Designing a set of English instructional materials for an English Club in SMAN 1 Depok to enhance the public speaking skill.

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ABSTRACT

Nernere, M.S. 2013. A Set of English Instructional Materials for the English Club in SMA Negeri 1 Depok to Enhance the Public Speaking Skill. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

SMA Negeri 1 Depok is one of the schools which has an English extracurricular namely English Club. It is programmed as an opportunity for students to compensate for their minimum speaking practice time. The English Club aims to enhance the students’ public speaking skill. Unfortunately, the materials of English Club are not designed based on the needs analysis. Therefore, in this research, the researcher designs a set of English instructional materials for the English Club in SMAN 1 Depok to enhance the public speaking skill.

There were two research problems in this research: 1) how is a set of English instructional material for the English Club in SMAN 1 Depok to enhance the public speaking skill designed? 2) what does the designed instructional materials for English Club in SMAN 1 Depok to enhance the public speaking skill look like? In order to answer the research problems, the researcher applied the adapted model of Educational Research and Development by Borg and Gall (1983) which consisted of five steps for the research and the adapted instructional design model by Jerrold E. Kemp (1977) which consisted of seven steps for the designing process. To gather the data needed in this research in the pre- design, the researcher distributed questionnaires to the participants, tutors and the coordinator of English Club. Then, in the post- design the researcher also distributed questionnaires to the lecturers of English Language Education Study Program from Sanata Dharma University and an English teacher who was the coordinator of English Club in SMAN 1 Depok to evaluate the designed materials. In this research, the researcher also conducted interview to obtain the more complete data.

The research applied communicative language teaching as the approach used to design the materials. The designed materials consisted of six topics. They are: 1) Be an Effective Speaker, 2) Seize Their Attention, 3) Let’s Practice, 4) Let’s Write A Speech, 5) Let’s Prepare, 6) Let’s Perform. In each meeting, they were three main parts. They were: 1) pre- activity, 2) whilst activity and 3) post- activity. Based on the result of preliminary field testing, the designed materials are acceptable but they should be revised. The revised version of the designed materials is presented in appendix F.

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ABSTRAK

Nernere, M.S. 2013. A Set of English Instructional Materials for The English Club in SMA Negeri 1 Depok to Enhance The Public Speaking Skill. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

SMA Negeri 1 Depok adalah salah satu sekolah yang memiliki program ekstrakurikuler Bahasa Inggris yang bernama English Club. Program ini memberi kesempatan bagi siswa untuk mengatasi minimnya waktu untuk melatih keahlian berbicara. Dalam program ini, keahlian para siswa dalam berbicara di depan umum ditingkatkan. Sayangnya, materi English Club tidak didesain berdasarkan analisis kebutuhan. Oleh karena itu, dalam penelitian ini peneliti mendesain seperangkat materi Bahasa Inggris untuk English Club di SMAN 1 Depok demi meningkatkan keahlian berbicara di depan umum.

Dalam penelitian ini ada dua rumusan masalah, yaitu: 1) bagaimana seperangkat materi Bahasa Inggris untuk English Club di SMAN 1 Depok demi meningkatkan keahlian para siswa dalam berbicara di depan umum didesain, 2) seperti apa desain materi Bahasa Inggris untuk English Club di SMAN 1 Depok? Untuk menjawab rumusan masalah tersebut, peneliti mengaplikasikan model Educational Research and Development oleh Borg and Gall (1983) yang terdiri dari 5 langkah dan model Instructional Design oleh Jerrold E. Kemp (1977) yang terdiri dari 7 langkah untuk proses desain. Untuk mengumpulkan data yang dibutuhkan dalam penelitian sebelum mendesain materi, peneliti mendistribusi kuesioner bagi 96 peserta, 11 tutor dan seorang koordinator English Club. Kemudian setelah mendesain materi, peneliti mendistribusikan kuesioner untuk mengevaluasi materi kepada 2 dosen PBI Unversitas Sanata Dharma dan seorang guru Bahasa Inggris yang merupakan koordinator English Club. Dalam penelitian ini, peneliti mjuga melakukan interview untuk memperoleh data yang lebih lengkap.

Peneliti mengaplikasikan communicative language teaching sebagai dasar untuk mendesain materi. Materi yang didesain terdiri dari 6 topik. Topiknya adalah 1) Be an Effective Speaker, 2) Seize Their Attention, 3) Let’s Practice, 4) Let’s Write A Speech, 5) Let’s Prepare, dan 6) Let’s Perform. Setiap pertemuan terbagi dalam 3 bagian, yaitu: 1) kegiatan awal, 2) kegiatan inti dan 3) kegiatan akhir. Berdasarkan hasil dari tahap preliminary field testing, materi yang telah didesain dapat diterima sebagai bahan ajar, namun masih perlu direvisi. Materi yang telah direvisi dapat dilihat di lampiran F.

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS

FOR AN ENGLISH CLUB

IN SMA NEGERI 1 DEPOK

TO ENHANCE THE PUBLIC SPEAKING SKILL

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Maria Setyaningsih Nernere Student Number: 091214063

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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MATERIALS FOR AN ENGLISH CLUB

IN

SMA NEGERI 1 DEPOK

TO ENHANCE THE PUBLIC SPEAKING SKILL

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Maria Setyaningsih Nernere Student Number: 091214063

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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I dedicate this thesis to Bapa, Mama, Galuh, Vian, Putri

and the people whom I love.

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vii

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viii

ABSTRAK

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First of all, I dedicate my greatest gratitude to my one and only Jesus for His patience and great blessing. He always has His own way to motivate me. He watches me find unpredictable problems and other difficulties on writing this thesis then He lets me find a way. The path seems so far but He makes me feel that there is a hope.

I would thank my sponsor, Agustinus Hardi Prasetyo, S.Pd., M.A., for his guidance, advice and encouragement in his own style to support me in finishing this thesis. I thank also Christina Lhaksmita Anandari, S.Pd., Ed.M.,

Patricia Angelina, M.Hum., Laurentia Sumarni, S.Pd., J. Sri Murwani, and other lecturers who were willing to evaluate my design and share their knowledge with me. I would also thank my advisor, C. Sih Prabandari, S.Pd., M.Hum.,

Caecilia Tutyandari, S.Pd., M.Pd., Mbak Danik, Mbak Tari, and all of the staff members of the English Language Education Study Program for all their help.

My gratitude also goes to Priyanta Ari, S.Pd. and Ms. Agnes, the English teachers in SMAN 1 Depok who are so kind. They guide me on gathering data and give suggestion when I face problems. I also thank Ika as my partner in SMAN 1 Depok. The students in SMAN 1 Depok are also supportive. I am so blessed to have them as the participants in my research.

I sincerely express my gratitude to my lovely parents, Papa Yus and

Mama Siwi, who always give their best love to me although I am the annoying daughter. They are the best parents I have ever had in this life. I do feel blessed by having Galuh, Vian, and Putri as my precious siblings who were annoying by joking around about when I can finish my thesis. I also thank Ngare, Sawe, Pae, Bue, Bibi, Om Dedy, Jo, and all of my family for their prayers and supports that they give. I love them and I will always love them until the end of my life.

