Speaking material for immersion class teachers of grade X 2010/2011 at SMA N 2 Klaten by using communicative language teaching.

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SPEAKING MATERIALS FOR IMMERSION TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN BY USING COMMUNICATIVE LANGUAGE TEACHING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Bety Kurnia Sari 061214056

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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SPEAKING MATERIALS FOR IMMERSION TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN BY USING COMMUNICATIVE LANGUAGE TEACHING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Bety Kurnia Sari 061214056

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ii A Thesis on

SPEAKING MATERIALS FOR IMMERSION TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN BY USING COMMUNICATIVE LANGUAGE TEACHING

By Bety Kurnia Sari Student Number : 06 1214 056

Approved by

Sponsor

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, August 23rd, 2011 The Writer

Bety Kurnia Sari 06 1214 056

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini saya Mahasiswa Universitas Sanata Dharma:

Nama : Bety Kurnia Sari Nomor Mahasiswa : 06 1214 056

Demi pengembangan ilmu pengetahuan, saya memberikan kepada kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

“SPEAKING MATERIALS FOR IMMERSION CLASS TEACHERS OF GRADE X 2010/2011 AT SMA N 2 KLATEN

BY USING COMMUNICATIVE LANGUAGE TEACHING”

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Yogyakarta, 29 September 2011

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Take Time

(Author unknown)

Take time to think…

It is the source of power.

Take time to play…

It is the secret of perpetual youth.

Take time to pray…

It is the greatest power on earth.

Take time to love and to be loved…

It is God-given privilege.

Take time to be friendly…

It is the road to the happiness.

Take time to laugh…

It is the music of the soul.

Take time to give…

It is too short a day to be selfish.

Take time to work…

It is the price of success.

Take time to do charity…

It is the key to heaven.

I dedicate this thesis to :

my lovely parents

my brother and sister

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vii ABSTRACT

Sari, Bety Kurnia. (2011). Speaking Material for Immersion Class Teachers of Grade X 2010/2011 at SMA N 2 Klaten by Using Communicative Language Teaching. Yogyakarta: Sanata Dharma University.

Immersion program is one of good progress of Indonesian education. It is a program in which bilingual language (English-Indonesian) are used in the teaching learning process. The success of the program depends on the ability of both teacher and student in using the foreign language as medium of instructions. Since the immersion teachers came from non-English background, they needed to learn English. Considering that teachers should be able to speak, the speaking material was designed to meet their needs of communication with foreign language. In addition, the material was designed by using communicative language teaching which emphasized on the function of language as communication.

The study answered two questions. The questions were (1) How is a speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten by using Communicative Language Teaching designed? (2) What does the speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten by using Communicative Language Teaching look like?

In conducting the study, the Research and Development (R&D) was used. It consisted of eight steps. However, the writer only used six steps. The steps were (1) Product selection (2) Research and information collecting (3) Development of preliminary form of the product (4) Planning (5) Preliminary field test (6) Product revision.

To answer the first question, Kemp’s steps of instructional design were used. The writer used six steps out of eight steps. The steps were (1) selecting goal, topic and general purpose (2) analyzing learners’ characteristics (3) defining learning objectives (4) organizing subject content (5) selecting learning activities (6) evaluation. To answer the second question, the writer presented the speaking material for the immersion teachers at SMA 2 Klaten by using Communicative Language Teaching.

The writer distributed questionnaires to ten immersion teachers and thirty two immersion students of Grade X at SMA N 2 Klaten. The results were used to design the material. The designed material was evaluated by distributing questionnaire to two lecturers of English Education Study Program of Sanata Dharma University, two English instructors of Speak First and one English teacher of SMA N 2 Klaten. It consisted of five units and each unit consisted of seven main parts and two supplementary parts. The main parts were Warming Up!, Vocabulary, Conversation, Comprehension, Language Focus, Practice and Speak Up!. The supplementary parts were Do you know? and Words of Wisdom.

The evaluation of the material showed that the material was good and well-developed. It was suitable for the immersion teachers at SMA 2 Klaten.

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viii ABSTRAK

Sari, Bety Kurnia. (2011). Speaking Material for Immersion Class Teachers of Grade X 2010/2011 at SMA N 2 Klaten by Using Communicative Language Teaching. Yogyakarta: Universitas Sanata Dharma.

Program imersi merupakan perkembangan yang bagus bagi dunia pendidikan di Indonesia. Program ini melibatkan dua bahasa (Indonesia dan Inggris) dalam proses belajar mengajar. Kesuksesan program ini bergantung pada kemampuan guru dan murid dalam menggunakan bahasa asing sebagai bahasa pengantar. Karena banyak guru-guru imersi yang memiliki latar belakang pendidikan bukan Bahasa Inggris, mereka perlu belajar bahasa Inggris. Mengingat bahwa guru-guru seharusnya bisa berbicara, materi ini didesain untuk membantu mereka dalam memenuhi kebutuhan akan komunikasi dalam bahasa asing. Materi yang didesain juga berdasar pada Communicative Language Teaching yang menekankan kegunaan bahasa sebagai alat komunikasi.

Penelitian ini bertujuan untuk menjawab dua pertanyaan. Pertanyaan-pertanyaan tersebut ialah (1) Bagaimana materi berbicara untuk guru-guru imersi kelas X tahun ajaran 2010/2011 di SMA N 2 Klaten dengan menggunakan

Communicative Language Teaching didesain? (2) Seperti apakah penyajian materi berbicara untuk guru-guru imersi kelas X tahun ajaran 2010/2011 di SMA N 2 Klaten dengan menggunakan Communicative Language Teaching?

Dalam melakukan penelitian ini, penulis menggunakan enam langkah dalam Research & Development (R&D). Langkah-langkah tersebut adalah (1) Pemilihan produk (2) Pengumpulan informasi (3) Pengembangan bentuk awal produk (4) perencanaan (5) Pengujian awal di lapangan (6) Revisi produk.

Untuk menjawab pertanyaan pertama, penulis menggunakan langkah-langkah desain instruksional dari Kemp. Langkah-langkah-langkah tersebut adalah (1) memilih tujuan, topik dan tujuan umum (2) menganalisa karakteristik murid (3) menentukan tujuan pembelajaran (4) memilih isi pembelajaran (5) memilih aktifitas pembelajaran (6) evaluasi. Untuk menjawab pertanyaan kedua, penulis menyajikan materi berbicara untuk guru-guru imersi kelas X tahun ajaran 2010/2011 di SMA N 2 Klaten dengan menggunakan Communicative Language Teaching.

Penulis menyebarkan kuesioner kepada sepuluh guru-guru imersi dua tiga puluh dua siswa imersi kelas X di SMA N 2 Klaten. Hasil dari kuesioner tersebut digunakan untuk menyusun materi. Materi yang telah didesain, kemudian diujikan dengan membagikan kuesioner kepada dua dosen Pendidikan Bahasa Inggris di Universitas Sanata Dharma, dua guru Bahasa Inggris di Speak First dan seorang guru Bahasa Inggris di SMA N 2 Klaten. Materi yang telah didesain terdiri dari lima unit dimana dalam setiap unit terdapat tujuh bagian utama dan dua bagian tambahan. Bagian utamanya yaitu Warming Up!, Vocabulary, Conversation, Comprehension, Language Focus, Practice and Speak Up!. Bagian tambahannya yaitu Do you know? dan Words of Wisdom.

