vii ABSTRACT
Sutrisno, Sylvia Ridzky. (2015). Designing a Set of English Speaking Materials Using Games for Conversation Class in SMP Taman Dewasa Jetis Yogyakarta. Yogyakarta: English Language Education Study Program Sanata Dharma
University.
In junior high school, English is becoming one of the compulsory subjects. In learning English at school the students are expected to learn all of English
skills, including speaking skill. To improve the students’ speaking skill, many
schools establish an extra-curricular such as English club or English conversation class as a platform for the students to express their idea through spoken language, including SMP Taman Dewasa Jetis.
This study was intended to design a set of speaking materials using games for English Conversation class in SMP Taman Dewasa Jetis. There were two formulated problem to be discussed: (1) How is a set of English material using games for conversation class of SMP Taman Dewasa Jetis designed? and (2) How does a set of English material using games for conversation class of SMP Taman
Dewasa Jetis look like?
The research questions were answered by using two kinds of instructional design models proposed by Kemp (1977) and Yalden (1987). Then, the instructional models were integrated with five stages of R&D cycle proposed by Gall, Gall, and Borg (2007). The five stages were: (1) Needs survey (2) Planning (3) Material Development (4) Material Validation (5) Revision.
The second research question in the problem formulation was answered by the shown presentation of a set of English speaking materials using three adapted games: jumbled-words, role-play, and guessing game. From the material evaluation, it was concluded that the designed materials were appropriate and acceptable for the students and it also fulfilled the needs of the students of English Conversation Class in SMP Taman Dewasa Jetis.
viii ABSTRAK
Sutrisno, Sylvia Ridzky. (2015). Designing a Set of English Speaking Materials Using Games for Conversation Class in SMP Taman Dewasa Jetis Yogyakarta. Yogyakarta: English Language Education Study Program Sanata Dharma University.
Di Sekolah Menengah Pertama (SMP), Bahasa Inggris merupakan salah satu mata pelajaran wajib. Siswa di SMP dituntut untuk mempelajari seluruh kemampuan berbahasa dalam Bahasa Inggris, termasuk kemampuan berbicara. Untuk mengembangkan kemampuan berbicara siswa, banyak sekolah membentuk sebuah ekstrakurikuler seperti klub Bahasa Inggris atau English conversation
class sebagai wadah bagi siswa untuk berekspresi dalam bahasa lisan.
Studi ini bertujuan untuk merancang satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan permainan untuk
Conversation Class SMP Taman Dewasa Jetis. Studi ini membahas dua masalah:
(1) Bagaimana satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan permainan untuk Conversation Class SMP Taman Dewasa Jetis dirancang? (2) Seperti apakah penyajian satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan permainan untuk
Conversation Class SMP Taman Dewasa Jetis?
Untuk menjawab pertanyaan pertama, penulis menggunakan dua jenis model instruksional dari Kemp (1977) dan Yalden (1987). Kemudian, kedua model intruksional tersebut diintegrasikan dengan lima langkah dari siklus R&D dari Gall, Gall, dan Borg (2007): (1) Needs survey (2) Planning (3) Material
Development (4) Material Validation (5)Revision.
Jawaban dari pertanyaan kedua dari rumusan masalah dalam studi ini merupakan satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan tiga macam permainan, meliputi: jumbled-words, role-play, and
guessing game. Dari hasil evaluasi materi, dapat disimpulkan bahwa materi yang
telah dirancang cukup bagus dan dapat diterima sebagai bahan ajar, serta dapat memenuhi kebutuhan siswa Conversation Class dari SMP Taman Dewasa Jetis.
i
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
USING GAMES FOR CONVERSATION CLASS
IN SMP TAMAN DEWASA JETIS YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in the English Language Education
By
Sylvia Ridzky Sutrisno Student Number: 101214106
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, August 10th, 2015
The writer,
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama : Sylvia Ridzky Sutrisno
Nomor Mahasiswa : 101214106
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS USING GAMES FOR CONVERSATION CLASS
IN SMP TAMAN DEWASA JETIS YOGYAKARTA
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Agustus 2015
Yang menyatakan,
vi
DEDICATION PAGE
“EVERYTHING IS OKAY IN THE END,
IF IT IS NOT OKAY,
IT IS NOT THE END”
I dedicated this thesis to:
vii ABSTRACT
Sutrisno, Sylvia Ridzky. (2015). Designing a Set of English Speaking Materials Using Games for Conversation Class in SMP Taman Dewasa Jetis Yogyakarta. Yogyakarta: English Language Education Study Program Sanata Dharma
University.
In junior high school, English is becoming one of the compulsory subjects. In learning English at school the students are expected to learn all of English
skills, including speaking skill. To improve the students’ speaking skill, many
schools establish an extra-curricular such as English club or English conversation class as a platform for the students to express their idea through spoken language, including SMP Taman Dewasa Jetis.
This study was intended to design a set of speaking materials using games for English Conversation class in SMP Taman Dewasa Jetis. There were two formulated problem to be discussed: (1) How is a set of English material using games for conversation class of SMP Taman Dewasa Jetis designed? and (2) How does a set of English material using games for conversation class of SMP Taman
Dewasa Jetis look like?
The research questions were answered by using two kinds of instructional design models proposed by Kemp (1977) and Yalden (1987). Then, the instructional models were integrated with five stages of R&D cycle proposed by Gall, Gall, and Borg (2007). The five stages were: (1) Needs survey (2) Planning (3) Material Development (4) Material Validation (5) Revision.
The second research question in the problem formulation was answered by the shown presentation of a set of English speaking materials using three adapted games: jumbled-words, role-play, and guessing game. From the material evaluation, it was concluded that the designed materials were appropriate and acceptable for the students and it also fulfilled the needs of the students of English Conversation Class in SMP Taman Dewasa Jetis.
viii ABSTRAK
Sutrisno, Sylvia Ridzky. (2015). Designing a Set of English Speaking Materials Using Games for Conversation Class in SMP Taman Dewasa Jetis Yogyakarta. Yogyakarta: English Language Education Study Program Sanata Dharma University.