I would also thank my college friends who accompany my journey in PBI. My special thanks go to Awang, Rini, Hehen, Rosi, all my caring friends in PBI,

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University. I thank for every moment that we shared, support and help that they give. I do also thank Gusti for his love, patience and support that he shares to me. I thank the people around me for their suggestions, courage, and any help to finish this undergraduate thesis and making it happen at last.

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Page

TITLE PAGE...i

APPROVAL PAGE...ii

DEDICATION PAGE...iv

STATEMENT OF WORK’S ORIGINALITY...v

PERNYATAAN PERSETUJUAN PUBLIKASI...vi

ABSTRACT...vii

ABSTRAK...viii

ACKNOWLEDGEMENTS...ix

TABLE OF CONTENTS...xi

LIST OF TABLES...xiv

LIST OF FIGURES...xv

LIST OF APPENDICES...xvi

CHAPTER I: INTRODUCTION...1

A. Research Background...1

B. Research Problem...3

C. Problem Limitation...4

D. Research Objectives...4

E. Research Benefits...4

F. Definition of the Terms...6

1. Instructional Material...6

2. Public Speaking...6

3. Speech...6

4. English Club...7

CHAPTER II: REVIEW OF RELATED LITERATURE...8

A. Theoretical Description...8

1. Instructional Design...8

2. Educational Research and Development...12

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xii

4. Communicative Language Teaching...16

5. Speech...19

B. Theoretical Framework...21

1. Identifying Learner’s Characteristics and Needs...22

2. Formulating the goals, topics and general purposes...23

3. Formulating Learning Objectives...23

4. Listing Subject Content...23

5. Designing Learning Activities...24

6. Evaluating the Designed Materials...24

7. Revising the Designed Materials...24

CHAPTER III METHODOLOGY...25

A. Research Method...25

B. Research Participants...28

C. Research Instruments...29

D. Data Gathering Technique...30

E. Data Analysis Technique...31

F. Research Procedures...32

CHAPTER IV RESEARCH RESULTS AND DISCUSSION...36

A. The Steps of Designing Instructional Materials...36

1. Learner’s Characteristics...36

2. Goals, list topics, and the general purposes for teaching each topic...38

3. Subject Content...40

4. Learning Objectives...42

5. Learning Activities...43

6. Evaluation...46

7. Product Revision...51

B. Presentation of A Set Of English Instructional Materials...52

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS...55

A. Conclusions...55

B. Recommendations...56

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xiv

LIST OF TABLES

Table Page

Table 3.1 The Expected Data...31

Table 3.2 The Form of Evaluation Device...32

Table 4.1 The Learners’ Characteristics Summary...38

Table 4.2 List of The Topics...39

Table 4.3 List of Topics and Content...42

Table 4.4 List of Topics and Indicators...43

Table 4.5 The Description of Designed Materials...45

Table 4.6 The Description of Participants of Post- Design Survey...46

Table 4.7 The Result of Post- Design Survey...46

Table 4.8 The Strengths and Weaknesses of the Designed Materials...50

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Figure Page

Figure 1: Kemp’s model: The Relationship of Each Step in The Plan to Other Steps (Kemp, 1977, p.9)...10 Figure 2: Kemp’s model: The Combined R & D model and Kemp’s Model...27

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xvi

LIST OF APPENDICES

Page

APPENDICES...60

Appendix A: Letter of Permission...61

Appendix B: Questionnaire and Interview Checklist for Research and Information Collecting and the results...63

Appendix C: Questionnaire of Preliminary Field Testing and the Result...71

Appendix D: Overview of the Designed Materials...74

Appendix E: Syllabus...77

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CHAPTER I INTRODUCTION

This chapter consists of six major parts, namely the research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

Based on TEFLIN (2013), the Minister of Kemendiknas decided to have English as the local subject and/ or the extracurricular in schools (p.12). Some schools in Yogyakarta put English as one of the extracurricular activities in school to support their students in practicing English. One of those schools is SMAN 1 Depok, Sleman. This school facilitates the students with English Club. This program is a place for students to practice their speaking skill to compensate for minimum speaking practice time. Based on the statement of English Club’s coordinator, the school expects that by facilitating the students to practice, their ability to communicate in English orally will be developed, especially in public speaking. Grice and Skinner (1995) say that studying public speaking helps students to succeed in college, increases the students’ knowledge and builds the students’ confidence (p.2). In this case, the school explicitly expects that through English Club, there will be students who master debate, storytelling, and speech. Later, those students can be the school’s representatives who are expected to win

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2 the debate, storytelling, and speech competitions which are held by the office of education annually.

The English Club in SMAN 1 Depok is held from 6.30 to 7.30 a.m every Saturday during one semester for the tenth grade students. In order to improve the students’ public speaking skill and prepare them for debate, storytelling, and debate competitions effectively in one semester, there should be good designed materials and motivated students.

Unfortunately, the materials for this English Club have not been fixed yet by the coordinator. Each semester, the coordinator only asks the tutors to create the materials without any guidance as long as there are basic practices for debate, storytelling and speech. Needs analysis was not conducted prior to the designing process. The materials were designed only based on the coordinator’s expectation without asking information about the students’ need first. Based on Kemp’s instructional design’s model (Kemp, 1977), “in order to create materials, needs analysis from some important parties such as students, teachers and other sponsors are important to consider for creating the materials” (p.8). Since the fact says that the materials have not been designed optimally, the researcher wants to design the materials using the right steps. Later, the result of this research can be used effectively to support the process of achieving English Club’s goal.

In order to enhance the students’ public speaking skill, the activities designed in the materials will be based only on speech. The researcher limits the activities because the materials to enhance the English public speaking skill through storytelling and debates are already available in public. Through learning

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the principles of public speaking and speech, the student is expected to be a good public speaker. Research shows that by taking a speech course, people can improve their speech skills significantly. Moreover, Ross (1995) states that testimonials by successful individuals have affirmed the value of speech training, and research has indicated its usefulness to the people in better understanding related to courses (p.4). By using speech as the context, the students, as educated people, can learn how to manage their ideas and deliver them to the public. The researcher will design the materials based on the needs analysis done to the students, tutors and English Club’s coordinator. These materials will be useful for the school since it is designed for the effectiveness of English Club itself. If the material is well organized and the motivated students are guided through the right method, the goal will be achieved.

B. Research Problem

This research is intended to answer the research problems which are stated as follows:

1. How is a set of English instructional materials for the English Club in SMAN 1 Depok to enhance public speaking designed?

2. What does a set of English instructional materials for the English Club in SMAN 1 Depok to enhance public speaking look like?

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C. Problem Limitation

The skill developed through this material is speaking, specifically in public speaking. The English Club is held to develop the public speaking skill by using storytelling, speech, and debate activities. In this case, the researcher will focus only on designing English instructional materials by choosing speech as the context for the activities. These materials are designed to guide the students to perform a speech in public well. The researcher chooses to design the materials for this program because it is closely related to students’ achievement in public speaking. Since the time is limited, the researcher will design the materials without implementing them.

D. Research Objectives

This research aims to:

1. design a set of English instructional materials for the English Club in SMAN 1 Depok

2. present the designed instructional speaking materials for the English Club in SMAN 1 Depok

E. Research Benefits

This research will be useful for:

1. Students of SMAN 1 Depok

The researcher has done the observation on the activities of the English Club and analyzed the students’ needs, so the students can practice in English

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Club by using the materials that they like and need. Then, they can be more interested to join the activities designed for the English Club. Later on, they can improve their public speaking skill significantly.

