English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian.

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ABSTRACT

Aditya, Winny. 2007. English Instructional Speaking Materials Using Communicative Tasks for the First Grade Students of SMK Kesenian. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The first grade students at SMK 1 Bantul, Yogyakarta could not speak English fluently. The problems occur when they had to promote Javanese art culture to foreigners. Considering the phenomenon, the writer tried to design a set of English instructional speaking materials for the first grade students at SMK 1 Bantul, Yogyakarta. Communicative task is chosen because it will encourage students to use language properly and speak as much as possible. There were two problems formulated in this study, they were:1) How is English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian designed? 2) What will the designed set materials look like?

The writer applied the RnD method in this study. Research information collecting was done for seeking the learners’ needs. Preliminary Field testing was done for getting the respondent’s evaluation on the designed materials.

To answer the first problem, the writer designed a set of instructional materials, by combining RnD, Kemp’s and Yalden’s models. The steps were: 1) conducting the needs survey, 2) determining goals, general purposes, and topics, 3) formulating learning objectives, 4) selecting the syllabus type, 5) enumerating the subject contents, 6) deciding the teaching learning activities and resources, and 7) evaluation that is divided into two parts namely, preliminary field testing and main product revision. To answer the second problem, the writer presented a set of instructional materials, which are included in Appendix 7. The title of the instructional materials is “Let’s Talk.”

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ABSTRAK

Para siswa kelas 1 SMK 1 Bantul Yogyakarta tidak dapat berbahasa Inggris dengan lancar. Hal ini menyebabkan para siswa menemui kesulitan ketika mereka harus mempromosikan bahasa Inggris kepada orang asing.Melihat fenomena yang terjadi, penulis mencoba untuk mendesain satu set materi speaking untuk kelas 1 SMK 1 Bantul, Yogyakarta. Communicative tasks dipilih untuk menggalakkan siswa untuk menggunakan bahasa secara tepat dan berbicara sebanyak mungkin.Ada dua permasalahan yang diformulasikan di dalam studi ini. 1) Bagaimana mendesain satu set materi speaking menggunakan communicative tasks untuk kelas 1 SMK Kesenian? 2) Seperti apa desain tersebut?

Penulis mengaplikasikan metode RnD di studi ini. Pengambilan data penelitian dan informasi dilakukan untuk mencari kebutuhan siswa dalam berbahasa Inggris. Evaluasi pra-area dilakukan untuk mendapatkan evaluasi dari para responden tentang desain materi.

Untuk menjawab pertanyaan pertama, penulis mendesain materi dengan mengkombinasikan model RnD, Kemp dan Yalden. Langkah-langkahnya: 1) mengadakan survey kebutuhan siswa, 2) menentukan sasaran, tujuan umum dan topik, 3) memformulasikan indikator, 4) memilih tipe silabus 5) membuat subjek isi, 6) memilih aktivitas belajar-mengajar dan sumbernya, 7) evaluasi yang terdiri dari dua bagian yaitu evaluasi pra-area dan revisi produk utama.Untuk menjawab pertanyaan kedua, penulis meyajikan satu set materi, yang terdapat di Apendik 7, judulnya adalah ”Let’s Talk.”

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ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING

COMMUNICATIVE TASKS FOR THE FIRST GRADE

STUDENTS OF

SMK KESENIAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Winny Aditya Dewi Student Number: 031214109

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING

COMMUNICATIVE TASKS FOR THE FIRST GRADE

STUDENTS OF

SMK KESENIAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Winny Aditya Dewi Student Number: 031214109

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2007 A Thesis on

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God Will Make a Way

(

Words and music by Don Moen)

God will make a way,

Where there seems to be no way

He works in ways we cannot see

He will make a way for me

He will be my guide

Hold me closely to His side

With love and strength for each new day

He will make a way, He will make a way.

By a roadway in the wilderness, He'll lead me

And rivers in the desert will I see

Heaven and earth will fade

But His Word will still remain

He will do something new today.

God will make a way,

Where there seems to be no way

He works in ways we cannot see

He will make a way for me

He will be my guide

Hold me closely to His side

With love and strength for each new day

He will make a way, He will make a way

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ACKNOWLEDGEMENTS

First of all, I would like to express my biggest gratitude to my beloved God, Jesus Christ for giving me this wonderful life and always accompanying me since I was born up to present time. His hug and love help me to take even a small step in my life.

My biggest gratitude goes to my major sponsor, Caecilia Tutyandari, S.Pd., M.Pd., for her time, advices and support that help me a lot finish my thesis. I am also very thankful to my co sponsor, Fidelis Chosa Kastuhandani, S.Pd. His positive ideas and sincere support help me much to deal with my thesis. I would also like to address my thankfulness to Ag. Hardi Prasetyo, S.Pd, M.A., as the Head of English Study Programme. His help in lending me several books and giving me good advices motivated me to finish this thesis.

My thankfulness goes to the big family of SMK 1 Kesenian Bantul Yogyakarta in letting me doing my research in this fascinating school. I would also to express my gratefulness to Michael Hadi Koesno, S.Pd, for introducing me to SMK 1 Kesenian Bantul Yogyakarta. I would like to express my gratitude to the first grade students at SMK 1 Kesenian Bantul Yogyakarta. I really enjoy our short meeting. Your big appreciation in traditional arts motivates me to continue in doing this thesis.

I would also want to express my biggest gratitude to my parents. My gratefulness goes to my beloved Papa, Yohanes Anton Widodo for his caring, love and support. Then, my gratefulness also goes to my lovely Mama, Maria Goreti Kusmiyati, for giving me endless support, advices and prayer. Both of them are the best gifts from God that I ever had.

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I would like to express my gratitude to my elder sister, Silvia Ayu Widayati, for giving support and best advice that motivates me to face any obstacle in finishing this thesis. My thankfulness also goes to my sister and brother, Francisca Imas Soraya and Antonius Angga Christanto for sharing laughter and happiness that brighten my life.

My sincere gratitude goes to my beloved friends, Sindu Lestari, Yessy and Deni Kartika for giving endless support and sharing many good times together. My thankfulness also goes to Danang W for lending me many books, giving advices and ideas. His sincere help supports me to deal with this thesis. My gratitude goes to Dudunk that help me with those beautiful pictures. I appreciate their helps.

My sincere thankfulness goes to Dialogue crews and big family of Baciro Church for giving me new knowledge and experience. I would like to address my thankfulness to the Secretariat staffs of the English Education Study Programme, and the Library Staffs of Sanata Dharma University. I thank them for the outstanding services.

I also thank to all people I can not mention here one by one, who had lent me a hand to finish this thesis.

