Designing a set of English speaking materials using printed pictures for English conversation extracurricular class in SMP ST. Aloysius Sleman.

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ABSTRACT

Raizanandi, V.(2014). Designing a Set of English Speaking Materials Using Printed Pictures
for English Conversation Extracurricular Class in SMP ST. Aloysius Sleman. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
In learning English, especially in speaking, there are some problems which are usually
faced by the learners. The basic problem is that they are not accustomed to speaking English.
This happens because there is only a little chance for them to practice their English in their
daily conversation. Many media can be used in teaching speaking such as videos, songs,
flashcards and pictures. Here, the writer decided to focus on printed pictures as learning media.
According to Wright (1989) pictures are very important to help the students to retell experience
or understand something since they can represent place, objects, people,etc.
This research was conducted to carry out two research questions: (1) How is a set of
English Speaking materials using printed picture for English Conversation Extra-curricular

activity in SMP ST. Aloysius Sleman designed? (2) What does a set of English Speaking
materials using printed picture for English Conversation Extra-curricular in SMP ST. Aloysius
Sleman look like?
In order to answer the first research question the writer utilized five steps of Borg and
Gall’s research and development. The steps were: (1) Identify instructional goals (2) Write
performance objectives (3) Develop and select instructional materials (4) Design and conduct
formative evaluation of instruction, and (5) Revise instruction. Besides, the writer also adapted
Kemp’s and Yalden’s Instructional design models. The writer combined those two models and
utilized nine steps. The step were: (1) Instructional Problems (2) Listing the topic and the goals
(Task Analysis) (3) Specifying the instructional objectives (4) Developing the syllabus (5)
Listing the content sequencing (6) Selecting the instructional strategies (7) Designing the
message and developing the materials (8) Evaluations Instrument (9) Revising the designed
material.
In order to answer the second research question, the writer presented the final version of
the designed materials. The design materials consisted of four units. They were: My Hobby is
Cycling, It Is A Red Plastic Chair, She Has Black Short Hair and The Post Office is Near the
Bank. Each unit was divided into four major tasks. They were: Let’s Find Out, Let’s Practice,
Lets’ Check and Let’s Speak.
Based on the result of formative questionnaire to six respondents, the mean was ranged
from 3.4 to 3.7 on the scale 4. It was concluded that the designed materials were appropriate

and acceptable to be applied in English Conversation extracurricular activity in SMP ST.
Aloysius Sleman. It is hoped that the designed materials will be useful for the teachers, the
students and the future researchers who are interested in doing this kind of research.

Keywords: English speaking materials, printed picture, English conversation
extracurricular class in SMP ST. Aloysius Sleman

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ABSTRAK
Raizanandi, V.(2014). Designing a Set of English Speaking Materials Using Printed
Pictures for English Conversation Extracurricular Class in SMP ST. Aloysius Sleman.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Siswa dalam mempelajari kemampuan dalam Bahasa Inggris, khususnya kemampuan
berbicara akan menghadapi beberapa masalah. Masalah yang mendasar yang sering mereka
alami adalah karena mareka tidak terbiasa berbicara dengan menggunakan Bahasa Inggris.
Hal ini terjadi karena sangat sedikit kesempatan yang tersedia bagi mereka untuk dapat
berbicara Bahasa Inggris didalam kehidupan sehari-hari.Banyak media yang dapat
dimanfaatkan untuk mendukung pengajaran kemampuan berbicara seperti video, lagu, flash
card, dan gambar. Pada kesempatan kali ini, penulis berfokus pada penggunaan gambar cetak
sebagai media pembelajaran untuk kemampuan berbicara.Menurut Wright (1989) gambar
sangatlah penting untuk membantu siswa untuk mengungkapkan pengalaman atau memahami
sesuatu karena gambar dapat menggambarkan tempat, benda, dan orang.
Penelitian ini dilaksanakan untuk menjawab dua masalah penelitian: (1) Bagaimana
satu set materi pembelajaran kemampuan berbicara Bahasa Inggris yang menggunakan
gambar cetak untuk kegiatan tambahan English Conversation di SMP ST. Aloysius Sleman
dibuat? Dan (2) Seperti apakah bentuk dari satu set materi pembelajaran kemampuan
berbicara Bahasa Inggris yang menggunakan gambar cetak untuk kegiatan tambahan English
Conversation di SMP ST. Aloysius Sleman?
Penulis menggunakan 5 langkah dari R&D atau model penelitian dan pengembangan
milik Borg and Gall untuk menjawab pertanyaan penelitian yang pertama. Kelima langkah
tersebut adalah: (1) Identify instructional goals (2) Write performance objectives (3) Develop
and select instructional materials (4) Design and conduct formative evaluation of instruction,

