DESIGNING SUPPLEMENTARY SPEAKING MATERIALS
USING EXPERIENTIAL LEARNING FOR THE TENTH GRADE
STUDENTS OF SENIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Theresia Novitasari
Student Number: 051214029
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
DESIGNING SUPPLEMENTARY SPEAKING MATERIALS
USING EXPERIENTIAL LEARNING FOR THE TENTH GRADE
STUDENTS OF SENIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Theresia Novitasari
Student Number: 051214029
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
Don't Give It Up
Today life gave you another slap
but don't give it up
throwing your towel in the ring
for things gone wrong, for words that sting
'cos there must be another way
you will see it in the light of another day
When everything seems sour, not in your favor
look around until you find better flavor
so, don't just give but live it up
pick up the pieces, be tough
grind your teeth and turn another cheek
don't give it up, that's exactly what they seek
It's too easy to walk away
quitter never wins so you should better stay
look challenges straight in the eye
don't say yet the last good-bye
fight like an animal in a trap
but don't give it up
Author:
Z. Vujcic
I dedicate this thesis to:
ABSTRACT
Novitasari, Theresia. 2010. Designing Supplementary Speaking Materials Using
Experiential Learning for the Tenth Grade Students of Senior High School.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
Speaking had become an essential part of language learning. Based on the
observations, it was found that most (92.5%) of the tenth grade students of SMA
Pangudi Luhur Yogyakarta were interested in learning speaking. However, they were
afraid and had low motivation every time they were asked to speak in English. This
problem was caused by the lack of speaking practices so that the students did not
have enough opportunities to practice speaking in English. Therefore, this study was
intended to design speaking materials based on Experiential Learning for the tenth
grade students of senior high school. This study was concerned with one research
question; it was “What is the design of English speaking materials using experiential
learning for the tenth grade students of senior high school.”
To answer the research question, the writer employed Research and
Development (R & D) and adapted the combination of Kemp’s and Yalden’s
instructional model in designing the materials. The speaking materials were designed
using experiential learning theory because this theory emphasized on students’
immediate experience and critical thinking. Moreover, this study was designed based
on School-Based Curriculum 2006. The design of English speaking materials was
divided into six parts. They were: (1) Lacks and students’ needs; (2) Goals, topics,
and general purposes; (3) Learning objectives of the designed materials; (4) Subject
contents of the designed materials; (5) Teaching learning activities and resources;
and (6) Materials feedback and revision.
Based on the evaluation by the English teachers of SMA Pangudi Luhur
Yogyakarta and English Language Education lecturers of Sanata Dharma
University, the mean was 4.1 ranged from 3.6 up to 4.4 on five-point scale. It was
concluded that the designed materials are suitable and acceptable to be used in the
school but it still need revisions.
The designed materials consist of eight units. They are Getting to Know,
Great Vacation, I Can Make It, Great Story, Go With Me?, My Favorite Fable, My
Dad, and School Punishment. Each unit in the designed materials is divided into five
sections. They are Set Induction which is called Let’s Warm up, Concrete Experience
which is called Let’s Experience, Reflective Observation which is called Let’s Share,
Abstract Conceptualization which is called Let’s Practice, and Active
Experimentation which is called Let’s Speak.
Hopefully, the designed materials can be applied in the school to facilitate the
students to improve their speaking skill.
ABSTRAK
Novitasari, Theresia. 2010. Designing Supplementary Speaking Materials Using
Experiential Learning for the Tenth Grade Students of Senior High School.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Speaking telah menjadi bagian penting dalam pembelajaran bahasa. Dari
pengamatan yang dilakukan, diketahui bahwa sebagian besar (92,5%) siswa kelas
sepuluh SMA Pangudi Luhur Yogyakarta tertarik dalam pelajaran speaking. Akan
tetapi, mereka cenderung merasa takut dan memiliki motivasi yang rendah setiap kali
mereka diminta untuk berbicara menggunakan bahasa Inggris. Hal ini disebabkan
oleh kurangnya latihan speaking sehingga siswa tidak mempunyai kesempatan yang
cukup untuk berlatih berbicara menggunakan bahasa Inggris. Oleh karena itu, studi
ini bertujuan untuk merancang materi pembelajaran speaking berdasarkan
experiential learning bagi siswa kelas sepuluh Sekolah Menengah Atas. Studi ini
difokuskan pada satu pertanyaan penelitian, yaitu “Seperti apa rancangan
pembelajaran speaking menggunakan experiential learning bagi siswa kelas sepuluh
Sekolah Menengah Atas.
Untuk menjawab pertanyaan penelitian, penulis menerapkan metode R & D
(metode penelitian dan pengembangan) dan mengadaptasi kombinasi dari model
perancangan Kemp dan Yalden dalam merancang materi. Materi speaking dirancang
menggunakan teori experiential learning karena teori ini menekankan pada
pelalaman langsung siswa dan pemikiran kritis. Selain itu, studi ini dirancang
berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Rancangan materi
speaking dibagi dalam enam bagian. Bagian-bagian itu adalah (1) Kekurangan dan
kebutuhan siswa; (2) Tujuan, topik, dan tujuan umum; (3) Tujuan pembelajan; (4) Isi
materi; (5) Kegiatan pembelajaran dan sumber-sumbernya; dan (6) Masukan dan
perbaikan produk.
Berdasarkan hasil evaluasi yang diperoleh dari guru-guru bahasa Inggris SMA
Pangudi Luhur Yogyakarta dan dosen-dosen Pendidikan Bahasa Inggris Universitas
Sanata Dharma, rata-rata yang diperoleh adalah 4.1 berkisar antara 3.6 sampai 4.4
pada skala 5. Dari hasil ini dapat disimpulkan bahwa materi dapat diterima dan
digunakan di sekolah tetapi masih memerlukan perbaikan.
Rancangan materi terdiri dari delapan unit, yaitu Getting to Know, Great
Vacation, I Can Make It, Great Story, Go With Me?, My Favorite Fable, My Dad,
and School Punishment. Setiap unit terbagi menjadi lima bagian utama, yaitu Set
Induction yang diberi nama Let’s Warm up, Concrete Experience yang diberi nama
Let’s Experience, Reflective Observation yang diberi nama Let’s Share, Abstract
Conceptualization yang diberi nama Let’s Practice, dan Active Experimentation yang
diberi nama Let’s Speak.