Di Sekolah Menengah Pertama (SMP), Bahasa Inggris merupakan salah satu mata pelajaran wajib. Siswa di SMP dituntut untuk mempelajari seluruh kemampuan berbahasa dalam Bahasa Inggris, termasuk kemampuan berbicara. Untuk mengembangkan kemampuan berbicara siswa, banyak sekolah membentuk sebuah ekstrakurikuler seperti klub Bahasa Inggris atau English conversation
class sebagai wadah bagi siswa untuk berekspresi dalam bahasa lisan.
Studi ini bertujuan untuk merancang satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan permainan untuk
Conversation Class SMP Taman Dewasa Jetis. Studi ini membahas dua masalah:
(1) Bagaimana satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan permainan untuk Conversation Class SMP Taman Dewasa Jetis dirancang? (2) Seperti apakah penyajian satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan permainan untuk
Conversation Class SMP Taman Dewasa Jetis?
Untuk menjawab pertanyaan pertama, penulis menggunakan dua jenis model instruksional dari Kemp (1977) dan Yalden (1987). Kemudian, kedua model intruksional tersebut diintegrasikan dengan lima langkah dari siklus R&D dari Gall, Gall, dan Borg (2007): (1) Needs survey (2) Planning (3) Material
Development (4) Material Validation (5)Revision.
Jawaban dari pertanyaan kedua dari rumusan masalah dalam studi ini merupakan satu set materi pembelajaran berbicara dalam Bahasa Inggris dengan menggunakan tiga macam permainan, meliputi: jumbled-words, role-play, and
guessing game. Dari hasil evaluasi materi, dapat disimpulkan bahwa materi yang
telah dirancang cukup bagus dan dapat diterima sebagai bahan ajar, serta dapat memenuhi kebutuhan siswa Conversation Class dari SMP Taman Dewasa Jetis.
ix
ACKNOWLEDGEMENTS
First of all, I would like to express my highest gratefullness to Allah
SWT, the one who always brings light to my life. I am really thankful for
everything Allah gives to me. I also thank Allah SWT to send the talented people
that will be mentioned below.
My deep gratitude goes to my advisor, Ag. Hardi Prasetyo, S.Pd., M.A.,
for his patience, support, and encouragement in guiding me to accomplish this
thesis. My deep thanks also go to all of my lecturers in ELESP of Sanata Dharma
University for the chance to learn English and life values together, especially to
Drs. Barli Bram, M.Ed., Ph.D. as my academic advisor. I also want to express
my thankfulness to Ch. Lhaksmita Anandari S.Pd., Ed.M. and Caecilia
Tutyandari, S.Pd., M.Pd. for the help during my revision time. I also thank
Maria Martarina Pamudani for always helping me with the administrative
matters.
My deep gratitude goes to SMP Taman Dewasa Jetis Yogyakarta for
giving me the opportunity and permission to conduct my research, especially to
the head of the curriculum and teaching, Susaryanto, S.Pd., and the English
teacher of Conversation class, Anis Rohmatul Laili, S.Pd., and to the seventh
graders of SMP Taman Dewasa Jetis who join English conversation class, for
x
My gratefulness goes to my beloved parents, my father Sutrisno and my
mother Andriani Wijayanti, and to my beloved siblings Vemberta Ridzki
Sutrisno and Danang Ari Wibowo, for their irreplaceable care, love, support,
patience and advice. I thank them for the time they spend for and with me. I also
thank them for always understanding me in every tough time I get through.
I warmly thank my fellows: Ika Tyas Intani, Dwi Nugraheni, Yheti
Kartika Sari, Friska Dita and Giovanna Gistha Wicita for the precious time
they contributed during the writing of this thesis. I am really grateful to have them
around me. I thank them for their patience in teaching me how to do this and that.
Without their hands, this thesis would not be accomplished this well.
I would like to give my deepest love and special thanks to my partner in
life, Rendy Lancerianda. I thank him for his love, patience, support, and time he
gives to me up to now.
Last but not least, my gratefullnes goes to all of the people whose names
cannot be mentioned one by one here. May God bless us forever.
xi
TABLE OF CONTENTS
Page
TITLE PAGE... i
APPROVAL PAGES... ii
STATEMENT OF WORK’S ORIGINALITY... iv
PERNYATAAN PERSETUJUAN PUBLIKASI……….... v
DEDICATION PAGE………... vi
ABSTRACT... vii
ABSTRAK... viii
ACKNOWLEDGEMENTS... ix
TABLE OF CONTENTS... xi
LIST OF TABLES... xiii
LIST OF FIGURES... xiv
LIST OF APPENDICES... xv
CHAPTER I. INTRODUCTION………. 1
A. Research Background ... 1
B. Research Problem ... 3
C. Problem Limitation ... 3
D. Research Objectives... 4
E. Research Benefits ... 4
F. Definition of Terms ... 4
CHAPTER II. REVIEW OF RELATED LITERATURE…………. 8
A. Theoretical Description... 8
1. Instructional Design... 8
a. Kemp…... 8
b. Yalden... 13
2. Speaking Skill... 16
a. The Nature of Speaking…... 16
b. The Principles of Teaching... 17
3. Games... 19
a. The Nature of Games... 19
b. The Types of Games... 19
c. Roles of Games in English Language Teaching ………. 20
d. Benefits of Games in Learning Activities………. 20 e. Designing Games... 21
f. Three Adapted Games... 21
4. Task-Based Learning for Defining Tasks in the Designed Materials……… 23
xii
CHAPTER III. RESEARCH METHODOLOGY………..……….... 35
A. Research Method... 35
B. Research Setting... 38
C. Research Participants... 38
D. Instruments and Data Gathering Technique... 39
E. Data Analysis Technique... 41
F. Research Procedure... 42
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION... 45
A. Steps in Designing the Materials... 45
B. The Presentation of the Designed Materials... 63
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS…. 65 A. Conclusions... 65
B. Recommendations... 67
REFERENCES... 69
xiii
LIST OF TABLES
Table Page
xiv
LIST OF FIGURES
Figure Page
2.1.Kemp’s Instructional Design Model... 13
2.2.Yalden’s Instructional Design Model... 15
xv
LIST OF APPENDICES
Appendix Page
A. The Letter of Permisison... 70
B. The Interview Form... 72
C. The Pre-Design Questionnaire... 74
D. The Descriptive Statistics of the Pre-Design Questionnaire... 77
E. The Post-Design Questionnaire... 79
F. The Descriptive Statistics of the Post-Design Questionnaire... 81
G. The Detailed Result of the Post-Design Questionnaire……… 83
1
CHAPTER I
INTRODUCTION
This chapter deals with research background, research problem, problem
limitation, research objectives, research benefits, and definition of terms.