2. Tutors of the English Club in SMAN 1 Depok

The tutors can apply the suitable materials in the learning process so they may find it easy to guide the students to achieve the expected goals.

3. SMAN 1 Depok

If the materials of English Club have been designed well based on the needs analysis, the program of English Club can be done effectively. Then, the students can improve their public speaking skill specifically skill needed to deliver a speech. Later, there will be students of SMAN 1 Depok who master public speaking skill born through this English Club. They can be the school’s representatives who can join the speech competition.

4. PBI field and the readers

This research will help the PBI students and the readers to know the suitable materials to improve the public speaking skill by applying speech activities.

5. The future researchers

The future researchers can implement these designed materials in SMAN 1 Depok to measure the effectiveness of the materials. They also can apply these materials in the similar field and observe the result.

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F. Definition of Terms

There are several terms used in this research. In this research, the terms are:

1. Instructional Material

In this research, the researcher will design a set of instructional materials. According to Newby, Stepich, Lehman, and Russell (2000), “instructional materials are the specific items used in a lesson and delivered through various media (p.17)”. The media used for instructional materials are tutor’s printed book and student’s handout compilation. In this research, the materials are designed for the first seven meetings in English Club.

2. Public Speaking

Public speaking belongs to five levels of communication. Grice and Skinner (1995) state that public speaking occurs when one person speaks face to face with the audience, either large or small. Public speaking involves verbal, vocal, and visual channels (p.10). In this research, public speaking is meant to deliver a message, whether it is a story, speech or another message.

3. Speech

Based on Cambridge dictionary, speech is a formal talk given usually to a large number of people on a special occasion. Due to Keppler and Gunther (1994), speeches are sound waves that go out from the speakers across the room and into the ears of the listeners. It is meant primarily to entertain, to inform, or to defend (p.9). Grice and Skinner (1995) also say that commonly, speech has two kinds of purposes which are to inform and to persuade. Then, the researcher

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concludes that a speech is a form of communication in spoken language built by a speaker to an audience for a purpose, whether to inform or to persuade.

4. English Club

English Club is one of the extracuricular activities. In SMAN 1 Depok, it is held from 6.30- 7.30 a.m., before the learning activity starts. Every tenth grade student has to join this activity. There are twelve classes in English Club and each class consists of 16 students. This extracuricular aims to improve the students’ public speaking skill and mainly to train the debate, storytelling, and speech skills.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two major parts. The first part will deal with the theoretical description which covers main points, namely the instructional design, educational research and development, communicative language teaching, public speaking, and speech. Then, the second part will be about the theoretical framework. The researcher will discuss the relation among the concepts stated previously as the basis of designing the English instructional materials for English Club in SMAN 1 Depok.

A. Theoretical Description 1. Instructional Design

There are some theories of instructional design that become the underlying theories for many studies related to pedagogical design. In this research, the researcher will adapt the instructional design proposed by Kemp. “Instructional design is a process of systematic planning that establishes a way to examine instructional problems and needs, set of procedure for solving them and then evaluates the result (Kemp, 1977, p.7)”. The process is clearly stated and arranged in order. Kemp’s model can be used at all education level from elementary school up to college. Another benefit is that this model can be implemented in the instructional unit for a single subject. It is suitable for this research which designs the materials for speaking only. According to Kemp

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(1977), the instructional design plan is designed to supply answers to three questions. They are: “what must be learned (objectives); what procedures and resources will work best to reach the desired learning levels (activities and resources); how will we know when the required learning has taken place? (evaluation)” (p.8).

The model proposed by Kemp consists of eight parts which are as follows:

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

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

c. Specify learning objectives to be achieved in terms of measurable student behavioral outcomes.

d. List the subject content that supports each objective.

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

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

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

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

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10 Here is the Kemp’s model:

Figure 1: Kemp’s model: the Relationship of Each Step in The Plan to Other Steps (Kemp, 1977, p.9)

The process in Kemp’s model is flexible. The researcher can start the process from whichever element ready to start with. The elements can be done in different order, by not following the order stated on the figure above. The researcher also can adapt the elements based on the researcher’s need and situation. In this research, the researcher applied six steps adapted from eight Kemp’s steps. They are as follows:

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

Revise Goals, Topics, and

General Purposes

Learner Characteristics

Learning Objectives

Subject Content

Pre-Assessment Teaching/

Learning Activities, Resources Support

Services Evaluation

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In order to achieve the target of learning, the student should be considered as an individual learner. Therefore, the students’ capabilities, need and interest are important to be observed then used as consideration to plan the learning. b. Consider goals, and then list topics, stating the general purposes for teaching

each topic.

The goals will be derived from the society, students and subject areas. When the goal is identified, the researcher will list the major topics which will be the scope of the course. The topics should be selected in detail (include the portion and in what depth). Each topic should have general purposes using the clear expression/ action verb.

c. Specify learning objectives to be achieved in terms of measurable student behavioral outcomes.

The learning outcome consists of cognitive, psychomotor and affective. As the result of instruction, those outcomes should be measurable.

d. List the subject content that supports each objective.

The subject content is related to the objectives and the learners’ need.

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

The designer should select the suitable teaching/ learning method which will be applied in class. The activities should be arranged then the students can reach the objectives effectively and efficiently.

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12 f. Evaluate students’ learning in terms of their accomplishment of objectives,

with a view to revising and reevaluating any phase of the plan that needs improvement.

After the process of designing is finished, the result will be checked whether it meet the objectives. Then, the designer will do the revision and reevaluation if any to do the improvements.

2. Educational Research and Development

In order to produce a product which can meet its objectives, the researcher needs to apply the theory of educational research and development. According to Borg and Gall (1983), educational research and development (R & D) is a process used to develop and validate educational products. R & D creates a design as a solution to solve some practical problems in education.

The major steps in the R & D cycle in this research used to develop mini courses are as follows (Borg& Gall, 1983, p.775) :

a. Research and information collecting

It includes review of literature, classroom observation, and preparation of report of state of the art. In this step, the researcher collects the theories which related to the research and other information needed.

b. Planning

In this step, the researcher focuses on defining skills, stating objectives determining course sequence and small scale feasibility testing.

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c. Develop preliminary form of product

It includes preparation of instructional materials, handbooks, and evaluation devices.

d. Preliminary field testing

The researcher will conduct the survey using interview, observation and or questionnaire from 1 to 3 schools, using 6 to 12 subjects. Then, the interview, observational and questionnaire data would be collected and analyzed.

e. Main product revision

There will be revision of product as suggested by the preliminary field- test results.

3. Public Speaking

The materials designed in this research are focused on enhancing the students’ public speaking skill. According to Zarefsky (1996), “public speaking is a communication process in which speakers and listeners jointly create meaning and understanding (p.3)”. To get this successful communication, the students should apply the principles of public speaking. Grice and Skinner (1995) say that “the first principle is that the more effective you prepare, the better the speech you will deliver and the more confident you will feel. The second principle is that every public speech is a blend of content, organization, and delivery (p.16)”. It is seen that preparation is the key to achieve the goal of communication that the students build in public. They should prepare by creating meaningful content,

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14 having well- arranged speech and rehearse to deliver a speech well. If they are well- prepared, they will perform better.

