Designing supplementary speaking materials using experiential learning for the tenth grade students of senior high school

DESIGNING SUPPLEMENTARY SPEAKING MATERIALS

USING EXPERIENTIAL LEARNING FOR THE TENTH GRADE

STUDENTS OF SENIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Theresia Novitasari

Student Number: 051214029

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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DESIGNING SUPPLEMENTARY SPEAKING MATERIALS

USING EXPERIENTIAL LEARNING FOR THE TENTH GRADE

STUDENTS OF SENIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Theresia Novitasari

Student Number: 051214029

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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Don't Give It Up

Today life gave you another slap

but don't give it up

throwing your towel in the ring

for things gone wrong, for words that sting

'cos there must be another way

you will see it in the light of another day

When everything seems sour, not in your favor

look around until you find better flavor

so, don't just give but live it up

pick up the pieces, be tough

grind your teeth and turn another cheek

don't give it up, that's exactly what they seek

It's too easy to walk away

quitter never wins so you should better stay

look challenges straight in the eye

don't say yet the last good-bye

fight like an animal in a trap

but don't give it up

Author:

Z. Vujcic

I dedicate this thesis to:

My beloved Parents

My lovely sister and Friends

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ABSTRACT

Novitasari, Theresia. 2010. Designing Supplementary Speaking Materials Using

Experiential Learning for the Tenth Grade Students of Senior High School.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Speaking had become an essential part of language learning. Based on the

observations, it was found that most (92.5%) of the tenth grade students of SMA

Pangudi Luhur Yogyakarta were interested in learning speaking. However, they were

afraid and had low motivation every time they were asked to speak in English. This

problem was caused by the lack of speaking practices so that the students did not

have enough opportunities to practice speaking in English. Therefore, this study was

intended to design speaking materials based on Experiential Learning for the tenth

grade students of senior high school. This study was concerned with one research

question; it was “What is the design of English speaking materials using experiential

learning for the tenth grade students of senior high school.”

To answer the research question, the writer employed Research and

Development (R & D) and adapted the combination of Kemp’s and Yalden’s

instructional model in designing the materials. The speaking materials were designed

using experiential learning theory because this theory emphasized on students’

immediate experience and critical thinking. Moreover, this study was designed based

on School-Based Curriculum 2006. The design of English speaking materials was

divided into six parts. They were: (1) Lacks and students’ needs; (2) Goals, topics,

and general purposes; (3) Learning objectives of the designed materials; (4) Subject

contents of the designed materials; (5) Teaching learning activities and resources;

and (6) Materials feedback and revision.

Based on the evaluation by the English teachers of SMA Pangudi Luhur

Yogyakarta and English Language Education lecturers of Sanata Dharma

University, the mean was 4.1 ranged from 3.6 up to 4.4 on five-point scale. It was

concluded that the designed materials are suitable and acceptable to be used in the

school but it still need revisions.

The designed materials consist of eight units. They are Getting to Know,

Great Vacation, I Can Make It, Great Story, Go With Me?, My Favorite Fable, My

Dad, and School Punishment. Each unit in the designed materials is divided into five

sections. They are Set Induction which is called Let’s Warm up, Concrete Experience

which is called Let’s Experience, Reflective Observation which is called Let’s Share,

Abstract Conceptualization which is called Let’s Practice, and Active

Experimentation which is called Let’s Speak.

Hopefully, the designed materials can be applied in the school to facilitate the

students to improve their speaking skill.

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ABSTRAK

Novitasari, Theresia. 2010. Designing Supplementary Speaking Materials Using

Experiential Learning for the Tenth Grade Students of Senior High School.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Speaking telah menjadi bagian penting dalam pembelajaran bahasa. Dari

pengamatan yang dilakukan, diketahui bahwa sebagian besar (92,5%) siswa kelas

sepuluh SMA Pangudi Luhur Yogyakarta tertarik dalam pelajaran speaking. Akan

tetapi, mereka cenderung merasa takut dan memiliki motivasi yang rendah setiap kali

mereka diminta untuk berbicara menggunakan bahasa Inggris. Hal ini disebabkan

oleh kurangnya latihan speaking sehingga siswa tidak mempunyai kesempatan yang

cukup untuk berlatih berbicara menggunakan bahasa Inggris. Oleh karena itu, studi

ini bertujuan untuk merancang materi pembelajaran speaking berdasarkan

experiential learning bagi siswa kelas sepuluh Sekolah Menengah Atas. Studi ini

difokuskan pada satu pertanyaan penelitian, yaitu “Seperti apa rancangan

pembelajaran speaking menggunakan experiential learning bagi siswa kelas sepuluh

Sekolah Menengah Atas.

Untuk menjawab pertanyaan penelitian, penulis menerapkan metode R & D

(metode penelitian dan pengembangan) dan mengadaptasi kombinasi dari model

perancangan Kemp dan Yalden dalam merancang materi. Materi speaking dirancang

menggunakan teori experiential learning karena teori ini menekankan pada

pelalaman langsung siswa dan pemikiran kritis. Selain itu, studi ini dirancang

berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Rancangan materi

speaking dibagi dalam enam bagian. Bagian-bagian itu adalah (1) Kekurangan dan

kebutuhan siswa; (2) Tujuan, topik, dan tujuan umum; (3) Tujuan pembelajan; (4) Isi

materi; (5) Kegiatan pembelajaran dan sumber-sumbernya; dan (6) Masukan dan

perbaikan produk.

Berdasarkan hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMA

Pangudi Luhur Yogyakarta dan dosen-dosen Pendidikan Bahasa Inggris Universitas

Sanata Dharma, rata-rata yang diperoleh adalah 4.1 berkisar antara 3.6 sampai 4.4

pada skala 5. Dari hasil ini dapat disimpulkan bahwa materi dapat diterima dan

digunakan di sekolah tetapi masih memerlukan perbaikan.

Rancangan materi terdiri dari delapan unit, yaitu Getting to Know, Great

Vacation, I Can Make It, Great Story, Go With Me?, My Favorite Fable, My Dad,

and School Punishment. Setiap unit terbagi menjadi lima bagian utama, yaitu Set

Induction yang diberi nama Let’s Warm up, Concrete Experience yang diberi nama

Let’s Experience, Reflective Observation yang diberi nama Let’s Share, Abstract

Conceptualization yang diberi nama Let’s Practice, dan Active Experimentation yang

diberi nama Let’s Speak.

Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi

siswa-siswa dalam meningkatkan kemampuan berbicara mereka dalam Bahasa Inggris.

Kata Kunci: Experiential Learning, Speaking, Supplementary, Design

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ACKNOWLEDGEMENTS

First of all, I would like to give my greatest gratitude to my Lord, Jesus

Christ, for His endless love, blessings, and grace. I thank Him for always being my

side, giving me strength and guiding me throughout my life.

My deepest gratitude is addressed for my sponsor, Gregorius Punto Aji,

S.Pd., M.Hum. for his kindness and willingness to help me in writing this thesis. I

believe that I would have not been able to finish this thesis without his guidance,

supports, and patience. I am deeply grateful to all lecturers of English Language

Education Study Program for guiding and teaching me during my study in Sanata

Dharma University. I sincerely thank FX. Ouda Teda Ena, S.Pd., M.Pd. and Dr.

Retno Muljani. M.Pd., my academic advisors, for the guidance and support during

my study. Furthermore, I would also like to say thanks to all secretariat staffs of

English Language Education Study Program, especially Maria Martarina Pramudani

and Chatarina Artilantari for always helping me with the administrative matters.

