Speaking materials adopting information gathering technique for the Tenth Grade Students of SMA BOPKRI 2 Yogyakarta.

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ABSTRACT

Sari, Monika Nur Indah. 2013. Speaking Materials Adopting Information

Gathering Technique for the Tenth Grade Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

This study aims to design a set of English speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta by adopting information gathering technique. Information gathering technique was used to encourage the students in building meaningful interaction and maintaining comprehensible ongoing communication. This technique assists the students to conduct survey, research, and interview to gather information. This study addressed two problems: 1) How are speaking materials adopting information gathering technique for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What do the speaking materials look like?

There were three research instruments used to answer the first research problem: questionnaires, observation checklist, and interview. The respondents were the tenth grade students and the English teacher of SMA BOPKRI 2

Yogyakarta. The researcher applied six Research and Development (R&D)

procedures, (1) Conducting Research and information collecting, (2) Planning, (3) Developing preliminary form of product, (4) Conducting preliminary field testing, (5) Conducting main product revision, and (6) Reporting the final product.

In order to design the materials, the researcher applied six steps adapted from

Kemp’s and Yalden’s instructional design models. They were (1) Need survey, (2) Considering the goal, listing the topic, and stating the general purposes, (3) Selecting syllabus type, (4) Conducting pre-assessment, (5) Evaluating the materials, and (6) Revising. The researcher consulted and evaluated the materials to the four evaluators. Based on the data analysis results, the materials were acceptable, appropriate and ready to be used.

To answer the second problem, the researcher presented the final result of the materials that had been designed using information gathering technique, which consisted of four units. The first unit is Making New Friends which consists of introducing someone and others, making invitations, and describing feeling. The second unit is Sharing Your Experience which consists of describing experiences,

describing someone’s biography, and telling a story. The third unit is Giving

Instruction which consists of describing procedure, making request and permission and giving and asking for direction. The last unit is Describing

Something which consists of describing someone’s appearance and personality,

describing place, and reporting news. Each unit contained three lessons and three main parts: Pre-activity, Main-activity, Post-activity.

Keywords: Instructional materials, speaking activity, information gathering technique, tenth grade students, SMA BOPKRI 2 Yogyakarta

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vii

ABSTRAK

Sari, Monika Nur Indah. 2013. Speaking Materials Adopting Information

Gathering Technique for The Tenth Grade Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Penelitian ini dilakukan untuk mendisain materi berbicara untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta dengan mengadopsi teknik pengumpulan informasi. Teknik pengumpulan informasi digunakan untuk mendorong para siswa untuk membangun interaksi penuh arti dan proses komunikasi yang berkelanjutan. Teknik ini membantu para siswa untuk melakukan survei, penelitian, dan interview untuk mengumpulkan informasi dalam pembelajaran. Penelitian ini ditujukan pada dua permasalahan: 1) Bagaimana materi berbicara yang mengadopsi teknik pengumpulan informasi untuk kelas sepuluh SMA BOPKRI 2 Yogyakarta didesain? 2) Seperti apa bentuk materi berbicara?

Terdapat tiga instrument penelitian untuk menjawab permasalahan pertama: panduan observasi, kuisioner, dan panduan interview. Responden dari penelitian ini adalah siswa kelas sepuluh dan guru Bahasa Inggris SMA BOPKRI 2 Yogyakarta. Peneliti mengaplikasikan enam Research and Development (R&D) prosedur, (1) Pengumpulan data awal, (2) Perencanaan, (3) Pengembangan produk awal, (4) Pengetesan awal, (5) Perbaikan produk utama, dan (6) Pelaporan produk akhir.

Dalam mendesain materi, peneliti mengaplikasikan sepuluh langkah yang diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah: (1) Survei kebutuhan, (2) Penentuan sasaran, menyusun topik, dan menyebutkan tujuan umum, (3) Pemilihan silabus, (4) Penafsiran awal, (5) Pengevaluasian materi, (6) Perbaikan. Peneliti mengkonsultasikan dan mengevalusikan materi kepada empat evaluator. Berdasarkan hasil dari analisis data, materi telah sesuai dan siap untuk digunakan.

Untuk menjawab permasalahan kedua, peneliti mempresentasikanmateri yang telah didesain kedalam empat unit. Unit pertama adalah Making New Friends yang terdiri dari memperkenalkan seseorang dan orang lain, membuat undangan, mendeskripsikan perasaan. Unit yang kedua adalah Sharing Your Experience yang terdiri dari mendeskripsikan pengalaman, mendeskripsikan biografi seseorang, dan menceritakan cerita. Unit yang ketiga adalah Giving Instruction yang terdiri dari mendeskripsikan prosedur, membuat permintaan, dan menunjukan arah. Unit yang terakhir adalah Describing Something yang terdiri dari mendeskripsikan penampilan dan karakter seseorang, mendeskripsikan tempat, dan melaporkan berita. Setiap unit terdiri dari tiga pelajaran dan tiga bagian: Pre-activity, Main-activity, “Post-activity”.

Kata kunci: Bahan pembelajaran, aktivitas berbicara, teknik pengumpulan informasi, siswa kelas sepuluh, SMA BOPKRI 2 Yogyakarta

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SPEAKING MATERIALS ADOPTING INFORMATION GATHERING TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Monika Nur Indah Sari Student Number: 091214059

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 ADOPTING INFORMATION GATHERING TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Monika Nur Indah Sari Student Number: 091214059

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2013

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iii

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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 other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 11 December 2013 The Writer

Monika Nur Indah Sari 091214059

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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 : Monika Nur Indah Sari

Nomor Mahasiswa : 091214059

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

SPEAKING MATERIALS ADOPTING INFORMATION GATHERING TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2

YOGYAKARTA

Dengan demikian saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan 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 yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 11 December 2013

Yang menyatakan

Monika Nur Indah Sari

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ABSTRACT

Sari, Monika Nur Indah. 2013. Speaking Materials Adopting Information

Gathering Technique for the Tenth Grade Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Yogyakarta. The researcher applied six Research and Development (R&D)

In order to design the materials, the researcher applied six steps adapted from Kemp’s and Yalden’s instructional design models. They were (1) Need survey, (2) Considering the goal, listing the topic, and stating the general purposes, (3) Selecting syllabus type, (4) Conducting pre-assessment, (5) Evaluating the materials, and (6) Revising. The researcher consulted and evaluated the materials to the four evaluators. Based on the data analysis results, the materials were acceptable, appropriate and ready to be used.

Instruction which consists of describing procedure, making request and permission and giving and asking for direction. The last unit is Describing

Something which consists of describing someone’s appearance and personality,

describing place, and reporting news. Each unit contained three lessons and three main parts: Pre-activity, Main-activity, Post-activity.