A. Research Background
Junior high school is the middle stage of the educational level that has
English as one of the subjects. The students in Junior High School are expected to
learn all of English skills, including speaking skill. Although not being examined
in the National Examination, excellent speaking skill is very useful for students in
their daily life. The skill includes the pronunciation of English words, so that the
students are all able to implement their knowledge through spoken language.
To improve the students’ English speaking skill, many schools established
extra-curricular programs such as English club or English conversation class. SMP
Taman Dewasa Jetis is one of the schools that established an English conversation
class as the platform for the students to improve their English speaking ability.
The problem was found in the school where the researcher did Program
Pengalaman Lapangan (PPL), SMP Taman Dewasa Jetis Yogyakarta. As an
extracurricular program, SMP Taman Dewasa Jetis Yogyakarta is running a
conversation class. This program has been running for two years. The goal of this
class is to help the students improve their English spoken skill in form of
the school. The participants of the program were the seventh graders of SMP
Taman Dewasa Jetis Yogyakarta.
In the class, the students are able to listen, read, and write using English.
However, most of the students of the conversation class still found difficulties in
expressing their ideas through speaking. Actually, the students are already able to
get and respond the teacher’s instruction. Yet, they have a limited way of
responding the instruction, especially in form of complete sentences. Furthermore,
not all of the students were confident about their answers. Most of them were only
imitating the teacher’s examples of the topic taught to them. The most important
thing here is that there is no available materials for the students in this class.
In teaching the students, the teacher usually gave exercises to the students
by using spoken instructions only. Sometimes, the teacher wrote down the
example of the exercise on the whiteboard. Then, the students did the exercise by
writing the instructions down on their notebook. In the morning class, the students
used one handbook as the guidance for the teaching and learning activities. Yet, in
the morning class the teacher only emphasizes the writing, listening, and reading
skills. The speaking skill was rarely used in the morning class. Thus, the
conversation class was established as a platform for the students to learn and
improve their English speaking skill.
Here, the research provides a new way or materials to stimulate the
students and make the students more interested in learning English by using
research can ease the teacher so that the time will be used effectively. This
research aims to give the teacher other views of teaching media, so the students
are not merely taught using old-styled media.
In order to solve the problem, the researcher uses the theory of Research
and Development (R&D) proposed by Gall, Gall, and Borg (2007) to solve the
problem. This research is also based on Kemp’s (1977) and Yalden’s (1987)
models of instructional design.
B. Research Problem
The research questions can be formulated as follows:
1. How is a set of English material using games for conversation class of SMP
Taman Dewasa Jetis designed?
2. How does a set of English material using games for conversation class of SMP
Taman Dewasa Jetis look like?
C. Problem Limitation
The focus of this study is to improve the students’ English speaking ability
by using games. This technique is assumed as an appropriate and applicable to the
students’ needs, interests, and difficulties in speaking skill. By using games, the
study is expected to give various ways of learning English, so that the students
D. Research Objectives
The study attempts to answer the problem met by the students of SMP
Taman Dewasa Jetis Yogyakarta in constructing sentences. This research finds
out how a set of English materials using games for conversation class of SMP
Taman Dewasa Jetis Yogyakarta is designed and to present the designed English
conversation materials.
E. Research Benefits
This study is intended to give benefits for:
1. The Students of SMP Taman Dewasa Jetis Yogyakarta
The technique aims to help and improve the students’ ability in speaking in
English. By using this technique, the students will find more fun and interesting
way of learning English.
2. The English Teacher of SMP Taman Dewasa Jetis Yogyakarta
The English teacher can use the technique to deliver other spoken
materials, especially for the materials that deal with daily conversation. By using
games in the designed material, the teacher can teach the students efficiently and
effectively.
3. The Researcher
The research is conducted to answer the problems that occured in the
research found that the students need various way of learning, and game is one of
the answers.
F. Definition of Terms
1. Instructional Design
Design is a plan whose goals are to organize teaching and learning process.
In this research the researcher combines Kemp’s (1977) and Yalden’s (1987)
cycles of instructional design. According to Kemp (1977), an instructional design
is described as the approach and procedures (p. 8). Besides, the researcher used
the Gall, Gall, and Borg (2007) in developing the designed materials. In this
study, the researcher defines the instructional design as the plan and procedures in
designing and developing the materials of teaching and learning process.
2. Speaking
Speaking is one of English productive skill. It aims to express the idea of
the speaker in a form of spoken language. As stated by Nunan (1989), spoken
language consists of short, often fragmentary utterances, in a range of
pronunciations (p. 26). He also concluded that in spoken language, there is often a
great deal of repetition and overlap between the speakers.
In this study, English speaking skill is one of English productive skill that
requires oral practice. In speaking, the speakers have to mind their pronunciation
in order to deliver the message to the listener. It means that the pronunciation of
conversation class learn about speaking and the pronunciation of English words,
the researcher designed a set of English speaking materials by using games for the
class. The designed materials contain the language focus that could help the
students to understand more about the pronunciation and the sentence structure.
3. Educational Games
In this research, game is assumed as the media for teaching and learning
English. It aims to engage the students’ interests in learning English conversation.
Wright, Betteridge, and Buckby (2006) concluded,“game is defined as an activity
that can entertain, engage, and challenge students to do their task” (p. 1).
In this study, the game that is used is an educational game. It is called as an
educational game because of its character and role in fulfilling the students’ needs.