ACKNOWLEDGEMENTS
First of all, I would like to give my greatest gratitude to my Lord, Jesus
Christ, for His endless love, blessings, and grace. I thank Him for always being my
side, giving me strength and guiding me throughout my life.
My deepest gratitude is addressed for my sponsor, Gregorius Punto Aji,
S.Pd., M.Hum. for his kindness and willingness to help me in writing this thesis. I
believe that I would have not been able to finish this thesis without his guidance,
supports, and patience. I am deeply grateful to all lecturers of English Language
Education Study Program for guiding and teaching me during my study in Sanata
Dharma University. I sincerely thank FX. Ouda Teda Ena, S.Pd., M.Pd. and Dr.
Retno Muljani. M.Pd., my academic advisors, for the guidance and support during
my study. Furthermore, I would also like to say thanks to all secretariat staffs of
English Language Education Study Program, especially Maria Martarina Pramudani
and Chatarina Artilantari for always helping me with the administrative matters.
My special gratitude also goes to Drs. Br. Herman Yoseph, FIC, the
headmaster of SMA Pangudi Luhur Yogyakarta. I thanked him for giving me
permission to conduct the study in SMA Pangudi Luhur Yogyakarta. I would also
like to give my special gratitude to Christina Karyanti S.Pd, Restituta Krismanti,
S.Pd., and Dra. Yos Wahyu, the English teachers of SMA Pangudi Luhur
Yogyakarta, I thanked them for their help, guidance, and suggestions toward my
designed materials. My special appreciation goes to the tenth grade students of SMA
during the data gathering. Moreover, I sincerely express gratitude to Drs. Y.B.
Gunawan, M.A. and Christina Kristiyani, S.Pd., M.Pd. for their suggestions,
comments, and criticism toward my designed materials.
My deepest gratitude is addressed to my beloved parents, Ruswanto and Sri
Paryanti. I thanked them for their prayer, love, support, advice, patience they have
given to me. My gratitude goes to my lovely sister, Iin Therawati Nugraheni. I
thanked for her support given to me.
My special gratitude is addressed to all my lovely best friends: Erythrina
Cahyaningsih, Agatha Pepy Yerinta, Indriani Kusumastuti, Ima Putri Wulandari,
Ayoe Risna Hanna, and Anastasia Beni for their love, support, friendship, and all the
happiness and sadness we have spent together. I hope our friendship will be
everlasting. My gratitude also goes to my boarding house family, Sisca, Ceha, Mbak
Indah, Mbak Yuli, Cie Ratna, Ria, Etha, and Siska. I thanked them for their love,
support and for giving me a warm togetherness.
My gratitude also goes to all TOP Training Centre staffs especially Bu
Endang, Miss Ririth, Miss Hanna, Miss Ritha, Miss Rimpeng, Miss Ita, Miss Esa,
and Miss Dhini. I thanked them for giving me a great opportunity to develop myself.
Last, but not least, my gratitude goes also to all PBI 2005 students, for the
unforgettable moments during the study in Sanata Dharma University, and to all
people whose names cannot be mentioned one by one here. May God bless us
forever.
TABLE OF CONTENTS
Page
TITLE PAGE ... ...
i
APPROVAL PAGES ...
ii
DEDICATION PAGE . ... iv
STATEMENT OF WORK’S ORIGINALITY ...
v
PAGE OF PUBLICITY ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES .. ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION
A.
Research Background ... ... 1
B.
Problem Formulation .... ... 4
C.
Problem Limitation ... ...
5
D.
Research Objectives ...
5
E.
Research Benefits ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE
A.
Theoretical Description ...
9
1.
Research and Development (R & D) . ...
9
2.
Instructional Design Models ... ... 11
3.
Experiential Learning ... 18
4.
Set Induction Skill ... 25
5.
School-Based Curriculum 2006 ... 27
6.
Theory of Teaching Speaking ... 29
B.
Theoretical Framework ... 33
CHAPTER III. METHODOLOGY
A.
Research Method ... 37
B.
Research Participants ... 40
C.
Research Instruments ... 41
D.
Data Gathering Techniques ... 42
E.
Data Analysis Techniques ... 44
F.
Research Procedure ... 46
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A.
Lacks and Students’ Needs ... 48
B.
Goals, Topics, and General Purposes ... 53
C.
The Learning Objectives of the Designed Materials ... ... 55
E.
Teaching Learning Activities and Resources ... 59
F.
Materials Feedbacks and Revision ... ... 65
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A.
Conclusions ... 72
B.
Suggestions ... 74
REFERENCES ... 76
LIST OF TABLES
Table
Page
Table 2.1 The Competence Standard and the Basic Competence ………... 29
Table 3.1 The Description of the Respondents (Blank) ... 41
Table 3.2 Data Type and Gathering Techniques ... 43
Table 3.3 Points of Agreement ... 44
Table 3.4 Participants opinion on the Designed Materials (Blank) ... 44
Table 3.5 The Criteria of the Mean of the Evaluation Analysis Result ... 45
Table 4.1 The Result of the Needs Survey ... 51
Table 4.2 The Topics of the Designed Materials ... 53
Table 4.3 The Basic Competencies ... 54
Table 4.4 The Indicators ... 56
Table 4.5 The Subject Content of the Designed Materials ... 58
Table 4.6 The Learning Activities of the Designed Materials ... 61
Table 4.7 The Description of the Research Participants ... 66
Table 4.8 The List of Participants’ Evaluation ... 67
LIST OF FIGURES
Figure
Page
Figure 2.1 Kemp’s Instructional Design Model ... 15
Figure 2.3 Yalden’s Instructional Design Model ... 17
Figure 2.1 Basic Model of Experiential Learning ... 22
LIST OF APPENDICES
Appendix
Page
Appendix A
Letter of Permission to the Headmaster of SMA PL Yogyakarta ... 79
Appendix B
Letter of Permission from Dinas Perizinan ... 81
Appendix C
Letter of Official Statement from SMA Pangudi Luhur Yogyakarta ... 83
Appendix D
List of Questions of Interview ……….. .. 85
Appendix E
Interview
Transcription
……….…... ..