Keywords: Instructional materials, speaking activity, information gathering technique, tenth grade students, SMA BOPKRI 2 Yogyakarta

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vii

ABSTRAK

Sari, Monika Nur Indah. 2013. Speaking Materials Adopting Information

Gathering Technique for The Tenth Grade Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Kata kunci: Bahan pembelajaran, aktivitas berbicara, teknik pengumpulan informasi, siswa kelas sepuluh, SMA BOPKRI 2 Yogyakarta

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ACKNOWLEDGEMENTS

I would like to express my best gratitude to My Great Father in heaven, Jesus Christ, Holy Spirit, Saint Mary, and Saint Monica, who have granted me a great deal of knowledge and abilities in my entire life. Through Their blessings, I am finally able to finish this thesis entitled Speaking Materials Adopting

Information Gathering Technique for the Tenth Grade Students of SMA BOPKRI

2 Yogyakarta as a partial fulfillment of the requirements to obtain the Sarjana

Pendidikan Degree in English Language Education Study Program.

I would like to express my gratefulness to my thesis advisor, Carla Sih Prabandari S.Pd., M.Hum., who has guided and given me critical ideas and useful advice along the process of composing this thesis. I greatly thank Samuel Sunu Nugraha, S.Pd., S.H., M.Hum., as the tenth grade teacher of SMA

BOPKRI 2 Yogyakarta for the opportunities and kindness to allow me doing

research in his class. I also send my gratitude to my great evaluators J. Sri

Murwani, S.Pd., M.Pd., Adesti Komalasari, S.Pd.,M.A., and Gregorius Punto

Aji, S.Pd., M.Pd., I also thank all of PBI lecturers for the knowledge they shared for the last four years.

My best gratitude and love go to my parents, Bapak Supono and Ibu Sri Winarsih who have given me spiritual and financial supports along the process of composing this thesis. I thank them for love, care, understanding, and the sincere prayers. My brother, Octavianus Ricky Adi Saputra, who always brings cheerfulness to my life. I also thank Patrisius Eko Eni Prihanto for his sincere

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prayers, love, understanding, spiritual and financial supports along my prosess of study.

Special thanks go to all of my friends in English Language Education Study Program, especially FLAME (Evi, Agnes, Alice Kandy, Titus, & Sony). I thank them for the togetherness, laughter, and tears we had. I also thank my close friends Elok, Tyas and Lai for the everlasting friendship we had so far.

Last but not least, I would like to invite the readers’ suggestions and criticism upon the presence of this thesis. The readers’ responses would be beneficial for the improvement of this thesis. Finally, the writer hopes that this thesis will give many advantages to those concerning on Educational Research and Developing (R & D) field.

The Writer

Monika Nur Indah Sari

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABTSRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF FIGURES ………... xiii

LIST OF TABLES ………... xiv

LIST OF APPENDICES ... xv

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problem ... 3

C. Problem Limitation... 3

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 7

CHAPTER II: REVIEW OF RELATED LITERATURE ... 10

A. Theoretical Description ... 10

1. Instructional Design Models ... 10

a. Kemp’s Model of Instructional Design ... 11

b. Yalden’s Model of Instructional Design ... 15

2. Teaching and Learning of Speaking Skill ... 18

a. The Nature Of Speaking ... 18

b. Learning Speaking ... 18

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3. Information Gathering Technique (IGT) in Communicative

Language Teaching (CLT) ... 20

4. The Characteristic of Information Gathering Technique in CLT Classroom ……….. 23 5. The Role of Teacher in Information Gathering Technique in CLT ………... 24

6. The Role of Students in Information Gathering Technique in CLT ……… 25

7. The Role of Instructional Materials……… 25

8. Kompetensi Tingkat Satuan Pendidikan (Education Unit Level Competency’s Curricullum) for The Tenth Grade of Senior High School ... 26

B. Theoretical Framework ... 27

CHAPTER III: METHODOLOGY ... 32

A. Research Methods ... 32

1. Research and Information Collecting ……… 33

2. Planning ………. 33

3. Develop Preliminary Form of Product ……….. 34

4. Preliminary Field Testing ……….. 34

5. Main Product Revision ……….. 34

6. Reporting the Final Product ………... 34

B. Research Participants ... 35

1. The Tenth Grade Students of SMA BOPKRI 2 Yogyakarta … 35

2. The Tenth Grade Teachers of SMA BOPKRI 2 Yogyakarta … 35

3. Three Lecturers of English Language Education Study Programme (ELESP) of Sanata Dharma University and The Classroom Teacher ……….... 35

C. Research Instruments ... 36

1. Pre-Design Instruments ………. 36

2. Post-Design Instruments ……… 37

D. Data Gathering Technique ... 38

1. Pre-Design Data Gathering Technique ……….. 38

2. Post-Design Data Gathering Technique ………. 39

E. Data Analysis Techniques ... 40

1. Pre-Design Data Analysis Technique ……… 40

2. Post-Design Data Analysis Technique ……….. 41

F. Research Procedure ... 43

1. Research and Information Collecting ……… 43

2. Planning ……… 44

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xii

3. Develop Preliminary Form of Product ………. 44

4. Preliminary Field Testing ………. 45

5. Main Product Revision ………. 45

6. Reporting the Final Product ………... 45

CHAPTER IV: RESEARCH RESULTS AND FINDINGS ... 47

A. The Steps in Designing English Instructional Speaking Materials for The Tenth Grade Students of SMA BOPKRI 2 Yogyakarta ... 47

B. The Final Version of the Materials Designed ... 61

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 69

A. Conclusions ... 69

B. Suggestions ... 71 REFERENCES

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LIST OF FIGURES

1. Figure 2.1. Kemp’s Model (Kemp,1977) ... 14 2. Figure 2.2. Yalden’s Model (Yalden, 1987) ... 17 3. Figure 2.3. The Theoretical Framework of This Research ... 31 4. Figure 3.1. The Correlation of Theoretical Framework and The

Materials Designed’s Step ... 46

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LIST OF TABLES

1. Table 3.1. The Four Options of Agreements ... 42

2. Table 4.1. The Types of Difficulies in Learning English Speaking Skill ... 49

3. Table 4.2. The Rank of Speaking Topic Preferences and the Motivating Teaching and Learning Activities ... 50

4. Table 4.3 The Listing Topics, Lesson, and General Purposes ... 54

5. Table 4.4. The Description of the Respondents ... 57

6. Table 4.5. The Result of Materials Designed Evaluation ... 57

7. Table 4.6. The List of Units, Lessons, and Language Focuses of the Materials Designed ... 62

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LIST OF APPENDICES

1. The Materials Design ... 75

2. The Permission Letters ... 76

3. The Observation Checklist ... 81

4. The Questionnaire of the Designed Materials Evaluation ... 83

5. The Questionnaire and Information Collecting ... 89

6. The Interview Guidelines ... 98

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1 CHAPTER I INTRODUCTION

This chapter will be divided into six parts, namely research background, research problems, problem limitations, research objectives, research benefits, and definition of terms.

A. Research Background

Nowdays, the ability in speaking English especially for communication is needed. The worldwide demands for English have created an enormous demand in communication system. It requires people to speak in high level of accuracy and fluency. In this case, the quality of language teaching, language materials, and resources have to be improved. It is obvious that the needs of speaking materials guideline in school are very essential.

In teaching and learning process, there will be always an interaction between the teacher and the students. The ability to speak in the term of class communication system is very important. Richards (2006) states that people learn a language best when they are using it to do things rather than through studying how language works and practicing rules. Learners have to be familiar with the use of English in daily activities. Therefore, in education background, mastering English speaking skill becomes very crucial for the learners to comprehend English as a communication language.

