SEMARANG
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Education
LUFTY DYAH PERMANASARI Student Number: 971214121
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
TABLE OF CONTENTS
Page
PAGE OF TITLE………. i
PAGES OF APPROVAL……… ii
STATEMENT OF WORK’S ORIGINALITY……… iv
PAGE OF DEDICATION……… v
ACKNOWLEDGEMENTS……….. vi
TABLE OF CONTENTS………. viii
LIST OF FIGURES……….. xii
LIST OF TABLES………... xiii
ABSTRACT………. xiv
ABSTRAK………. xv
CHAPTER I. INTRODUCTION……… 1
A. Background………. 1
B. Problem Identification………. 3
C. Problem Limitation………. 4
D. Problem Formulation………4
E. Research Objectives………. 4
F. Research Benefits……….5
G. Definition of Terms………. 6
CHAPTER II. REVIEW OF RELATED LITERATURE………. 9
A. Theoretical Description……… 9
c. Syllabus……… 13
d. Types of Learning and Teaching Activities………. 14
e. Learner Roles……….……….. 16
f. Teacher Roles………..………. 16
g. The Role of Instructional Materials……….……… 17
h. Procedure……….……… 18
2. Instructional Design Model………..…. 19
a. Jerrold E Kemp’s Model………..… 19
b. Janice Yalden’s Model……… 21
3. Role Play………..……. 23
a. The Nature of Role-play………...………23
b. The Use of Role-play………... 24
4. Speaking Skill……….... 25
a. The Nature of Speaking………..…… 25
b. The Process of Speaking……….... 27
c. Teaching Speaking………...…… 28
5. Senior High School……… 29
a. The 1994 English Curriculum for Senior High School……… 29
b. English Textbook for Senior High School…………...… 29
d. Trimester………. 30
B. Theoretical Framework……… 31
CHAPTER III. METHODOLOGY…….………. 33
A. Research Method.……… 33
1. Document Analysis.……….……….. 34
2. Survey Research……….34
B. Subjects and Respondents…...…...……….. 35
1. Subjects of Document Analysis.……… 35
2. Respondents of Survey Research………..………. 36
C. Research Instrument………..……….. 36
D. Data Gathering………... 39
E. Data Analysis……….…... 39
F. Research Procedure.……….……. 41
CHAPTER IV. RESULTS AND DISCUSSION……….……… 42
A. Document Analysis……….. 42
1. Designing The Speaking Instructional Materials………...…42
2. The 1994 English Curriculum for the Senior High School……….…49
B. Survey Research……….. 49
1. Results of Informal Interview and Observation……..… 49
2. Results of the Questionnaire……….….. 50
C. Discussion……… 53
B. Suggestions………. 58 BIBLIOGRAPHY
LIST OF FIGURES
Page
Figure 1: Kemp’s Instructional Design Model………. 20
Figure 2: Yalden’s Instructional Design Model……… 22
Figure 3: The Process of Communication System……… 27
Figure 4: The Research Frameworks’ Steps………. 30
Table 3.1: Descriptive Statistics of the Respondents……… 40
Table 4.1: Learning Objectives………. 45
Table 4.2: Time Allocation………... 49
ABSTRACT
Permanasari, Lufty Dyah (2003). Designing a set of Speaking Instructional Materials Using Role-plays for the Second Grade Students of SMU Kolese Loyola Semarang. Yogyakarta: Sanata Dharma University.
This study focuses on designing speaking instructional materials using role-plays for the second grade students of SMU Kolese Loyola Semarang. The designed set of materials was developed in accordance with the 1994 English Curriculum for the Senior High School Students. These materials are offered as supplementary materials for developing the speaking skill of the students under study.
The issue that established the background of designing these speaking instructional materials was the lack of attention to speaking skill in the teaching English at school. As an impact, students are not able to speak and use the language in real situation although they can produce grammatically correct sentences.
There are two questions that this study tried to answer. The first question was concerned with how a set of speaking instructional materials using role-plays for second grade students of SMU Kolese Loyola Semarang was designed. The second one was concerned with what the designed materials looked like.
In designing the materials, the researcher used the modified Kemp’s design model which has six steps, 1) determining goals, topics and general purposes, 2) identifying the learners’ characteristic, 3) specifying the learning objectives, 4) clarifying subject contents, 5) selecting teaching learning activities and resources, and 6) elaborating support services.
The methods that were applied in this study to answer the two questions were document analysis and survey research. These methods are descriptive study, of which the data were obtained through the opinions of the respondents, which later were used as basis in decision making for the materials design.
Permanasari, Lufty Dyah. 2003. Designing a set of Speaking Instructional Materials Using Role-plays for the Second Grade Students of SMU Kolese Loyola Semarang. Yogyakarta: Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Studi ini difokuskan pada penyusunan materi ketrampilan berbicara menggunakan permainan peran (role-play) untuk siswa kelas 2, SMU Kolese Loyola Semarang. Materi-materi ketrampilan berbicara ini disusun sesuai dengan kurikulum 1994 mata pelajaran Bahasa Inggris untuk SMU. Materi ini ditawarkan sebagai materi tambahan untuk pengembangan kemampuan berbicara Bahasa Inggris bagi siswa-siswi yang menjadi subyek penelitian.
Hal yang melatarbelakangi penyusunan materi ketrampilan berbicara ini adalah kurangnya perhatian terhadap ketrampilan berbicara dalam pengajaran bahasa Inggris di sekolah. Sebagai dampaknya, murid tidak mampu berbicara memakai bahasa Inggris dalam situasi kehidupan sebenarnya meskipun mereka bisa memproduksi kalimat yang benar secara gramatikal.
Masalah yang dipecahkan dalam studi ini meliputi dua pertanyaan. Pertanyaan pertama mengenai bagaimana merancang satu set materi ketrampilan berbicara dengan menggunakan permainan peran bagi siswa-siswi kelas 2 cawu 2 SMU Kolese Loyola.. Pertanyaan kedua adalah bagaimana penampilan materi tersebut.
Dalam menyusun materi, penulis menggunakan modifikasi dari model Kemp yang memiliki enam langkah yaitu; 1) menentukan tujuan, topik, dan tujuan umum, 2) mementukan karakteristik murid, 3) mementukan tujuan belajar, 4) menentukan isi materi, 5) menentukan sumber dan aktivitas belajar, dan 6) menentukan sarana pendukung.