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Evaluasi dari materi yang telah didesain menunjukkan bahwa materi tersebut bagus, cocok untuk pembaca dan dikembangkan dengan baik. Materi tersebut sesuai dengan guru-guru imersi di SMA N 2 Klaten.

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ACKNOWLEDGEMENTS

I would like to express my greatest gratitude to My Lord, Jesus Christ who gives me strength, blessing and love to finish the thesis. Words would not be enough to express my gratitude to Him.

My gratitude also goes to my sponsor, Christina Kristiyani, S.Pd., M Pd.

for her guidance and advice so I could finish this thesis. I would not be able to finish this thesis without her helping, correction, advice, especially her time to read my thesis.

I would like to thank to those who are at SMA N 2 Klaten, immersion teachers for helping me to conduct the research, Bu Herminand Pak Riyanto for being my “connector” to the students and immersion students in grade X 2010/2011 for being my respondents in the research.

My deep gratitude also goes to Yuseva Ariyani Iswandari, S. Pd., M. Ed. and Christina Lhaksmita Anandari, S. Pd., Ed. M. for their willingness and time to evaluate my material. My deepest gratitude also goes to all lecturers of English Education Study Program for their warmth and care. I also thank to all PBI staffs for their nice service.

I love my parents and my family, the closest people in my life who always pour me with never ending love and caring. They had supported and forced me to finish this thesis. I would say my gratitude for my lovely family, Bapak Darsono, Ibu Tri Yanti, Beny andVety for giving me support and praying for my success. My gratitude also goes to Mas Yusak who always accompanies

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with love and care. He is the place to share all ups and downs. He is the friend in the bright and the sorrow.

I would thank to my “supporters” who always strengthen me to finish this thesis. Therefore, I give thank to the “dream workers”, Riski, Vika and those who live in Anging Mammiri, Fr. Pet, Fr. Anton, Fr. Untung for being my friend in the late night. I give thanks to Ms. Rini, Ms. Lia, Ms. Arina, Ms. Vita, Ms. Vonny and others second family at Speak First Klaten for their supports.

Finally, I would like to thank to those who always support me whom I cannot mention one by one.

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xii

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBILKASI ... v

PAGE OF DEDICATION... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... x

TABLE OF CONTENTS ... xii

LIST OF TABLES ... xvii

LIST OF FIGURES ... xviii

LIST OF APPENDICES ... xix

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problems Formulation ... 4

C. Problem Limitations ... 5

D. Research Objectives ... 5

E. Research Benefits ... 6

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. Design ... 9

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xiii

a. The Nature of Speaking ... 12

b. Speaking Skill ... 13

3. Communicative Language Teaching ... 14

a. Characteristics ... 14

b. Learners’ Roles ... 16

c. Teachers’ Roles ... 16

d. Activities ... 18

4. Curriculum ... 19

a. Curriculum Theory and Practice ... 19

1) Curriculum as a Body of Knowledge ... 19

2) Curriculum as Product ... 20

3) Curriculum as Process ... 20

4) Curriculum as Praxis ... 20

b. Curriculum Process ... 21

1) Aims, Goals and Objectives ... 22

2) Selection of Learning Experience ... 22

3) Selection of Content ... 22

4) Organization of Experience and Content ... 23

5) Evaluation ... 23

5. Adult Learners ... 23

a. Characteristics of Adult Learners ... 24

b. Effective Learning of Adult Learners ... 25

1) Voluntary Participation ... 25

2) Mutual Respect ... 25

3) Collaborative Spirit ... 25

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xiv

5) Critical Reflection ... 26

6) Self-direction ... 26

6. Immersion Program ... 27

a. The Concept of Immersion Program ... 27

b. Types of Immersion Program ... 28

c. The Goal of Immersion Program... 28

B. Theoretical Framework ... 29

CHAPTER III. METHODOLOGY A. Research Methods ... 33

1. Product Selection ... 33

2. Research and Information Collecting ... 34

3. Development the Preliminary Form ... 34

4. Planning ... 34

5. Preliminary Field Test ... 34

6. Product Revision ... 35

B. Research Respondents ... 36

1. Pre-design ... 36

2. Post-design ... 36

C. Research Instruments ... 36

1. Pre-design ... 36

2. Post-design ... 37

D. Data Gathering Techniques ... 37

E. Data Analysis Techniques ... 38

1. Pre-design ... 38

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F. Research Procedures ... 39

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Designing Process of Speaking Material by Using Communicative Language Teaching ... 41

1. Setting the Goals ... 41

2. Analyzing Learners’ Characteristics ... 42

a) Teacher’s Questionnaire... 42

b) Student’s Questionnaire ... 46

3. Defining Learning Objectives ... 49

4. Organizing Subject Contents ... 52

a) Warming Up! ... 52

b) Vocabulary ... 52

c) Conversation ... 53

d) Comprehension ... 53

e) Language Focus ... 53

f) Practice ... 54

g) Speak Up! ... 54

5. Selecting Teaching Learning Activities ... 54

6. Evaluation ... 54

B. The Presentation of Speaking Material by Using Communicative Language Teaching ... 55

1. Finding of the Preliminary Field Test ... 55

2. Final Product Revision ... 58

a. Warming Up! ... 59

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xvi

c. Conversation ... 60

d. Comprehension ... 60

e. Language Focus ... 60

f. Practice ... 61

g. Speak Up! ... 61

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 63

B. Suggestions ... 64

1. Suggestions for Immersion Teachers ... 64

2. Suggestions for Future Researchers ... 65

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xvii

LIST OF TABLES

Table 4. 1. Result of Teacher’s Questionnaire ... 42

Table 4. 2. Result of Student’s Questionnaire... 46

Table 4. 3. Topics for the Material ... 48

Table 4. 4. Competence Standards and Basic Competencies ... 49

Table 4. 5. Indicators for Each Unit ... 50

Table 4. 6. Research Respondents Description ... 54

Table 4. 7. Result of Post-design Questionnaire ... 55

Table 4. 8. List of the Topics ... 58

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xviii

LIST OF FIGURES

Figure 2.1. Kemp’s Instructional Design Model ... 11

Figure 2. 2. The Five Phases of Curriculum Process ... 21

Figure 2. 3. The Writer’s Instructional Design Model ... 32

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xix

LIST OF APPENDICES

Appendix A. Letters of Permission ... 69

Appendix B. Pre-design and Post-design Questionnaires ... 72

Appendix C. Results of Pre-design Questionnaire ... 83

Appendix D. Results of Post-design Questionnaire ... 89

Appendix E. Competence Standards and Basic Competencies ... 91

Appendix F. Indicators ... 92

Appendix G. Syllabus ... 94

Appendix H. Lesson Plan ... 97

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CHAPTER I

INTRODUCTION

This thesis consists of some chapters and chapter I is divided into six parts, those are research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

According to Wheller (1970: 11) education, both formal and informal, is a major process to maintain the society. Education is the most important part of a country. By having good quality of education, a country has power on its human resources. The condition of education in Indonesia had passed many changes and the development of education in Indonesia is getting better. Based on the Law of National Education System 20/2003 Act 50 No. 3, which stated that government should develop one international standard school, the government held new program called SSN (Sekolah Standar Nasional),RSBI (Rintisan Sekolah Bertaraf Internasional) and SBI (Sekolah Bertaraf Internasional). These are the levels of new program held by the government. The first level is SSN, the second level is

RSBI and the last is SBI. The last two programs enable teachers and students to use international standard in teaching and learning process. Schools, which are in

SSN or RSBI level, can move to the higher level if they fulfill the criteria in each level.