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2 However, based on the observation in SMA BOPKRI 2 Yogyakarta, the tenth grade students have many problems in speaking English and expressing their ideas in the class discussions. The students cannot present their works in front of the class using English fluently. They still get difficulties in gathering information and practicing their conversations in English. Moreover, the teacher and the students do not have English speaking modul and they rarely use English as their classroom language although in English class. Reflecting to those facts, the researcher realizes that the students need to learn speaking English actively since at the beginner level of Senior High School. Therefore, the tenth grade students are the focus of this study.

The speaking materials were going to be designed based on Communicative Language Teaching by using the information gathering techniques. Information gathering technique is a strategy to assist the students in searching and gathering many information through communication. The students will be accustomed to do survey, research, and interview to complete their knowledge in learning English. They need to do some class disscussions and presentations. This kind of technique is very beneficial to be applied in speaking class since the teacher and the students can communicate actively by using English through the teaching and learning process. The reason of using this technique is that the students need such technique to encourage their performances in gathering data, sharing information, and expressing their opinion in critical ways. The students need to use their communicative knowledge to gain their confident in speaking. Moreover, the materials can be very useful for the teacher

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and the students to improve their speaking skills. The researcher expects this research and the materials design can help improving students’ speaking competence.

B. Research Problems

In conducting this research, the researcher composes two research problems. They are stated as follows.

1. How are speaking materials adopting information gathering technique for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed?

2. What do the speaking materials look like?

C. Problem Limitations

Since this research is going to design speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta, the research will be focused on: 1. The speaking materials’ design, which is based on information gathering

techniques for tenth grade of SMA BOPKRI 2 Yogyakarta. To answer the first research problem, the researcher is going to conduct some steps of Research and Development (R & D) to design English speaking materials. The materials are going to be designed based on information gathering technique since this strategy can assist the students to do some surveis, researches, and interviews to gather information surrounding them. The information collected will use to construct their knowledge to learn some topics in speaking

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4 English. This process will help the students to construct their personal and interpersonal skill of communication.

2. The contents and the appearances of speaking materials design are based on information gathering technique for tenth grade of SMA BOPKRI 2

Yogyakarta. To answer the second research problem, the researcher will focus

on the presentation of the the designed materials. The researcher is going to develop the topics, goals, contents, and some learning activities which will facilitate the students to learn English better. The presentation will be designed interestingly to motivate the students in learning speaking.

D. Research Objectives

In this study, the researcher has two research objectives. They are stated as follows.

1. Designing the best speaking materials design for the tenth grade students based on Communicative Language Teaching. The objective of this study is to design interesting and meaningful English speaking materials based on the needs of the tenth grade students of SMA BOPKRI 2 Yogyakarta. The materials are going to be designed by using Communicative Language Teaching since the researcher is going to create communicative speaking atmospher. As we know, in Comunicative Language Teaching the students will often do some learning activities in group so they will be accustomed to speak English with others. It will encourage the students to use their communication skills actively.

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2. Designing the contents and the appearances of speaking materials design based on information gathering technique. Another objective of this research is to compose a set of speaking material for the tenth grade students of SMA

BOPKRI 2 Yogyakarta. The materials are going to be designed interestingly

so it will not look boring and monotonous. There will be various activities which support the teaching and learning process such as how to make a good conversation, conduct some surveis, conduct some mini researches, and interview someone to find some information.

E. Research Benefits

Since this research is qualitative and quantitative research, those research approaches are going to examine and describe the students’ problems and needs in speaking class. The speaking materials can assist the students in performing their speaking skills. Moreover, since the speaking materials are based on Communicative Language Teaching which is specific on the information gathering technique, the teacher and the students can discuss about certain topic actively.

1. The Benefits for the Teacher

From this study, the researcher provides three benefits for the teacher. First, the designed materials can help the teachers in teaching English especially in speaking. The materials can be used as the teacher’s speaking modul in teaching and learning activities. Second, the materials will be usefull to encourage

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6 the students to conduct some speaking activities in the class such as mini conversations, dialogues, and presentations. Third, the materials will facilitate the teacher to gain interesting and meaningful communication atmosphere to support the teaching and learning process. The speaking materials will give the teacher opportunities to communicate English actively in speaking class.

2. The Benefits for the Students

From this study, the researcher provides some benefits for the students. The students will have systematic speaking materials as their handbook in daily activities. The contents in the materials design contain some topics which are related to their daily life activities. It will help them to communicate in English better. Moreover, in class discussion, the students will have opportunities to learn how to express and present their idea toward some topics. The opportunities will make the students more confident in speaking English.

3. The Benefits for the Future Researcher

From this study, the researcher provides a benefit for the future researcher. The future researcher can use this research as the guideline and references for the next speaking materials design. The future researcher can study this research and gain more information for background knowledge especially in designing speaking materials.

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F. Definition of Terms

This research has several dominant terms, namely speaking activities, materials design, information gathering technique, and SMA BOPKRI 2

Yogyakarta. These terms have correlation each other.

1. Speaking Activities

Porter and Johnson (1983) state that in communicative language teaching, the ability to speak is important. The educators and the learners need to show off their communication skills through speaking competence. Richards (2006) also implies that speaking is an activity to produce words and voice through oral communication. Widdowson (1978) defines speaking as a kind of active and productive characteristic that makes using aural media. It is a part of reciprocal exchange in which the reception and production play apart. In this research, speaking is defined as the process when the participant or the students do the self-interaction or social self-interaction by conducting dialogue, discussion, presentation, and others oral communication to vary certain meaning. The students share and collect the information as his or her knowledge.

2. Instructional Design

Nunan (1989) states that materials are information, which is used to learn something. Materials are such instruments or tools that is used to master the competence required. Based on Kemp (1977), instructional design plan is a design to support and answer three basic questions, the objective, activities and resources, and evaluation. It means instructional design involves the development

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8 of an overall plan incorporating the interrelated parts of an instructional process in systematic steps. In this research, instructional design means systematic steps which are composed to create speaking materials design for the tenth grade students of SMA BOPKRI 2 Yogyakarta. The design is created by considering the learners’ needs and learning goals in speaking class.

3. Information Gathering Technique

Richards (2006) states that information gathering technique is an activity in which the students are conducting surveys, interviewing someone, and searching something. The students are required to use their linguistic resources to collect information. In this case, the students tried to speak and communicate to their partners or others to gather much information. When they are searching the information, they are directly practicing speaking. In this research, information gathering technique is teaching and learning technique which will be used in the speaking class in order to create communicative teaching and learning atmosphere. The technique will encourage the students to be active in learning speaking.

4. SMA BOPKRI 2 Yogyakarta

SMA BOPKRI 2 Yogyakarta is a private high school which is located in

Sudirman Street number 87, Yogyakarta. In this research, the researcher takes

SMA BOPKRI 2 Yogyakarta as the target school and tries to design speaking

materials for the tenth grade students based on their needs. The researcher does

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the research in X-E class. The researcher finds that the teacher and the students need speaking material as a media to communicate English actively.

