44 In the second step, the researcher did some planning. It was about what the
researcher was going to do in the research. It included the goals that were specifically explained in form of learning objectives conducted by the researcher.
In this step, the researcher found out the students’ characteristics and the kinds of
material they usually use. The instruments were prepared as well in this step. Then, the next step was developing material. In this step, the researcher
designed the material that is suitable to the students’ needs. This material is
regarded as suitable, applicable, and fit to the students ’ and teacher’s needs. The
material referred to the curriculum used by the teacher of the conversation class. In the next step material validation, the researcher distributed
questionnaires to five respondents; one English teacher of SMP Taman Dewasa ’s
conversation class, one English teacher of SMPN 1 Sentolo, one English teacher of SMP Pangudi Luhur 1
’s conversation class, one English tutor of Alpha English Course, and one English lecturer of Sampoerna University. This questionnaire
was for the researcher revised and improved the designed materials with the help of the expertise and expert users.
The last step was the revision of the designed materials. In this step, the researcher had to revise and improve the designed materials in order to get the
best and the most suitable materials for the students of the conversation class. After all of the cycles of the research had done, the last step in the research was
reporting the results of the research.
45
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher describes the results of the research and the discussion to answer the questions in the research problem: “How is a set of
English material using games for conversation class of SMP Taman Dewasa Jetis designed?” and “how does a set of English material using games for conversation
class of SMP Taman Dewasa Jetis look like?”. This chapter explores two major
parts of discussion. The first part discusses the steps in designing the materials. the second part is the presentation of the designed materials.
A. Steps in Designing the Materials
This section consists of eight parts, they were all described in the researcher’s theoretical framework in chapter two. They were the combination of
Kemp’s and Yalden’s instructional design models. The writer combined the two models because they have the similar clear steps and characteristics in the process
of cunducting need analysis, formulating the goals, and the designing materials. After that, those adapted steps from Kemp and Yalden are integrated into RD
steps. In the RD method that was applied to the designed materials, there were five steps clarified as follows:
1. Needs Survey
In this step, the writer tried to conduct the need analysis. The results of the need analysis are explained below:
46 Conducting Needs Analysis
The needs survey was conducted to collect information and data that are needed in the research. The information and data were collected from both the
teacher and the students. To gather the data from the teacher, the researcher used an interview. While, the researcher used questionnaire to get the information
about the students’ needs.
1 Students’ needs based on the interview with the teacher
In order to find out the information about the classroom condition and students’ needs, the researcher conducted an interview with the
Engl ish conversation class’ teacher. From the interview, the researcher
collected the information about the students’ needs as presented below:
The first question was about the objective of the conversation class. The teacher stated that the objective wa
s to improve the students’ vocabulary, grammar skill, and speaking ability in English in order to
make the students comfortable and confident to communicate with others using English.
The second question was about the students’ interest in speaking English. The teacher stated that the students who belong to the
conversation class had big interest in learning to communicate using English, but English subject that they had in regular classes was not
supporting their interest enough. The obstacle were from the time allocated, the materials, and the classroom condition.
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.