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However, there was another program called “immersion program”. In immersion program, teachers and students used both second and foreign language during the teaching and learning process. Originally, the immersion program had purpose to develop the competence of English to the students who had limited English-speaking ability (Alatis & Staczek, 1985: 10).

Alatis and Staczek (1985: 11) also explained that immersion program or bilingual education was sociolinguistics subject for it dealt with ways of speaking which related to social meanings and situations. By the end of this program, students should be able to adapt themselves in their community by communicating well through the changing circumstances. In its implementation in Indonesia, immersion program is aimed to fulfill the demand of development of education in Indonesia.

Since the education acted as service which gave benefit to the students (Wheeler, 1970: 12), a school should facilitate the students by preparing competent teachers who did not only have good in academic background but also good in material delivery. In other words, the international standard school should be supported by international educational aspects. Schools could adapt the materials and teaching methods given by the government. They could give international facilities by collecting the school fee and they could select the students who had good second language acquisition, especially in English. Yet, schools could not prepare teachers who were able in foreign language acquisition. Teachers needed to learn foreign language. Therefore, they really need “help” to reach this goal.

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Teachers had the ability to teach and to transfer knowledge, but teaching in English will not be as easy as they do in Indonesian language. They could get the material on the internet, but they still needed to explain it verbally to the students. Therefore, the teachers needed to learn speaking as the productive skill.

SMA N 2 Klaten is located in the south part of Klaten. However, they always try to update the education program by opening immersion program. Immersion program is new program at SMA N 2 Klaten. It was first held in 2009 and they continue it in 2010. The success of this program mostly depends on the teachers. Therefore, teachers’ ability to teach in English is important. By considering that the teachers are from non-English background, the immersion teachers need English material which is simple and communicative. Therefore, the writer proposed to help the teachers in learning English by designing English speaking materials.

The writer comes up with communicative language teaching with some considerations. Larsen and Freeman (2004, 128) explained that this method emphasizes on speaking and it is because the essence of language is for communications. By considering the focus of communicative language teaching, learners will be motivated to learn English because they can practice what they learn. The plus point of this method is that it facilitates the learners to be active in the learning process. Teacher will only facilitate and monitor the students. Since this method emphasizes in speaking, the learners’ accuracy and fluency become the focus in evaluation.

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However, this method also regards error as the process of learning because English is foreign language for the learners. Error might happen in the fluency activity, but instructors should note the error in the accuracy activity. Instructors could write the errors on the board and discuss it with the whole class. Another alternative to revise the learners’ error is to revise them in the end of the lesson in order to keep learners’ confident. Instructors should consider carefully when they revised learners’ error, otherwise it would affect learners’ confident (Larsen-Freeman, 2004: 132).

In relation to the study, having good foreign language acquisition was needed by the teachers because they involved directly to the teaching and learning process. Considering that teachers should be able to speak, the speaking material was designed to meet their needs of communication with foreign language. In addition, the material was designed by using communicative language teaching which emphasized on the function of language as communication. It was also learners’ centered in which teachers were only facilitator in learning process. The method was applied through the material and the learning activities.

B. Problem Formulation

This thesis aims to answer two questions.

1. How is a speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten by using Communicative Language Teaching designed?

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2. What does the speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten by using Communicative Language Teaching look like?

C. Problem Limitation

The writer limited the problem in four limitations. First, it focuses on designing speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten. Second, it uses communicative language teaching which emphasized in speaking and enabled teachers to use the functional meaning of the language (Larsen&Freeman, 2004). Third, the target of this speaking material is for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten. Since they are immersionteachers, they need to learn English skills, especially speaking. Fourth, the curriculum used is based on their needs. There is no curriculum about immersionteachers’ education, so the writer did need analysis to find the suitable curriculum for them. Finally, the speaking material enabled the teachers to teach the students in English.

D. Research Objectives

By considering the problems which have been formulated in the problem formulation then there are two objectives which become the goals for this study. First, this study presents how the speaking material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten by using communicative language teaching is designed. Second, it also tries to present the design of speaking

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material for immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten by using communicative language teaching.

E. Research Benefits

This design of a speaking material is expected to help immersion class teachers in using English for teaching and learning activity easily. It was a good program which can improve the quality of education in Indonesia. However, it is difficult to support the program if there is no good human resource. This program demands on teachers’ ability on second language acquisition. Therefore, they need to learn English through simple and useful material which based on the right method. Communicative language teaching is used in the material because it emphasized on the function of language as communication. They need speaking material because they will use it to communicate with the students.

Finally, the writer expects that it can help other researchers to support information for their research.

F. Definition of Terms

Some terms used through this thesis have different meaning in its general. The meanings are explained below in order to avoid misinterpretation.

1. Design

Kemp stated that design is a plan to be applied in education level (1977: 8). It covers eight steps, namely setting the goal, analyzing learners’ characteristics, defining learning objectives, organizing the subject content,

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conducting pre-assessment, selecting teaching learning activity, giving support service, evaluating learning outcomes. In this study, the steps of conducting pre-assessment and giving support service were excluded by considering their function in designing the material. The design for this study dealt with a plan to design speaking material for the immersion teachers which will help them to speak in target language.

2. Communicative Language Teaching

Communicative Language Teaching is one of L2 teaching approach. This approach emphasized the function of language as a tool for communication (Larsen-Freeman, 2004). It was learner-centered in which learning activity was mostly in group in order to let the students to interact with other students. The role of the teacher was only as facilitator for the students and monitoring their performance. By applying this method in foreign learning, learners were motivated to learn foreign language because they learned something beneficial for them as a means of communication (Rivers, 1983: 77).

However, there were many activities related with communicative ability. There were functional communicative activities and social interaction activities. The common activities in communicative approach were role play, dialogue, discussion (Littlewood, 1983: 20). In this study, Communicative Language Teaching is dealing with learning situation in which the learners were asked to feel their own learning process by encouraging themselves to communicate and to interact by using the target language. It also regards error as natural learning process. However, revisions of errors are still needed.

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3. Speaking

Speaking was the ability to produce words from the tongue which had aim to communicate. People learned to speak because of the needs of communication and they needed it to express themselves. They believed that their ability to communicate well related with self-image (Koch, 1999). Therefore, in this study, speaking was defined as the ability to produce sentence or utterance based on certain topic.

4. Immersion Program

Immersion program, according to Hamers and Blanc (1990, 198), meant “… a group of L1 speaking children receive all or part of their schooling through a L2 as medium of instruction.” Originally, the immersion program had purpose to develop the competence of English to the students who had limited English-speaking ability (Alatis & Staczek, 1985: 10). In this study, immersion program is a program held by a school in which bilingual language are used in teaching learning process. The immersion program is held by SMA N 2 Klaten to fulfill the demand of development of education in Indonesia.

5. Adult Learners

Adults are those who have attained the legal and chronological status of adulthood (Brookfield, 1986: 2). The adult learners are the teachers who teach immersion students of Grade X 2010/2011 at SMA N 2 Klaten in which the study is conducted. The speaking material is expected to support them to teach immersion program.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer will discuss about the theories related to the research. It will be divided in two parts, namely theoretical description which explains about all relevant theories to the research and theoretical framework which contains summary of all major relevant theories to answer the research problem.

A. Theoretical Description

There were many theories used for the research, and then it would be divided in some subparts to make it more manageable.