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10 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the research presents detailed discussion about the theories related to the study as the basic in designing speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta using information-gathering technique. This chapter is divided into two parts, namely theoretical description and theoretical framework.

In the first part, the theoretical description, the researcher presents some theories dealing with the design of the materials. This part aims to explain the background theories in designing the materials by reviewing the theories of instructional design models, the information gathering technique in Communicative Language Teaching (CLT), the speaking skills, and the

Kompetensi Tingkat Satuan Pendidikan (KTSP) for tenth grade students of Senior

High School program. The second part discusses about theoretical framework which presents information about the framework in designing speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta using information gathering activities.

A. Theoretical Description

1. Instructional Design Models

In designing materials, the researcher must know the learners’ needs and the best way to design appropriate product in certain competence. It should be based on the learning objectives and goals. According to Briggs (1981),

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Instructional design is the entire process of analysis of learning needs and goal and the development of delivery system to meet the needs; also includes development of instructional materials and activities, try out, and revision of all instruction and learners assessment activities (p. 89).

In addition, Borg and Gall (1983) state that designing materials product means developing and evaluating the product to be more effective. Therefore, in this study, there are two models of instructional design used by the researcher.

a. Kemp’s Model of Instructional Design

Based on Kemp (1977), the instructional design plan is a design to support and answer three basic questions, the objective, activities and resources, and evaluation. Instructional design involves the development of an overall plan incorporating the interrelated parts of an instructional process in systematic steps. In addition, Kemp (1977) suggests eight interdependence elements in designing process. They are as follows.

1) Considering goals, listing the topics, stating the general purposes for teaching each topic.

In this step, the researcher tries to design the contents of the materials design. The researcher uses the first background data to compose the learning topics, goals, and objectives. Those elements have correlations each other to carry a meaningful materials design.

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

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12 The researcher considers the learner characteristics in designing the materials. The researcher uses the need analysis to decide which materials are going to be discussed and designed. The researcher enumerate the needs of the subject briefly.

3) Specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes.

Before designing the materials, the researcher needs to compose and decide the measurements used to measure the students’ outcomes. The researcher needs to have a clear measurement and grading system to clarify whether the learning objectives are achieved or not. The researcher has to corelate the measurement with the learning goals and objective.

4) Listing the subjects content that supports each objective.

The next step is to list the subject requirements of the content. The researcher needs to list the subjects based on the leraners’ needs. The subjects need to be clearly arranged and staged.

5) Developing pre-assessment to determine the students’ backgrounds and present level of knowledge about the topics.

The researcher needs to do pre-assessment to know the students level of knowledge. This pre-assessment can be in the form of materials testing or class

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simulation. The materials are tested to the students to know whether it fulfills the students’ needs or not.

6) Selecting teaching and learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

In this step, the researcher selects and composes some teaching and learning activities which are accomplished with the learning objectives. The teaching and learning activities should help the students to improve their performances in speaking skill.

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

Budget, personel, facilities, equipment, and schedules should be considered well. The researcher needs to make a good plan dealing with those elements of teaching. The instructional plan will run effectively if those elements support each other.

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

In this step, the researcher evaluates the materials and revise the incorrect part. The researcher revaluates the final revisions of the materials and some parts that need some improvements. Then, the final material design is ready to be used.

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Figure 2.1. Kemp’s Model (Kemp, 1977)

Kemp’s model of learning is a flexible model because each step is independent step. Therefore, the researcher can start the research from any step. The researcher can repeat the previous stage when the researcher finds problems or dissatisfaction in the certain stage. However, since the researcher can go back to the previous stage, the research seems invalid because the researcher has opportunities to control and manipulate the data or result in the previous stage. The weakness is the researcher gets lack of information about the background information of the students. It is because the researcher focuses on the content of the design rather than the data collecting process. In addition, it is time-consuming if the researcher repeats the stage before. In order to decide and make clear

Revise Teaching/

Learning Activities, Resources

Subject Content

Learner’s

Characteri stics

Pre-Assessment Support

Service

Learning Objectives Goals,

Topics, and General Purposes Evaluation

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justification about the model of learning, the researcher needs to examine another model of instructional design. It is Yalden’s model of instructional design.

b. Yalden’s Model of Instructional Design

Yalden (1987) states that designing instructional materials is conducting a survey of communication needs of the learners for whom the program is being prepared as well as survey of the physical resources at hand. Therefore, based on Yalden, there are eight steps in conducting materials designed. They are stated as follows.

1) Need Survey

Survey is conducted to know the learners’ needs and analyze it. The instructional design will fulfill the right needs of the learners. It has to include the identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learners. The need survey is the step to collect the first data of the research.

2) Description of Purpose

The researcher has to decide and clarify the purpose of the course based on the information gathered in the previous step. According to Yalden (1987), in certain situation, the researcher might be constrained to add other elements (such as study of the culture associated with the target language) which might not come out of the needs survey quite directly. Therefore, the researcher tries to decide the goals and purposes of the study at this step.

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3) Selection and Development The Syllabus Type

The researcher needs to select an appropriate syllabus for the next materials product. It should be based on the learners’ needs and characteristics in order to support the teaching and learning activities effectively. The syllabus has to base on the method and technique which are applied.

4) Production of Proto-Syllabus

In this step, the researcher produces a syllabus which describes the language itself. It should cover certain program that is developed maximally. The researcher uses the correlation of the method and technique to design the syllabus.

5) Production of a Pedagogical Syllabus

Pedagogical syllabus refers to a plan in implementing the content of the language teaching and learning in the classroom level. The researcher needs to produce the syllabus in the form of teaching-learning materials and testing approach. This process is the long syllabus selecting process.

6) Development and Implementation of Classroom Procedures

In this step, the researcher tries to organize the learning activities within the lesson plan. Yalden (1987) suggests that the researcher must deal with the teaching techniques and realize the syllabus in the form of teaching materials. The classroom procedures must be clear and adaptable.

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7) Evaluating

All elements in teaching-learning activities of language (teachers, students, instructional program, and teaching materials) have to be evaluated in this step. It aims to get the correction for those elements in order to gain better supporting elements of classroom teaching and learning process. Every element needs to be considered effective to support the teaching and learning activities.

8) Recycling Stage

This step is intended to fit the goals and the final performance of the learners. The content is reassessed. The materials and the teaching approaches are revised. Every element should be revised carefully and clearly to get a good product.

Figure 2.2 Yalden’s Model (Yalden, 1987)

In this model, there are two strengths can be stated. The first is that Yalden’s model contains a needs analysis to know the needs of the students in learning English. Based on Yalden (1987), another strength is the recycling process in the evaluation stage. The researcher can adjust the goals of the products with the students’ achievements later.

