DESIGNING ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE FIRST GRADE STUDENTS OF SMK PARAMITHA 2 CENTRAL JAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  DESIGNING ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE FIRST GRADE STUDENTS OF SMK PARAMITHA 2 CENTRAL JAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Julianus Risang Adi Nugroho

  Student Number: 051214126 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  2011

  DESIGNING ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE FIRST GRADE STUDENTS OF SMK PARAMITHA 2 CENTRAL JAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Julianus Risang Adi Nugroho

  Student Number: 051214126 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  2011

   

                 

  I dedicate this thesis to Jesus Christ, to my beloved father, mother, Astrid, Bram, and Wening

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the works of other people, except those cited in the quotations and references, as a scientific paper should.

  Yogyakarta, 21 September 2011 The Writer

  Julianus Risang Adi Nugroho 051214126

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Saya yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

  Nama : Julianus Risang Adi Nugroho NIM : 051214126 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

DESIGNING ENGLISH SPEAKING INSTRUCTIONAL

MATERIALS FOR THE FIRST GRADE STUDENTS OF SMK PARAMITHA 2 CENTRAL JAKARTA

  Dengan demikian, saya memberikan kepada Perpusatakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari sayamaupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta pada tanggal 20 September 2011 Yang menyatakan, (Julianus Risang Adi Nugroho)

  

ABSTRACT

  Nugroho, J. R. A. 2011. Designing Speaking Instructional Materials for the First

  

Grade Students of SMK Paramitha 2 Central Jakarta . Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

  Nowadays, the application of Kurikulum Tingkat Satuan Pendidikan (KTSP) in SMK Paramitha 2 makes the school have responsibility to improve the learning process based on the school situation. Several majors in SMK education program and different needs of English as a compulsory subject become the reason for different demands of English subject materials. In other words, the demands of English subject in every SMK have to be adapted to the certain program which is taken by the students, one of the examples is SMK Paramitha 2 that runs education programs in tourism sector.

  This study aims to promote the model materials in teaching English speaking for the first grade students of SMK Paramitha 2. To achieve that goal, educational research and development was used as a method in this study. Five steps were adapted from educational research and development are: (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) evaluation, and (5) revision of designed materials.

  In designing the model of speaking instructional materials for the first grade students of SMK Paramitha 2, six steps were adapted from Kemp’s model in this study. There are (1) learner characteristic, (2) considering goals, and listing the topics, stating general purposes, (3) learning objectives, (4) select teaching or learning activities and instructional resource, (5) evaluation, and (6) revision.

  The purposes of evaluation in this study were to obtain necessary data and revise the designed materials. Instruments adapted in this evaluation are questionnaires. The questionnaires were distributed to two English teachers from

  

SMK Paramitha 2, two lecturers from English Education Program in Sanata

Dharma University, and one English conversation instructor for hotel staff.

  The designed materials consist of three main parts, those are (1) Pre- activity, (2) Whilst, and (3) Post-activity. Based on the evaluation result, the designed materials are appropriate and suitable for teaching the English speaking class for the first grade students of SMK

  

Paramitha 2 . The Final version of the designed material can be seen in appendix

6.

  

ABSTRAK

  Nugroho, J. R. A. 2011. Designing Speaking Instructional Materials for the First

  

Grade Students of SMK Paramitha 2 Central Jakarta. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Dewasa ini, penerapan Kurikulum Satuan Pendidikan (KTSP) di SMK Paramitha 2 membuat sekolah mempunyai tanggung jawab untuk mengembangkan pembelajaran sesuai dengan situasi sekolah. Berbagai macam jurusan di dalam SMK dan kebutuhan akan Bahasa Inggris yang berbeda-bedalah maka diperlukanlah materi Bahasa Inggris yang berbeda-beda pula. Dapat dikatakan bahwa kebutuhan Bahasa Inggris di setiap SMK harus sesuai dengan bidang yang dijalaninya, salah satunya SMK Paramitha 2 yang bergerak dalam bidang pariwisata.