dan (5) Revise instruction. Disamping itu, penulis juga menggunakan desain pembelajaran
dari kemp dan Yalden. Penulis mengkombinasikan dua model tersebut dan menerapkannya
kedalam 9 langkah. Kesembilan langkah itu adalah: (1) Instructional Problems (2) Listing the
topic and the goals (Task Analysis) (3) Specifying the instructional objectives (4) Developing
the syllabus (5) Listing the content sequencing (6) Selecting the instructional strategies (7)
Designing the message and developing the materials (8) Evaluations Instrument (9) Revising
the designed material.
Penulis menyajikan versi akhir materi pembelajaran untuk menjawab pertanyaan
penelitian yang kedua. Materi pembelajaran ini terdiri dari empat unit, yaitu: My Hobby is
Cycling, It Is a Red Plastic Chair, She has Black Short Hair and The Post Office is Near the
Bank. Setiap unit dibagi menjadi empat latihan, yaitu: Let’s Find Out, Let’s Practice, Lets’
Check and Let’s Speak.
Berdasarkan hasil kuesioner penilaian pada enam responden, menunjukkan bahwa
nilai tengah yang berkisar 3.4 sampai 3.7 terdapat di skala 4. Dapat disimpulkan bahwa materi
pembelajaran ini cocok dan dapat diaplikasikan untuk kegiatan tambahan English
Conversation di SMP ST. Aloysius Sleman. Penulis berharap nantinya materi pembelajaran
ini berguna untuk guru, siswa dan peneliti dimasa depan yang tertarik untuk meneliti dibidang
ini.
Kata Kunci: English speaking materials, printed picture, English conversation extracurricular class
in SMP ST. Aloysius Sleman

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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING PRINTED PICTURES FOR ENGLISH CONVERSATION
EXTRACURRICULAR CLASS IN SMP ST. ALOYSIUS SLEMAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Vincentia Aprillia Raizanandi

Student Number: 101214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014

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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING PRINTED PICTURES FOR ENGLISH CONVERSATION
EXTRACURRICULAR CLASS IN SMP ST. ALOYSIUS SLEMAN
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Vincentia Aprillia Raizanandi
Student Number: 101214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
i

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and references,
as a scientific paper should.

Yogyakarta, December 9th, 2014
The Writer

Vincentia Aprillia Raizanandi
101214092

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Univeritas Sanata Dharma:
Nama

: Vincentia Aprillia Raizanandi

Nomor Induk Mahasiswa

: 101214092

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS USING
PRINTED PICTURES FOR ENGLISH CONVERSATION
EXTRACURRICULAR CLASS IN SMP ST. ALOYSIUS SLEMAN
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan
secara terbatas, dan mempublikasikannya di internet atau media lain demi
kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan
royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 24 November 2014
Yang menyatakan

Vincentia Aprillia Raizanandi

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ABSTRACT

Raizanandi, V.(2014). Designing a Set of English Speaking Materials Using Printed Pictures
for English Conversation Extracurricular Class in SMP ST. Aloysius Sleman. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
In learning English, especially in speaking, there are some problems which are usually
faced by the learners. The basic problem is that they are not accustomed to speaking English.
This happens because there is only a little chance for them to practice their English in their
daily conversation. Many media can be used in teaching speaking such as videos, songs,
flashcards and pictures. Here, the writer decided to focus on printed pictures as learning media.
According to Wright (1989) pictures are very important to help the students to retell experience
or understand something since they can represent place, objects, people,etc.
This research was conducted to carry out two research questions: (1) How is a set of
English Speaking materials using printed picture for English Conversation Extra-curricular
activity in SMP ST. Aloysius Sleman designed? (2) What does a set of English Speaking
materials using printed picture for English Conversation Extra-curricular in SMP ST. Aloysius
Sleman look like?
In order to answer the first research question the writer utilized five steps of Borg and
Gall’s research and development. The steps were: (1) Identify instructional goals (2) Write
performance objectives (3) Develop and select instructional materials (4) Design and conduct
formative evaluation of instruction, and (5) Revise instruction. Besides, the writer also adapted
Kemp’s and Yalden’s Instructional design models. The writer combined those two models and
utilized nine steps. The step were: (1) Instructional Problems (2) Listing the topic and the goals
(Task Analysis) (3) Specifying the instructional objectives (4) Developing the syllabus (5)
Listing the content sequencing (6) Selecting the instructional strategies (7) Designing the
message and developing the materials (8) Evaluations Instrument (9) Revising the designed
material.
In order to answer the second research question, the writer presented the final version of
the designed materials. The design materials consisted of four units. They were: My Hobby is
Cycling, It Is A Red Plastic Chair, She Has Black Short Hair and The Post Office is Near the
Bank. Each unit was divided into four major tasks. They were: Let’s Find Out, Let’s Practice,
Lets’ Check and Let’s Speak.
Based on the result of formative questionnaire to six respondents, the mean was ranged
from 3.4 to 3.7 on the scale 4. It was concluded that the designed materials were appropriate
and acceptable to be applied in English Conversation extracurricular activity in SMP ST.
Aloysius Sleman. It is hoped that the designed materials will be useful for the teachers, the
students and the future researchers who are interested in doing this kind of research.