Metode yang diterapkan untuk menjawab dua masalah dalam studi ini adalah studi pustaka dan survei. Metode ini dipilih karena studi ini merupakan studi deskriptif yang memperoleh data melalui pendapat responden yang nantinya digunakan sebagai dasar dalam penyusunan materi.
CHAPTER I
INTRODUCTION
A. BACKGROUND
English in Indonesia is taught as a compulsory subject in the Junior and Senior High Schools. The 1994 English Curriculum emphasizes the integrated teaching of the four language skills, namely reading, listening, speaking and writing. In practice, however, the 1994 English curriculum gives more portions to reading skill than any other skills. As we know, this skill is one of the passive skills. The other skills seem to be inferior and neglected.
As it is stated in the 1994 English Curriculum, teaching reading is the focus of teaching English in schools. Therefore, English textbooks for Senior High School provide more exercises for the mastery of reading skill than for other skills. In an English textbook for grade 2 of SMU namely Window to the World (National Instructor Team of English: 1998) published by Erlangga, there are 4 reading exercises from the whole 6 exercises in one of the chapter (chapter 8). In another textbook, English in Use (Maskur: 1996) also published by Erlangga, there are only reading exercises in one chapter. This is, in fact, a proof that the textbooks do not pay much attention on active skills, especially speaking.
very important role in language teaching in order to make the students able to communicate in the target language, English.
Teaching speaking really is not an easy job. There are some difficulties that had become a barrier in learning English. Those difficulties are: teachers’ lack of creativity, students’ lack of motivation and courage, etc. Apparently these problems also occurred not only in Indonesia but also in other countries. In a paper by M.M. Lewis titled Spoken English in the School, the difficulty in teaching speaking in Secondary Schools in Great Britain is boys and girls are shy and self conscious, they no longer care much for classroom games and make-believe seems silly. In Nairobi, Kenya, the difficulty of teaching speaking also laid on the students who are shy and afraid to make mistakes in their speaking. To deal with the problem, the teacher needs to have creativity. The teacher has to be creative to find the way so that the students willing to speak using English.
Teacher needs creativity to make activities that can encourage the students to speak. Not all teachers have this kind of quality. Many of them only get stuck on teaching speaking based on the textbook without any variation on the activities. The researcher also experienced this when she was in High School.
In teaching English in Senior High School, speaking should be considered as the main goal. This skill helps the students using the language actively in order to express their ideas, thoughts and feelings. This speaking ability is crucial in order to make the students comprehend the language.
The students of Senior High School have been taught all of the English grammar so they can at least produce short conversations. Therefore, in this research the writer intended to apply role-plays as activity to encourage the students to speak. The designed materials can be regarded as a way out from the difficulties as mentioned above. For this purpose the writer designed speaking instructional materials for trimester 2, grade 2 of senior high school.
B. PROBLEM IDENTIFICATION
Many English textbooks provide themes that are in line with the 1994 English Curriculum. These themes are discussed in the classroom in application of the four language skills. There are also language functions provided in the textbooks.
By using these themes and the language functions, teachers can actually develop them into useful activities such as speaking activities. One possible speaking activity for Senior High School students is role-play. Role-play activity would help the students to communicate and produce appropriate responses in certain situation.
C. PROBLEM LIMITATION
In this research, the problem to be discussed is limited on the material development only and it is not meant to be developed into experimental research. The design will be particularly on the development of speaking instructional materials using role-plays based on the language functions listed in selected English textbooks and the 1994 English Curriculum for Senior High School.
The source of materials would be developed from the language functions included in each theme with examples of dialogues. By providing the roles and language function, the students will be encouraged to speak and make conversation based on the situation. The role-play in each theme would be adjusted to the students’ knowledge and ability.
D. PROBLEM FORMULATION
This study aims to answer two main problems. The two problems are stated as follows:
1. How is a set of speaking instructional materials using role-plays for the second grade students of SMU Kolese Loyola Semarang designed?
2. What will the designed set of materials look like?
E. RESEARCH OBJECTIVES
1. design speaking instructional materials using role plays for 2nd grade students of SMU Kolese Loyola Semarang trimester II are designed
2. present the designed materials.
F. RESEARCH BENEFITS
This research is expected to provide valuable contributions to the following people:
1. English teachers
With the development of speaking instructional materials, it is hoped that the materials can function as supplementary materials in teaching speaking to the 2nd grade students of Senior High School. The teachers are also expected to be able to expand the themes listed in the English textbook and to teach the speaking skill more effectively.
2. Second year students of Senior High School
By doing the role-play activity, the students are expected to improve their speaking ability and on the later stage, they will be able to speak English fluently.
3. Curriculum designers
4.Future researchers
This research hopefully will help the future researcher in designing similar topics to this research as well as in expanding another research of similar topics.
G. DEFINITION OF TERMS
There are five important terms to be defined:
1. The term “design” according to Cyril O Houle ( 1978:230 ) in her book, The Design of Education, is defined as a developed plan to guide educational activity in a situation. The plan in this case is the design, which will be used in the classroom. In this study, the term refers to the speaking instructional materials designed by the researcher.
2. The term “speaking” refers to a kind of active and productive interaction that makes use of aural medium (Widdowson, 1979:59). Aural media means mouth, lips, tongue, and other oral cavities. In speaking, a message is transferred from the speaker to the hearer. The speaker produces the message, and the hearer receives it. Thus speaking is a part of reciprocal exchange in which the reception and production play a part (Widdowson, 1979:59). In this study, speaking is the skill to be mastered by the students through communicative activities, in this case are role-plays.
Instruction means any interaction between the learner and his environment through which the learner is making progress toward the attainment of specific and purpose knowledge, skills and attitude (Banathy, 1976). In the classroom, teacher often gives instruction to the students based on the instruction written in the textbooks. Instruction plays an important role in supporting teaching and learning process in order to obtain the learning objectives. In this study, the instruction for each role play basically the same: the teacher asks the students to use the language function for the proper situations in form of role playing.