  Studi ini bertujuan untuk mengusulkan contoh materi pengajaran speaking untuk siswa SMK Paramitha 2 tingkat pertama. Untuk mencapai tujuan tersebut, penelitian dan pengembangan kependidikan, digunakan sebagai metode dalam studi ini. Lima langkah yang diadaptasi dari penelitian dan pengembangan kependidikan adalah sebagai berikut: (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) penyusunan contoh materi pengajaran, (4) pengujian, dan (5) perbaikan materi.

  Dalam penyusunan contoh materi pengajaran speaking untuk SMK Paramitha 2, enam langkah dari model pengajaran Kemp diadaptasi dalam studi ini. Enam langkah tersebut adalah (1) karakter Siswa, (2) perumusan tujuan dan pemilihan topik, (3) penyusunan tujuan pembelajaran, (4) penyusunan materi dan aktivitas dalam mengajar, (5) evaluasi, dan (6) perbaikan materi yang telah tersusun.

  Dalam studi ini, tujuan dari evaluasi adalah untuk memperoleh data untuk memperbaiki materi yang telah disusun. Instrumen yang digunakan dalam evaluasi adalah kuesioner. Kuesioner tersebut dibagikan kepada dua guru Bahasa Inggris SMK Paramitha 2, dua Dosen Program Studi Bahasa Inggris Universitas Sanata Dharma, dan satu pengajar percakapan untuk hotel staff.

  Materi yang disusun terdiri dari tiga bagian utama, yaitu (1) Pre-activity, (2) Whilst, dan (3) Post-activity. Berdasarkan hasil evaluasi, materi yang disusun cocok dan sesuai untk mengajarkan speaking kepada siswa SMK Paramitha 2 tingkat pertama. Versi akhir dari materi yang disusun dapat dilihat di lampiran 6.

  

ACKNOWLEDGMENTS

  I realize that I would not have been able to complete this thesis without the help from many people. First, I would like to send my greatest gratitude to Jesus Christ who has given me this opportunity in my life to complete this thesis.

  I would like to express my gratitude to all people who have given their time, energy, ideas, and support during the completion of this thesis.

  My appreciation goes to my sponsor, Ag. Hardi Prasetyo S.Pd., M.A.. I really appreciate his guidance, support, patience, and precious time during the completion of this thesis. I would also like to thank to all members of Harjo Kamto family for giving me an endless support in this completion of this thesis.

  I thank my best friends from ex-De Britto: Papin, Somad, Moyo, and Yudo, ex-Mertoyudan: Kang Gendruk, for their care and support as well as the great adventures we have done together. My thanks are also directed to all my friends, especially puri, mas yoyo, retno bere, mas andi, lusi, nana, stepi, epri, and others who can not be mentioned one by one for their support and help. I would also like to give my sincere grateful to the teachers of SMK Paramitha 2, especially to Lambertus Doni Ledjap, S.S and Ormas Rajaguguk, S.Pd for the guidance and cooperation, and also the PBI lecturers, especially to G. Punto Aji, S.Pd., M.Hum. and Caecilia Tutyandari, S.Pd., M.Pd. who have helped me evaluate the materials I have designed and for their suggestions and comments.

  With Love, Julianus Risang Adi Nugroho

  TABLE OF CONTENTS

  TITLE PAGE ............................................................................................. i APPROVAL PAGES ................................................................................. ii PAGE OF DEDICATION.......................................................................... iv STATEMENT OF WORK’S ORIGINALITY .......................................... v

  

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................... vi

  ABSTRACT ............................................................................................... vii

  

ABSTRAK ................................................................................................... viii

  ACKNOWLEDGEMENTS ....................................................................... ix TABLE OF CONTENTS .......................................................................... x LIST OF TABLES ..................................................................................... xiv LIST OF FIGURES ................................................................................... xv LIST OF APPENDICES ............................................................................ xvi

   