The educational games can both educate and entertain the students. In this study,
the educational games that are used are jumbled words, role-play, and guessing
game.
4. Conversation Class of SMP Taman Dewasa Jetis Yogyakarta
SMP Taman Dewasa Jetis is one of Junior High Schools located in
Yogyakarta. It is one of the schools that belong to Taman Siswa Foundation. The
school is located at Jl. A.M Sangaji 39, Jetis, Yogyakarta.
The school has two classes of conversation program. This program is
attended by the seventh and eight graders of SMP Taman Dewasa Jetis
the research object. There were actually 12 students in the class. Yet, time by time
there are only 9 students now. They are between 13 to 14 years old. Most of the
students of the conversation class had not reached the goal of the speaking skill
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related theories used as the foundation in
designing a set of English conversation materials in this research. There are two
sections in this chapter: theoretical description and theoretical framework. The
theoretical description defines the detailed steps of designed English conversation
materials.
A. Theoretical Description
This part discusses about the theories related to the topic of the study. The
theories include the instructional design models, speaking skill, and games as the
consideration before designing the materials. The discussion is presented as
follows.
1. Instructional Design
a. Kemp
According to Kemp (1977), there are eight stages in designing
materials. They are:
1) Recognize the Goals, List the Topics, and State the General Purposes
Kemp (1977) described about the first step of the instructional
design as:
Instructional design planning starts with a recognition of the broad
goals of the school system or institution. The educational program
explicitly expresses the general purposes (what students generally are expected to learn as the result of instruction (p. 13).
First, before designing the materials, the researcher needs to
recognize the goals of the course taught to the students. The researcher then
should also list some major topics that become the scope of the course. It
aimed as the bridge to help the researcher reach those goals. After that, the
researcher states the general purposes for each topic. They describe what the
researcher wants the students to accomplish in the course.
2) List the Learners‟ Characteristics
Knowing the students‟ characteristics is very important so that the
researcher can design the methods, technique, and materials that are
appropriate for them. The learners‟ characteristics include their academic
factors and social factors. Those information can be obtained by using
interview, observation, and data analysis.
Additionally, there are two other factors take important parts in
planning a design, learning condition and learning style. Learning style
relates to the students‟ best way or method of absorbing information. Some can learn better by only listening or reading, some may absorb more from
only visual approach, others may obtain the information from physical
activities.
3) Define the Learning Objectives
After distinguishing the learners‟ characteristics, the researcher
the learners should achieve. It also aimed to inform the students in what
ways should they behave differently after studying certain topic. Learning
objectives must be in the form of measurable outcomes produced by the
learners. “Writing objectives is a developmental activity that requires refinements, changes, and additions as the writer develops subsequent
planning steps” (Kemp, 1977, p. 24).
The statement shows that the writing of the objectives is flexible. It
means that the researcher can either specify the objectives along with the
process of making the planning steps or right after developing all the patent
planning steps.
4) List the Subject Content
The next step is listing the subject content. Subject content comprises
the selection and organizing of the specific knowledge (facts and
information), skills (step-by-step procedures, conditions, and requirements),
and attitudinal factors of any topic (Kemp, 1977, p. 44).
Subject content includes outline or notes of information for the
preparation of any lesson, speech, or a report. In organizing the content, the
research needs to consider the four levels of objectives categorized by
Gagne. They are facts, concept, principles, and problem solving. All of them
are related one another.
The lowest level is factual information, in which the students are lead
to the concept of certain topics. It means when students are able to organize
information as well. Then, after gaining the concepts, the students intended
to understand the relationship between the concepts, called as principles.
The students are expected to be able to solve the problem rises in certain
situation by understanding and using principles.
5) Enhance the Pre-assessment
Pre-assessment gives the information about what each student has
acquired and mastered about the object to be studied. According to Kemp
(1977), pre-assessment can give the researcher information about 1) to what
extent each student has acquired the necessary prerequisites for studying the
topic and 2) what the student may have already mastered about the subject
to be studied.
Pre-assessment is used to ensure the researcher whether the students
already know about the topic or not. Therefore, there is no time wasted by
the students on studying the same topic twice. In short, the learning
activities are efficiently and effectively used by both the researcher and the
students.
6) Teaching or Learning Activity and Resources
In reaching the learning objectives, as stated before, the researcher
needs to list the subject content. Then, the researcher needs some selected
teaching or learning activities to help the student reach the learning
objectives.
“you must determine the most efficient and effective methods and then select the materials to provide learning experiences that will
utilize the content associated with each objective” (Kemp, 1977,
Thus, the researcher is expected to choose the best methods that are
appropriate and helpful for the students.
7) Organize the Support Services
To plan some learning activities, the researcher must require any
support services to implement the instructional plan. The support services
include budget, personnel, facilities, equipment, and schedules.
Support services must be considered at the same time instructional plans are being made and materials, being selected. In addition, consideration must be given to coordinating the planned program with other operational aspects of the institution (student schedules, guidance services, and so forth) (Kemp, 1977, p. 85).
8) Evaluate the Students‟ Learning
After all of the previous stages are completed, the researcher then
measured the learning objectives accomplished by the students. The purpose
is to revise and evaluate any phases of the plan if there is any improvement
needed. “Your objectives indicate what the evaluation should be. By stating them clearly, you have assured measuring directly what you are teaching”
(Kemp, 1977, p.91).
Kemp‟s instructional design plan is a flexible process. The eight stages presented by Kemp are interdependence among each other. In
completing this study, the researcher only takes some of the stages that are
really needed. The researcher then combines them with another theory of
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p.9)
b. Yalden
In Yalden‟s (1987) instructional design model there are seven stages in developing language program. They are all summarized as follows.
1) The Needs Survey
The needs survey aims to obtain as much information as possible
about the learners, including the learners‟ purpose in acquiring the target
language and what the learners desire or want in the program.
infromation gathering is to understand as much about the learrners as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives (Yalden, 1987, p.101).