My special gratitude also goes to Drs. Br. Herman Yoseph, FIC, the

headmaster of SMA Pangudi Luhur Yogyakarta. I thanked him for giving me

permission to conduct the study in SMA Pangudi Luhur Yogyakarta. I would also

like to give my special gratitude to Christina Karyanti S.Pd, Restituta Krismanti,

S.Pd., and Dra. Yos Wahyu, the English teachers of SMA Pangudi Luhur

Yogyakarta, I thanked them for their help, guidance, and suggestions toward my

designed materials. My special appreciation goes to the tenth grade students of SMA

Pangudi Luhur Yogyakarta, especially for class X-2, for their help and cooperation

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during the data gathering. Moreover, I sincerely express gratitude to Drs. Y.B.

Gunawan, M.A. and Christina Kristiyani, S.Pd., M.Pd. for their suggestions,

comments, and criticism toward my designed materials.

My deepest gratitude is addressed to my beloved parents, Ruswanto and Sri

Paryanti. I thanked them for their prayer, love, support, advice, patience they have

given to me. My gratitude goes to my lovely sister, Iin Therawati Nugraheni. I

thanked for her support given to me.

My special gratitude is addressed to all my lovely best friends: Erythrina

Cahyaningsih, Agatha Pepy Yerinta, Indriani Kusumastuti, Ima Putri Wulandari,

Ayoe Risna Hanna, and Anastasia Beni for their love, support, friendship, and all the

happiness and sadness we have spent together. I hope our friendship will be

everlasting. My gratitude also goes to my boarding house family, Sisca, Ceha, Mbak

Indah, Mbak Yuli, Cie Ratna, Ria, Etha, and Siska. I thanked them for their love,

support and for giving me a warm togetherness.

My gratitude also goes to all TOP Training Centre staffs especially Bu

Endang, Miss Ririth, Miss Hanna, Miss Ritha, Miss Rimpeng, Miss Ita, Miss Esa,

and Miss Dhini. I thanked them for giving me a great opportunity to develop myself.

Last, but not least, my gratitude goes also to all PBI 2005 students, for the

unforgettable moments during the study in Sanata Dharma University, and to all

people whose names cannot be mentioned one by one here. May God bless us

forever.

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TABLE OF CONTENTS

Page

TITLE PAGE ... ...

i

APPROVAL PAGES ...

ii

DEDICATION PAGE . ... iv

STATEMENT OF WORK’S ORIGINALITY ...

v

PAGE OF PUBLICITY ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES .. ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION

A.

Research Background ... ... 1

B.

Problem Formulation .... ... 4

C.

Problem Limitation ... ...

5

D.

Research Objectives ...

5

E.

Research Benefits ... 5

xii 

 

CHAPTER II. REVIEW OF RELATED LITERATURE

A.

Theoretical Description ...

9

1.

Research and Development (R & D) . ...

9

2.

Instructional Design Models ... ... 11

3.

Experiential Learning ... 18

4.

Set Induction Skill ... 25

5.

School-Based Curriculum 2006 ... 27

6.

Theory of Teaching Speaking ... 29

B.

Theoretical Framework ... 33

CHAPTER III. METHODOLOGY

A.

Research Method ... 37

B.

Research Participants ... 40

C.

Research Instruments ... 41

D.

Data Gathering Techniques ... 42

E.

Data Analysis Techniques ... 44

F.

Research Procedure ... 46

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A.

Lacks and Students’ Needs ... 48

B.

Goals, Topics, and General Purposes ... 53

C.

The Learning Objectives of the Designed Materials ... ... 55

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E.

Teaching Learning Activities and Resources ... 59

F.

Materials Feedbacks and Revision ... ... 65

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A.

Conclusions ... 72

B.

Suggestions ... 74

REFERENCES ... 76

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LIST OF TABLES

Table

Page

Table 2.1 The Competence Standard and the Basic Competence ………... 29

Table 3.1 The Description of the Respondents (Blank) ... 41

Table 3.2 Data Type and Gathering Techniques ... 43

Table 3.3 Points of Agreement ... 44

Table 3.4 Participants opinion on the Designed Materials (Blank) ... 44

Table 3.5 The Criteria of the Mean of the Evaluation Analysis Result ... 45

Table 4.1 The Result of the Needs Survey ... 51

Table 4.2 The Topics of the Designed Materials ... 53

Table 4.3 The Basic Competencies ... 54

Table 4.4 The Indicators ... 56

Table 4.5 The Subject Content of the Designed Materials ... 58

Table 4.6 The Learning Activities of the Designed Materials ... 61

Table 4.7 The Description of the Research Participants ... 66

Table 4.8 The List of Participants’ Evaluation ... 67

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LIST OF FIGURES

Figure

Page

Figure 2.1 Kemp’s Instructional Design Model ... 15

Figure 2.3 Yalden’s Instructional Design Model ... 17

Figure 2.1 Basic Model of Experiential Learning ... 22

xvi 

 

LIST OF APPENDICES

Appendix

Page

Appendix A

Letter of Permission to the Headmaster of SMA PL Yogyakarta ... 79

Appendix B

Letter of Permission from Dinas Perizinan ... 81

Appendix C

Letter of Official Statement from SMA Pangudi Luhur Yogyakarta ... 83

Appendix D

List of Questions of Interview ……….. .. 85

Appendix E

Interview

Transcription

……….…... ..

87

Appendix F

Questionnaire of Research & Information Collecting ... 93

Appendix G

Questionnaire for the Designed Materials Evaluation ... 97

Appendix H

General

Description

...103

Appendix I

Syllabus of SMA Pangudi Luhur Yogyakarta ...108

Appendix J

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Appendix K

Teachers’

Manual

...127

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CHAPTER I

INTRODUCTION

This chapter consists of six parts, namely Research Background, Problem

Formulation, Problem Limitation, Research Objectives, Research Benefits, and

Definition of Terms. Below are the descriptions of the six parts of introduction.

A.

Research Background

Language is a means of communication. Through language one

communicates and builds relationships with others. Therefore, language is very

important in our society. One of the most important languages is English. Quirk

(1973: 3) says that English has become very important since it is an international

language in the world’s most widely used language. In Indonesia, English is

introduced as a foreign language and it is taught in schools from Elementary School;

even today English is taught in kindergarten and play group. English is considered as

one of the important subjects in Senior High School. This subject is tested in

National Examination as the consideration for the students to graduate from this

level.

There are four elements in English mastery; they are reading ability, listening

ability, writing ability, and speaking ability. In this study, the researcher is interested

in focusing on speaking. The first reason is that of all the four skills (listening,

speaking, reading, and writing), speaking or oral communication skill seems to be the

most important and most foreign language learners are primarily interested in

learning to speak (Nunan, 1999: 8). However, many people feel that speaking in a

new language is harder than reading, writing, or listening. It is because speaking

takes place in actual situation so the speaker cannot rearrange and evaluate what

he/she wants to say (Nunan, 2003: 48). Moreover, speaking skill must be developed

as soon as possible in order to assist the development of the other English skills. As

Widdowson (1979: 60) says that speaking and listening are basic skills since the aim

of the language course is language for communication. The second reason is that

from those four skills, speaking is the only skill that is not tested in National

Examination. This skill is tested separately and it does not determine the graduation.