Need Survey Descript-ion of purpose Develop-ment and Implement -ation of Calssroom Evaluat-ion

Product-ion of a pedago-gical Syllabus Selection /Develop -ment of Syllabus Type Product-ion of Proto - Syllabus

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2. Teaching and Learning of Speaking Skill

Porter and Johnson (1983) state that in communicative language teaching, the ability to speak is important. The teachers and the students need to show off their communication skills through speaking competence. Richards (2006) also implies that speaking is an activity to produce words and voice through oral communication. From those two statements, we can see that speaking is a continuous process which deals with oral production in communication ways.

a. The Nature of Speaking

Widdowson (1978) defines speaking as a kind of active and productive characteristic that use aural medians. It is a part of reciprocal exchange in which the reception and production play apart. Nunan (2003) states that speaking is the productive aural or oral skill. It consists of producing systematic verbal utterances to convey meaning. In the speaking process the participant do the self-interaction or social interaction by conducting dialogue, discussion, presentation, and others oral communication to vary certain meaning.

b. Learning Speaking

Paulston and Bruder (1976) define that speaking is the way to learn language actively. It means when we practice speaking, we learn to communicate the language. To clarify the meaning of the speaking activities, the participants have to know how to manage the arguments and manage the confidence in stating the ideas in the systematic ways.

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Moreover, Nunan (2003) states that people do not learn the pieces of language and then put them together to make conversation. Instead, they are acquiring their first language and learning the second language by interacting with other people. This realization has several interesting implications. If people learn the language by interacting and practicing, the students need to use the language in their class interactions regularly so that they will be accustomed to use English in their daily life. It will make the language taught efficiently.

c. Teaching Speaking

Paulston and Bruder (1976) discuss that teaching speaking cannot be separated from the idea of teaching communicative ability. It requires the learners to vary information in communication ways. The learner can deliver and inform certain information and send it to another learner who will gather the information as the new knowledge.

It is obvious that the learners need a model of communicative speaker. Therefore, Rivers (1968) examines that teaching speaking skill is more demanding on teacher in the classroom. The classroom teacher should have the ability in speaking and facilitate the students with activities and materials, which can encourage them to communicate and collect much information to be applied in the real life. “Good speaking activities can and should be extremely engaging for the students” (Hamer, 2007). It means that if the students are participating fully and if the teacher has set up the activity properly, it will gain sympathetic and useful feedback. They will get tremendous satisfaction from it.

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3. Information Gathering Technique (IGT) in Communicative Language

Teaching (CLT)

Richards (2006) defines that Communicative Language Teaching (CLT) as a set of principles about goals of language teaching, how learners learn a language, the kinds of activities that best facilitate learning and the roles of teachers and learners in the classroom that all of them set the goals to communicative competence. Then, Marton (1988) states it as an approach for the second and foreign language teaching that involves more than simply learning grammatical pattern and rules. It gives the students chances improving their abilities to communicate in target language.

In this case, according to Richards (2006), information gathering technique is a techniques in CLT which requires the learners to conduct surveys, interviews, and researches in the classroom activities. This teachnique can be applied in any skill. However, the technique will be more effective used in speaking skill. It is because the students are required using their linguistic resources to collect the information. The students are able to think creatively and critically in performing their communicative competences to collect information from others to construct their knowledge in studying English.

There are several teaching and learning ways to conduct information gathering technique. They are stated as follows.

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a. Conducting One-on-One Interviews

The most common technique for gathering requirements is to interview someone and ask about some information. The discussion should be planned based on the information that are going to be known. There are many good ways to plan an interview, but generally the students can use open-ended questions to get much information from their interviewees.

b. Group Interviews

Group interviews are similar to the one-on-one interview, except that more than one person is being interviewed. These interviews work well when everyone is at the same level or has the same role. Group interviews require more preparation and more formality to get the information.

c. Facilitated Sessions

In a facilitated session, the teacher brings a larger group (five or more) together for a common purpose. In this case, the teacher are trying to gather a set of common requirements from the group. The students are asked to present their result of interviews and share it to others.

d. Using Some Cases

Using some cases are basically a stories that describe how discrete processes work. The stories include people (actors) and describe how the solution works from a user perspective. Using some cases may be easier for the users to

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22 articulate, although using some cases may need to be distilled later into the more specific detailed requirements.

e. Conducting Question and Answer

This technique is especially helpful when gathering information on current processes. The teacher can give some questions as the guideline and the students anwer those questions based on their knowledge. The students can share their knowledge to their friends.

f. Brainstorming

On some projects, the requirements are not "uncovered" as much as the students are "discovered." In other words, the solution is brand new and needs to be created as a set of ideas that people can agree to. In this activity, simple brainstorming may be the starting point. The students can do brainstorming in class disscussion and try to get appropriate solutions from a problem.

g. Survey

In this activity, the students can do some surveis toward some problems or phenomena in their daily life. They can collect information to construct their new paradigms in learning such topic. This technique help the students to be sensitive with phenomena surrounding them.

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h. Conducting Mini Research

In gathering the data, the students have a role as a researcher. They need to search some solutions toward some problems. This action will lead them to use their communication skill to be more critical in facing some problems. They can get information and solve some teaching and learning problems.

In the extension, the CLT activities are usually conducted in pair or group discussion. Malton (1988) says that class situation is formed as real communication world. The students can encourage theirselves to be active in the class discussion and get many benefits from others. .

4. The Characteristic of Information Gathering Technique in CLT Classroom

Richards (2006) states that information gathering technique is an activity when the students conducted surveys, interviews and searches in which students were required to use their linguistic resources to collect information. In this case, the students tried to speak and communicate to their partners or others to gather much information. When they search the information, they directly practice their speaking ability.

Marton (1988) defines six students’ characteristics of this technique such as:

a. Speaking actively in the class.

b. Using the target language in all of class activities.

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24 d. Focusing the activities on negotiation of meaning and exchange information. e. Learning grammar explicitly through speaking activities.

f. Performing communicative task in class

Marton (1988) defines four teacher characteristics of this technique such as:

a. Teaching grammar explicitly through speaking activities b. Correcting the learners’ error.

c. Observing and providing feedback for the learners. d. Performing communicative task in class.

5. The Role of Teacher in Information Gathering Technique in CLT

In CLT, the teacher must be creative and active in giving and conducting learning activities in the class. Breen and Candlin (as cited in Richards & Rodgers, 1986) state that teacher has three main roles. The teacher should facilitate the communication process between the participants. The teacher needs to control and check the process whether it runs effectively or not. However, in the process, the teacher needs to put hisself or herself as the facilitator not as the main commander of the learning process.

The second role of the teacher is as the independent participant within learning-teaching group. The teacher does not allowed to take a side into certain group. He or she has to be fair in giving the instruction and evaluation. The teacher has to be objective in observing his or her students’ improvements. The

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teacher should have the internal skill in reinforcing his or her students in every activity.

The third roles are to be a researcher. To be a researcher means to be actively search the needs of his or her students in teaching and learning process. Teacher needs to be an active person in preparing the communicative materials for the students. Moreover, the teacher is also a learner. It means that the teacher also learns how to be a good facilitator for his or her students.

6. The Role of Student in Information Gathering Technique in CLT

Based on Breen and Cadlin (1982) as cited in Richards and Rodgers (1986), CLT class, the learners are the member of communication. It means that the learners are the targets of the communications. The learners need to participate actively in the class to encourage their communicative performances better. The learners have to gather much information and do the procedures in the teaching and learning enthusiastically. They must contribute their ideas and plans in the class activities. Therefore, the learners can acquire the process of communication better.