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TABLE OF CONTENT

TITLE PAGE ... i

PAGE OF APPROVAL ... ii

PAGE OF DEDICATION... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS... viii

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

ABSTRACT... xiv

ABSTRAK... xv

I. CHAPTER I. Introduction A. Background... 1

B. Problem Formulation ... 3

C. Problem Limitation... 3

D. The Objectives of the Study ... 4

E. The Benefits of the Study ... 4

F. Definition of the Terms ... 5

II. CHAPTER II: Theoretical Review A. Theoretical Description ... 6

1. Instructional Design Models a. Kemp’s Model... 6

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b. Yalden’s Model... 9

2. The Materials Design a. Defining objectives ... 11

b. Materials design model ... 12

3. The Communicative Language Teaching a. Communicative View ... 14

b. Communicative Activity ... 16

c. Communicative Competence ... 19

d. Communicative Task ... 20

4. The Speaking Skill a. The Nature of Speaking ... 22

b. Teaching Speaking ... 23

5. The 2006 Curriculum a. The Background of 2006 Curriculum... 23

b. The English Study Program 2006 Curriculum for Vocational High School ... 24

B. Theoretical Framework... 25

III.CHAPTER III: Methodology A. Method... 29

1. Research and Information Collecting ... 29

2. Planning ... 30

3. Developing a Form of Product... 30

4. Preliminary Field Testing ... 30

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B. Research Participants... 31

C. Setting ... 32

D. Research Instruments... 32

E. Data Gathering Technique ... 33

F. Data Analysis... 34

G. Research Procedure ... 36

IV.CHAPTER IV: Research Result and Discussion A. The Findings of the Study ... 38

1. The Result of the Needs Survey and the Implications ... 38

a. Conducting Needs Survey... 39

b. Determining Goals, General Purposes and Topics ... 43

c. Formulating Learning Objectives ... 45

d. Selecting the Syllabus Type ... 46

e. Enumerating the Subject Contents ... 47

f. Deciding the Teaching Learning Activities ... 48

2. Evaluation ... 48

a. Preliminary Field Testing ... 49

b. Main Product Revision ... 52

B. The Discussion of the Designed Materials ... 53

C. The Presentation of the Designed Materials ... 54

V. CHAPTER V: Conclusions and Suggestions A. Conclusions ... 56

B. Suggestions ... 58

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APPENDICES

Appendix 1. Letter of Permission

Appendix 2. Needs Survey Questionnaires Appendix 3. Questionnaires for Teachers

Appendix 4. General Description of the Designed Materials Appendix 5. Syllabus

Appendix 6. Lesson Plan

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LIST OF TABLES

Table 3.1: The result of the Needs Survey Questionnaires (blank) ... 34

Table 3.2: The Descriptive Statistic of Respondents’ Opinion (blank) ... 35

Table 4.1: The Results of the Needs Survey Questionnaires ... 39

Table 4.2: Necessities, Lacks and Wants ... 43

Table 4.3: The Basic Competence ... 44

Table 4.4: The Eight Topics ... 44

Table 4.5: The Indicators of the Students’ Performance ... 45

Table 4.6: The Description of Preliminary Field Testing Respondents... 49

Table 4.7: The Results of the Preliminary Field Testing Questionnaires ... 50

Table 4.8: The Topics, the Titles, the Sections and Subsections of the Designed Materials ... 54

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LIST OF FIGURES

Figure 1: Kemp’s Instructional Design Model ... 9

Figure 2: Yalden’s Language Program Development ... 11

Figure 3: A materials design model ... 14

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ABSTRACT

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ABSTRAK

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CHAPTER I INTRODUCTION

In this chapter, the writer presents the basic points related to the study, which will be divided into six parts: Background, Problem Formulation, Problem Limitation, the Objectives of the Study, Research Benefits, and Definition of Terms. A. Background

The graduates of SMK 1 Bantul, Yogyakarta are already equipped to work in the Arts field. The students are provided not only with the specific skill area that they learn, but also with other subjects that will help the students to compete in the working world. One of the subjects is English because nowadays people should be able to master this language to compete in the working world. Because of the awareness of mastering English in the working world, English is learnt in the vocational high school and becomes a compulsory subject.

There are three language elements: grammar, vocabulary and pronunciation and four basic skills: listening, speaking, reading, and writing that are taught in SMK 1 Bantul Yogyakarta. The students learn these four skills and based on the need after they have graduated; speaking is measured as the basic need of the students because the students need to communicate using English when they have to go abroad to perform their art proficiency. The real fact is that many students do not master it and they feel difficult to speak in English.

Moreover, Nunan (2003: 48) reveals that many people feel that speaking in a new language is harder than other skills for two reasons. First, unlike reading or writing, speaking happens in real time: usually the person whom the speaker is

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talking to is waiting for listener to speak right then. Second, when the speaker speaks, the speaker cannot edit and revise what the speaker wishes to say, as the speaker can if the speaker is writing. This difficulty happens at SMK 1 Bantul Yogyakarta since the students have the obstacle when they want to master speaking skill.

The obstacle faced by most of the students at SMK 1 Bantul Yogyakarta who are going abroad in order to promote Indonesian culture happens when they have to speak in English. Therefore, speaking is considered important skills for the learners. Speaking skill is important because the mastery of English is closely related to communication.

Related to the need for communicative proficiency, a communicative approach or communicative language teaching is appropriate to develop speaking skill. Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes on interaction as both the means and the ultimate goal of learning a language (http://en.wikipedia.org/wiki/communicative_language_teaching).

Larsen-Freeman (2000: 121) points out that communicative language teaching aims broadly to apply the theoretical perspective of the communicative approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication. The underlying theory of CLT approach is the communicative competence (Hymes, 1971). Students do not simply learn the linguistic structures and grammar rules. They have to learn how to use the language properly.

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The communicative tasks are important for the students to develop their speaking skill. Nunan (1989: 10) defines communicative task as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. Through doing speaking exercises based on the communicative tasks, such as role play, interviews, information gap, games, and pair work, students are encouraged to express what they have learnt orally. Therefore in this study, the writer designs a set of instructional material using communicative tasks for the first grade students at SMK 1 , Bantul, Yogyakarta.

B. Problem Formulation

There are two problems in this study. They can be formulated as follow: 1. How is English speaking instructional materials using communicative tasks for

the first grade students of SMK Kesenian designed? 2. What will the designed set materials look like?

C. Problem Limitation

In this study, the writer intends to design a set of instructional speaking materials using communicative tasks. The writer mainly focuses on the instructional speaking materials design because the students need to improve their speaking ability. The design is made for the first grade students at SMK 1 Bantul Yogyakarta who study arts, particularly Javanese arts (Javanese Dance Arts, Javanese Theatre Arts, Puppet Performance Arts, and Javanese Music Arts). The writer obtained the topics from the research and information collecting. One of the objectives of research

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and information collecting is to find out the students’ want, particularly for the topics that are correlated with the arts field. Thus, this design is presented to help the students to master their speaking skill, particularly which is interconnected to the arts field.

D. The Objectives of the Study

There are two objectives of the study:

1. To construct English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian.

2. To present the designed set of materials.

E. The Benefits of the Study

This research is expected to be helpful first for English teacher at SMK 1 Bantul, Yogyakarta and other teachers at vocational high schools of arts in which the designed materials will help the teacher to conduct a lively teaching-learning process in class. Moreover, the designed materials will help the teacher to use the tasks that are appropriate and effective for the learners to achieve the goal of learning the target language.

Second, the designed materials are very helpful for the first grade students at SMK 1 Bantul, Yogyakarta because of several points which are: the designed materials will make the students enjoy learning English; the designed materials will help the students to improve their speaking ability; the designed materials will bring meaningful learning to the students; the designed materials will make effective learning activities; the designed materials will make the students be interested in learning activities.

