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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter aims to present the results that were obtained from the processes of conducting the research using the adaptation of the small scale of
Borg and Gall‟s RD cycle and designing the workbook using the adaptation of Kemp‟s instructional design ID model. They are presented and discussed as the
answer of the research problem. In general, the design was an integrated English workbook using stories
for grade VII students of SMP Negeri 2 Yogyakarta. The workbook was designed for the second semester. The nature of the workbook was a combination of a
storybook and a workbook. The purpose was to provide four functions, as a source of language, a learning support, motivation and stimulation, and a
reference. Therefore, the workbook could be used to review, prepare the test, or prepare the next materials within one semester.
In more specific, the workbook had some elements as the result of conducting the adaptation Kemp‟s ID stages. First, it was designed based on the
characteristics of grade VII students of junior high school. Second, it applied integrated approach and had goals, topics, and general purposes that were
formulated based the current curriculum. Third it had learning objectives that were specified u
sing Bloom‟s taxonomy. Fourth, it had subject contents that were selected and organized using Bloom‟s taxonomy. Fifth, it used stories and had
teaching or learning activities and resources that were specified based on TBLT conceptual basis and framework. Last, it was completed with some materials that
71 needed some support services. The detail information of the elements of the
workbook was presented in the following sections.
A. Students’ Characteristics
The first element, the workbook was designed based on the characteristics of grade VII students of junior high school. The researcher obtained the data of
the students‟ characteristics in the research and information collecting process.
The data consisted of students‟ motivation, attitudes, needs, interests, difficulties,
and capabilities. The researcher obtained the data through three ways, classroom observations, an interview, and questionnaires. The researcher used the
instruments in order to obtain data from three points of view, the researcher, the English teacher, and the students.
The researcher obtained the data from three classes that were selected based on the suggestion given by the English teacher. Although there were seven
classes in grade VII at SMP Negeri 2 Yogyakarta, the researcher only selected three classes because of the limitation of the time and the difficulty of managing
the process. Besides, the researcher could not select one class because it was an accelerated class that had different program. The data of the classes is presented in
Table 4.1.
Table 4.1 The Data Of the Classes Participants
Age years old
Sex Class
Total Based on Sex
VII B VII C
VII D
SMP Negeri 2 Yogyakarta
11 to 13 Male
16 15
16 47
Female 19
20 20
59 Total
35 35
36 106
72 The English teacher suggested class VII B, class VII C, and class VII D
because students in those classes had some characteristics that meet the aim of the research. First, they were in the first semester of grade VII of junior high school.
Second, they have learned English at least from grade IV of elementary school. Therefore, they have already had background knowledge about English. Third,
they need English materials that can provide much exposure to English and develop their motivation and positive attitudes toward the English learning and
teaching process. In each class, the total number of the students was almost similar, thirty five to thirty six students. Then, the total number of the female
students was always higher than the total number of the male students.
1. Students’ Motivation and Attitudes
The researcher identified students‟ motivation and attitudes toward the
English learning and teaching process based on the result of classroom observations. The researcher observed the classroom routines from two sides, the
students‟ and the English teacher‟s activities. The classroom observations were conducted in the beginning. The purpose was to obtain general information. The
information was used to plan the next processes. The classroom observations were conducted on October 24
th
, 2011 in class VII D, October 26
th
, 2011 in class VII C, and October 27
th
, 2011 in class VII B. The times were not selected based on certain criteria, such as materials discussed
by the teacher, activities, or a test. The reason was because the researcher wanted to see the variety, similarities, and differences of the activities that students had
and the English teacher applied in the different classes at different time. In general, in each class, the researcher found that:
73 a.
Most of the students 29-31 had high motivation and positive attitudes toward the English learning and teaching process.
b. Few of the students 4-6 had less motivation and positive attitudes toward
the English learning and teaching process. Most of the students had high motivation and positive attitudes because
they had a desire and efforts to master English. They were ready to start the learning and teaching process as the English teacher entered to the class. They
showed high motivation to learn English and participated actively in the classroom activities. They recorded the explanations, did the tasks well, finished
the tasks on time, participated in the discussions or question and answer sections, participated in individual or group tasks, did the homework, and could summarize
what they had learned. The rest, few of them had less motivation and positive attitudes because
they felt reluctant and did not participate actively in the classroom activity. They showed no interest on English. They often complained that English was a difficult
subject. They said that they did not like English. They commented that there was no need for them to learn English. The reason were because they would not or did
not want to go abroad, have necessary conversation with foreigners, or use English in their future work lives.
In more specific analysis of certain activities, the researcher found different facts. The researcher found that most of the students had less motivation
and positive attitudes toward the use of English to communicate in the classroom and a dictionary. They were reluctant to use them. There were only few of them
who had high motivation and positive attitudes toward the activities.
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