4. The term “materials” refers to a means in teaching learning process to help students in obtaining both general and specific instructional objectives. Materials are designed in various forms to develop students’ language skills and speaking skill. Each material for each skill has its own purpose that is to help the students’ mastery of each skill. In this study, the materials are the activities arranged by the teacher to be given to the students as a means to help them achieve their mastery in speaking.
the learners can use their imagination in creating their own situation and dialogue for role-plays.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a discussion of the related literature as a theoretical base upon which the study highlighted in Chapter 1 is laid. The discussion includes 1) theoretical description and 2) theoretical framework.
A. THEORETICAL DESCRIPTION
Theoretical Description here is important to discuss the related theories concerning the language, the teaching and instructional materials design. Developing a set of English instructional material for Senior High School involves several factors. The factors that should be considered are the design needed, the teaching technique, and the syllabus. The following paragraphs are theoretical descriptions of some of the factors involved in developing English Instructional Design for Senior High School.
l. Communicative Approach
a. Theory of Language
The communicative approach in language teaching starts from a theory of language as communication. Finochario (as cited in Brown, 1987: 4) says,”Language is in fact the means used by people to communicate and interact.” “ The goal of language teaching is to develop communicative ability (Richards and Rodgers, 1986: 69). In order to be able to communicate, people should understand the functions of language.
The functions of language according to Halliday (Richards and Rodgers, 1986: 70) are as follows:
1. The instrumental function
Language is used to manipulate the environment and to cause certain events to happen.
2. The regularly function
Language is used to control the behavior of others. The regulations of encounters among people are all regularly features of language (approval, disaproval, setting , laws and rules).
3. The interactional function
Language is used to ensure social maintenance. The communicative contact between and among human beings allow them to establish social contact and to keep channels of communication.
4. The personal function
5. The heuristic function
Language is used to acquire knowledge and to learn about environment. 6. The image function
Language is used to create imaginary ideas. Telling fairy tales, joking or writing a novel are all used of the imaginative function.
7. The representational function
Language is used to make statements, conveys facts and knowledge.
Talking about language teaching means more or less talking about teaching method. English teachers are freely to choose what method to teach English, but one suitable method is Communicative Language Teaching. The focus of the Communicative Language Teaching is communicative competence. According to Hymes, communicative competence refers to “what a speaker needs to know to be communicatively competent in a speech community” (Richards and Rodgers,1986:70).
In the CLT, students are expected to use the target language in order to perform this language functions in every situation. The use of language functions during communication processes is not restricted to merely one function. There are two or more language functions that simultaneously occur in a communication.
One of the characteristics of language is for interaction and communication. This supports the significance of teaching speaking in CLT. Language elements such as structure supports the use of communication as the basis of meaningful and organized products of communicative activities.
b. Theory of Learning
There are three elements that underlie the learning theory of Communicative Language Teaching. The three elements are:
1. ”Activities”
Activities promote learning. It involves real communication (Richards and Rodgers,1986:72). If there are less communicative activities in the textbook during language teaching, teacher’s creativity is needed in promoting the teaching learning process by creating speaking activties. Teacher’s creativity in proving the supporting activities helps the students to improve their speaking skill.
2. “Task principle”
teacher can develop the task into meaningful speaking activities to promote the process of language learning in the classroom.
3. “Meaningfulness principle”
This principle means that the meaning of a language to the learner supports the learning process (Richards and Rodgers,1986:72). This principle puts meaning in the paramount position that holds an important role in the success of language learning.
By using language in real communication one acquires language. The acquisition is the result of using the language in practice. If one uses the language merely by learning the structure without using it in communication, it will be useless and it can be said that one does not learn a language because language learning comes through the use of certain language communicatively (Krashen, quoted by Richards and Rodgers,1986:72)
c. Syllabus
A syllabus plays a very important role for teacher in designing as instruction. Syllabus is a plan of work used by the teacher as a guideline and context for the class content (Robinson,1991:34). A syllabus however, gives the teacher idea of what the course would like and to what dirrection it should be brought.
1. Content-based syllabus
This syllabus has a purpose to teach some contents using the language that learner are also learning.
2. Skill-based syllabus
It is a syllabus in which the content of the language teaching was a collection of specific abilities that may play a part in using language (Krahnke,1987:10). There are two kinds of skill-based syllabus:
a. Language skills-based. It is divided into four skills, namely, productive speaking, writing, and perceptive reading and listening.
b. Learning skills-based. It is looking at the constituents of the language skills that are sub skills and micro skills.
3. Method-based syllabus
It is divided into two sub-categories as follow:
a. Process syllabus. Its characteristic refers to procedure or method of langauge learning.
b. Task syllabus. It consists of a set of tasks ordered according to cognitive difficulty. The language becomes the focus only if it is necessary for completion of the tasks.
d. Types of Learning and Teaching Activities
curriculum. In the curriculum, there are 4 langauge skills to be mastered : reading, writing, listening, and speaking. The communicative objectives are clearly stated in speaking objectives in the curriculum. Using various communicative activities should attain these objectives.
Communicative actvities are required to engage learners in communication by using discussion, and by working together in groups (Nunan,1989:90)
In Communicative Language Teaching the students are expected to transfer messages to others in the form of ideas, information, and feelings (Hoffman,1967:242). Teachers have to motivate the learners to interact both with the other learners in the target language (Richards and Rodgers,1986:76).
There are two kinds of communicative activities.
1. Functional communicative activities that requires learners to compare pictures and find the similarities and the difference of the pictures, discover missing features in a picture or map, etc. These functional communicative activities are more logic in their application (Littlewood, 1981).
2. Social interaction activities that emphasize on socail relationship between learners. Learners are asked to do conversation, role plays, debates and so on (Richards and Rodgers,1986:76). These activities require the learners to use their communicative competence.
communicating (Ratcliffe and Hudson, 1989:11), the learners try to make other person shares the same ideas and feelings about the messages just like what he or she intends to express.
