DEVELOPING SUPPLEMENTARY SPEAKING MATERIALS
FOR INTERNATIONAL RELATIONS DEPARTMENT
STUDENTS OF UNIVERSITAS MUHAMMADIYAH
YOGYAKARTA
(A Research and Development Study)
A THESIS
Submitted as a Partial Fulfilment of the Requirements for the Graduate Degree in English Education
By:
SITI NURJANAH
NIM (S891508044)
ENGLISH EDUCATION
GRADUATE SCHOOL
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MOTTO
“
Life is never easy, but the strength you have will always guide you to
find the best paths
.”
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DEDICATIONS
I LOVINGLY DEDICATE THIS THESIS TO:
My beloved Father and Mother
(Untung Hartanto and Sukemi)
Thanks for the long lasting love, kindness and prayer.
My beloved sister and brother
(Uswatun Khasanah and Nursahid)
Thanks for the love, prayer, and kindness
My beloved grandparents
vii supported and guided her in the process of writing this thesis.
The writer’s deepest appreciation and gratitude goes to her first
consultant Dr. Ngadiso, M.Pd. and second consultant, Dr. Sujoko, MA, for their patience, guidance, advice, and solutions in the completion of this thesis. The writer would also like to thank all lecturers and staffs of English education of graduate program, who have devoted their work, valuable knowledge, lessons, and experiences during her studies in Sebelas Maret University.
The writer greatly appreciates the big family of Universitas Muhammadiyah Yogyakarta, Noorqomariah Agustin,S.Pd,M.Pd. (the head of LTC, UMY), Masyudi latief, S.Pd., (the collaborator) Aqiana Eka, SS, MA., and Ryan Oktarini, S.Pd (the English teachers), and all of the students of International relations department who have participated in the data collection of this research.
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her grandparents (Yant o Sum arto and S uwarni) who have given her love and support. Then, t he writ er is also grateful to her all classmates in class B academic year 2015 and special thank is addressed to Ita Permatasari and Rini Amelia who have become her best partner of sharing.
The writer realizes that this thesis is far from being perfect; therefore, she greatly appreciates any criticism, ideas, and suggestions for the improvement of this thesis. Finally, the writer hopes that this thesis will be useful for the students of English Education Program.
Surakarta, July 2017
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ABSTRACT
Siti Nurjanah.S891508044. 2017. Developing Supplementary Speaking Materials for International Relations Department Students of Universitas
Muhammadiyah Yogyakarta. (A Research and Development Study). THESIS.
Consultants: Dr. Ngadiso, M.Pd. (2) Dr. Sujoko, M.A. English Education Department of Graduate Program of Teacher Training and Education Faculty, Sebelas Maret University.
This research is aimed at developing an ESP learning material to fulfill the students’ needs in learning speaking towards international relations program at higher education. It carries out Research and Development (R&D) proposed by Borg and Gall as the research design of this research. This study was oriented to the product development and was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes: (1) the description of the existing condition of English textbook and (2) the need analysis of the ESP learning material. Meanwhile, the product development stage describes: (1) the course grid design (2) the description of the prototype, (3) the expert judgment (4) the tryout of the prototype, and (5) the final product. This research was conducted at Universitas Muhammadiyah Yogyakarta. There were teachers, the material experts, and students involved in this research. The data of the exploration stage were obtained through conducting document analysis, doing observation and interview, and distributing questionnaire. It was done to know the quality of the existing English course book used at Universitas Muhammadiyah Yogyakarta and the students’ need towards speaking materials. The findings show that the course book used to teach speaking contains general English materials and it is less specific to be used for the students of international relations department. Therefore, it implies that there should be ESP learning materials developed in regard to provide the teacher and to provide the students’ specific needs in learning speaking. The ESP-based speaking material was developed by considering some aspects. It contains theoretical theories of ESP, speaking, the existing curriculum, material development and also the students’ need. Then, it was evaluated and reviewed through the expert judgment and implemented in class HI IC-1 to make the material feasible. Through conducting observation, conducting focus group discussion (FGD) between the researcher, the collaborator, and the students, conducting interview, and distributing questionnaires, the prototype was revised to be the final prototype. After the prototype was able to be used in the teaching and learning of speaking, it was feasible. Therefore, it could be applied as a supplementary speaking material for international relation department students. Keywords: ESP, material development, research and development study,
TABLE OF CONTENTS
LIST OF APPENDICES... xiv
LIST OF FIGURES... xv
LIST OF ABBREVIATIONS... xvi
CHAPTER I INTRODUCTION... 1
A.Background to the Study... 1
B. Formulation of the Problem... 9
C.Objective of the Study... 9
D.Significance of the Study... 10
CHAPTER II LITERATURE REVIEW... 11