Moreover, teaching speaking consumes longer time than other skills. Therefore some

English teachers rarely pay much attention in speaking skill. Although speaking is

not tested in National Examination, it does not mean that speaking is not an

important skill to be mastered by the students. As part of language, speaking is very

important to convey the message, idea, and information with others.

Nevertheless, mastering speaking skill is not an easy job. It is because the

English learners in Indonesia rarely practice speaking in their daily life. In Indonesia,

English is become a foreign language which means English is taught in schools and

used in business. Therefore, most of the learners only use English in their English

class. Moreover, based on the researcher’s teaching experience, most of the learners

tend to be afraid of making mistakes and have a lack of self-confident to say

something in English. Davies (2000: 82) says that speaking comes naturally to

humans, but it is not as simple as it seems. It needs high efforts to be able to utter

something in English. Therefore, it is necessary for the teacher to choose the most

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appropriate methods and materials in order to achieve the objectives of teaching and

learning process.

One of the methods is experiential learning proposed by David A. Kolb.

Experiential learning is the process of making meaning from direct experience (Itin,

1999: 91-98). Drawing upon the works of John Dewey, Kurt Lewin, and Jean Piaget,

Kolb defines learning as the process whereby knowledge is created through the

transformation of experience. Knowledge results from the combination of grasping

and transforming experience (Kolb, 1984: 41). Kolb also describes learning as a

four-step process. He identifies the steps as concrete experience, reflective

observation, abstract conceptualization, and active experimentation (Kolb, 1984: 42).

According to the four-steps, concrete experiences are the basis for observations and

reflections. These reflections are assimilated and distilled into abstract concept from

which implications for action can be drawn. These implications can be actively tested

and served as guides in creating new experiences.

Through experiential learning the students connect their learning to real life

situation. As stated by the ancient Chinese philosopher, Confucius, "tell me and I

will forget, show me and I may remember, involve me and I will understand."

Experiential learning gives the students opportunities to do something meaningful

through active participation and asserts the importance of critical reflection in

learning.

From those reasons above, the researcher intends to propose speaking

materials for the tenth grade students of SMA Pangudi Luhur Yogyakarta where the

researcher had her practice teaching/PPL. SMA Pangudi Luhur Yogyakarta is one of

the senior high schools that has focused to teach the four English skills. In teaching

English, the teacher integrates speaking with listening while reading integrates with

writing.

Speaking is taught through some activities such as through role play and

conversation. However, the teacher needs kinds of activity that can grasp the

students’ attention and motivate the students to speak. From the observation, the

students tend to be passive and afraid when they are asked to speak in English. Those

are the main reasons why the researcher is interested in conducting the study.

Therefore, this study is aimed to design supplementary speaking materials using

experiential learning for the tenth grade students of senior high school.

The researcher chooses the tenth grade students of senior high school because

it is expected that the students will have strong basics of English since it is better for

students to practice speaking from the very beginning as well as high motivation to

learn English. Since SMA Pangudi Luhur Yogyakarta has applied School-Based

Curriculum 2006 which means the teachers have to design and find the materials by

themselves, these materials are supposed to be an alternative for the teachers in

teaching speaking skill and enrich the variety of materials choices for the teachers.

Hopefully, the designed materials will provide more interesting and beneficial

materials than they had before.

B.

Problem Formulation

The problem in this study can be formulated as follows:

“What is the design of supplementary speaking materials using experiential learning

for the tenth grade students of senior high school?”

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C.

Problem Limitation

This study is a research in English Language Teaching (ELT) area that

investigates the problems which encounter in speaking class. This study is limited by

designing teaching learning material of speaking class using experiential learning.

D.

Research Objectives

This study is conducted to answer the question stated in the problem

formulation. Thus, the objective of this study is to design supplementary speaking

materials using experiential learning for the tenth grade students of senior high

school.

E.

Research Benefits

The researcher hopes that this study can give benefits to:

1.

The English Teacher of Senior High School

It is expected that this study can be useful for the English teachers of Senior

High School in teaching speaking. Moreover, this study will help them in developing

the speaking materials for the tenth grade students of Senior High School.

2.

The students of Senior High School

It is expected that by applying this study, the students of Senior High School

will be more interested in English, especially in speaking. It is hoped that they will

have more motivation in learning English. Further, hopefully, by using experiential

learning, they can improve their speaking achievement.

3.

The researcher

The researcher expected that this study can be useful to enhance her

knowledge about teaching English in Indonesia, especially in making/choosing the

materials to teach. It is also hoped that the researcher can apply her knowledge that

she has got from her study.

4.

Other researchers

This study will hopefully become a stimulus to encourage them to be more

creative to produce better materials in the future.

F.

Definition of Terms

The followings are some definitions of terms which are used by the writer in

writing this study.

1.

Design

According to Oxford Advanced Learners Dictionary (2000: 358), design is an

outline from which something may be made. Design is defined as a developed plan

to guide educational activity in a situation (O Houle, 1978: 230). The term design in

this study refers to developed plan of speaking materials based on experiential

learning.

2.

Speaking

Nunan (2003: 48) states speaking as “the productive aural/oral skill.” This

skill consists of producing systematic verbal utterances to convey meaning. In the

speaking process, the speaker produces the message and the hearer receives

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(Widdowson, 1979: 59). In this study, speaking is used for communicative intents,

i.e. to communicate with others.

3.

Experiential Learning

Experiential learning is the process of making meaning from direct

experience (Itin, 1999: 91-98). According to Kohonen (2001: 22), experiential

learming is a wide range of educational approaches in which formal learning (in

institutional contexts) is integrated with practical work and informal learning.

Experiential Learning is described as ‘learning from experience’ or ‘learning through

experience. In this study, experiential learning is when the students are given a

chance to acquire and apply knowledge, skills, and feelings in an immediate and

relevant setting. Here experience plays a significant role in learning.

4.

Senior High School

Senior High School is the same as SMA (Sekolah Menengah Atas) in

Indonesia. It is divided into three grades. They are the tenth, the eleventh, and the

twelfth grade students. Generally, students enter Senior high School after they have

passed junior High School at the age 15 years old above. Those who enter Senior

High School after passing Junior High School are called as the tenth grade Students.

In this study, the subjects are the tenth grade students of SMA Pangudi Luhur

Yogyakarta.

5.

Supplementary Materials

The word “supplementary” is the adjective form of the verb “supply.” In

Oxford Advanced Learners Dictionary (Hornby, 1995: 1200) supply means “to give

something that can be added to something else to improve or to complete it.” Thus,

supplementary means addition of something to improve something else. In this study,

supplementary means speaking materials which is designed to improve or to develop

the existing speaking materials used in the classroom.

 

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to discuss some theories related to the study, the theoretical description and theoretical framework. The theoretical description presents a detailed discussion of some important concept related to the study. The concepts discussed here are Research and Development (R & D),

Instructional Design Models, Experiential Learning, Set Induction Skills, School-Based Curriculum 2006, and Theory of Speaking. Then the theoretical framework

presents all major relevant theories which help the researcher solve the research problems.