1. Design

To design the material, Kemp’s instructional design was used and there were eight steps in designing material (Kemp, 1977).

a. Setting The Goals, Topics and General Purpose

This step is the starting points to design the material. The goal is made based on certain condition in a society. It is reflected into certain topics which would be used to achieve the purpose of learning.

b. Analyzing The Learners’ Characteristics

This step covers learners’ capabilities, needs, interest as well as theirs academic and social factor. Academic factors dealt with learners’ academic

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background, learners’ level (beginner, medium, advance), learners’ motivation and their willingness to learn. Learners’ age, maturity, physicals and emotional conditions are included in social factors.

c. Defining Learning Objectives

Defining learning objectives used cognitive, psychomotor and affective. Cognitive deals with knowledge and thinking, while psychomotor relates with physical activities and affective concerns with attitudes, appreciations, values and emotions.

d. Organizing The Subject Content

The researcher began to select and organize specific knowledge by considering the objective of the material. The subject content is organized by considering the first step, the goal, topic and general purpose.

e. Conducting Pre-assessment

The aim of this step is to know whether the learners already had the appropriate background of the material or not, and to examine the objectives which had been achieved by the learners. A test was used in this step of which the aim was to measure learners’ ability in understanding the material.

f. Selecting Teaching Learning Activities and Resources

Selecting the learning activities with the best method is aimed to provide learning experience for the learners. The activities should be made based on the approach which was underlying the material. The activities which are made should meet the objectives, so that the learners can achieve the purpose of the learning after they completing the course.

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g. Giving Support Services

It is related with funds/budgets, facilities or certain equipments which are used to support the learning activities. The budgets are divided into two. Those are the budgets during the development and the budgets during the implementation. h. Evaluation

It is aimed to measure the learning outcomes. The teacher would know learners’ achievement during the learning. Evaluation can be conducted for both learners and material. (Kemp, 1977).

The writer chose Kemp’s model to develop the material because it is suitable to design the material.

Figure 2.1 Kemp’s Instructional Model

Goals, Topics and

General Purpose Evaluation

Learners Characte- ristics

Learning

Activities _ContentSubject Support

Service

Learning Objectives

Pre- assessment

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However, some steps were excluded by considering its function. The steps were organizing subject content and giving support service. The reason of the writer in choosing Kemp’s instructional design model was that it is flexible process which lets the writer to reorder the steps.

The steps chosen were suitable to design speaking material. The goal of the material was to help the learners to speak in foreign language which would be applied through the topics. Analyzing learners’ characteristics was important to make the materials suitable to the learners’ ability. Defining learning objectives was aimed to define appropriate and meaningful activities for the learners. The learning objectives were defined as indicators. The subject content was organized of which the purpose was to achieve the learning goal. It was continued by selecting learning activities which enabled the learners to produce the material that they had learned. Evaluation was needed to measure the learning outcomes.

2. Speaking

The function of language was for communication (Rivers, 1983: 77). Therefore people should be able to speak in order to be able to communicate in the society. Speaking would also show people’s self-image or self-concept (Koch, 1995). People would know others’ characteristics through the way of speaking. These were explanation on the nature of speaking and the skill of speaking.

a. The Nature of Speaking

Speaking was contradictive with writing although both of them were productive skills (Hughes, 2002), it was explained that speaking was context

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dependent, unplanned, transient, oral and dynamic. Hughes said that speaking was “…spontaneous, face-to-face, informal conversation” (Hughes, 2002: 13). It showed that speaking was unplanned and depended on its context. The topic of speaking depended on where it took place, so it was also dynamic because it was changeable based on the context. Since people would produce different sentence everyday based on some factors, such as topic, speaker, place, time and so on, it was also unplanned. In social life, speaking was also dynamic when people made new words or jargons which were only understood by certain people in certain society.

b. Speaking Skill

Speaking was the ability to produce words from the tongue which had aim to communicate. Since people were a baby, they had realized of the importance of language development. People learned to speak because of the needs of communication and they needed it to express themselves. They believed that their ability to communicate well related with their self-image (Koch, 1995).

Koch stated that there were certain feelings based on how the way people speak. The way people speak would show their feeling whether they were confidence, personable, creative, talkative, smart and other feelings. The way people speak would affect their self-images. If one could speak fluently, it showed that he was confidence or creative. Therefore, learning how to speak fluently was important, especially learning to speak in foreign language (Koch, 1995: 3).

Rivers supported Koch’s explanations and explained that the way to learn to speak was to have communication drill. It had various kind of drilling for some

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levels. In the first level, repetition was suitable activity. It suited for the young learners or beginners’ condition because they disposed to imitate what the teachers says. Giving clues and letting learners to explain was good for higher level. Simultaneous speaking practice was suitable communication drill for advance level (1983: 44).

3. Communicative Language Teaching

It is one of teaching method in which it emphasizes the function of language as a tool for communication (Rivers, 1983: 77). Since the function of language is to communicate or deliver meaning, it focuses on speaking during the learning process. It has special characteristics among other methods which was applied though the learners role, teachers role and activities.

a. Characteristics

Communicative ability covered two views, namely structural and functional view. Structural view related with grammar which enabled speaker to produce language in correct form. Functional view related with situational and social factors in which the language was used for social interaction. Dealing with the functional view, the speaker should be able to deliver meaning in certain situation. Learners would be able to communicate meaning effectively by using good skills and strategies (Littlewood, 1983). Communicative language teaching fostered learners’ communicative skills by asked them to use language as a tool to communicate meaning.

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Richards and Rodgers (1986) also stated that the aspect of language was not only structure and grammar but also the function of the language which communicated meaning through communicative competence. Richards and Rodgers adopted from Swain (1980) that there were four dimensions of communicative competence, namely grammatical competence, sociolinguistic competence, discourse competence and strategic competence. Learners learned the grammar first before they produced it in the proper social context. It continued to the discourse in which it emphasized on the connection and relation of the meaning to the whole text. The last dimension focused on the strategies to produce language for planned or unplanned communication.

Another characteristic of communicative language teaching was that fluency was more important than accuracy (Brown, 1993:245). It dealt with authentic language in which communicative classroom should encourage learners to produce spontaneous language without paying attention on clear, unambiguous and direct communication. Guidance of the teachers was needed. In addition, errors are regarded as the process of learning.

Communicative language teaching was a kind of learner-centered approach in which learners should do the activities in class without being directed by the teachers mostly. Teachers’ role was only to monitor and to facilitate the students whenever they made mistake. It enabled learners to have bigger portion of learning process rather than the teachers. The learning process was to give learners chance to be independent because they were responsible of conducting the interaction (Littlewood, 1983).

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b. Learners Roles

Communicative language teaching was learners-centered approach in which it motivated learners to conduct the interaction during the learning process. Learners were motivated because they learned something which they used everyday. The learners’ role in communicative language teaching was explained by Breen as follows.

The role of the learner as negotiator – between the self, the learning process and the object of learning – emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way. (1980, 110)

It explained that learners were expected to interact with other learners by using certain activities and procedures. The errors were regarded as natural learning process and it was teachers’ task to give the correct pattern. Learners were forced to be interdependent because they had chance to interact freely with other learners. However, they still needed teachers to correct their errors (Richards and Rodgers, 1986).

c. Teachers Role

Teachers had smaller portion in learning process rather than the learners. However, teachers had crucial role to assist the learners. Teachers were guide for the learners whenever they made errors during the learning process. They were to improve learners’ strength and alienate learners’ weakness by monitoring them (Littlewood, 1983).