Keywords: English speaking materials, printed picture, English conversation
extracurricular class in SMP ST. Aloysius Sleman

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ABSTRAK
Raizanandi, V.(2014). Designing a Set of English Speaking Materials Using Printed
Pictures for English Conversation Extracurricular Class in SMP ST. Aloysius Sleman.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Siswa dalam mempelajari kemampuan dalam Bahasa Inggris, khususnya kemampuan
berbicara akan menghadapi beberapa masalah. Masalah yang mendasar yang sering mereka
alami adalah karena mareka tidak terbiasa berbicara dengan menggunakan Bahasa Inggris.
Hal ini terjadi karena sangat sedikit kesempatan yang tersedia bagi mereka untuk dapat
berbicara Bahasa Inggris didalam kehidupan sehari-hari.Banyak media yang dapat
dimanfaatkan untuk mendukung pengajaran kemampuan berbicara seperti video, lagu, flash
card, dan gambar. Pada kesempatan kali ini, penulis berfokus pada penggunaan gambar cetak
sebagai media pembelajaran untuk kemampuan berbicara.Menurut Wright (1989) gambar
sangatlah penting untuk membantu siswa untuk mengungkapkan pengalaman atau memahami
sesuatu karena gambar dapat menggambarkan tempat, benda, dan orang.
Penelitian ini dilaksanakan untuk menjawab dua masalah penelitian: (1) Bagaimana
satu set materi pembelajaran kemampuan berbicara Bahasa Inggris yang menggunakan
gambar cetak untuk kegiatan tambahan English Conversation di SMP ST. Aloysius Sleman
dibuat? Dan (2) Seperti apakah bentuk dari satu set materi pembelajaran kemampuan
berbicara Bahasa Inggris yang menggunakan gambar cetak untuk kegiatan tambahan English
Conversation di SMP ST. Aloysius Sleman?
Penulis menggunakan 5 langkah dari R&D atau model penelitian dan pengembangan
milik Borg and Gall untuk menjawab pertanyaan penelitian yang pertama. Kelima langkah
tersebut adalah: (1) Identify instructional goals (2) Write performance objectives (3) Develop
and select instructional materials (4) Design and conduct formative evaluation of instruction,
dan (5) Revise instruction. Disamping itu, penulis juga menggunakan desain pembelajaran
dari kemp dan Yalden. Penulis mengkombinasikan dua model tersebut dan menerapkannya
kedalam 9 langkah. Kesembilan langkah itu adalah: (1) Instructional Problems (2) Listing the
topic and the goals (Task Analysis) (3) Specifying the instructional objectives (4) Developing
the syllabus (5) Listing the content sequencing (6) Selecting the instructional strategies (7)
Designing the message and developing the materials (8) Evaluations Instrument (9) Revising
the designed material.
Penulis menyajikan versi akhir materi pembelajaran untuk menjawab pertanyaan
penelitian yang kedua. Materi pembelajaran ini terdiri dari empat unit, yaitu: My Hobby is
Cycling, It Is a Red Plastic Chair, She has Black Short Hair and The Post Office is Near the
Bank. Setiap unit dibagi menjadi empat latihan, yaitu: Let’s Find Out, Let’s Practice, Lets’
Check and Let’s Speak.
Berdasarkan hasil kuesioner penilaian pada enam responden, menunjukkan bahwa
nilai tengah yang berkisar 3.4 sampai 3.7 terdapat di skala 4. Dapat disimpulkan bahwa materi
pembelajaran ini cocok dan dapat diaplikasikan untuk kegiatan tambahan English
Conversation di SMP ST. Aloysius Sleman. Penulis berharap nantinya materi pembelajaran
ini berguna untuk guru, siswa dan peneliti dimasa depan yang tertarik untuk meneliti dibidang
ini.
Kata Kunci: English speaking materials, printed picture, English conversation extracurricular class
in SMP ST. Aloysius Sleman

