A SET OF ENGL
OF THE SE STUDYING AT
O
Presente to
ENGLISH L DEPARTME FACULTY O
GLISH SPEAKING INSTRUCTIONAL MA FOR MATHEMATICS TEACHERS SEVENTH GRADE OF JUNIOR HIGH SCH
AT THE BILINGUAL PREPARATION PR
OFWISMA BAHASA YOGYAKARTA
A THESIS
nted as Partial Fulfillment of the Requiremen to Obtain theSarjana PendidikanDegree
in English Language Education
By
Laurentia Mawar Buana Ika Ardianti Student Number: 021214088
LANGUAGE EDUCATION STUDY PROG MENT OF LANGUAGE AND ARTS EDUCA Y OF TEACHERS TRAINING AND EDUCA
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
MATERIALS
CHOOL PROGRAM
ents
v ABSTRACT
Ardianti, Laurentia Mawar Buana Ika. 2010. A Set of English Speaking Instructional Materials for Mathematics Teachers of the Seventh Grade of Junior High School Studying at the Bilingual Preparation Program of Wisma Bahasa Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
In R-SBI schools (Rintisan Sekolah Bertaraf Internasional, or Pioneer of Internationally Leveled School), English is used as the language of instruction in mathematics and science classes. That is why mathematics and science teachers take an English course taught by English teachers from their own schools or English Institutions.Wisma Bahasa English Division is one of English institutions in Yogyakarta which offers bilingual class preparation program for Mathematics and Science teachers. However, it has not had a material which is designed for each subject yet. Whereas in fact, there is a high demand from schools to learn more about specific subjects. Therefore, the writer intends to develop a set of designed materials which enables teachers who are prepared to teach mathematics in the seventh grade of junior high school to master English skills.
There were two problems discussed in this study. The first problem was how to design a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program ofWisma Bahasa Yogyakarta. The second problem concerns the presentation of the designed set of materials.
The writer adapted the small-cycle of Educational Research and Development (R & D) method as the methodology used in this study. The cycles are: 1) Research and Information Collecting, 2) Planning, 3) Development of Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.
To answer the first question in the problem formulation, the writer applied the adaptation of Kemp’s and Yalden’s instructional models as the realization of R & D method. There were eight steps employed in this study (theoretical framework) i.e. 1) Conducting needs survey, 2) Stating goals, topics, and general purposes, 3) Specifying the learning objectives, 4) Listing the subject contents, 5) Developing the syllabus, 6) Selecting teaching and learning activities, 7) Conducting an evaluation survey, 8) Revising and improving the designed materials. The steps of theoretical framework is not against the steps of the Small Scale Educational R & D since the small Scale Educational R & D protects the theoretical framework as its methodology to make a well set of designed materials.
vi
teaches a mathematics topic and uses some classroom language expressions discussed in the next part. Focus...Focus...Focus... has two sub-parts, namely Classroom Language Expressions and Mathematics Parts. Besides, there is vocabulary part which enriches learners’ vocabulary related to mathematics. Review-Do you remember?is to have a brief discussion of subject matter already learned.What have you done?is the last part which learners check what they have done in each unit.
vii ABSTRAK
Ardianti, Laurentia Mawar Buana Ika. 2010. A Set of English Speaking Instructional Materials for Mathematics Teachers of the Seventh Grade of Junior High School Studying at the Bilingual Preparation Program of Wisma Bahasa Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Di sekolah R-SBI (Rintisan Sekolah Bertaraf Internasional), bahasa Inggris digunakan sebagai bahasa pengantar di kelas matematika dan IPA. Hal ini mendorong guru matematika dan IPA harus belajar bahasa Inggris yang dibimbing oleh guru bahasa Inggris di sekolah atau institusi bahasa Inggris. Wisma Bahasa English Division merupakan salah satu institusi bahasa Inggris di Yogyakarta yang menawarkan program persiapan kelas dwi bahasa untuk guru matematika dan IPA. Akan tetapi, Wisma Bahasa belum mempunyai bahan materi untuk masing-masing bidang studi. Padahal kenyataannya, tuntutan belajar bahasa Inggris untuk masing-masing bidang studi sangat tinggi. Oleh karena itu, penulis bermaksud merancang materi bagi guru yang dipersiapkan mengajar matematika di tingkat tujuh sekolah menengah pertama supaya dapat menguasai keahlian berbicara bahasa Inggris.
Ada dua pokok permasalahan yang dibahas dalam studi ini. Pokok permasalahan yang pertama adalah bagaimana merancang seperangkat materi berbicara bahasa Inggris untuk program persiapan kelas dwi bahasa bagi guru matematika kelas tujuh sekolah menengah pertama. Sedangkan permasalahan kedua berkaitan dengan penyajian desain materi tersebut.
Penulis mengadaptasi rangkaian langkah dari metode Educational Research and Development (R & D) dalam skala kecil sebagai metodologi studi ini. Langkah-langkah tersebut adalah: 1) Melakukan riset dan mengumpulkan informasi yang berkaitan dengan studi, 2) Perencanaan, 3) Mengembangkan materi, 4) Melakukan uji lapangan, dan 5) Merevisi materi.
Untuk menjawab pokok permasalahan yang pertama, penulis mengadaptasi model perancangan materi yang dikembangkan oleh Kemp and Yalden sebagai realisasi dari metode Educational Research and Development (R & D). Ada delapan langkah perancangan materi yang diterapkan penulis dalam studi ini. Langkah-langkah tersebut (theoretical framework) yaitu: 1) Mengadakan survei kebutuhan murid, 2) Perumusan tujuan, topik, dan tujuan umum, 3) Perumusan tujuan khusus, 4) Perincian isi materi, 5) Pengembangan silabus, 6) Memilih kegiatan belajar mengajar, 7) Mengadakan evaluasi materi, 8) Revisi dan perbaikan materi. Langkah-langkah di theoretical framework tidak bertentangan dengan langkah-langkah Educational Research and Development (R & D)karena Educational Research and Development (R & D) memayungi theoretical frameworksebagai suatu metodologi untuk membuat desain materi yang bagus.
viii
Snapshot adalah kegiatan awal yang dapat mengaktifkan pengetahuan umum murid berkenaan dengan topik yang akan dipelajari. Conversation memberikan contoh kepada murid tentang situasi kelas dimana guru menjelaskan salah satu topik matematika dan juga menggunakan ungkapan-ungkapan bahasa kelas. Focus...Focus...Focus... mempunyai dua sub-bagian, yaitu: Ungkapan kelas bahasa dan bagian matematika. Di samping itu, ada bagian kosakata yang menambah kosakata murid yang berhubungan dengan matematika. Review-Do you remember?untuk pembahasan singkat tentang topik yang baru saja dipelajari. What have you done? adalah bagian akhir dimana murid memeriksa apa yang sudah mereka pelajari di masing-masing unit.
ix
ACKNOWLEDGEMENTS
My biggest love and gratitude goes to Jesus Christ, the only reason I am alive, the only reason I am the way that I am now. I thank Him for all the blessings and protections upon me. I thank Him for guiding me to seek the core of my curiousity.
