department in Sleman.
7. Revising
The writer attempted to revise and improve the material designed based on the respondents’ suggestions and feedback.
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CHAPTER IV RESULTS AND DISCUSSION
The chapter covers four parts, namely, A Set English Speaking Materials for staffs of Culture and Tourism Department in Sleman, Results of Survey
Research, Discussion and Presentation of the Designed Materials. In the first three parts the writer would like to discuss the answer to the first problem of how a set
of English speaking instructional materials for the staffs of Culture and Tourism Department in Sleman is designed. In the fourth part, the writer would like to
discuss the answer to the second problem of how the designed set of English speaking instructional materials for staffs of Culture and Department in Sleman
will look like.
A. A Set English Speaking Instructional Materials for Staffs
of Culture and Tourism Department in Sleman
The writer adapted two instructional materials design models in order to answer the first problem stated in the problem formulation. Those two
instructional design models were Kemp’s and Yalden’s models. The writer did not apply all the stages from those two models. The writer only combined and
modified some appropriates stages from each model in order to design simpler and more applicable speaking instructional materials for staffs of Culture and
Tourism Department in Sleman. The steps of designing the instructional materials were arranged as follows:
conducting need survey, stating goals, topics and general purpose, selecting the
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