To carry out these two kinds of activities, teacher should give learners the ‘real world’situation as closely as possible, so that the learners have clear description of the expected learning and teaching results (clark and Silberstein,1977:51).
e. Learner Roles
CLT emphasizes the process of communication, rather than mastery of the language forms. The learners’ role is as negotiator between self,learning process and the objectives of learning (Breen and Candlin, 1980:110 as quoted by Richards and Rodgers,1986:77). Learners have to be active in interaction with other rather than with the teacher. The learner should contribute as much as he gain, and thereby, learn in interdependent way. The learners bring preconceptions of what teaching and learning should be like. In short, the learners’ role in CLT is that they have an active, negotiative role; should contribute as well as receive.
f. Teacher Roles
teacher: as an organizer of resources, as a guide to determine the class procedures and activities, as a need enelyst who identifies learner needs, as a counselor in which the students can ask their problems concerning the materials, and finally as a group process manager who manage the comunication among learners in a group (Breen and Candlin,1980:99).
g. The Role of Instructional Materials
Instructional material plays an important role in language teaching, especially in CLT. Teaching materials are used as ways of influencing the quality of classroom interaction and language use. There are three kinds of materials that employ the success of language teaching:
1. Text-based materials
These are materials that based on text, written largelly in structural syllabus. The examples of text-based materials are visual cues, pictures, and sentence fragments. These materials help language teachers to initiate conversations among students (Richards and Rodgers,1986:80). Other kinds of materials that employ pair work such as role-play and discussions based on texts promote the process of students’ language leasrning.
2. Task-based materials
3. Realia
The materials can be in the form of sources from real life and the authentic ones such as, magazines, newspapers, advertisements, graphics, symbols and so forth. Teacher uses them to buid the students’ communicative skill. Another real object is possible to be used in order to attract the students’interest in language learning.
h. Procedure
Finocchiaro and Brumfit (1983:107-108) suggest evolutionary procedures for the CLT. The procedures consists of eleven activities as follows:
1. Presentation of a brief dialogue or mini-dialogue preceded by a motivation to the learners’ community expressions and a discussion of the function and situation.
2. Oral practice of each utterance of the dialogue segment preceded by teacher’s model.
3. Questions and answers based on the dialogue topic(s) and situation itself. 4. Questions and answers related to the learners’ personal experience but
centered around the dialogue theme.
5. Study of one basis communicative expression in the dialogue or one of the structure which exemplify the function.
6. Learners’ discovery of generalizations or rules underlying the functional expression or structure.
8. Oral production activities. It proceeds from guided to freer communicative activities.
9. Copying the dialogues or mini-dialogues or modules if they are not in the class text.
10. Sampling of the written homework assignment, if given. 11. Evaluation of learning (oral only).
2.Instructional Design Model
a. Jerrold E Kemp’s Model
Kemp states that this design can answer three basic questions in instructional technology:
1. what must be learned (objectives)?
2. what good procedures and resources , which can be used to reach the desired learning level (acts and resources)?
3. How will we know whether the required learning has taken place (evaluation)?
The design consists of eight steps that can be sumarized as follows:
1. Determine goals, list of topics, and state the general purposes of teaching each topic.
2. Enumerate learners’ characteristics for determination of instruction.
3. Specify the learning objectives to be achieved by the students as the behavioral learning outcomes.
5. Develop the pre-assessments to determine students’ present level of knowledge.
6. Select teaching learning activities and instructional resources that will be treated as subject contents to help the students accomplish the objectives. 7. Coordinate support services such as budget, equipment, personnel, facilities,
and schedules.
8. Evaluate the students learning in terms of their accomplishment of the objectives, with a view to revise and re-evaluate any phase of the plan that need an improvement.
b. Janice Yalden’s Model
This model has been designed based on the difficulties in syllabus construction during the last decade and the communicativeness of learning outcomes expected. According to Yalden (1983:7), after knowing the type of syllabus that will be applied, the teacher should prepare himself in developing the instructional materials. The process of constructing the type of syllabus is as follows:
1. Needs survey
The teacher should make surveys of needs before starting the purpose in order to find the importance of the community of local needs.
2. Description of purpose
The description of purpose is prepared in terms of the characters of the students and the skills of the students on entry to and on exit from the program.
3. Selection and development of syllabus type
4. The proto-syllabus production that describes the language itself and language use to be covered in the program.
5. The pedagogical production that develops the teaching materials, learning and testing approaches which consists of testing sequence and decisions on testing instruments.
6. Development and implementation of classroom procedures a. Development of classroom procedures
2. Preparation of lesson plan
b. Teacher training: briefings and workshops on 1. Principles
2. Desired outcomes
3. Exploitation or creation of teaching materials 7. Evaluation
This stage describes the evaluation of the students, of the program, and of the teaching.
8. Stage recycling:
a. congruence or fit between goal set and students’ performance is determined.
b. Content is reassessed
c. Materials and methodological procedures are revised.
Desc. of
3. Role Play
a. The Nature of Role Play
Role-plays are exercises where the student is assigned a fictitious role from which he has to improvise some kind of behavior toward the other role characters in the exercise (Paulston and Bruder, 1976:70).
According to Golebiowska (1990:5), role-plays are communicative activities in which the learners are given a task to complete. In order to ensure a lively and unpredictable course of the activity, the learners are told who they are, what their opinions, and what they know is unknown to the others.
Role-play is a kind of activity that language teachers can use in language teaching, especially in teaching speaking skill. This activity works best either with young or mature learners. There are two basic requirements for role-play, namely improvisation and fictitious roles. Role-play can be very simple and the improvisation lightly controlled, or it can be very elaborate. Which one the teacher should choose is primarily a matter of learners’ proficiency.
With these techniques:
o learners are asked to imagine themselves in a situation which could occur outside the classroom
o they are asked to adopt a specific role in this situation or may simply act as themselves in some cases
The teacher’s control toward the activities is still needed for some time but gradually become less tight. As this control become less tight and specific, there is increased scope for the learners’ creativity.
Role-plays can be done in four different techniques. The difference in these techniques is only the teacher’s control toward the activities. Those techniques are:
1. Role-playing controlled through cued dialogues 2. Role-playing controlled through cues and information 3. Role-playing controlled through situation and goals 4. Role-playing in the form of debate and discussion
These different techniques of role-play would be used deliberately in the designed materials.
b. The Use of Role-play
In role-play, the teacher can design the situation and some clues to bring the learners in creating their own situation and dialogue. By doing this activity, the learners get a lot of benefits such as, bringing the learners to experience events in real life, helping them to clarify way of thinking, developing their skill in making decision, thinking critically, communicating in groups (Waney,1980:3)
The format of role-play consists of three basic parts:
1. Situation
2. The Roles
The roles assign the list of characteristics for the learners to act out. The roles are better to be fictitious and have fictitious names too, but the roles’ descriptions should not be overly elaborate.