I would like to express my greatest gratitude for my major sponsors, Drs. Y. B. Gunawan, M.A. and P. Kuswandono, S.Pd., M.Ed., for the suggestions, guidance, ideas, inputs, energy, and never ending patience upon my low times. Their intellectual insights and kindness keep the biggest secret of my long journey to the end of the writing of this undergraduate thesis. I would also like to thank F.X. Mukarto, M.S., Ph.D for his willingness to spend his time evaluating my designed materials. A special thank is for all the lecturers, especially C. Tutyandari, S.Pd., M.Pd, Ag. Hardi Prasetyo, S.Pd., M.A., and Made Frida Yulia, S.Pd., M.Pd, for the guidance and understanding during my study in Sanata Dharma University. My gratitude also comes to all secretariat staff members in English Language Education Study Program, especiallymbak Danik andmbakTarifor their helps in academic matters.
x
I give my big love to my parents, Drs. F.X. Supardi and Dra. Suwanti, and my sister,C. Dian Ayu Ardianti, S.T., to whom I owe my sanity. They give me reasons to live, to love each other, and to love my God. I thank them for all the prayers and understanding upon my low and hard times. I just could not thank them enough. I thank them for always having the faith in me.
My special thankfulness also goes to Alifiandara Syafitri, S.T., my sister’s close friend, for drawing me many beautiful pictures used in my designed materials and toAdrian Bernard Coen for kindly recommending and giving me soft copies of some good basic mathematics books and spending his precious hours proofreading my thesis.
My sweetest thanks are directed to my lovely and inspiring close friends: Echi, Sasha, Ita and Vivi for wonderful friendship that we have, and to my beloved sisters, Deta, mbak Tami andmbak Vera, for the hard time solutions. I would also like to thank all of PBI-02ers, especiallyOok, Udjok, Emen, Metty, Arai, Ruri, Miko,andJantri.
Many thanks are addressed to my family in Wisma Bahasa English Division, especiallyNiken and Nila (for sharing), Mbak Prima and Cici’e,Mas Fajar, MasBagus,MasGelar, Mas Agung,andMasSugeng (for the supports). I am so thankful for lovely moments we shared and for working together.
The last, I would like to express my deepest affection and gratitude to my lovely boyfriend,Andi Listyanto, S.E., for his endless love, support, and patience in finishing my study.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
ABSTRACT ... v
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Problem Formulation ... 5
C. Problem Limitation ... 5
D. Research Objectives ... 6
E. Research Benefits ... 7
F. Definition of Terms ... 8
xii
1. Instructional Material Design Models ... 11
a. Kemp’s Model ... 12
b. Yalden’s Model ... 14
c. Kemp’s and Yalden’s Models compared ... 17
2. Bilingual Education ... 18
a. The Definition and its Advantages ... 18
b. Types of Bilingual Education ... 19
c. The Technique ... 19
3. English for Specific Purpose (ESP)... 20
a. The Definition and Criteria of ESP ... 20
b. Needs Analysis ... 21
4. The Theory of Teaching Speaking ... 23
a. The Nature of Speaking ... 24
b. The Principles for Teaching Speaking ... 24
c. Problems with Speaking Activities ... 26
d. Solution to Overcome the Problems ... 28
e. Types of Teaching Learning Activities ... 29
5. Communicative Language Teaching (CLT) ... 30
a. What is Communicative Language Teaching? ... 31
b. The Principles of CLT ... 32
c. The Techniques and Material in CLT ... 35
6. Syllabus ... 36
xiii CHAPTER III. METHODOLOGY
A. Research Method ... 43
B. Research Participants ... 46
C. Research Instrument ... 47
D. Data Gathering Technique ... 49
E. Data Analysis Technique ... 50
F. Research Procedure ... 54
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Elaboration of The Steps Involved in Designing a Set of Materials and Evaluation Instruments ... 58
1. Conducting Needs Survey ... 58
2. Stating Goals, Topics, and General Purposes ... 68
3. Specifying The Learning Objectives ... 71
4. Listing The Subject Contents ... 75
5. Developing the Syllabus ... 77
6. Selecting Teaching and Learning Activities ... 78
7. Conducting an Evaluation Survey ... 78
8. Revising and Improving the Designed Materials ... 79
B. The Result of the Preliminary Field Testing to Evaluate the Designed Set of Materials ... 79
1. Description of the Participants ... 79
xiv
3. Participants’ Comments on the Designed Set of
Materials ... 82
4. Participants’ Suggestions on the Designed Set of Materials ... 84
C. Discussion ... 85
1. Discussion on the Designed Set of Materials Evaluation ... 85
2. Discussion on the Study ... 87
D. Presentation of the Designed Set of Instructional Materials ... 88
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 93
B. Suggestion ... 97
REFERENCES ... 99
xv
LIST OF TABLES
Table Page
2.1 Yalden’s Stages in Language Program Development ... 15
3.1 The Description of Evaluation Survey Participants ... 47
3.2 Points of Agreement of the Participants’ Opinions ... 51
3.3 The Data of the Participants’ Opinions (Blank) ... 53
3.4 The Assessment of Central Tendency ... 53
4.1 The Results of Questionnaires ... 59
4.2 Necessities, Lacks, and Wants of Mathematics Teachers Who Teach Mathematics in Bilingual Class (English and Indonesian)... 66
4.3 The Competency Standard, Topics, and Basic Competence ... 69
4.4 The Learning Indicators ... 71
4.5 The Description of the Preliminary Field Testing Participants ... 80
4.6 The Data of Participants’ Opinion ... 81
xvi
LIST OF FIGURES
Figure Page
2.1 Kemp’s Model: The relationship of each step in the plan to the other
steps ... 13
2.2 Yalden’s Language Program Development ... 15
2.3 The Steps of the Designed Materials ... 42
xvii
LIST OF APPENDICES
Appendix Page
1 Surat Izin Mengadakan Penelitian Dari Universitas Sanata Dharma... 102
2 Questionnaire of Research and Information Collecting ... 105
3 Questionnaire of Preliminary Field Testing ... 109
4 General Description of the Designed Materials ... 112
5 Syllabus ... 117
6 Lesson Plan ... 122
1 CHAPTER I INTRODUCTION
In this chapter, the writer discusses the introduction of the research. This chapter is divided into seven sections, namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
The importance of the English language as the international medium of communication in almost parts of technology, science, trade, politic, and transportation cannot be denied anymore. Especially nowadays, there is growing globalization of business and commerce. During 10 to 15 years we have witnessed unprecedented internationalization of industry and white-collar businesses. This globalization of the market place provokes images of English domination (Allen, 1996). Therefore, many people learn English in either formal or informal education in order to satisfy the demands and needs of gaining the successful mastery of English. For instance, in China, there are 175 million people learning English in formal education. Even in South Korea, its government plans to build 10 villages which uses English as the medium of conversation in Cheju island in 2010 (Nugroho, 2009).