2) The Description of Purpose
The purpose of this step is to clarify the purpose of the language
program. “The more accurately one can predict what the learners‟ language
or communicative needs will be, the more clearly the content of a syllabus
can be delineated” (Yalden, 1987, p. 107). It means that the designer needs to specify the learners‟ purpose in acquiring the program. The description of
purpose helps the designer to step on the next stage.
3) The Choice of a Syllabus Type
This is the step when the designer should decide which one of the
syllabus model fits to the learners‟ characters, needs, and purposes in acquiring the program. “There is no single model of syllabus design which
is universally agreed upon” (Yalden, 1987, p. 108). That is why the designer should modify the syllabus that will be used in the language program.
4) The Proto-Syllabus
After deciding the syllabus for the language program, the designer
then describes the content that the syllabus will have. The collected
information about the learners can be very helpful in determining the
components that will be used in the syllabus. In short, the researcher should
5) The Pedagogical Syllabus
After describing the content of the syllabus, the course designer will
develop all of the approaches of the teaching, learning, and testing activity.
6) Development and Implementation of Classroom Procedures
After acquiring all of the approaches in the pedagogical syllabus
process, the designer will develop the teaching and learning procedures. It
includes the selection of the exercise, teaching technique, lesson plan, and
weekly schedule that will be applied in the class. The designer has to design
the exercise by using interesting teaching technique, without ignoring the
learners‟ needs and characteristics.
7) Evaluation
Evaluation step, or also called as recycling step, is the last step of
Yalden‟s instructional design model. In this step, the course designer
[image:32.595.101.514.233.678.2]evaluates the learners, the designed program, and the teaching process.
Figure 2.2 Yalden’s instructional design model (Yalden, 1987, p. 88)
Evalua
tion
Developent and implement
2. Speaking Skill
The researcher, as written in the title, is going to design a set of materials
for speaking skill that is wrapped in a form of conversation class. Thus, in this
section the researcher is going to explain the theories about speaking skill that
are used as the base of this research. The theories are divided into three major
parts: the nature of speaking, the principles of teaching, and the teaching
speaking.
a. The Nature of Speaking
In Nunan (1989, pp. 26- 27), Brown and Yule (1983) begin their
discussion on the nature of spoken language by distinguishing between
spoken and written language. Spoken language, consists of short, often
fragmentary utterances, in a range of pronunciations. While, written
language, is characterized by well-formed sentences which are
integrated into highly structured paragraphs.
They suggest that in contrast with the teaching of written
language, the teachers concerned with the spoken language must
confront the following questions taken from Brown and Yule (1983) in
Nunan (1989):
1) What is the appropriate form of spoken language to teach?
2) From the point of view of pronunciation, what is a reasonable
model?
4) Is it any more important than teaching appropriate handwriting in the
foreign language?
5) If so, why?
6) From the point of view of the structures taught, is it all right to teach
spoken language as if it were exactly like the written language, but
with a few „spoken expressions‟ throw in?
7) Is it appropriate to teach the same structures to all foreign language
students, no matter what their age is or their intentions in learning
the spoken language?
8) Are those structures which are described in standard grammars the
structures which our students should be expected to produce when
they speak English?
9) How is it possible to give students any sort of meaningful practice in
producing spoken English?
(Brown and Yule, 1983)
b. The Principles of Teaching
According to Nunan (2003, pp. 54-56) the teacher should be
aware of these following points as the principles for teaching speaking.
1) The Differences between Second Language and Foreign Language
Learning Context
Speaking is learned in two broad context: foreign language and
second language situations. Foreign language is when the target
While, second language is when the target language is the language
used for communication in the society.
2) Fluency and Accuracy
Fluency is the extent to which speakers use the language quickly
and confidently, with few hesitations or unnatural pauses, false starts,
word searches, etc.
Accuracy is the extent to which students‟ speech matches what people actually say when they use the target language.
3) Group Work, Pair Work, and Limiting Teacher Talk
Teachers need to consider their existence in the class and be
aware of how much they are talking in class, so they will not take up all
the time the students could be talking. Thus, the teachers can use group
or pair work to maximize the students‟ time in speaking in the target
language during the lesson.
4) Speaking Tasks than Involve Negotiation for Meaning
The principle is the students‟ communication or interaction
using the target language indicates the students‟ progress in learning, because it involves trying to understand and make her or himself
understood.
In order to understand and be understood in speaking in the
target language, the students must really pay attention to what the
information given, clarifying their understanding, and then confirming
that someone has already understood what the students‟ meaning.
5) Design Classroom Activities that Involves Guidance and Practice in
Transactional and Interactional Speaking
The difference of the transactional and interactional speaking is
in their purposes. Transactional speech is used to get something done,
while interactional speech is for communicating with someone in
special purposes.
Speaking activities inside the classroom need to embody both
transactional and interactional purposes, since the learners will have to
speak the target language in both transactional and interactional
settings.
3. Games
a. The Nature of Games
“Game is an activity which is entertaining and engaging, after
challenging, and an activity in which the learners play and usually interact
with others” (Wright, Betteridge, & Buckby, 2006, p. i).
b. Types of Games
There are several types of games that can be used as the means in teaching.
c. Roles of Games in English Language Teaching
Here, game is chosen as one of the most appropriate activities
because of its important roles in language learning. Bell and Wieckert
(1985) concluded that games increase motivation, help the socialization
process, clarify perplexing concepts, and integrate students with diverse
ability levels.
d. Benefits of Games in Learning Activities
Game is chosen as the one of the best media in teaching and learning
activities because according to Wright, Betteridge, and Buckby (2006),
games have these following features:
1) Language learning is hardwork
Games help and encourage the learners to sustain their interest and
work.
2) Experiencing language
Games help the teachers to create context in which the language is
useful and meaningful. Games also help the learners to experience
the language, not merely study it.
3) Repeated use of language items
By producing speech such as information and opinion, games
4) Central learning
Games provide intense and meaningful practice of language, then
they must be regarded as central to a language.
e. Designing Games
In designing the games as the main technique of teaching, the
researcher should consider the construction of games stated by Bell and
Wieckert (1985):
Construction of games: Step 1: Develop the theme Where the need is greatest. Step 2: Determine the Purpose
Write down the statements that clearly define the purpose and the scope of the game.