3. Useful expressions
Useful expressions contain the linguistic information. Grammar patterns which are necessary also fit in here.
4. Speaking Skill
a. The Nature of Speaking
Brown and Yule as quoted by Nunan (1989:26-27) begin their discussion of the nature of speaking by distinguishing spoken and written language. Written language is characterized by well-formed sentences which are integrated into highly structured paragraphs. Spoken language, on the other hand, consists of short, often fragmentary utterances, in range of pronunciations. Speaking is a skill that generally has to be learned and practiced.
Further, they suggest that teachers who are concerned with teaching the spoken language must confront the following types of questions to be considered:
1. What is appropriate form of spoken language to teach?
3. Considered from teaching structure point of view, is it all right to teach the spoken language as if it were exactly like the written language but with a few “spoken expressions” throw in?
4. Is it appropriate to teach the same structures to all foreign language learners, no matter what their ages are or their intentions in learning the spoken language?
5. Are those structures described in standard grammars in which our learners should be expected to produce when they speak English?
6. How is it possible to give learners any sort of meaningful practice in producing spoken language?
Brown and Yule suggest that most of language teaching should be concern with the developing skill in short, interactions in which the learners are only required to make one or two utterances at a time.
According to Capp (1985:5), two types of oral communication, are:
1. Intrapersonal communication
The types occur when we communicate with ourselves as we go about our daily tasks. These types of communication ranges from daydreaming to reflection as we study for our neat speech.
2. Interpersonal communication
We use it when we communicate with other people, e.g: a. person to person
b. small groups
Ranges from chance bull session to well planned conference/committee meetings. The group may meet to exchange ideas/information/decide on some actions.
c. person to persons
Ranges from classroom practice speeches/talks before informal learning group to formal speeches on momentous occasions.
b. The Process of Speaking
Rivers (1968:158) says learning a foreign language is more than learning a description of it. Instead, it involves the process of speaking and listening. Therefore, we have to know what is involved in the process of speaking and listening. In order to know the process of speaking, let us examine first the model of Shannon and Weaver.
In the above model, an information source emits a message which is encoded for transmission as a signal. The signal passes through a channel to a receiver that decodes the message for use as its destination.
To teach speaking skill, it is necessary to have understanding of the process involved in speech. Through speech, man expresses his emotions, communicates his intentions, reacts to other persons and situations, influences other human beings, and finally enables him to examine and rearrange impressions and associations so that he involves new relationships and purposes (Rivers, 1968:162).
There are two processes of teaching speaking, namely forging an instrument which requires much practice in the arbitrary associations of the new language and giving the learners guided practice in its use.
The learners need much practice in the process of speaking so as to express their personal meaning. Lado (1964:32-33) adds that a person speaks through some motivation the person decides to speak.
c. Teaching Speaking
The teaching of speaking skill is more demanding on the teacher than the teaching of any other language skills (Rivers,1968:160). Accordingly, it is crucial for the teacher to give the learners many opportunities to practice the speaking skill. By giving the learners opportunities to develop greater skill in encoding their thoughts in even more complicated patterns of the foreign speech, the learners’ ability will be greater developed also.
5. Senior High School
a. The 1994 English Curriculum for Senior High School
The 1994 English curriculum was suggested by the former Minister of Education and Culture, Mr. Fuad Hasan. He suggested this curriculum in 1993. This curriculum emphasizes on four integrated language skills, namely reading, writing, speaking and listening. The emphasis is on the mastery of reading skill.
b. English textbook for Senior High School
c. Grade
Grade is a school level under which a student is joined according to the student’s age and cognitive development. In Senior High School, students are divided into three grades namely grade 1,2, and 3. Senior High School students are those who are between the age of 16 and 18.
d. Trimester
Each grade, which consists of 12 months, is divided into 3 trimester. Each trimester consists of four months. At the end of each trimester, evaluation is given to the students in order to find out how far the students have attained the objectives of each subject that the students have taken. The results of the tests are in the form of a complete report.
B. THEORETICAL FRAMEWORK
A theoretical framework is needed to conduct the research. The research framework consists of five steps as described in the figure below:
Dev. a set of
The explanations of the five steps are as follow:
-Step 1 Conducting The Library Research
This step has two objectives. The first is to find out the instructional goal and objectives of teaching English to the Senior High School students. It is carried out by observing the 1994 English curriculum for the Senior High School and the textbooks of the second grade of the Kolese Loyola Senior High School trimester II. The goals and objectives would be formulated based on the curriculum.
The second objective is to find out topics for designing the instructional materials. It is carried out by observing all subjects and reference books. The findings of this observation are expected to provide a number of topics.
-Step 2 Designing a Set of Instructional Materials
Goals, topic, and general purposes
Supports
Teaching learning
Learners’ characteristic
Learning objectives Revise
Subject content
Figure 5
Modified Model of Kemp
The steps in making the design will be explained further in chapter IV.
-Step 3 Conducting The Survey Research
The survey research was intended to get the opinion or evaluation of the materials from the teachers
-Step 4 Revising The Instructional Materials
This step was aimed to revise the materials based on the result of the survey research.
-Step 5 Making The Final Revision
CHAPTER III
METHODOLOGY
This chapter discusses the research methodology that was used to answer the problems presented in chapter I. Six points are discussed in this chapter. They are (A) Research Method, (B) Subjects and Respondents, (C) Research Instrument, (D) Data Gathering, (E) Data Analysis, and (F) Research Procedure.
A. METHOD OF STUDY
This research is a descriptive research. It aimed to describe a certain set of phenomena at the time during research execution. Descriptive research deals with current situation. There was no administration or control of a treatment as it is found in experimental research (Ary et al,1979:295). This research is not aimed to prove a hypothesis about phenomena. It attains as much information as possible by finding many facts in a certain field. The information seeking would finally be used in decision-making.