share their thought and to increase their knowledge. Besides, people need to learn English more seriously because they can deepen and broaden our knowledge and scientific capabilities through reading books which most of them are written in English. Furthermore, a survey conducted by Global English said that 91% of employees in America, Europe, and Asia believe that English has a very important role in deciding their career (Nugroho, 2009).
Related to those facts, many countries nowadays start to teach English to children since elementary school. In Philippines, since 2003, English is as the medium of instruction in mathematics and science classes since grade three of Elementary School and in all subjects of Junior High School. English is no longer taught as a foreign language but is also used as the language of instruction which is called the bilingual system of education. Phillipines is not alone in applying the bilingual system of education. Other Southeast Asian nations such as Malaysia, Thailand, Vietnam and Indonesia have also taken a similar measure.
mathematics and science classes. It means that materials, teaching learning processes, and evaluation using the current national curriculum and Contextual Teaching and Learning (CTL) are in English. In addition, schools can add, enlarge, and deepen the current curriculum as well as international development in Mathematics and Science as long as it still conforms to Indonesia’s moral value.
There are two main purposes to be achieved through this program, i.e. the graduates of junior high school’s bilingual class will master (i) Mathematics and Science competencies, and (ii) English competencies. English competencies in this case will be methodologically acquired through CTL approach, which emphasizes both spoken and written forms. To achieve those two purposes, the Directorate has developed bilingual guidelines and learning materials, both in Indonesian and English, based on Year 2004 Curriculum and CTL approach. The guidelines and learning materials include Student Book, Student Worksheet, Keys to Student Worksheet, Teacher’s Guidelines, Evaluation, Keys to Evaluation and Lesson Plan. For the schools, one of the main programs to achieve this program is by giving a bilingual preparation program for Mathematics and Science teachers. They must have the ability to master English language swiftly and efficiently. Therefore, they have to take an English course taught by English teachers from their own schools or English Institutions.
each subject yet. Until at the present time, it just gives grammar and some basic classroom English terms. Whereas in fact, there is a high demand from schools to learn more for specific subjects in English and how to teach and communicate with students, while the teachers themselves do not have enough ability to speak in English fluently. In other words, the current materials ofWisma Bahasaare not sufficient and suitable yet to prepare teachers to conduct bilingual class for their own subject.
B. Problem Formulation
Based on the discussion above, the main problems can be formulated in the following questions:
1. How is a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation programof Wisma Bahasa Yogyakartadesigned?
2. What does the designed set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation programof Wisma Bahasa Yogyakartalook like?
C. Problem Limitation
This study is conducted to design a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta. The main purpose of this designed material is to enhance teachers’ ability in English so that the teachers can communicate, get knowledge, and teach in English. It is also expected that by having a bilingual mathematics class, students are able to master both mathematics and English competencies. The writer chose to focus on designing only for mathematics teachers of grade seven since there are a lot of special terms used in mathematics teaching and the writer lacks of time to design the materials.
teach in English since the writer thinks that communicating and teaching in English is the main need for the teachers. In communicating, the teachers are required to be able to speak English to their students such as greeting, opening and closing the class, leading a discussion, reinforcing the students’ participation, and etc. In teaching, the teachers are required to perform their skills of using English when they teach their subjects, for examples: explaining the concepts, saying the formula, and discussing the problem.
Based on those facts, the writer intends to develop a set of designed materials of bilingual class activities only for mathematics subject. It means that the writer intends to develop a set of designed materials which is based on mathematics curriculum. The subjects of this study are SMP N 3 Sleman’s and SMP N 1 Bantul’s mathematics teachers. The writer choosesSMP N 3 Slemanand SMP N 1 Bantul because those schools have held this program for almost four semesters.
D. Research Objectives
Based on the problem formulations, the writer formulates two objectives of this study. Those two objectives of this study are as follows:
2. To present the designed set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation programof Wisma Bahasa Yogyakarta.
E. Research Benefits
The writer hopes that the research may give some benefits to the English teaching and learning for specific purposes, especially English for Teaching. The benefits of this research are classified as follows:
1. For English Instructors
It is hoped that the English instructors can use the instructional materials to teach the teachers, especially for teachers who are trained to teach mathematics in English. The instructional materials can be used as a guidance book in teaching learning activities.
3. For The Writer
For the writer herself, this research gives a better understanding in designing a set of materials of bilingual mathematics class activities for the seventh grade mathematics teachers of junior high school.
4. For Other Researchers
It is hoped that the result of this research can be used as a reference to support future relevant studies done by other researchers. The other researchers can also implement the designed materials since in this research, the writer does not implement the designed materials. The writer only designs and presents it.
Those are the expected results meant for English instructors, mathematic teachers, the writer, and other researches. Besides, the expected result of this thesis in general is a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation programof Wisma Bahasa Yogyakarta.
F. Definition of Terms
There are terms that need to be classified in this study to avoid misunderstanding. Those terms are:
1. Instructional Materials
materials are a set of materials that serve as the source in pursuing the language activity.
2. Speaking
In speaking, a message is transferred from a speaker to a listener. “The speaker produces the message and the hearer receives the message” (Widdowson, 1979:38). Furthermore, Widdowson explained that speaking is a kind of active and productive interaction that makes use of aural mediums. In this study, speaking is communicating information of ideas to students by giving teaching learning process in English.