7. The Role of Instructional Materials

According to Richards and Rodgers (1986), there are three kinds of materials currently used in information gathering activities. The first one is text-based materials which refers to the supporting textbook materials. The second is task-based materials which refers to the activities such as games, role play, simulation. The third is realia materials which refers to the supporting authentic

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26 materials. Based on Richards and Rodgers (1986), there are two roles of instructional materials. The first role is as media for teaching and learning activities. In this case, the materials can be a task-based book of speaking materials, instruction of the discussion activities, etc. The second is as the supporting guidelines of speaking activities. It means the instructional materials can be used as the framework of the classroom activities.

Those materials have beneficial roles in teaching speaking in CLT class. The materials can help the students to focus on the topic of the teaching-learning activities. The authentic materials support the communicative skill since the students can apply their knowledge they have got in class into the real knowledge. 8. Kompetensi Tingkat Satuan Pendidikan (Educational Unit Level

Competency’s Curricullum) for The Tenth Grade of Senior High School Every country definitely has its own curriculum system in education. Curriculum is a set of intentions about opportunities for engagement of person to be educated with other persons and with things in certain arrangements of time and space. It means that curriculum is a set of educational ways to educate the person.

Recently, Indonesia emphazies the latest curriculum system which is called Kompetensi Tingkat Satuan Pendidikan (KTSP). Kunandar (2008) defines KTSP as a curriculum which the result of implementation and the development of educational unit under coordination and supervision of educational department and school. Every school has right to implement and compose its own standard in education based on the competencies that are going to be achieved. However,

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every educational standard has to be based on the standard from Departement

Pendidikan Nasional (The Department of National Education) as the supervision.

Reflecting to the KTSP curriculum, the tenth grade students of SMA

BOPKRI 2 Yogyakarta use it as the basic standard in teaching and learning

English. The teacher designs the materials based on the competencies that are considered beneficial for the teaching and learning performances.

B. Theoretical Framework

In conducting the research, the researcher tries to adopt and combine two models of instructional design, Kemp’s and Yalden’s model. It is because the researcher considers that every model has its own strengths and weaknesses. In Kemp’s model, the steps are flexible and independent. It emphasizes three major of problems in the designing process which are objectives, activities and resources, and evaluation. In this model, there is lack step of information gathering activities. The researcher needs to gain complete information about the students and the teachers in order to get supporting background data before starting the process. Therefore, the researcher uses Yalden’s model which conducts need survey in the beginning of the materials designed process. Moreover, in Yalden’s model, there is a step of selecting syllabus as the basic of the materials designed. It is essential to create the framework of the teaching and learning activities at the starting point. As the extension, Yalden’s model also provides recycling process in the evaluation step. It aims to see whether the all steps and the final product are appropriate with the teaching and learning activities

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28 or not. The combination of the two models can be beneficial since every strength can cover the weakness of another model.

Moreover, the researcher also realizes about the importance of information gathering technique in CLT when design the materials. This technique can encourage the students to be active in developing their speaking abilities. Since they are accustomed to be familiar with any speaking materials which force them to be critical in the class discussion, they will be easier in sharing their opinions, doing any researches, and having good speaking confidence in this recent communicative world. The function of this technique is merely to establish students communicative performance especially in learning and using the language effectively.

Moreover, the researcher considers KTSP and SMA BOPKRI 2

Yogyakarta’s curriculum principles in composing the speaking materials. The curriculum and the principles are used as the foundation of the teaching and learning activities in the classroom.

In designing the speaking materials, the researcher conducts six steps which are the result of Kemp’s and Yalden’s model collaboration. They are stated as follows.

a. Need survey

The first step belongs to Yalden’s model. In this step the researcher does the research and information collecting procedures. The researcher gains more background data of the teacher and the students’ need in teaching and learning

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speaking. The effective need survey can be analyze if the researcher knows what is the wants and the expectations of the teacher and the students well.

b. Considering the goal, listing the topic, and stating the general purposes

for teaching each topic.

This step belongs to Kemp’s model. The process begins with recognition of the broad goals of the school system or institution. It is obvious that every school has its own goal in teaching and learning process. After knowing the goal, the researcher also decides the teaching and learning goals based on the need survey before. It is essential as the framework of designing process. The data collection can be used as the sources to compose learning objective. It has to reflect the characteristics, interests, needs, and the competences of the subject designed. The learning objectives must be specific and compatible. It has to fulfill the goal of the teaching-learning procedures. The researcher does the planning procedure in this step. The researcher plans and designs the objectives of the materials which are put in the certain topics to be discussed.

c. Selecting syllabus type

This step belongs to Yalden’s model. The syllabus must be suitable for the target designed. It has to cover the goal and objective as the basic of materials designed. It clarifies the contents and the topic which is needed by the teacher and the students to improve their communicative competences. The step aims to develop preliminary form of product. When the syllabus is done, the researcher can develop it into the first product of speaking materials.

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d. Conducting Pre-Assessment

After designing the syllabus, the researcher applies Kemp’s model to determine the students’ background of knowledge about the topic in the term of pre-assessment. The researcher will create such a diagnostic test to detect the students’ abilities in the speaking topic. The test can be taken from the speaking materials design which is prepared by the researcher before. The diagnostic test will be used as the consideration in the speaking materials product. Therefore, in the pre-assessment, the researcher has developed the speaking materials product designed.

e. Evaluating the Materials

This step belongs to Kemp’s model. The evaluation process aims to provide feedback. It can be gathered from respondents’ opinions, comments, criticisms, and suggestions. Moreover, it is intended to evaluate all components in teaching and learning program. This step includes to the main product revision procedure.

In this step, the researcher does the evaluation enganging the teacher and lecturers. The first step, the researcher consults the materials to the classroom teacher to gain comments and suggestions. After that the reseacher revises it then continues to consult it to the lecturers. The lecturers check the materials and give some comments. The evaluated materials are revised again.

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f. Revising

This step belongs to Yalden’s model. It has a deep correlation with the evaluation process, the objective, goal, and materials designed. In this step, the content is reassessed. Moreover, the materials and the teaching approaches are revised.

Figure 2.3. The Theoretical Framework of This Research

Legend Explanation:

The line of the process Selecting Syllabus Conducting Need Survey

Listing Goal, Topics, and General Purposes

Conducting Pre-Assessment

Evaluating the Materials

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32 CHAPTER III METHODOLOGY

This chapter is divided into six parts, namely research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research was done by qualitative and quantitative approaches since it provides a narrative description and some calculations to gain information about the data. According to Ary, Jacobs, and Razavieh (2002), the result of the research was a phenomenological study which was a narrative report so comprehensive that the researcher could understand the social reality experienced by the participants. Moreover, this research belonged to Educational Research and Development (R&D), study since the researcher designed English-speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta. Borg and Gall (1983) stated that research and development study was the most promising strategy for improving education. By conducting this research, the researcher could analyze, develop and validate the educational product.