Step 3: Dertermine the Grade Level
Tailor the game so that the skills and information to be learned match the range of abilities in the class or media center.
Step 4: Determine the Number of Players Step 5: Determine the Format
Is it board game, card game, or roleplay game? Step 6: Determine the Method of Checking Step 7: Design and Gather the Materials
Step 8: Define the Players‟ Roles
Is it individual, maintenance, or task roles? Step 9: Decide upon the Procedure and Time
Be exact about how the game is to be played and make the rules brief but clear.
Step 10: Trial Run Step 11: Evaluation
f. Three Adapted Games
There are three adapted games provided by the researcher. Those three
chosen games are considered as the most suitable technique for the characters
1) Role-Play
By having role-play, the students are expected to make and
practice the conversation in pairs. Role-play aims to improve the
students ability in constructing sentence and speaking English in a fun
way. This game is created to give more confidence to the students.
2) Jumbled Words
In jumbled-words, the students have to arrange the words into a
good sentence. This game is in a form of puzzle. Thus, this game
improves the students‟ psychomotor. The goal is to apply the students‟
understanding about sentence construction. This is to strengthen
students‟ grammar ability.
3) Guessing Game
Guessing game is the last game that is trusted to help the
students to reach the objectives of the course. This game needs two
persons, one who gives the clues and the other guesses the answer.
The one who gives the clues will be a good speaker. He or she has to
learn about how to construct sentence correctly and clearly so that the
one who guesses will understand what he or she says. Likewise, the
one who guesses the answer will be learning to be a good listener. He
or she has to learn about how to understand what the clue-giver is
4. Task-based Learning for Defining Tasks in the Designed Materials
In the designed materials, the researcher uses games as the technique for
teaching and learning activity. Since games is a branch of Communicative
Language Teaching (CLT), the researcher also uses Task-Based Learning (TBL)
approach for defining the tasks. It is supported by the statement said by Richards
and Rodgers (2001) “a variety of games, role plays, simulations, and task-based
communication activities have been prepared to support Communicative
Language Teaching classes.” While, talking about tasks, Hudelson (1993) states,
“a task is an activity or a goal that is carried out using language.”
According to Willis (1996) in task-based learning, “communication tasks (where language forms are not controlled) involve learners in an entirely
different mental process as they compose what they want to say, expressing what
they think or feel.” (p. 77). Based on that statement, it means that the students
are to express what they want. While, the teacher‟s role is to give the tasks that
accomodate the students but without shutting out the students‟ needs.
The role of students‟ tasks in teaching-learning process is supported by
the students‟ past experience, as Nunan (2004) explains:
The main characteristic of task-based learning focuses on the experiential
learning where the learners‟ past experiences become the starting point in learning, while their persona experience when doing the tasks becomes the central point of learning (p. 87).
In task-based learning, there are two main types of tasks. The first is tasks
based on the analysis of communicative language use, and the second is tasks
to the analysis of communicative language use. They are: listing tasks, sorting
and ordering, comparing, problem-solving, problem-solving, sharing personal
experience, and creative tasks (p. 26). Those six types are described as follow:
a. Listing
Listing tasks provide a lot of opportunities for the learners to express
their ideas. Before expressing their idea, they have to brainstorm their ideas
about the topic they are learning. The brainstorming will be in form of a
complete list, mind map is possible. In listing, there is no need to give too
many explanations.
b. Sorting and Ordering
These tasks involve four main processes: sequencing items, actions
or events in logical or chronological order, ranking items based on the
personal values or specified criteria, categorizing items in given groups or
grouping them under the given headings, and classifying items in different
ways, which the categories themselves are not given. These kinds of tasks
provide the clue of the arrangement of the task through numbers or letters.
c. Comparing
Comparing task involves comparing information from two or more
sources to identify common points. The processes involved are: matching to
identify specific points and relate them to each other, finding the similarities
d. Problem-Solving
This task allow the learners to show their intellectuality and ability
to think and analyze. The activities in this task are quite challenging and
engaging. In this task, the learners will never stop to solve the selected
problems if it is interesting. The duration and processes depend on the type
and complexity of the problem.
e. Sharing Personal Experience
Sharing personal experience task is not as goal-oriented as in other
tasks since the result of this task is more like casual social conversation. It
is because in this task the leaerners are encouraged to talk more freely
about themselves and share about what they have experienced to others.
f. Creative Tasks
Creative tasks tend to have more stages than other tasks since these
tasks are often combined with the other task types: listing, ordering and
sorting, comparing and problem solving. This kind of task involves some
pairs or groups of learners in some kinds of free creative works. The
combination of the tasks often take longer time to finish compared with
other individual task.
Moreover, Richards and Rodgers (2001) states that in the analysis
of communicative language use the classification of tasks is defined into:
jigsaw task, information-gap task, problem-solving task, decision-making
task, and opinion exchange task (p. 48). The description of each task is
a. Jigsaw Task
In jigsaw task, the learners have to combine different pieces of
information in order to make them a complete piece of information. For
example, the learners are expected to arrange three different parts of a
story into a good order.
b. Information-Gap Task
In this task, the learners are required to perform the negoitation of
meaning and find out what the task should be. This task requires at least two
students who have a set of information.
c. Problem-Solving Task
This task expects the learners to find the way out from the problem
given by the teacher. The learners are also given a set of information to
solve the problem.
d. Decision-Making Task
In decision-making task, the learners have to have a discussion to
find out some solution of a problem and then they negotiate about the best
solution.
e. Opinion-Exchange Task
In this task, the learners are engaged in a discussion and exchange of
ideas. Yet, they do not need to reach any agreement for the discussion.