3. Bilingual Mathematics Class Teachers
4. Junior High School
In this study, junior high school is defined as a school where the students have their second formal and compulsory education after elementary school. The study in junior high school takes three years.
5. The Seventh Grade
Grade is school level under which a student is joined according to his age, ability, and cognitive development. In Junior High School, there are three grades namely seventh grade, eighth grade, and ninth grade. In this study, the writer designs a set of materials based on the seventh grade mathematics curriculum of Junior High School for bilingual class.
6. Wisma Bahasa Yogyakarta
11 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to discuss theories that support the thesis. The discussion will be divided into two main parts, namely theoretical description and framework reasoning. There are five major points discussed here in the theoretical description. They are instructional materials design models, Bilingual Class, English for Specific Purpose (ESP), Communicative Language Teaching (CLT) and the theory of teaching speaking. Finally, all discussions written will be compiled with a framework provided in the second part.
A. Theoretical Description
Theoretical description consists of the theories of instructional materials design models, Bilingual Class, English for Specific Purpose (ESP), Communicative Language Teaching (CLT), and the theory of teaching speaking. The theories are important to give guidance in creating a set of materials design. In addition, those five theories will be used to establish the framework of the designed materials in this study.
1. Instructional Materials Design Models
First is the instructional design model of Kemp, and the second is the instructional design model of Yalden.
a. Kemp’s Model
The first instructional design model used by the writer is Kemp’s model. It offers an effective instruction in which this instruction design model is based on the learners’ needs and characteristics.
Kemp (1977: 8) stated that there are three questions which are considered as the essential elements of instructional design plan:
1. What must be learned? (objectives)
2. What procedures and resources will work best to reach the desired learning levels? (activities and resources)
3. How will we know when the required learning has taken place? (evaluation) In order to be able to answer those three questions, Kemp (1977: 8-9) stated that the plan consists of eight steps which must be carried out in the design process. The eight steps are specified below:
1. Considering goals, listing topics, and then stating the general purposes for teaching each topic.
2. Enamurating the important characteristics of the learners for whom the instruction is to be designed.
3. Specifying the learning objectives to be achieved in terms of measurable behavior outcomes.
5. Developing pre-assessment to determine the students’ background and presenting level of knowledge about the topic.
6. Selecting teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
7. Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
8. Evaluating students’ learning in terms of their accomplishment of objectives, with a view to revise and reevaluate any phases of the plan that need improvement.
The eight steps design model proposed by Kemp can be seen in the following figure:
Figure 2.1 Kemp’s Model: The relationship of each step in the plan to the other
steps (Kemp, 1977:9)
Evaluation
Learner Characteristics
Teaching/ Learning Activities,
Resourcee Support
Service
Subject Content
Pre-Assesment
Learning Objective Revision
Goals, Topics, and General
Kemp presents a flexible process. We can start from any step that we are ready to start with and then move back and forth to the other steps because those eight steps are interdependence. It means that the plan relating to one element may effect others and directly with “revision”.
According to Soekamto (1993: 28), Kemp’s model has strengths and weaknesses. The strengths are:
1. There is a concept that the process of designing and developing can be started from any step.
2. There is an emphasis on the materials, the objectives and application, and also the choice of learning resources.
On the other hand, the weaknesses are that there is no clear description of the process in determining the teaching learning activities and in choosing the resources.
Considering that in the Kemp’s isntructional design model there is no need analysis and description of a syllabus development in order to validate the materials, the writer needs to adapt another instructional design model which can fit the writer purpose in designing the material. The next instructional design adapted by the writer is Yalden’s model.
b. Yalden’s Model
(1987: 89). A diagram of the stages in language program development can be seen in the figure and table below:
Figure 2.2: Yalden’s Language Program Development (Yalden, 1987: 88)
Table 2.1 Yalden’s Stages in Language Program Development (Yalden, 1987: 89)
Stage Description
I Needs Survey
II Description of purpose to be prepared in terms of 1. student characteristic
2. student skills on entry to and on exit from the program III Selection or development of syllabus type in terms of IV and
physical contraints on the program.
IV The proto-syllabus: description of language and language use to be covered in the program
V The pedagogical syllabus: development of teaching, learning and testing approaches.
1. development of teaching materials (as far as possible)
2. development of testing sequence and decisions on testing instruments.
VI a) Development of classroom procedures
1. selection of exercise types and teaching techniques 2. preparation of lesson plans
3. preparation of weekly schedules
b) Teacher training: briefings or workshops on 1. principles
2. desired outcome
VII Evaluation
1. of students 2. of program 3. of teaching VIII Recycling stage
1. congruence or ‘fit’ between goals set and student performance is determined
2. content is reassessed
3. materials and methodological procedures are revised
Based on the discussion above, there are two main strengths that can be stated here. They are:
1. It provides needs analysis to know the needs of the learners in learning English. Based on the needs analysis, the designer will establish the foundation of the language program.
2. The evaluation contains recycling stage. It means that the whole cycle can begin again at this point, and adjustment is made anywhere in the system based on the feedback provided to the syllabus designer. In this step, we should determine the fit between goals and the final performance of the learners.
c. Kemp’s and Yalden’s Models compared
In this study, the writer will combine two instructional design models proposed by Kemp and Yalden because they can complete each other. First, in Kemp’s model there is no description of a syllabus development. It can be found in Yalden’s model. The use of a syllabus in Yalden’s model will make the teaching-learning process better organized. Second, Yalden’s model provides needs analysis to know the learners’ needs and interests in learning English. Needs analysis functions as the basis to develop the materials based on School-based Curriculum, fit the learners’ needs, and improve the learners’ speaking skill and personality.
In designing the materials, the researcher will combine the eight steps from Kemp’s and Yalden’s models. The steps are conducting needs survey; stating goals, topics, and general purposes; specifying the learning objectives; listing the subject contents; developing the syllabus; selecting teaching and learning activities; conducting an evaluation survey; and revising and improving the designed materials.