In order to enhance the students’ speaking skill, the activities designed in the materials should support the students. According to Harmer (2007), “good speaking activities can and should be extremely engaging for the students (p.123)”. If the teacher at class could provide the useful and interesting activity, the students will get satisfaction from it. Then, they can show the good performance. Davies (2000) suggests that script-based role play or simulations, script-based conversations, and form-based interviews or surveys are the examples of activities designed to encourage learners to communicate as naturally as possible. By having practice on the usual things, students can be more fluent to speak in class.

In a speaking class, the activities should be arranged properly. The concept of learning is focused more on practice. It does not only concern on the language construction. In assessing speaking, Klippel (2005) states some principles in developing and selecting learning activities (p.83):

1. Target language is actually used as a means of communication.

The learning activities used in speaking class are reflected from the spontaneous real communication. The tutor can guide the students to practice on discussing trending topics or other real issues.

2. The existence of information gap and opinion gap which are considered as helpful devices in helping teachers to make up communicative activities.

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To create communicative activities, it is good to involve the students in a discussion where they can share their knowledge and inspire others with their opinion.

3. Learning foreign language is not only a matter of memorizing a different set of names for the things around us; it is also an educational experience.

In teaching speaking, the students do not only learn about the grammar and other structural things but they can find new knowledge from some contexts they have in the process of learning language.

4. Learning will be more effective if the learners are actively involved in the process.

By taking active roles in the learning activities, the students can get a greater chance to apply what they have learnt. In fact, something applicable is easier to understand.

5. Learning becomes impossible even for the most extrovert person if the atmosphere in the group is unsympathetic and the learner is afraid of being ridiculed or mocked.

The first essential requirement for the use of learner- centered activities is a relaxed and friendly atmosphere in the group. In order to achieve the goals of the activities in speaking class, the preparation is not only on the activities. The supporting class atmosphere should be considered also.

The activities in English Club will be considered success if good public speakers could be born through. A good public speaker is the one who can deliver a meaningful speech using clear and understandable way. As what Grice and

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16 Skinner (1995) say that “as a first-time public speaker, success may mean being able to get up in front of the class, speak for at least the minimum time limit, and have a decently organized speech on an appropriate topic (p.15)”.

4. Communicative Language Teaching (CLT)

According to Richards and Rodgers (2001) CLT refers to various sets of principles which reflects a communicative view of language and language learning and which can be used to support a wide variety of classroom procedures (p.172). CLT aims to foster and develop the learner’s communicative competence (Hughes, 2002). In this communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

a. Principles in Communicative Approach

These principles are as follows (Richard and Rodgers, 2001): i. through using the language, the learners learn to communicate

In this approach, language learning means as learning to communicate in which effective communication is sought. Furthermore, Hughes (2002) also consider that communicative approach should places high value on language in use. Then CLT links teaching methodologies to appropriate communicative tasks (rather than seeing classroom tasks as a means of practicing a particular grammatical feature) (p.24). The learners learn how to use the language. They do not learn the language itself (the structure of it) explicitly. Organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish the meaningful purposes. For communication

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competence, grammar is not the main thing to concern about. Brown (2000) confirms this idea by stating that classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence (p.266). The more important thing is how the communication works so the meaning can be delivered well.

ii. the goal of classroom activities is at authentic and meaningful communication The activities held are to guide the learners to speak on specific things which are around us. Brown (2000) also stated the same by stating that language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.

iii. fluency is an important aspect of communication

Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use (Brown, 2000).

iv. the integration of different language skills is involved in the communication To develop the learners’ speaking skills, the skills trained during the activities are not only speaking, but also other skills. This is called integrated. v. learning is a process of creative construction and involves trial and error

Hughes (2002) says “in CLT, the language is learnt, it is not an end in itself but rather, it is a means to carry out communication. Error is considered as a natural part of progression towards a greater understanding of the target language (p.24)”. Therefore, there is a tolerance when the learners make mistakes.

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b. Student’s Role

Hughes (2002) says that CLT places the learner at the centre of the learning process and assess progress in relation to factors affecting the individual (e.g level of motivation). It tends to favor inductive, student- centre routes to understanding (rather than explicit, teacher- led explanation). The students should take more active role on the activities so they can find the understanding by themselves, not merely by teacher’s explanation.

c. Teacher’s Role

There are number of teachers’ role in this approach. Richards and Rodgers (2001) classify those roles into three main categories. First, the teachers facilitate the communication process among the learners, and between the learners and the activities. Second, the teachers act as independent participants within the learning teaching process. Finally, the teachers have a role as researcher and learner in which they need to contribute knowledge, abilities and experiences.

There are three kinds of materials considered in CLT:

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

ii. Task-based materials

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

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iii.Realia

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

5. Speech

As stated in the research background, the researcher designs materials that use speech as its focus. The students have been familiar with speech. As what Rivers (1983) says that people are accustomed to speaking in which they can deliver ideas to others. Through delivering a speech, man expresses his emotions, communicates his intentions, reacts to other persons and situations, as well as influences other human beings (p.162). Then, the researcher concludes that a speech is a form of communication in spoken language which is made by a speaker to an audience. It is a formal talk to communicate what the speaker thought on certain topic to the audience for a certain purpose, whether to inform or to persuade.

Students are expected to enhance their skill to communicate in public through speech. Speech is a kind of activity to transmit a particular message to the audience. To succeed in conveying the message, a speaker should have a good preparation. A speaker must learn and apply the principles and strategies of delivering a speech in public. According to Grice and Skinner (1995), the principles of speech are on the effective speech introduction, well- structured

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20 body of speech, effective ideas’ development, effective conclusion, dynamic voice and body to communicate his idea and correct word ideas correctly (pp. 16-22). Grice and Skinner (1995) conclude that in the process of developing and delivering a public speech, a speaker sharpens and uses eight categories of critical thinking skills (p.25). The example is focusing skills as the speaker selects his speech topic and narrows it to key points. A good speaker should be able to be critical by developing his ideas and manage them into great speech. “Speech is not spoken writing” (Bygate, 1987, p. 51). Since a speech is delivered not only to individual people, a speaker should manage his own speech, not too long and complicated as the writing has.

According to Miyata (1956), there are some techniques that should be considered by a speaker. They are:

a. Developing rapport with an audience

A successful speaker needs to develop a rapport with an audience. He needs them in his side to root him, support him, sympathize with him and believe him. Eye contact and audience participation are the simplest and most effective techniques used to establish audience rapport.

b. Using body language

As public speakers, students need to impart positive messages to their audience. Through stance, gesture, and facial expression a speaker can add immense power and passion to a presentation.

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c. Exploring voice

A speaker needs to be heard to get what he needs from his audience ─ a reaction. He can whisper to make the audience nervous. He talks faster to let his audience think. He snorts to make his audience smile. Voice is a tool for manipulating the audience to where the speaker wants them.

d. Showing Composure

The speaker may be panicky, unsure, terrified, worried, excited, thrilled, or even nauseous, but the audience must perceive composure. The first composure tactic is gaining an understanding of their own bodies and how nervous energy affects the performance. Second tactic is practice. The last one is to engage actively in the exercise to relax.