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F. Definition of Terms

1. Instructional Material Design

Kemp (1977: 6) points out that instructional material design is composed of any interrelated parts and functions in order to achieve goals. In this study, instructional material design is what the writer will design according to the data taken from the research and information collecting that the writer will conduct. 2. Speaking

Nunan (2003: 48) states that speaking is the productive oral skill. It consists of producing systematic verbal utterances to convey meaning. In this study, speaking means how the students use the language, how the students can choose the right expression, and how the students can produce oral utterances and practice it.

3. Communicative Tasks

Nunan (1989: 10) defines communicative task as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. In this study, communicative task means a task that is given by the teacher to the students in order to improve the students’ communicative competence.

4. Arts Vocational High School (SMK Kesenian)

Vocational education deals with “knowledge, skills and attitudes that fit an individual, wholly or in part, for definite occupation or vocation, the pursuit of which equips for successful living” (F. Theodore Struck, 1945: 5). In this study, arts vocational high school is a school that deals with the arts field knowledge, skills and attitude.

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CHAPTER II

THEORETICAL REVIEW

This chapter presents the theories that are going to be used in the study. It consists of two parts, namely theoretical description and theoretical framework.

A. Theoretical Description

This section reviews some theories as the guideline to conduct this study. It is divided into four main parts. They are Instructional Design Models, Materials Design, Communicative Language Teaching, and Speaking Skill.

1.Instructional Design Models

In order to design English instructional materials, this study uses two models of instructional design, namely: Kemp’s model and Yalden’s model.

a.Kemp’s model

Kemp (1977: 4) stated that successful innovation in education requires at least three major elements. The first element is the teachers who are deeply concerned about their teaching effectiveness and who are motivated by a desire for improvement. The second is the administrators who willingly encourage and support those teachers and the last element is a carefully designed plan for developing improved instructional practice.

The problems appeared when the last element, which is a designed plan is developed in terms of traditional instructional approach. Therefore, Kemps (1977: 8) divided the instructional design models into eight steps that can be best applied to

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individual topics and to units and then to complete courses. The eight plans can be described as follows:

1)Goals, Topics, and General Purposes

Kemp stated that instructional design planning starts with recognition of the broad goals of the school system or institution. The educational programme is then developed to serve those goals. Within curriculum areas or courses, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (what students generally are expected to learn as a result of instruction).

From this statement, it can be said the steps starting from goals derived from the school system, then it moves to the selection of the topics that is interconnected with the curriculum, then it moves to the selection of the general purposes that are chosen by the teacher concerning with the students’ needs.

2)The Learners’ Characteristics

Kemp stated that to best assure an individual’s success in the designer’s educational programme, the designer should recognize and respect the students as individual learners. Here, Kemp divides the learners’ characteristic into two factors, which are academic and social factors.

It means that by knowing the learners’ characteristic, it will help to achieve the goal, topics, and general purposes that have been stated in the first step. In other word learners’ characteristics are very important to guarantee the success of the educational programme.

3)Learning Objectives

Kemp said that learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning. It

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means that a good teacher should bring the objectives in his class to the students to show the students the relevance between the objectives and what topics they are studying.

4)Subject Content

Kemp stated that a student’s learning experiences must involve subject content. The content, in turn, must be closely related to the objectives and to the student’s needs. In other words, the subject content should be included in the steps of designing the materials because it is closely interconnected with the objectives and the students’ needs.

5)Pre-assessment

Kemps said that in order to know the readiness of the students to study topic, unit and competence of the students in the stated objectives the educational programmer should have a placement and diagnostic tests as ways of determining the students’ background in the subject and as guides for grouping them.

From this statement, it can be said that placement and diagnostic test will be helpful for the educational programmer to re-examine the topics and the stated objectives in order to help the designer to group the students based on their background knowledge.

6)Teaching/Learning Activities, Resources

Kemp stated that the educational programmer must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. In other words, selecting the teaching learning activities is important in order to achieve the stated objectives.

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7)Support Services

Kemp included funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. It can be said that the facilities that are stated by Kemp support the teaching learning activities because when the facilities are not available it may hinder the planned programme.

8)Evaluation

Kemp stated that evaluation is the payoff step in the instructional design plan. When the designer has the evaluation it means that the designer is ready to measure the learning outcomes relating to the objectives. From this statement, it means that evaluation is an important element to measure the accomplishment of the stated objectives in order to help the designer to revise the instructional design or not.

Revision

Learner Characteristic

Learning Objective Subject Content

Pre-assessment Teaching/Learn

-ing Activities Resources

Evaluation Support Service

Goals, Topics and General

Purposes

Figure 1. Models of Instructional System (Kemps, 1977: 9)

b.Yalden’s model

Yalden (1983: 88) divided the instructional design into seven steps, which are:

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1)Need survey

According to Yalden, when a need survey is being undertaken there is potentially a great deal of information to be gathered. The reason for this entire information gathering is to understand as much about the learners as possible prior to the beginning of the programme in order to establish realistic and acceptable objectives.

2)Description of purpose

Here, the next step for the system designer is to clarify the purpose of the language programme. This will establish the foundation for the major decision facing the language course designer when he arrives in the stage III, the selection of a syllabus type.

3)Selection or development

Here, Yalden implied that no single model of syllabus design which is universally agreed upon. It means that the designer should realize the strengths and the weaknesses of the syllabus design that is being taken or the designer can combine more than one syllabus in order to make the course design more reliable.

4)The proto syllabus

At this stage, the syllabus designer will turn to the description of the content that the syllabus will have, that is the preparation of syllabus specifications. In other words, the designer will examine the syllabus that is chosen.

5)The pedagogical syllabus

In this step, the pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the learner.

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6)Development and implementation of classroom procedure

In this step, the designer can develop the syllabus design in order to get the syllabus that is relevant with the communicative language teaching. Not only develop the syllabus, but the teacher also implies the syllabus into the teaching and learning activities in the classroom.

7)Evaluation toward the students, the programme and teaching process

Returning to the process of developing a language programme, it can be seen that the final phase is evaluation, which has two broad aspects. First, one would wish to evaluate or test the students in the programme; next, the teaching as well as the over all design of the course should be assessed.

Needs Survey Descrip tion of purpose Selection/ developm ent of syllabus type Product ion of a proto-syllabus Production of a pedagogical syllabus Developm ent and implement ation of classroom procedure Evaluat ion

Figure 2. Language Programme Development (Yalden, 1983:88)

2.The Materials Design

According to Hutchinson and Waters (1994: 107) there are two main parts in materials-producing techniques, namely defining objectives and materials design model. Those can be described as follow:

a.Defining objectives

In defining the purpose of the materials, the designer can identify some principles which will guide the designer in the actual writing of the materials.

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1)Materials provide stimulus to learning. Good materials do not teach; they encourage learners to learn.

2)Materials help to organise the teaching learning process, by providing a path through the complex mass of the language to be learnt. Good materials should provide a clear and coherent unit structure which will guide teacher and learner through various activities in such a way to maximise the chances of learning. Therefore, a materials model must be clear and systematic, but flexible enough to allow for creativity and variety.

3)Materials embody a view of the nature of language and learning. Therefore, materials should truly reflect what the author thinks and feels about the learning process.

