vii
ABSTRACT
Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani.Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Speaking skill is really important for the students of tourism department since people working on tourism field need to communicate orally. From the observation, it was found that the students of SMK Karya Rini YHI Kowani have difficulties in expressing something orally. Having minimal contact with native speakers, the students need something authentic which can present the real atmosphere of communication of the target language. Communicative approach can be an alternative to solve that problem because this approach employs authentic materials and focuses on interaction in the classromm.
This research aimed to design a set of speaking materials using communicative approach for the eleventh grade students of tourism department of
SMK Karya Rini YHI Kowani. This research dealt with two problem formulation: (1) How is a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani is designed? and (2) What does a set of speaking materials for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani look like?
To answer the first question, the researcher adapted Kemp’s and Yalden’s Instructional Design Model and R & D (Research and Development) method. There were five steps applied in the research: (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision.
To answer the second question, the researcher presented the final version of the designed materials after the revision. The materials consist of three units: (1) Welcome to my Paradise, (2) I Like Doing It, and (3) Hello, Who’s Speaking, Please? Each unit is divided into three sections: (1) Pre-Task Activity, (2) Task Cycle, and (3) Language Focus.
Based on the results of the evaluation, the materials are suitable and acceptable.The result of the descriptive statistics showed that the grand mean was more than 4 (four).
Hopefully, these designed materials will be useful to improve the students’ speaking ability and will encourage other researchers to develop other materials.
viii
ABSTRAK
Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Kemampuan berbicara sangat penting untuk siswa jurusan pariwisata karena orang-orang yang bekerja di bidang pariwisata perlu untuk berkomunikasi secara lisan. Dari pengamatan, diketahui bahwa siswa jurusan pariwisata SMK Karya Rini YHI Kowani memiliki kesulitan untuk mengungkapkan sesuatu secara lisan. Karena rendahnya kontak dengan penutur asli, siswa memerlukan sesuatu yang otentik yang mampu menghadirkan suasana nyata dari komunikasi pada bahasa target. Pendekatan komunikatif dapat menjadi sebuah pilihan untuk mengatasi masalah tersebut karena pendekatan ini menggunakan materi otentik dan fokus pada interaksi di ruang kelas.
Penelitian ini bertujuan untuk merancang seperangkat materi berbicara menggunakan pendekatan komunikatif untuk siswa kelas XI jurusan pariwisata
SMK Karya Rini YHI Kowani. Penelitian ini mengemukakan dua rumusan masalah: (1) Bagaimana seperangkat materi berbicara menggunakan pendekatan komunikatid dirancang untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani? dan (2) Bagaimana bentuk seperangkat materi berbicara untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani?
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model rancangan Kemp dan Yalden dan metode R & D (penelitian dan pengembangan). Ada 5 tahap dalam penelitian ini: (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal Produk, (4) Pengujian Awal di Lapangan, (5) Perbaikan Produk Utama.
Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil akhir dari materi setelah perbaikan. Materi terdiri dari tiga unit: (1) Welcome to my Paradise, (2) I Like Doing It, dan (3) Hello! Who’s Speaking, Please? Setiap unit dibagi menjadi tiga bagian: (1) Pre-Task Activity, (2) Task Cycle, dan (3) Language Focus.
Berdasarkan hasil evaluasi, materi ini sesuai dan dapat diterima. Hasil statistik deskriptif menunjukkan bahwa nilai total rata-rata lebih dari 4 (empat).
A SET OF SPEAKING MATERIALS
USING COMMUNICATIVE APPROACH
FOR THE ELEVENTH GRADE STUDENTS
OF TOURISM DEPARTMENT OFSMK KARYA RINI YHI KOWANI
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Aline Wulandari Students Number: 041214096
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
A SET OF SPEAKING MATERIALS
USING COMMUNICATIVE APPROACH
FOR THE ELEVENTH GRADE STUDENTS
OF TOURISM DEPARTMENT OFSMK KARYA RINI YHI KOWANI
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Aline Wulandari Students Number: 041214096
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii
iv
DEDICATION PAGE
I dedicated this thesis to:
Dr. Retno Muljani, M.Pd. Audifax Niko Kris Pratama
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, July 29, 2011 The Writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Agnes Aline Wulandari
Nomor Mahasiswa : 041214096
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF SPEAKING MATERIALS USING COMMUNICATIVE APPROACH FOR THE ELEVENTH GRADE STUDENTS OF TOURISM DEPARTMENT OF SMK KARYA RINI YHI KOWANI
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya in internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupin memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal 29 Juli 2011
Yang menyatakan
vii
ABSTRACT
Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani.Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Speaking skill is really important for the students of tourism department since people working on tourism field need to communicate orally. From the observation, it was found that the students of SMK Karya Rini YHI Kowani have difficulties in expressing something orally. Having minimal contact with native speakers, the students need something authentic which can present the real atmosphere of communication of the target language. Communicative approach can be an alternative to solve that problem because this approach employs authentic materials and focuses on interaction in the classromm.
This research aimed to design a set of speaking materials using communicative approach for the eleventh grade students of tourism department of
SMK Karya Rini YHI Kowani. This research dealt with two problem formulation: (1) How is a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani is designed? and (2) What does a set of speaking materials for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani look like?
To answer the first question, the researcher adapted Kemp’s and Yalden’s Instructional Design Model and R & D (Research and Development) method. There were five steps applied in the research: (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision.
To answer the second question, the researcher presented the final version of the designed materials after the revision. The materials consist of three units: (1) Welcome to my Paradise, (2) I Like Doing It, and (3) Hello, Who’s Speaking, Please? Each unit is divided into three sections: (1) Pre-Task Activity, (2) Task Cycle, and (3) Language Focus.
Based on the results of the evaluation, the materials are suitable and acceptable.The result of the descriptive statistics showed that the grand mean was more than 4 (four).