  CHAPTER I: INTRODUCTION ............................................................... 1

  1.1 Background of the Study ...................................................................... 1

  1.2 Problem Formulation ........................................................................... 4

  1.3 Problem Limitation ............................................................................. 4

  1.4 Objectives of the Study ........................................................................ 4

  1.5 Benefits of the Study ............................................................................ 5

  1.6 Definition of Terms .............................................................................. 5

  CHAPTER II: REVIEW OF RELATED LITERATURE ......................... 7

  2.1 Theoretical Description ........................................................................ 7

  2.1.1 Speaking ......................................................................................... 8

  2.1.1.1 The Nature of Speaking ............................................................. 8

  2.1.2 Teaching Speaking ......................................................................... 9

  2.1.3 The Characteristics of Good Speaking Activities .......................... 11

  2.1.4 Communicative Language Teaching (CLT) .................................. 12

  2.1.5 Vocational School .......................................................................... 14

  2.1.5.1 Comparison Between General and Vocational Education ........ 14

  2.1.6 Instructional Design Model ............................................................ 16

  2.1.6.1 Kemp’s Instructional Design Model .......................................... 16

  2.2 Theoretical Framework ........................................................................ 18

  CHAPTER III: METHODOLOGY ........................................................... 21

  3.1 Method ................................................................................................. 21

  3.1.1 Research and Information Collecting............................................. 21

  3.1.2 Planning ......................................................................................... 21

  3.1.3 Develop Preliminary Form of Product ........................................... 24

  3.1.4 Preliminary Field Testing ............................................................... 24

  3.1.5 Main Product Revision ................................................................... 25

  3.2 The Research Participants .................................................................... 25

  3.3 The Research Instruments .................................................................... 25

  3.4 Data Gathering Technique ................................................................... 26

  3.5 Data Analysis Technique ..................................................................... 26

  3.6 Research Procedure .............................................................................. 28

  Chapter IV: RESEARCH FINDINGS AND DISCUSSIONS ................... 30

  4.1 The Steps of Development of Designed Materials .............................. 30

  4.1.1 Learner Characteristic .................................................................... 30

  4.1.1.1 The Result of Distributing the Questionnaires .......................... 31

  4.1.1.2 The Result of Interviewing the Teacher .................................... 34

  4.1.2 Considering Goals, and Listing the Topics, Stating the General Purposes ......................................................................................... 36

  4.1.3 Learning Objectives ....................................................................... 37

  4.1.4 Selecting Teaching or Learning Activities and Instructional Resource ......................................................................................... 38

  4.1.5 Evaluation ...................................................................................... 43

  4.1.6 Revision ......................................................................................... 43

  4.2 The Findings and Discussions on the Designed Materials Evaluation 44

  4.2.1 Preliminary Field Testing ............................................................... 44

  4.2.1.1 The Result of Respondent’s Opinions on the Designed Materials .................................................................................... 45

  4.2.1.2 The Respondents’ Comments and Suggestions on the Designed Materials .................................................................... 48

  4.2.2 Main Product Revision ................................................................... 49

  4.3 The Presentation of the Designed Materials ........................................ 50

  CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................... 54

  5.1 Conclusions .......................................................................................... 54

  5.2 Suggestions .......................................................................................... 55 REFERENCES ........................................................................................... 57

  LIST OF TABLES

  Table 1: The Competency Standard, Basic Competence, and Indicators of the Proposed Model of Speaking Instructional Materials ....... 22 Table 2: Points of Agreements ................................................................... 27 Table 3: The Result of Need Analysis Questionnaire ................................ 31 Table 4: List of Topics from What They Like Most .................................. 32 Table 5: List of Activities from What They Like Most ............................. 32 Table 6: The Description of Competence Standard, Basic Competence, and Topic of Each Unit ............................................................... 36 Table 7: The List of Indicators of the Design ............................................ 37 Table 8: The Description of Design Materials ........................................... 40 Table 9: The Description of the Respondents of the Evaluation

  Material Design ........................................................................... 44 Table 10: Points of Agreements of Preliminary Field Testing