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ACKNOWLEDGEMENTS

I am so thankful because I have so many lovely people who always support
me to give my best in finishing my thesis. First and foremost, I would like to dedicate
my gratitude to my Lord, my Savior Jesus Christ and Mother Mary for the blessing,
love and strength in my life so I could finish my masterpiece.
My sincere gratitude goes to my advisor, Ag. Hardi Prasetyo, S.Pd., M.A.
for his advice and attention during the finishing process. Also for giving the
corrections to improve my thesis. Next, I would like to express my gratitude to the
headmistress of SMP St. Aloysius Sleman, Dra. Sr. Maria Etha SND., who gave me
permission to conduct my research at the school and who always listen to my
problems. I also address my gratitude to the teacher who teaches English
Conversation Class, Yoseph Adhams, S.Pd., and the students who join the English
Conversation Class.
More, I would like to address my gratitude to my beloved parents, Ignatius
Samidi and Irene Isna Wardhani, also my handsome yet talkative brother, Alberto
Yongki Elvanandi who always asks me “Kapan lulus mbak?”. I thank them for the
love, warmness, understanding, prayer and support. I would also like to thank Miss
Veronica Widi Handoyowati, S.Pd., M.Hum., for being my proofreader. I thank
her for everything she gave to me. I also thank my “Gengges-Gengges Sekawan a.k.a
GGS” Kak Wik, Incess, Kak Bit and Mbak Nde for their love, jokes, laugh and
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tears. I thank them for all their support to me. Then, I would also like to thank my
SPD group Brigit and Gevi for all the suggestions. I also thank my “crazy” friends
and family Mbak Kiky, Mbak Tanti, Mbak Sephin, Mbak Peni, Mas Arlin, Mas
Aank and my twin-sister Devi Depoy. I thank them for all craziness which is
worthwhile. May God bless us all.

Vincentia Aprillia R.

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TABLE OF CONTENTS
TITLE PAGE .................................................................................................

i

APPROVAL PAGES ......................................................................................

ii

STATEMENT OF WORK’S ORIGINALITY ................................................

iv

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................

v

ABSTRACT ...................................................................................................

vi

ABSTRAK .......................................................................................................

vii

ACKNOWLEDGEMENTS ............................................................................

ix

TABLE OF CONTENTS ................................................................................

x

LIST OF TABLES ..........................................................................................

xiii

LIST OF FIGURES ........................................................................................

xiv

LIST OF APPENDICES .................................................................................

xv

CHAPTER I. INTROUCTION
A. Research Background ........................................................

1

B. Research Problems .............................................................

4

C. Problem Limitation ............................................................

4

D. Research Objectives ...........................................................

5

E. Research Benefits ..............................................................

5

F. Defenition of Terms ...........................................................

7

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ......................................................

10

1. Instructional Design Model ..........................................

10

a. Kemp’s Instructional Design Model .......................

11

b. Yalden’s Instructional Design Model......................

15

2. Speaking Skill ..............................................................

18

a. The Nature of Speaking ..........................................

18

b. The Principles of teaching Speaking .......................

20

c. Teaching Speaking .................................................

22

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3. Picture ..........................................................................

23

a. Definition of Picture ...............................................

23

b. Characteristic of Good Picture ................................

24

c. The use of Picture ...................................................

25

d. Approach used in this Design .................................

27

B. Theoretical Framework ......................................................

28

CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ...............................................................

33

B. Research Setting ................................................................

38

C. Research Participants .........................................................

38

D. Instruments and Data Gathering Technique ........................

39

E. Data Analysis Technique ...................................................

40

F. Research Procedure ............................................................

42

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS
A. The Elaboration of Steps in Designing A Set of
English Speaking Material Using Printed Pictures
for English Conversation Extracurricular Class
in SMP St. Aloysius Sleman ................................................

44

1. Identify Instructional Goals ..........................................

45

Instructional Problems ............................................

45

2. Writing Performance Objective ....................................

51

a. Listing the Topics and the Goals ............................

51

b. Specifying the Instructional Objective ....................

54

c. Developing the Syllabus .........................................

56

3. Developing and Select Instructional Materials ..............

56

a. Listing the Content Sequencing ..............................

57

b. Selecting the Instructional Strategies ......................

58

c. Designing the Message and Developing
the materials ...........................................................
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4. Designing and Conducting Formative Evaluation
of Instruction ................................................................

59

Evaluating Instrument ............................................

59

5. Revising Instruction .....................................................

64

Revising the Designed Materials ............................

65

A. The Presentation of the Designed Materials........................

66

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions .......................................................................