Hopefully, these designed materials will be useful to improve the students’ speaking ability and will encourage other researchers to develop other materials.
viii
ABSTRAK
Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Kemampuan berbicara sangat penting untuk siswa jurusan pariwisata karena orang-orang yang bekerja di bidang pariwisata perlu untuk berkomunikasi secara lisan. Dari pengamatan, diketahui bahwa siswa jurusan pariwisata SMK Karya Rini YHI Kowani memiliki kesulitan untuk mengungkapkan sesuatu secara lisan. Karena rendahnya kontak dengan penutur asli, siswa memerlukan sesuatu yang otentik yang mampu menghadirkan suasana nyata dari komunikasi pada bahasa target. Pendekatan komunikatif dapat menjadi sebuah pilihan untuk mengatasi masalah tersebut karena pendekatan ini menggunakan materi otentik dan fokus pada interaksi di ruang kelas.
Penelitian ini bertujuan untuk merancang seperangkat materi berbicara menggunakan pendekatan komunikatif untuk siswa kelas XI jurusan pariwisata
SMK Karya Rini YHI Kowani. Penelitian ini mengemukakan dua rumusan masalah: (1) Bagaimana seperangkat materi berbicara menggunakan pendekatan komunikatid dirancang untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani? dan (2) Bagaimana bentuk seperangkat materi berbicara untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani?
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model rancangan Kemp dan Yalden dan metode R & D (penelitian dan pengembangan). Ada 5 tahap dalam penelitian ini: (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal Produk, (4) Pengujian Awal di Lapangan, (5) Perbaikan Produk Utama.
Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil akhir dari materi setelah perbaikan. Materi terdiri dari tiga unit: (1) Welcome to my Paradise, (2) I Like Doing It, dan (3) Hello! Who’s Speaking, Please? Setiap unit dibagi menjadi tiga bagian: (1) Pre-Task Activity, (2) Task Cycle, dan (3) Language Focus.
Berdasarkan hasil evaluasi, materi ini sesuai dan dapat diterima. Hasil statistik deskriptif menunjukkan bahwa nilai total rata-rata lebih dari 4 (empat).
ix
ACKNOWLEDGEMENTS
I praise Jesus Christ for giving me this miracle. Only because of His blessing, finally I can complete this thesis. Nothing is impossible for Jesus.
My deepest gratitude to my sponsor, Dr. Retno Muljani, M.Pd. Thank you for encouraging me in accomplishing this work. I am nothing without her guidance. Special appreciation also goes to all lecturers of English Language Education Study Program for teaching and sharing many things during my study in Sanata Dharma University.
With all my love, I give thanks to Audifax Niko Kris Pratama. Thank you for loving and always being around whenever I need help. His support is everything to me. I dedicate this thesis for him.
I should thank all teachers and staff ofSMK Karya Rini YHI Kowani for making the process so easy, especially ibu Ani Alifah, S.Pd. I thank her for guiding me in developing the materials for the students of SMK Karya Rini YHI Kowani.
For my parents, Daniel Sarjio and Paulina Agustina, this thesis is for them, too. For my nephew,Ivano Wasesadewa, my brother,Petrus Dhoni Wisnugroho, and my sister-in-law,Anggela Ratnasari,I thank them for always supporting and praying for me.
x
Their support encourage me to finish my study. I am also very grateful to my business partner, Uning Yuniati and her brothers for giving great support.
Finally, my gratitude also goes to those who have given me a hand, whom I cannot mention one by one. May God bless them.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
LIST OF APPENDICES ... xviii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study... 1
B. Problem Formulation ... 5
C. Problem Limitation ... 6
D. Research Objective ... 6
E. Research Benefits ... 7
xii
1. Instructional Materials ... 8
2. Speaking ... 8
3. Communicative Approach ... 9
4. The Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani ... 9
CHAPTER II: THEORETICAL REVIEW... 11
A. Theoretical Description ... 11
1. Speaking Skill ... 11
a. Age or Maturational Constraints ... 12
b. Aural Medium ... 12
c. Sociocultural Factors ... 13
d. Affective Factors ... 13
a) Acting from a Script ... 14
b) Communication Games ... 14
c) Discussion ... 14
d) Prepared Talks ... 15
e) Questionnaires ... 15
f) Simulation and Role-Play ... 15
(a) Grammatical Competence ... 16
(b) Discourse Competence ... 16
(c) Sociolinguistic Competence ... 17
xiii
2. Communicative Approach ... 17
3. Designing Instructional Materials ... 19
a. Kemp’s Instructional Materials Design Model ... 20
b. Yalden’s Instructional Materials Design Model ... 22
1) Stage 1: The Need Survey ... 22
2) Stage 2: Description of the Purpose ... 22
3) Stage 3: Selection or Development of Syllabus Type ... 22
4) Stage 4: The Proto-Syllabus ... 22
5) Stage 5: The Pedagogical Syllabus ... 23
6) Stage 6: Development and Implementation of Clasroom Procedures ... 23
7) Stage 7: Evaluation ... 23
8) Stage 8: Recycling ... 23
B. Theoretical Framework ... 24
1. Conducting a Need Survey ... 25
2. Determining Goals, Topics and General Purposes ... 26
3. Specifying Learning Objectives ... 26
4. Listing Subject Contents ... 26
5. Selecting Teaching Learning Activities and Materials ... 26
xiv
CHAPTER III: METHODOLOGY ... 28
A. Research Method ... 28
B. Research Participants ... 31
1. Respondents of the Pre-Design Survey ... 31
2. Respondents of the Post-Design Survey ... 32
C. Research Instruments ... 33
1. Questionnaire ... 33
2. Interview ... 36
D. Data Gathering Technique ... 36
E. Data Analysis Technique ... 37
F. Research Procedures ... 40
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 41
A. Research Findings ... 41
1. Research and Information Collecting ... 41
a. The Result of the Questionnaire Distributed to the Eleventh Grade Students ... 41
b. The Result of the Interview with the English Teacher 45 2. Planning ... 47
3. Develop Preliminary Form of Product ... 49
a. Pre-Task Activities ... 49
b. Task Cycle ... 50
xv
4. Preliminary Field Testing ... 51
a. Description of the Evaluators ... 51
b. Data Presentation and Analysis ... 52
5. Main Product Revision ... 55
B. Discussion on the Designed Materials ... 56
CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ... 61
B. Suggestions ... 62
xvi
LIST OF TABLES
Table Page
3.1 Categories of Questions in the First Questionnaire ... 34
3.2 The Whole Process of Data Collecting ... 37
3.3 Points of Agreement on the Designed Materials ... 38
3.4 The Results of the Second Questionnaire ... 39
4.1 Basic Competences of Designed Materials ... 48
4.2 Indicators of the Designed Materials ... 48
4.3 The Description of the Evaluator ... 51
4.4 The Descriptive Statistics of the Evaluators’ Opinion ... 52
4.5 Product Specification ... 56
xvii
LIST OF FIGURES
Figure Page
2.1 Kemp’s Model ... 21
2.2 Yalden’s Model ... 24
2.3 The Researcher’s Framework ... 27
xviii
LIST OF APPENDICES