  Questionnaire .............................................................................. 45 Table 11: The Result of Respondents’ Opinion ......................................... 45 Table 12: The List of Units and Topics of the Designed Materials ........... 52

  LIST OF FIGURES

  Figure 1: Kemp’s Model: the Relationship of Each Step in the Plan to Other Steps .............................................................................. 17 Figure 2: Theoretical Framework in This Study ........................................ 20 Figure 3: The Stages of R&D Cycle Which Match with the Instructional

  Design Model of Kemp’s ............................................................ 29

  LIST OF APPENDICES

  APPENDICES ........................................................................................... 59 Appendix 1: Letters of Permission ............................................................. 60 Appendix 2: Questionnaire for Need Analysis .......................................... 63 Appendix 3: List of Interview Questions .................................................. 68 Appendix 4: Questionnaire for Expert Validation .................................... 70 Appendix 5: Syllabus and Lesson Plan of the Designed Materials ........... 78 Appendix 6: Presentation of the Designed Materials ................................. 104

CHAPTER I INTRODUCTION This study deals with developing speaking instructional materials for first

  grade students of SMK Paramitha 2. This chapter consists of six points. There are background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

1.1 Background of the Study

  Indonesia is trying to make a better image of vocational school. This is done due to the stereotype that vocational schools are not as favorites as the senior high school ones. In Indonesia, the vocational schools are referred to as Sekolah

  

Menegah Kejuruan (SMK), while the senior high schools are referred as Sekolah

Menengah Atas (SMA). There are so many students in this country who consider

SMK as “number two”, because SMK students are regarded as students that do not

  have enough qualifications to enter SMA and therefore have lower qualities than those who enter SMA. This stereotype has been mentioned and countered in the “SMK Bisa!” commercial break in Indonesian Television by Mr. Bambang Sudibyo MBA., the minister of education at that time, and Mr. Timothy Siddik, one of the owner of national computer company. Through the commercial break, they tried to erase the stereotype and they delivered message to Indonesian society that vocational school can make people have a better life. There are several reasons that support the statement above. A vocational school offers training in

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  careers that require practical expertise. Practical expertise here refers to the expertise used in the certain working environment such as engineering, accounting, and tourism. The examples of the working environment mentioned above are commonly found in many countries, including Indonesia. From all the three, tourism is one of the Indonesian fundamental sectors. As the consequences, the tourists will need people that could become the bridge between them and the world before their eyes. SMK graduates are not only those who are more ready to fill the position or apply to the job vacancies offered by tourism and other working environments than the SMA graduates, but also can be the ones who gain more advantages in the real working environment because they focus more on the learning-by-doing than common curriculum offered in SMA education.

  One of the competencies in the travel sector is a guide. The job of a guide is to describe the tourism objects to the tourists, whether they are domestic or foreign ones. When the guide describes the object to the domestic tourist, there will be no problem at all. The reason is that the guide and the domestic tourist speak the same language, for example: Indonesian guide talking to the Indonesian tourist. On the contrary, the problem occurs when the guide describes the object to foreign tourists. The reason is that the guide and the foreign tourist speak different language, for example: Indonesian guide and England tourist. Therefore, the guide should master the speaking skills of different language, like English. In SMK

  

Paramitha 2 , there is a guiding lesson. It prepares the students to be ready to be

guide after they graduate.

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    SMK Paramitha 2 is one of examples of tourism vocational schools in Jakarta, which has good potential for improving the tourism sector in Indonesia.

  The school applies Kurikulum Tingkat Satuan Pendidikan (KTSP) as the curriculum. The school has two programs, the regular one and the international one. The regular program deals with the hotel sector, while the international deals with the travel sector. Both programs require English communication skills, because the graduates will directly interact with the foreigners.