Richards and Rodgers explained that teachers were also group process manager in which they had responsibilities in organizing the whole learning

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process. They acted as manager who monitored and checked whether the learning process was going well. Communicative language teaching focused on fluency and comprehensibility of the language so that the teachers should not revise every error at the time. They had to regarded error as natural learning process. Teachers could take note when learners do the activities and they could correct the errors in the end of the learning process (1986: 168).

Teachers had new role in CLT, the teachers were no longer had full control to the learning process but they gave the responsibility to the students to feel their own learning process. According to Rivers (1983: 78), he stated, “…the teacher becomes an adviser, guide, helper, supporter, and partner…”. The relationship between the teacher and the students was interdependent. Teachers needed the students to fulfill the learning goal and the students needed the teachers to guide them in the progress to achieve the goal. Being helper meant that teachers helped the students whenever they had problem in the learning process. They also supported the students to develop their confident through speaking in the foreign language. Here, the process was more important than the result.

Other roles of the teacher in communicative language teaching were needs analyst and counselor (Larsen-Freeman, 2004: 167). As the needs analyst, teachers were to find learners language needs in order to know learners’ motivation for studying the language. Knowing learners’ motivation would help the teachers to set goal and the steps to achieve the goal. Teachers were also expected to be a counselor for the learners by completing errors from both speaker and hearer through the use of paraphrase, confirmation and feedback.

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d. Activities

However, there were many activities related with communicative ability. There were functional communicative activities and social interaction activities. The functional communicative activities were focused to get the meaning of the language. The activities were in form of sharing information and processing information which enabled the learners to communicate well in every possible situation. The social interaction activity was focused on the social context and social behavior. Learners should know to use certain language in certain situation based on the social context. Therefore, the common activities in communicative approach are role play, dialogue, discussion, games, scrambled sentences, picture strip story (Littlewood, 1983: 20).

Communicative ability should be supported by communicative activities which also had purpose. Littlewood (1983, 17) also explained that communicative activities were aimed to enable the learners to communicate well in the classroom as well as outside the classroom. It was the reason of why communicative activities should have authenticity in which the activities could be applied in real world or outside the class. Communicative activities improved learners’ motivation because they would use what they learned to help them in communicating with others.

Communicative language teaching implied group activities which enabled the students to develop their ability in interacting or communicating (Rivers, 1983: 78). Students did not only learn to speak but they also learned the attitude to speak in a certain context. It was in line with the function of language, as what

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Rivers (1983: 77) said, “Language is essentially a vehicle for the communicating of ideas, emotions, and experiences.” Therefore, students should be encouraged to interact in groups or in pairs.

4. Curriculum

Education was important for the people to maintain the society. It was related to deliberate, systematic, planned attempts to change learners’ behavior. By concerning it, curriculum came and aimed that schools could guide their students by offering planned experience (Wheeler, 1970: 11). The explanation related to curriculum is divided into two parts, namely curriculum theory and practice, and curriculum process. Each part is described in detail in the explanation below.

a. Curriculum Theory and Practice

According to Smith (2000), there were four ways of approaching curriculum theory and practice. Curriculum was seen as a body of knowledge to be transmitted, but it was continued to be seen as the process and praxis model. Then it concerned on the outcome or the product of the curriculum.

1) Curriculum as a Body Knowledge

A body of knowledge meant the content which should be transmitted to the learners. Curriculum used to relate with syllabus which meant summary of the subjects of lecturer series. If curriculum still equated to syllabus, it was limited and only focused on the content to be transmitted. However, curriculum is not only related to the content, but it also related to other aspects of education. In

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summary, education here meant a body of knowledge to be delivered in effective way.

2) Curriculum as Product

As Wheeler (1970, 11) explained that education was aimed to change students’ behavior, Smith also stated that curriculum had objective which covered plan, implementation and outcome or product. It was a plan which was implemented and result a product to be measured. The curriculum was series of experiences which would be used by the students to achieve the objectives. The purpose of education was to change students’ behavior by providing some experiences. However, the curriculum did not only deal with the outcome but also the process.

3) Curriculum as Process

It focused on the interaction of teacher, students and knowledge. It was about what they do during the class and what they prepare and evaluate the learning. Curriculum was rather like recipe in cookery which enabled the effective translation of the principle into practice. As Smith quoted from Stenhouse that curriculum was not a package of material or a syllabus but it was way to translate any educational principle, idea and theory into hypothesis testable in practice (Stenhouse, 1975: 142).

4) Curriculum as Praxis

Praxis meant informed or committed in action to the exploration of educators, values and practice. It was the development of the process model in

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which it was not simply a set of implemented plan but it was active process of planning, acting and evaluating related and integrated into the process.

b. Curriculum Process

It consisted of five phases. Each phase could be described separately from the time and operations point of view. However, they were related and interdependent which formed cyclical process. The phases are defining the goal, selecting the learning experience, selecting the content, organizing and integrating learning experience and content and evaluation. Since the basic purpose of curriculum was to change learners’ behavior, it could be used in curriculum development at any level (Wheeler, 1970).

Figure 2.2 The Five Phases of Curriculum Process 2. Selection of

learning experience

5. Evaluation

1. Aim, goals, objectives

3. Selection of content

4. Organization and integration of experience

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1) Aims, Goals and Objectives

General aim of education should be specified before it divided in any directive function in the teaching learning process. Since the focus was the behavioral change of the students, the educators hoped that students would perform a result of education they had received. It happened inside the class as well as outside the class.

2) Selection of Learning Experiences

Behavior change would be shaped through learning experience. The relationship between learning experience and resulting behavior was conditional. If the certain behavior was expected to happen, then certain experience should be provided. This second phase was based on previous phase in which the selection of learning experience concerned on the specified aim, goal and objective (Wheeler, 1970).

3) Selection of Content

According to Wheeler (1970: 37), selecting content dealt with knowledge, concept, principle and theory should be used. It involved the learning experience in the previous phase and organization in the next phase by considering the relation to the goal. There were two criteria for selection the content, validity and significance (1970: 219). Validity concerned with authenticity in which content could be used in the real life. Content was valid if it promoted an intended outcome. Significance of the material chosen was the second criterion of selecting content. It was to answer whether content logically central enough to apply to wide range of problems.

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4) Organization Experience and Content

Learning situation in general and learning situation in class in particular were involved in this step. It concerned on some factors, such as people’s basic needs, culture, tradition, social structure, and so on (Wheeler, 1970 :255).

5) Evaluation

Evaluation was aimed to measure success or failure of the learning process. It was also to answer some questions. Do the learners’ behaviors change? Is the experience suitable? Do the selected contents contribute effectively? Does the integration of content and learning experience effective? The purpose of evaluation was to strengthen the theory and to make more effective practice.

5. Adult Learners (Immersion Teachers)

Adults are those who have attained the legal and chronological status of adulthood (Brookfield, 1986: 2). Teaching adult learners was interesting for teachers because they would deal with complex learning. It did not only deal with the learning material but also other life aspects, such as beliefs, values, actions, relationships, social forms and so on. The learning should combine those aspects, otherwise, it would not be interesting for the adult. Adult learners were also self-directed in which they would direct and motivate themselves to do something important for them to achieve their goal. What teachers needed to do was only facilitate them to achieve their goal (Brookfield, 1986). Teachers act as facilitator during the teaching and learning process. However, it was good to examine their characteristics in order to make effective learning process.

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a. Characteristics of Adult Learners

According to Brookfield (1986: 30), adult learners had four essential characteristics. First, they had different orientation in learning. They were already mature enough to decide the next step in their life and it enabled them to be responsible for everything that they did. They had set their own goal and also the way to achieve it. Adults learn because they needed to learn. In other words, their willingness to learn based on their needs.