Talking about the strategies behind the task, Nunan (2004) classifies
task into five catefories: cognitive, interpersonal, linguistic, affective and
Table 2.1 Nunan’s Task Classification (Nunan, 2004, p.59)
Cognitive Tasks
Classifying Putting similar things together in groups
Predicting Predicting what is to come in the learning process Inducing Looking for patterns and regularities
Taking notes Writing down the important information in a text in your own words
Concept mapping Showing the main ideas in a text in the form of a map Inferencing Using what you know to learn something new
Discriminating Distinguishing between the main idea and supporting information
Diagramming Using information from a text to label a diagram
Interpersonal Tasks
Co-operating Sharing ideas and learning with other students Role-playing Pretending to be somebody else and using the
language for the situation you are in
Linguistic Tasks
Conversational patterns
Using expressions start conversations and keep them going
Practicing Doing controlled exercises to improve knowledge and skills
Using context Using the surrounding context to guess the meaning or an unknown words, phrase, or concept
Summarizing Picking out and presenting the major points in a text in summary form
Selective listening Listening for key information without trying to understand every word
Skimming Reading quickly to get a general idea of a text
Affective Tasks
Personalizing Learners share their own opinions, feelings, and ideas about a subject
Self-evaluating Thinking about how well you did on a learning task, and rating yourself on a scale
Reflecting Thinking about ways you learn best
Creative Tasks
Brainstorming Thinking as many new words and ideas as one can
According to Willis (1996), “the framework of task-based learning
a. Pre-Task Phase
This phase starts with a teaching-learning process in the classroom.
This is the introduction of the topic of the teaching and learning process.
For that reason, the teacher should lead the learners to define the topic they
are going to learn. This task includes the use of pictures that are related to
the topic. This task‟s function is to recall and activate the words and phrases that will be used in the topic. In this phase, the learners are guided
to their experience they had related to the topic. The goal is to make the
learners familiar with the learning topic. In this task, the teachers should
ensure that all learners reach the understanding of the tasks involve, the
goals, and the outcomes required.
b. Task Cycle Phase
This is the main phase, where the learners are encouraged to work
with others to achieve the set goals by keeping a minimum interference on
learners‟ work. There are three components involved in this step: task,
planning, and reports. The first component is task. In task, the learners do
the task, either in pairs and small groups while the teacher guides the
learners improving their language.
c. Language Focus Phase
This is the last phase of all. In this phase, the learners will discuss
some specific features of language that come naturally during the second
phase, task cycle phase. The purpose is to make the learners understand
involved in this phase: analysis and practice. The first component is
analysis, it requires the learners to analyze certain texts, transcripts and
sets of examples taken from familiar data while the teacher reviews the
analyzed data with the class. The second component is practice, where the
learners do some exercises about some new words, phrases, and patterns
that occur during the analysis which will be practiced by the learners. The
[image:46.595.104.518.276.579.2]components of task-based learning framework is presented in Figure 2.3.
Figure 2.3. Willis’ Task-Based Learning Framework (Willis, 1996, p. 38)
5. Conducting Material Adaptation in the Designed Materials
In designing the materials the researcher conducted material
adaptation. In adapting the materials the researcher applies the existing
materials, yet still considering the learners‟ characteristics. According to
Pre-Task
Introduction to topic and task
Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Students
may hear a recording of others dong a similar task.
Task Cycle Task
Students do the task, in pairs or small gorups. Teacher monitors
from a distance
Planning
Students prepare to report to the whole class (orally
or in writing) how they did the task, what they decided or discovered
Report
Some groups present their reports to the class,
or exchange written reports, and compare
results.
Language Focus Analysis
Students examine and discuss specific features of the text or transcript if it is recording.
Practice
Teacher conducts practice of new words, phrases, and patterns occuring
Tomlinson and Masuhara (2004) “materials adaptiation is adjusting and/or
changing the existing materials into suitable one which depends on the need
of the learners, students, and the situation” (p. 10).
The material adaptation can shorten or lengthen an activity, skip an
activity and go on the next one, and change the order of the activities.
Tomlinson and Masuhara (2004) suggest “teacher may decide to use only
part of a unit, add or delete texts or activities, and replace or supplement
texts or activities with ones from other sources” (p. 11). In adapting
material, the teacher can filter the suitable materials for the learners by
adding or replacing the texts or activities.
In mateirals adaptation, there are three main techniques namely plus
(+), minus (-), and zero (0) category (Tomlinson and Masuhara, 2004, p.
16). The description of each category can be seen as follow.
a. Plus Category
In this category, there are two techniques namely: addition and
expansion. The addition technique means that the teacher may add different
texts and/or activities. On the other hand, in the expansion technique, the
teacher may expand the texts and activities by increasing the lengthm,
difficulty, and depth.
b. Minus Category
In minus category, there are three techniques in adapting materials.
The techniques are: deletion, substraction, and reduction. The first is
activities altogether. The second is substraction technique. In this technique,
the teacher may decrease the number of sentences in a text or part of an
activity. The last is reduction technique, where the teacher may reduce texts
and activities by decreasing the length, difficulty, depth, etc.
c. Zero Category
This is the last category. There are five techniques in this category,
namely: modification, replacement, reorganization, resequencing, and
conversion. The first is modification technique. Here, the teacher made
changes on the instructions. The second technique is replacement, where the
teacher swapped one activity with another. The third is reorganization
technique. In this technique, the teachers change the positions of the texts
and illustrations. The forth is resequencing technique, here the teacher
changed the sequence of the activities. The fifth technique is conversion. In
this step, the teacher changed the genre of a text or move the content from
one medium to another. However, the researcher only used several material
adaptation tehniques. It depended on the time allotment provided in the
lesson plans.
B. Theoretical Framework
Speaking is one of English production skills. Since English is widely used
by people around the world, it can be very useful for the students in their daily
life. There are many problems that may be faced by the students during the
and technique in teaching speaking to the students. A suitable method is needed to
draw the students‟ interest and attention in learning the material.
In this research, the researcher is going to have designed materials that
aimed to help the students and the teacher in teaching and learning English
speaking. The researcher designed a set of English speaking materials using
games for conversation class of SMP Taman Dewasa Jetis. By considering the
students and classroom condition, the games used in the research is regarded as
the suitable and applicable technique for the class. Through games, the students
are believed to put their interest in the learning activity more. They can be more
active in learning by having some more practice provided by the materials.
