B. Discussion on the Designed Materials
This part will discuss the answer of the second question of the problem formulation. The final version of the designed materials after the revision could be
seen in Appendix D. The Specification of the Product is presented as follows:
Table 4.5 Product Specification
Name A Set of Speaking Materials for the Eleventh Grade
Students of Tourism Department of SMK Karya Rini YHI Kowani
Purpose To enhance the students fluency and accuracy in
speaking User
The eleventh grade students of tourism department of SMK Karya Rini YHI Kowani
Language Skill Speaking skill
Teaching-Learning Approach Communicative Approach
Syllabus Type Task-based syllabus
Curriculum Kurikulum Tingkat Satuan Pendidikan 2006
Time Allocations 3 x 45’, 3 meetings
Type of products Printed materials and CD
The Use of Materials Materials used as main materials for eleventh grade
students of tourism department of SMK Karya Rini YHI Kowani
Strategies Pair work, group work
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Activities Discussion, conversation,
simulation Media
CD, menu tables Evaluation Tools
Written task language focus and speech non-testing
Then the designed materials itself consisted of three unit as presented below:
Table 4.6 The Presentation of the Designed Materials Unit Topic
Learning Indicators
Learning Materials
Learning Activities
1. Welcome to my
Paradise 1.
Students are able to
recognize and respond
.
2. Students are
able to make a
conversatio n of guest
handling based on the
clues given.
3. Students are
able to make
questions with
question words.
1. PRE-TASK
ACTIVITIES Places that people
often visit Expressions of
guest handling
2. TASK CYCLE
Expressions of guest handling
1. PRE-TASK
speaking -
Mentioning places that
people often visit -
Mentioning expressions of
guest handling 2.
TASK CYCLE listening and
speaking -
Listening to dialog of guest
handling -
Completing the conversation with
the expressions of guest handling
- Discussing other
expressions of guest handling
- Reporting the
result of the discussion
- Practicing
conversation of guest handling
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Unit Topic Learning
Indicators Learning
Materials Learning
Activities
3. LANGUAGE
FOCUS Question words
3. LANGUAGE
FOCUS writing and
speaking
- Learning
question words -
Making questions based on the
instructions
2. I Like
Doing it 1.
Students are able to use
the expressions
of asking and telling
hobbies and interests in
conversatio n.
2. Students are
able to complete
the sentences
with gerunds
correcttly and
appropriatel y.
3. Students are
able to tell their
hobbies using
gerunds to their
friends. 1.
PRE-TASK ACTIVITIES
Activities in spare time
2. TASK CYCLE
Expressions of asking and telling
about hobbies and interests
3. LANGUAGE
FOCUS Gerunds
1. PRE-TASK
ACTIVITIES speaking
- Mentioning
activities in spare time
2. TASK CYCLE
speaking -
Completing the conversation with
the expressions of asking and telling
hobbies and interests
- Interviewing some
friends about their hobbies and
interests
- Reporting the
result of the interview orally
3. LANGUAGE
FOCUS writing and
speaking -
Learning gerunds -
Completing sentences with
gerund -
Making speech about hobbies and
interests
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Unit Topic Learning
Indicators Learning
Materials Learning
Activities
3. Hello. Who is
speaking, please?
1. Students are
able to use expressions
of telephone conversatio
ns.
2. Students are
able to mention
expressions of taking
messages.
3. Students are
able to do telephone
conversatio n
spontaneous ly.
4. Students are
able to change
quoted speech to
reported speech.
1. PRE-TASK
ACTIVITIES Habit of calling
2. TASK CYCLE
Expressions of telephone
conversations
3. LANGUAGE
FOCUS Reported speech
1. PRE-TASK
ACTIVITIES speaking
- Mentioning habit
of calling 2.
TASK CYCLE listening, writing,
and speaking -
Listening to the telephone
conversation -
Answering the questions based
on the listening passage
- Discussing
expressions of telephone
conversations
- Practicing the
telephone conversation
spontaneously
3. LANGUAGE
FOCUS writing
- Listening to the
teacher’s explanation of
reported speech
- Changing quoted
speech to reported speech
Each unit consists of three parts. First, Pre-Task Acitivities, aims to introduce the topic and the task used in the materials. Here the teacher also
explains the significance of the topic to the students and how to do the tasks. Second, Task Cycle, requires the teacher to give the students opportunities to say
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whatever they want to say about the topic, then they are asked to discuss the topic and report it to the whole class at the end of the sequence. Then the last sequence
is Language Focus. In this sequence the students are required to find the language focus item related to the text. The teacher conducts practice to help the students
understand the language focus item more. The materials were designed by developing the syllabus of SMK Karya
Rini YHI Kowani. Each unit took three contact hours. Totally, the three unit materials were designed for nine contact hours only, based on the topic chosen by
the students and the teacher. Each contact hour took forty five minutes.
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61
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter discusses two major parts. They are conclusion of the research which anwers the problem formulation and the suggestions for English
teachers of SMK Karya Rini YHI Kowani and for other researchers.
A. Conclusion
This research is aimed to design a set of speaking materials using communicative approach for the eleventh grade students of tourism department of
SMK Karya Rini YHI Kowani. There were two problem formulation as stated in chapter I. They are: how to design a set of speaking materials for the eleventh
grade students of tourism department of SMK Karya Rini YHI Kowani and what the designed materials look like.
To answer the first question, the researcher adapted Kemp’s instructional design model, Yalden’s instructional design model and R D method to design
the materials. There were several steps in conducting the research. First is research and informastion collecting in which a need survey was conducted to
gather information about the students’ needs and interests. The second step is planning which consists of determining goals, topics, and materials and specifying
learning objectives. The third step is development of preliminary form of product. In this step, the researcher decided the subject contents, teaching learning
activities, teaching learning materials and teaching learning resources to develop the materials. Then the fourth step is preliminary field testing. In this step an
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