Appendices Page Appendices A
Permission Letter from Sanata Dharma University ... 68
Permission Letter from Bappeda ... 69
Information Letter from SMK Karya Rini YHI Kowani ... 72
Appendices B Questionnaire on Research and Information Collecting ... 73
Interview Guideline ... 76
Questionnaire Result ... 77
Interview Result ... 80
Appendices C Questonnaire on Preliminary Field testing ... 83
Questionnaire Result ... 85
General Description ... 86
Appendices D Syllabus ... 90
Lesson Plan ... 99
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In this globalization era, the world needs a universal language that unifies many people from many different countries in communication. Crystal (1997: 2) says that a language achieves its global status when it develops a ‘special role which is recognized in every country’.This special status can be achievedif a language becomes an official language of the country or if the country gives special priority to the language by requiring its study as a foreign language. English meets that requirement.
McKay (2002: 17) mentions that 90% of international bodies in Asia and the Pacific and many international scientific organizations carry on their proceedings only in English. Hence, he concludes that as an international language in a global sense, English is the key which enables countries to discuss and negotiate political, social, educational, and economic concerns.
is why learning English can be a necessity to anybody before entering the working world.
In order to make students accustomed to this international language, teachers of any school levels have been teaching English as early as possible. Language materials used are improved and adjusted to curriculum and learning purposes. Teachers of senior high schools have a greater duty and responsibility to enhance their students’ English skill; preparing them to continue to a higher educational level – college – before finally entering the gate of working world. Then teachers of vocational schools have to prepare their students to face the working world right after their graduation. In Kurikulum SMK Edisi 2004 (2004: 1) Departemen Pendidikan Nasional saysthat as a part of national educational system, vocational schools focus on the development of the students’ abilities to work in certain fields, to adapt to the working environment, to catch working opportunities, and to develop themselves in the future. That is why teachers of the vocational schools have to push themselves to be more active, creative and innovative in the learning process so that their students will get more interest into the subject and eventually improve their language skills.
Tourism department is one of the departments held by vocational schools. Pusat Pengembangan Penataran Guru Kejuruan Bisnis & Pariwisata
enrich the students with skills, knowledge and manner to do the duty in Front Office area as receptionists, reservation staff, telephone operators and Porters or the duty in Housekeeping are as Public Area Attendants, Room Attendants, Order Takers, Linen and Uniform Attendants and also Laundry Attendants.
Tourism and English influence and are related each other. McKay in her book Teaching English as an International Language Rethinking Goals and Approaches (2002: 18) mentions that travel and tourism fuel the current spread of English. As cited by McKay, Graddol (1997) points out that over 10 per cent of the world’s labor is employed in tourist-related industries and notes international travel has a globalizing effect, promoting the need for a common language; that is English. She adds that international airports around the world have essential information available in English and major international hotels have English-speaking staff available. It is not surprising if employees working in tourism field are required to master English actively. Staff working on the tourism field should be able to master English not only to have conversation but also to explain or describe something to the guests.
An approach is needed to teach speaking based on the needs of the eleventh grade students of tourism department. Richards (2002: 204) states that speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. He adds that owing to minimal exposure to the target language and contact with native speakers, adult learners of English as Foreign Language in general are relatively poor at spoken English, especially regarding fluency, control of idiomatic expressions, and understanding of cultural pragmatics. These statements direct the researcher to choose an approach that requires the learners to interact each other during the lesson with authentic materials as the teaching aid to present the real atmosphere of communication in the classroom.
Nunan (1991: 51) says that learning to speak in a second or foreign language will be facilitated when learners are actively engaged in attempting to communicate. Nunan (2003: 50) then adds that several studies led to the conclusion that people don’t learn the pieces of the language and then put them together to make conversations but infants acquire their first language and people acquire second languages by interacting with other people. It is suitable with the concept of communicative language teaching or often called communicative approach: if people learn by interacting, then learners should interact during the lessons.
69). Richards and Rodgers (2001: 170) state that many proponents of communicative language teaching make use of authentic materials in the classroom. They also mention that learning activities are selected according how well they engage the learner in meaningful and authentic language use than merely mechanical pratice of language patterns. They add that pair and group work is suggested to encourage students to use and practice functions and forms.
With respect to this, the writer offers a set of speaking materials using communicative approach to be applied in a selected vocational school, that is,
SMK Karya RiniYHI Kowani, specifically to teach the eleventh grade students of tourism department. The writer chooses the students of tourism department as the subject of the study because the graduatesare predicted to potentially meet, face and communicate with much more people with various foreign citizens and background languages due to their job in tourism field.
B. Problem Formulation
From the explanation above, the writer formulates this study into two main questions, they are:
1. How is a set of speaking materials using communicative approach designed for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani?
C. Problem Limitation
The problems to discuss in this study are limited to designing a set of speaking materials based on communicative approach for the students of grade XI of tourism department of SMK Karya Rini YHI Kowani. This research intends to help the students to enhance their speaking ability.