A. Theoretical Description

The following paragraphs are theoretical description of some important concepts related to designing supplementary speaking materials using experiential learning for the tenth grade students of senior high school. The descriptions are as follows:

1. Research and Development (R & D)

Borg and Gall (1983: 771) suggest a strategy to develop educational product which called Research and Development (R & D). Research and Development is a process used to develop and validate educational products (1983: 772). It consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data. There are 10 steps in the R & D cycle:

 

a. Research and information collecting

It includes review of literature, classroom observations, and preparation of report state of art.

b. Planning

It includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

c. Develop preliminary form of product

It is preparation of instructional materials, handbooks, and evaluation devices. d. Preliminary field resting

It is conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.

e. Main product revision

It is revision of product as suggested by preliminary field-test results. f. Main field testing

It is conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.

g. Operational product revision

It is revision of product as suggested by main-test results. h. Operational field testing

It is conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data are collected and analyzed.

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i. Final product revision

It is revision of product as suggested by operational field-test results. j. Dissemination and implementation

It is report on product at professional meetings and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.

2. Instructional Design Models

a. Kemp’s Instructional Design Model

The first instructional design model that the researcher used as the related literature is Kemp’s instructional design model. Kemp (1977: 8) states that his method can be applied on any education levels namely elementary, secondary, or college. It can be best applied first to individual topics, and then to units, and finally to complete courses, initially involving one or few teachers. The designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. The plan is designed to supply these questions:

1) What must be learned? (Objective)

2) What procedure and resources will work best to reach the design learning levels? (Activities and resources)

3) How will we know when the required learning has taken place? (Evaluation) Kemp (1977: 8) offers eight elements to design the program development. The followings are the stages designed by Kemp:

 

1) Goals, Topics, and general purposes

A goal means something that someone expected to achieve. The educational program is developed to serve these goals. Within curriculum areas, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (Kemp, 1977: 13). Planning for instruction often starts with teacher-oriented statements of general purposes for topics. General purposes means what students generally are expected to learn as a result of instruction.

Goals may be derived from three sources – society, students, and subject areas (Kemp, 1977: 14). After establishing goals, the next step is listing the topics. Topics are usually sequenced according to a logical organization, from simple to complex level or from concrete to more abstract levels.

2) Learner’s Characteristics

In order to assure a student’s success in his educational program, the teacher should recognize and respect the student as an individual learner. Kemp states that to serve both group and individual means obtaining information about the learners’ capabilities, needs, and interests (1997: 18-19). There are two factors of learner characteristics; academic factors and social factors (1977: 19).

Academic factors consist of number of students, academic background, grade point average, level of intelligence scores on standard achievements and aptitude test, background in the subject or topic, motivation for studying the subject, expectations of the course, vocational and aspirations. Social factors include age, maturity, special talents, physical and emotional handicaps, relation among the students, and socio-economic situation.

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3) Learning Objectives

Learning objectives concern to learning as the result of instruction. Therefore, in order to be the learning guideline, all objectives must be stated in the forms of activities that will guide the learning process. In short, objectives tell the goals that they have to achieve, the type of behavior that is expected from them and the ideas and skill that are included in the upcoming instruction.

4) Subject Content

Students’ learning experience must involve subject content. The content, in turn, must closely relate to the objectives and to the student’s needs (Kemp, 1977: 43). Subject content includes the organization of the content and the organization of the task analysis.

Organizing the subject content includes the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic.

5) Pre-Assessment

Pre-assessment is carried out in order to plan learning activities for which student is prepared and at the same time to ensure that the student does not waste his time on things he already knows.

There are two kinds of test in this step. The first one is prerequisite testing. It is done to determine whether the students already have the background or preparation for the topic or they have to start at a lowest level. The second one is pre-testing. It is aimed to determine which objective the students have already mastered or achieved (Kemp, 1977: 51-55).

 

Instead of conducting a formal test, the use of questionnaire or even an informal, oral questioning and having the students reply can also be applied to indicate the level of the topics and objectives (Kemp, 1977: 53).

6) Teaching Learning Activities and Resources

A teacher should determine the most efficient and effective methods. Then select the materials to provide learning that will relate with each objective. As a matter of fact, there is no exact formula for matching activities to objectives (Kemp, 1977: 56). A teacher needs to know the strength and weakness of alternative methods that he/she will use.

7) Support Services

This step includes funding, personal, facilities, equipment, tools and time for the schedule of the instructional plan (Kemp, 1977: 85). Support service should be well prepared to avoid any possible constrains in designing the plan.

8) Evaluation

The evaluation is used to test whether the materials are successfully implemented or not, and whether the materials are appropriate for the students or not (Kemp, 1977: 91). This step should be done in order to revise and re-evaluate any phase of the plan that needs improvement.

Kemp remains that this process of developing program is flexible since among the sixth elements are interdependent. The designer therefore can start from whichever element and should treat most of the eight elements. Revisions of elements are necessary through evaluation of students’ accomplishment of objectives.

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Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)

b. Yalden’s Language Program Development

Yalden offers a communicative syllabus in designing a set of instructional materials. The kind of syllabus that incorporates a consideration of all ten components is increasingly referred to as communicative (Yalden, 1987: 87). The principle on which a syllabus is structured is different from those for selecting the linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more.

Yalden (1987) presents the stages to design a communicative syllabus. The model consists of seven stages, namely:

 

1) Needs Survey

This stage is necessary to gather information about the learners such as personal needs, motivation, and learners’ characteristic. Needs surveys is conducted to identify as much as possible of the learners’ need in the designing of the program in order to establish acceptable objectives (Yalden, 1987: 101).

2) Description of Purpose

The result of the need survey will guide the syllabus designer to clarify the purpose of the language program. The description of purpose is prepared in term of: (1) the characteristic of the students, and (2) the skills of the students on entry to and on exit from the program.

3) Selection and Development of Syllabus Type

It is in terms of proto syllabus and physical constraint on the program (Yalden, 1987: 96). The syllabus does not only concern with anything to be taught and the way to do it. It also concerns with the teaching materials such as textbook and exercise as the realization of syllabus itself.

There is no single model of syllabus design, which is universally agreed upon. The course designer can combine various types of syllabuses and put various focuses on oral or written language as required.

4) The Proto Syllabus Production

In this stage, the content of the syllabus will be decided. It means the description of language use to be covered in the program (Yalden, 1987: 138). The designer specified the description of the content of the syllabus. Selection and combination of contents are designed in line with the type syllabus.

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5) The Production of Pedagogical Syllabus

The Pedagogical syllabus represents a plan to implement the content of the language teaching/learning at the classroom level. The language program designer, in this step, should realize the syllabus in the form of teaching-learning materials and testing approach.

6) The Development and Implementation of Classroom Procedures

In this stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as briefings or workshops on principile, desired outcome, and explanation or creation of teaching materials.

7) Evaluation

The evaluation has two broad aspects; those are the students in the program and the teaching as well as the over-all design. Then this is labeled as the recycling stage because the whole cycle can be begun again at this point. Those stages represent operations for the sake of clarity in Yalden’s model.

Figure 2.2 Yalden’s Instructional Design Model (Yalden, 1987: 88)     Needs  Survey    Descrip

tion of  Purpos

e 

Selection  / Develop‐ 

ment of  Syllabus 

Product‐  ion of a 

Proto‐ Syllabus 

Product‐  ion of  Pedagogi‐ 

cal  Syllabus 

Dev. &  Imple‐  mentation  of  Classroom  Procedur‐ es    Evalua‐ tion 

 

3. Experiential Learning

Experiential learning is the process of making meaning from direct experience (Itin, 1999: 91-98). According to Kohonen (2001: 22), experiential learming is a wide range of educational approaches in which formal learning (in institutional contexts) is integrated with practical work and informal learning. Experiential Learning is usually described in more everyday language as ‘learning from experience’ or ‘learning through experience.’ The basic role in experiential learning is that experience plays a significant role in learning. Learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1984: 38). In experiential learning, learning involves the whole person, including the emotional, social, physical, cognitive and spritual aspects of personality.

a. Foundations of Experiential Learning

The roots of experiential learning can be traced back to John Dewey’s progressive pedagogy, Kurt Lewin’s social psychology, and Jean Piaget’s work on developmental cognitive psychology.