B. Theoretical Framework

This part discusses the underlining theories to design the English speaking instructional materials for SMAN 1 Depok. In the process of designing, the researcher implements the cycles of Educational Research and Development (R & D) to obtain the goal of this research. Unfortunately the steps in R & D are still general. Therefore, the researcher applies the specific steps from adapted Kemp’s model. This model is used because of its flexibility so that the steps can be simplified based on the situation and any revisions also can be done in any steps. In this research, the researcher does not implement all steps of Kemp’s model. The researcher omits the pre-assessment and support services. In the process of the research, the researcher will follow the steps which are adapted from those

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22 theories. Other theories are also used, as stated in the theoretical descriptions. They are communicative language teaching, public speaking, and speech. Those theories are under the umbrella of R & D, since R & D is the main framework of this research.

Since the learners of English Club want to have more practices to enhance their speaking ability, the researcher decides to apply theory of communicative language teaching as an approach used to create and select the learning activities in English Club’s class. The principles of Communicative Language Teaching (CLT) are appropriate to be applied in order to enhance students’ speaking ability. The CLT’s principles, characteristics and kinds of material will be used as the consideration during the process of designing materials to create the communicative atmosphere.

The theory of speaking and speech will guide the researcher to create materials which focus only on improving and developing students’ speaking skill. Besides, since the aim of English Club is focused to prepare the students for storytelling, speech and debate competition so the theories of those aspects are really needed.

These are the steps of designing instructional materials that used by the researcher:

1. Identifying Learner's Characteristics and Needs

In this step, the researcher applied Research and Information Collecting of R & D model to identify the learner’s characteristics and needs. In this step, the researcher did survey to find out the learner characteristics and needs. The

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researcher distributed different questionnaires to the tenth grade students who had joined English Club and all the tutors of English Club. After that, the researcher also interviewed the coordinator of English Club to get the data about the learner’s characteristics and English Club.

2. Formulating the goals, topics and general purposes

This step was under the umbrella of Planning from R & D model. From the interview done with the coordinator of English Club, the goal of English Club and the students’ need was simply concluded. By considering those data and doing library study, the researcher formulated the goals, decided the topics and formulated the general purposes as the planning step before designing materials.

3. Formulating Learning Objectives

In this step, the researcher applied planning from R & D model as the umbrella of formulating learning objectives from Kemp’s model. The researcher formulated the learning objectives for each meeting using the appropriate action verbs.

4. Listing Subject Content

This Kemp’s step was under the umbrella of developing preliminary form of product from R&D model. In this step, the researcher chose the appropriate subject content and listed them. This subject content should be suitable with the goal that had been formulated.

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5. Designing Learning Activities

This step was under the umbrella of Developing Preliminary Form from R & D model. Supported by some theories provided in chapter II, the researcher chose the suitable learning activities and arranged them in order to achieve the objectives for each meeting.

6. Evaluating the Designed Materials

This step was under the umbrella of Preliminary Field Testing from R & D model. After designing the materials, the designed materials were evaluated by the experts to measure whether the materials were suitable with the objectives. The evaluation was done through filling out the questionnaire of preliminary field testing.

7. Revising the Designed Materials

This was the last step of Kemp’s model which was under the umbrella of Main Product Revision from R & D model. In this step, based on the feedback from the experts, the researcher revised the designed materials. This step aimed to improve the quality of materials so it could be used as the appropriate materials for English Club in SMAN 1 Depok.

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CHAPTER III METHODOLOGY

The purpose of this chapter is to present the method used to answer the research questions stated in the chapter I. This chapter is presented in six parts, namely the research method, research participants, research instrument, data gathering technique, data analysis technique, and research procedure.

A. Research Method

There were two research problems stated in Chapter I. Firstly, the research was aimed to find out how a set of English instructional materials for the English Club in SMAN 1 Depok is designed. Then, the second aim of this research was to present a set of English instructional materials for the English Club in SMAN 1 Depok. To answer these problems, the researcher applied the educational Research and Development (R & D). Borg and Gall (1983) state that R & D is a process used to develop and validate educational products (p.772). The steps of this process were usually referred to the R & D cycle. Adapted from Borg and Gall (1983), the cycle in this research would consist of (775):

1. Research and information collecting

In this step, the researcher would identify learner's characteristics and needs which was the step of Kemp’s model. In this step, library study and needs analysis were conducted. Library study was done to find out the supporting theories for the design. Then, the needs analysis was done to obtain the

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26 information about the learners’ characteristics (achievement, motivation, and enthusiasm, and difficulty on learning speaking) and needs. The instruments of needs analysis were questionnaire and interview. There were different questionnaires distributed to students and tutors. After obtaining data through questionnaires, the researcher interviewed the coordinator of English Club to find out the learner’s characteristics and the school’s expectation of English Club and how to achieve them.

2. Planning

In this step, the researcher applied the Kemp’s step of formulating the goals, topics and general purposes and formulating learning objectives. After getting the data needed, the researcher would define the skill, formulate the goals, topics and general purposes of the designed materials. Then, the objectives for each topic were formulated. This was the planning step before designing the whole materials.

3. Developing preliminary form of product

In this step, the researcher listed appropriate subject content and designing the suitable learning activities in order to achieve the objectives. This was the step where the whole aspects were developed into an educational product. This step also included the process of making tutor’s handbook and evaluation devices.

4. Preliminary field testing

This step implemented the step of evaluating the designed materials from Kemp’s model. In this step, the research distributed questionnaire to the English teacher in SMAN 1 Depok and ELESP lecturers as the experts. The result of the

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questionnaire would be the consideration for the researcher to create the better product. The comments and suggestion from the experts were really needed. To obtain the clearer explanation, the research may conduct an interview.

5. Main product revision

As the last step of Kemp’s model, in this step, the researcher would do the revision of product as suggested by the preliminary field- test result to produce the better design.

This is the figure of process designing materials that the researcher uses:

R& D steps: Kemp’s ID model

continuing to

the relationship between R & D and ID

Figure 2: Kemp’s model: the Combined R & D model and Kemp’s Model Research and

information collecting

Planning

Develop preliminary form of product

Preliminary field testing

Main product revising

Identifying Learner characteristics Formulating Goals, Topics, and General

Purposes Formulating Learning

Objectives

Listing Subject Content

Designing Learning Activities

Evaluating the Designed Materials

Revising the Designed Materials

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B. Research Participants

1. Participants in Research and Information Collecting

Before designing the material, the researcher would collect the information about learner’s characteristics (achievement, motivation, and enthusiasm, and difficulty on learning speaking) and needs. The target population was the participants of English Club. They were tenth grade students who belonged to six classes. Fraenkel and Wallen (2009) say that as simple random sampling is more effective with larger numbers of individuals, cluster random sampling is more effective with larger numbers of clusters (p.95). Then, the researcher decided to apply cluster sampling. There were three classes chosen as the sample. They were classes XB, XD, and XF. Each class consisted of 32 students. These three classes were chosen because the researcher had taught them so she had already known the students’ characteristics. This information supported the researcher to do the research. Then, in order to collect the information about the students’ characteristics and the method used in class, the researcher would distribute the questionnaires to all eleven tutors. After that, the researcher would interview the coordinator of English Club to find out the school’s expectation about the English Club.