  SMK Paramitha 2 compared to the other vocational schools, is the one that

  demands the direct use of English very much. It is due to the fact that travel service requires the students to speak English actively. Based on the result of interview with the teacher, there were three main problems in SMK Paramitha 2. The first problem was the limited time allocation for speaking practice whereas speaking skill is important to be mastered by the students. In delivering the materials, the teacher usually focuses on the vocabulary and grammar. Meanwhile, the students had an opinion that they needed various activities more than vocabulary and grammar. The second problem was SMK Paramitha 2 did not have any fixed handbook. Recently, the materials for the students were compiled from Lembar Kerja Siswa (LKS) and websites on the internet. As the fixed handbook’s purpose is to make the learning process more structured and well- controlled, so the teacher should use a fixed handbook. The third problem was that the teacher did not have any creativity in varying teaching techniques to deliver the materials, thus the students felt bored and did not have motivation to learn. It

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    happens because they have no specific speaking text book for tourism students.

  Therefore, the writer chooses SMK Paramitha 2 as the subject of the research.

  1.2 Problem Formulation

  After doing observation in SMK Paramitha 2 the writer finds some problems and concludes the main problems for the thesis are:

  1. How is the speaking instructional material for SMK Paramitha 2 students designed?

  2. What does the instructional material for SMK Paramitha 2 students look like?

  1.3 Problem Limitation

  This thesis only focused on how to design speaking instructional material and what the instructional material for SMK Paramitha 2 looks like.

  The participants of this research are the first grade students of SMK

  

Paramitha 2 , because the first grade students are in the basic level. They have not

decided whether they want to become a guide, front office staff, or others.

  1.4 Objectives of the Study

  The objectives of this research are:

  1. To design the speaking material for the first grade students in SMK Paramitha 2 .

  2. To provide the appropriate speaking materials for the first grade students in SMK Paramitha 2 .

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1.5 Benefits of the Study

  This thesis has many advantages, especially in education sector. First, the advantages for SMK Paramitha 2 are this design can be used as the material in the learning process and also can be used to improve the students’ English skills and to increase students’ interest in learning process.

  Second, the advantages for PBI are this design can be used as an example for the PBI students who want to make new research about design and it can be used as a new way to teach in vocational school.

  Third, the advantages for the other research are this design can be used as an example to make new thesis about design and as reference.

1.6 Definition of Terms

  There are several terms the writer uses in this study. The definitions of terms are as follows:

  1. Instructional Design Instructional design in this study is the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, and then evaluate the results (Kemp, 1977).

  2. Speaking Speaking is an active and productive interactions that make us use aural mediums, such as; mouth, lips, tongue, and other activities (Widdowson, 1979).

  3. Instructional Materials Instructional materials are materials planned by the teachers for instruction. Instructional materials are a set of materials which are used by the

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  teacher and the students as a useful means of discussion in teaching and learning activity (Dick and Reiser, 1989).

  4. Vocational school Based on Keputusan Mentri Pendidikan dan Kebudayaan Republik

  

Indonesia No. 0490/U/1992, pasal 1, vocational school is a senior educational

  form which is held to continue and enlarge the basic education to prepare the students for job requirements and to develop professionalism (Kademun, 2002).

CHAPTER II REVIEW OF RELATED LITERATURE There are two important points that will be discussed in this chapter. There are theoretical description and theoretical framework. The theoretical description discusses basic theories of speaking,

  communicative language teaching, vocational school in general and instructional design.

  The theoretical framework discusses the relation among the concepts stated previously as the basis of designing speaking instructional materials for the first grade students of SMK Paramitha 2.

2.1 Theoretical Description

  This part presents a discussion on the theories related to the development of speaking instructional materials. The first is speaking, since the materials designing in this research emphasizes on the speaking skill. The second is vocational school since the designed materials is for vocational school, and the last part is instructional design model. It will discuss what instructional design model will be used in this research. Those previous theories will be used to establish the framework of the designed materials in this research.

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2.1.1 Speaking

  The researcher attempts to design a set of speaking materials for the first grade students of SMK Paramitha 2. Therefore, this section will discuss the basic theory of speaking skill.