The speaking materials using communicative approach are designed for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani based on Kurikulum Tingkat Satuan Pendidikan 2006 and adjusted to the students’ needs and interests. By learning from authentic materials, they will adapt to speak like in a real communication and by talking about something they like and they are interested in, they are expected to practice speaking enthusiastically.
D. Research Objective
E. Research Benefits
This research is intended to give some benefits to all parties dealing with the English learning in SMK Karya Rini YHI Kowani. The significances, therefore, will be clarified as follows:
1. for the Eleventh Grade Studentsof Tourism Department of SMK Karya
Rini YHI Kowani
The eleventh grade students of tourism department of SMK Karya Rini YHI Kowani will get a set of speaking materials based on the result of the research. The speaking materials provide chances to practice speaking in a challenging and enjoyable way to improve their speaking skills.
2. for the English Teachers of SMK Karya Rini YHI Kowani
The English teachers of SMK Karya Rini YHI Kowani can use the speaking materials based on communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani as sources to teach.
3. for the Researcher
The researcher, as a student of English Education Study Program, will get many experiences and much knowledge in designing a set of speaking materials based on communicative approach for the students of grade XI of tourism department of SMK Karya Rini YHI Kowani.
4. for Future Researches
F. Definition of Terms
To clarify concepts and avoid misinterpretation, here the writer defines the terms used in this study:
1. Instructional Materials
Richard and Rodgers (2001: 29) define that instructional materials can provide detailed specifications of content, even in the absence of syllabus. They give guidance to teachers on both the intensity of coverage and the amount of attention demanded by particular contents of pedagogical tasks. In this research, similar to Richard and Rodgers, instructional materials focus on the discussion and all things which are going to be taught and learned.
2. Speaking
Speaking is the productive skill in the oral mode(http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfraln ggandcltrlrnngprgrm/SpeakingSkill.htm). Nunan (1991: 51) says that the theory and research summarised in the preceding section suggest that learning to speak in a second or foreign language will be facilitated when learners are actively engaged in attempting to communicate. He also cites what Swain suggests: we learn to read by reading, so also do we learn to speak by speaking. In this research, the teachers give the students many speaking activities to enhance their speaking ability.
instruction carefully to the needs of learners and teach them how to listen to other, how to talk with others, and how to negotiate meaning in a shared context.
In this research, speaking activities means all teaching learning activities that facilitate students to practice producing oral languange.
3. Communicative Approach
Communicative approach is also often called communicative language teaching . Richards and Rodgers (2001: 155) say that for some, communicative language teaching means little more than an integration of grammatical and functional teaching. As they cite, Littewood states that one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language.
Richards and Rodgers (2001: 169) state that a variety of games, role plays, simulations, and task-based communication activities have been prepared to support communicative language teaching. They add that many proponents of communicative language teaching have advocated the use of authentic, “from life” materials in the classroom.
In this research, the writer proposes the use of authentic materials and activities that present the real communication in the speaking classrom.
4. The Eleventh Grade Students of Tourism Department of SMK Karya Rini
YHI Kowani
Bisnis & Pariwisata says in Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat Bahasa Inggris that they are prepared to work in tourist-related industries such as hotels as public area attendants, room attendants, order takers, linen and uniform attendants and also laundry attendants, etc.
Eleventh grade is perceived as the second year in vocational school to learn the theoretical subjects including English. They will focus on the National Examination on the third year of the study and do the practical subjects related to tourism field in the fourth year of their study.
The writer finds some interesting basic competences in Kurikulum Tingkat Satuan Pendidikan 2006 which can be used to develop some topics of the designed speaking materials based on communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani.
11
CHAPTER II
THEORETICAL REVIEW
This chapter mainly discusses the review of related literature to support the research. There are two parts of discussion. The first part is Theoretical Description consists of brief discussion on some theories as the basis of the study. The theories are discussed to establish the framework of the study. The second part is Theoretical Framework that summarizes all the major relevant theories for designing the materials.
A. Theoretical Description
There are three topics to discuss in this section. They are Speaking Skill, Communicative Approach, and Designing Instructional Materials. Therefore, this section is divided into three parts. Each part reviews the theories of the topics mentioned previously.
1. Speaking Skill
language fluently and appropriately. Here are some factors affecting adult English as Foreign Language learners’ oral communication according to Richards (2002: 205):
a. Age or Maturational Constraints
As Richards cites, Krashen, Long, and Scarcella (1982) argue that acquirers who begin learning a second language in early childhood through natural exposure achieve higher proficiency than those beginning as adults. Richards also add that Oyama’s study (1976) shows that many adults fail to reach nativelike proficiency in a second language. This phenomenon is called fossilization, the permanent cessation of second language develepoment. This shows that the aging process itself may affect or limit adult learners’ ability to pronounce the target langauge fluently with nativelike pronunciation (Scarcella & Oxford, 1992).
b. Aural Medium
c. Sociocultural Factors
To speak a language, one must konw how the language is used in a social context. It is well known that each langauge has its own rules of usage as to when, how, and to what degree a speaker may impose a given verbal behavior on his conversational partner (Berns, 1990). Because of the influence or interference of their own cultural norms, it is hard for nonnative speakers to choose the forms appropriate to certain situations.
d. Affective Factors
The affective factors related to foreign language learning are emotions, self-esteem, empathy anxiety, attitude and motivation. Richards cites Brown (1994) mentions that foreign language learning is a complex task that is susceptible to human anxiety, which is associated with feelings of uneasiness, frustration, self-doubt and apprehension. Unlike children, adults are concerned with how they are judged by others. Richards concludes that the sensitivity of adult learners to making mistakes, or fear of “losing face”, has been the explanation for their inability to speak English without hesitation.
read by reading, so also do we learn to speak by speaking.Therefore, English teachers should be creative in rising the students’ willingness to speak or at least in giving them reason to speak in English. They can teach speaking with either attractive activities or interesting topics.