87
Appendix F
Questionnaire of Research & Information Collecting ... 93
Appendix G
Questionnaire for the Designed Materials Evaluation ... 97
Appendix H
General
Description
...103
Appendix I
Syllabus of SMA Pangudi Luhur Yogyakarta ...108
Appendix J
Appendix K
Teachers’
Manual
...127
CHAPTER I
INTRODUCTION
This chapter consists of six parts, namely Research Background, Problem
Formulation, Problem Limitation, Research Objectives, Research Benefits, and
Definition of Terms. Below are the descriptions of the six parts of introduction.
A.
Research Background
Language is a means of communication. Through language one
communicates and builds relationships with others. Therefore, language is very
important in our society. One of the most important languages is English. Quirk
(1973: 3) says that English has become very important since it is an international
language in the world’s most widely used language. In Indonesia, English is
introduced as a foreign language and it is taught in schools from Elementary School;
even today English is taught in kindergarten and play group. English is considered as
one of the important subjects in Senior High School. This subject is tested in
National Examination as the consideration for the students to graduate from this
level.
There are four elements in English mastery; they are reading ability, listening
ability, writing ability, and speaking ability. In this study, the researcher is interested
in focusing on speaking. The first reason is that of all the four skills (listening,
speaking, reading, and writing), speaking or oral communication skill seems to be the
learning to speak (Nunan, 1999: 8). However, many people feel that speaking in a
new language is harder than reading, writing, or listening. It is because speaking
takes place in actual situation so the speaker cannot rearrange and evaluate what
he/she wants to say (Nunan, 2003: 48). Moreover, speaking skill must be developed
as soon as possible in order to assist the development of the other English skills. As
Widdowson (1979: 60) says that speaking and listening are basic skills since the aim
of the language course is language for communication. The second reason is that
from those four skills, speaking is the only skill that is not tested in National
Examination. This skill is tested separately and it does not determine the graduation.
Moreover, teaching speaking consumes longer time than other skills. Therefore some
English teachers rarely pay much attention in speaking skill. Although speaking is
not tested in National Examination, it does not mean that speaking is not an
important skill to be mastered by the students. As part of language, speaking is very
important to convey the message, idea, and information with others.
Nevertheless, mastering speaking skill is not an easy job. It is because the
English learners in Indonesia rarely practice speaking in their daily life. In Indonesia,
English is become a foreign language which means English is taught in schools and
used in business. Therefore, most of the learners only use English in their English
class. Moreover, based on the researcher’s teaching experience, most of the learners
tend to be afraid of making mistakes and have a lack of self-confident to say
something in English. Davies (2000: 82) says that speaking comes naturally to
humans, but it is not as simple as it seems. It needs high efforts to be able to utter
appropriate methods and materials in order to achieve the objectives of teaching and
learning process.
One of the methods is experiential learning proposed by David A. Kolb.
Experiential learning is the process of making meaning from direct experience (Itin,
1999: 91-98). Drawing upon the works of John Dewey, Kurt Lewin, and Jean Piaget,
Kolb defines learning as the process whereby knowledge is created through the
transformation of experience. Knowledge results from the combination of grasping
and transforming experience (Kolb, 1984: 41). Kolb also describes learning as a
four-step process. He identifies the steps as concrete experience, reflective
observation, abstract conceptualization, and active experimentation (Kolb, 1984: 42).
According to the four-steps, concrete experiences are the basis for observations and
reflections. These reflections are assimilated and distilled into abstract concept from
which implications for action can be drawn. These implications can be actively tested
and served as guides in creating new experiences.
Through experiential learning the students connect their learning to real life
situation. As stated by the ancient Chinese philosopher, Confucius, "tell me and I
will forget, show me and I may remember, involve me and I will understand."
Experiential learning gives the students opportunities to do something meaningful
through active participation and asserts the importance of critical reflection in
learning.
From those reasons above, the researcher intends to propose speaking
materials for the tenth grade students of SMA Pangudi Luhur Yogyakarta where the
the senior high schools that has focused to teach the four English skills. In teaching
English, the teacher integrates speaking with listening while reading integrates with
writing.
Speaking is taught through some activities such as through role play and
conversation. However, the teacher needs kinds of activity that can grasp the
students’ attention and motivate the students to speak. From the observation, the
students tend to be passive and afraid when they are asked to speak in English. Those
are the main reasons why the researcher is interested in conducting the study.
Therefore, this study is aimed to design supplementary speaking materials using
experiential learning for the tenth grade students of senior high school.
The researcher chooses the tenth grade students of senior high school because
it is expected that the students will have strong basics of English since it is better for
students to practice speaking from the very beginning as well as high motivation to
learn English. Since SMA Pangudi Luhur Yogyakarta has applied School-Based
Curriculum 2006 which means the teachers have to design and find the materials by
themselves, these materials are supposed to be an alternative for the teachers in
teaching speaking skill and enrich the variety of materials choices for the teachers.
Hopefully, the designed materials will provide more interesting and beneficial
materials than they had before.
B.
Problem Formulation
The problem in this study can be formulated as follows:
“What is the design of supplementary speaking materials using experiential learning
C.
Problem Limitation
This study is a research in English Language Teaching (ELT) area that
investigates the problems which encounter in speaking class. This study is limited by
designing teaching learning material of speaking class using experiential learning.
D.
Research Objectives
This study is conducted to answer the question stated in the problem
formulation. Thus, the objective of this study is to design supplementary speaking
materials using experiential learning for the tenth grade students of senior high
school.
E.
Research Benefits
The researcher hopes that this study can give benefits to:
1.
The English Teacher of Senior High School
It is expected that this study can be useful for the English teachers of Senior
High School in teaching speaking. Moreover, this study will help them in developing
the speaking materials for the tenth grade students of Senior High School.
2.
The students of Senior High School
It is expected that by applying this study, the students of Senior High School
will be more interested in English, especially in speaking. It is hoped that they will
have more motivation in learning English. Further, hopefully, by using experiential
3.
The researcher
The researcher expected that this study can be useful to enhance her
knowledge about teaching English in Indonesia, especially in making/choosing the
materials to teach. It is also hoped that the researcher can apply her knowledge that
she has got from her study.
4.
Other researchers
This study will hopefully become a stimulus to encourage them to be more
creative to produce better materials in the future.