In his well-known progressive pedagogy, Dewey (1938) as cited by Kohonen (2001: 24) emphasized the importance of learning by doing: experience acts as an organizing focus for learning. Dewey described his approach as cultivation of individuality, learning through personal experience, and as a dynamic, here and now view of learning for current relevance. Dewey as summarized by Kolb (1984: 22) also described learning as a dialectic process integrating experience and concepts, observations, and action. The impulse of experience gives ideas their moving force, and ideas give direction to impulse. Postponement of immediate action is essential

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for observation and judgment to intervene, and action is essential for achievement of purpose.

Lewin’s work (1951) on group dynamics and the methodology of action research has been very influential. Lewin as summarized by Kohonen (2001: 24), made the important discovery that learning is best facilitated in an environment where there is a tension between immediate, concrete experience and analytic detachment and reflection. In the basic model of experiential learning advanced by Lewin, immediate personal experience is the focal point for learning. In his model, (1) immediate concrete experience is the basis for observation and reflection. It is accompanied by (2) reflective observation that leads to the (3) formation of abstract

concepts and further to (4) testing the implications in new situations.

In his classical work on developmental psychology, Piaget identified four major stages growth that emerge from birth to about the age of 14-16. Piaget as summarized by Kohonen (2001: 24) discovered age-related regularities in children’s reasoning processes, and how intelligence is gradually shaped by experience. Intelligence is a product of the interaction between the child and his environment. Thus the powers of abstract reasoning and symbol manipulation can be traced back to the infant’s action in exploring and coping with his immediate environment, whereby experience is translated into a model of the world.

b. The Role of Experiential Learning

The role of experience learning is that experience plays a significant role in learning (Kohonen, 2001: 22). Kohonen also stated:

 

Experiential learning tecniques include various interactive practises where the participants have opportunities to learn from each others’ experiences, being actively and personally engaged in the process:

1) personal journal and reflections

2) portfolios, throught questions and reflective essays 3) role plays, drama activities, games and simulations 4) personal stories and case studies

5) visualisations and imaginative activities 6) models, analogies and theory construction

7) emphaty-taking activities, story telling, sharing with others 8) discussions and reflection in cooperative groups

All of these contain a common element of learning from immediate experience and engaging the learners in the process as whole person, both intelectually and emotionally. (Kohonen, 2001: 23)

Experiential learning involves both observing the phenomenon and doing something meaningful throungh an active observation. The learner is directly in touch with the phenomenon being studied, rather than just hearing, reading, or thinking about it (Keeton and Tate, 1978, summarized in Kohonen, 2001: 23).

c. Basic Model of Experiential Learning

Learning is essentially a process of resolution of conflicts between two dialetically opposed dimensions, the prehension dimension and the transformation dimension.

1) The prehension dimension refers to the way in which the individual grasps experience. This dimension includes two models of knowing, ranging from what Kolb calls grasping through apprehension and grasping through comprehension. a) Apprehension means knowing instantaneously without need for rational

inquiry or analytical confirmation. For example, what we see, hear, and feel around us.

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b) Comprehension emphasises the role of conscious learning. Through comprehension we introduce order and predictability to the flow of unconscious sensations.

2) The transformation dimension refers to the transformation of experience through reflective observation and active experimentation. According to Piaget as stated by Kolb (1984: 51-59), extension is behavioral actions that transform objects or states, while intention is intellectual operations that are internalized actions or systems of transformation.

The polar ends of the two dimensions thus yield four orientations to learning (Kohonen, 2001: 28).

1) Concrete experience is learning by intuition, with an involvement in personal experiences and emphasis on feeling over thinking. The instructional activities, for example, discussions in small groups, simulation technique, the use of films, videos, the use of examples, stories, and autobiography.

2) Reflective observation is learning by perception, focusing on understanding the meaning of ideas and situations by careful observation. The instructional techniques include personal journal, reflective essays, observation, and throught questions and discussions.

3) Abstract conceptualisation is learning by thinking, using logic and a systematic approch to problem-solving. The instructional techniques include theory construction, lecturing and building models and analogies. 4) Active experimentation is learning by action, with an emphasis on

practical applications and getting things done. The instructional techniques include various project, laboratory and homework, games, simulation and dramatisation, the use of case studies.

Experience plays a significant role in learning. However, not all experiences are sufficient for learning. Experience must also be observed and analyzed consciously, and reflection must in turn be followed by testing new hypotheses in order to obtain further experience (Kohonen, 2001: 29). Therefore, only experience

 

that is reflected seriously provides full measure of learning. Afterward, reflection must be followed by action for further experience. This is what experiential learning is about; learning from actual experience through reflection (Kohonen, 2001: 24).

Figure 2.3 Basic Model of Experiential Learning (Kolb, 1984: 42)

d. Learning Style Inventory

Learning Style Inventory (LSI) is created in order to assess individual orientations toward learning (Kolb, 1984: 67). As result of particular last experience and the demands of present environment, most people develop learning styles that emphasize some learning abilities. The following is a description of the four basic learning styles.

1) Convergent Learning Style

This style relies primarily on the dominant learning abilities of abstract conceptualization and active experimentation. The greatest strength of this orientation lies in problem solving, decision making, and the practical application of

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ideas. This learning style is usually called converger because a person with this style seems to do the best in situations like conventional intelligence tests, where there is a single correct answer/solution to a question/problem (Kolb, 1984: 77).

2) Divergent Learning Style

This style has the opposite learning strengths from convergence, emphasizing concrete experience and reflective observation. The greatest strength of this orientation lies in imaginative ability and awareness of meaning and values. The emphasis in this orientation is on adaptation by observation than action. This style is called diverger because a person of this type performs better in situations that call for generation of alternative ideas and implications, such as brainstorming idea (Kolb, 1984: 77-78).

3) Assimilation Learning Style

In this style, the dominant learning abilities are abstract conceptualization and reflective observation. The greatest strength of this orientation lies in inductive reasoning and the ability to create theoretical models. This orientation is more concerned with ideas and abstract concepts.

4) Accommodative Learning Style

This learning style has the opposite strengths from assimilation, emphasizing concrete experience and active experimentation. The greatest strength of this orientation lies in doing things, in carrying out plans and tasks and getting involved in new experiences. This orientation is also emphasis on opportunity seeking, risk taking, and action. This style is called accommodation because it is best suited for those situations where one must adapt oneself to changing immediate circumstances.

 

e. Characteristics of Experiential Learning

There are six characteristics of Experiential learning stated by Kolb (1984: 25-38), they are:

1) Learning is best conceived as a process, not in terms of outcome. Learning is

described as a process whereby concepts are derived from and continuously modified by experience.

2) Learning is a continuous process grounded in experience. Knowledge and skill

gained in one situation become instruments of understanding and dealing with situations that follow.