Second, adult learners showed diverse learning style. They already had some experience in their life so they wished that they could learn something with their own style. It was more interesting for them to have problem centered activity rather than to have teacher centered activity. It was because they could apply what they had learned in their real life. Therefore, authenticity was famous term in adult learning (Brookfield, 1986: 30). They are motivated to learn something that benefit in their life.

Third, Brookfield (1986) also stated that adults’ past experiences could affect their learning. Their past experiences could be motivation or obstacle for them. Their past experience could be related to the learning experience. They might have learned particular material in their past and they could not understand because of external factor (teacher, learning atmosphere). It would be a traumatic experience for them to learn.

Fourth, adult learners had the tendency of self-directed learners. Since they had passed some life phases, they were aware of their needs. They learned because they needed it and they would be responsible for that. It was advantage

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for the teacher because there was no need for them to encourage the learners to learn.

b. Effective Learning for Adult Learners

After examined the characteristics of adult learners, it was the time to learn about how to make effective learning for adults. To have effective adult learning, teachers should consider some principles. Brookfield (1986, 11) explained that there were six principles of effective learning for adults.

1) Voluntary Participation

Adults had their own motivation to learn, so there was no need for teachers to motivate learners to learn or to participate in class actively. Therefore, teachers needed to be so creative in creating the class activity. Once, adult learners might be not too interested to play game, role play or other activities whenever they thought that it was not related to their needs.

2) Mutual Respect

Different learners had different characteristics and uniqueness which should be respected. The effective learning would be perfect when there was respect for learners’ uniqueness and diversity. Therefore, the learning would create a challenging situation in which learners were challenged to express their differences through class discussion.

3) Collaborative Spirit

It was one of the differences between adult learning and other learning because there was collaboration between the learners and the teachers. There was collaboration in setting the goal, analyzing the needs, creating the learning

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methods and so on. However, there was also collaborative activity, which surely considered voluntary participation and mutual respect. The relationship between teacher and students was interdependent. Teachers needed to set the goal, define the learning activities by conducting needs analysis to the students. Students needed the teachers’ help to support them in achieving their goal. Therefore, teachers would be eager to teach when they could meet their students needs and students would be motivated to learn because they learn something beneficial for them.

4) Action and Reflection

The learning activity was continuing process with reflection in the end of the activity. It was aimed to investigate and to explore new idea, skill and knowledge through learners own experiences. It helped the teachers to examine the previous learning process and to prepare better learning process.

5) Critical Reflection

Based on the learners’ uniqueness and diversity, teachers were to develop their awareness of having culturally diverse of knowledge, beliefs, values and behaviors by presenting alternative interpretation of learners’ personal relationship, views of the social and political world. Therefore, learners were to see and to appreciate that those diversity were culturally exist. It was aimed to shape their critical mind.

6) Self-Direction

Adult learners had the tendency of self-directed learners, it was one of their characteristics to direct themselves towards their needs to learn. Adults were

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highly motivated to do some efforts to fulfill their needs. It was good for the teachers for they had no obstacle in delivering the material. However, it might be not good for them because learners would easily ignore whenever they found it did not meet their needs.

The learning for adults would be effective by considering those principles. However, it would be better if it was also supported by suitable material and class activity without ignoring those principles.

6. Immersion Program

Immersion program, according to Hamers and Blanc (1990, 198), meant “… a group of L1 speaking children receive all or part of their schooling through a L2 as medium of instruction.” It meant that teaching learning process is conducted in L2 or foreign language. However, in Indonesia, it was also well-known as bilingual education in which teachers and learners used two languages during the teaching and learning process. The explanation below would give clear understanding about immersion program.

a. The Concept of Immersion Program

The assumptions of immersion were L2 learning had similar way to L1 learning and language should be learned by emphasizing the language functions as well as exposing the natural forms of language (Hamers & Blanc, 1990: 198). Students got their L1 for they speak with it everyday, so it was expected that they would be able to have L2 ability as well as their L1 when they submerged in the L2 during the immersion program.

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Language function was for communication. Therefore, immersion program would enable the students to communicate by using L2 among students at first, and then among the communities.

b.Types of Immersion Program

There were three types of immersion program according to Krashen (1985, 58). First was early total immersion, which was first developed for Anglophone children in the St-Lambert. Students of kindergarten until grade two (three years) were taught entirely in French. It was dropped gradually and almost reached 50 % by the end of elementary level. Students communicated in English at the early level, but later students used French in communicating with other students. There was bilingual stage, English and French, when teachers mostly taught some subjects in French and others in English.

Second was early partial immersion. This type of immersion was different with early total immersion because only a partial of the curriculum which was done in the second language. It used both languages in giving instructions during the teaching and learning process.

The last was late immersion. It was done in the beginning of grade seven. The purpose of this type was to enable students in attaining the functional bilinguality when they had finish high school.

c. The Goal of Immersion Program

The goal of immersion program was to develop the competence of English toward the students who had limited English-speaking ability (Alatis & Staczek, 1985: 10). The students might have understanding in English without

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being able to produce it actively. Therefore, immersion program was developed to help such students to have greater competence in English-speaking ability.

It was also to develop creative aspect of language. Alatis and Staczek also explained that immersion program or bilingual education was sociolinguistics subject for it dealt with ways of speaking which related with social meanings and situations. By the end of this program, students were expected to have creative use of language. They should be able to adapt themselves in their community by communicating well through the changing circumstances (1985, 11).

B. Theoretical Framework

To design the material, Kemp’s instructional design would be used (Kemp, 1977). There were eight steps in designing the materials (Kemp, 1977). First step was setting the goal, topic and general purpose of the design, then it continued with analyzing learners’ characteristics by using research instruments in order to define learning objectives. The next steps were organizing the subject content by selecting the knowledge based on the objectives. Before the material was evaluated, it should be checked first. However, two steps were excluded by considering their function. Therefore, the steps were setting the goal, topic and general purpose of the design, analyzing learners’ characteristic, defining learners’ objectives, organizing subject content, selecting teaching learning activities and evaluating the material.

The first step was setting the goal, topic and general purpose of the design. The goal was speaking material which was based on the condition of the

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immersion teachers at SMA N 2 Klaten. Immersion program is a program in which learners and teachers use L2 or foreign language in teaching learning process. The condition was that teachers had limited knowledge to teach in English. To help them, the speaking material was designed of which the topics were based on their needs. The writer chose speaking because speaking is the important tool for communication. Speaking is the ability to produce words from the tongue which had aim to communicate. Since people were a baby, they had realized of the importance of language development. People learned to speak because of the needs of communication. The speaking material based on Communicative Language Teaching of which the purpose is enable learners to use target language to communicate.

The next step was analyzing learners’ characteristics. It was to find out their capabilities, needs, interest. Some topics were determined and then it was put in the needs analysis. It was aimed to find the appropriate topics which were based on their needs. The learners are categorized as adult learners who have self motivation in doing something. Adult learners will learn something if it is beneficial for them. Therefore, the material was designed based on their needs.

The learning objectives were formulated through curriculum in form of competence standards and basic competences for every unit. Then, the competence standards and basic competences were specified into indicators. Since the basic purpose of curriculum was to change learners’ behavior, the process covers from defining goal until evaluation of the learners’ achievement. One of the points to be discussed in the indicators is being actively involved in teaching

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learning activities by communicating fluently with teachers or within the learners. Performing the task well was also expected to be achieved by the learners.

