Steps in Designing the Materials
47 The third question was about the difficulty found by the students in
speaking English. It was stated by the teacher that the students’ hardness
were their limited vocabulary and their lack of confidence. The fourth question was about the teaching method used by the
teacher in teaching the conversation class. The teacher stated that she usually uses class discussion to introduce what they are going to learn
about, delivers the materials by using example, asks the students to practice, does questions and answers activity to check the students’
understanding about the dialogue’s content, and asks them to practice reading the dialogues based on the given situation. The teacher also used
games, song, story telling as the teaching techniques. The fifth question was about the teaching approaches used in
teaching the conversation class. The teacher stated that Contextual Teaching and Learning and Communicative Language Teaching were the
approaches used in this conversation class. The sixth question was about the use of games technique in
teaching conversation class. It is stated by the teacher that the games are usually used in warming up activity. Games are usually used in the
opening part since it makes the classroom more relax and differs from the English subject the students’ have in the morning class. Thus, it is assumed
that the students could learn about English speaking easily.
48 The seventh question was about the students’ response towards the
use of games technique in teaching conversation class. The teacher said that the she can feel that the students are enthusiastic in learning English
speaking by using game as the teaching technique in the class. The eighth question was about the teacher’s opinion about games
technique for English speaking development. The teacher stated that game is one of the effective techniques that is used to improve the
students’ ability in speaking in English. It is also enjoyable because the students will
feel more relaxed in learning about English. English subject itself is even assumed as a hard subject to learn. Thus, it is important to use an
enjoyable way of teaching like games. The ninth question was about the topics needed in the conversation
class of SMP Taman Dewasa Jetis. The teacher stated that the topics are usually simple materials that will be used in the students’ daily
conversation. The last question was about the materials that had been developed
by the teacher in teaching conversation class. So far, since it was the first time for the teacher teaching this conversation class, the teacher then only
simply developed the materials from the speaking skill materials in the syllabus for the morning class. The materials are also developed by
searching in the internet and by using supportive learning sources.
49 2
Students’ needs based on the questionnaire distributed to the students
Then, in order to fi nd out the deeper information about the students’
needs based on the students’ point of views, the researcher distributed the questionnaires on the students’ needs to the nine students of the seven
grade. The questionnaire consisted of two parts. The first part was the close-ended questions. In this part, the researcher provided some
statements with the degree of agreement from 1-4, as described in table 4.1. The descriptive statistic on the detailed result of the first part of the
questionnaire will be shown in Appendix D. From the result, it was shown that the mean ranged from 2.8 to 3.8 on the scale 4.
Table 4.1. Degree of Agreement
Degree of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
While, in the second part of the questionnaire, there were eight open-ended questions. From the answers, the researcher could see deeper
what the students really want, need, and expect from the course. From the open-ended questions, the researcher collected the information of what the
students need as follow:
50 1.
The students’ interest in learning English, especially in speaking skill.
a The students are all interested in learning and speaking
English. 2.
The obstacles which were faced by the students in improving their English speaking skill.
a The pronounciation of the English words
b The difficulty in telling stories
c The vocabulary mastery
3. The students’ strategies in facing the obstacles.
a Joining conversation class
b Looking up the dictionary whenever they feel unable to
translate certain English words 4.
The kind of class activities the students like in order to improve their English speaking skill.
a Reading some dialogues, telling story, and singing
b Having discussion, some games, and drilling
5. The use of games as the students’ learning technique.
a Two students answered that they never used games as their
learning technique. b
Seven students stated that they ever used games as their learning technique.
51 6.
The students’ opinion about games in improving their English speaking skill.
a All of the students like to have games as the technique in
learning English speaking. 7.
The roles of games in improving the students’ English speaking skill.
a All of the students like agreed that games can help them in
improving their English speaking skill. 8.
The topics the students want to learn in this conversation class. a
Describing people’s appearance b
Things around us that will be used in our daily activity and daily conversation
c All topics are considered as needed and are important to
learn 2.
Planning
The second step of RD was planning. There were three parts included in this step. First, the researcher tried to list the goals, topics, and general
purposes. The second step was defining the learning objectives. The third step was developing the general guideline for the designing materials.
a. Listing the Goals, Topics and General Purposes
After collecting the information and data about the students’ needs, the researcher then stated the goals, topics, and the general
52
purposes of the materials. After listing the topics, the researcher had to
define the goal of the topic as well.
Unit titles Language
Function Standard
Competence Basic Competence
Hello My Name is
Jenny. Greeting,
introducing one self, introducing
others Expressing the
meaning of simple short oral
functional text related to the
nearest environment
Expressing the meaning of speech act in simple short
oral functional text in term of transactional or interpersonal
dialogue in accurate, fluent, and acceptable manner
related to the nearest environment in form of
greeting, introducing one self, and introducing others.
Where’s Jenny’s
Apartment? Telling the time,
asking for and giving directions
Expressing the meaning of
simple short oral functional text
related to the nearest
environment Expressing the meaning of
speech act in simple short oral functional text in term of
transactional or interpersonal dialogue in accurate, fluent,
and acceptable manner related to the nearest
environment in form of telling the time, asking for,
and giving directions.