2. Participants in Preliminary Field Testing

The designed material would be evaluated by an English teacher of SMAN 1 Depok who is the coordinator of English Club and lecturers of ELESP Sanata Dharma University as the experts. The researcher would distribute questionnaires

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to get the feedback from the experts. The result from the questionnaires would be used by the researcher to evaluate and revise the designed material.

C. Research Instruments

1. Instrument in Research and Information Collecting

In the stage of data collection, the researcher used different questionnaires which were distributed to the students and tutors. The questionnaires would be used to collect the data of learner’s characteristics (achievement, motivation, and enthusiasm, and difficulty on learning speaking), learner’s needs and all about English Club. The questionnaires were written in Bahasa so the respondents could feel easy to state their opinion. Questionnaire distributed to students consisted of 13 close- ended questions and three open- ended questions. Then, the questionnaires for tutors consisted of four open- ended questions.

After distributing the questionnaires, the researcher also did the interview with the coordinator of English Club to find out the specific aims of the English Club program, the method used and the learner’s characteristics. The interview consisted of six main questions. By having interview, the researcher could dig more information, as what Borg and Gall (2007) state that using interview helped researcher to follow up a respondent’s answer to obtain more information and clarify vague statement (p.228). Questionnaire and interview were used in this research because according to Borg and Gall (2007), questionnaire and interview were used extensively in educational research to collect the data about phenomena that were not directly observable: inner experience, opinions, values, interests, and

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30 the like (p.228). They also could be used to collect data about observable phenomena more conveniently than by direct observation.

2. Instrument in Preliminary Field Testing

This research would use questionnaire to get the comments and suggestions about the materials which had been designed. The questionnaire consisted of 13 close- ended questions and two open- ended questions. The data collected would be used to evaluate the designed material. According to Borg and Gall (1983), questionnaires are appropriate to use in the preliminary field test. Then, to obtain the clearer data, the researcher also conducted interview with the evaluators (p.781).

D. Data Gathering Technique

In this research, the data used was collected from the questionnaires and interview. First, in research and information collecting, the researcher conducted library study which led to any information related to designing English speaking instructional materials for high school. The researcher distributed questionnaires to tenth grade students (XB, XD, and XF) and the tutors of English Club. The researcher also conducted interview with the coordinator of English Club to collect information about the aim and all about English Club.

To gather data on preliminary field testing, the researcher distributed questionnaires to English teacher of SMAN 1 Depok and lecturers of ELESP Sanata Dharma University as the experts. The data gathered would be used to evaluate the designed materials.

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Table 3.1 The Expected Data

Steps Data Needed Participants Instruments 1. Research and Information Collecting 2. Students’ characteristics and needs:

•students’ motivation

•students’ enthusiasm

•students’ level

•students’ difficulties on speaking English

•students’ feedback towards the previous materials and method applied

•goals, topics and general purpose

•method and materials they want

•students in class B, D and F

•11 tutors of English Club

•the

coordinator of English Club

•Questionnaire

• Interview

2. Preliminary of Field Testing

•the accordance between the goal, design and the needs

•the quality of the design

•comment

•suggestion

•Coordinator of English Club (English teacher in SMAN 1 Depok) •ELESP Lecturers of Sanata Dharma University • Questionnaire • Interview

E. Data Analysis Technique

The data from library study, result of questionnaire with open- ended questions and interview would be analyzed in the form of description. Then the data from questionnaire with close- ended questions would be analyzed in the form of percentage. In analyzing the close- ended questions in the questionnaire for students, the researcher would observe how many students agree about the statements.

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32 In the questionnaire for preliminary field testing, the estimation of the participants’ opinion on the designed material used four points of agreements namely:

1: if the participants strongly disagree with the statement 2: if the participants disagree with the statement

3: if the participants agree with the statement

4: if the participants strongly agree with the statement

The data were presented in form of table which consisted of the participants’ opinion towards the statement.

Table 3.2 The Form for Evaluation Device

Number Statements Evaluation 1 2 3 4 1

The data collected would be calculated as follow: x�=�

� × 100%

x�= mean

m= the total number of the respondents who choose certain answer n= the total number of the respondents

The comment and suggestion from the experts would be used as a guide to revise and make the better material.

F. Research Procedure

The research procedures conducted were based on the integration of R & D and Kemp’s model. As stated in the previous section, adapted R & D’s model

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was the main framework for this research and the researcher would implement Kemp’s model as the specific steps to follow. There were 5 steps of research procedures in this research. The steps were discussed as follows:

1. Research and Information Collecting

a. Identifying research problem

The researcher analyzed the educational problem in her surroundings. Finally, she found it in her PPL’s school. Then she started to identify the research problem.

b. Making proposal

After identifying the research problem, the researcher made the proposal and proposed it to SMAN 1 Depok where the English Club held.

c. Asking for a letter of research permission

First, she asked for a letter to conduct a research from the chairperson of PBI. Since the researcher needed the data from the students and coordinator of English Club in SMAN 1 Depok, she should ask permission letter from the Local Department who was responsible for the research permission in Sleman and. Then she gave the permission letter to the headmaster of SMAN 1 Depok. d. Collecting new knowledge and information related to the research

The researcher did the library study to find any information related to designing English instructional materials to enhance public speaking. She looked for the supporting theories from books and related information on the internet and mass media.

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34 e. Conducting survey

After having the review of literature, the researcher did survey by distributing the questionnaires to three classes as the representative of tenth grade students who were the members of English Club. The researcher also distributed questionnaire to the tutors of English Club. The coordinator of English Club would be interviewed also to find the school’s expectation from the implementation of English Club in school.

f. Analyzing Needs Analysis Data

Based on needs analysis data, the researcher started to analyze them as the basis before designing the instructional materials.

2. Planning

Based on the data of students’ wants and needs and school’s expectation, the researcher formulated the goals of designed materials. Certainly, the focus of the program would be on enhancing public speaking ability.

3. Development of Preliminary of Product

In this step, the researcher designed the material based on the data gathered before. The students’ handout for the first seven meetings and tutor’s handbook were created. Then, the evaluation devices were also prepared.

4. Preliminary Field Testing

The researcher distributed questionnaires of preliminary field testing to the English teachers of SMAN 1 Depok and lecturers of ELESP Sanata Dharma University as the experts. They were asked to evaluate the designed materials.

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5. Main Product Revision

The evaluation from English teachers of SMAN 1 Depok and lecturers of ELESP Sanata Dharma University as the experts were used as guidance to revise the material. The elements which had not been good yet were revised.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the discussion and the finding of the research. It focuses on finding the most appropriate design using speech activities for English Club in SMAN 1 Depok. This chapter answers two questions stated in the research problems. The first part is the discussion of the steps of designing instructional materials. The second part presents the findings of the research that focuses on the presentation of English instructional material to enhance public speaking skill through using speech as the context for English Club in SMAN 1 Depok.

A. The Steps of Designing Instructional Materials

The researcher used some related theories as the basis in the process of designing. The researcher applied the theories of Educational Research and Development (R & D) proposed by Borg and Gall (1983), and combined with the steps of Kemp’s model (1977). The adapted R & D was the main framework for this research, and then the adapted Kemp’s model was used as the specific steps followed in this research. These steps were, as follows:

1. Learner’s Characteristics

In order to know the learners’ characteristics, the researcher distributed questionnaires to students of XB, XD, and XF, also tutors of English Club in SMAN 1 Depok. The researcher also collected the information about the students by interviewing the coordinator of English Club.