2.1.1.1 The Nature of Speaking

  According to Louma (2004), there is a section who discusses three significant areas in spoken discourse for assessing speaking: purpose of talk, the speaking situation and speaker roles.

  Louma (2004) stated the variation within spoken language use. The first is purpose of talk, which is represented by talking to chat and talking to inform that is quoted from Brown. Louma (2004, p. 22) stated that Brown, Anderson, Shillcock, and Yule (1984) define chatting as the exchange of amicable conversational turn with another speaker. The primary purpose is to make and maintain social contact, to oil the social wheels, and thus chatting forms a large part of anyone’s social life.

  The second is the speaking situation, which is represented by talking in different social situation that is quoted from Hymes. Louma (2004) stated that Hymes (1972) has helpfully summarized the concerns about social and situational context into a framework that forms the acronym SPEAKING.” Speaking stands for : Situation (the physical setting and the nature of the event), Participant (speaker, hearer, audience, etc), Ends (conventional outcomes of the event, the ends also include the individual participants’ goal), Act sequence (the form and content of speech acts), Key (tone, manner, or spirit of act), Instrumentalities

  9   (channel or mode and form of speech), Norms (norms of interpretation and norms of interaction), and Genre (categories).

  The third is speaker roles. It is represented in roles, role relationship and politeness that are quoted from Grice (1975). The speakers are influenced by speaker roles and role relationship in choosing of words in interaction. It also influenced the quality of politeness in the talk. Louma (2004) stated Grice (1975) gives four conversational maxims: quantity (give sufficient information but not too much), quality (say only what you know to be true), relation (be relevant) and manner (be brief, clear and orderly).

2.1.2 Teaching Speaking

  Based on Rivers (1968), the teaching of speaking skill is more demanding on the teacher than the teaching of any other language skills; the teacher will need to give the students many opportunities to practice the speaking skill. Consequently, it is essential for the teacher to give the learners many opportunities to practice speaking skill. When the teacher provides more complicated matter of the foreign speech to be answered, the learners ability will be greater developed also. Rivers (1968) stated teacher will need to use his imagination in devising situations which provoke the students to the use of the language in the expression of his own meaning.

  There are some cases that makes speaking difficult based on Brown et al (2000):

  1. Clustering Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically through such clustering.

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  2. Redundancy The speaker has an opportunity to make meaning clearer through the redundancy of language.

  3. Reduced forms Contractions, elisions, reduced vowels, etc., all form special problems in teaching spoken English.

  4. Performance variables One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance, hesitations, pauses, backtracking, and corrections.

  5. Colloquial language Make sure the students are acquainted with the words, idiom, and phrases of colloquial language.

  6. Rate of delivery The tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.

  7. Stress, rhythm, and intonation This is the most important characteristic of English pronunciation. The stress- timed rhythm of spoken English and its intonation patterns convey important messages.

  8. Interaction Learning to produce waves of language in a vacuum would rob speaking skill of its richest component.

  11   Speaking comes naturally to humans, but it is not as simple as it seems.

  Sometimes people feel afraid or nervous to speak in front of people or a large group.

  According to Davies (2000), there are some implications for teaching:

  a. Try to create relaxed atmosphere in your classes so that most learners are not frightened of speaking in front of the rest of the class. And do as many speaking activities as possible in pairs and groups, so that the learners can speak English without the rest of the class listening.

  b. Expose the learners as much as possible to naturally pronounce speech, and also integrate some pronunciation work into your lessons. They will not learn to pronounce intelligibly, or to develop speaking skill in general, if they do not hear enough natural speech.

  c. Accustom the learners to combine listening and speaking in real time, in natural interaction. Perhaps the most important opportunity for this is in the general use of English in the classroom.

2.1.3 The Characteristics of Good Speaking Activities

  According to Harmer (2007, p. 123), “good speaking activities can and should be extremely engaging for the students.” If they are all participating fully and if the teacher has set up the activity properly and can then give sympathetic and useful feedback, they will get tremendous satisfaction from it. Harmer (2007, p. 123) also stated “where there is a task to complete and speaking is the way to complete it”, which is called speaking-as-skill. The activities are designed to

  12   foster better speaking, rather than having students speak only to focus on specific language construction.