3) The process of learning requires the resolution of conflicts between dialectically opposed models of adaptation to the world. Learning is a tension-filled process,

where knowledge, skills and attitudes are achieved through varying degrees of emphasis on the four modes of learning. The ways in which the tensions are resolved determines the quality and level of learning.

4) Learning is an holistic process of adaptation to the world. Learning is the major

process of human adaptation to the social and physical environment. It involves the integrated functioning of the total organism-thinking, feeling, perceiving, and behaving.

5) Learning involves transaction between the person and the environment.

Environment is whatever conditions interact with personal needs, desires, purposes, capacities to create the experience which is had. Learning in this sense is an active, self-directed process that can be applied not only in the group setting but in everyday life.

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6) Learning is the process of creating knowledge. Knowledge results from the

transaction between previous experience and new experiences in a process called learning. All learning is relearning in the sense that previous experience is modified by new experiences.

4. Set Induction Skill

Set induction is one of the most important of engaging skills of a teacher. When the students are set, they are ready to learn. Set induction is thus about getting the students ready, inducing the students into the right mind-set.

There are four purposes of set induction (Perrott, 1982 as cited in http://changingminds.org/explanations/learning/set_induction.htm).

a. Focusing attention on what is to be learned by gaining the interest of students. b. Moving from old to new materials and linking of the two.

c. Providing a structure for the lesson and setting expectations of what will happen. d. Giving meaning to a new concept or principle, such as giving examples.

In set induction, there are some important things to be considered by the teacher (Buku Pedoman Pengajaran Mikro, 2008: 15). They are:

a. Provoke the students’ attention and interest

There are some ways to provoke students’ attention and interest.

1) The teacher’s teaching style. In teaching the lesson the teacher is enthusiastic, using clear voice, using appropriate gesture and facial expression.

 

3) The varieties in interaction such as the students discuss in small group (buzz group) or the students give comment to a picture shown by the teacher.

b. Provoke motivation

Students’ attention and interest are very significant in provoking motivation. There are some ways to provoke motivation:

1) Enthusiastic in teaching the lesson. It will provoke the students to involve in the teaching learning process.

2) Arouse curiosity. It is very important to arouse the students’ curiosity in opening the lesson. It will create the students to pay attention during the lesson. The teacher can tell a story about recent issue or topic or show interesting pictures. 3) Telling contradiction idea such as “Indonesia is a rich country, why many

Indonesian people live in poverty? That question can motivate the students to share their opinion.

4) Using recent issues to attract students’ attention. By telling recent issue, it will make the students pay attention to the lesson. Therefore, the teacher must be aware of the surrounding.

c. Give the students an organizational framework for learning. It can be done by the telling what the students are going to do and how they are going to do it. the teacher must also tell the students the objectives of the lesson and in order to achieve the objectives the steps to accomplish the activities are needed.

d. Make connection with prior learning. The teacher must make connection between the students’ background knowledge and experience and the topic that they will learn.

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5. School-Based Curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan) a. Background

Recently, all schools in Indonesia have applied the School-Based Curriculum 2006. Badan Standar Nasional Pendidikan, as quoted in Muslich (2007: 17), states that the School-Based Curriculum 2006 is the operational curriculum which is managed and done in each school. The schools are demanded to develop their own curriculum and make materials. This curriculum is required to help the students to reach the standard of the students’ competencies. Therefore, the materials that will be used must be adjusted with the school level, regional characteristics, society cultural, and students’ characteristics.

School-Based Curriculum 2006 (2006: 307) states that learning language will be considered successful when students also study how to communicate in the target language. Learning English covers learning to understand as well as producing both spoken and written utterances. It is hoped that learning English can help the students to know themselves, their own culture as well as other people’s culture, share their opinion, participate in the society, and even develop their imagination and analytical ability.

School-Based Curriculum 2006 elaborates that senior high school students are highly demanded to gain their knowledge through the learning English process in particular literacy. The literacy covers performative, functional, informational, and

epistemic. In perfomative level, people can read, write, listen, and speak using

symbols. In functional level, people can use the language to fulfill everyday life requirement like reading newspaper, manual or guide. In informational level, people

 

can access knowledge with their language ability, while in epistemic level, people can share their knowledge in the target language. Learning English in senior high school is focused to achieve informational level because the students are prepared to continue their study in the university. While, the epistemic level is considered too high to be achieved by senior high school students because English is become a foreign language in Indonesia.

b. The objectives of School-Based Curriculum 2006

There are three major objectives of English language learning based on School-Based Curriculum 2006 (2006: 308). It is expected that after learning, students:

1) are able to develop language competence both in spoken and written to achieve particular informational literacy.

2) realize the role of English to increase notion’s competitive power in the globalization era.

3) recognize the relation between language and culture.

c. Competence Standard, Basic Competence and Indicator

Competence standard may be definable as objectives that students should achieve after learning English. Basic competence is the specification of the competence standard. Indicator is more specific capabilities that can be used as a measure to assess the learning mastery. Table 2.1 exemplifies the competence standard and basic competence based on School-Based Curriculum.

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Table 2.1 The Competence Standard and the Basic Competence of School-Based Curriculum 2006 (Bahan Pelatihan KTSP, 2006: 309-311)

Competence Standard Basic Competence Listening

Comprehend short monologue text in the form of narrative in a daily life context.

Respond to short spoken monologue in the form of narrative which includes language functions accurately and fluently in daily life context.

Speaking

Express short monologue text in the form of narrative in a daily life context.

Express the meaning of short monologue spoken texts in the form of narrative accurately and fluently in daily life context.

Reading

Comprehend short essay text in the form of narrative and access knowledge in a daily life context.

Respond to the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in a daily life context.

Writing

Express written essay text in the form of narrative in a daily life context.

Express the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in a daily life context.

6. Theory of Teaching Speaking a. The Nature of Speaking

Speaking is one way for students to communicate. Through speaking the students can understand the information delivered to them. According to Nunan (1989), speaking is usually done by two or more speakers, facing each other and paying attention and responding to what is said rather than how correctly it is said. Therefore, speaking emphasizes on relation between giving and gaining. Bailey (1994), as cited by Nunan (2003: 32), says that there are two reasons why many people feel that speaking in a new language is harder than reading, writing, or

 

listening. The fist reason is speaking happens at real time in which the person you are talking to is waiting for you to speak. The second reason is when you speak, you cannot edit or revise what you wish to say, as you can if you are writing.

b. Teaching Speaking

Paulstron and Bruder (1976: 56) state that teaching speaking cannot be separated from the idea of teaching communicative ability. Communicative ability is the production of speakers’ ability to communicate the target language. The important thing for the teacher is to give the learners more opportunities to practice their speaking skill by providing more communicative activities which put them into the real practice of communication.

c. Problems in Teaching Speaking

The difficulty faced by the teacher in general is that students are not able to speak. It is important to distinguish between students who are unable to practice to speak and the students who unwilling to learn to speak (Gaudart, 1992: 51). However, in some cases, who are labeled as unwilling to speak are actually unable to speak. Therefore, the students must be taught the elementary rudiment before more difficult task (like free conversation).

However, sometimes the students are reluctant to speak because of other factors:

1) Students are too shy and afraid, don’t have confidence and feels that his not going to be able to do well. (Lubis, 1988: 13 and 16; Gaudart, 1992: 52).

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2) The student has adjusted a passive role during the manipulative phase of language learning and is unprepared for the active role for demanded in conversation practice (Gaudart, 1992: 51).