Who am I? Describing
people, profession
Expressing the meaning of
simple short oral functional text
related to the nearest
environment Expressing the meaning of
speech act in simple short oral functional text in term of
transactional or interpersonal dialogue in accurate, fluent,
and acceptable manner related to the nearest
environment in form of describing people and
profession.
What’s Your
Favorite Place?
Describing places,
preposition of place
Expressing the meaning of
simple short oral functional text
related to the nearest
environment Expressing the meaning of
speech act in simple short oral functional text in term of
transactional or interpersonal dialogue in accurate, fluent,
and acceptable manner related to the nearest
environment in form of describing places and
preposition of place.
53 b.
Defining the Learning Objectives The learning objectives contained what the students could get
from the materials. It aimed to promote the materials so that the students will be interested in learning the materials.
Unit Titles Basic Competence
Objectives
Hello My Name is
Jenny. Expressing the meaning of
speech act in simpe short oral functional text in term of
transactional or interpersonal dialogue in accurate, fluent
and acceptable manner related to the nearest
environment in form of greeting, introducing one self
and introducing others. Students are able to state some
expressions of greeting, introducing one self and
introducing others in detail. Students are able to perform
how to greet people, introduce themselves and introduce
others. Students are able to practice
how to greet people, introduce themselves and introduce
others. Students are able to participate
in conversation that relates to greet people, introduce
themselves and introduce others.
Where’s Jenny’s
Apartment? Expressing the meaning of
speech act in simple short oral functional text in term of
transactional or interpersonal dialogue in accurate, fluent
and acceptable manner related to the neares
environment in form of telling the time, asking for
and giving directions. Students are able to state some
expressions of telling the time, asking for and giving directions
in detail. Students are able to perform
how to tell the time, ask for and give directions to others.
Students are able to practice how to tell the time, ask for and
give directions to others. Students are able to participate
in conversation related to tell the time, ask for and give
directions to others.
54
Unit Titles
Basic Competence Objectives
Who am I?
Expressing the meaning of speech act in simple short oral
functional text in term of transactional or interpersonal
dialogue in accurate, fluent and acceptable manner related to the
nearest environment in form of
describing people and people’s profession.
Students are able to state some expressions used in describing
people and people’s profession in detail.
Students are able to perform how to describe people and
people’s profession. Students are able to practice
how to describe people and people’s profession.
Students are able to participate in conversation that relates to
describe people
and people’s profession.
What’s Your
Favorite Place?
Expressing the meaning of speech act in simple short oral
functional text in term of transactional or interpersonal
dialogue in accurate, fluent and acceptable manner related to the
nearest environment in form of describing places and
preposition of place. Students are able to state some
expressions used in describing place and prepositions.in detail.
Students are able to perform how to describe place and
prepositions. Students are able to practice
how to describe place and prepositions.
Students are able to participate in conversation that relates to
describe place and preposition of place.
c. Developing the General Guideline
The researcher then developed the general guideline of the course in form of syllabus. The designing of the syllabus is
considering the students’ needs. It aimed to make the learning materials stay in the target and the main purposes in teaching the
students.
55 3.
Material Development
The third step in designing the materials based on RD method was developing the materials. In this step, the researcher tried to list the subject
contents, select the teaching and learning activity and resources, design the message and develop the materials.
a. Listing the Subject Contents
In this step, the researcher listed the subject contents in order to clarify the learning objectives stated in each unit. In listing the subject
contents, the researcher considered the three phases of Task-Based Learning approach. Those phases are presented as three major sections as
follows: 1
Let’s Get Set This is the warming-up activity, placed in the beginning of the
meeting. The aim of this part is to introduce the students to the topic they are going to learn. In this section, the students deal with some simple
pictures and questions to stimulate their experiental knowledge towards the topic.
This section appears in red colour. It consists of the language in use part which contains main materials or useful expressions related to the
topic. The language in use part also provides the linguistics informations,
56 primary expressions, phrases and technical vocabularies. The purpose is to
give deeper knowledge about the topic that will be learnt. 2
Let’s Get Ready
This section appears in yellow colour. It consists of various exercises given to the students. The exercises are about completing
dialogue, fill in the blank, making dialogue, and jumbled-words. The aim of the exercises is to check the students’ understanding about the materials
that had been given in the previous phase. Dialogue completion and dialogue making are used to give chances to the students to practice their
English speaking. While, jumbled- words is used to check the students’
overall knowledge, both knowledge about the materials and the sentence construction. The jumbled-words game here is in the form of puzzled
cards. So, the students’ psychomotor skill is also used here.
3 Let’s Go
This is the last section of the designed materials. This part consists of one exercise that counted as the summary of all of the materials
presented in the previous phases. This part is using role-play and guessing game. The aim is to recheck the students’ understanding through the
speaking practices done by the students in this phase.
57 b.