4)Materials reflect the nature of the learning task. The designer must now take a more modest view and recognise that language learning is very complex and little understood process. For that reason, materials should try to create a balanced outlook which both reflects the complexity of task, yet makes it appear manageable.

5)Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.

6)Materials provide models of correct and appropriate language use. The last principle is the necessary function of materials, but it is not the only purpose that makes the result of materials become simply a statement of language use rather than a vehicle for language learning.

b.Materials design model

Hutchinson and Waters (1994: 108) stated that the materials design model consists of four elements: input, content focus, language focus and task.

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1)Input

This may be a text, dialogue, video-recording; diagram or any piece of communication data, depending on the needs the teacher has defined in the analysis. The input provides a number of things which are stimulus material for activities, new language items, correct models of language use, a topic for communication; opportunities for learners to use their information processing skills, and opportunities for learners to use their existing knowledge both the language and the subject matter. 2)Content focus

Language is not an end itself, but a means of conveying information and feelings about something. Non-linguistic content should be exploited to generate meaningful communication in the classroom.

3)Language Focus

The aim is to enable learners to use language, but it is unfair to give learners communicative tasks and activities for which the learners do not have enough of the necessary language knowledge. In language focus learners have the chance to take the language to pieces, study how it works and practise putting it back together again.

4)Task

The ultimate purpose of language learning is language use. Materials should be designed, therefore, to lead towards a communicative task in which learners use the content and language knowledge they have built up through the unit.

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INPUT

TASK

LANGUAGE CONTENT

Figure 3: A materials design model (Hutchinson and Waters, 1994:109)

3.The Communicative Language Teaching

Richards and Rodgers (2001:159) stated that the Communicative Approach in language teaching starts from theory of language as communication. The goal of language teaching is to develop the communicative competence. In order to explore more about Communicative Language Teaching, this part consists of three main components, namely communicative view, communicative activity and communicative task.

a.Communicative View

Littlewood (1983) in Communicative Language Teaching: an introduction, looked closely to the communicative view, by dividing it into four parts, namely Functional views of language, Understanding functional meanings, Expressing functional meanings, and Understanding and expressing social meanings.

1)Functional views of language

Littlewood (1983) stated language is used as a means of communication. Therefore, functions view which concern on the specific situational and social factors arouse. Littlewood (1983) adds just as functional view can divide a single linguistic

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into a number of functions, so also can a single communicative function be expressed by a number of linguistic forms. It means that the speaker can use many linguistic options when he wants to say one meaning.

2)Understanding functional meanings

Littlewood (1983) stated that there are three corresponding aspects of the skill involved in understanding meanings. First is the ability to understand linguistic structures and vocabulary. Second is knowledge of the potential communicative functions of linguistic forms. Third is the ability to relate the linguistic forms to appropriate non-linguistic knowledge, in order to interpret the specific functional meaning intended by the speaker.

Those three aspects reveal that the hearer should comprehend not only the linguistic knowledge but also the relation to the specific functional meaning. The foreign language learners should be able to develop the strategies to understand the meaning of what the speaker wants to say in order to achieve the communicative functions.

3)Expressing functional meanings

Littlewood (1983) stated that communication is a two-sided process. When someone speaks, the speaker is constantly estimating the hearer’s knowledge and assumptions, in order to select language that will be interpreted in accordance with our intended meaning.

Due to his statement, it can be said that the speaker must master the functional views. The speaker should realize the hearer’s background knowledge, the social situation that is involved in the communication process. Moreover, the speaker should be able to select the strategy that will make the communication process works

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effectively. Related to the foreign language learners, they need to acquire not only the linguistic knowledge but also the strategies that can help them to communicate effectively in a real situation.

4)Understanding and expressing social meanings

Littlewood (1983) said that one factor determining the speaker’s choice of language is the knowledge that he assumes the hearer to possess. A further important factor is his interpretation of the social situation in which communication is taking place: language carries not only functional meaning, it also carries social meaning.

Therefore, it can be said that if we want to communicate with someone, we have to be able to comprehend the functional view and the strategy that can make the hearer understand of what we are intended to say as the speaker. Furthermore, the speaker should be able to read the social situation that happens in the communication process.

b.Communicative Activity

Littlewood (1983) stated that the teacher may have designed the activity so as to provide an opportunity for the learners to produce language that they had already learnt so that it can lead the learners to communicate meanings effectively. Due to the statement, this part will approach the communicative activity by describing the purposes of communicative activities,

1)Purposes of Communicative Activities

This part consists of what the teacher might hope to achieve, through communicative activity in the classroom, therefore the following four headings are the summary of the contributions that communicative activity can make to language learning.

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a)Communicative activities provide ‘whole-task practice’

Littlewood (1983) stated in foreign language learning, the means for providing learners with whole-task practice in the classroom is through various kinds of communicative activity, structured in order to suit the learners’ level of ability. Thus, through the various communicative activities, the learners can be provided the whole task practice that is suitable on their level ability in order to make the learners easier to achieve the goal of the lesson.

b)Communicative activities improve motivation

Litlewood (1983) defined that the learner’s ultimate objective is to take part in communication with others. Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to the objective and helps them to achieve it with increasing success.

It means that communicative activities can make the learners motivate themselves in learning the target language by providing the relevance between the learning activities and the objectives. By being motivated, the learners can help themselves to achieve the objectives of the classroom activity that is to communicate with others using the target language.

c)Communicative activities allow natural learning

Littlewood (1983) revealed that many aspects of language learning can take place only through natural processes, which operate when a person is involved in using the language for communication. It can be said that communicative activities is important in the learning process because they provide the learners to use the natural processes in order to acquire the language learning.

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d)Communicative activities create a context which supports learning

Communicative activity provides opportunities for positive personal relationships to develop among learners and between learners and teacher. These relationships can help to ‘humanise’ the classroom and to create the environment that supports the individual in his efforts to learn. It means that communicative activities develop the relationship between the learners and the teachers so that it will build a conducive classroom environment that will support or motivate the learners to make a progress of their language learning process.

2)Learner-directed Activity

Littlewood (1983) stated that in many communicative activities the teacher creates a situation and sets an activity in motion, but it is the learners themselves who are responsible for conducting the interaction to its conclusion. From this statement, it can be said that in communicative activities, there will be a learner-centred approach. Therefore, the learners should actively take part in every activity in order to make the communicative activity runs effectively. The teacher is only a facilitator. 3)The Teacher’s Role in Communicative Activities

Littlewood (1983) stated that especially in the more creative types of activity, unnecessary intervention on the teacher’s part may prevent the learners from becoming genuinely involved in the activity and thus hinder the development of their communicative skills. However, this does not mean that once an activity is in progress, the teacher should become a passive observer. His function becomes less dominant than before, but not less important.

From this statement, it can be said that the teacher’s role in the communicative activities is still very important, but here the teacher’s role is to make

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the students become active and monitor the students’ development in performing their language ability.

4) Types of Communicative Activities

Littlewood (1983) divided the communicative activities into two types; they are functional communication activities and social interaction activities.

• Functional communication activities

The main purpose of this activity is that learners should use the language they know in order to get meanings across as effectively as possible. In other words, it can be said that how the learners can communicate with others related to the situation that happens.