Here are some attractive speaking activities which are widely used in many schools, according to Harmer (2002: 348):
a) Acting from a Script
English teachers can ask their students to act out scenes from plays and/or their coursebooks. Perhaps students will often act out dialogues they have written themselves. When students are working on plays, they should perform as ‘real’ acting. English teachers need to help them to go through the scripts as if the teachers were theatre directors, direct the students in producing appropriate stress, intonation and speed when they are acting out dialogues or performing the plays.
b) Communication Games
There are some popular games aimed to get students talking as quickly and fluently as possible. One of them is called guessing game. This game can be used to make the students practice on describing people, things and animals.
c) Discussion
d) Prepared Talks
Another popular speaking activity is the prepared talk, where a student (or a group of students) makes a presentation on a topic. Teachers need to give them time to prepare their talks and help them in the preparation, if necessary. The students also need a chance to rehearse their presentations. They can present each other in pairs or small groups first.
e) Questionnaires
By being planned before, questionnaires ensure both questioner and respondents have something to say to each other. Students can design questionnaires on certain topics given. They work in pairs, one becomes a questioner and the other becomes a respondent. The results obtained can start a discussion, then.
f) Simulation and Role-Play
Simulation and role-play can encourage the students’ oral fluency in an interesting way. English teachers should allow them to be as creative as possible, but they have to get enough information about the situation in the story. By broadening the world of the classroom to include the world outside, simulation and role-play help students to use a wider range of language than other task-centred activities may do.
of communicative competence consists of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. Being influenced by Hymes’ theory, Canale and Swain (1980) mentions that communicative competence includes grammatical competence, discourse competence, discourse competence, sociolinguistic competence, and strategic competence, that reflect the linguistic system and the functional aspects of communication.
(a) Grammatical Competence
As Richards cites, Scarcella & Oxford (1992: 141) says that “Grammatical competence is an umbrella concept that includes increasing expertise in grammar (morphology, syntax), vocabulary, and mechanics.” To convey meaning, foreign language learners should have knowledge of words and sentences. They have to understand how words are segmented into various sounds and how sentences are stressed in particular ways. Therefore, grammatical competence enables speakers to use English accurately and fluently.
(b) Discourse Competence
(c) Sociolinguistic Competence
Richards (2002: 207) mentions that learners must have competence which involves knowing what is expected socially and culturally by users of the target language. Understanding the socilinguistic aspect of language will help learners to give appropriate comments or responses.
(d) Strategic Competence
As cited by Richards, Berns (1990) says strategic competence is the ability to compensate fot imperfect knowledge of linguistic, sociolinguistic, and discourse rules. It refers to the ability to know how to keep the conversation going, how to start or take turn or end the conversation and how to clear up communication breakdown as well as comprehension problems.
2. Communicative Approach
Communicative approach is also often called communicative language teaching.
Richards and Rodgers (2001: 155) says that for some, communicative language teaching
means little more than an integration of grammatical and functional teaching. They cite
Littewood states that one of the most characteristic features of communicative language
teaching is that it pays systematic attention to functional as well as structural aspects of
language. They add that for others, it means using procedures where learners work in
pairs or groups employing available language resources in problem-solving tasks.
Here are some features of communicative approach, according to Finocchiaro and Brumfit as cited by Richards and Rodgers (2001: 156):
a. Meaning is paramount.
normally memorized.
c. Contextualization is a basic premise.
d. Language learning is learning to communicate. e. Effective communication is sought.
f. Drilling may occur, but peripherally. g. Comprehensible pronunciation is sought.
h. Any device that helps the learners is accepted – varying according to their age, interest, etc.
i. Attempts to communicate may be encouraged from the very beginning. j. Judicious use of native language is accepted where feasible.
k. Translation may be used where students need or benefit from it. l. Reading and writing can start from the first day, if desired.
m. The target linguistic system will be learned best through the process of struggling to communicate.
n. Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately).
o. Linguistic variation is a central concept in materials and methodology.
p. Sequencing is determined by any consideration of content, function, or meaning that maintains interest.
q. Teachers help learners in any way that motivates them to work with the language.
r. Language is created by the individual, often through trial and error.
in the abstract but in context.
t. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
u. The teacher cannot know exactly what language the students will use.
v. Intrinsic motivation will spring from an interest in what is being communicated by the language.
Richards and Rodgers (2001: 161) added some of the characteristics of communicative view of language:
a) Language is a system for the expression of meaning.
b) The primary function of language is to allow interaction and communication. c) The structure of language reflects its functional and communicative uses. d) The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as exemplified in discourse.
3. Designing Instructional Materials
In this section, the writer discusses some basic consideration in making the instructional material design. The writer discussed Kemps’s instructional design and Yalden’s instructional material design model.
order to develop the program from the very beginning step. These models are also flexible, meaning that the models could be applied to design either the general English program or an ESP program. Then the writer combined both of them to be designed model.
a. Kemps’s Instructional Materials Design Model
Kemp (1977) offers eight steps in designing the program development. The steps are:
1) Considering the goals and list of topics strating the general purpose for teaching each topic.
2) Enumerating 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 students behavioral outcomes.
4) Listing the subject contents to support each objective.
5) Developing pre-assessment to determine the students’ background and present level of knowledge about the topic.
6) Selecting teaching/learning activities and instructional resource that will treat the subject content so the students will accomplish the objectives.
7) Coordinating support service such as budget, personnel, facilities, equipment, and schedule to carry out the instructional plan.
The eight step suggested by Kemp are flexible. This is the strength of Kemp’s model. There is interdependence among the eight elements; decisions relating to one may affect other (Kemp, 1977: 9). A designer can start from any step then move back and forth to the other steps whenever the designer is ready. It is because all of the steps are interrelated.
To make it clear, look at the figure below.
Figure 2.1 Kemp’s Model (Kemp, 1977: 9)
Learner
Character-istics
Learning Objectives
Pre- Assessment Teaching/
Learning Activities, Resources Support
Services Evaluation
Subject Content Goals,
Topics, and General Purposes
b. Yalden’s Instructional Materials Design Model
Yalden states that in order to understand the process of constructing instructional design we have to examine the overall process of planning of second language program. It will be beneficial for the building of well-organized process of designing the materials. The process of developing a language program covers seven stages as follows.