68

B. Recommendations ..............................................................

70

REFERENCES ...............................................................................................

72

APPENDICES ...............................................................................................

75

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LIST OF TABLES

Table 4.1 The Description of the Participants ..................................................

61

Table. 4.2 Degree of Agreement .....................................................................

62

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LIST OF FIGURES
Figure 2.1 Kemp’s Instructional Design Model (2011) ....................................

15

Figure 2.2 Yalden’s Instructional Design Model (1987:88) .............................

18

Figure 2.3 The Steps of Designing Materials Adapted from Kemp’s
Model (2011) and Yalden’s Model (1987)....................................

32

Figure 3.1 R & D Cycle and the Writer’s Cycle ..............................................

37

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LIST OF APPENDICES
Appendices .....................................................................................................

75

A. The Letter of Permission ............................................................................

77

B. The Interview Form ....................................................................................

79

C. The Formative Questionnaire .....................................................................

81

D. The Descriptive Statistic of the Participants’ Opinion
on the Designed materials ...........................................................................

85

E. The Syllabus ...............................................................................................

87

F. Lesson Plan for Unit 1-Unit 4 .....................................................................

92

G. The designed materials ...............................................................................

110

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CHAPTER I
INTRODUCTION

This research is intended to design a set of English speaking materials for
English Conversation extracurricular class in SMP St. Aloysius Sleman using
pictures as learning media. In this chapter, the writer would like to discuss the
introduction of the study by elaborating the research background, research
problems, problem limitation, research objectives, research benefits and definitions
of terms.
A. Research Background
There are four language skills must be learned by students in learning
English; namely listening, reading, writing and speaking. Speaking is one of the
skills which should be learned in order to support the development of the three other
skills. According to Lado (1965: 104-105) listening and speaking are basic before
reading and writing, since the primary goal of teaching is the language use for
communication. Therefore, it is important to train and develop speaking skill as
earlier as possible. Through speaking, people could express their thoughts and
opinions freely.
Nevertheless, in SMP St. Aloysius Sleman, there were some problems which
were usually faced by the learners when they were learning speaking. The basic
problem was they were not accustomed to speaking English. This happened because
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2
there was only a little chance for them to practice English in their daily conversation.
Further, they were also too shy to speak English because they were afraid to make
mistakes in pronouncing English word. It made them gave passive participation in the
conversation. Even when the students tried to speak English in their daily
conversation, some of friends would mock them by saying “sok bule”. Thus, they felt
afraid and shy to practice speaking in their daily activity.
In teaching speaking, there are some media that can be applied in class such as
videos, songs, flash cards and printed pictures. Here, the writer decided to focus on
printed picture as learning media. The writer chose printed pictures as media for
learning speaking because it is suitable media to teach speaking for students of SMP
St. Aloysius Sleman based on the writer’s experience when the writer worked there as
a teacher assistant in January 2014 up to March 2014. When the writer used printed
picture to teach speaking, the students were interested and happy because they could
remember English words easily. Thus, the writer focused on designing printed
pictures as learning media.
Actually, there are many definitions of pictures. However, in this study the
definition of picture is a medium that can help the learners to increase their speaking
skill through conversation among others. The learners are asked to have conversation
based on the picture given. As stated by Wright (1989), “Pictures are very important
to help students to retell experience or understand something since they can represent
place, objects, people, etc” . Furthermore, through pictures, the students can be active
in the learning process.

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It is the same as what stated by Kinder (1950):
Pictorial materials have proved their value in ways already enumerated, the chief four
of which are (1) motivating interest and learning, (2) providing source material for
study and investigation, (3) providing artistic and esthetic development, and (4)
providing cues which led to creative effort.

As what Kinder (1950) stated above that picture is one useful learning media
to teach speaking because it can motivate the students to learn actively in the learning
process, Wright (1994) states that the most benefit of a picture can make is to
contribute to the student’s understanding of a more general context which may be
made up of pictures, the teacher’s actions, the student’s actions, sound effects and
words. This overall context of new language will have meaning to the students. Thus,
picture is very important in teaching speaking because it helps the students to practice
communicating in English in an interesting way.
Considering that speaking skill is important to be trained and developed, SMP
St. Aloysius Sleman conducts an extracurricular activity named English Conversation.
The aim of this English Conversation extracurricular class is to help and give more
opportunity to the learners to develop their speaking skill. The headmistress of SMP
St. Aloysius Sleman holds English Conversation extracurricular activity once a week
and the time allocation for every meeting is 90 minutes. This class consists of eleven
students. Seven of them are eight graders and the rest are seven graders. Even though
there are only eleven students in this conversation class but they are very excited and
active. Unluckily, the materials for each meeting are not prepared well. This might
happen because the English teachers in SMP St. Aloysius Sleman were busy with their