A.Literature Review... 11
1. English for Speficic Purposes... 11
a. Definition of ESP... 11
b. The Needs of ESP Students... 13
c. Higher Education Students as ESP Learners... 14
d. ESP Materials for IR Department Students... 16
2. Speaking... 21
a. Definition of Speaking... 21
b. The Indicators of Speaking... 23
c. The Importance of Speaking... 26
d. The Teaching of Speaking in Higher Education... 29
e. Types of Speaking Activities... 36
f. English Teaching in UMY... 39
3. Materials Development... 42
a. Definition of Language Materials... 42
b. Steps in Designing Materials... 45
c. Principles in Designing Materials... 46
d. Criteria of Good Materials... 49
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5. Unit Design in Material Development... 53
a. Unit Design... 53
b. Task Design... 54
c. Task Continuity... 55
d. Task Components... 56
e. Task Types... 61
6. Supplementary Materials... 62
a. Definition of Supplementary Materials... 62
b. Advantages of Supplementaty Materials... 63
c. Supplementary Materials for ESP... 65
B. Review of Related Studies... 66
C.Conceptual Framework... 72
CHAPTER III RESEARCH METHODOLOGY... 75
A.Research Design... 75
1. Exploration... 77
2. Product Development... 78
B. Research Procedure... 78
1. Exploration... 79
2. Product Development... 82
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS... 85
A.Exploration... 85
1. Description of the Existing Course Book... 86
a. A Brief Description of the Book... 87
b. The Evaluation of the Book... 88
2. Need Analysis... 99
a. The Result of Interview... 99
1) The Result of Teacher’s Interview... 99
2) The Result of Students’ Interview... 103
b. The Result of Class Observation... 107
c. The Result of Questionnaire... 109
B. Product Development………... 117
1. Prototype Development... 117
a. Designing Course Grid... 117
b. Description of the Prototype... 118
c. Expert Judgement... 120
1) Judgement and Validation from Expert 1... 122
2) Judgement and Validation from Expert 2... 123
3) Judgement and Evaluation from Expert 3... 125
2. The Try-out of the Prototype... 131
a. Try-out I... 133
1) Description of Try-out I... 133
2) Evaluation of Try-out I... 137
b. Try-out II... 141
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2) Evaluation of Try-out II... 145
a) Focus Group Discussion (FGD)... 145
b) The Result of Questionnaires... 147
c) The Result of Observation ………... 155
3. The Final Product... 165
C. Discussion... 166
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION.. 172
A.Conclusion... 172
B.Implication... 173
C.Suggestion... 174
BIBLIOGRAPHY... 177
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LIST OF TABLES
Table Name Page
1 Indicators of speaking………... 25
2 The strengths and weaknesses of the existing course book…….. 95
3 The result of book evaluation………... 98
4.1 The result of need analysis for the objective……… 109
4.2 The result of need analysis for the input………... 111
4.3 The result of need analysis for the indicators of speaking skill… 113 4.4 The result of need analysis for the methodology ………. 115
4.5 The result of need analysis for the organization………... 116
4.6 The Summary of the need analysis obtained through questionnaire ……….. 116
4.7 Standard of evaluation……….. 121
4.8 The evaluation given by 1st expert ………... 123
4.9 The evaluation given by 2nd expert ……….. 124
4.10 The evaluation given by 3rd expert………... 127
4.11 The summary of expert validation………... 129
4.12 The summary of descriptions of evaluations and suggestions toward prototype………... 130
4.13 The result of objective after try out……….. 148
4.14 The The result of input after try out……….. 149
4.15 The result of indicators of speaking skill after try out………….. 151
4.16 The result of methodology after try out……… 153
4.17 The result of organization after try out………. 154
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LIST OF APPENDICES
Appendix Name Page
1 List of possible Weaknesses of the existing course book… 182
2 Observation checklist ……….. 186
3 The result of classroom observation ………... 187
4 Interview guideline for the teachers ……… 190
5 The result of the interview………... 192
6 Interview Guideline for the students ……….. 197
7 The result of interview………. 199
8 Blueprint of questionnaires ………. 203
9 Questionnaires ………. 204
10 Students’ need analysis result ………. 208
11 Expert judgment………... 213
12 Observation in try out I……… 222
13 Transcript of FGD in try out I………. 226
14 Observation in tryout 2……… 229
15 Transcript of FGD in tryout 2……….. 231
16 Interview guideline for teachers in the development stage.. 232
17 The result of the interview ……….. 233
18 Interview guideline for the students………. 236
19 The result of the interview………... 237
20 Blueprint of questionnaires ………. 241
21 Questionnaires……….. 242
22 The result of questionnaires………. 246
23 Letters………... 251
24 The course grid of the supplementary speaking materials .. 256
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LIST OF FIGURES
Figure Name Page
1 The components of task ………... 55
2 The cover of the existing course book……….. 87
3 Islamic saying of unit 1………. 90
4 The revision of instruction after judgment………... 122
5 The revision of some phrases ………... 125
6 The revision of listening materials in the prototype …….... 126
7 The revision of prototype in terms of adding speaking tasks………... 127
8 The revision of the prototype for adding less guided speaking activities………. 129
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LIST OF ABBREVIATION
IR International Relations