3) The aims and objectives which are not suitable with the students’ level can be not challenging and uninteresting, which make students bored (Gaudart, 1992: 52) or difficult for them to achieve.

The other problem in teaching speaking is the use of mother-tongue. Learners tend to use their mother-tongue, because it is easier than using the target language. They feel unnatural to speak to one another in a foreign language (Bygate, 1987: 121).

There are some helps to overcome these problems, such as using group work, basing the activities on easy language, making a careful topic of choice of topics and tasks to stimulate interest, giving some instructions or training in discussions and keeping the learners speaking in target language (Bygate, 1987: 121-122).

d. The Techniques in Teaching Speaking

Teaching speaking in this study adopts some techniques. They are: 1) Dialogue

According to Rivers (1968: 168), “in a dialogue the informal language is learned in immediately useful form, which the students can practice by turning his neighbor, or apply in contact outside classroom.” Everything in the dialogue is meaningful and relevant to the situations of everyday life. In dialogue practice,

 

the speakers learn to speak to their friends directly. They also learn to ask and answer the question.

2) Discussion

Discussions are often the most successful sessions that the teacher and the class ever have together. During discussion, the students share and give their opinion. There are two types of discussion used in this designed materials. They are controlled discussion and buzz group discussion. Jaques (1991: 83) say “controlled discussion is commonly used as a means of checking for knowledge and understanding of presented material.” The discussion is controlled by the teacher; either students ask questions or make comments, or the teacher ask questions at students. Afterward, buzz group discussion can be used to check on the students understanding (Jaques, 1991: 84). In buzz group discussion, the students have a chance for quick discussions in small groups before any of them are asked to speak in public. It is to help the students who are reluctant to give an opinion in front of the whole class.

3) Role-plays

Littlewood (1981: 49) says “in role-playing learners are asked to imagine themselves in a situation that could occur outside the classroom. They are asked to adopt a specific role in this situation as if the situation is really existed.” Role-plays give learners practice speaking the target language before they do so in a real environment. Through well-prepared role-plays, the teacher can encourage the students to experiment and innovate with the language, and create a supportive atmosphere that allows them to make mistakes without fear of

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embarrassment. This will contribute to their self-confidence as speakers and to their motivation to learn more.

4) Games

“Students are put into situation in which they have to use all or any of the language they posses to complete a game-like task” (Halmer, 1991: 126). Games are used frequently in speaking class because it is enjoyable. Games also add interest to what students might not find very interesting.

B. Theoretical Framework

In designing the materials, the researcher combined the Kemp’s model and Yalden’s model because those models are the most appropriate in designing for the tenth grade students of senior high school, besides, those two models complete each other. Kemp focuses on a flexible process while Yalden takes into consideration everything required to assure communication. The researcher adapts Kemp’s and Yalden’s instructional design models because the researcher makes some changes in applying those two models. The steps used by the researcher are described as follows.

1. Needs Survey

This step is adapted from Yalden instructional design model. In the study, the designed materials will be based on the experiential learning theory for the tenth grade students of senior high school and conducting need survey is the starting point in designing the materials. It is used to learn about the students’ needs. In doing so, questionnaires were distributed to the students of the tenth grade of senior high

 

school and an interview was conducted for the tenth grade English teacher of senior high school.

2. Formulating the Goals, Topics, and General Purposes

This step is adapted from Kemp’s first step. Statements of goals should recognize changes in learners’ needs. Then the topics are selected by regarding the goals. Next, the general purposes are formulated from each topic. The competence standard and the basic competence stated in School-Based Curriculum 2006 are used to determine the goals, general purposes and topics.

3. Stating the Learning Objectives

This step is adapted from the third stage of Kemp’s model: learning objectives. Learning objectives means what the students should know/be able to do/in what ways they should behave differently after studying the topic. The objectives must be stated in term of activities that will best promote learning (Kemp, 1982: 23).

The learning objectives of the School-Based Curriculum 2006 clarified what were expected for the students to achieve through teaching learning activities. The activities should be based on the basic competencies and indicators in each topic. The basic competencies and indicators referred to the standard competency formulated in the School-Based Curriculum 2006 for Senior High School especially for tenth grade students.

4. Classifying Subject Contents

This step is adapted from Kemp’s fourth step. Subject content comprises the selection and organizing of specific knowledge (facts and information), skills (step

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by step procedures, conditions, and requirements) and attitudinal factors of any topics (Kemp, 1977: 94). In this step, the researcher classified the specific knowledge and skills. The subject contents are closely connected to the objectives and the students’ needs. School-Based Curriculum 2006 is used to classify the subject content based on the competence standard and basic competence.

5. Determining Learning Activities and Resources

This step is adapted from Kemp’s sixth step. The selection of instructional materials is closely associated with the planning of teaching and learning activities, both of which should be considered together (Kemp, 1982: 56). According to Kemp, there are two categories of activities: teacher activities and student activities. It will be helpful to consider the two questions: What will the teacher do? And what will the students do?

Experiential learning theory is applied in this step. The foundation, the role, and the characteristics of experiential learning are used as the background knowledge about the theory itself in order to design the materials. The basic model of experiential learning is used to determine the stages of activity based on the cycle of experiential theory. They are Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Moreover, set induction skill is also applied in the designed materials in determining learning activities. Set induction is the first stage added in the stages of activity based on the cycle of experiential theory. Therefore, there are five stages in the designed materials. They are: Set induction, Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation.

 

The learning activities are also determined based on the consideration of the competence standard, basic competence, and indicators stated in School-Based Curriculum 2006. The speaking theories are applied as the consideration of the problems in teaching speaking and its solutions. Then the techniques in teaching speaking are also considered in determined the learning activities in order to provide communicative activities. The techniques used in this study such as dialogue, conversation, role play and games.

6. Conducting Evaluation and Revision

This step is adapted from the last step of Kemp’s and Yalden’s instructional design model. In evaluation, the designed materials based on experiential learning theory are being analyzed by English lecturers and teachers. From the result of the evaluation, there will be feedbacks to show whether or not the materials are appropriate and can be applied for the tenth grade students of senior high school. If the materials are far from the achievement standards, some changes should be done in order to improve the result of the achievement of the students.

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CHAPTER III

METHODOLOGY

This section elaborated the methodology used in this study. It focused on the discussion of Research Method, Research Participants, Research Instruments, Data Gathering Techniques, Data Analysis Technique and Research Procedure.

A. Research Method

In this research, the researcher employed educational research and development (R & D). It is a process used to develop and validate educational products, such as teaching materials, teaching methods, and teaching instructions (Borg and Gall, 1983: 772). The steps of this study referred to R & D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage. Moreover, in R & D, this cycle is repeated until the product meets its behaviorally defined objectives. The goal of educational research is not to develop products but rather to discover new knowledge (through basic research) or to answer specific questions about practical problems (through applied research) (Borg and Gall, 1983; 772).

There are 10 major steps in the R & D cycle used to develop manicures. However, in this research the researcher only applied the first five steps due to the limitation of time. The steps were:

1. Research and information gathering

In this stage the researcher conducted research and information gathering such as review of related literature, interviewed the tenth grade English teacher of SMA Pangudi luhur Yogyakarta, and distributed questionnaire to tenth grade students of SMA Pangudi luhur Yogyakarta. Review of related literature was conducted to collect some useful information relating to the topic of this study, which was designing supplementary speaking materials using experiential learning. The researcher collected information about instructional design, School-Based Curriculum 2006, experiential learning, and speaking theory. Therefore, reading some books, articles, and journals was a very significant activity in this study.