In the research, the researcher designed the materials using the
combination of Kemp‟s (1977) and Yalden‟s (1987) models which is clarified as
follows.
1. Conducting need analysis
The first step is collecting information and data that are needed in the
research. The data is taken from the students and the teacher of the conversation
class. There are observation, interview and questionnaire as the means of
gathering the data.
2. Listing the goals, topics, and general purposes
The researcher stated the goals, topics, and the general purposes of the
material. After listing the topics, the researcher has to define the goal of the topic
3. Defining the learning objectives
The learning objectives contain what the students could get from the
materials. It aimed to promote the materials so that the students will be
interested in learning the materials.
4. Developing the general guideline
The researcher then develops the general guideline of the course in the
form of syllabus. The making of the syllabus is considering the students‟ needs.
It aimed to make the learning materials stay in the target and the main purposes
in teaching the students.
5. Listing the subject contents
The researcher lists the subject content in order to clarify the learning
objectives stated in each unit.
6. Selecting the teaching and learning activity and resources
After all, the researcher decides what teaching and learning activity will
be used in the materials. The selected teaching and learning activity should be
suitable for the students‟ needs. It has to be interesting and attracting materials
so that the students will be enthusiastic being involved in the learning activity.
7. Designing the message and developing materials
The researcher designs and develops speaking materials by using games
students ability in English speaking. Thus the researcher still has to consider the
students‟ needs.
8. Evaluating and revising the designed materials
Evaluation is needed in developing the designed materials. The feedback
is gotten from the questionnaire distributed to the teacher of the conversation
class. The questionnaire then can be used as the source for revising the designed
35
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher describes the research method, research
setting, research participants, instruments and data gathering technique, data
analysis technique, and research procedure.
A. Research Method
The researcher conducted this research to find out whether games can
improve the students’ ability in speaking in English or not. In doing this research,
the researcher used the cycles of educational Research and Development (R&D)
based on Gall, Gall, and Borg (2007) models. There were ten steps of R&D cycle,
namely:
1. Identification of the goal for the instructional programs or product which can
be done by having need analysis.
2. Analysis of the instruction which is undertaken to specify the specific skills,
procedure, learning task that are involved in reaching the goals of instruction.
3. Identification of the learners’ entry level and instructional setting.
4. Translating needs and goals of the instructions into specific performance
objectives.
5. Developing the instructional assessments which are related directly to the
6. Developing a specific instructional strategy for assisting learners with their
efforts to achieve each performance objective.
7. Developing the instructional materials.
8. Designing and conducting formative evaluation of instruction.
9. Revising the instruction.
10.Designing and conducting summative evaluation.
From all of those ten steps, the researcher only used nine of them. The
tenth step was omitted because the researcher did not conduct any summative
evaluation. The researcher only conducted the formative evaluation of the
designed materials. Thus, those nine steps were summarized into five adopted
steps of this research. They are explained as follows.
1. Needs survey
In this step, the researcher combined the first, second, and the third steps
of R&D cycles. The researcher started to collect the data about the students and
the teacher of the conversation class. The data and information were mostly
gathered by having an interview with the teacher. While, the information from
the students was gathered by distributing the questionnaire to the students of the
2. Planning
The next step is planning step; that is the fourth step of Gall, Gall, and
Borg’s R&D cycles. In this step, the researcher decided what the students are
going to learn in the class. This step included the designed syllabus and lesson
plan.
3. Material development
After that, the researcher combined the fifth, sixth, and seventh steps of
R&D cycles by Gall, Gall, and Borg (2007). In this step, the researcher designed
the materials that were suitable to the students’ need. The material referred to the
curriculum used by the teacher of the conversation class.
4. Material validation
The next step is the eighth steps of R&D cycles. In this step, the
researcher needed the help of five material design experts to give the evaluation
on the designed materials. The result of the questionnaire was used to improve
and revise the designed materials conducted by the researcher. The respondents
of the questionnaire were: the teacher of the conversation class of SMP Taman
Dewasa Jetis, an English teacher of SMPN 1 Sentolo, an English teacher of
conversation class of SMP Pangudi Luhur 1, an English tutor of Alpha English
5. Revision
The last step is the ninth step of R&D cycle‘s steps, the revision of the
designed material. In this step, the researcher had to revise and improve the
designed materials in order to get the best and the most suitable materials for the
students of the conversation class.
B. Research Setting
The research was conducted at conversation class of SMP Taman Dewasa
Jetis Yogyakarta on March 2015. The research is done in the second semester of
the school year.
C. Research Participants
The research participants of this research were grouped into two.
1. Participants of information collecting
The participants of this research were the English teacher and the grade
seven students of conversation class of SMP Taman Dewasa Jetis Yogyakarta.
There were 9 students in the class. They were the students in 2014/2015
academic year. Based on the observation done by the researcher, the students of
the conversation class found difficulties in expressing their idea through spoken
language. It was shown when the students were asked to answer a question by
the teacher. The students were mostly only imitated the teacher’s example by
2. Participants of material validation
In the step of material validation, the researcher used the help from one
English teacher of the conversation class of SMP Taman Dewasa Yogyakarta,
one English teacher of a conversation class of SMP Pangudi Luhur Yogyakarta,
one English teacher of SMP N 1 Sentolo, one Englist tutor of Alpha English
Course, and one English lecturer from Sampoerna University. Their validation
was needed to improve the designed materials revision. All of the five people are
chosen because of their capability and experience in English teaching.
D. Instruments and Data Gathering Technique
In doing the research, the researcher used some instruments. The use of
the instruments was to facilitate both the researcher and the research participants
in doing the research. The instruments provided during the process of the
research were including interview and questionnaire.
1. Interview
Interviews consist of oral questions asked by the interviewer and oral
responses by the research participants (Gall, Gall, and Borg, 2007, p. 228). The
researcher interviewed the English teacher of the conversation class once. Here,
the researcher observed the classroom situation and tried to find out the problem
faced by the teacher in teaching the course. The interview was to find the
problems of the classroom in details, so that the researcher could only f