2. Bilingual Education
Bilingual Education is common troughout the world and involves hundreds of languages. For Indonesia itself, the pioneer bilingual class uses mostly English and less Indonesia as the language of instruction in mathematics and science class. Since the designed materials are for bilingual preparation program, it is important for the writer to know the definition of Bilingual Education and its advantages and types as well as its technique.
a. The Definition and its Advantages
Bilingualism is the ability to communicate in two different languages and bilingual education is the use of two different languages in classroom instruction (Alic, 2006). Research indicates that there are numerus advantages to bilingualism. Bilingualism has been reported to improve the following skills: verbal and linguistic abilities
general reasoning concept formation divergent thinking
metalinguistic skills, the ability to analyze and talk about language and
control language processing.
b. Types of Bilingual Education
There are numerous approaches to bilingual education, although all include English as a second language (ESL). ESL is English language instruction that includes little or no use of a child’s native language. ESL classes often include students with many different primary languages. Some schools districts use a variety of approaches to bilingual education, designing individual programs based on the needs of each child. According to Baker (1996: 19), there are four basic types of bilingual eduation. They are Transitional Bilingual Education (TBE), Submersion, English as a Second Language (ESL), and immersion.
The common approach is Transitional Bilingual Education (TBE). It is the theory that “reading in one’s native language facilitates reading in a second language . . . [And] that children’s achievement in a second language depends on their mastery of their native language” (Porter, 1990). In other words, a solid foundation in the students’ native language best prepares them for learning in English.
c. The Technique
says each dialogue sentence twice, with the mother tongue version sandwiched between:
(Taken from C. J Dodson, 1967/1972)
Therefore, after knowing what a bilingual education and its advantages, types, and technique are, the writer needs to know about the theory of English for Specific Purpose.
3. English for Specific Purpose (ESP)
In this part, the writer intends to discuss English for Specific Purpose (ESP) because the designed materials, in this study, will be English for Specific Purpose (ESP) designed materials, especially the branch of ESP, that is, English for Teaching Purpose (EAP).
a. The Definition and Criteria of ESP
According to Hutchinson and Waters (1987: 19), ESP must be seen as an approach not as a product. ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning. Robinson (1991: 2) proposes numbers of features, which are considered as the “criteria of ESP”. The features are as follows:
1. ESP is ordinarily goal directed.
People learn English to achieve certain goal. They need English not merely because they are interested in general English, but because they need it for study
Teacher (or tape): Would you mind if I brought a friend?
Teacher : Konnte ich vielleicht einen Freund / eine Freundin mitbringen? Teacher : Would you mind if I brought a friend?
or work purpose. Therefore, the objectives, materials, and teaching learning activities must be suitable with the purpose or goal.
2. Need analysis is paramount to design an ESP course
It means that the aim of the course is first identified by the learners need analysis. The purpose of the needs analysis is to identify and specify what the students need in learning English. It emphasizes the target of the course goal. 3. In ESP course, the participants are usually adults rather than children.
People who learn in an ESP course are normally people who have experienced in learning English. They have learned English for general. They need ESP to continue their English in more specific way related to their study or work.
4. The class of ESP should come from identical learners.
People who learn in an ESP course must have the same kind of work field of specialist although their ages are different one another. It is not common for an ESP class to have learners with various studies or works.
5. There is usually clear time period for the course.
The objectives should closely specify and be related to the time available. It implies the collaboration and negotiation among those who involved in the course, for examples, organizer, teacher, and students.
b. Needs Analysis
and Waters (1987: 55) state that learner needs include target needs and learning needs.
1) Target Needs
Target needs include the target situation in terms of necessities, lacks, and wants.
1. Necessities
Necessities are determined by the demands of the target situation, that is, what the learners have to do in order to function effectively in the target situation. 2. Lacks
It is important to know what the learners already know in order to see the learners’ lacks.
3. Wants
After identifying the learners’ necessities and lacks, it is important to consider what the learners’ view of their needs is. It is necessary to conduct the students’ wants about the subject.
2) Gathering Information about Target Needs
3) Learning Needs
According to Hutchinson and Waters (1987: 62), it is naive to base a course design simply on the target objective, just as it is naive to think that a journey can be planned solely in terms of the stating point and the destination. Therefore, it is also important to know and plan about the vehicle in order to achieve the destination. This vehicle, concerning ESP course design, is called as learning needs.
4) Analyzing Learning Needs
To analyze learning needs, we can refer to these following questions as the framework for analyzing learning needs:
Why are the learners taking the course? How do the learners learn?
What resources are available? Who are the learners?
Where will the ESP course take place? When will the ESP course take place?
Therefore, after knowing what English for Specific Purpose is, the writer needs to know about the theory of teaching speaking.
4. The Theory of Teaching Speaking
problems with speaking activities, solution to overcome the problems, and types of teaching learning activities.
a. The Nature of Speaking
Nunan (2003: 48) stated that speaking in a new language is harder than reading, writing, or listening for two reasons. First, unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and revise what you wish to say, as you can if you are writing.
In Language teaching, the four skills are described in terms of their direction. Language generated by the learner (in speech or writing) is refferred as productive. Language directed at the learner (in reading or listening) is called receptive. Another important idea is the channel, which refers to the medium of the message (aural/oral or written). Thus, speaking is the productive aural/oral skill. In addition, in order to know the effective speaking activity to maximixe the time, the teachers have to know the principles for teaching speaking.
b. The Principles for Teaching Speaking
According to Kathleen M. Bailey (David Nunan, 2003: 54-56), there are five principles for teaching speaking. English teachers must know these principles. They are described as follows:
Speaking is learned in two broad contexts. They are second language and foreign language situations. The challenges teachers face are determined by the target language context.
A second language (SL) context is one where the target language is the language of communication in the society (such as English in the United Kingdom). A foreign language (FL) context is one where the target language is not the language of communication in the society (e.g., learning English in Indonesia). Therefore, learning speaking skills is very challenging for students in FL contexts, because they have very few oppurtunities to use the target language outside the classroom.
2. Give students practice with both fluency and accuracy.
In language lesson, especially in the beginning and intermediate levels, learners must be given opportunities to develop both their fluency and their accuracy. They cannot develop fluency if the teacher is constantly interrupting them to correct their oral errors. Teachers must provide students with fluency-building practice and realize that making mistakes is a natural part of learning a new language.
3. Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.
4. Plan speaking tasks that involve negotiation for meaning.
It is a process that learners make progress by communicating in the target language because interaction necessarily involves trying to understand make ourselves understood by asking for clarification, repetition, or explanation during conversations.
5. Design classroom activities that involve guidance and practice in both transactional and interactional.
Interactional speech is communicating with someone for social purposes. It includes both establishing and mantaining social relationships. Transactional speech involves communicating to get something done, including the exchange of goods and/or services.
Speaking activities inside the classroom need to embody both interactional and transactional purposes, since language learners will have to speak the target language in both transactional and interactional settings.
