in Sanata Dharma University. 9
The materials provide opportunity for students to develop their public
speaking skills.
10 The materials provide opportunity to
develop students’ thinking skills and widen knowledge.
11 The instructional materials are able to
raise student’s motivation in learning English.
12 The instructional materials are able to
support students’ independent learning.
13 The listening, reading, and writing
sections are able to support student’s speaking skills.
14 Generally, the instructional materials
are well elaborated.
1. What is your opinion about the designed materials? ………………………………………………………………………………
……………………………………………………………………………… ………………………………………………………………………………
2. What are the strength and weaknesses of the instructional materials? ………………………………………………………………………………
……………………………………………………………………………… ………………………………………………………………………………
3. What is your suggestion to improve the instructional materials? ………………………………………………………………………………
……………………………………………………………………………… ………………………………………………………………………………
……………………………………………………………………………… ………………………………………………………………………………
thank you
List of Questions
Interview for Post-Design Survey
I. Personal Data
Semester: ……..
II. List of Questions
1. What is your opinion on the multimedia materials? 2. Do the multimedia materials support the learning of Speaking?
3. Do the materials motivate you to learn Speaking? 4. Do you think the materials support your independent learning?
5. What is your opinion towards the classroom materials? 6. What are your suggestions?
thank you
The Raw Data of the results of the Post Design Survey
The Results of the Post-Design Survey
Degree of Agreement No Questions Respondent
SD 1 D 2
A 3 SA 4
Mean 1
√
2
√
3
√
4
√
5
√
6
√
7
√
1 The standard
competencies are well formulated.
8
√
3.37
1
√
2
√
3
√
4
√
5
√
6
√
7
√
2 The indicators are well
formulated and considered to be able to
support the standard competencies.
8
√
3.5
1
√
2
√
3
√
4
√
5
√
6
√
7
√
3 The instructional
materials are relevant to the standard
competencies.
8
√
3.5
1
√
2
√
3
√
4
√
5
√
6
√
7
√
4 The topics are interesting
and well arranged.
8
√
3.37
1
√
2
√
3
√
4
√
5
√
6
√
5 The materials in each unit
are well arranged.
7
√
3.75
8
√
1
√
2
√
3
√
4
√
5
√
6
√
7
√
6 In general, the
instructions in each section are clear.
8
√
3.37
1
√
2
√
3
√
4
√
5
√
6
√
7
√
7 The lay out of the
materials is user friendly.
8
√
3.62
1
√
2
√
3
√
4
√
5
√
6
√
7
√
8 The instructional
materials are suitable to be applied in teaching
Speaking IV subject in English Language
Education Study Program in Sanata Dharma
University.
8
√
3
1
√
2
√
3
√
4
√
5
√
6
√
7
√
9 The materials provide
opportunity for students to develop their public
speaking skills.
8
√
3.12
1
√
2
√
3
√
4
√
5
√
6
√
7
√
10 The materials provide
opportunity to develop students’ thinking skills
and widen knowledge.
8
√
3.25
1
√
2
√
11 The instructional
materials are able to raise student’s motivation in
3
√
4
√
5
√
6
√
7
√
learning English.
8
√
3
1
√
2
√
3
√
4
√
5
√
6
√
7
√
12 The instructional
materials are able to support students’
independent learning.
8
√
3.12
1
√
2
√
3
√
4
√
5
√
6
√
7
√
13 The listening, reading,
and writing sections are able to support student’s
speaking skills.
8
√
3
1
√
2
√
3
√
4
√
5
√
6
√
7
√
14 Generally, the
instructional materials are well elaborated.
8 √
3.12
1. General Description
2. Syllabus
3. Lesson Plan
GENERAL DESCRIPTION
This study is entitled Designing a Set of Integrated English Supplementary Speaking Materials for Speaking IV Subject in the English Language Education
Study Program of Sanata Dharma University. This study is intended to design a set of English instructional materials to teach Speaking subject by applying the
theory of integrated language instruction in which speaking is integrated to other skills such as listening, reading, and writing.
A. Background
One of the most fundamental skills required these days is the ability to communicate orally both interpersonal and public, particularly using English
language. Even speaking is viewed as the most demanding, most language learners also feel it to be the most difficult skill to master. This is even felt by
those who specially learn this language in their education, such as students of English Literature or English Language Education Study Program.
Oxford 2001 states that incapability of using language in a real life was caused by a heavy focus on learning about and analyzing the language itself with
little emphasis put on authentic communication. Therefore, a speaking class which generally has segregated language instruction and put a heavy focus on linguistic
function is considered to be insufficient in promoting students’ oral competence.
Description given previously is being the main reason for the writer to design a set of English speaking materials which is able to give meaningful
learning to language learners. The instructional speaking materials will be designed in an integrated fashion. Here, the speaking skill is integrated with other
skills such as listening, reading, and writing. The materials given is not only restricted to communicative expressions, it also pays attention to vocabulary and
pronunciation. The materials designed also make use the principle of content- based language instruction since it has advantages such as such as provide a wider
knowledge and develop thinking skill that surely promote meaningful learning.
The materials in this study are specially designed for the Speaking IV subject on English Language Education Study Program of Sanata Dharma University. In
the speaking IV subject, students begin to be introduced to public speaking skill. The ability to express ideas in front of audiences surely will be a valuable asset,
especially in an increasingly competitive working world. Designing a set of integrated English instructional materials for speaking IV subject is believed to be
able to promote student’s oral competency in accordance to the goal of this subject.
B. Objectives
Three objectives in this study are as follows: 1. to promote student’s oral competency especially their public speaking
skill. 2. to promote meaningful learning.
3. to enable students develop wider knowledge.
C. Subject Contents
In order to get the subject content, the need survey was conducted to 45 semester IV students of English Language Education Study Program of Sanata
Dharma University. Based on the survey, there are eight most interesting themes to be discussed. Those themes are deducted into topics which are
presented in these ten units which are as follows:
No. Themes Unit
Description
1 Education Unit 1. Cut and
Paste The topic for this unit is plagiarism.
In this unit, students are encouraged to express their opinion on certain
education issue which is plagiarism.
2 Entertainment Unit 2. Sneak
Preview The topic for this unit is movie. In
this unit, students are encouraged to express their opinion of certain
movie in a well delivered speech.
3 Health
Unit 3. Fit or Fat The topic in this unit is the risks
and benefits of coffee. In this unit, students are encouraged to deliver
persuasive message about the given topic.
4 Sport
Unit 4. I Love This Game
The topic in this unit is sport games. In this unit, students are
encouraged to demonstrate the process of giving and asking
information through conducting interview about sport games.
5 Travel and
Tourism Unit 5. Sun, Sea
and Sand
The topic in this unit is issue on travel and tourism. In this unit,
students are encouraged to demonstrate the appropriate public
speaking skill that would be necessary while having job
interview.
6 Environment
Unit 6. Climate Change
The topic in this unit is cause and effect of climate change. In this
unit, students are encouraged to perform effective problem solving
activity to environmental problems when holding group discussion.
Unit 7. Pop Culture The topic in this unit is popular culture. In this unit, students are
encouraged to conduct a survey on the issues of popular culture
effectively. 7 Culture
Unit 8. Meet the Metrosexual
The topic in this unit metrosexuality. In this unit,