• Social interaction activities

We can devise communication activities which place emphasis on social as well as functional aspects of communication. In other words the learners should focus not only in the terms of the functional effectiveness of the language, but also in terms of the social context in which the interaction takes place.

c.Communicative Competence

Paulston and Bruder (1976: 55) stated that generally communicative competence is taken to be the objective of language teaching: the production of speakers competent to communicate in the target language. Francis Johnson as quoted by Paulston and Bruder (1976: 56) pointed out that communication requires interpersonal responsiveness, rather than the mere production of language which is truthful, honest, accurate, etc. Communication arises when language is used as interpersonal behaviour.

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Dell Hymes as cited by Paultson and Bruder (1976: 56) argued that communicative competence must include not only the linguistic forms of language but also knowledge of communicative function itself such as when, how and to whom it is appropriate to use the language.

d.Communicative Task

For communicative tasks, Nunan (1989: 10) has offered this definition: “the communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.” According to Steven Tait, M.Ed. TESOL (http://www.englishclub.com/tefl-articles/successful-communicative-tasks) communicative activities are fluency-based activities. While such activities may involve students practicing a particular grammatical form, they are likely to do more than this. The key element is that the activity is based around a realistic situation. It means that in communicative activities, students learn language related to the real situations that are closely related with the student’s everyday experiences.

Nunan (1989) stated the framework for analyzing communicative tasks.

Goals Teacher role

Input TASKS Learner Role

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Goals may relate to a range of general outcomes (communicative, affective or cognitive) or may directly describe teacher or learner behaviour. We can know goal from an examination of a task. Input is a task consists of some input and one or more related activities. Input refers to the data from the point of departure for the task. In fact, input for communicative tasks can be gathered from a wide range of sources. Activities specify what learners will actually do with the input as the beginning of learning task. Pattison as cited by Nunan (1989: 68) proposes seven activities types. Those activities are as follows:

1)Questions and answers

These activities are based on the notion of creating an information gap. The aim of this activity is for learners to discover their classmates’ secret choices. This activity can be used to practice almost any structure, function, or notion.

2)Dialogues and role-play

If learners are given some choice of what to say, and if there is a clear aim to be achieved by what they say in their role-plays, the learners may participate more willingly and learn more thoroughly than when they are told to repeat a given dialogue in pairs or in a group.

3)Matching activities

The task for the learner is to recognize matching items, or to complete pairs or sets.

4)Communication strategies

These activities are designed to encourage learners to practice communication strategies like a paraphrasing, using gesture and asking for feedback.

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5) Picture and Picture stories

Many communication activities can be stimulated through the use of pictures. 6)Puzzles and problems

These require learners to make guess, draw their general knowledge and personal experience, use their imagination and test their powers of logical reasoning. 7)Discussion and decisions

These require the learners to collect and share information to reach a decision.

4.The Speaking Skill

Here, in order to draw near with speaking skill, the writer will divide it into two, namely the nature of speaking and teaching speaking.

a.The nature of speaking

Rivers (1970) stated that students come to the study of a foreign language in high school with the strong conviction that language means something spoken. Through speech, man expresses his emotions, communicates his interactions, reacts to other persons and situations, and influences other human beings.

Brown and Yule as cited by Nunan (1989: 26) stated that spoken language consist of short, often fragmentary utterances, in a range of pronunciations. Moreover, speaking has the interactional function, in which the primary purpose of speech is the maintenance of social relationship.

b.Teaching speaking

Rivers (1970) stated that the teaching of the speaking skill is more demanding on the teacher than the teaching of any other language skill. The principle of teaching

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speaking is that the teacher will need to give the students many opportunities to practice the speaking skill. The teaching of the speaking skills involves two levels of activity; the first is the forging of the instrument requires much practice in the arbitrary associations of the new language. Second, the student who is to speak a language so as to express his personal meaning needs much practice in this process of generating new sentences to suit his purpose.

Hughes (2002) stated that teaching speaking is not easily separated from other objectives. A further complicating factor is that when the spoken language is the focus of classroom activity there are often other aims which the teacher might have: for instance, helping the students to gain or practice some aspects of linguistic knowledge or to raise awareness of some socio-linguistic or pragmatic point (the communicative functions)

5. The 2006 Curriculum

Based on the Education Ministry Degree number 22 year 2006 about content standard and number 23 year 2006 about graduated competence standardisation, the writer used the 2006 curriculum, (Pusat Kurikulum Balitbang Depdiknas, 2006) as the basic for designing the instructional materials. Here, in order to get close with the 2006 curriculum, the writer will divide it into two, namely the background of 2006 curriculum and English Study Program 2006 Curriculum for Vocational High School.

a. The Background of 2006 Curriculum

Based on Pusat Kurikulum Balitbang Depdiknas (Kurikulum Tingkat Satuan Pendidikan, 2006), the 2006 curriculum is an operational curriculum that is arranged

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and implemented by each education unit. It has three main purposes. First, elementary education has a purpose to put the basic cleverness, knowledge, personality and the ability to live independently and continue it into higher level. Second, intermediate education has a purpose to increase cleverness, knowledge, personality and the ability to live independently and continue it into higher level. Third, vocational elementary education has a purpose to increase cleverness, knowledge, personality and the ability to live independently and continue it into higher level based on their specific field.

The 2006 curriculum is a form of the basic and intermediate curriculum. It is developed based on each group or education unit and school committee or madrasah under the coordination and supervision of education and religion ministry for basic education and province for intermediate education. The basic of this curriculum is on the content (Education Ministry Degree number 22 year 2006) and graduated competence standardisation (Education Ministry Degree number 23 year 2006) that is designed by the National Education Standards Boards (BNSP).

b. English Study Program 2006 Curriculum for Vocational High School

Based on 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), Language is a device to communicate with others both oral and written. Enable to communicate means the person is able to comprehend or produce oral and written sentences. Enable to use language covers listening, speaking, reading and writing skills that can be used for socializing with others.

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English is an adaptive study programme. The purpose is to provide the students with the ability to communicate in English both oral and written which is suitable with their specific field. English study programme is expected to help the students to master Basic English knowledge and skills for supporting the specific field achievement. It also has an intention to implement the students’ ability to communicate both oral and written at intermediate level.

The scope of English study programme at vocational high school curriculum covers three aspects. First is basic English communication in novice level which is for the first grade students. Second is basic English communication in elementary level which is for the second grade students. Third is basic English communication in intermediate level which is for the third grade students.

B.THEORETICAL FRAMEWORK

Due to the need of communicative proficiency, a communicative approach or communicative language teaching is appropriate to develop speaking skill. Therefore, in this study the writer will design the instructional materials for teaching speaking using communicative tasks in order to improve the students’ communicative competence in order to accomplish the class’ objective in learning English related to the arts field.

Here, the writer will combine two models of instructional design (Kemp and Yalden) in order to make the best design that is appropriate for the first grade students at SMK Kesenian 1 Kasihan Bantul Yogyakarta. These two models are chosen because they have the steps that are particularly important to design the instructional materials. These steps will be used by the writer to make the instructional design. It can be described as follows:

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1. The needs survey (Yalden)

The first step in designing the materials is the needs survey. Based on RnD cycle, it can be considered as research information collecting. The writer distributed the questionnaire into 40 first grade students at SMK 1 Bantul Yogyakarta. It is aimed to gather the research data that will be needed by the designer in order to state the realistic goal, topics and general purposes.

