The Findings of the Study
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From the result of need analysis, 82.5 of the students still meet difficulties when learning English. 15 of them sometimes meet difficulties and 2.5 of them
do not meet any difficulties when learning English. 42.5 of them think that listening skill is the most difficult to learn. 22.5 meet difficulties in speaking skill,
17.5 meet difficulties in vocabulary, 10 meet difficulties in grammar, 5 meet difficulties in reading, and 2.5 meet difficulties in writing.
There are 75 of the students who are not satisfied with English course that they have joined and 25 are satisfied with it. Generally, the first reasons why they
are not satisfied because they feel their abilities are not good enough. Because of that reason, they still face many difficulties in learning English. Second, their obstacles in
learning English occur when they have to speak in English or when they meet vocabularies that they do not understand. Third, they feel that the teaching method is
not satisfied and boring for them. There are two reasons why 25 of them are satisfied with English course they have joined, the class has a good method and the
students can increase their ability. Related to the students’ point of view of the teaching techniques, 72.5 of
the students believe that lecturing technique is the teaching method that they do not like, 17.5 do not like presentation technique and 5 do not like role play. Although
5 do not like discussion but 50 like it for the teaching technique. 32.5 like role play, 15 like presentation and 2.5 like lecturing. Furthermore, 85 of the
students believe that they need speaking skill more than other language skills. 12.5 need listening skill and 2.5 need reading skill.
The writer gave 16 topics that can be chosen by the students related to their needs and wants in certain topics. In this question the students can choose more than
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one topic. Most of the students that are 72.5 choose telling about traditional arts in Yogyakarta. Then, another majority votes derives from telling about Javanese
dances, Javanese theatres, puppet performances, or Javanese music that is chosen by 60 of students. 57.5 choose giving information about performance show place,
place for practice, and dances, puppeteers, theatre, or karawitan school and 50 choose explaining about characters in a show. Other topics that attract the students
are introducing self and others; talking about dancing, acting in play, playing puppets, and playing gamelan experiences; and parting; those each topic are chosen
by 42.5 of students. Furthermore, 40 of students want to learn about two topics which are
apologizing and thanking. Greetings and describing people or things are attracted 37.5 of students and only 30 want to learn about giving directions, describing
time, day, month, and year and describing puppets, dances, or gamelan. The students that want to learn about giving an advice and mentioning kinds of dances, puppets,
and gamelan are 27.5 and 7.5 give other topics which are conversation, giving a speech, singing, and answering questions.
2 Discussion
The writer analyzed the learners’ needs based on the result of the needs survey. In this study the writer adopted Hutchinson and Waters learners’ needs
model. Hutchinson and Waters 1987: 55 stated that the learners’ needs are divided into three parts; they are necessities, lacks and wants. The learners’ needs are as
follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
Learners’ information
Objective as perceived by the writer
Subjective as perceived by learners
Necessities English speaking ability is needed by
students in order to communicate well particularly related to their field which
is Arts field. To be able to communicate well
in English.
Lacks English vocabulary and expressions
needed to communicate particularly related to their Arts field.
Learners do not master enough vocabulary and ability in
speaking and listening.
Wants To be able to communicate in English
particularly related to their field that will be helpful for the students,
especially when they as the school representative, to promote the
traditional arts of Java -To be able to speak English
fluently -to succeed in their studies.
Table 4.2: Necessities, Lacks, and Wants of first grade students at SMK 1 Bantul Yogyakarta Adapted from Hutchinson and Waters, 1987:57
b. Determining Goal, General Purposes and Topics
In this study, the writer adapted the 2006 curriculum Standar Kompetensi
dan Kompetensi Dasar Mata Pelajaran: Mata Pelajaran Bahasa Inggris untuk
Sekolah Menengah Kejuruan SMK Madrasah Aliyah Kejuruan MAK , 2006:
384.The goal that is stated as the standard competence of the materials design is to communicate with English in level novice. Communicating with English means the
students are able to master the English basic knowledge skills to support the specific competence achievement; here it is particularly related to their Arts field. Although
the main focus of the materials design is on speaking skills, but the learners are expected to be able to learn other language skills that are included in the designed
materials. In this study, the general purposes are stated as the basic competence, which are given below.
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Standard Competence
Basic Competencies
Communicate with English in level
novice Students are able to:
1. Comprehend the basic expressions in
social interaction for life. 2.
Mention things, people, characteristics, time, day, month, and year.
3. Describe things, people, characteristics,
time, day, month, and year. 4.
produce simple utterances that are enough for basic functions.
Table 4.3: The Basic Competence of the Materials Design
Having determined the goal and basic competence, the writer stated the topics that were used in the designed materials based on the exploration of basic
competence and the result of needs survey. The arrangement of the topics was based on the basic competence arrangement taken from 2006 curriculum and the level of
difficulty. The chosen topics are presented below:
No Basic Competencies
Topics
1. Comprehend the basic expressions in social
interaction for life. 1.
Greetings and Closing 2.
Introducing Self and Others 3.
Apologizing 2.
Mention things, people, characteristics, time, day,
month, and year. 4. Explaining about characters in a show
3. Describe things, people,
characteristics, time, day, month, and year.
5. Describing about Javanese dances, Javanese
theatres, puppet performances, or Javanese music
4. Produce simple utterances
that are enough for basic functions.
6. Talking about traditional arts in Yogyakarta
7. Giving Information and Direction
8. Talking about some experiences
Table 4.4: The Eight Topics
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c. Formulating Learning Objectives
After stating the basic competence of the materials design, the writer formulated the learning objectives of each unit. In this study, the specific learning
objectives are stated as the indicators. The formulated indicators are presented in the table below:
No Topics Indicators
1. Greetings and Closing
At the end of the lesson, the students are able to: 1.
use some expressions for greetings and closing. 2.
use some expressions for responding greetings and closing.
3. produce useful expressions of greetings and the
responses and also closing and the responses. 4.
greet and end conversation to others using appropriate level of formality.
2. Introducing Self and Others
At the end of the lesson, the students are able to: 1.
use some expressions for introducing self and others correctly.
2. introduce himselfherself and others using
appropriate expressions. 3.
respond the introduction correctly. 4.
ask about others’ personal data. 3.
Apologizing At the end of the lesson, the students are able to:
1. understand the expressions of apologizing.
2. apologize using appropriate expressions.
3. respond someone’s apologizing.
4. Explaining about characters in
a show At the end of the lesson, the students are able to:
1. use some expressions to mention and explain about
someone’s character in a show. 2.
explain about characters in a show using appropriate expressions.
3. describe someone’s personality using appropriate
adjectives. 5.
Describing about Javanese dances, Javanese theatres,
puppet performances, or Javanese music
At the end of the lesson, the students are able to: 1.
answer others’ questions about Javanese dances, Javanese theatre, Puppet performance, or Javanese
music. 2.
explain about Javanese dances, Javanese theatre, Puppet performance, or Javanese music using
appropriate expressions. 3.
give information about Javanese dances, Javanese
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theatre, Puppet performance, or Javanese music. 6.
Talking about traditional arts in Yogyakarta
At the end of the lesson, the students are able to: 1.
answer others’ questions about traditional arts in Yogyakarta.
2. mention some traditional arts in Yogyakarta.
3. give some information about traditional arts in
Yogyakarta using appropriate expressions 7. Giving Information and
Direction At the end of the lesson, the students are able to:
1. ask about information using appropriate
expressions. 2.
give information using appropriate expressions. 3.
ask direction using appropriate expressions. 4.
give direction using appropriate expressions. 8.
Talking about some experiences
At the end of the lesson, the students are able to: 1.
answer others’ questions about some experiences in dancing, acting in theatre, playing puppets, and
playing gamelan. 2.
use some expressions to talk about some experiences in dancing, acting in theatre, playing
puppets, and playing gamelan. 3.
talk about some experiences in dancing, acting in theatre, playing puppets, and playing gamelan
fluently.
Table 4.5: The Indicators of the Students Performance
d. Selecting the Syllabus Type
Having determined goal, basic competences, topics, and indicators, the next step was selecting the syllabus type. In this study, the writer applied the functional
syllabus. One of the principles in functional syllabus is that language learning systems must be leaner-centered. The writer chose that kind of syllabus because the
content of each unit in the designed materials consist of a collection of functions that could be performed when the language is used by the learners. The example of
functions that could be found in the designed materials are greetings, introducing self and others, giving direction, telling about some experiences in dancing, acting in
play, playing puppets, and playing gamelan, etc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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e. Enumerating the Subject Contents
The next step was enumerating the subject contents. Here, it was divided into four parts in each unit. Those sections were adapted from Hutchinson and Waters’
material design model 1994: 108. There were input, content focus, language focus, and task.
In this designed materials, the writer used the term “Let’s Start” as the first part rather than the term “input”. Let’s Start is the introduction part in which the
students could activate their background knowledge. Here, the writer provided pictures and questions related to the topic in order to stimulate student’s attention
when they entered a new topic and to familiarize students with particular expressions used in the topic.
In the next part, the writer used the term “Let’s Talk” as the second part rather than the term “content focus”. In this part the students could learn about the
various expressions related to the topic that is discussed by reading and practicing dialogues. For the “language focus” the writer used the term “Let’s Learn”. Here, the
students learned about the various useful expressions that could help the students to learn more deeply about what they are studying.
The last part in the designed materials was “Let’s Try”. Here, the writer changes the term “task” into “Let’s Try” in order to make the students more
interested with the task. This part was the main exercise in each topic. It was aimed to make the students could try their ability in understanding the content of the
designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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f. Deciding the Teaching Learning Activities
Based on the needs survey result, the writer knew that the students need teaching learning activities which could increase their speaking ability. Therefore,
the writer selected and designed the teaching learning activities based on the students’ needs.
1 Selecting Materials
The sources of the materials were taken and adapted to the learners’ needs into interesting teaching-learning activities that could make the students enjoy
learning English and increasing their speaking ability. Since the designed materials used the communicative tasks as the method for increasing the students’ speaking
ability, the writer selected and adapted the tasks for the designed materials from the communicative tasks books.