F.
Definition of Terms
The followings are some definitions of terms which are used by the writer in
writing this study.
1.
Design
According to Oxford Advanced Learners Dictionary (2000: 358), design is an
outline from which something may be made. Design is defined as a developed plan
to guide educational activity in a situation (O Houle, 1978: 230). The term design in
this study refers to developed plan of speaking materials based on experiential
learning.
2.
Speaking
Nunan (2003: 48) states speaking as “the productive aural/oral skill.” This
skill consists of producing systematic verbal utterances to convey meaning. In the
(Widdowson, 1979: 59). In this study, speaking is used for communicative intents,
i.e. to communicate with others.
3.
Experiential Learning
Experiential learning is the process of making meaning from direct
experience (Itin, 1999: 91-98). According to Kohonen (2001: 22), experiential
learming is a wide range of educational approaches in which formal learning (in
institutional contexts) is integrated with practical work and informal learning.
Experiential Learning is described as ‘learning from experience’ or ‘learning through
experience. In this study, experiential learning is when the students are given a
chance to acquire and apply knowledge, skills, and feelings in an immediate and
relevant setting. Here experience plays a significant role in learning.
4.
Senior High School
Senior High School is the same as SMA (Sekolah Menengah Atas) in
Indonesia. It is divided into three grades. They are the tenth, the eleventh, and the
twelfth grade students. Generally, students enter Senior high School after they have
passed junior High School at the age 15 years old above. Those who enter Senior
High School after passing Junior High School are called as the tenth grade Students.
In this study, the subjects are the tenth grade students of SMA Pangudi Luhur
Yogyakarta.
5.
Supplementary Materials
The word “supplementary” is the adjective form of the verb “supply.” In
Oxford Advanced Learners Dictionary (Hornby, 1995: 1200) supply means “to give
supplementary means addition of something to improve something else. In this study,
supplementary means speaking materials which is designed to improve or to develop
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher would like to discuss some theories related to the study, the theoretical description and theoretical framework. The theoretical description presents a detailed discussion of some important concept related to the study. The concepts discussed here are Research and Development (R & D), Instructional Design Models, Experiential Learning, Set Induction Skills,
School-Based Curriculum 2006, and Theory of Speaking. Then the theoretical framework
presents all major relevant theories which help the researcher solve the research problems.
A. Theoretical Description
The following paragraphs are theoretical description of some important concepts related to designing supplementary speaking materials using experiential learning for the tenth grade students of senior high school. The descriptions are as follows:
1. Research and Development (R & D)
a. Research and information collecting
It includes review of literature, classroom observations, and preparation of report state of art.
b. Planning
It includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
c. Develop preliminary form of product
It is preparation of instructional materials, handbooks, and evaluation devices. d. Preliminary field resting
It is conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.
e. Main product revision
It is revision of product as suggested by preliminary field-test results. f. Main field testing
It is conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.
g. Operational product revision
It is revision of product as suggested by main-test results. h. Operational field testing
i. Final product revision
It is revision of product as suggested by operational field-test results. j. Dissemination and implementation
It is report on product at professional meetings and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.
2. Instructional Design Models
a. Kemp’s Instructional Design Model
The first instructional design model that the researcher used as the related literature is Kemp’s instructional design model. Kemp (1977: 8) states that his method can be applied on any education levels namely elementary, secondary, or college. It can be best applied first to individual topics, and then to units, and finally to complete courses, initially involving one or few teachers. The designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. The plan is designed to supply these questions:
1) What must be learned? (Objective)
2) What procedure and resources will work best to reach the design learning levels? (Activities and resources)
1) Goals, Topics, and general purposes
A goal means something that someone expected to achieve. The educational program is developed to serve these goals. Within curriculum areas, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (Kemp, 1977: 13). Planning for instruction often starts with teacher-oriented statements of general purposes for topics. General purposes means what students generally are expected to learn as a result of instruction.
Goals may be derived from three sources – society, students, and subject areas (Kemp, 1977: 14). After establishing goals, the next step is listing the topics. Topics are usually sequenced according to a logical organization, from simple to complex level or from concrete to more abstract levels.
2) Learner’s Characteristics
In order to assure a student’s success in his educational program, the teacher should recognize and respect the student as an individual learner. Kemp states that to serve both group and individual means obtaining information about the learners’ capabilities, needs, and interests (1997: 18-19). There are two factors of learner characteristics; academic factors and social factors (1977: 19).
3) Learning Objectives
Learning objectives concern to learning as the result of instruction. Therefore, in order to be the learning guideline, all objectives must be stated in the forms of activities that will guide the learning process. In short, objectives tell the goals that they have to achieve, the type of behavior that is expected from them and the ideas and skill that are included in the upcoming instruction.
4) Subject Content
Students’ learning experience must involve subject content. The content, in turn, must closely relate to the objectives and to the student’s needs (Kemp, 1977: 43). Subject content includes the organization of the content and the organization of the task analysis.
Organizing the subject content includes the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic.
5) Pre-Assessment
Pre-assessment is carried out in order to plan learning activities for which student is prepared and at the same time to ensure that the student does not waste his time on things he already knows.
Instead of conducting a formal test, the use of questionnaire or even an informal, oral questioning and having the students reply can also be applied to indicate the level of the topics and objectives (Kemp, 1977: 53).
6) Teaching Learning Activities and Resources
A teacher should determine the most efficient and effective methods. Then select the materials to provide learning that will relate with each objective. As a matter of fact, there is no exact formula for matching activities to objectives (Kemp, 1977: 56). A teacher needs to know the strength and weakness of alternative methods that he/she will use.
7) Support Services
This step includes funding, personal, facilities, equipment, tools and time for the schedule of the instructional plan (Kemp, 1977: 85). Support service should be well prepared to avoid any possible constrains in designing the plan.
8) Evaluation
The evaluation is used to test whether the materials are successfully implemented or not, and whether the materials are appropriate for the students or not (Kemp, 1977: 91). This step should be done in order to revise and re-evaluate any phase of the plan that needs improvement.
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)
b. Yalden’s Language Program Development
Yalden offers a communicative syllabus in designing a set of instructional materials. The kind of syllabus that incorporates a consideration of all ten components is increasingly referred to as communicative (Yalden, 1987: 87). The principle on which a syllabus is structured is different from those for selecting the linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more.