2. Determining goals, general , and purposes topics (Kemp)

After the designer gets the data and analyses it in order to get the data result, the designer determines the goals or standard competence and formulates the general purposes or it can be said as basic competence based on 2006 curriculum for vocational high school. Then, the designer selects the topics taken from the research and information collecting and based on basic competence exploration.

3. Formulating learning objectives (Kemp)

Kemp stated that learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning. Due to the statement, the designer formulates learning objectives which is the indicators in order to show the relevance between the objectives and what the subject content that will be used.

4. Selecting the syllabus type (Yalden)

After deciding the Indicators, the next step is choosing syllabus type. Yalden stated that there is no single model of syllabus design which is universally agreed upon. Therefore, various combinations are possible, and of course various focuses on oral or written language, as required, are also feasible.

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5. Enumerating the subject contents (Kemp)

Kemp stated that a student’s learning experiences must involve subject content. Therefore, the designer enumerates the subject content that is closely related to the objectives and the students’ needs.

6. Deciding the teaching learning activities and resources (Kemp)

In this step, the designer decides the instructional methods and instructional resources that will be most appropriate for accomplishing each objective. The designer not only determines the most efficient and effective methods and then select materials to provide learning experiences that will develop the content associated with each objective but also designs the instructional materials.

7. Evaluation (Kemp)

Here, the designer combines the steps from Kemp and Educational research and development. There are two sub-steps in this last step:

a.Preliminary Field Testing

In order to measure the quality of the material design, the designer should get the feedback of performance data into the system from the evaluators for the purpose of making adequate adjustments in system. Here, the designer distributes questionnaire to the teachers in order to make the designed materials improvement. b.Main Product Revision

After the designer obtains the preliminary field testing result, the writer revises, improves, or changes some parts based on the result of preliminary field testing result.

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The needs survey

Determining goals, general purposes, and topics

Formulating learning objectives

Selecting the syllabus type

Evaluation

Deciding the teaching learning activities Enumerating the subject contents

Selecting Materials Designing Materials Preliminary field testing

Main product revision

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CHAPTER III METHODOLOGY

This chapter discusses the methodology that was used to answer two questions stated in the problem formulation. The discussion includes methods that were used, research participants, setting, research instruments, data gathering technique, data analysis, and also research procedure.

A. Method

Educational research and development (R and D) is a process used to develop and validate educational products. Moreover, the goal of R and D is to take the research knowledge and incorporate it into a product that can be used in school (Borg and Gall, 1983: 771). Therefore, the writer conducted an educational research and development to obtain the data for this study. In conducting the research the writer used research and information collecting, planning, development of product, preliminary field testing and main product revision.

1. Research and information collecting

Based on R and D cycle (Borg and Gall, 1983: 774), research and information collecting takes the first part. Here, the writer also put research and information collecting as the first part. The writer distributed the questionnaire into 40 first grade students at SMK 1 Bantul, Yogyakarta in order to collect all necessary information from the students at SMK 1 Bantul, Yogyakarta to support this study. The writer did the research and information collecting in order to do the need analysis. The writer distributed questionnaire that contained the questions about the kind of English materials that are appropriate to and needed by the learners.

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The research and information collecting focused on several things: a. The appropriate speaking topic related to the Arts field

b. The contents of materials which are appropriate for the students at SMK 1 Bantul, Yogyakarta.

c. The kinds of strategy that is appropriate for the students at SMK 1 Bantul, Yogyakarta.

2. Planning

Here, the writer made some plans before developing a product. The writer determined goals or standard competence and general purposes or basic competencies based on the 2006 curriculum. Then, the writer determined the topics based on the exploration of basic competence and research information collecting result. Next, the writer formulated the learning objectives or indicators.

3. Developing a form of product

Developing a form of product took the major part in materials development. After the writer collected the research and information collecting, and made some plans the writer used the result to develop form of product which is selecting the syllabus type. Then the writer enumerated the subject contents that was helpful for the writer to develop the product which was designing the materials.

Next, the writer designed speaking materials for the first grade students at SMK 1 Bantul, Yogyakarta. The writer used the research and information collecting result and the 2006 curriculum as the basic for developing the materials.

4. Preliminary field testing

Here, the writer distributed the questionnaire to three teachers at SMK 1 Bantul Yogyakarta in order to obtain the comments and feedback that were very

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helpful to make a main product revision. The objective of preliminary field testing was to get the opinion and evaluation from the research participants in order to revise and improve the designed materials. The writer distributed the questionnaire after the writer designed the materials in order to know some information about whether: a. the basic competence and indicators were formulated correctly.

b. the designed materials have accomplished the students’ needs.

c. the topics of the designed materials were appropriate based on the student’s level and interesting for the students.

d. the tasks were appropriate to accomplish basic competence and indicators.

e. the designed materials were appropriate for the first grade students at SMK 1 Bantul Yogyakarta.

5. Main product revision

After the writer gained the comments and feedback from the three teachers at SMK 1 Bantul Yogyakarta, the writer revised the designed materials based on their comments and feedback.

B. Research Participants

The participants of this study were divided into two; those were research and information collecting participants and preliminary field testing participants.

1. Research and information collecting participants

Since the purpose of the research information collecting is to know the students’ needs, lacks and wants, therefore the target population for the research participants was the first grade students at SMK 1, Bantul Yogyakarta. Since the topic was for speaking class; so, the writer gave questionnaire in the speaking classes

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at SMK 1 Bantul Yogyakarta. The writer tried to obtain the accessible population for two speaking classes. Furthermore, the sample of this research took for about 40 students from 53 students at speaking classes.

2. Preliminary field testing participants

There are three English teachers at SMK 1 Bantul Yogyakarta. Therefore, the group of respondents for the preliminary field testing was all those three teachers at SMK 1 Bantul Yogyakarta because the teachers have much knowledge and many experiences in selecting the materials that are appropriate for vocational high school students particularly the first grade students at SMK 1 Bantul Yogyakarta. The questionnaire was needed in order to gather information, comments, suggestions and opinion of the designed material that were needed in order to improve and revise the designed materials.

C. Setting

The place for conducting the study was in SMK 1 Bantul, Yogyakarta. The time for the research was in the even semester in 2007. For the questionnaire, the writer distributed the questionnaire of research and information collecting to the students on the even semester in 2007. The writer distributed the questionnaire of preliminary field testing after the writer developed the form of product.

D. Research Instruments

There were two kinds of survey that the writer used in the study: 1. Research and information collecting instrument

The writer employed questionnaire for the survey study. A questionnaire is a list of (usually printed) questions to be answered by a group of people, especially to

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get facts or information, or for a survey (Oxford Advanced Learner’s Dictionary, 1987: 688). Moreover, Seliger and Shohamy (1989: 72) stated that questionnaires are printed list for data collection, which contain questions or statements for the subject to respond.

There was one group of participants for questionnaire which was the first grade students at SMK 1 Bantul Yogyakarta. The writer distributed the questionnaire that was helpful for the writer to find out the students’ needs, lacks and wants, the kind of teaching speaking instructional materials that the students were interested in. 2. Preliminary field testing

After the writer designed English speaking instructional materials, the writer distributed the questionnaire to the three teachers at SMK 1 Bantul Yogyakarta in order to evaluate the strengths and the weaknesses of the design. The data result was useful for the writer to revise the instructional materials.