1) Stage 1: The Need Survey
This step is conducted to collect the information about the learners’ needs. This stage is paramount to don in order that the production of the purpose for the program can be realistic and acceptable.
2) Stage 2: Description of the Purposes
Description of the purposes is prepared in term of the characteristics of the students and the skill the students to entry and on exit from the program. The formulation of purposes of the of the language will set up the basis of selecting or developing the type of syllabus.
3) Stage 3: Selection or Development of Syllabus Type
There are a number of syllabus types. However, there is no single syllabus type design is generally applied in any language program. The combination of various model can possibly applied.
4) Stage 4: The Proto-Syllabus
variety of language, communicative events, as well as grammar.
5) Stage 5: The Pedagogical Syllabus
The syllabus design contains teaching, learning, and testing as well. It is intended to provide the teacher with knowledge about the learners, the learners’ purposes of learning English, and to match this knowledge with suitable content and teaching techniques.
6) Stage 6: Development and Implementation of Classroom Procedures
In this stage, the teacher has to select the teaching techniques and the type of exercise. The commuincative syllabus will give implication changes in the teacher’s roles. The teacher should tend to be a facilitator rather than a leader of the class. Moreover, the teacher also needs to prepare the lesson plans and schedules for the program altogether.
7) Stage 7: Evaluation
There are three major aspects to evaluate in this stage, namely the students, the teaching, and the program as well. The final performance of the students is needed to be evaluated whether it fits the purposes of the program.
8) Stage 8: Recycling
Yalden’s instructional design is presented as follows:
Revision
Figure 2.2 Yalden’s Model of Language development Program (1987: 88)
B. THEORETICAL FRAMEWORK
This research aims to develop a set of speaking materials using communicative approach. Hence, the discussion on theory of speaking and communicative approach is considered important to give some points to be understood. This thing is used to choose task and teaching learning activities to develop the design of a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani.
Based on the observation, the students of SMK Karya Rini YHI Kowani
had lack of chances to practice speaking. The English lesson of SMK Karya Rini YHI Kowani, especially the speaking skill, needs to be developed into an active learning through some teaching learning activities that allow the students to be the center of the learning and give the students more chances to interact each other. Therefore, the researcher introduces an alternative strategy to facilitate the students to speakactively in order to accomplish the purposes previously stated.
The researcher chooses communicative approach which facilitates the students to interact each other in real communication and uses authentic materials to help the students in replicating the real atmosphere of communication. In designing the speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani, the researher adapts and combine both Kemp’s mdel and Yalden’s instructional design model. The researcher adapts five stages of Kemp’s model, namely determining goals, topics, and general purposes, specifying the learning objectives, stating subject contents, and selecting teaching learning activities and materials and evaluation. The researcher also takes a stage from Yalden’s model that could not be found in Kemp’s model namely needs survey.
In brief, the reseacher sets six stages from combining and adapting the two instructional design models. The stages are (1) conducting needs survey, (2) determining goals, topics and general purposes, (3) specifying learning objectives, (4) listing subject content, (5) selecting teaching learning activities and materials, (6) evaluation.
1. Conducting a Need Survey
information about the students’ characteristics supporting the production of the designed materials can be gathered by interviewing the English teacher.
2. Determining Goals, Topics, and General Purposes
This step is taken from Kemp’s model “Considering goals, list topics, and stating the general purposes”, the same as Yalden’s model “Description of Purposes”. The researcher decides the goals as the foundation for developing the speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani. After that, the researcher chooses the topics to achieve the goals. The topics will be chosen based on the result of the need survey. Then the researcher will formulate the general purposes of each topic.
3. Specifying Learning Objectives
This stage is adapted from Kemp’s model. After considering the purposes, the researcher will formulate specified objectives of the learning to be achieved in every meeting.
4. Listing Subject Contents
This stage is taken from Kemp’s model. In this stage, the writer lists the subject contents to be learnt by the students in order to achieve the objectives.
5. Selecting Teaching Learning Activities and Materials
also attract the students’ interest and attention. The arrangement of both activities and materials will be based on the result of the needs survey.
6. Evaluating Materials
The researcher adopts the eighth step of Kemps’ model and the seventh step of Yalden’s. It is a need to observe whether the designed materials best facilitate the learning. To do this, the researcher will distribute the second questionnaire to the the English teachers of SMK Karya Rini YHI Kowani.
Those six steps can be clearly drawn in this following figure:
Figure 2.3 The Researcher’s Framework
Determining goals, topics, and materials
Specifying Learning Objectives
Listing subject contents
Selecting Teaching Learning Activities and Materials
28
CHAPTER III
METHODOLOGY
There are six sections of discussion in this chapter. The discussions are about research method, research subject and respondents, which describess method of sampling, research participants, research instruments which describes kinds of instruments used in the research, data gathering technique, which describes method and techniques used to collect the empirical data, data analysis, which describes the ways to analyze the findings so as to answer the research problems, and research procedures, which describes the illustration of steps in the research.
A. Research Method
As it has been stated in the problem formulation, this research dealt with a
major problem to be solved. It is to design a set of speaking materials using
communicative approach for the eleventh grade students of tourism department of SMK
Karya Rini YHI Kowani. To solve this problem, the researcher used Education Research
and Development (R&D) method in conducting the research. This method was used to
help the researcher to develop the product based on the finding through the analysis, to
test the materials whether it was relevant to the target situation or not and then to revise it
in order to have most appropriate materials which can facilitate the learners well.