1) Needs Survey
This stage is necessary to gather information about the learners such as personal needs, motivation, and learners’ characteristic. Needs surveys is conducted to identify as much as possible of the learners’ need in the designing of the program in order to establish acceptable objectives (Yalden, 1987: 101).
2) Description of Purpose
The result of the need survey will guide the syllabus designer to clarify the purpose of the language program. The description of purpose is prepared in term of: (1) the characteristic of the students, and (2) the skills of the students on entry to and on exit from the program.
3) Selection and Development of Syllabus Type
It is in terms of proto syllabus and physical constraint on the program (Yalden, 1987: 96). The syllabus does not only concern with anything to be taught and the way to do it. It also concerns with the teaching materials such as textbook and exercise as the realization of syllabus itself.
There is no single model of syllabus design, which is universally agreed upon. The course designer can combine various types of syllabuses and put various focuses on oral or written language as required.
4) The Proto Syllabus Production
5) The Production of Pedagogical Syllabus
The Pedagogical syllabus represents a plan to implement the content of the language teaching/learning at the classroom level. The language program designer, in this step, should realize the syllabus in the form of teaching-learning materials and testing approach.
6) The Development and Implementation of Classroom Procedures
In this stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of the weekly schedules. Yalden also states about the teacher training in this stage, such as briefings or workshops on principile, desired outcome, and explanation or creation of teaching materials.
7) Evaluation
The evaluation has two broad aspects; those are the students in the program and the teaching as well as the over-all design. Then this is labeled as the recycling stage because the whole cycle can be begun again at this point. Those stages represent operations for the sake of clarity in Yalden’s model.
Figure 2.2 Yalden’s Instructional Design Model (Yalden, 1987: 88) Needs Survey Descrip tion of Purpos
e
Selection / Develop‐
ment of Syllabus
Product‐ ion of a
Proto‐ Syllabus
Product‐ ion of Pedagogi‐
cal Syllabus
3. Experiential Learning
Experiential learning is the process of making meaning from direct experience (Itin, 1999: 91-98). According to Kohonen (2001: 22), experiential learming is a wide range of educational approaches in which formal learning (in institutional contexts) is integrated with practical work and informal learning. Experiential Learning is usually described in more everyday language as ‘learning from experience’ or ‘learning through experience.’ The basic role in experiential learning is that experience plays a significant role in learning. Learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1984: 38). In experiential learning, learning involves the whole person, including the emotional, social, physical, cognitive and spritual aspects of personality.
a. Foundations of Experiential Learning
The roots of experiential learning can be traced back to John Dewey’s progressive pedagogy, Kurt Lewin’s social psychology, and Jean Piaget’s work on developmental cognitive psychology.
for observation and judgment to intervene, and action is essential for achievement of purpose.
Lewin’s work (1951) on group dynamics and the methodology of action research has been very influential. Lewin as summarized by Kohonen (2001: 24), made the important discovery that learning is best facilitated in an environment where there is a tension between immediate, concrete experience and analytic detachment and reflection. In the basic model of experiential learning advanced by Lewin, immediate personal experience is the focal point for learning. In his model, (1) immediate concrete experience is the basis for observation and reflection. It is accompanied by (2) reflective observation that leads to the (3) formation of abstract concepts and further to (4) testing the implications in new situations.
In his classical work on developmental psychology, Piaget identified four major stages growth that emerge from birth to about the age of 14-16. Piaget as summarized by Kohonen (2001: 24) discovered age-related regularities in children’s reasoning processes, and how intelligence is gradually shaped by experience. Intelligence is a product of the interaction between the child and his environment. Thus the powers of abstract reasoning and symbol manipulation can be traced back to the infant’s action in exploring and coping with his immediate environment, whereby experience is translated into a model of the world.
b. The Role of Experiential Learning
Experiential learning tecniques include various interactive practises where the participants have opportunities to learn from each others’ experiences, being actively and personally engaged in the process:
1) personal journal and reflections
2) portfolios, throught questions and reflective essays 3) role plays, drama activities, games and simulations 4) personal stories and case studies
5) visualisations and imaginative activities 6) models, analogies and theory construction
7) emphaty-taking activities, story telling, sharing with others 8) discussions and reflection in cooperative groups
All of these contain a common element of learning from immediate experience and engaging the learners in the process as whole person, both intelectually and emotionally. (Kohonen, 2001: 23)
Experiential learning involves both observing the phenomenon and doing something meaningful throungh an active observation. The learner is directly in touch with the phenomenon being studied, rather than just hearing, reading, or thinking about it (Keeton and Tate, 1978, summarized in Kohonen, 2001: 23).
c. Basic Model of Experiential Learning
Learning is essentially a process of resolution of conflicts between two dialetically opposed dimensions, the prehension dimension and the transformation dimension.
1) The prehension dimension refers to the way in which the individual grasps experience. This dimension includes two models of knowing, ranging from what Kolb calls grasping through apprehension and grasping through comprehension. a) Apprehension means knowing instantaneously without need for rational
b) Comprehension emphasises the role of conscious learning. Through comprehension we introduce order and predictability to the flow of unconscious sensations.
2) The transformation dimension refers to the transformation of experience through reflective observation and active experimentation. According to Piaget as stated by Kolb (1984: 51-59), extension is behavioral actions that transform objects or states, while intention is intellectual operations that are internalized actions or systems of transformation.
The polar ends of the two dimensions thus yield four orientations to learning (Kohonen, 2001: 28).
1) Concrete experience is learning by intuition, with an involvement in personal experiences and emphasis on feeling over thinking. The instructional activities, for example, discussions in small groups, simulation technique, the use of films, videos, the use of examples, stories, and autobiography.
2) Reflective observation is learning by perception, focusing on understanding the meaning of ideas and situations by careful observation. The instructional techniques include personal journal, reflective essays, observation, and throught questions and discussions.
3) Abstract conceptualisation is learning by thinking, using logic and a systematic approch to problem-solving. The instructional techniques include theory construction, lecturing and building models and analogies. 4) Active experimentation is learning by action, with an emphasis on
practical applications and getting things done. The instructional techniques include various project, laboratory and homework, games, simulation and dramatisation, the use of case studies.
that is reflected seriously provides full measure of learning. Afterward, reflection must be followed by action for further experience. This is what experiential learning is about; learning from actual experience through reflection (Kohonen, 2001: 24).