This research aimed to answer two questions stated in problem formulation. The first question was to find out how the speaking instructional materials by using role plays are designed and the second question was to present the designed materials.
than numbers and statistics, although later some numeric data were also collected (Ary et al, 2002:425)
1. Document Analysis
This research is also called Content Analysis. It was formerly known as Library Study. According to Ary (2002: 4420. Document Analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. The materials analysed can be textbooks, newspapers, speeches, television programs, advertisements, musical compositions, or any of a host of other types of documents.
The research was mostly conducted to observe the resources in the form of books, for example: Approaches and Methods in Language Teaching (Richards and Rodgers, 1986); papers, for example: Instructional System (Banathy, 1976); internet and theses that could support this thesis and the researcher’s opinion. The researcher also observed some English textbooks as a basis to decide which kinds of exercises might best be applied for acquiring the role-plays activity for trimester two of the second grade of the Senior High School.
2. Survey Research
Survey research in this thesis was done in order to gather data in the form of opinion, ideas and suggestions from some people. The results of this study were used as the inputs for the researcher because they contained more information about the subject in which the speaking instructional materials would be implemented. The survey research tried to gain certain data from the appropriate and qualified respondents to be used as inputs in making the final design.
In this study, the researcher employed two kinds of survey research. The first survey research called Needs Survey was conducted in the form of observation toward the classroom activities and informal interview with the students.It was conducted to get information about the students’ characteristics.
The second survey research was Evaluation. This survey research was conducted in the form of questionnaire. This was done to get opinion about the designed materials from the respondents. The respondents’ opinions were used to improve the designed materials. Inputs and suggestions from the respondents were used to make the final version of the designed materials.
B. SUBJECTS AND RESPONDENTS
1. Subjects of Document Analysis
The subject of library research consisted of books and articles on several topics. The books and articles were as follows:
c. English literatures on language teaching, instructional material design, sources of teaching materials and theses.
2. Respondents of Survey Research
Needs survey was done in SMU Kolese Loyola Semarang. The researcher chose this school because it is the researcher’s former school and the researcher is familiar with teacher’s way of teaching and students’ ability in English. It is also because these designed materials were made to be applied in this school as supplementary materials in teaching English.
In order to know the students’ characteristics, the researcher conducted an observation in 3 classrooms and also conducted the informal interview with 10 students.
In order to get a feedback about the designed materials, the researcher distributed the designed materials together with the questionnaires to the respondents. The respondents consist of 3 English Lecturers, 3 English teachers from SMU Kolese Loyola and 4 people with teaching experience in Senior High School. So, the total number of the respondents are 10. After examining the design, the respondents had to fill in the questionnaire. The respondents were also asked to give suggestions and input for the improvement of the materials.
C. RESEARCH INSTRUMENT
1. Observation.
Observation is the most basic method for obtaining data in qualitative research. The type of the observation is more global than the systematic observation used in quantitative research. In an observation, a researcher can be a participant or non-participant in the situation being observed (Ary et al, 2002: 430).
In the observation that was done in SMU Kolese Loyola Semarang, the researcher firstly became a non-participant and observed the situation of the classroom during the teaching learning process, but at the second time of observation, the researcher was a participant because the researcher was asked to teach using role-play in 3 classes of the second grade.
The observation was needed to know the situation of the classroom during the lesson. The observation enabled the researcher to see whether the students participate actively in the teaching learning process or not. This observation was beneficial for the researcher to note the student’s characteristics in the classroom.
2. Interview
more freedom to arrange the order of the questions or to rephrase the questions (Ary et al, 2002: 395). At one extreme, the interview is not planned ahead of time; the researcher asks questions as the opportunity arises and listens closely and uses the subjects’ responses to decide on the next questions. The respondents may not even realize they are being interviewed (Ary et al, 2002: 434). A structured interview contains specific questions in a fixed order, to be asked of all respondents, along with transition phrases and probes (Ary et al, 2002: 395-396)
Less structured interview or Ary (2002: 434) calls it ‘a conversation with a purpose’ was chosen in order to be more flexible in giving the questions and the respondents are freely to give answers without realizing that they are being interviewed. This interview was done to get feedback about the English class and so the researcher could identify their difficulties in improving their speaking skill.
3. Questionnaire
To gather data from the respondents, the researcher used questionnaires. The questionnaires consisted of some questions concerning the focus of research in order to answer the first question stated in the problem formulation. The researcher chose the questionnaires as the instrument because it was effective and given to the respondents as mentioned before. There were 2 parts efficient in the data gathering. It also gave the respondents opportunity to reveal their opinions, ideas, and feelings without any limitation.
to fill the numbered boxes according to their judgement about the content and its appropriateness to the curriculum objectives, the students’ level of knowledge and their speaking ability. The second part of the questionnaires was the open questions. Here, the teachers might give suggestions concerning with the sets of the speaking instructional design that would be used as the inputs for the researcher in making the final design.
D. DATA GATHERING
Data gathering was done in 2 ways. First of all, the researcher went to Sanata Dharma University Library to collect as many data as possible about the focus of the research. This data gathering was done from November 2002 to March 2003.
The second, the researcher conducted observation and informal interview in SMU Kolese Loyola on November 2002 and continued by distributing the questionnaires to the respondents. The first questionnaires were distributed on April1, 2003. The data gathering was done 2 days after the questionnaires were distributed.
E. DATA ANALYSIS
from the respondents were employed as the data. The data was to find out the mean, median, and mode.
The mean or average point was obtained by applying the formula:
∑ X X =
N
Where, X : the average point
∑X : the sum of the score N : The number of the subject
The assessment of the respondents’ opinion on the desired materials used five points of agreement:
1 = if you strogly disagree with the statement 2 = if you disagree with the statement
3 = if you doubtful with the statement 4= if you agree with the statement
5 = if you strongly agree with the statement
The table of the descriptive statistics of the respondents’ opinion on the designed materials was like the following one:
Central Tendency
NO
Respondents’ Opinion
N Mn Mdn Md
Notes :
N = number of cases (the amount of the respondents)
Mn = mean (the average points found simply by adding all the scores and divided by the number of cases)
Mdn = median (the mid point of the scores)
Md = mode (the value in distribution that occurred most frequently)
F. RESEARCH PROCEDURE
This research was conducted through the following steps:
1. Conducting document analysis in Sanata Dharma University library in order to gain half part of the data needed in this research.