In conducting the study, there were some major steps offered by Walter (1991:
775) in the R&D cycle used to develop mini courses. The first is research and information
collecting. It includes review of literature, classroom observation, and preparation of
objectives and determining courses sequence. After preparing the planning, the next step
is developing preliminary form of the product including preparation of designed
materials, handbooks, and evaluation devices. The next step is about main product
revision. The revision is conducted based on the teachers’ corrections, . After that, the
final revision was the last revision. This step is about revision of product as suggested by
operational field-test results. The last step is about the report of the final product. In order
to make the explanation obvious, the researcher made a diagram of the steps of the
Step 2
Goals, topics, and general purposes
Step 3
Development of Preliminary Form of
Product Step 5
Selecting teaching learningactivities and materials
Step 3
Learning objectives
Step 4
Subject content
Step 2
Planning
Step 4
Preliminary Field Testing
Step 5
Main Product Revision
Step 6
Evaluation
5 selected steps The Researcher’s Model of R & D Cycle
Step 1 Step 1
Research and information Need survey collecting
Figure 3.1 R & D Cycle (Walter and Gall, 1983) and the Writer’s Model
steps in designing the materials. Furthermore, those steps could support each other to make the designed materials. It could be concluded that the writers frameswork and R&D framework matched each other.
B. Research Participants
There were two groups of this survey. The first group was involved in pre-design survey intended to gain information about the learners’ needs. The second group was involved in post-design survey intended to gain feedback on the proposed materials design in order to revise the materials to facilitate the learners’ needs well.
1. Respondents of the Pre-Design Survey
To collect the data for the needs survey, the researcher involved both the eleventh grade students of tourism department of SMK Karya Rini YHI Kowaniand their English teacher.
a. The Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI
Kowani
b. The English Teacher of Eleventh Grade of Tourism Department of SMK Karya
Rini YHI Kowani
To complete the needs survey, the researcher also interviewed the English teacher of eleventh grade of tourism department of SMK Karya Rini YHI Kowani. The teacher was the one who understood the real condition of the students and the class situation because she took part in the whole teaching learning activities. That is why the researcher wanted to involve her as the interviewee in the pre-design survey to gain information as much as possible through informal interview in order to find out the students’ needs based on the teacher’s opinion.
2. Respondents of the Post-Design Survey
The researcher designed the speaking materials based on the students’ needs analysis but the designed materials also needed to be evaluated by the qualified and competent respondent in order to present the final version which best matched the students’ needs and interests. Therefore, the researcher distributed the evaluation questionnaires to two English teachers of SMK Karya Rini YHI Kowani.
C. Research Instruments
According to Ary, Razavieh, and Jacobs (1979), research instruments can be used to obtain information concerning facts, beliefs, feeling, intentions, and so on. Therefore, the researcher used instruments for getting the information. There were two kinds of instruments used in this research. They were questionnaire and interview.
1. Questionnaire
The research used two questionnaires as the main instruments to obtain data from the respondents. Questionnaires were considered more efficient and practical for this research. They took less time compared to interviewing each respondent.
According to Ary et al. (1979), survey instruments have two basic types of questions namely open-ended questions and close-ended questions. The first type is used when there are a great number of possible answers and those answers could not be predicted. The second type is used when all the possibe and relevant responses to a question are mentioned, specified, and limited.
written in Bahasa Indonesia so that the students would not find any difficulty in answering the questions.
The categories of questions presented in the need analysis questionnaire are presented as follows:
Table 3.1 Categories of Questions in the First Questionnaire
Categories No Questions
Frequency of speaking
1 Seberapa sering Anda berbicara dengan Bahasa Inggris?
2. Seberapa sering Anda berbicara dengan guru dan teman-teman dengan Bahasa Inggris di kelas?
3. Dengan siapa saja Anda biasa berbicara dengan Bahasa Inggris?
4. Sejak kapan Anda mempelajari Bahasa Inggris?
The students’ opinion on the correlation between English and tourism
5. Bahasa Inggris dan bidang pariwisata saling berkaitan erat. Setujukah Anda? 6. Menguasai Bahasa Inggris penting
untuk orang-orang yang bekerja di bidang pariwisata. Setujukah Anda?
Difficulties on learning English.
7. Menurut Anda, apakah berbicara dengan Bahasa Inggris itu sulit?
8. Kesulitan apakah yang biasanya Anda temui ketika Anda berbicara dengan Bahasa Inggris?
9. Ketakutan jika membuat kesalahan membuat pelajar usia remaja dan dewasa ragu-ragu ketika berbicara dengan Bahasa Inggris. Setujukah Anda?
The students’ opinion on learning English.
Categories No Questions
11. Mempelajari Bahasa Inggris bukan hanya mempelajari struktur kalimat dan kosa kata saja, tetapi juga kebiasaan dan kebudayan mereka. Mempelajari materi yang berasal dari sumber asli menunjang hal tersebut. Setujukah Anda?
Preference on teaching learning activities and topics.
12. Kegiatan belajar yang menyenangkan mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda?
13. Pilihlah 4 kegiatan belajar yang menyenangkan untuk berlatih berbicara.
14. Topik yang menarik mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda? 15. Pilihlah 4 topik yang menarik untuk
Anda pelajari.
2. Interview
An interview is conducted to obtain information by actually talking to the subject (Selinger and Shahomy, 1989: 166). In other words, an interview was a sense of oral questionnaire. In this research, the researcher conducted an interview to the English teacher as the interviewee in the pre-design survey to get further information about the students’ needs and interests, which was not covered in the first questionnaire.
D. Data Gathering Technique
Table 3.2 The Whole Process of Data Collecting
Instruments Respondents Data Gathered Time
Questionnaire The eleventh grade students of tourism department of
SMK Karya Rini YHI Kowani
The students’ needs and interests.
June 2011
Interview The English teacher of eleventh grade of tourism department
The learning processes in the classroom.
June 2011
Questionnaire Two English teachers of
SMK Karya Rini YHI Kowani
The teacher’s opinion on the designed materials.