Figure 2.3 Basic Model of Experiential Learning (Kolb, 1984: 42)
d. Learning Style Inventory
Learning Style Inventory (LSI) is created in order to assess individual orientations toward learning (Kolb, 1984: 67). As result of particular last experience and the demands of present environment, most people develop learning styles that emphasize some learning abilities. The following is a description of the four basic learning styles.
1) Convergent Learning Style
ideas. This learning style is usually called converger because a person with this style seems to do the best in situations like conventional intelligence tests, where there is a single correct answer/solution to a question/problem (Kolb, 1984: 77).
2) Divergent Learning Style
This style has the opposite learning strengths from convergence, emphasizing concrete experience and reflective observation. The greatest strength of this orientation lies in imaginative ability and awareness of meaning and values. The emphasis in this orientation is on adaptation by observation than action. This style is called diverger because a person of this type performs better in situations that call for generation of alternative ideas and implications, such as brainstorming idea (Kolb, 1984: 77-78).
3) Assimilation Learning Style
In this style, the dominant learning abilities are abstract conceptualization and reflective observation. The greatest strength of this orientation lies in inductive reasoning and the ability to create theoretical models. This orientation is more concerned with ideas and abstract concepts.
4) Accommodative Learning Style
e. Characteristics of Experiential Learning
There are six characteristics of Experiential learning stated by Kolb (1984: 25-38), they are:
1) Learning is best conceived as a process, not in terms of outcome. Learning is described as a process whereby concepts are derived from and continuously modified by experience.
2) Learning is a continuous process grounded in experience. Knowledge and skill gained in one situation become instruments of understanding and dealing with situations that follow.
3) The process of learning requires the resolution of conflicts between dialectically opposed models of adaptation to the world. Learning is a tension-filled process,
where knowledge, skills and attitudes are achieved through varying degrees of emphasis on the four modes of learning. The ways in which the tensions are resolved determines the quality and level of learning.
4) Learning is an holistic process of adaptation to the world. Learning is the major process of human adaptation to the social and physical environment. It involves the integrated functioning of the total organism-thinking, feeling, perceiving, and behaving.
6) Learning is the process of creating knowledge. Knowledge results from the transaction between previous experience and new experiences in a process called learning. All learning is relearning in the sense that previous experience is modified by new experiences.
4. Set Induction Skill
Set induction is one of the most important of engaging skills of a teacher. When the students are set, they are ready to learn. Set induction is thus about getting the students ready, inducing the students into the right mind-set.
There are four purposes of set induction (Perrott, 1982 as cited in http://changingminds.org/explanations/learning/set_induction.htm).
a. Focusing attention on what is to be learned by gaining the interest of students. b. Moving from old to new materials and linking of the two.
c. Providing a structure for the lesson and setting expectations of what will happen. d. Giving meaning to a new concept or principle, such as giving examples.
In set induction, there are some important things to be considered by the teacher (Buku Pedoman Pengajaran Mikro, 2008: 15). They are:
a. Provoke the students’ attention and interest
There are some ways to provoke students’ attention and interest.
1) The teacher’s teaching style. In teaching the lesson the teacher is enthusiastic, using clear voice, using appropriate gesture and facial expression.
3) The varieties in interaction such as the students discuss in small group (buzz group) or the students give comment to a picture shown by the teacher.
b. Provoke motivation
Students’ attention and interest are very significant in provoking motivation. There are some ways to provoke motivation:
1) Enthusiastic in teaching the lesson. It will provoke the students to involve in the teaching learning process.
2) Arouse curiosity. It is very important to arouse the students’ curiosity in opening the lesson. It will create the students to pay attention during the lesson. The teacher can tell a story about recent issue or topic or show interesting pictures. 3) Telling contradiction idea such as “Indonesia is a rich country, why many
Indonesian people live in poverty? That question can motivate the students to share their opinion.
4) Using recent issues to attract students’ attention. By telling recent issue, it will make the students pay attention to the lesson. Therefore, the teacher must be aware of the surrounding.
c. Give the students an organizational framework for learning. It can be done by the telling what the students are going to do and how they are going to do it. the teacher must also tell the students the objectives of the lesson and in order to achieve the objectives the steps to accomplish the activities are needed.
5. School-Based Curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan)
a. Background
Recently, all schools in Indonesia have applied the School-Based Curriculum 2006. Badan Standar Nasional Pendidikan, as quoted in Muslich (2007: 17), states that the School-Based Curriculum 2006 is the operational curriculum which is managed and done in each school. The schools are demanded to develop their own curriculum and make materials. This curriculum is required to help the students to reach the standard of the students’ competencies. Therefore, the materials that will be used must be adjusted with the school level, regional characteristics, society cultural, and students’ characteristics.
School-Based Curriculum 2006 (2006: 307) states that learning language will be considered successful when students also study how to communicate in the target language. Learning English covers learning to understand as well as producing both spoken and written utterances. It is hoped that learning English can help the students to know themselves, their own culture as well as other people’s culture, share their opinion, participate in the society, and even develop their imagination and analytical ability.
School-Based Curriculum 2006 elaborates that senior high school students are highly demanded to gain their knowledge through the learning English process in particular literacy. The literacy covers performative, functional, informational, and epistemic. In perfomative level, people can read, write, listen, and speak using
can access knowledge with their language ability, while in epistemic level, people can share their knowledge in the target language. Learning English in senior high school is focused to achieve informational level because the students are prepared to continue their study in the university. While, the epistemic level is considered too high to be achieved by senior high school students because English is become a foreign language in Indonesia.
b. The objectives of School-Based Curriculum 2006
There are three major objectives of English language learning based on School-Based Curriculum 2006 (2006: 308). It is expected that after learning, students:
1) are able to develop language competence both in spoken and written to achieve particular informational literacy.
2) realize the role of English to increase notion’s competitive power in the globalization era.
3) recognize the relation between language and culture.
c. Competence Standard, Basic Competence and Indicator
Table 2.1 The Competence Standard and the Basic Competence of School-Based Curriculum 2006 (Bahan Pelatihan KTSP, 2006: 309-311)
Competence Standard Basic Competence
Listening
Comprehend short monologue text in the form of narrative in a daily life context.