  According Davies (2000), script-based role play or simulations, script- based conversations, and form-based interviews or surveys are examples of activities designed to encourage learners to communicate as naturally as possible. In natural communication, attention is not usually focused on the language used, but the message it conveys.

2.1.4 Communicative Language Teaching (CLT)

  One of approaches in language teaching which is going to use to develop the speaking instructional materials for first grade students of SMK Paramitha 2 is Communicative Language Teaching (CLT). According to Richards (2001, p. 36) “CLT is a broad approach to teaching that resulted from communication as the organizing principle for teaching rather than a focus on grammatical system of the language.”

  According to Richard and Rodgers (2001) CLT is the best considered an approach than method. CLT refers to a varied set of principles which reflect a communicative view of language and language learning and which can be used to support a wide variety of classroom procedures. These principles include:

  1. Through using the language, the learners learn to communicate.

  2. The goal of classroom activities is at authentic and meaningful communication.

  3. Fluency is an important aspect of communication.

  4. The integration of different language skill is involved in the communication.

  13   5. Learning is a process of creative construction and involves trial and error.

  Brown (2000) offers six interconnected characteristic as a description of CLT, namely:

  1. Classroom goals are focused on the entire component of communication competence and not restricted to grammatical or linguistic competence.

  2. Language techniques are designed to engage learners in the pragmatic, authentic and functional use of the language for meaningful purposes.

  Organizational language terms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.

  3. Fluency and accuracy are seen complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in linguistic use.

  4. Students in communicative classroom, students ultimately have to use the language productively and receptively, in unrehearsed context outside the classroom.  

  5. Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.  

  6. The role of the teacher is a facilitator and guide.   Richard and Rodgers (2001) state that there are a lot of materials used to support communicative approaches to language teaching. Material is a way to influence the quality of classroom interaction and language use.

  14   There are three kinds of materials considered in CLT:

  a. Text-based materials Text-based materials are materials that based on the texts that help the teacher to initiate conversation. The examples of these materials are visual cues, pictures, and sentence fragments.

  b. Task-based materials In order to support CLT classes, a variety of games, role play, and task- based communication activities have been prepared. These are usually in the form of one-of-a-kind items: exercise handbooks, cues cards, pair communication practice, and learners-interaction practice.

  c. Realia Realia might be included as proponents of CLT. This might include language based realia such as sign, magazines, newspaper, or visual sources around which communicative activities can be built (maps, pictures, etc).

   

2.1.5 Vocational School

  According to Lauglo and Lilis (1988) vocationalization is intended to ease school leavers into jobs or self employment, under conditions of widespread youth unemployment. In line with Wenrich, (1974), vocational and technical educational is for people-youth and adult interested in preparing for and progressing in a career in some types of satisfying and productive work.

2.1.5.1 Comparison between General and Vocational Education

  According to Keputusan Menteri Pendidikan dan Kebudayaan Republik

  

Indonesia no 035/0/1997 there is a nomenclature change from SMTA (Sekolah

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  Menengah Tingkat Atas ) or SMA (Sekolah Menengah Atas) to SMU (Sekolah Menengah Umum ) and according to Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 0490/U/1992, there is a change from SMKTA

  (Sekolah Menengah Kejuruan Tingkat Atas) to SMK (Sekolah Menengah Kejuruan ).

  Based on Keputusan Menteri Pendidikan dan Kebudayaan Republik

  Indonesia No. 0490/U/1992, Pasal 1, vocational school is a senior educational

  form which is held to continue and to enlarge the basic education to prepare the students for job requirements and to develop professionalism. Based on

  Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia no 035/0/1997, pasal 1, general school is a senior educational form which is held to

  continue and to enlarge the basic education and also to prepare the students for the next step of education and to develop professionalism.