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The learners were tenth grade students of SMAN 1 Depok. The coordinator of English Club confirmed that the participants belong to students who have good marks in English subject. He stated that the students could be considered as intermediate- level students. Based on the academic report, it could be seen that they already have good basic in English subject. The tutors also confirmed that most of the students were having good understanding in English. They already had the confidence of speaking in public. They found difficulties on delivering the ideas. When they performed a speech, some of them just spoke out what they had memorized without paying attention whether their audiences understand the speech.

Based on the analysis of the questionnaires distributed to the students and tutors, the participants of English Club were generally motivated to practice their speaking skills during the English Club. They felt interested to learn about speech as new experience for them to enhance their public speaking skill. Commonly, they just practiced about daily conversation. Based on the questionnaires distributed to tutors, the tutors also agreed that most of the students were highly motivated to join the activities during English Club, although few students were not interested to speak in public since they lacked confident. Still, all students were discipline to join the activities in English Club. They liked to join activities done in partner and group. They needed to have individual exercises to train their own public speaking skill.

Eventhough the students had good understanding on grammar, they often made mistakes on grammar and pronunciation while they were speaking. From

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38 the tutor’s opinion, it was seen that they still did not have good vocabulary mastery and they had problems in memorizing.

Here is the figure of the learner’s characteristics description.

Table 4.1 The Learners’ Characteristics Summary

Learning Motivation

• Most students were motivated to learn public speaking by joining English Club.

• Still, few students were not interested in speaking.

Enthusiasm • The students were highly motivated to join the activities in English Club.

• They liked the activities done in group or partner. English speaking

ability

• The students were considered in the level of pre- intermediate to intermediate-level students.

• The students had good marks in English subject (based on their academic report)

• Some students lacked confident

• The students often make mistakes on grammar and pronunciation

• The students didn’t have good vocabulary mastery

• Some students had problem in memorizing.

2. Goals, list of topics, and the general purposes for teaching each topic

Based on the result of interviewing the coordinator of English Club, it was clearly known that the program of English Club was held to facilitate the students for practicing their English speaking skill, especially in public speaking skill. The school had a specific goal to prepare their students for joining storytelling, speech and debate competition held by office of Education in Yogyakarta.

The students also had their own expectation. In the questionnaires, there were three open- questions used to know what the students expected from speaking class in English Club (the materials and methods implemented in the English Club’s meeting). In conclusion, the result of questionnaire shows that the students want to have more practices in speaking English through English Club.

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They like to learn new issues and practices with friends. Realizing the importance of public speaking, they gave positive responses toward using speech as the context to help students to enhance their public speaking skill.

Based on those facts, the students’ and the school’s needs were clearly seen. To get the general purpose, those needs were combined each other. While the learners’ needs emphasized practice of their speaking skill, the school’s needs emphasized the improvement of public speaking skill, especially on storytelling, speech and debate. In this chance, the researcher focused only on speech. Therefore, the purpose of the design is to enhance public speaking skill of English Club’s students in SMAN 1 Depok. Later on, students can practice speaking to improve their public speaking through practicing speech. The researcher proposes six main topics to reach that goal. These six topics are arranged based on the theories of public speaking and speech.

Table 4.2 The List of Topics

Topics Meeting 1:

Be an Effective Speaker Meeting 3:

Seize Their Attention Meeting 2:

Let’s Practice Meeting 4

Let’s Write a Speech Meeting 5

Let’s Prepare Meeting 6 Let’s Perform Meeting 7 Let’s Perform

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3. Subject Content

As previously mentioned in the Chapter II, the students should master the basic techniques to improve their public speaking skill. Since the activities designed on the materials would be conveyed through speech activities, the researcher used theory of public speaking and speech as the main framework of the learning activities. The researcher chooses some basic techniques to master public speaking such as knowing some basic aspects to be an effective speaker, technique of how to grab the audience’s attention, how to be good in remembering, and information about kinds of speech and the structure of speech. Each topic takes one meeting of English Club which lasts for 60 minutes. Further description is presented in the following explanation.

The first meeting is about learning basic aspects concerned to be an effective speaker. This is an introduction for students to learn about speech. This introduction facilitates the students and their tutors to have the same perspective about speech and the aspects concerned to be an effective speaker. As previously mentioned in Chapter II, preparation is the key for a success speech. The preparation will be easier through understanding the principles of public speaking. First, the more effective that a speaker prepares, the better the speech he will deliver and the more confident he will feel. There are some aspects considered to be an effective speaker. Those aspects are message, accuracy, self- control, body language, voice, and audience. In order to provide the real context of learning, there is an exercise to apply the theories that they learnt that day.

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The second meeting will be about how to get audience’s attention. As a speaker, the first objective is to secure the audience’s attention. Getting audience’s attention is an important step that should be accomplished by the speaker in the introduction of the speech. The strategy of grabbing audience’s attention will be discussed. Then, the students will practice to write a speech’s introduction by implementing the techniques of grabber that they have learnt before.

In the third meeting, the students practice what have been learnt in the previous meetings. The students are performing the speech they have. By performing individually, the students can know how good they apply six basic aspects to be an effective speaker. The tutor and other students will give evaluation on the students’ performances. The evaluation will be about message, accuracy, self- control, body language, voice and how to deal with audience.

As stated in the second principle of public speaking, every public speech is a blend of content, organization, and delivery (Grice & Skinner, 1995). It means that a speaker should pay attention to how to create the content, how the structure of speech will be and how he delivers his speech. If he can master it, he will perform better. This is why the researcher allocates the fourth meeting for students to know more about the content. In this meeting, the kinds of speech, how they arrange the organization of the speech and how they connect the ideas in speech will be elaborated. These aspects will be used by the students to prepare their own speech by creating a speech form articles provided by the tutor. Then, they will guide to list each point stated for the content to help them mastering each part of the content well.

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42 After dealing with the content of speech, in the fifth meeting the students are led to evaluate their own draft by using the feedback from their peer and tutor. In this meeting, there is no new additional theory. The students focus only on preparing their performance day. They evaluate their speeches by applying peer feedback system. Preparation is the focus of this meeting. According to Ross (1995), researcher suggests that preparation, a clear understanding of speech assignment, and being adequately informed about the topic chosen can help ameliorate anxiety (p.22).

Then, the sixth and the seventh meetings are the performance day. The students are expected to perform their speech well. All aspects of being effective speaker are the criteria for assessing the students’ performance.

Table 4.3 List of the Topics and Content

4. Learning Objectives

Based on the content chosen, the researcher formulates the indicators that the students have to achieve in each meeting. The researcher decides to design

Meeting Topic Content

1 Be an Effective Speaker • some aspects to consider by public speaker 2 Seize Their Attention • how to grab attention

• how to create speech introduction

3 Let’s Practice • some aspects to consider by public speaker

• how to grab attention 4 Let’s Write a Speech • kinds of speech

• structure of a speech 5 Let’s Prepare • preparation day 6&7 Let’s Perform • performance day

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each unit only for one meeting. This is due to the limited time allocation. The indicators are as follow:

Table 4.4 List of the Topics and Indicators

5. Learning Activities

The researcher started to arrange the learning activities based on the learners’ characteristics, and learners’ need that were obtained from the pre- design survey. The researcher chose activities that support the goal, general purposes and the subject contents. Since the students were motivated to learn in group, the activities designed during the meetings were not only done individually but in group. The learning activities on each meeting were divided into three sections. They were pre- activity, whilst activity, and post- activity. The detail information about the activities was provided in the following description.