Respond to short spoken monologue in the form of narrative which includes language functions accurately and fluently in daily life context.
Speaking
Express short monologue text in the form of narrative in a daily life context.
Express the meaning of short monologue spoken texts in the form of narrative accurately and fluently in daily life context.
Reading
Comprehend short essay text in the form of narrative and access knowledge in a daily life context.
Respond to the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in a daily life context.
Writing
Express written essay text in the form of narrative in a daily life context.
Express the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in a daily life context.
6. Theory of Teaching Speaking
a. The Nature of Speaking
listening. The fist reason is speaking happens at real time in which the person you are talking to is waiting for you to speak. The second reason is when you speak, you cannot edit or revise what you wish to say, as you can if you are writing.
b. Teaching Speaking
Paulstron and Bruder (1976: 56) state that teaching speaking cannot be separated from the idea of teaching communicative ability. Communicative ability is the production of speakers’ ability to communicate the target language. The important thing for the teacher is to give the learners more opportunities to practice their speaking skill by providing more communicative activities which put them into the real practice of communication.
c. Problems in Teaching Speaking
The difficulty faced by the teacher in general is that students are not able to speak. It is important to distinguish between students who are unable to practice to speak and the students who unwilling to learn to speak (Gaudart, 1992: 51). However, in some cases, who are labeled as unwilling to speak are actually unable to speak. Therefore, the students must be taught the elementary rudiment before more difficult task (like free conversation).
However, sometimes the students are reluctant to speak because of other factors:
2) The student has adjusted a passive role during the manipulative phase of language learning and is unprepared for the active role for demanded in conversation practice (Gaudart, 1992: 51).
3) The aims and objectives which are not suitable with the students’ level can be not challenging and uninteresting, which make students bored (Gaudart, 1992: 52) or difficult for them to achieve.
The other problem in teaching speaking is the use of mother-tongue. Learners tend to use their mother-tongue, because it is easier than using the target language. They feel unnatural to speak to one another in a foreign language (Bygate, 1987: 121).
There are some helps to overcome these problems, such as using group work, basing the activities on easy language, making a careful topic of choice of topics and tasks to stimulate interest, giving some instructions or training in discussions and keeping the learners speaking in target language (Bygate, 1987: 121-122).
d. The Techniques in Teaching Speaking
Teaching speaking in this study adopts some techniques. They are: 1) Dialogue
the speakers learn to speak to their friends directly. They also learn to ask and answer the question.
2) Discussion
Discussions are often the most successful sessions that the teacher and the class ever have together. During discussion, the students share and give their opinion. There are two types of discussion used in this designed materials. They are controlled discussion and buzz group discussion. Jaques (1991: 83) say “controlled discussion is commonly used as a means of checking for knowledge and understanding of presented material.” The discussion is controlled by the teacher; either students ask questions or make comments, or the teacher ask questions at students. Afterward, buzz group discussion can be used to check on the students understanding (Jaques, 1991: 84). In buzz group discussion, the students have a chance for quick discussions in small groups before any of them are asked to speak in public. It is to help the students who are reluctant to give an opinion in front of the whole class.
3) Role-plays
embarrassment. This will contribute to their self-confidence as speakers and to their motivation to learn more.
4) Games
“Students are put into situation in which they have to use all or any of the language they posses to complete a game-like task” (Halmer, 1991: 126). Games are used frequently in speaking class because it is enjoyable. Games also add interest to what students might not find very interesting.
B. Theoretical Framework
In designing the materials, the researcher combined the Kemp’s model and Yalden’s model because those models are the most appropriate in designing for the tenth grade students of senior high school, besides, those two models complete each other. Kemp focuses on a flexible process while Yalden takes into consideration everything required to assure communication. The researcher adapts Kemp’s and Yalden’s instructional design models because the researcher makes some changes in applying those two models. The steps used by the researcher are described as follows.
1. Needs Survey
school and an interview was conducted for the tenth grade English teacher of senior high school.
2. Formulating the Goals, Topics, and General Purposes
This step is adapted from Kemp’s first step. Statements of goals should recognize changes in learners’ needs. Then the topics are selected by regarding the goals. Next, the general purposes are formulated from each topic. The competence standard and the basic competence stated in School-Based Curriculum 2006 are used to determine the goals, general purposes and topics.
3. Stating the Learning Objectives
This step is adapted from the third stage of Kemp’s model: learning objectives. Learning objectives means what the students should know/be able to do/in what ways they should behave differently after studying the topic. The objectives must be stated in term of activities that will best promote learning (Kemp, 1982: 23).
The learning objectives of the School-Based Curriculum 2006 clarified what were expected for the students to achieve through teaching learning activities. The activities should be based on the basic competencies and indicators in each topic. The basic competencies and indicators referred to the standard competency formulated in the School-Based Curriculum 2006 for Senior High School especially for tenth grade students.
4. Classifying Subject Contents
by step procedures, conditions, and requirements) and attitudinal factors of any topics (Kemp, 1977: 94). In this step, the researcher classified the specific knowledge and skills. The subject contents are closely connected to the objectives and the students’ needs. School-Based Curriculum 2006 is used to classify the subject content based on the competence standard and basic competence.
5. Determining Learning Activities and Resources
This step is adapted from Kemp’s sixth step. The selection of instructional materials is closely associated with the planning of teaching and learning activities, both of which should be considered together (Kemp, 1982: 56). According to Kemp, there are two categories of activities: teacher activities and student activities. It will be helpful to consider the two questions: What will the teacher do? And what will the students do?
The learning activities are also determined based on the consideration of the competence standard, basic competence, and indicators stated in School-Based Curriculum 2006. The speaking theories are applied as the consideration of the problems in teaching speaking and its solutions. Then the techniques in teaching speaking are also considered in determined the learning activities in order to provide communicative activities. The techniques used in this study such as dialogue, conversation, role play and games.
6. Conducting Evaluation and Revision
CHAPTER III
METHODOLOGY
This section elaborated the methodology used in this study. It focused on the
discussion of Research Method, Research Participants, Research Instruments, Data
Gathering Techniques, Data Analysis Technique and Research Procedure.