E. Data Gathering Technique

1. Research and information collecting data

For research and information collecting, the writer distributed the questionnaire to one group of participants. The participants were the first grade students at SMK 1 Bantul Yogyakarta in order to collect the research and information for research and information collecting. The writer distributed the questionnaire to the students in order to know the students’ needs, lacks and wants, what kind of teaching speaking instructional materials that the students were interested in. The data result from the questionnaire was used for the data analysis in order to develop form of product

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2. Preliminary field testing

The data taken from the three teachers was very helpful for the writer to make main product revision. The writer distributed the questionnaire to the three teachers in order to evaluate the strengths and the weaknesses from English speaking instructional materials for the first grade students at SMK 1 Bantul Yogyakarta. The data result was useful for the writer to revise the designed instructional English materials.

F. Data Analysis

1. Research and information collecting as the needs survey

For the research and information collecting, the result of questionnaire was the data in the form of total number of the first grade students who choose the options of each question. The resulted data was analyzed descriptively by counting the respondents’ most chosen options.

Accordingly, this type of study is qualitative research. Therefore, the decision is determined by a majority vote. In other words, the data from the research and information collecting questionnaire was analyzed by counting the amount of participants who chose the selected items. Subsequently, the writer used the data as the basis for designing the materials for the first grade students at SMK 1 Bantul Yogyakarta.

Questions Response Number Percentage

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2. Preliminary field testing

In analyzing the data, the writer used Likert scale. In using central tendency as a means of measurement, the writer used five point scales to collect the respondents’ opinions on the designed materials.

They were:

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

The score of the questionnaire was calculated using descriptive statistics to the source of variance. The source of variance here was number of cases and mean. The central tendency of the respondents’ opinion on the designed set of materials could be recorded in a table as follow:

Frequency of Points of Agreement Central Tendency No Respondents’

opinions on

1 2 3 4 5 N Mean

Table 3.2: The Descriptive Statistics of Respondents’ Opinion (Blank)

Notes:

N = Number of cases (the number of respondents)

Mn = Mean (indicators of central tendency of the set of sources) The formula for getting Mean is:

X = Σ X N

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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) In the preliminary field testing, the data showed whether the designed materials were good and acceptable or not. The assessment of the mean is classified as follows:

0 – 2 : the designed materials were poorly designed 2.1 – 3 : the designed materials were fairly designed

3.1 – 4 : the designed materials were good, but need revisions 4.1 − 5: the designed materials were well designed and acceptable

G. Research Procedure

In the following section, the writer discusses the procedures of how the study conducted. The writer adopted the research procedure from Educational Research and Development cycle. The steps could be seen as follows:

1. Research and Information Collecting

This step could be considered as needs survey. The writer distributed the questionnaire to one group of participants, which was the first grade students at SMK 1 Bantul Yogyakarta. The writer distributed questionnaire to the students to know about what the learning needs at speaking class for the first grade students at SMK 1, Bantul Yogyakarta.

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2. Planning

In this step, the writer determined goals, general purposes, topics, and learning objectives. The objective of this step was to prepare the important elements to develop form of product which was designing the materials.

3. Developing the Form of Product

After the writer did the need analysis by conducting research and information collecting and prepared the important elements, the writer selected the syllabus type and formulated the subject contents in this step. The writer used the result of all the important elements to design the instructional materials. The writer used the research and information collecting and planning step result as the basis for the material development in designing the materials.

4. Preliminary Field Testing

The writer distributed the questionnaire to the three teachers at SMK 1 Bantul Yogyakarta to get comments, feedback and suggestion in order to know the evaluation of the design, whether it needed improvement or not.

5. Main Product Revision

After the writer conducted the preliminary field testing, the writer used the data result as the basis for revising the instructional materials. In this step the writer added and reduced several parts that were suggested by the post design participants in order to make the designed materials were more appropriate and acceptable for the students.

6. The writer presented the instructional materials

Finally, the writer presented the English Instructional Speaking Materials Using Communicative Tasks for the First Grade Students of SMK Kesenian.

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CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter describes the results and discussion of the findings of the study and the presentation of the designed materials. This chapter is divided into three parts. The first part is the findings of the study. The second part is discussion of the designed materials. The last part presents the designed materials for the first grade students at SMK 1 Bantul Yogyakarta.

A. The Findings of the Study

In this study, there are two major parts, namely the result of the needs survey and the evaluation. The needs survey was conducted in order to know the students’ needs, lacks and wants. The evaluation was conducted after the writer designed the materials. Evaluation was purposed to get the comment, feedback and suggestions from the participants.

1. The Result of the Needs Survey and the Implications

In this part, the writer delivered the result of needs survey that could be considered as research and information collecting, the term that used in the R and D Cycle. This part is divided into six, namely conducting needs survey, determining goals, general purposes, and topics, formulating learning objectives, selecting the syllabus type, enumerating the subject contents and deciding the teaching learning activities.

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a. Conducting Needs Survey

Since needs survey is very important to gain the data for continuing the next step which is designing the materials, therefore the writer distributed the questionnaire to the first grade student at SMK 1 Bantul Yogyakarta.

1) Data Presentation of Needs Survey

The needs survey is important to collect the information about the target learner’s needs and wants. Therefore, the writer conducted a study by giving the questionnaire to the first grade students at SMK 1 Bantul Yogyakarta. The data result from the needs survey was useful for the writer to develop the form of product which is designing the materials.

The writer distributed questionnaire to the first grade students at SMK 1 Bantul Yogyakarta. From the total number of 53 students at SMK 1 Bantul Yogyakarta, there were 40 students who were chosen randomly to fill in the questionnaire. The data result from the needs survey is presented in the table bellow, followed by a brief explanation of the result.

No. Questions Responses Number Percentage 1. Do you face

any difficulties in learning English?

a. Yes b. No

c. Sometimes

33 1 6 82.5% 2.5% 15% 2. What

difficulties that you often face in learning English?

a. Listening b. Speaking c. Reading d. Writing e. Grammar f. Vocabulary

17 9 2 1 4 7 42.5% 22.5% 5% 2.5% 10% 17.5% 3. Are you

satisfied with English course that you have

a. Yes b. No

10 30

25% 75%

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Table 4.1: The Results of the Questionnaire for the First Grade Students at SMK 1 Bantul Yogyakarta

joined? 4. Which is

teaching learning methods that you do not like?

a. Lecturing b. Discussion c. Presentation d. Role Play

29 2 7 2 72.5% 5% 17.5% 5%

5. Which is teaching learning methods that you like?

a. Lecturing b. Discussion c. Presentation d. Role Play

1 20 6 13 2.5% 50% 15% 32.5% 6. What language

skills do you need?

a. Speaking b. Listening c. Reading d. Writing

34 5 1 0 85% 12.5% 2.5% 0% 7. What topics do

you need and want to study (you can choose more than one)

a. Greetings

b. Introducing self and others c. Giving directions

d. Describing people or things e. Describing time, day, month,

and year

f. Telling about Javanese Dances, Javanese Theatres, Puppet Performances, or Javanese Music

g. Describing puppets, dances, or gamelan

h. Telling about traditional arts in Yogyakarta

i. Telling about dancing, acting in play, playing puppets, and playing gamelan experiences j. Mentioning kinds of dances,

puppets, and gamelan k. Explaining about characters

in a show

l. Giving information about performance show place, place for practice, and dances, puppeters, theatre, or karawitan school

m. Giving an advice n. Apologizing o. Thanking p. Parting

q. Others: (conversation, giving a speech, singing, answering questions) 15 17 14 15 12 24 14 29 17 11 20 23 11 16 16 27 3 37.5% 42.5% 35% 37.5% 30% 60% 35% 72.5% 42.5% 27.5% 50% 57.5% 27.5% 40% 40% 42.5% 7.5%

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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

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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

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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.