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own business and they had not enough time to discuss and organize the materials for
every meeting. Therefore, the writer attempts to design a set of English speaking
materials using printed pictures for English Conversation extracurricular activity in
SMP St. Aloysius Sleman in order to help the teacher who teaches English
Conversation class in designing the materials that can be used by the teacher to teach
speaking.
B. Research Problems
Based on the background above, the writer formulates the problems as
follows:
1. How is a set of English Speaking materials using printed pictures for
English Conversation Extracurricular Class in SMP St. Aloysius Sleman
designed?
2. What does a set of English Speaking materials using printed pictures for
English Conversation Extracurricular Class in SMP St. Aloysius Sleman
look like?
C. Problem Limitation
The writer limits this research to design a set of English Speaking
materials for English Conversation extracurricular class in SMP St. Aloysius
Sleman by using printed pictures. Actually, there are many media that can be
used to teach speaking, i.g: videos, songs, flash cards, and pictures. In this
research, the writer decided to use pictures in designing the materials which

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can be used to teach speaking for English Conversation extracurricular in
SMP St. Aloysius Sleman. Through pictures students can remember a word
easily. The pictures can help them to choose or remember the word that they
are going to use in their conversation. They have to speak English in order to
answer the questions from their partner based on the picture they get. Further,
they may add some words which have correlation with the pictures. Since the
time is limited, the writer decided to design four units’ materials for English
Conversation instead of teaching speaking in that class.
D. Research Objectives
According to the research problems, the aims of this research are:
1. to design a set of English speaking materials for English Conversation
extracurricular class in SMP St. Aloysius Sleman using printed pictures.
2.

to present the design of a set of English speaking materials for English
Conversation extracurricular class in SMP St. Aloysius Sleman using
printed pictures.

E. Research Benefits
This research will give benefits both for the English teachers who teach
English Conversation class and the students who join this class. The benefits of
this research are stated below.
1. For the English Teachers
a. Since English teachers sometimes get difficulties to present suitable
material for the students, this research is expected to help English

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teachers provide a suitable material for speaking. Printed pictures as
learning media are hoped can help the teachers encourage the students
while speaking.
b. The speaking materials by using printed pictures can be the alternative
media for teaching speaking.
2. For the students
a. A set of English speaking materials by using printed pictures which is
designed to help students of SMP St. Aloysius Sleman who join English
Conversation class to improve their speaking ability.
b. A set of English speaking materials using printed pictures which is
designed for English Conversation class will give encouragement and
opportunities for the students who join the conversation class to speak
English.
3. For English Language Education Study Program in Sanata Dharma
University
a. This study is one of contributions of English Language Education
Study Program Sanata Dharma University to help one of education
institutes, in this research Junior High School, to design a set of
English speaking material using printed pictures which can be used by
the teachers.

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F. Definition of Terms
There are some terms used in this study that need to be clarified. These terms
are:
1. Design
Design is a plan to arrange a teaching and learning activity. A design
is made before the teacher teaches the students. According to Houle
(1978:230) a design is defined as a developed plan to guide educational
activity in a situation. The plan here is a plan of what kind of activities that
will be used during the teaching learning activity in the classroom. In
school, it is important for the teacher to make a plan or usually named
lesson plan before he or she teaches the students. The lesson plan might
help the teacher to manage the class’ activity. Further, lesson plan can also
help the teacher to achieve the goal of the material given.
2. Speaking
Speaking is the process of building and sharing meaning through the
use of verbal and non-verbal symbols, in a variety of contexts (Chaney &
Burk, 1998:13). Through speaking, the learners can express their thoughts
and opinions orally. It is same as what stated by Nunan (2003:48)
speaking is productive aural or oral skill. Further, according to
Widdowson (1979:58) speaking skill is kind of active productive

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interaction that makes us use aural medium. Aural mediums include
mouth, lips, tongue and other activities.
3.

Pictures
In this study, pictures are important media to teach speaking.
According to Duffy and Waller (1989: 249) pictures are some hand-made
or machine-made image that relates, however distantly, to the appearance
or structure of real or imagined thing. Pictures can be in form of wall
pictures, printed picture, photographs and illustrations. Teacher can design
pictures which help the students to remember English words.

4. An extracurricular class
An extracurricular class is an elective class for the students. Usually
this activity is started after the teaching learning process in the formal
class end. The students can choose the extracurricular based on their
interest. They may also choose more then one extracurricular. An
extracurricular is “an activity which is carried out after formal class in
order to add the time, as a complement of subject” (Thomas, 1978, p.
302). An extracurricular is not a part of the required curriculum and
outside the regular course of study but under the supervision of the school
(Neufeldt, 1997, p. 482).

