English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian - USD Repository

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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

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SMK KESENIAN STUDENTS OF A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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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

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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

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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

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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

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

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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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 Appendix 7. Presentation of the Designed Materials

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 Figure 4: The Steps of the Materials Design ...................................................... 28

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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

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ABSTRAK

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.

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

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1 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

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2 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

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3 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

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

2. To present the designed set of materials.

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5 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.

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6 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.

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7 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

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8 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,

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9 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.

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10 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.

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11 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.

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12 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.

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13 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

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14 INPUT CONTENT LANGUAGE TASK

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

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15 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

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16 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

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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

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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

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19 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

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20 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

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21 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

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22 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

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23 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

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24 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

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25 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.

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26 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

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27 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.

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28 The needs survey Determining goals, general purposes, and topics Formulating learning objectives Selecting the syllabus type

Enumerating the subject contents

Selecting Materials

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29 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

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30 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

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31 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.

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32 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

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33 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

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34 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

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35 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

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36 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

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37 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.

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38 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

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39 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

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Introducing self and others c. Giving directions

c. Reading

d. Writing

1 85% 12.5% 2.5%

7. What topics do you need and want to study (you can choose more than one) a. Greetings b.

d. Describing people or things e.

a. Speaking b.

Describing time, day, month, and year f. Telling about Javanese

24 37.5% 42.5% 35% 37.5% 30%

60%

Listening

joined?

2 72.5% 5% 17.5% 5%

4. Which is teaching learning methods that you do not like? a. Lecturing b.

Discussion

c. Presentation

d. Role Play

5. Which is teaching learning methods that you like?

32.5%

a. Lecturing

b. Discussion c.

Presentation

d. Role Play

13 2.5% 50% 15%

6. What language skills do you need?

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41 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

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42 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

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43 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)

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44 Standard Basic Competencies

Competence Communicate with Students are able to: English in level

1. Comprehend the basic expressions in novice social interaction for life.

2. Mention things, people, characteristics, time, day, month, and year.

3. Describe things, people, characteristics, time, day, month, and year.

4. produce simple utterances that are enough for basic functions.

Table 4.3: The Basic Competence of the Materials Design

Having determined the goal and basic competence, the writer stated the topics that were used in the designed materials based on the exploration of basic competence and the result of needs survey. The arrangement of the topics was based on the basic competence arrangement taken from 2006 curriculum and the level of

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45 c.

Formulating Learning Objectives After stating the basic competence of the materials design, the writer formulated the learning objectives of each unit. In this study, the specific learning objectives are stated as the indicators. The formulated indicators are presented in the table below:

No Topics Indicators

1. Greetings and Closing At the end of the lesson, the students are able to: 1. use some expressions for greetings and closing.

2. use some expressions for responding greetings and

closing.

3. produce useful expressions of greetings and the responses and also closing and the responses. 4. greet and end conversation to others using appropriate level of formality.

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46 theatre, Puppet performance, or Javanese music.

6. Talking about traditional arts At the end of the lesson, the students are able to: in Yogyakarta 1. answer others’ questions about traditional arts in

Yogyakarta.

English instructional speaking materials using communicative tasks for the first grade students of SMK Kesenian - USD Repository

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