In addition, the researcher and the evaluators also used content base or document analysis research in analyzing the content of the materials design. Ary et.al. (2002) explained that in conducting document analysis research, the researcher had to establish the authenticity of the document itself, as well as the validity of its contents. It meant that this kind of research was beneficial to check

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and determine the clarity, readability, and the validity of the product later. According to Borg and Gall (1983), there were ten steps in conducting R & D research. They were research and information gathering, planning, developing preliminary form of product, conducting preliminary field testing, conducting main product revision, conducting main field testing, conducting operational product revision, conducting operational field testing, conducting final product revision, and conducting dissemination and implementation. Since there was limitation of time, the researcher did six steps as the research procedures. They were stated as follows.

1. Research and Information Collecting

The first step was research and information collecting which included review of literature, classroom observation, and preparation of report of state of the art. The researcher tried to collect the framework information about the teacher and students as the participants in this research. The data were essential to be used as the basic knowledge about the need analysis.

2. Planning

The next step was planning which included defining skills, stating objectives, determining course sequence, and conducting small scale feasibility testing. The researcher determined learning objectives and the goals of the study. It was beneficial to compose those aspects as the framework.

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3. Develop Preliminary Form of Product

It is included preparation of instructional materials, handbooks, and evaluation devices. In this stage, the researcher had prepared the product and developed it into a set of material which was ready to be tested. It was the first product of the materials designed.

4. Preliminary Field Testing

It was conducted in the school. The researcher did it to the small subjects of research. It aimed to diagnose the appropriateness of the topic. Moreover, it is useful to determine the learners’ background knowledge about the topic.

5. Main Product Revision

It was the revision of the product as suggested by the preliminary field-testing. In this stage, the researcher did the correction to the part which became the weakness of the product. It was the first revision of the designing process.

6. Reporting the Final Product

The revision was conducted by considering the result of operational field-testing. It was obvious to compose final product which was suitable with the learners’ needs. The materials were expected useful for improving the students competence in learning.

Those steps had covered the process in conducting the research. The researcher would make the correlation of the research procedure and the theoretical framework. In the end of this research, the research aimed to discover,

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develop, and validate a new educational product as seen in English speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta

B. Research Participants

There were three participants in conducting research. They were stated as follows.

1. Tenth Grade Students of SMA BOPKRI 2 Yogyakarta

The researcher chose the tenth grade students because the researcher found that the speaking ability of the students of SMA BOPKRI 2 Yogyakarta was still low. Therefore, the researcher designed appropriate English speaking materials to enrich and fulfill students’ needs since at the beginning of level in Senior High School.

2. The Tenth Grade Teacher of SMA BOPKRI 2 Yogyakarta

The researcher chose the teacher as the evaluator because he was the participant who used the product in teaching and learning activity. He was the English teacher who taught the students with the materials. He was the participant who checked the validity, readability, content and the appropriateness of the product.

3. Three Lecturers of English Language Education Study Programme

(ELESP) of Sanata Dharma University and The Classroom Teacher

The researcher chose three lecturers of ELESP of Sanata Dharma University and a classroom teacher as the experts in evaluating and analyzing the

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36 product. It is important to choose an expert to validate the product because it is the way to check whether the content and the face validity were appropriate or not for the students. According to Borg and Gall (1983) there were three characteristic as the product’s evaluator.

a. The evaluator must be master in education.

b. The evaluator must have teaching experience in speaking class. c. The evaluator must have teaching experiences more than a year.

Since the evaluating results were the tools to revise the product, those characteristics were used to determine the success of the evaluating process.

C. Research Instruments

This research used four instruments such as observation, interview, questionnaire, and document. However, the use of instruments were divided into two steps as follows.

1. Pre-Design Instruments

In this part, the researcher used observations, interviews, and questionnaires as the instruments. At the first step, observation checklist was chosen since the researcher was going to observe the teachers and students when they were learning about speaking. The used of observation form could be helpful in diagnosing the effectiveness of speaking materials that were used by the teacher and the students in the class.

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The researcher distributed questionnaires to collect background data. There were two types of questionnaires namely the close form and the open form. The first was close form questionnaires. Closed questions asked the respondent to choose among a possible set of answers. The response represented his/her viewpoint. The second was open form questionnaire. Open-ended or free-response questions were not followed by any choices and the respondent must answer by supplying a response, usually by entering a number, a word, or a short text.

Then, the researcher held the interviews to the teacher and the students. The researcher chose the students randomly to set the data validation. Interview was chosen in order to get more and specific data about the kinds of the speaking materials which was used in the speaking class and whether it was effective or not. The type of questions in the interview was open-ended questions. Therefore, the respondents could answer the questions freely.

2. Post-Design Instrument

In this stage, the researcher had designed the speaking materials. The researcher consulted it to the evaluators who were classroom teacher and three lecturers. The evaluators did document analysis of the materials designed. They evaluated and gave some comments to the materials. In addition, the evaluators also filled the questionnaires provided to gain some opinions, comments, suggestions, and criticisms. The questionnaires were in the form of close ended and open ended questions. Closed questions asked the respondent to choose among a possible set of point in the agreement scale. Then the open ended

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38 questions are used to gain more comments and suggestions deeper from the evaluators.

D. Data Gathering Technique

In gathering the data, the researcher divided the process into two steps. They were as follows.

1. Pre-Design Data Gathering Technique

In the beginning, the researcher tried to get the supporting data through library study. The researcher collected the supporting framework from August to December 2012. Then, in the beginning of February 2013, the researcher tried to find and process the permission letter for conducting the letter by contacting the university, the school, and the Departemen Pendidikan Nasional Yogyakarta

(Depdiknas). During composing the permission letter, the researcher contacted the

tenth grade teacher of SMA BOPKRI 2 Yogyakarta and the evaluators.

The next step was observation. In March 2013, the researcher did some observations in the class to collect information about the teaching and learning activity. The researcher observed the class activities and filled the observation checklist while doing the observation. The observation checklist was used to identify the types of speaking materials and the speaking activity in the class. The observation held twice.

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After the observation was done, the researcher interviewed the teacher and several students to get many data about the effectiveness of the speaking materials which were used in the class. The researcher interviewed the teacher and the students in the break time in order to give the interviewees enough times in answering the questions and avoiding class distraction. The researcher found what the students’ needs and expectations of speaking class. In addition, during the data gathering process, the researcher designed the preliminary product in order to use the time efficiently.

2. Post-Design Data Gathering Technique

In May 2013, the researcher finished the preliminary form of product by considering the need analysis done in the first stage. The researcher consulted it to the evaluators to gain suggestion and feedback. The product validated in the middle of May 2013. The researcher chose X-E class by doing the lottery as the sample to the preliminary field-testing. In this stage, the real data of the instructional materials were collected and processed.

As soon as possible, the researcher consulted the instructional materials design to the evaluators and reported the field-testing’s result. After the consultation, the researcher did the main product revision. During the process, the researcher actively consulted it to the evaluators and revised it better. It was approximately done in two months.

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E. Data Analysis Technique

In analyzing the data, the researcher divided the analysis technique into two steps. They were stated as follows.