Furthermore, to support the communicative activity, the writer adapts Ur theory that convey some problems which might be encountered in speaking activities.
c. Problems with Speaking Activities
1. Inhibition
Unlike other language skills, speaking requires some degree of real–time exposure to an audience. Learners are often inhibited about trying to say things in a foreign language in the classroom. The students are often worried about making mistakes, of fearful of criticism of losing face.
2. Nothing to say
The students also often cannot think of anything to say. They have no motive to express themselves. Therefore, the teacher should be able to provide interesting topic in the classroom.
3. Low or uneven participation
This is also one problem in speaking activity. In the classroom, some students can dominate the activity while others have little participation in the activity. 4. Mother-tongue use
In learning English as foreign language, the students also tend to use their mother tongue in the classroom activity because it is easier. Therefore, the teacher should prevent the use of mother-tongue use in every speaking activity in the classroom.
d. Solution to Overcome the Problems
Ur (1996: 121) proposes some solutions that can be used by English teachers to overcome the problems that commonly appear in speaking activities. The solutions are as follows:
1. Use group work
It is true that by applying group works in classroom activities, the teacher cannot supervise all learner speech so that not all utterances will be corrected, and learners may occasionally slip into their native language, but in small groups, the students will get more chance to speak and there is less pressure to speak in small groups.
2. Base the activity on easy language
The level of language needed for a discussion should be easily recalled and produced by the participants so that they can speak fluently with minimum of hesitation.
3. Make a careful choice of topic and task to stimulate interest
The main important reason for this careful choice is that the students are expected to be motivated to learn because they are interested in the topic they learn.
4. Give some instruction or training in discussion skills
5. Keep students speaking the target language
It is important to ask the students to continuously speak in English in every speaking activity. The best way to keep students speaking the target language is simply to monitor the students by you as much as possible, reminding them and modeling the language use yourself.
In order to make a realization of the above theories, the writer needs to know the types of teaching learning activities.
e. Types of Teaching Learning Activities
Several teaching strategies were also suggested by Kathleen M. Bailey (David Nunan, 2003: 56-58) that can be used to help language learners gain practice in speaking in the target language. The writer will explain each activity below:
1. Information gap
Information gap is a useful activity in which one person has information that the other lacks. They must use the target language to share that information. For instance, one student has the directions to a party and must give them to a classmate.
2. Jigsaw activities
Another could have a map of Canada. Without showing each other the visual information, they must speak English to plan a one week trip.
3. Tango seating
In tango seating, one student’s right shoulder is next to the other student’s right shoulder and they are facing opposite directions. This arrangement allows them to hear one another but not see what is being drawn or constructed on their partner’s desk.
4. Role-plays
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. Larsen-Freeman (2000: 84-85) said that the students are often asked to create their own lines relevant to the situation by giving them an opportunity to practice communicating in different social contexts and in different social roles. For example, one student plays a tourist telephoning the police to report his wallet stolen. The other plays the role of a police officer trying to help the tourist file a report.
To be able to invite the learners speak and communicate, it is necessary for the writer to designed materials which can be used to teach communicatively using Communicative Language Teaching (CLT).
5. Communicative Language Teaching (CLT)
communication as the underlying principle rather than grammar mastery. That is why the writers believes that CLT is appropriate to be implemented for the bilingual preparation program for mathematics teachers of grade seven of junior high school. In this part, the writer intends to discuss the understanding of CLT, the principles of CLT, and the techniques and the materials in CLT.
a. What is Communicative Language Teaching?
The origins of Communicative Language Teaching (CLT) are to be found in the changes in the British language teaching tradition (Situational Language Teaching), in which the language was taught by practicing basic structures in meaningful situation-based activities. A new idea appeared from Christoper Candlinand Henry Widdowson. These two British scholars advocated the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures (Richards and Rodgers, 2001: 153).
and (b) develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.
b. The Principles of Communicative Language Teaching
There are some principles of Communicative Languange Teaching which are described as follows:
1) The goal
The goal of language teaching/learning which use Communicative Language Teaching approach is to enable students to communicate in the target language (Larsen-Freeman, 2001: 128). To do this, students need knowledge of the linguistic forms, meanings, and functions. It means that through this approach the students are expected to become communicatively competent – knowing when and how to say what to whom.
2) The Teacher’s Role
The teacher is the facilitator of the activities. One of his/her major responsibilities is to establish situations likely to promote communication (Larsen-Freeman, 2001: 128). Besides, he also acts as an advisor, answering students’ questions and monitoring their performance. Thus, it is necessary for the teachers to be careful in selecting the classroom procedures and activities.
3) The Students’ Role
actively engaged in negotiating meaning-in trying to make themselves understood and in understanding others- even when their knowledge of the target language is incomplete (2001: 129). It means that the students is responsible to their own learning process. In the other words, they become managers of themselves.
4) The Characteristics of the Teaching/Learning Process
According to Diane Larsen and Freeman (2001: 129), there are some characteristics of teaching/learning process based on CLT. They are described as follows:
1. Almost everything in classroom is done based on communicative intent. It means that the activities done in class should be able to promote communicative learning situation.
2. The materials used in CLT classroom are authentic. It is supposed to enable students to develop strategies for understanding language as it is actually used by native speakers.
3. Students in small groups often carry out the activities in CLT classroom. The small groups in CLT classroom will be very effective, especially to encourage each student to actively communicative because in small groups, the students will get more chance to speak than in a big class.
5) The Role of Instructional Materials
Materials thus have the primary role of promoting communicative language use. There are three kinds of materials considered in CLT according to Richards and Rodgers:
1. Text-based materials
Some textbooks are designed to direct and support CLT. The examples of these materials are visual cues, tape cues, pictures, and sentence fragments. These materials are created to help teachers to initiate conversation.
2. Task-based materials
To support CLT, a variety of games, role plays, simulations, and task-based communication activities have been prepared. These are usually in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. If it is in pair-communication materials, it is typically set to a material used for a pair of students. Each set contains different kinds of information, e.g. jigsaw.
3. Realia
c. The Techniques and Materials in CLT 1. Authentic materials
According to Larsen and Freeman (2000: 132), authentic materials are quite significant to be given to the students. It is intended to overcome the typical problem that students could not transfer what they have learnt to the outside world and to expose students to natural language in a variety of situations. The examples of authentic materials are newspaper articles and a live radio or television broadcast.