(1)

The pictures

Task B: Describe it!

1. Divide the class into groups of three or four.

2. The cards should be shuffled and dealt out equally to each player.

3. The students may look at their cards but they must not show them to the other players.

4. Player 1 chooses a card and describes the words, for example, this dance is performed by four girls-dancers. This dance has a very soft movement depicting a good moral behaviour, etc.

Do not say the name of the words!

5. The other players must try to guess the name of the object.

6. The first player who guesses correctly may collect the card and place it face down on the table as a “trick”.

7. If no one can guess, the first player must define the object again in a clearer way. 8. Then it is the turn of the player who guessed correctly to choose a card and

describe it.

(2)

Unit 6 – Talking About Traditional Arts from Yogyakarta

Let

’

_{s Talk About Our Traditional Arts}

A. Let’s Start

Ask the students to look at the pictures and answer the questions.

B. Let’s Talk

1. Ask the students to read the dialogue silently and then practice the dialogue with their partners

2. Ask two students to come in front of the class to read the dialogue.

C. Let’s Learn

1. Ask the students to find the useful expressions for talking about traditional arts from the dialogue and based on their knowledge.

2. Explain about the useful expressions for talking about traditional arts from the handout.

3. Give the vocabulary lists from the box provided.

4. Ask the students to do the language focus exercise. After they do it, discuss it in whole class discussion.

D. Let’s Try

Task A: Find the Missing Parts

1. Ask your group to find a partner

2. This is an information gap task. Ask the students to complete the missing parts by asking their partners. The students must not show their worksheet.

3. While the students are doing the task, go round and check if they are doing it correctly. Be on hand to answer questions and offer help.

Task B: Snake and Ladder

1. Ask the students to work in groups of four.

2. Give one game board, counters and dice to each group.

3. Before the students start playing the game, explain how to play using the instructions from the handout.

4. While the students are playing, go round to each group and check if they are playing correctly. Be on hand to answer questions and offer help.

(3)

Unit 7 – Giving Information and Direction

Where is Kraton Located?

A. Let’s Start

Ask the students to look at the pictures and answer the questions.

B. Let’s Talk

1. Ask the students to read the dialogue silently and then practice the dialogue with their partners

2. Ask two students to come in front of the class to read the dialogue.

C. Let’s Learn

1. Ask the students to find the useful expressions for asking and giving information from the dialogue and based on their knowledge.

2. Explain about the useful expressions for asking and giving information from the handout.

3. Ask the students to find the useful expressions for asking and giving direction from the dialogue and based on their knowledge.

4. Explain about the useful expressions for asking and giving direction from the handout.

5. Give the vocabulary lists and notes from the box provided.

6. Ask the students to do the language focus exercise. After they do it, discuss it in whole class discussion.

D. Let’s Try

Task A: Enrich Your Knowledge

Ask the students to fill in the blank with the appropriate words for the road signs.

Task B: From My Home to My School

1. Ask the students to find a partner

2. Ask the students to draw a simple map from their homes through their school. 3. Ask them to exchange their work with their partners

4. Explain about what they are going to do with this task. They should give the direction from their homes through their school, their partner should check from the map.

(4)

5. While the students are doing the task, go round and check if they are doing it correctly. Be on hand to answer questions and offer help.

Task C: Role Play

Ask the students to make several dialogues based on the situation given in the handout. The students do the task in pairs. After the students do it, ask three groups to come in front of the class to do the role play.

(5)

Unit 8 – Talking About Experiences

My Experiences

A. Let’s Start

Ask the students to look at the pictures and answer the questions.

B. Let’s Talk

1. Ask the students to read the dialogue silently and then practice the dialogue with their partners

2. Ask two students to come in front of the class to read the dialogue.

C. Let’s Learn

1. Ask the students to find the useful expressions for talking about experiences from the dialogue and based on their knowledge.

2. Explain about the useful expressions for talking about experiences from the handout.

3. Give the vocabulary lists and notes from the box provided.

4. Ask the students to do the language focus exercise. After they do it, discuss it in whole class discussion.

D. Let’s Try

Task A: Enrich Your Knowledge

Ask your students to find a partner. They should tell about their interesting experiences. After they do the task now ask several students to come in front of the class to tell about their interesting experiences. Encourage them to tell about everything that they want to share such their first dancing or going abroad for culture mission. Others can ask about their feelings.

Task B: Tell About your Experiences

1. Give one copy of the worksheet to each student in the class.

2. Tell the students to write down information which is true for themselves in the ‘you’ column.

3. When they have filled in as much information as they can, ask them to go round the class and use the information they have written to find other students who have had the same experiences.

(6)

4. When a student finds someone who answers Yes, they should write the name of the student on their chart and can ask for more information such as their feelings about their experiences.

5. The students should not write the same name on their worksheet more than twice. This will encourage them to speak as many different partners as possible. 6. when one student has completed their chart with the names of the students who

have had the same experiences as them, or when it is obvious that the students have spoken to the several different partners and that it is unlikely that someone is going to find a name for each sentence, stop the activity and ask the students to report back to the class about anything surprising or amusing they have found out.

English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian.

ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING

COMMUNICATIVE TASKS FOR THE FIRST GRADE

STUDENTS OF

SMK KESENIAN

ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING

COMMUNICATIVE TASKS FOR THE FIRST GRADE

STUDENTS OF

SMK KESENIAN

God Will Make a Way

(

God will make a way,

Where there seems to be no way

He works in ways we cannot see

He will make a way for me

He will be my guide

Hold me closely to His side

With love and strength for each new day

He will make a way, He will make a way.

By a roadway in the wilderness, He'll lead me

And rivers in the desert will I see

Heaven and earth will fade

But His Word will still remain

He will do something new today.

God will make a way,

Where there seems to be no way

He works in ways we cannot see

He will make a way for me

He will be my guide

Hold me closely to His side

With love and strength for each new day

He will make a way, He will make a way

The pictures

Task B: Describe it!

Let

’

s Talk About Our Traditional Arts

A. Let’s Start

B. Let’s Talk

C. Let’s Learn

D. Let’s Try

Task A: Find the Missing Parts

Task B: Snake and Ladder

Where is Kraton Located?

A. Let’s Start

B. Let’s Talk

C. Let’s Learn

D. Let’s Try

Task A: Enrich Your Knowledge

Task B: From My Home to My School

Task C: Role Play

My Experiences

A. Let’s Start

B. Let’s Talk

C. Let’s Learn

D. Let’s Try

Task A: Enrich Your Knowledge

Task B: Tell About your Experiences

Parts

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_{s Talk About Our Traditional Arts}