background. Task 15
The task was about practicing dialogue and stating true or
false. The task was revised into practicing
board game.
Task 16 The word “task”
in the explanation begins with capital
letter, and some articles, prepositions, and suffixes were
missing. The beginning of the word “task” in
the explanation was revised into “Task”,
and some articles, prepositions, and suffixes were
added. The task was the explanation
about simple past tense. The task was revised into making a
dialogue in pairs based on the model provided.
Task 17 The instruction was not closed
with closing mark. The closing mark was added.
The task was about practicing board game.
The task was revised into finding a job advertisement from newspaper or
the internet in a group of four, make a dialogue based on the job
advertisement, and practice it in front of the class.
Task 18 The task was make a dialogue in
pairs based on the model provided and practice it in front
of the classroom. The task was deleted.
Task 19 The task was finding a job
advertisement in a group of four, make a dialogue based on the
advertisement, and practice it in front of the classroom.
The task was deleted.
B. Discussion
The aims of teaching English in the vocational school are to prepare the students with communicative competence and to prepare the students to be able to
communicate in English in their daily life. This research was focused on developing an English speaking material for the students of automotive
engineering in vocational school. Therefore, the English for Specific Purposes ESP approach was applied in this research.
The first step of this research was needs analysis in which the purpose of this step was to specify why the learners need to learn English Hutchinson and
Waters, 1987. The process of needs analysis was divided into two; those were target needs, which belong to what the learners need to do in the target situation,
and learning needs, which belong to the knowledge and abilities that learners will require in order to be able to perform to the required degree of competence in the
target situation. The results of needs analysis which had been conducted in SMK Sanjaya
Ngawen showed that the students’ purpose of learning English was to get the job based on the vocational program which is automotive engineering, such as
understanding how to operate and maintenance vehicles. After the students have graduated from the school, they want to work abroad. In addition, their weakness
in speaking skill was the lack of vocabulary, especially the one which is related to
their vocational program. Therefore, the topic of the speaking material which was designed was related to automotive engineering.
After the needs analysis had been conducted, the next step was formulating a course grid and writes the first draft of the speaking material. The speaking
material contains of three units. There were 16 to 19 tasks in each unit in the material. Each unit consists six sections; those were Lead – In, Lesson Proper,
Evaluation, Homework, Reflection, and Summary. After the material had been written, the next step was expert judgment
process. Here, the material which had been developed was assessed by the material and content expert. The criteria for expert judgment were based on the
BSNP standard. Based on the results of expert judgment, the content, the language, the materials presentation, and the materials layout were appropriate but
in the first draft, the material was not focused on one language functions, and there were many grammatical mistakes which need to be revised. Therefore, the
revision was needed to improve the quality of the material in order to make it more appropriate for the students of automotive engineering in SMK Sanjaya
Ngawen.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this last chapter, the target needs, the learning needs, and the appropriate characteristics and design of English speaking materials were presented in the
conclusion. Also, the suggestions to the English teacher and other researcher will be presented in this chapter.
A. Conclusions
1. The Target Needs
The target of this research was the second grade students of automotive engineering in SMK Sanjaya, Ngawen. From the results of needs analysis, the
students’ purpose of learning English was to get the job based on their vocational program. Therefore, they need a learning topic which was relevant
to their vocational program that is automotive engineering. After they have graduated from the school, they wanted to work abroad, so they need to learn
English intensively, especially to develop their speaking skill.
2. The Learning Needs
Based on the results of needs analysis, the length of the learning input which was needed by the students to learn speaking was 150 to 200 words.
The form of the input which was needed to learn speaking was short dialogues. Furthermore, the activities which were needed by the students to
learn speaking were role – play and games. The type for role – play activity
which was needed by the students was scripted role – play, and the type of game which was needed was matching games. Those two activities were
applied to the English speaking material which had been written.
3. The Appropriate English Speaking Materials:
To understand whether the English speaking material was appropriate or not, there were two criteria which can be used to see it; those were the
characteristics and the design of the material itself. The appropriate characteristics of an English speaking material are:
a. The English speaking material was developed based on the standard of competence and the basic of competence and also based on the students’
learning needs. b. The English speaking material was developed by exploring texts which
were related to the students’ daily life. c. The English speaking material helped the students to learn language
functions effectively. d. The content of the English speaking material were taken from the newest
sources. e. The language which was used in the English speaking material was
appropriate to the students’ language skills and cognitive development. f. The language which was used in the English speaking material was clear,
easy to understand, and accurate. g. The ideas of the material were good and unite.
Meanwhile, the appropriate designs of an English speaking material are:
