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26 stated that it is important and the rest stated that it is less important. This fact showed that although some of the students are not interested in English speaking
practice, most of them realize that it is important to develop their English speaking skill.
Topics are also important things that could motivate the students to learn. Even the most carefully planned activities will normally motivate the learners only if
they are related to their interest, needs and aspirations Pearse, 2000:14. 37 respondents chose Describing oil palm manufacturer process as an interesting topic to
learn. In addition 20 respondents expected to learn about Giving planting instruction, 12 respondents are interested in Weather, 10 respondents want Planning in oil palm
plantation, and 5 respondents expected to have other topics such as Greeting, Introduction, Giving Opinion, Describing pest, and Describing oil palm.
33 respondents out of 50 still felt that grammar is the difficulty that they often have in practicing speaking. Moreover, 12 respondents have difficulties in vocabulary
and 5 respondents have difficulties in pronunciation. However, the respondents were given choices of activities they like to do in the learning process. The result shows
that 66 of the respondents chose discussion, which was ranked at number one. Games were placed at the second rank with percentage of 44. Meanwhile, the third
rank is role play since it was chosen by 20 of the respondents. The respondents were also offered an opportunity to mention any activities that they thought would
develop their speaking skill and that are interesting for them. For this opportunity, 5 respondents mentioned singing, presentation, and outdoor activities as the activities
they like to do.
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The result above suggests that the students need a teaching technique that provides them with various activities to interact. Consequently, the writer employed
all of those activities in the designed materials since those are in line with the methodology used in this study. Besides that, the methodology used in this study
would help the students to overcome their worries about grammar. As quoted by Nunan 2004, the Hong Kong Ministry of Education stated that the task-based
approach aims at providing opportunities for learners to experiment with and explore both spoken and written language through learning activities that are designed to
engage learners in the authentic, practical, and functional use of language for meaningful purposes.
2. Considering the Goals, Listing the Topics and Stating General Purposes
The goal of this designed material is that the students are able to communicate using English in various contexts; in social life, study and work. It is expected that
after experiencing the learning process the students’ confidence in speaking English will develop and they will be able to use English in their study and their future job.
After deciding the goal, the writer selected the topics. Topics are usually sequenced according to a logical organization most often from simple or concrete
levels to complex and more abstract levels Kemp, 1977: 15. The writer chose eight topics that might be interesting for and needed by the students. They are ‘Hello’,
‘Nice day, isn’t it?’, ‘I don’t think so…’, ‘It’s going to…’, ‘What is it?’, ‘Does it eat people?’, ‘What should I do?’, and ‘Here is the process…’.
The next step was deciding the general purposes. General purposes are important as an initial expression, signifying broadly what the teacher wants to
accomplish in the topics. They usually express the planners’ own aims or purposes
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for the topic or unit. The general purposes of this set of designed materials are stated as basic competencies. Furthermore, the table of the goal, topics and general purposes
of the set of designed materials is presented on appendix 3.
3. Specifying the Learning Objectives
Specifying learning objectives is the essential job. Learning requires active effort by the learner. Thus all objectives must be stated in terms of activities that will
best promote learning Kemp, 1977: 23. There are more than one learning objectives for each unit in the designed materials. The specific objectives are stated as
indicators, as were mentioned in the table 4.5 above.
4. Selecting Syllabus Type
Since the designed materials consist of collections of tasks, the writer chose the Task-Based syllabus to be applied. Task-based syllabus helps the writer to order
the tasks according to the topics and difficulties. The tasks are arranged to help the students attain the indicators, basic competencies and then the competency standard
or the goal.
5. Listing the Subject Contents
The contents of the designed materials were determined according to the needs survey, the competencies and the indicators which have been developed and
selected. There were four subjects contents that every unit has, namely ‘What’s up?’, ‘Try it’, ‘Do you know about it?’, and ‘Be active’. The next page are the entire
contents in this designed set of materials: a. What’s up?
‘What’s up?’ was a warming activity that helps the class to start. This section aimed to direct the students’ attention to the focus of the unit. It was presented in
47
interesting activities such as games, songs, or sharing opinion about recent issues related to the topic.
b. Try it In this section, the students were given the opportunity to start doing the
purposeful tasks. Most of the tasks presented here should be done in pairs or small group so the students have to interact to each other to complete it. Here, the students
would be able to use their knowledge about the language function, correct each other and also get new language items.
c. Do you know about it? It was an activity that which consists of information about the language items
related to each topic. However, it was not only in the form of presentation by the teacher but also in the form of tasks. This part made the students more familiar with
the language functions. Furthermore, it would help the students in the ‘Be active’ sections.
d. Be active After learning about the language items, the students were given opportunities
to be more active through interesting tasks. The focus of this activity is interaction. They had to communicate or speak more freely with the knowledge they had got.
6. Selecting the Teaching or Learning activities and Instructional Resources
Kemp states that there is no formula for matching activities to objectives 1997: 56. Objectives in this thesis are the competencies and indicators. Since there
is no such formula, lecturers can make a selection and develop the activities based on the students’ needs and interests. Therefore, the teaching learning activities in the
designed materials were based on the needs survey result.
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From the result of the needs survey, discussion and games were chosen by most of the students. Therefore, this activity was mostly used in the teaching and
learning activity, especially in ‘Try it’ and ‘Be active’ sections. Some tasks used role-play to motivate the students to be more active and creative. Besides,
presentation was usually used after discussing in groups. Next, the designed material also used a song in one of eight topics. It helped the students get more spirit or
energy in doing the activities and increased their vocabulary. In conclusion, the activities used in the teaching and learning activities in the
designed materials of this study were discussion, games, role-play, presentation, and songs. Moreover, there was a suggestion to do outdoor activities. This kind of
activity can be combined with other activities as far as it is relevant to the topic and possible to facilitate, for example the class can conduct the topics about ‘Describing
oil palm fruits’ at field or ‘Describing oil palm manufacturer processes’ at the manufacture.
Besides, there were instructional resources needed in teaching learning process. For detail, the lecturer could read the lecturer’s manual before conducting
the class. To sum up, the resources were white board, a wide enough classroom to have 25 students doing the activities, tape player or VCD player. The students can
also bring things recommended by the teacher at the previous meeting.
7. Evaluation
The final step of reaching the ultimate goal of having well–prepared and ready to use materials was evaluating the designed materials. This step was done by
conducting the second survey research in which the writer distributed the materials to some experts to evaluate them. The evaluation incorporated some comments and
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suggestions from the respondents which were used as the basis for the writer to revise the materials and make necessary adjustments. The results of the survey are presented
in the next sub-chapter.
B. The Result of the Survey Study Administered to evaluate the Designed Set of Materials and Evaluation Instruments
Based on the description in the previous section the writer would like to describe the result of the survey study administered to evaluate the designed materials
and evaluation instruments. The descriptions of the results are divided into four parts, namely the description of the respondents, data presentation in the form of
descriptive statistics, respondents’ comments and suggestions on the designed set of materials and evaluation instruments.
1. Description of the Respondents
The respondents for the designed materials were varied. There were 6 people classified into three categories: English lecturers, English instructors and English
language consultant. The variation was done to collect various responses on the materials so that appropriate comments and suggestions could be obtained.
In the survey study, the English lecturer category was represented by two English lecturers of English Study Program and an English lecturer of Institut
Pertanian STIPER Yogyakarta. For the second category, one of them was English instructor of Speak First Klaten and one of them was English instructor of EF
Nusantara Magelang. Both of them have more than three years of teaching. An English consultant of English program Sanata Dharma University was assigned to
evaluate the designed set materials. The consideration for choosing her as
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respondents is because the writer hoped to get evaluation from a native speaker’s point of view.
The respondents’ judgment, comments and suggestion are very useful for the writer to improve the material. Below is the table which displays the respondents’
identity systematically:
Table 4.5: The Description of the Respondents
Gender Educational
Background Teaching Experiences
year Groups of Respondents
M F
S1 S2
1-5 6-10
10
English Lecturers 1
2 1
2 2
1 -
English Instructors -
2 -
2 2
- -
English Consultant -
1 1
- -
1 -
2. Data Presentation in the Form of Descriptive Statistics
In order to obtain an assessment on the designed set of materials, the writer used questionnaire as the instruments. The respondents’ opinions were expressed in
numbers showing their degree of agreements towards the statements. Those numbers were classified as follows:
1 : if the respondent strongly disagrees with the statement
2 : if the respondent disagrees with the statement
3 : if the respondent is uncertain
4 : if the respondent agrees with the statement
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5 : if the respondent strongly agrees with the statement
The data was then recorded and computed using the central tendency. Below is a presentation of the data in the form of a table:
Table 4.6: The Descriptive Statistics of Respondents’ Opinions
Frequency of the Points of
Agreement Respondents’
Opinions presented on the Form of
Central Tendency No
Statements
1 2 3 4 5
N
Mn Mdn
Mo 1
The competency standards are well formulated
- -
1 4 1 6
4 4
4 2
The basic competency and indicators are well formulated
and considered to be able to support the attainment of the
competency standards. -
- 3 3
6 4.5
4.5 -
3 The topics and materials are
interesting for the 1
st
semester students of agriculture.
- -
- 4 2
6 4.3
4.5 4
4 The section in each unit
What’s up?, Try it, Do you know about it?, and Be active
have been well developed. -
- -
6 - 6
4 4
4
5 The materials provide sufficient
opportunities for the students to develop
their ability
to communicate in English.
- -
1 2 3 6
4.3 4.5
5
6 The tasksactivities designed in
the materials are appropriate for helping the students active and
communicative. -
- 4 2
6 4.3
4.5 4
7 The instructions given for the
students are clear. -
- -
3 3 6
4.5 4.5
- 8
The instructions in lecturer’s manual are clear and useful for
the teachers. -
- 1 3 2
6 4.1
4 4
9 The designed materials are in
line with the Competency Standard, Basic competencies,
and the Indicators. -
- -
6 - 6
4 4
4
10 Generally, the materials are
well developed. -
- -
5 1 6
4.3 4
4
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3. Respondents’ Comments on the Designed Set of Materials
In the questionnaire, there were some spaces provided for the respondents to give their comments and suggestions toward the designed set of materials. The writer
would like to summarize the comments given by the respondents in the following paragraphs.
Three respondents said that the materials were well developed. Two of them stated that the materials will surely develop their English mastery. One of them stated
that the writer combined useful expression with the agricultural materials so the students will not get bored. In addition, one respondent said the tasks involve lot of
participation from the students, which is very good. One respondent stated that the set of material is a very interesting one to read
because the topic chosen is very specific Oil palm plantation. She also added that the writer has managed to provide thorough explanation and game cards in that they
will help the lecturers teach. Furthermore, another respondent said that the materials are very attractive and plenty of variety.
All respondents agreed that the layout is very attractive. Some of them said that the materials were provided with eye–catching picturesillustrations and readable
fonts. One of them said that the interface is “eye-friendly” because the chosen colors are not too bright and not too many colors used.
However, one respondent commented the topic in unit 3 does not correlate with the purpose of the materials. Another respondent said that some tasks are not in
order according to the level of difficulties. Other comments were about some grammatical mistakes in the materials.
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4. Respondents’ Suggestion on the Designed Set Material
Besides giving comments towards the designed materials, some respondents also gave some suggestions. The relevant suggestion were then arranged and
classified into four aspects which are presented as follows: a. Grading, sequencing, integrating task
A respondent found that the tasks in ‘Do you know about it?’ unit 1 are not in a good order. She thought that task C is more difficult than task D. She suggested
reorganizing the task in a good order based on its level of complexity. b. Students’ Needs for Supporting Vocabulary
Since the limited vocabulary that the students have, two respondents suggested to the writer to provide some vocabulary that is needed by the students to
do the tasks. c. Topic Relevancy
One of the respondents gave opinion that the topics for ‘agreeing disagreeing’ in unit 3 should be related to the students major. She said that the unit is
still too broad.
C. Discussion of the Designed Set of Materials Evaluation
This part encompasses the result of the materials evaluation and the process of revising the designed set of materials. The revisions and adjustments were based on
the relevant suggestions given by the respondents in the survey research. Based on the descriptive statistics analysis in table 5.6, all the three indicators
of central tendency mean, median, and mode ranged from 4 to 4.5. To be specific, the means and median ranged from 4 to 4.5. Meanwhile, the mode is 4 in five points
of agreement. In five points of agreement, 4 and 5 meant ‘Agree’ and ‘Strongly
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Agree’. In conclusion, the English instructional speaking materials for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta
using Task-Based Language Teaching were good and acceptable. This was also supported by the positive comments given by the respondents which were
summarized and listed as follows: -
The materials were well designed. -
The materials were very attractive with good layout and task variety. -
The materials would be really useful for the students in their life, study and future job.
- The materials are interesting and would develop the students’ English
speaking skill. -
The tasksactivities in the materials provided the students with the opportunity to interact and communicate with each other.
- The lecturer’s manual really helped the lecturers.
However, to reach the ultimate goal of having the best final draft of designed set of materials as it could, the writer needed to make improvements and adjustment
based on the respondents’ suggestions. All of the suggestion were accepted and are clarified below.
a. Grading, sequencing, integrating task
The writer agreed to reorganize the tasks by switching the place of those tasks. The task about nationality comes before the task about kinds of job.
b. Students’ Needs for Supporting Vocabulary The writer accepted the suggestion to provide useful vocabulary to help the
students doing the task. However, it was not stated in the form of list but in the form of activities such as matching words and giving opinion using the words provided.
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The vocabulary did not provide the meaning of the words so the students would become independent by consulting their dictionary.
c. Topic Relevancy
The writer specified the topics in unit 3 by giving more tasks related to oil palm plantation. However, the writer still use some related issue related their daily
life not only about oil palm plantation to motivate the students to express their ideas.
D. Presentation of the Designed Set of Material
This section is presented to answer the second question in the problem formulation namely what the designed set of English instructional speaking materials
for the first semester students of Program Khusus SPKS Institut Pertanian STIPER Yogyakarta using Task-Based Language Teaching look like.
There are eight units in this designed. Each unit consists of four sections. The title and the contents of each unit can be seen in the following table.
Table 4.7: The Titles and Contents
Unit Title
Contents
1 Hello
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
2 Nice day, isn’t it?
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
3 I don’t think so…
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
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4 It’s going to…
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
5 What is it?
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
6 Does it eat people?
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
7 What should I do?
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
8 Here is the process…
a. What’s up?
b. Try it
c. Do you know about it?
d. Be active
The designed set materials and evaluation instruments were split into three parts, namely ‘Student’s handout’, ‘Lecturer’s Manual’, ‘Attachments’. It was done
to make it easier for the teachers and the students in using the designed materials. Table 4.9 below describes the contents of each part:
Table 4.8: The Content of Each Parts
Part Name of the Part
Content of the Parts
1 Student’s Handout
Unit 1 : Hello Unit 2 : Nice day, isn’t it?
Unit 3 : I don’t think so… Unit 4 : It’s going to…
Unit 5: What is it? Unit 6 : Does it eat people?
Unit 7 : What should I do? Unit 8 : Here is the process…