2. Scrambled sentences
This is an activity in CLT in which the activity enables students to have an exercise, which teaches students about the cohesion and coherence properties of language (Larsen and Freeman, 2000: 133). It means that through this activity, the students are able to learn the target language in the discourse level. The example of this activity is the teacher gives the students a passage in which the sentences are scrambled. Afterwards, the students are asked to unscramble the sentences. 3. Language games
Larsen and Freeman (2000: 133) state that games are used frequently in CLT. The students find them enjoyable, and if they are properly designed , they give students valuable communicative practice. The example of game in CLT is information gap.
4. Role Play
communicating in different social contexts and in different social roles. Furthermore, Larsen and freeman (2000: 134) also state that the role-plays given to the students can be structured (for example, the teacher tells the students who they are and what they should say in the role play) or in a less structured way. The second one is considered to be more appropriate to apply in CLT class because the students will have more choice to express what they will say.
Considering the importance of a syllabus, the writer needs to know how to develop the syllabus.
6. Syllabus
According to Hutchinson and Waters (1987: 80) a syllabus is defined as a document, which says what will (or at least what should) be learnt. There are several reasons why an ESP designer should establish a syllabus. The reasons are as follows:
1. Syllabus provides basis for the division of assessment, textbook, and learning times.
2. Syllabus makes the language-learning task appear manageable. 3. Syllabus serves as a map, which gives direction in language learning.
4. Syllabus is an implicit statement of view on the nature of language and learning.
Depdiknas (Model Pengembangan dan Pelatihan Silabus, 2003: 14) proposes some components, which should be included in a syllabus. The components of a syllabus are as follows:
1) Competency Standard
Standard competence is the basic abilities/skills, which the students should have, in a learning process. The formulation of standard competence in a syllabus is intended to guide the teachers or syllabus designers to formulate the basic competence to be learning experiences so that the arrangement of learning experiences can be appropriate to the formulated goals.
2) Basic competence
The formulation of basic competence in a syllabus is important. It is very useful to remind the teachers about the basic competence which should be achieved. The elements of basic competence include the learning outcomes, namely the statements of the expected performances after the students experience the learning process in certain competence.
3) Indicators
Indicators are the specific form of basic competence. If the students can achieve the formulated indicators, the basic competence can automatically be fulfilled.
4) The main materials
5) Learning experience
In order to guarantee that there is an effective teaching/learning process, the syllabus designer should formulate learning experiences, which the students will undergo. In the syllabus, the learning experience includes the arrangement of the activities, which the students should do in order to achieve the basic competence. 6) Time Allocation
In order to be able to plan the learning process, the duration of time needed to achieve the formulated basic competence should be organized. The organization of time depends on the time provided for conducting the whole learning process. 7) Sources
The learning sources, which are considered to be effective to support the students’ learning process, are books, brochures, magazines, and newspapers.
Henceforth, after collecting the theories, the writer needs to give details about the writer’s steps in designing the material in the theoretical framework.
B. Theoretical Framework
the instructional materials in which the writer uses the combination of two design models (Kemp and Yalden). The steps in the model are described as follows: 1. Conducting needs survey
This step is adapted from Yalden’s model and needs analysis proposed by Hutchinson and Waters. It is very important in ESP course design. The purpose of the needs analysis is to identify and specify what the learners need in learning English. It will determine the goal of the course as the next step. In analyzing the learners’ needs, the writer conducts a survey by giving questionnaires to the mathematics teachers ofSMP 3 SlemanandSMP N 1 Bantul.
2. Stating goals, topics, and general purposes
This step is adapted from Kemp’s model. After knowing the learners’ needs, the writer, then, states the goals, topics, and general purposes. Goals always become the basis in a course. After stating the goals, the topics should be listed as the scope of the course. It will also become the extent of the program. Subsequently, when listing the general purposes on one topic, there could be several purposes. Therefore, the writer needs to write objectives.
3. Specifying the learning objectives
4. Listing the subject contents
According to Kemp (1977: 44), subject content covers the selection and organizing of the specific knowledge (facts and information) that the students need to achieve. It is also aimed at listing the subject contents in order to clarify the learning objectives. The content should be closely related to the objectives and students’ need.
5. Developing the syllabus
This step is adapted from Yalden’s model. The role of a syllabus in designing a set of instructional materials is important. A syllabus can provide a basis for the division of assessment, textbook, and learning times. Furthermore, it can make the language learning tasks appear manageable (Hutchinson and Waters, 1987: 80). In designing the materials, the writer would adapt the format of syllabus design proposed by Depdiknas (Model Pengembangan dan Pelatihan Silabus, 2003: 14) which consists of seven elements. They are competency standard, basic competence, indicators, main materials, learning experience, time allocation, and sources.
6. Selecting teaching and learning activities
Communicative Language Teaching (CLT), the theory of teaching speaking, and the materials design models which have been discussed in the previous section.
To give opportunities to speak in the target language, basically, the writer intends to produce a set of English speaking intructional materials which enable students to communicate to speak in target language. Besides, the writer will design the materials which enable students to talk a lot, have high motivation in learning, and have even participation in every classroom activity to avoid problems with speaking activities, such as inhibition, nothing to say, low or uneven participation, and mother tounge use. Therefore, to overcome the problems, the writer would apply the techniques which promote communicative classroom activities, the use of authentic materials in order to provide students the real-life learning activities as well as the use of easy and acceptable language for the learners. Furthermore, the careful choosing of the topics and the use of the target language in the designed materials will be effective to be applied in the designed materials. Besides, the writer also apply a technique used in bilingual education proposed by Dodson (1967/1972) named The Sandwich-technique. Moreover, this technique is not against CLT approach since CLT also allows translation if it is really needed.
7. Conducting an evaluation survey
distributes designed materials and questionaires to three English instructors of Wisma Bahasa Yogyakarta and one lecture of English Language Education Programme of Sanata Dharma University. The suggestions and feedback will become the consideration in revising the designed materials.
8. Revising and improving the designed materials
The writer revises the designed materials based on the suggestions, criticims, and corrections from the participants in the evaluation survey step, with a view to revising any phases of the plan that need improvements.
The steps are illustrated in the following figure:
Figure 2.3: The Steps of the Designed Materials Stating
goals, topics, and
general purposes Conducting
Needs Survey
Specifying the learning
objectives
Listing the subject content
Selecting teaching and learning activities Developing
the syllabus
Conducting an evaluation
survey
43 CHAPTER III METHODOLOGY
This section discusses the methodology which was used in order to answer the questions concerning the problem formulation. The discussion covers the description the research method, research participants, research instrument, data gathering technique, data analysis technique, and research procedure.