The subject content was organized to achieve the learning objectives. It was made based on the communicative language teaching. Language is for communication, so the contents should motivate the learners to feel their own learning process by communicating in foreign language. Therefore, the learners would be motivated to learn because they learn something beneficial for them.

The activities used in every unit were also based on communicative language teaching, such as role play, conversation, presentation, interview, games and so on. Those activities were aimed to encourage learners in using the foreign language. It meant that the activities should be learners’ centered in which it was teachers’ task to create activities which involved the learners to be more active in communicating in foreign language. The learning activities developed three features of communicative activity, namely information gap, choice and feedback. Games were involved in the activities in particular units. It is aimed to create stress-free environment and to give valuable communicative practice to the learners.

Since the learners are categorized as adult learners, the activities are also based on their characteristics. Voluntary participation, mutual respect, collaborative spirit, action and reflection, critical reflection and self direction are the principals of effective learning for adult learners which are used to consider the learning activities.

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Evaluation is meant to evaluate and to measure learners’ ability in achieving the objectives. The evaluation is conducted in the end of every unit. Communicative Language Teaching focused on fluency rather than accuracy, so learners’ fluency is one of the points to be evaluated. However, learners’ accuracy is another point to be evaluated because speaking in acceptable language is also important in education. Evaluation on the whole designed material was in form of questionnaire.

Therefore, the writer’s step in designing is presented in the Figure 2.3 below.

Figure 2.3 The Writer’s Instructional Design Model Revise

Learners Characte- ristics Goals,

Topics and General Purpose

Learning Objectives

Subject Content Learning

Activities Evaluation

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CHAPTER III

METHODOLOGY

Chapter III is divided into six main parts, namely research method, research participants, research instruments, data gathering technique, data analysis techniques and research procedure.

A. Research Methods

In answering the research questions, the writer chose research and development as the research method. According to Borg and Gall (1983, 772) research and development (R&D) in education was steps or processes of developing an educational products and most of them were in form of material. Since this thesis dealt with developing educational products, Borg and Gall’s educational research and development (R&D) was chosen to develop the product. There were eight major steps in research and development. The writer only designed the material without implementing the material. Therefore, the writers only took six steps among those major steps.

1. Product Selection

The product, which was going to develop, should meet important need of education. So, later, when it has been developed, it could be used by teachers, students and practitioners. The purpose of the product became the consideration in selecting the product. Therefore, the product selection was based on the real problem in which the study was conducted. The problem was the immersion

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teachers’ needed material to help them to teach in the target language. Then, the writer proposed to design the material for immersion teachers.

2. Research and Information Collecting

The data was gathered to gain information from the learners, textbooks and other sources. To gain the data, the writer used questionnaire. The data gathered was not only aimed to find information needed in developing the product, but it was also aimed to find appropriate method or approach that could be applied to the product. It was considered to have more than one review in order to enrich the sources of the product.

3. Planning

In this step, the writer started to collect the sources used to design the product. Borg and Gall (1983: 779) stated, “Perhaps the most important aspect of planning a research-based educational product is the statement of the specific objectives to be achieved by the product”. Its aims were to prepare the needs which were required to develop the product.

4. Development the Preliminary Form

The writer designed the product based on the result in the second step. The product also based on the needs analysis which had been conducted. The writer defined the learning objective, subject content and teaching learning activity based on the result of the pre design questionnaire.

5. Preliminary Field Test

The main purposes of the preliminary field test were to evaluate the designed material and to measure whether the designed material was suitable,

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appropriate and relevant. Therefore, the questionnaire was distributed to five respondents which consisted of two English lecturers, two English instructors and one English teacher.

6. Product Revision

The result of the questionnaire was used to revise the designed product by considering the suggestion, opinion and other needs from the respondents. Product revision aimed to revise the product after gathering the evaluation in the preliminary field test.

Therefore, the R & D steps can be described in figures below. The R & D steps consists of six steps as explained before.

R & D steps

Figure 3.1 The Writer’s Research and Development Steps Product Selection

Research and Information Collecting

Product Revision Preliminary Field Test Development Preliminary Form

of The Product Planning

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B. Research Respondents

The respondents for the research were divided into two categories which were based on the stages of the research.

1.Pre-design

Respondents for the need analysis were immersion teachers of Grade X 2010/2011 at SMA N 2 Klaten. They consisted of ten non-language teachers. The immersion students of Grade X 2010/2011 also became the respondents. It was because they were affected directly by the teaching learning process. There were thirty two immersion students who became the respondents for pre-design.

2.Post-design

In conducting the preliminary field testing, the respondents were different with the pre-design respondents. They were two lecturers, two English instructors and one English teacher. The lecturers teach at Sanata Dharma University, the English instructors are those who teach at an informal education, Speak First and the English teacher is teaching at SMA N 2 Klaten. As information, the English instructors teach immersion teachers of a senior high school in Klaten.

C. Research Instruments

As what the writer had done in the research participants, the research instruments were divided into two parts.

1. Pre-design

There was one instrument to gather the data in pre-design, questionnaire. The questionnaire was to find out the teachers’ needs in order to make appropriate

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material for them. It was needed as needs analysis to find out the teachers’ need. It was given to two different respondents, ten immersion teachers and thirty two immersion students of Grade X 2010/2011 at SMA N 2 Klaten. The teacher’s questionnaire consisted of forty statements and the student’s questionnaire consisted of twenty statements. Both of the questionnaires were in form of close-ended questions which consisted of four choices Strongly Agree, Agree, Disagree, Strongly Disagree and aimed to design suitable speaking material for the teachers.

2. Post-design

The questionnaire was still used as the instrument to gather the data in the post-design. It was given to two different respondents, two lecturers at Sanata Dharma University, two English instructors at Speak First and one English teacher at SMA N 2 Klaten. It was to know whether the speaking material has fulfilled their needs or not and to gain feed back from the respondents.

D. Data Gathering Techniques

Firstly, the writer distributed questionnaire which consisted of close-ended questions for two different respondents, ten immersion teachers and thirty two immersion students of Grade X 2010/2011 at SMA N 2 Klaten. The researcher did not conduct observation because there was no formal teaching and learning activity for those teachers. It was used as needs analysis in the pre-design. The writer also distributed questionnaire in the post design to two lectures at Sanata Dharma University, two English instructors at Speak First and an English teacher at SMA N 2 Klaten.

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Then, the next step was analyzing the data by the writer. The data analysis in the pre design was used to find out the needs of the immersion teachers. Data analysis in the post design was used to evaluate the designed material and it was to know whether it was appropriate for the immersion teachers or not. The techniques used to analyze the data were explained in the data analysis technique.

E. Data Analysis Techniques

After the data had been gathered, then it was analyzed. The data would be divided in two parts, pre-design and post-design.

1. Pre-design

Although there were teachers’ and students’ questionnaire, the writer used the same formula to calculate the data gathered. The result of both questionnaires, which were in form of close-ended, was calculated in percentage.

∑n

N = the total amount of the respondents who chose certain option

∑n = the total amount of the respondents

The writer calculated the data to find out the result which was used as considerations to design the data.

2. Post-design

The questionnaire was still used to gather the data in the post design. It was given to five respondents to gain feed back of the speaking material and to

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know whether it met their needs or not. There were close-ended and essay questions in the post-design questionnaire. The result of close-ended questions was calculated in percentage and the result of the essay questions were presented in paragraph.