2. Conducting the classroom observation and interview of the second grade students of SMU Kolese Loyola Semarang.
3. Designing the speaking instructional materials for the second grade students of SMU Kolese Loyola Semarang
4. Designing the questionnaires for the respondents to evaluate the designed materials.
5. Distributing the designed materials and the questionnaires to evaluate the designed materials.
6. Collecting the questionnaires from the teachers 7. Analyzing the data from the result of questionnaires.
This chapter presents the result of the findings from the document analysis and the survey research concerning with the two questions stated in the problem formulation. The researcher analysed the document and research study in order to find out how the sets of speaking instructional materials are designed. The discussion of the result study and the presentation of the designed materials will also be included in this chapter.
A. DOCUMENT ANALYSIS
1. Designing The Speaking Instructional Materials
The researcher chose Kemp’s design model to design the materials because it gave flexibility for those who wanted to develop teaching materials. Besides, there were complete procedures consisting of eight steps, which were very flexible in their implementation.
The speaking instructional materials designed in this research excluded two steps of the design process, they are: pre assessment and evaluation.
Step1. Determining Goals, Topic and General Purposes
School students in trimester two. The goals and topics are determined in accordance with the curriculum.
a. Goals
The goals of the designed set of English Instructional materials for SMU Kolese Loyola Semarang grade 2 using role-plays were aimed to:
1. help the students to understand the language functions
2. make the students use the language functions in conversation in appropriate situations
3. develop the students speaking skills using the role-plays.
b. Topics
After stating the goal, the writer made the list of topics based on the language functions stated in the 1994 English Curriculum for SMU grade 2 trimester 2. There were eight topics developed by the writer. They were arranged as follows:
1. Shopping
2. Planning My Future 3. Vacation
The details of the topics are presented in the Appendix 2.
c. General Purposes
At the end of the lesson, the students are able to: - acquire better speaking skill
- grasp the significance of the language function - get used to use the language function in conversation - enjoy the role-play activities
Step2. Identifying Learner’s Characteristics
Step3. Specifying Learning Objectives
UNIT
TOPICS
Specific Instructional Objectives
1 Shopping At the end of the lesson the students are able to: Offer help to others
Ask for a help
2 Planning My Future Express wish or plan
3 Vacation Express preference State their choice
4 Dating Invite someone Accept an invitation
Decline an invitation
5 Eyewitness Report an activity or an event finished in the past (past perfect)
6 Newcomer Express many things focused on the event or the activity, not on the actor (passive voice)
7 Housework Express simple request or instruction
8 Socializing Express what someone said or has said about current and past event (reported speech)
Table 4.1. Learning Objectives
Step4. Clarifying Subject Contents
with different situations and use them in appropriate way before doing the real role play activities. The list of the subject content is clarified as follows:
a. Dialogues
This section presents the examples of dialogues. First of all, there are a number of questions related to the topic. The questions are aimed at arising the learners’ attention to the topic and gathering their knowledge related to the topic.
After the students answer the questions, the second part is the dialogue practice. The students practice the dialogues and then they discuss the use of the expressions related to the topic.
The last part is answering questions based on the dialogues given. The students try to identify and mention the expressions used in the dialogues related to the topic. The questions are aimed at checking the students understanding of the use of the expressions and being the introduction of the next section.
b. Language in Use
The Language in Use gives help to the students to know the form of sentences, which are used to express something related to the topics. In this section, the students are given the expressions and responses related to the topics.
c. Language Exercises
The main purpose of the Language Exercises is to help the students to have deep understanding in using the form of expressions related to the topics.
d. Role-plays
This section is the main exercise in every unit. In this section, the students have to play roles based on the situation, roles and useful expressions given. This section is aimed at helping the students to use the expressions related to the topics in situations that were similar to the real situations in real life.
The format of the role-plays consists of three basic parts; namely the situation, the roles and the useful expressions. The situation sets the scene and plot. The roles assign lists of characteristics. Useful expressions contained of the linguistic information.
Performance is needed in the role-play. So, one or two groups of students have to perform it in front of the class. The other students who don’t perform will give remark and good remark can be considered as improvement grade.
e. Review
Step5. Selecting Teaching Learning Activities and Resources
The writer selected the teaching learning activities and resources by using English literatures as references. Development materials are used for encouraging the students’ competence to speak English. The activities of teaching learning were presented in pairs and group work. The groups are small to give members frequent opportunity to participate.
Step6. Elaborating Support Service
Support service such as budget, facilities, equipment and schedules determine the success of the instructional materials design. The first element of support services is budget. Budget is necessary during the program development to purchase equipment, to prepare the materials and for other administrative costs.
The facilities needed in this design are the materials copies, comfortable classroom, blackboard and chalks. The furniture arrangement also a facility in teaching learning process because it helps the students to create situations based on the play.
Activities Time Allocation A. Dialogue
B. Language in Use C. Language Exercises D. Role-Plays
E. Review
10’ 10’ 15’ 30’ 25’
Table 4.2. Time Allocation
2. The 1994 English Curriculum For The Senior High School
The 1994 English Curriculum for the Senior High School is the present curriculum implemented in all Senior High School in Indonesia. This curriculum is the improvement of the former 1984 curriculum. The 1994 English curriculum provides the topics and language functions to be used as the base in designing the instructional materials. There are 9 language functions and the researcher chose 8 of them for the role play and the researcher made topics related to teenagers lifestyle.
B. SURVEY RESEARCH
1. The Results of Observation and Informal Interview
students actually able to utter grammatically correct sentence, but they could not apply it in a situation which needed improvisation.
The informal interview revealed an interesting fact that about 75 % of the total number of students has been familiar with English from English courses they were taking. The students who had been taking English course for a long time can be considered as intermediate level or advanced level students. Those who did not take any English courses can be considered as beginner level students. This fact brought up a challenge for the English teachers at SMU Kolese Loyola. They have to find the best speaking activities which are not too easy for intermediate or advanced as well as not too difficult for beginners.
2. The Results of the Questionnaire
After designing the materials, the writer distributed them to the respondents. The writer conducted the survey research to know the evaluation of the designed materials. The writer obtained the data of the survey research by giving questionnaire to the 3 English teachers at SMU Kolese Loyola Semarang, 3 lecturers of the English Education Study Program of Sanata Dharma University, and 4 other people experienced in teaching English in High School.