1. Pre-Design Data Analysis Technique

In this step, the researcher did the research and information collection to collect the information as many as possible to support the research. The researcher did observations, interviews, and review of literatures as the preparation of the research. Based on the result of the observations and the interviews, the researcher composed qualitative data and made the conclusion of the data as the preliminary data. The process was done by extracting the observations’ results and interviews’ results to gain the information about the needs, wants, and expectation of the respondents. The data collection was needed as the sources to conduct others step in doing this research and design the first speaking materials product.

The qualitative data was needed to plan the objective, goal, and target learnings of the research. The researcher tried to design the first product materials as the preparation in doing the preliminary field-testing. After the materials are ready, the researcher held the preliminary field-testing. Here, the researcher elaborates the materials to be used in the real teaching and learning activity. While doing the field-testing, the researcher does the class observation and continues the process by interviewing the students and the teacher after the simulation is over. The researcher gained the comments, criticisms, suggestions, and the participants’ opinion by doing this process.

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Furthermore, in analyzing the questionnaire, the researcher gained quantitative data. The researcher recapitulated the data and calculates each response. The result was obtained by dividing the number of students, then multiplied by 100%. Borg and Gall (1983) state that qualitative data were analyzed to yield frequencies and parentages of respondents checking each response category on particular closed-form questions. The data collected was calculated by using percentage as follows.

Note: n : the total number of students who chose certain answer. N : the total number of students.

2. Post-Design Data Analysis Technique

In the field-testing, the researcher tested the product as the class teaching and learning materials. The researcher analyzed the strengths and the weaknesses of the product. In this case, the researcher used the questionnaire to gain comments and suggestions from the participants. The data was obtained in the from the respondents’ evaluations based on the questionnaires point of agreements. The researcher used the Likert’s scale to analyze the model of the design for evaluation. The Likert Scale was a scale with a number of points, usually five, that represent a set of related responses, one for each point. However, the researcher just used four options of agreement based on Likert’s scale in the questionnaires. The reason was to avoid neutral answer from the respondent. The following table presented the four options of agreements:

n X 100% N

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THE QUESTIONNAIRE RESULT

No Questions Responses Percentage

1. Is English, especially speaking skill, important to support your teaching and learning process in the class?

a. Yes b. No

100% 0%

2. Is English speaking skill interesting to be learned?

a. Yes b. No

100% 0% 3. If you did not agree with the

statement in number 2, what is your reason?

4. Do you use English actively in your teaching and learning activities?

a. Yes b. No

20% 80% 5. If you are asked to categorize

your level of ability in English speaking skill, what is your level? a. Basic b. Intermediate c. Advanced 92% 8% 0% 6. Are you having some

difficulties in learning English especially in speaking skill?

a. Yes b. No

100% 0% 7. What are the types of

difficulties that you are facing in English speaking skill? You also can add the other difficulties in option ( d) and (e) (you may choose more than one answer) 11.Vocabulary 12.Grammar 13.Pronunciation 14.Conversation 15.Expression 84% 100% 72% 24% 8%

8. In your opinion, how is the English teaching and learning activities in your class? Give the reason, please!

e. Very good f. Good g. Fair h. Bad 0% 8% 52% 40% 9. What are the topics that you are

willing to learn in English teaching and learning? (you may choose more than one answer)

12.Greeting and leave taking 13.Expressing

opinion 14.Expressing

feeling

15.Offering Help 16.Giving

Information 17.Making an

appointment 18.Inviting people 56% 88% 88% 92% 100% 92% 80%

(3)

19.Sharing experience 20.Interviewing

someone 21.Describing

process 22.Describing

person and personality 23.Etc.

84% 80% 40% 80%

8% 10. What are the activities that

motivate you to speak English? (may choose more than one answer)

9. Role-play 10.Games 11.Group

discussion 12.Class

discussion 13.Question and

answers 14.Pair-work 15.Problem

solving 16.Simulation

84% 80% 88% 76% 100%

80% 52% 32%

(4)

Appendix 6

(5)

THE TEACHER’S INTERVIEW FORM

Students’ interest and difficulty in learning English

1. Menurut pendapat anda, bagaimanakah minat siswa terhadap pembelajaran Bahasa Inggris?

2. Hal apa yang membuat siswa merasa antusias dan termotivasi dalam belajar Bahasa Inggris?

3. Kesulitan apa saja yang dialami siswa dalam pembelajaran Bahasa Inggris? Students’ interest and difficulty in learning speaking skill

4. Bagaimanakah minat siswa dalam pembelajaran Bahasa Inggris khususnya speaking?

5. Kesulitan apa yang siswa alami dalam mempelajari speaking? Students’ preferable activity and media in learning speaking

6. Kegiatan dan media pembelajaran apa yang paling digemari para siswa dalam pembelajaran bahasa Inggris khususnya Speaking?

7. Menurut pendapat anda, bagaimanakah pembelajaran speaking yang efektif dan menarik agar mudah dipahami oleh siswa?

(6)

THE STUDENT’S INTERVIEW FORM

Name :

Students’ interest and difficulty in learning English

1. Menurut pendapat anda, bagaimanakah minat anda dalam belajar Bahasa Inggris?

2. Hal apa yang membuat anda merasa antusias dan termotivasi dalam belajar Bahasa Inggris?

3. Kesulitan apa saja yang anda alami dalam pembelajaran Bahasa Inggris? Students’ interest and difficulty in learning speaking skill

4. Bagaimanakah minat anda dalam pembelajaran Bahasa Inggris khususnya speaking?

5. Kesulitan apa yang anda alami dalam mempelajari speaking? Students’ preferable activity and media in learning speaking

6. Kegiatan dan media pembelajaran apa yang paling anda gemari dalam belajar Bahasa Inggris khususnya Speaking?

7. Menurut pendapat anda, bagaimanakah pembelajaran speaking yang efektif dan menarik agar mudah dipahami?

Speaking materials adopting information gathering technique for the Tenth Grade Students of SMA BOPKRI 2 Yogyakarta.

ABSTRACT

ABSTRAK

ABSTRACT

ABSTRAK

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 6

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SPEAKING MATERIALS ADOPTING INFORMATION GATHERING TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Languag

Dukungan

Links

Speaking materials adopting information gathering technique for the Tenth Grade Students of SMA BOPKRI 2 Yogyakarta.

ABSTRACT

ABSTRAK

ABSTRACT

ABSTRAK

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 6

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Designing a set of English speaking materials using the role play technique for the tenth grade accounting students of SMK Negeri 1 Yogyakarta.

Local-based English instructional materials for eleventh grade students of SMA BOPKRI 2 Yogyakarta.

A set of speaking materials based on multiple inteligences for tenth grade students of SMA Bopkri 2 Yogyakarta.

Designing reading blog for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

Designing a set of supplementary integrated reading writing materials using task-based learning for the tenth grade students of SMA Bopkri 2 Yogyakarta.

Designing a set of reading instructional materials using content-based instruction for the tenth grade students of SMA BOPKRI 1 Yogyakarta.

Designing a set of English instructional listening materials using communicative language teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

English instructional reading materials using interactive models for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

Speaking materials based on the multiple intelligence theory for the tenth grade students of SMA BOPKRI I Yogyakarta...

SPEAKING MATERIALS ADOPTING INFORMATION GATHERING TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Languag

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