Selecting the Teaching and Learning Activity and Resources
In this step the researcher decided what teaching and learning activity would be used in the materials. The selected teaching and learning
activity should be suitable for the students’ needs. Moreover, it had to be interesting and attracting so that the students will be enthusiastic being
involved in the learning activity. In order to get the students’ attention, the researcher used various and colorful pictures that were taken from
www.photosearch.com. The pictures are still related to the topics and suitable to the students’ age.
c. Designing the Message and Developing the Materials
The researcher then developed a set of speaking materials using games as the technique. Game is chosen as one of the best techniques that
can improve the students’ ability in English speaking. Thus, the researcher still had to consider the students’ needs.
4. Material Validation
In this step, the designed materials were being evaluated by some material design experts. The evaluation is presented as follows:
a. Evaluating the Designed Materials
Evaluation of the designed materials was needed in developing the designed materials. The evaluation was done by distributing questionnaires
to five material design experts. They were from five different institutions.
58 Their teaching experiments are varied. From them, the researcher got the
the comments and feedback to improve the designed materials. The description of the respondents and the detail of the post-design
questionnaire will be described as follows. 1
Description of the Participant
Table 4.2. The Description of the Participants Sex
Educational Background
Teaching Experience in year
Male Female
S1 S2
S3 1-5
6-10 10-30
A teacher who teaches
English conversation
in SMP Pangudi
Luhur YK V
V V
An English tutor of Alpha
English Course
V V
V
An English lecturer who
teaches in Sampoerna
University V
V V
A teacher who teaches
English Conversation
in SMP Taman
Dewasa Jetis V
V V
A teacher who teaches
English subject in
SMP N 1 Sentolo
V V
V
59 2
Data Description This part is the detailed description of the data gathered from the
evaluation done by the material design experts. The result of this post- design questionnaires is in form of descriptive statistic. As stated in the
table 4.3 below, the degree of agreements in each statement is from 1 to 4. The descriptive statistic on the detailed result of the first part of the
questionnaire will be shown in Appendix F. From the result, it is shown that the mean ranged from 2.8 to 3.6 on the scale 4 which meant that the
designed materials were appropriate and acceptable to be implemented to the conversation class at SMP Taman Dewasa Jetis. Yet, the designed
materials still needed some improvement based on the comments, feedback, and suggestions in the second part of the questionnaire.
Table 4.3. Degree of Agreement
Degree of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
The second part of the questionnaire showed the respondents’ answer on the open-ended questions. There were questions proposed in the
second part of post-design questionnaire. They were asked to give
60 comments and suggestions on the designed materials based on the
questions given. Overall, the respondents’ comments and sugestions were satisfying.
The detailed result will be shown in Appendix G. Yet, the respondents’
general comments and suggestions for the designed materials are listed as follows:
1. The respondents’ opinion on the strengths of the designed materials:
a The use of pictures ease the students to understand more about the
materials. b
The instruction is easy to understand. Furthermore, the material is very simple and interesting for the students.
c The layout is really good and colorful and suitable for SMP
students. d
The variety of games is effective 2.
The respondents’ opinion on the weaknesses of the designed materials:
a The tasks could have been more various.
b The grammar building should have been added to the designed
materials
61 3.
The respondents’ general comments on the designed materials:
a The materials are good, but it still has to be more specific and in
details. The designer should vary the activities, since it involves task-based learning approach.
b Overall, the materials were designed clearly and effectively to
teach the students. 4.
The respondents’ suggestions on the thing that should be improved in the designed materials:
a The writer should check some grammatical errors in several parts
of each unit and try to give more explanation on what to do. 5.
Revision
Revising the Designed Materials The last step of designing the materials is revising step. In revising the
designed materials, the researcher considered the evaluation questionnaire result and the feedback given by the respondents. This step aimed to improve
the designed materials before they are really distributed and implemented to the conversation class at SMP Taman Dewasa Jetis. The revisions done by
the researcher were presented as follows: 1
The researcher tried to use Microsoft Publisher a software program to design the layout of the designed materials so that the look will be more
62 interesting. Before being revised, the researcher used Microsoft Office to
design the layout of the designed materials. 2
The researcher tried to differ the fonts for every different function of sentence. This is to avoid confusion to happen in understanding each
sentence’s function, whether it is a title, a subtitle, an instruction, or an explanation of the instruction. The revised fonts would ease the
students in reading the designed materials. 3
The researcher syncronized all of the punctuation in all of the instructions. Before being revised, the researcher used different kind
of punctuation in the same-functioned-sentence. For example, the instruction in unit 1 used a full-stop . to end the sentence. Yet, the
instruction in unit 2 used An exlamation mark to end the sentence. After being revised, all of the instruction ends with a full-stop.
4 The researcher edited some of the designed materials contents. They
revised part were the use of Indonesian language in the example and explanation in the Chapter I of the designed materials. The researcher
translated all of the Indonesian words into English. In conclusion, the researcher improved the designed materials in
order to present the better final version of the designed materials. The respondents’ feedback was really helpful in evaluating, revising, and
improving the designed materials.
63