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5. SMP St. Aloysius Sleman
In Indonesia, SMP stands for Sekolah Menengah Pertama. It also
called as junior high school. The students can enter SMP after they pass
their elementary school. There are three levels in SMP. They are seventh
grade, eighth grade and ninth grade. SMP uses semester system, a
semester is six months. SMP St. Aloysius Sleman located at Jalan
Magelang km. 9,5 Denggung, Tridadi, Sleman and headed by Dra. Sr.
Maria Etha SND. The students in this research are from the seven and
eight grades in SMP St. Aloysius Sleman. The ninth grade students have
not followed the extracurricular because they are preparing for the final
examination.

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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to discuss the theories underlying the
study. This chapter will be divided into two parts. The first part is the theoretical
review and the second part is the theoretical framework. The first part consists of
brief information on the basic theories of instructional design model, speaking skill
and pictures as media. Then, the second part contains the way the writer applies the
underlying theories to establish a framework in designing a set of English Speaking
materials using printed pictures for English Conversation extracurricular class in
SMP St. Aloysius Sleman.
A. Theoretical Description
Instructional Design Model
In designing the speaking materials, the writer used two kind of instructional
design models, Kemp (2011) and Yalden (1987). The writer combines those two
models because both of Kemp’s instructional design model and Yalden’s
instructional design model have clear steps in the process of conducting need
analysis, formulating the goals, and the designing materials. A brief discussion of
Kemp’s and Yalden’s instructional design model is presented in the following page.

10

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a. Kemp’s Instructional Design Model
A procedure should be followed when teachers or designers would like to
design materials for the learners. Kemp (2011) states that the designer should
consider three elements that are objectives, activities and resources, and evaluation
as the basic of creating an instructional design. If one of them missing, the designer
is likely experience problems to make a good design. According to Kemp (2011),
there are nine phases in designing materials. The phases are explained below:
1) Instructional Problem
The first phase is instructional problem. Instructional problem has
function to identify the need of the client or the performance problem the
client wishes to solve. The purpose of identifying the problem is to decide the
design. If the problem can be solved by instruction, then the designer proceeds
with the project. It is important to find the need of the client to know what the
client need exactly. In this phase, finding the need assessment, goal analysis,
or performance assessment can help the designer to indentify the client’s
problem.
2) Learner and Context
The second phase after doing instructional problem is learner and
context. In this phase, the designer needs to define the characteristics of the
target audience or those individuals who are not performing as expected. It is

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important for the designer to understand the learner characteristics most likely
to have an impact on the instructional outcomes. After that, the designer can
design the suitable design instruction.
3) Task Analysis
The third phase is task analysis and this is an important component of
the process. The designer uses this process to determine what knowledge and
procedure which is needed to include in the instruction in order to help the
learners master the objective. There are different techniques that are needed
for analyzing different types of content. First, the designer learns how to
conduct a topic analysis. Topic analysis is used to identify the facts, concepts
and principles that are needed for the instruction. Second, the designer learns
how to conduct a procedural analysis to be used in psychomotor tasks, job
tasks and cognitive sequences. Third, the designer learns about the critical
incident method which can be used to identify the content related to
interpersonal interactions and attitudes.
4) Instructional Objectives
The fourth phase is instructional objectives. The instructional
objectives specify exactly what the learner must master. The purpose of this
phase is to design suitable instruction, especially to choose and arrange
instructional activities and resources that facilitate teaching and learning

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activity. In this phase, the use of objectives is one of the first quality checks to
make sure that the instruction (including the learning activities) is focused on
solving the performance problems. There are three major categories of
learning objectives: cognitive, psychomotor and affective.
5) Content Sequencing
The fifth phase is content sequencing. In this phase, the designer
learns that the materials must be designed systematically. The first materials
are the easiest one and be more difficult for the next. Arranging the
information in a logical sequence may help the learner grasp the ideas in one
efficient and effective manner.
6) Instructional Strategies
The sixth phase is instructional strategies. This phase is the creative
step to design creative and innovative ways of presenting the information. It
helps the learners integrate the new information with ideas they already
understand. The designer must consider that an appropriate strategy will help
the learners to achieve the objective of the learning.
7) Designing the Message
The seventh phase is designing the message. After the designer has
designed the instructional strategies, the designer can turn the focus to design