A. Research Method
In this research, the researcher employed educational research and
development (R & D). It is a process used to develop and validate educational
products, such as teaching materials, teaching methods, and teaching instructions
(Borg and Gall, 1983: 772). The steps of this study referred to R & D cycle, which
consists of studying research findings pertinent to the product to be developed,
developing the product based on these findings, field testing it in the setting where it
will be used eventually, and revising it to correct the deficiencies found in the
field-testing stage. Moreover, in R & D, this cycle is repeated until the product meets its
behaviorally defined objectives. The goal of educational research is not to develop
products but rather to discover new knowledge (through basic research) or to answer
specific questions about practical problems (through applied research) (Borg and
Gall, 1983; 772).
There are 10 major steps in the R & D cycle used to develop manicures.
However, in this research the researcher only applied the first five steps due to the
1. Research and information gathering
In this stage the researcher conducted research and information gathering
such as review of related literature, interviewed the tenth grade English teacher of
SMA Pangudi luhur Yogyakarta, and distributed questionnaire to tenth grade students
of SMA Pangudi luhur Yogyakarta. Review of related literature was conducted to
collect some useful information relating to the topic of this study, which was
designing supplementary speaking materials using experiential learning. The
researcher collected information about instructional design, School-Based
Curriculum 2006, experiential learning, and speaking theory. Therefore, reading
some books, articles, and journals was a very significant activity in this study.
The interview was conducted in order to gather information about the
character of the students, the difficulties found in teaching speaking, teaching
strategies used by the teacher, and the existing teaching material that was used in
SMA Pangudi luhur Yogyakarta. While the questionnaire was distributed in order to
gather the information about students’ perception on speaking, the difficulties faced
by the students in learning speaking, the expected media used in speaking class and
topics that the students wanted to learn.
2. Planning
After the researcher obtained all the information, the next step was planning.
In this stage the researcher conducted some activities such as defining skills, stating
objectives, and determining course sequence (Borg & Gall, 1983: 775). The main
role of this stage was to prepare everything such as topics of materials, syllabuses,
3. Design the preliminary product
In this stage, the researcher started to develop the materials. All of the
information research and information gathering was interpreted. The purpose of
designing the preliminary product was to propose the designed materials.
4. Preliminary testing
It included distributing the questionnaire to the English teachers of SMA
Pangudi Luhur Yogyakarta and English lecturers of English Education Study
Program of Sanata Dharma University. The purposes of preliminary testing were to
gather feedbacks, opinions, and suggestions on the proposed designed materials.
5. Revised the product
It included making the revision of the designed materials based on the
feedbacks, opinions, and suggestions from the English teachers and the lecturers. The
following figure describes the researcher’s instructional design model.
Note:
continuing to (next step)
providing the basis
feedback & revision
B. Research Participants
1. Participants in Research and Information Gathering
The participants in research and information gathering were the tenth grade
students of SMA Pangudi Luhur Yogyakarta and one of the tenth grade English
teacher of SMA Pangudi Luhur Yogyakarta. The tenth grade students of SMA
Pangudi Luhur Yogyakarta were needed as participants in this study in order to find
out their interests, needs, and difficulties in learning English, especially speaking
skill.
The tenth grade English teacher was involved as the interviewee in order to
collect information that cannot be obtained through questionnaire. In this stage the
researcher conducted an interview which was very useful in designing the materials,
such as the students’ problems in speaking, the students' characters, the student's
ability, the previous teaching strategy that is used by the teacher, and the class
activities.
2. Participants in Preliminary Testing
The participants in preliminary testing were three English teachers of SMA
Program of Sanata Dharma University. They were expected to give opinions and
suggestions of the designed materials that were needed by the researcher to improve
the designed materials.
Table 3.1 The Description of the Respondents (Blank) Group of
respondents
No F/M Educational Background
Teaching Experience (year)
F M S1 S2 S3 1-5 6-10 11-15
16-20
>20
Eng. Lecturer
C. Research instruments
1. Instrument for Research and Information Gathering
The instruments applied in this step were through interview and
questionnaire. According to Ary, Lucy, and Ashgar (1990: 418), there are two basic
types of questions used in an interview. The first type is unstructured interview
which permits a free response from the respondents to answer the question. Then, the
second type is structured interviews which presents various options to be chosen by
the respondents. In this study, the researcher used unstructured interview to obtain
the information. The interview was conducted to the English teacher of the tenth
grade about the previous speaking materials, teaching speaking strategy used by the
teacher, the students’ character and ability in speaking class, and the difficulties
found in speaking class.
A questionnaire was an instrument to gather information through the
there are two types of questionnaires, closed and open questionnaire. In open
questionnaire, the participants were free to answer the questions with their own
words because there was no option in this type. While in the close questionnaire, the
questions consist of some options which should be chosen by the respondents. In this
part, the two types of questionnaire were combined to get the appropriate answer.
2. Instrument for Preliminary Testing
The instrument for preliminary testing was through questionnaire. The
researcher distributed the questionnaire to three English teachers of SMA Pangudi
Luhur Yogyakarta and two English lecturers of English Education Study Program of
Sanata Dharma University. The questionnaire was distributed to gather the English
teachers’ and lecturers’ opinions and suggestions on the proposed designed materials.
D. Data Gathering Techniques
The techniques to gather the needed data applied for designing the materials
were through questionnaire to the tenth grade students of SMA Pangudi Luhur
Yogyakarta and through an interview with the English teacher of SMA Pangudi
Luhur Yogyakarta especially who taught speaking in the tenth grade.
The techniques to gather data applied for evaluating the designed materials
was through questionnaire to three English teachers of SMA Pangudi Luhur
Yogyakarta and two English lecturers of English Language Education Study
Program of Sanata Dharma University about the proposed designed materials in
Table 3.2 Data Type and Gathering Techniques
No Steps Data Obtained Participants Instrument
1. Research and Information gathering
a. The previous speaking materials used by the teacher
b.Teacher’s technique and strategies used in class c. The clarity of
step/activities about the teaching strategy used by the teacher
d.Students’ participation and attitude about speaking activity e. Problems encountered
in teaching speaking
The English teacher of the tenth grade
Interview
a. Students’ perception on speaking
b. The difficulties in learning speaking c. Media that