∑n

N = the total amount of the respondents who choose certain option

∑n = the total amount of the respondents

The result showed whether the designed material was suitable and appropriate or not. The maximum points were four. Therefore, if the points were above seventy percents, the materials were appropriate and suitable.

F. Research Procedure

As what Borg and Gall (1983) explained in the research method about research and development, first of all, the writer selected what kind of material which would be developed by considering its purpose and need. It was continued with reviewing some literature of which the purpose was to find knowledge and information of the area to be concerned. The next step was planning the research by preparing the needs for the research, such as questionnaire, human as sources and other instruments to gather the data. The data was gathered by distributing questionnaire to a group of ten immersion teachers and immersion students of Grade X 2010/2011 at SMA N 2 Klaten. After the data had been gathered, it would be analyzed by using the writer’s model which was adopting from Kemp’s

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model in designing the material. Kemp (1977) explained 8 steps which covered from setting the goal, topic and purpose, analyzing learners’ characteristics, determining learning objectives until evaluating the material. Then, the researcher conducted preliminary field test. Its purpose was to get feedback of the material to be developed. The last step was to revise the material after gaining the feedback through the preliminary field test.

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41 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

There will be three parts in Chapter IV. The first part explains about the

process in designing the material. The research findings in the preliminary test will be

discussed in the next part. The last part presents the final revision of the material.

A. The Designing Process of Speaking Material by Using Communnicative

Language Teaching

The process of the material development is based on Kemp’s instructional

design model which had been modified into six steps. They are (1) setting the goals,

(2) analyzing learners’ characteristics, (3) defining learning objectives, (4) organizing

subject content, (5) selecting teaching learning activities, (6) evaluating the material.

However, those steps would be divided in two parts namely pre-design and

post-design.

1. Setting the Goals

The first step was analyzing the goal which came up from the condition at

SMA 2 Klaten

. There is immersion program at

SMA 2 Klaten

in which the teaching

learning process uses bilingual language. However, the success of the program

depends on the teachers’ ability in English. Teachers came from non-English

background so they needed to learn English to support the teaching learning process.

Therefore, the goal is to make appropriate speaking material to help the immersion

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teachers in learning English. The topics being chosen are numbers, greetings, giving

instructions, giving warnings, giving compliments, asking questions and asking for

help. Those topics were offered to the immersion teachers and five out of seven topics

were chosen to design the material. The purpose of the speaking material is to enable

the immersion teachers in speaking English.

2. Analyzing Learners Characteristics

The data for analyzing learners’ needs were gathered by distributing

questionnaires for immersion teachers and students. There were 10 immersion

teachers who taught non-language subject matters and there were 32 immersion

students. Both questionnaires were distributed to analyze learners’ needs.

a.

The Teachers’ Questionnaire

There were forty questions in the teachers’ questionnaire and it was divided

into four parts. The first part analyzed about teachers’ preparation before they taught

immersion class. Since English became foreign language for the teachers, they

needed to learn English through modules in order to improve their ability. Therefore,

second part analyzed materials or modules that they learned. Teachers’ ability was

analyzed in the next part and it was also used to know what they had learned so far.

The last part was about teachers’ needs. Therefore, the questions were about some

new topics which were often used in the teaching learning process, such as giving

instruction, giving warn, giving compliments, and asking for help. The result of the

teacher’s questionnaire is presented in the table below.

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25 Comprehension

1. What do they learn in biology class?

They learn about different kinds of leaves.

2. What did Mr. Rony say when he asked for student’s help?

• Could you take the paper, please?

• Group 1, could you explain your work?

• Would anyone of you turn on the viewer?

3. Do you also use those expressions in asking for help?

Answer will vary.

Practice

1. Can you open the door, please?

2. Could you clean up the book, please?

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26 UNIT 5

Warming

Up!

1. Do you always ask question to your students during the lesson?

Answer will vary.

2. What words do you usually use for asking question?

Answer will vary.

Comprehension

1. What do they learn about?

They learn about multicultural society.

2. Can you find the questions in the text? What are they?

• What is the meaning of multicultural society?

• How long do you study for today’s quiz?

3. What words does Mrs. Tini use to ask questions?

Mrs. Tini used “what” and “how long”.

Practice

Generate

5 questions

from

the

text.

1. ____________________________________________________________ ?

2. ____________________________________________________________ ?

3. ___________________

Answer will vary

___________________________ ?

4. ____________________________________________________________ ?

5. ____________________________________________________________ ?

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27

BIBLIOGRAPHY

Azar, Betty Schrampfer. 1950.

Understanding and Using English Grammar.

New Jersey: Prentice-Hall

Regents.

Hughes, Glyn S. 1990.

A Handbook of Classroom English

. Oxford: Oxford University Press.

The photos were accessed on December 20

, 2010 and taken from:

blog.oregonlive.com/themombeat/2009/05/parents_urged_to_make_noise_fo.html

www.quiz.4tnz.com/node/46083

www.dailymail.co.uk/newsarticle-502059/Pay-attention-why-talking-class

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vii ABSTRACT

Sari, Bety Kurnia. (2011). Speaking Material for Immersion Class Teachers of Grade X 2010/2011 at SMA N 2 Klaten by Using Communicative Language

Teaching. Yogyakarta: Sanata Dharma University.

The writer distributed questionnaires to ten immersion teachers and thirty two immersion students of Grade X at SMA N 2 Klaten. The results were used to design the material. The designed material was evaluated by distributing questionnaire to two lecturers of English Education Study Program of Sanata Dharma University, two English instructors of Speak First and one English teacher of SMA N 2 Klaten. It consisted of five units and each unit consisted of seven main parts and two supplementary parts. The main parts were Warming Up!, Vocabulary, Conversation, Comprehension, Language Focus, Practice and Speak Up!. The supplementary parts were Do you know? and Words of Wisdom.

The evaluation of the material showed that the material was good and well-developed. It was suitable for the immersion teachers at SMA 2 Klaten.

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viii ABSTRAK

Sari, Bety Kurnia. (2011). Speaking Material for Immersion Class Teachers of Grade X 2010/2011 at SMA N 2 Klaten by Using Communicative Language

Teaching. Yogyakarta: Universitas Sanata Dharma.

Communicative Language Teaching didesain? (2) Seperti apakah penyajian materi

berbicara untuk guru-guru imersi kelas X tahun ajaran 2010/2011 di SMA N 2 Klaten dengan menggunakan Communicative Language Teaching?

Penulis menyebarkan kuesioner kepada sepuluh guru-guru imersi dua tiga puluh dua siswa imersi kelas X di SMA N 2 Klaten. Hasil dari kuesioner tersebut digunakan untuk menyusun materi. Materi yang telah didesain, kemudian diujikan dengan membagikan kuesioner kepada dua dosen Pendidikan Bahasa Inggris di Universitas Sanata Dharma, dua guru Bahasa Inggris di Speak First dan seorang guru Bahasa Inggris di SMA N 2 Klaten. Materi yang telah didesain terdiri dari lima unit dimana dalam setiap unit terdapat tujuh bagian utama dan dua bagian tambahan. Bagian utamanya yaitu Warming Up!, Vocabulary, Conversation, Comprehension, Language Focus, Practice and Speak Up!. Bagian tambahannya yaitu Do you know? dan Words of Wisdom.

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Evaluasi dari materi yang telah didesain menunjukkan bahwa materi tersebut bagus, cocok untuk pembaca dan dikembangkan dengan baik. Materi tersebut sesuai dengan guru-guru imersi di SMA N 2 Klaten.