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the message. This process uses techniques ranging from the way the designer
structure a sentence using signal words such as “Recall in the last
step……….” to the use of typographical element such as bold or italic to
direct the learners’ attention. Selecting appropriate graphics, text and
typographical design can further enhance the readability and the learners’
understanding of the instruction.
8) Development of the Instruction
The eighth phase is development of the instruction. After the designer
done with the analysis and design, now it is time for developing the
instruction. This part of the process involves putting all the parts together to
produce interactional materials such as video recordings, web pages, printed
materials or audiotapes.
9) Evaluations Instruments
The ninth phase is evaluations instrument. Evaluation instrument are
used to assess the learners’ mastery of the objectives. Evaluation is needed to
know whether the instrument designed can really fulfill the learners’ needs or
not and also to measure the objectives is achieved or not. The evaluation
instruments can be a form of multiple-choice test item, portfolio, etc.

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Figure 2.1 Kemp’s Instructional Design Model (2011)

b. Yalden’s Instructional Design Model
According to Yalden (1987: 88), there are seven stages in designing
materials. The stages are explained below:
1) Need Survey
Need survey is the first stage designer must do before designing the
materials. The purposes of this step are to know who the learners are and to
find out what the learners’ need. It should include the identification of
communication requirements, personal needs and motivation, and relevant
characteristic of learners. The result of this step is used to establish the
realistic and acceptable objectives.

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2) Description of Purpose
After conducting the need survey and getting the information which is
needed by the designer, the second stage is getting the specific purpose of the
learners. The aim of this step is to clarify the purpose of the language program
based on the need survey. By clarifying the purpose of the language program,
the designer can compose the appropriate language content from the simplest
to the wider scope.
3) Selection and Development of Syllabus Type
The third stage after clarifying the purpose of the language program is
selection and development of syllabus type. In this step, the designer has to
choose the suitable syllabus which matches with the needs, characteristics and
the aims of the learners. The syllabus will be used in the language program. It
is advised to modify the syllabus because there is no single model of syllabus
design which is universally agreed upon.
4) Production of a Proto Syllabus
In this fourth stage, the syllabus designer will turn to the description of
the content that the syllabus will have. The gathered information from the
need survey can be used in deciding how many components the syllabus
should have and how to make the component connected to each other.

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5) Production of a Pedagogical Syllabus
In this fifth stage, the designer will develop the whole approaches of
teaching and learning and also the testing program.
6) Development and Implementation of Classroom Procedures
In this sixth stage, the designer needs to develop the classroom
procedures. In this step, the designer starts to select the types of exercise and
the teaching techniques, prepare the lesson plans and the schedule. Moreover,
the teaching learning activities which will be done in the classroom should be
selected based on the learners’ need and characteristics.
7) Evaluation
The seventh stage is the last stage of Yalden’s instructional model.
This stage is usually called recycling stage because the whole cycle can start
again at this point. Recycling stage relates to the program, students and
teaching. These elements refer to the students’ performance reassessment of
the content and revised of the materials and methodology.

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Figure 2.2 Yalden’s Instructional Design Model (Yalden, 1987, p. 88)

Need
survey

Descripti
on of
purpose

Selection/
developm
ent of
syllabus
types

Productio
n of the
proto
syllabus
type

Productio
n of a
pedagogic
al
syllabus

Development
and
implementatio
n of classroom
procedures

Evaluation

1. Speaking Skill
As written in the title, the writer attempts to design a set of English
speaking materials using printed pictures as learning media. In this section, the
writer is going to explain the basic theory underlying speaking skill. This section
consists of three parts. They are the nature of speaking, the principles of teaching
speaking, and teaching speaking.

a. The Nature of Speaking
Brown and Yule as quoted by Nunan (1989: 26-27) discussed the nature of
speaking by differentiating between spoken and written language. Written language
is marked as a well formed sentence which is integrated into highly structured
paragraph. On the contrary, spoken language consists of short, often fragmentary

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utterances, in range of pronunciation. It is a skill that needs to be learned and
practiced.
Moreover, there are some types of questions that must be considered by
teachers who would like to concern with teaching spoken language. The questions
are taken from Brown and Yule (1983).
1) What are the appropriate forms of spoken language to teach?
2) From the point of view of pronunciation, what is a reasonable model?
3) How important is pronunciation?
4) Is it any more important than teaching appropriate handwriting in the
foreign language?
5) From the point of view of the structures taught, is it all right to teach the
spoken language as if it were exactly like the written language, but with a
few ‘spoken expressions’ throw in?
6) Is it appropriate to teach the same structures to all foreign language
students, no matter what their age is or their intentions in learning the
spoken language?
7) Are those structures which are described in standard grammars the
structures which our students should be expected to produce when they
speak English?
8) How i