50
chose games as the most favorite activity in classroom. Fifty seven percent students answered role play; forty two percent students answered problem solving; forty two
percent students answered presentation group discussion and seven percent students added other activities such story telling and singing as the activity which could draw
their interest in learning English. In question number ten, the writer asked about kinds of topics that the
students were interested in learning. The result showed that sixty percent students enjoyed learning the topics which was up to date. Ninety one percent students chose
interesting and understandable topics to learn. Being easy to learn, forty five percent students had interest to learn topics which were related to their background
knowledge. In question number eleven, the writer also aimed to know the description of
the materials that the students preferred. The result of the questionnaire conveyed that seventy seven percent students liked interesting topics in speaking materials.
Sixty eight percent students preferred materials that brought new knowledge. Fifty seven percent students believed that many speaking practices were important for the
speaking materials. Five percent students answered that they preferred more fluency practice in learning speaking.
Finally, as result of question number twelve, the writer found the top five topics chosen by the students. The students selected the topics in accordance with the
themes offered. Those chosen topics were Going Global, Back to Nature, It’s All about Money, Be Positive, and TV Media.
Based on the interview with the English teachers as the person who is in charge of classroom activities and the facilitator of learning, the writer acquired some
51
important data so as to recognize the students’ characteristics and needs. The descriptions of the English teachers’ opinions were as follows:
1. The Description of Teaching English in Language Program in SMA Stella Duce
1 Yogyakarta provided in questions 1-4 The teachers taught integrated skills in teaching English, yet the level of
priority in teaching skill were not balanced. In teaching skills, speaking got less priority. As a matter of fact, students really needed more time to practice their
English because their level of proficiency in learning English was in average level. Competence-Based Curriculum became a framework which was used in
SMA Stella Duce 1 to develop syllabus design and lesson plan. 2.
Students’ Lack in Learning English provided in questions 5-7 Students sometimes met difficulties in their learning. Fear of making mistake
and lack of confidence to speak up were the problems. The teachers exploited some interpersonal approaches and strategies such as cooperative learning and
problem-based learning to raise the students’ courage in speaking. Those ways could help students learning effectively in spite of the fact that it would spend
much time and effort to prepare those approaches comparing to lecturing approach.
3. Students’ Necessities in Learning English provided in questions 8-13
Actually, it was really important for the students to speak the language that they had learned. The teachers could trigger and encourage them by providing
comfortable learning atmosphere so that the students have no tension to speak up. Another effort was the teacher could deliver the topics that were familiar and
related to the students’ background. Still, the teacher should spend more time to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
explain the topics if the students found the topics were difficult to learn. The reason was the topics and tasks given sometimes were not in accordance with the
context of use in daily life. That situation made the students could not give meaning in their learning and applied it in task given. To overcome this situation,
the teacher should spend extra time to explain the topics and its relation to real context and encourage the students to do the task.
4. Appropriate English Materials According to the Teacher provided in questions
14-15 Analyzing the answers from questions 14 and 15, the writer found that
basically any kinds of activity or media in classroom could help the students to learn speaking and relate to their daily-living as long as the students knew and
were able to use what they had learned in their society. The teacher would act as the facilitator which facilitates the activity and media as the components of
learning.
1. Developing the Instructional Materials
Having information about students’ characteristics, lacks, and wants in learning English taken from needs survey, the writer also carried out some literature
review which were already presented in Chapter II. After studying the important information from needs survey and some relevant theories from literature review, the
writer began to develop the materials design. The writer provided six phases in the materials’ development. The phases were combined and adapted from the
instructional steps of designing materials Yalden’s and Newby’s models. Those phases were as follows:
53
a. Considering the Purpose of the Course
According to the interview with the English teachers, the writer found that Competence-Based Curriculum was the curriculum which has prevailed in SMA
Stella Duce 1 Yogyakarta. Therefore, the writer developed the designed materials which are rooted in this curriculum. According to Mulyasa 2004: 76, the goals of
the course which uses Competence-Based Curriculum are known as Standard Competence. The general purpose of the course is more familiar as Basic
Competence. Standard competence and Basic Competence were presented as follows:
Standard Competence : To communicate in spoken and written languages by using
appropriate variety fluently and accurately in interactional discourse and monologue particularly in the forms of descriptive, narrative, anecdote, analytical exposition,
and hortatory exposition that leads to interpersonal meaning variation.
Basic Competence: To express meanings in transactional discourse, interpersonal
discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical exposition, and hortatory exposition.
The topics for each meeting were to be arranged from some themes provided by Contextual Teaching and Learning. The themes cover personal issues, social
issues, economic issues, political issues, and cultural issues that occurred in society. To determine the topics which would be learned by the students, the writer presented
the topics in needs survey for the students to choose. As the result of the needs survey from students’ questionnaire, five topics were chosen rooted in the students’
interest to cultivate their background knowledge and learn more about the topic. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
The topics were listed as follows: 1 Going Global Social Issue
2 Back to Nature Social Issue 3 It’s All about Money Economic Issue
4 Be Positive Personal Issue 5 TV Media Social Issue
Dealing with some observation in English textbooks for the second language program and needs survey, the writer discovered that sometimes the topics provided
were not familiar for the students. However, the teacher should be creative to present the learning materials which were still in accordance with the language function.
Accordingly, being a teacher, it was a challenge for the writer to provide the topics that were developed from some language functions found in English textbooks for
the second grade of language program. Based on the observation of some actual issues in society, the writer then provided three more topics to complete the eight
units. 6 Mixed Emotions Personal Issue
7 Rules and Freedom Political Issue 8 Culture Matters Cultural Issue
The writer arranged the topics for each unit anchored in the level of difficulty of the issues. The level of difficultly could be seen from the selection of issues
covered in problems which needed to be solved. The students would start to cultivate and expand their critical thinking derived from their previous experience of the
issues and discuss it to find the solution for the problems. The issues might not be ever discussed particularly in the learning activity despite the fact that the students
55
were familiar with the issues. The issues would become the themes of learning. The issues would be narrowed in some specific topics. The writer would explain further
about the topic as follows: a
Be Positive is the topic and title for unit one. The topic is elaborated from
personal issue. The students are to develop their own critical thinking by learning themselves first, whether they were optimistic or pessimistic person.
b Mixed Emotions
is the topic and title for unit two. The topic is exploited from personal issue. In group discussion, the students learn to identify emotions that
could occur in their personal life and how to deal with the emotion. c
TV Media is the topic and title for unit three. The issues which will be discussed
are about social issue. Since the students were familiar with TV advertising and shows, so they learn to exploit the influence of TV media in their way of
thinking. d
It’s All about Money is the topic and title for unit four. It concerns on economic
issue. The students will discuss the use of money particularly in helping people. e
Modernization
is the topic and title for unit five. The issue involved is social issu. In this topic, the students will learn to be aware of the development in their
surroundings and the effect of the modernization in their life. f
Rules and Freedom is the topic and title for unit six. Political issue will be
conveyed in this unit. The students will learn the laws in this country and how to reciprocate those laws.
g Culture Matters
is the topic and title for unit seven. The focus of the discussion is cultural issue. In group discussion the students will learn to cope with different
cultures and develop cross cultural understanding. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