Meeting Topic Indicators

1 Be an

Effective Speaker

• Students can identify some aspects to consider while speaking in public.

2 Seize Their Attention

• Students can identify five techniques of grabbing audience’ attention.

• Students can create an interesting speech introduction. 3 Let’s

Practice

• Students can apply the six aspects to consider while speaking in public when they are performing a speech.

• Students use appropriate technique of grabbing attention in their speech.

4 Let’s Write a Speech

• Students can identify kinds of speech

• Students can identify the structure of a speech. 5 Let’s

Prepare

• Students can revise their own draft.

• Students can practice pronouncing the words in their draft correctly.

6&7 Let’s Perform

•Students can deliver an understandable speech in front of the audience

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44 a. Pre- Activity

Since the meeting is held in the early morning, the pre- activity should create an atmosphere where the students can feel excited and ready for the learning. Since the students are motivated to join the activities and they love to practice speaking, the researcher designs pre- activities which are challenging to encourage the students to speak up. Then, the researcher decides to apply discussion. The tutors are expected to guide their learners through discussing interesting things which are related to that day’s topic. The discussions are about pictures, video they watched or the facts that happening, etc.

b. Whilst Activity

The whilst activity is divided into two parts. They are “be aware” and “be real”. “Be aware” is a session for the students to learn the supporting materials that should be mastered before practicing. They should be aware of those materials before applying them. Then the practice session is called “be real”. In this session the learners are applying what they learnt in “be aware” session. c. Post- activity

In the post activities, all materials that have been learnt are reviewed. In the end of some meetings, there will be tasks or things to prepare announced for the next meeting.

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Table 4.5 The Description of Designed Materials

No Topic Main Activity Teaching Activities Learning Activities 1 Meeting 1:

Be an Effective Speaker

a. pre- activity • discussing videos

• discussing videos b. whilst activity • lecturing while

building a discussion

• observing games

• discussing

• playing games c.post –activities • evaluating • evaluating 2 Meeting 2:

Seize Their Attention

a. pre- activity • discussing videos

• discussing videos b. whilst activity • lecturing

• observing

• listening to teacher

• doing assignments c. post activity • evaluating • evaluating 3 Meeting 3:

Let’s Practice

a. pre- activity • reviewing • reviewing b. whilst

activity

• observing • performing a speech c. post- activity • evaluating • evaluating 4 Meeting 4

Let’s Write a Speech

a. pre- activity • playing an audio

• discussing

• listening to an audio

• discussing b. whilst activity • lecturing

• observing students

• listening to teacher

• writing a draft c. post- activity • evaluating • evaluating 5 Meeting 5

Let’s Prepare

a. pre- activity • giving instructions

• listening to instructions b. whilst activity • observing

• observing

• peer checking

• performing in group

c. post- activity • evaluating • evaluating 6 Meeting 6&7

Let’s Perform

a. pre- activity • giving instructions

• listening to instructions

b. whilst activity • observing • performing a speech

c. post- activity • evaluating (giving feedback)

• listening to feedback

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6. Evaluation

After designing the materials, the researcher distributed questionnaires in the form of close- ended and open- ended questions. These questionnaires were used to gain comment and feedback on the proposed design. The evaluators of the design who be the evaluators of the questionnaires were two ELESP lecturers of Sanata Dharma University and an English teacher in SMAN 1 Depok who is the coordinator of English Club in SMAN 1 Depok.

Table 4.6 The Description of Participants of Post- Design Survey

Participants Educational background

Teaching Experience (years) S1 S2 <10 10-20 >20 The lecturers of Sanata Dharma

University

2 1 1 The teacher of SMAN 1 Depok 1 1

The researcher employed four numbers among 1 up to 4. Each number represents the evaluators’ agreement and disagreement on the proposed designed materials.

Table 4.7 The Result of Post- Design Survey

No The Lecturer’s / teacher’s evaluation on…

N Degree of Agreement

Mean 1 2 3 4

1 The major goals of the designed materials are well formulated.

3 2 1 2.67 2 The designed materials are able to meet the

goals of English Club program (in speech only).

3 1 1 1 3

3 The syllabus is well-designed. 3 1 2 2.67 4 The lesson plan for each meeting is well-

designed.

3 2 1 2.33 5 Generally, the content of the designed materials

are well-elaborated.

3 1 1 1 3 6 The activities on each material are well-

arranged.

3 1 1 1 3 7 Generally, the activities on each meeting can

attract students to develop their public speaking skill individually.

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8 The instructions of the designed materials are clear and understandable.

3 1 1 1 3 9 The designed materials are relevant to the

students’ knowledge and skill level.

3 1 1 1 3 10 The designed material is suitable with students’

need.

3 1 1 1 3 11 The content of the designed materials are

related to the students’ life.

3 1 1 1 3 12 Graphically, the designed material is interesting 3 2 1 3.33 13 Overall, the material is well- designed 3 1 1 1 3

Based on the result of the questionnaires distributed to the evaluators, it was seen that the goal had been on the right track, but the evaluators suggested the researcher to specify the student’s achievement using the specific manner since the goals had not stated in a complete formulation yet.

In order to enhance the students’ public speaking skill, the activities were planned to prepare the students to be able to deliver a speech well as the outcome. The evaluators agreed that the activities in the designed materials had encouraged the students to speak out in public. The exercises and the discussion could help the students to enhance their public speaking skill. The evaluators also considered that the approach of Communicative Language Teaching had been applied well to build the communicative atmosphere in the learning activities. This atmosphere would support the students to achieve the expected goals.

The evaluators agreed that the concepts of speech activities had been allocated well in the syllabus and the lesson plan for each meeting. The ideas were good. Unfortunately, some indicators and some learning activities had not been stated in good sentences. The thing to revise here was the diction. They suggested revising some indicators by choosing the more appropriate verbs and some

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48 learning activities’ sentences to be effective sentences. They also suggested the researcher to complete the lesson plan using sources since those sources were really important for the design users.

The evaluators considered that the topic’s arrangement listed in the syllabus had been well- organized. The theories and principles of public speaking and speech had been applied well in these designed materials. Those theories were implemented well in the seven meetings. On each meeting, the materials were elaborated well based on the time provided. As a revision, an evaluator suggested to specify the kind of speech which was learnt in meeting four. Since it was writing session, the speech should be specified in order to make it easy to evaluate. Besides that, an evaluator said that it would better if the speech done in meeting three was contextualized. It would be more fun and suitable with the students’ life.

The activities on each material were also well- arranged. The evaluators agreed that the materials and the exercises had been varied. It was good to classify the activities into be ready where the students could get prepared before they came up with the learning, be aware where they could learn more deeply about the things to learn to be a good public speaker and also be real where they could apply the materials which they had learnt before. The evaluators agreed that the activities planned in the design had supported each other. The materials here were not just designed to guide the students to learn the theories but there were also practice time to implement what they had in their mind.

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