  Based on Keputusan Menteri Pendidikan dan Kebudayaan Republik

  Indonesia No. 0490/U/1992, Pasal 2 , there are some purposes of SMK:

  a. Preparing the student to continue to the next step of the education or to enlarge the basic education.

  b. Increasing the student’s skill as the society in establishing interrelationship with socio-cultural environment and the nature.

  c. Increasing the student’s skill to develop themselves in line with the development of science, technology, and art.

  d. Preparing the student to enter the fieldwork and to develop the professionalism. The purposes of SMU are:

  a. Preparing the student to continue to the next step of the education or to enlarge the basic education.

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  b. Increasing the student’s skill as the society in establishing interrelationship with socio-cultural environment and the nature.

  c. Increasing the student’s skill to develop themselves in line with the development of science, technology, and art.

2.1.6 Instructional Design Model

  In designing instructional materials, Hutchinson and Waters (1987), proposed a theory of need analysis, which consists of three important points. The first is necessities. It is what the learners need learn to achieve the target situation. The second is lacks. It is something that has not been mastered by the learners so they need to learn about it. The last is wants. It is the learners’ perception about their needs and lacks that have not been mastered yet.

  In designing the materials, the researcher tries to discuss Kemp’s model. The researcher prefers those model because the flexibility and clearly procedures.

2.1.6.1 Kemp’s Instructional Design Model

  Kemp (1977) proposes a program development. It consists of eight interdependence elements which are related to others and affected each other. The Kemp’s programs were as follow:

  1. Consider goals, and then list topics, stating the general purposes for teaching each topic.

  2. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

  3. Specify the learning objectives to be achieved in terms measurable student behavioral outcomes.

  17   4. List the subject content that supports each objective.

  5. Develop pre-assessments to determine the student’s background and present level of knowledge about the topic.

  6. Select teaching/learning activities and instructional resource that will treat the subject content so students will accomplish the objectives.

  7. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

  8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

  

Figure 1: Kemp’s model: the Relationship of Each Step in the Plan to Other

Steps (Kemp, 1977).

  This is a flexible process, because it can be started with whichever element that is ready to start with and than move back and forth to other steps. In some

  18   cases, it can be simplified or reordered phases of this plan and improved (Kemp, 1977).

2.2. Theoretical Framework Kemp’s theory would be used to answer the two problems in this thesis.

  To provide guidance in designing speaking instructional material for first grade students of SMK Paramitha 2, there are steps adapted from Kemp’s instructional design.

  The steps in Developing the Model of Instructional Speaking Materials:

  1. Learner Characteristics This step was conducted to recognize and respect the individual learner. It has been done by obtaining the information about the learners’ capabilities, need, and interests.

  2. Considering Gals, and Listing the Topics, Stating the General Purposes This step included defining skills, stating objectives based on the curriculum and the syllabus that is used in the school. The researcher prepared the materials and developed the product in this step.

  3. Learning Objectives The step was conducted to make the clear objectives. The steps include making and stating clear objectives.

  4. Select Teaching or Learning Activities and Instructional Resource This step included preparation of instructional materials and evaluation devices. After collecting the data from the two previous steps, the researcher was making the form of product based on the gathered data.

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  5. Evaluation The purpose of this step was to evaluate the materials that had been implemented. It requires experts’ verification. This step was conducted to gain feedback from the experts and used to categorize the materials, what want well from the material, what were the lacks of the materials, or what needs to be improved from the material. To evaluate it, the researcher distributed the questionnaires.

  6. Revision Revision was the last steps. The purpose of this step was to improve the last material in order to change the last material into final version material.

  20   To obtain a clearer idea on the theoretical framework which is applied in this study, the researcher’s theoretical framework is presented below in figure 3.

  

Learner Characteristic

  Considering goals, and listing the topics, stating the general purposes  

  Learning Objectives

  

Selecting teaching or learning

activities and instructional resource

  

Evaluation

Revision

Figure 2: Theoretical Framework in This Study.