A. Research Method
As it has been stated in the problem formulation, this study deals with two major problems to be solved. First, how a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta is designed. Second, what the designed set of materials looks like. To solve these two problems, the writer conducted a research method. This method is called Educational Research and Development (R & D).
According to Borg and Gall (1983), Educational R & D is a process used to develop and validate educational products. It aims to discover new knowledge (through basic research) or to answer specific questions about practical problems (through applied research) (Borg and Gall, 1983: 772). In this research, R & D means a process to develop and validate the material design.
developing preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, and (10) dissemination and implementation (Borg and Gall, 1983: 775). In this study, however, the writer did not employ all the Educational R & D cycle. The writer conducted a small scale Educational R & D cycle which only included steps one to five since the Small Scale Educational R & D had represented the main idea and purpose of Educational R & D. Besides, the writer had limited time and capacity to all the steps of R & D cycle. The writer only designed the materials, not implemented the materials. It is described as follows:
1. Research and Information Collecting
learners’ needs, interests, and target of learning. This step is also the same with what Yalden calls as a needs survey.
2. Planning
Having completed the review of the literature and collected the data, the writer proceeded to the planning step of the R & D cycle. Borg and Gall (1983: 779) stated that the most important aspect of planning a research based educational product is the statement of the specific objectives to be achieved by the product. It means that the researcher must be careful in formulating the specific objectives because this is the basis to measure whether or not the materials really match to the learners’ needs. The writer also made as interesting as possible in terms of their format to encourage students to learn and develop their interest but still considering the content of materials.
3. Develop Preliminary Form of the Product
The next major step in the R & D cycle is to build a preliminary form of the educational product that can be field tested. It includes preparation of instructional materials. In other words, the writer interpreted and used the information gathered from the previous steps into a set of instructional materials. The model proposed here has a possibility to be revised.
4. Preliminary Field Testing
participants to get opinion and feedback on the designed instructional materials by distributing and gathering questionnaires to three English instructors of Wisma Bahasa Yogyakarta and one lecturer of English Language Education of Sanata Dharma University. However, in this study, the writer did not test the designed materials in the field (for the learners of Bilingual Preparation Program atWisma Bahasa Yogyakarta). The writer only did evaluation survey (Kemp’s evaluation). 5. Main Product Revision
It was the last step in conducting the research. Its purpose was to determine whether the designed materials meet their objectives (Borg and Gall, 1983: 783). Based on the participants’ opinion and feedback conducted in the previous step, the writer revised and improved the designed materials to get more appropriate and suitable.
B. Research Participants
There were two groups of participants in this study. They were the participants of the first survey (for conducting needs analysis) and the second survey (for conducting preliminary field testing). For the first survey, the participants were the mathematics teachers (six people) in SMP N 1 Bantul and SMP N 3 Sleman. Their ages were between 35 to 60 years old. Most of them were bachelors and one of them was post graduate. All of them had already had the
experience of teaching bilingual mathematic class for 2 years. The writer
tthe participants. The writer gained the data needed to get appropriate materials based on the learners’ needs, interests, and target of learning.
The participants of the second survey were from the appropriate and qualified participants. They were three English instructors of Wisma Bahasa Yogyakarta (S1 graduates of English Language Education programme) and one English lecturer at Sanata Dharma University (S3 graduates). The English instructors were involved in evaluating the designed materials because they had direct contact to the learners. All the participants were asked to judge whether the designed materials were accepted or not and to give feedback and suggestions. Their feedback and suggestions on the designed materials were very important in order to make some revisions and improvements of the materials.
The description of participants regarding the educational background and teaching experience is presented in Table 3.1
Table 3.1 The Description of Evaluation Survey Participants
Group of Participants
Sex Educational Background
Teaching Experience in years
F M S1 S2 S3 1-5 6-10 >11
English Instructors ofWisma Bahasa
Yogyakarta
2 1 3 - - 3 -
-English Lecturer of Sanata Dharma
University
- 1 - - 1 - - 1
C. Research Instrument
research conducted above, the writer needed an instrument employed, which was questionnaires. Those questionnaires were:
1. Questionnaires of Research and Information Collecting
The questionnaire for needs survey was written in Indonesian because the participants could more easily understand the meaning of the questions so that the participants found no difficulties in answering the questions and they could answer all of them appropriately. The aim of having this instrument was to figure out the learners’ needs, aims and difficulties in learning English. Besides, after getting the data from the questionnaires, the writer knew their interests of the course material and method that became the basis in designing the instructional materials. (see Appendix 2)
2. Questionnaires of Preliminary Field Testing
writer could produce a set of English speaking instructional materials for mathematics teachers of the seventh grade of junior high school studying at the bilingual preparation programof Wisma Bahasa Yogyakarta. (see Appendix 3)
There are two types of questionnaires in this study. The first type of questionnaire is the restricted or closed form; questionnaires that call for short, check responses (Best, 1970: 162). They provide for marking a yes or no, a short response, or checking an item from a list of suggested responses. It also provides for unanticipated responses (an “other” category). The writer used this type for both questionnaires of research and information collecting and preliminary field testing.
The second type of questionnaire is the unrestricted or open-form; a type of questionnaire calls for a free response in the respondent’s own words. No clues are given and it provides for greater depth of response. The writer used this type for questionnaires of preliminary field testing.
D. Data Gathering Technique
goal which is to learn about a large population by surveying a sample of that population, it is called a descriptive survey. To do the survey, the writer used questionnaires.
The questionnaires of the research and information collecting were distributed to the mathematic teachers ofSMP N 1 BantulandSMP N 3 Slemanas the sample and then after answering the questions. They handed it in the following week.
The questionnaires of Preliminary Field Testing were distributed to lecturers of English Education Study Program at Sanata Dharma University and English instructors of Wisma Bahasa Yogyakarta. In this survey, the writer gave the designed materials and the questionnaires to them. The questionnaires served as feedback from reconstructing the final version of the designed materials and it was collected by the writer in the following week.
E. Data Analysis Technique
The data from the questionnaires of the Research and Information collecting were in the form of the total number of mathematics teachers who choose certain option/s to each question. The writer analyzed the data after gathering the data from the questionnaire. The data were calculated using percentage method. The formula is as follows.
n