1 : absolutely disagree / very poor 2 : disagree / poor
3 : uncertain 4 : agree / good
5 : absolutely agree / very good
The table of the descriptive statistics of the respondents’ opinions on the designed set of speaking instructional materials was like the following
Central Tendency
The General Instructional Objectives (GIO) are well
formulated
The Specific Instructional Objectives (SIO) are well
formulated
The materials match with the goals and objectives
The topics are well selected
The content is relevant with the context and the
situation in which the language is used
The discussion of the language in use in each unit
has been presented properly
The exercises are well elaborated and can facilitate
the students to understand the use of language
8.
9.
10.
The designed material helps in developing the
students’ speaking skill
Role-play activities are effective for improving
students’ speaking skill.
Generally, the instructional materials are well
elaborated
Table 4.3. Descriptive Statistics of Respondents’ Opinion
Beside giving evaluation of the designed materials, the respondents were also given an opportunity to give their suggestions or comment on the designed materials, which were useful for revisions and improvements. The writer found out several points of suggestions as follows:
1. The grammar
One respondent suggested the researcher should check any misspelling or unacceptable construction so as to avoid giving bad examples to the students. 2. The dialogue
Two respondents suggested the researcher should present longer dialogues using various expressions that learned previously so as to help the students using the expressions learned before.
3. The materials presentation
providing big pictures to arise the students’ imagination before doing the role-play.
4. The review
One respondent suggested that the researcher should conduct a role-play activity as a review in each unit in accordance with the objective of the designed materials namely, improving students’ speaking skill through role-play.
C. DISCUSSION
The main point to be considered here refers to the answer to the problem formulation. It is then closely linked with the two methods used in this thesis, namely the library study and the survey research. After exploring the methods of data gathering from both surveys, the researcher next considered how the data would be analysed for the purpose of answering problem formulation. Under the discussion of both library study and survey research, the researcher has touched upon the important elements of the instructional material design.
The researcher now comes to the discussion of the research steps, which were used as the basis of answering the two questions in the problem formulation. The research steps are outlined by Kemp’s Instructional Design Model, that is by omitting two steps, pre-assessment and evaluation. There are six steps:
1. Determining goals, topics and general purposes 2. Identifying learner characteristics
3. Specifying learning objectives 4. Clarifying subject contents
5. Selecting teaching learning activities and resources 6. Elaborating Support Service
The survey research resulted from he respondents’ opinion on the designed materials are used for making revisions and improvements on the designed materials. The data computation was summarized and presented in the statistical description as can be seen in table 4.3. The range of the points of agreement was between 1 to 5 where 1 represented strong disagreement and 5 represented strong agreement.
The researcher conducted some revisions and improvements on the designed materials based on the suggestions and evaluations of the respondents. The revisions and improvements were written as follows:
1. Correcting the grammar or any unacceptable constructions so as to avoid giving bad examples to the students.
2. Presenting longer dialogues containing language functions and expressions that learned previously to help the students reviewing the lessons.
3. Presenting more pictures to arise students’ imagination before doing the role-play.
The suggestions from one of the respondents to use role-play in all the reviews is not acceptable for the researcher. It was the researcher’s purpose to vary the activities for the reviews in order to make the students able to use the expressions and language in role-play as well as in games and discussions.
D. PRESENTATION
The second problem of this study dealt with the presentation of the materials designed. The materials were made into 8 units of lesson presenting dialogues, language in use, language in actions, role-plays and review. The next step after improving the design was to present the final speaking materials for the second trimester of grade two of SMU Kolese Loyola Semarang. The designed materials consisted of 8 units of language functions as stated below:
2. expressing wish or plan
3. expressing preference and stating choice 4. inviting and accepting or declining invitation
5. reporting an activity or an event finished in the past (past perfect) 6. expressing many things focused on the event or the activity, not on the
actor (passive voice) 7. getting people to do things
8. expressing what someone said or has said about current and past event (reported speech)
In general, the subject content of the designed materials consists of 5 types of activities as mentioned below:
1. Dialogues 2. Language in Use 3. Language Exercises 4. Role-play
5. Review
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the result of the previous chapters in two ways. The first concerns with the conclusions, and the second deals with the suggestions.
A. CONCLUSIONS
Based on the document analysis and survey research, this research formulated some findings:
1. To answer the first questions of the research problem in chapter I and to summarize what has been stated in chapter IV, the procedures to develop the design were determining goals, topics and general purposes, identifying the learners’ characteristics, specifying the learning objectives, clarifying the subject contents, selecting teaching learning activities and resources, and elaborating support services. The Instructional Model to be used was the modified Kemp’s instructional design model. The Kemp’s design model was modified by omitting two steps, pre-assessment and evaluation, since the research is descriptive not experimental. In accordance with the approach used in the 1994 English Curriculum, the design materials were developed based on the language functions provided for the second trimester of grade two of the Senior High School.
interesting topics for teenagers. There are five sections to be discussed in each unit. Dialogues is the first section, language in use, which contains language functions is the second one, the third is the language in action which contains cued dialogues in two different situations, the fourth is role-plays, and the last one is review. For the example of design materials, please see Appendix 2.
B. SUGGESTIONS
Based on the conclusions discussed earlier, some suggestions are proposed in this section. They are as follows:
1. For teachers
The materials in the design can be used as a model for the teacher to develop similar types of exercises using their own materials. It should be noted, however, that the design materials are used as supplementary materials. For the teachers, there are some points to be noted:
a. Before starting the lesson, in introducing the activity, teachers should give clear instruction to the students and make sure that they understand it well. b. In working through the activity, the teacher should pay attention to the
classroom organization. Most of the tasks are done in pairs. If it is possible, the room should be arranged in such a way that pairs face one another across a desk or a table so that the students will not see each other page.
this activity is the ending of a unit and students should not make mistakes on using the language functions.
2. For students
This design might be helpful for the students to develop their skill. However, the goals may not be achieved if the students do not fully participate in the teaching learning process. So, the researcher suggests that the students involve themselves actively in the teaching learning process., for example, students can try to perform the role-play the best they can and at the and of the lesson they can hold a contest of play performance.
3. For other researchers