2 Designing the Materials
After selecting the syllabus type, enumerating the subject content and deciding teaching learning activities, the writer designed the materials. The writer
designed the speaking materials based on the principles of 2006 curriculum, communicative tasks and the results of the needs survey. The writer designed the
materials which are expected to increase the students’ speaking ability related to their arts field.
2. The Evaluation
The writer realized that the designed materials still need some improvement. Therefore, the writer conducted an evaluation. The writer distributed the
questionnaire to three teachers at SMK 1 Bantul Yogyakarta. The purpose was the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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participants would give feedback, comments and evaluation that were very helpful for the writer to improve the designed materials. The detail explanation is as follows:
a. Preliminary Field Testing
In order to get the evaluation data, the writer delivered the preliminary field testing. Here, the writer delivered questionnaire into the three teachers at SMK 1
Bantul Yogyakarta. 1
The Description of the Participants The participants of this part were three people; they are the English teacher at
SMK 1 Bantul Yogyakarta. All of them were Bachelor graduates. All of the participants had a lot of experiences in teaching, especially related to the arts field.
The participants were familiar with the educational background of the students at SMK 1 Bantul Yogyakarta. The following table describes the respondents of the
preliminary field testing.
Educational Background Teaching Experience
Sex Group of
Respondents
D3 S1
S2 S3
1 1 - 5
5-10 10
M F
English Teachers
- 3 - - - 1 - 2 1 2
Table 4.6: The Description of Preliminary Field Testing Respondents
2 Data Presentation
In order to improve and revise the designed materials, the writer distributed questionnaires to the participants. The questionnaires were intended to get feedback
and comments about the appropriateness of the materials for the first grade students at SMK 1 Bantul Yogyakarta. In showing the data result of preliminary field testing,
the writer used five point scales to collect the respondents’ opinions on the designed materials.
They were: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
1 = Strongly Disagree with the statement 2 = Disagree with the statement
3 = Neither agree or disagree, or doubt 4 = Agree with the statement
5 = Strongly Agree with the statement Subsequently, the evaluation data result was presented in the following table:
Frequency of Points of Agreement
Central Tendency
No Respondents’ opinions on
1 2 3 4 5 N Mean 1
The exploration of basic competencies as the guideline to develop materials in order to
improve the speaking ability was appropriate. - - - 1 2 3 4.6
2 The designed materials have accomplished the
needs of the students at SMK 1 Bantul, Yogyakarta.
- - - 2 1 3 4.3
3 The contents of the designed materials can
increase the students’ speaking ability. - - - 1 2 3 4.6
4 The eight topics are appropriate with the level
of achievement of the first grade students at SMK 1 Bantul Yogyakarta.
- - - 1 2 3 4.6
5 The eight topics are interesting and well
organized. - - - 1 2 3 4.6
6 The teaching learning activities in each unit
support the basic competence and indicators. - - 1 - 2 3 4.3
7 The teaching learning activities in each unit
motivates the students to study English. - - 1 - 2 3 4.3
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8 The allocation of time is sufficient in one
meeting. - - - 2 1 3 4.3
9 Generally, the arrangement and the development of the materials are appropriate
for the first grade students at SMK 1 Bantul Yogyakarta.
- - - 1 2 3 4.6
Table 4.7: The Results of the Preliminary Field Testing Questionnaire
N = Number of cases the number of respondents
Mean = indicators of central tendency of the set of sources The formula for getting Mean is:
X = Σ X
N
Notes: X = Mean Indicators of central tendency of the set of sources
X = Raw score Σ = The sum of
N = Number of cases scores The number of respondent 3
Participants’ Comment and Suggestion on the Designed Materials Moreover, the writer also included open-ended questions to get the
respondents’ comments, suggestions and feedback. There were two questions, the first question asked about the respondents’ suggestions, comments or feedback in
order to improve the designed materials. The second question asked about the weaknesses of the designed materials and the suggestion to make the designed
materials get better. There were three points of feedback and suggestion from the respondents.
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a The designed materials were good and acceptable. But, it would be more
attractive if there was an outdoor activity so that the students can practice their English with foreigners.
b The designed materials were good and appropriate for the students. The writer
should add more class discussion in teaching learning activities. c
The designed materials were good and attractive. The writer should add more vocabulary that often came up in national final exam.
b. Main Product Revision
Having evaluation on the designed materials, the writer revised the materials. The revision of the designed materials was based on the participants’ comments,
suggestion and feedback. The writer used the participants’ comment and feedback in order to improve the designed materials. The writer adopted two of the suggestions.
The revisions are as follows: 1
The writer added more class discussions. For example, the teacher could discuss about the language focus and language focus exercise in form of whole class
discussion. 2
Some vocabulary lists were added to help the students to get familiar with the vocabulary list that often came up in the national final exam.
However, one suggestion was not accepted because the activity with foreigners could be done outside of the time allocation. The teacher could choose one
day such as Sunday to gather the students for giving them the task to practice their English with foreigners. This kind of activity would increase the students’
confidence to practice their English but would not disturb the time allocation for every meeting.
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