The interview was conducted in order to gather information about the character of the students, the difficulties found in teaching speaking, teaching strategies used by the teacher, and the existing teaching material that was used in SMA Pangudi luhur Yogyakarta. While the questionnaire was distributed in order to gather the information about students’ perception on speaking, the difficulties faced by the students in learning speaking, the expected media used in speaking class and topics that the students wanted to learn.

2. Planning

After the researcher obtained all the information, the next step was planning. In this stage the researcher conducted some activities such as defining skills, stating objectives, and determining course sequence (Borg & Gall, 1983: 775). The main role of this stage was to prepare everything such as topics of materials, syllabuses, lesson plan and many others that were needed in designing the preliminary product.

39 3. Design the preliminary product

In this stage, the researcher started to develop the materials. All of the information research and information gathering was interpreted. The purpose of designing the preliminary product was to propose the designed materials.

4. Preliminary testing

It included distributing the questionnaire to the English teachers of SMA Pangudi Luhur Yogyakarta and English lecturers of English Education Study Program of Sanata Dharma University. The purposes of preliminary testing were to gather feedbacks, opinions, and suggestions on the proposed designed materials. 5. Revised the product

It included making the revision of the designed materials based on the feedbacks, opinions, and suggestions from the English teachers and the lecturers. The following figure describes the researcher’s instructional design model.

Note:

continuing to (next step) providing the basis

feedback & revision

B. Research Participants

1. Participants in Research and Information Gathering

The participants in research and information gathering were the tenth grade students of SMA Pangudi Luhur Yogyakarta and one of the tenth grade English teacher of SMA Pangudi Luhur Yogyakarta. The tenth grade students of SMA Pangudi Luhur Yogyakarta were needed as participants in this study in order to find out their interests, needs, and difficulties in learning English, especially speaking skill.

The tenth grade English teacher was involved as the interviewee in order to collect information that cannot be obtained through questionnaire. In this stage the researcher conducted an interview which was very useful in designing the materials, such as the students’ problems in speaking, the students' characters, the student's ability, the previous teaching strategy that is used by the teacher, and the class activities.

2. Participants in Preliminary Testing

The participants in preliminary testing were three English teachers of SMA Pangudi Luhur Yogyakarta and two English lecturers of English Education Study

41 Program of Sanata Dharma University. They were expected to give opinions and suggestions of the designed materials that were needed by the researcher to improve the designed materials.

Table 3.1 The Description of the Respondents (Blank) Group of

respondents

No F/M Educational

Background

Teaching Experience (year)

F M S1 S2 S3 1-5 6-10

11-15 16-20

>20

Eng. Lecturer

C. Research instruments

1. Instrument for Research and Information Gathering

The instruments applied in this step were through interview and questionnaire. According to Ary, Lucy, and Ashgar (1990: 418), there are two basic types of questions used in an interview. The first type is unstructured interview which permits a free response from the respondents to answer the question. Then, the second type is structured interviews which presents various options to be chosen by the respondents. In this study, the researcher used unstructured interview to obtain the information. The interview was conducted to the English teacher of the tenth grade about the previous speaking materials, teaching speaking strategy used by the teacher, the students’ character and ability in speaking class, and the difficulties found in speaking class.

A questionnaire was an instrument to gather information through the participants’ written responses to a list of questions. According to Ary (1990: 424),

there are two types of questionnaires, closed and open questionnaire. In open questionnaire, the participants were free to answer the questions with their own words because there was no option in this type. While in the close questionnaire, the questions consist of some options which should be chosen by the respondents. In this part, the two types of questionnaire were combined to get the appropriate answer.

2. Instrument for Preliminary Testing

The instrument for preliminary testing was through questionnaire. The researcher distributed the questionnaire to three English teachers of SMA Pangudi Luhur Yogyakarta and two English lecturers of English Education Study Program of Sanata Dharma University. The questionnaire was distributed to gather the English teachers’ and lecturers’ opinions and suggestions on the proposed designed materials.

D. Data Gathering Techniques

The techniques to gather the needed data applied for designing the materials were through questionnaire to the tenth grade students of SMA Pangudi Luhur Yogyakarta and through an interview with the English teacher of SMA Pangudi Luhur Yogyakarta especially who taught speaking in the tenth grade.

The techniques to gather data applied for evaluating the designed materials

was through questionnaire to three English teachers of SMA Pangudi Luhur

Yogyakarta and two English lecturers of English Language Education Study Program of Sanata Dharma University about the proposed designed materials in order to gather opinions and suggestions.

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Teacher’s Book

Unit 8: School Punishment

     

         

School Punishment

 

 

Class activity

Ask the students to look at the picture and discuss the questions.

A. Group work

Ask the students to work in a group of 4 in order to discuss what they know about school punishment.

B. Individual work

1. Explain the task. Ask the students to listen to the news and fill the missing information.

2. When they have finished, ask the students to compare their work with their partner.

C. Individual work

1. Ask the students to pay attention to the news again. Ask them to answer the questions orally.

Misbehaving Students Punished with Mozart

A

school in England is using classical music to cut down on students’ bad

behavior. The head teacher Brian Walker at the West Park School in Derby runs two-hour detention sessions after school on Fridays. He forces his students to listen to Mozart and other classical music. He also makes them copy his favorite poems and they have to watch educational videos. Mr. Walker says his main aim is to stop noisy pupils spoiling lessons for well-behaved students who want to study. He said the students staying behind are “not the smokers, the truants or the people who are late… It’s those who

have slowed the learning process in class for everyone.” Mr. Walker

explained this was unacceptable “because it is robbing the rest of

opportunities.”

Brian Walker believes the detention reminds students that education is

something to value. “It helps them see they are part of something bigger that will enhance their life chances, “he said. The head teacher thinks students actually learn from being kept behind after school: “Hopefully I open their ears to an experience they don’t normally have again, so it’s both educational and acts as a deterrent.” Music has had success elsewhere in reducing bad behavior. In 2004, it reduced crime on London’s subway by 25 percent. Researchers from a Belfast university found it helps stop elephants misbehaving. However, one West Park student called Kieran said: “An hour of Mr. Walker music is a real killer.”

Teacher’s Book

Unit 8: School Punishment

   

D. Class activity

1. Ask the students to walk around the class and interview their friend on how to treat the students who break school regulation.

2. Ask the students to write their friends’ name and reason why they agree or disagree.

3. When they have finished, ask the students to share their work with the whole class.

Answer

1. Where does the event take place?

The event takes plece at the West Park School in Derby.

2. Who punishes the students’ bad behavior using classical music? The head teacher of the West Park School, Brian Walker, punishes the students’ bad behavior using classical music.

3. When is the detention session held in that school? The detention session is held afeter school on Friday.

4. How does the head teacher punish the misbehaving students? The head teacher punisheshes the misbehaving students by asking them to listen to Mozart and other classical music, copy his favorite poems, and watch educational videos.

5. What are the aims of music according to some researches?

Music reduces crime on London’s subway and helps stop misbehaving elephants.

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Teacher’s Book

Unit 8: School Punishment

   

3. Have the reporter prepare 3 questions that will be asked to the principal about the the best way to treat the students who break the school regulation.

4. The school reporter interviews the principal using the questions and gives his/her own opinion on how to punish students.