July 2011
E. Data Analysis Technique
The data from the questionnaire was calculated using this following formula:
N = x 100%
Note:
N : The percentage of expected opinion from the students x : The number of students who choose a certain answer n : the total number of the students
The next data was gathered from the second questionnaire. It contained the teachers’ personal opinions about the topics by presenting a set of statements and asking the respondents to poin out those statements whether they were strongly agree, agree, uncertain, disagree, strongly disagree (Ary et al., 2002: 224). The five points of agreement which were used to assess the respondents opinion will be presented as follows:
Table 3.3 Points of Agreement on the Designed Materials
Points of Agreement Meaning
1 Strongly Agree
2 Agree 3 Uncertain 4 Disagree
The data was analyzed to find out the average of all scores in a distribution namely mean. The mean was found by adding all the scores and dividing by the number of the respondents. The respondents’ opinions on the designed materials were presented in the table below.
Table 3.4 The Results of the Second Questionnaire (Blank)
No Statements
Frequency of the Point
of Agreement N
Central
Tendency
1 2 3 4 5 Mn
The average points or means are calculated using this formula:
= ∑
Note:
: the average point ∑ : the sum of all scores
F. Research Procedures
There were some procedures to conduct this research. The procedures in this research were as follows:
1. Preparing questionnaire and interview materials for the students’ needs analysis.
2. Distributing the first questionnaires to the eleventh grade students of tourism
department of SMK Karya Rini YHI Kowani to gain information about their needs, interests and characteristics in learning English
3. Interviewing the English teacher of eleventh grade of tourism department of SMK
Karya Rini YHI Kowani to gain more information that was not covered in the
questionnaire.
4. Classifying the respondents’ answers by grouping the similar answers.
5. Developing the speaking materials based on the result of the students’ need analysis.
6. Consulting the designed materials with the English teacher of eleventh grade.
7. Distributing the second questionnaires to the English teachers of SMK Karya Rini
YHI Kowani to get feedback, corrections, criticisms and suggestions to revise the
proposed materials.
8. Analyzing the result of the post-design survey.
9. Revising the designed materials based on the result of the post-design survey to
41
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses two major parts. The first part presents the research result in detail and the second part presents the discussion on the designes materials.
A. Research Findings
In conducting the research, the researcher employed five steps of R & D cycle. The result of each step is explained as follows:
1. Research and Information Collecting
The first step was a need survey. The researcher took a need survey in order to gather information about the students’ needs, interests, and difficults in learning English. In order to obtain the data, the researcher distributed a questionnaire to 25 eleventh grade students of tourism department of SMK Karya Rini YHI Kowani and conducted an interview with the English teacher of eleventh grade to clarify the information that was not covered in the questionnaire. The result of the questionnaire and interview are presented as follows.
a. The Results of the Questionnaire Distributed to the Eleventh Grade
Students
Some major points, which were needed as the basis for designing the materials, were explained in the result of the questionnaire presented in appendix B. The first question of the questionnaire asked the students how often they speak in English. The result showed that 4% of the students very often spoke in English, 72% of them said that they sometimes spoke in English, and 24% of them seldom spoke in English.
The second, the researcher asked about how often the students speak in English with their English teacher and classmates. 4% of the students said they very often spoke in English with their English teacher and classmates, 64% of them stated that sometimes they spoke in English with their English teacher and classmates, then 32% of them seldom spoke in English with them. The result showed that not all of the students participate actively in practicing speaking.
The third question was to find out to whom the students speak in English. The students were allowed to choose more than answers. 84% of the students said they spoke in English with their teachers, 76% of them spoke in English with their schoolmates, 4% of them spoke in English with their family, 20% of them spoke in English with their friends, and 8% of them spoke in English with other people exclude the options above. The precentage showed that they spoke in English most with their teachers and schoolmates. In other words, it can be concluded that the students speak English most at school.
were students of grade 1 to 3 of elementary school, 32% of them started learning English since they were students of grade 4 to 6 of elementary school, then 8% of them stated that they started learning English since they were students of junior high school.
Then, the researcher asked the students’ opinion on the statement that English and tourism are related each other. 76% of the students strongly agreed with that statement and 24% of them agreed with it. It showed that they knew the correlation between English and tourism.
A question about the students’ opinion on the statement that mastering English is important for people working on tourism field was also asked to them. 76% of the students andwered that they strongly agreed with that statement and 24% of them agreed with it. It showed they realized that they needed to master English to work on tourism field.
The next question was to find out whether speaking in English is difficult according to the students. 12% of the students answered that speaking in English was very difficult, 40% of them said it was difficult, 44% of them stated it was standard, 4% of them said it was easy and nobody answered that it was very easy.
begin or respond conversations. The result showed that the students felt that their vocabulary and pronunciation were poor.
Next question asked the students opinion on a statement that being afraid of making mistakes makes the students are hesitant to speak in English. 12% of the students strongly agreed with that statement. 72% of them agreed with it. 12% answered uncertain and 4% disagreed.
The researcher also asked whether the students agreed with the statement that listening ability really supported speaking ability. 36% of the students strongly agreed and 64% of them agreed with the statement.
Next statement which is asked is that learning English not only learn about grammar and vocabulary but also learn about their culture and habit. 12% of the students strongly agreed, 64% of them agreed, 12% uncertain and 12% disagreed.
Then the researcher asked whether interesting activities helped the students in practicing speaking in English. 36% of the students strongly agree with the statement and 64% of them agree with it.
The researcher then asked the students to choose four of five activities given that were interesting to practice speaking. 64% of the students answer simulation, 92% of them answered dialog, 36% of them answered discussion, 20% of them answered presentation, and 24% of them answered role-play.
Then the last question is to ask the students to choose four topics of ten topics available. It aimed to choose the topics used to develop the materials. 84% of the students chose “My Happy Holiday”, 16% of them chose “Indonesian Traditional Ceremony”, 32% of them chose “I Have a Dream”, 72% of them chose “I Like Doing It”, 20% of them chose “Global Warming”, 76% of them chose “Welcome to my Paradise”, 40% of them chose “Be Healthy, Be Happy”, 48% chose “Hello! Who is Speaking, Please?”
b. The Results of the Interview with the English Teacher
To gain further information which was not covered in the questionnaire for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani, the researcher conducted an interview with the English teacher. There were fifteen questions to ask. It is attached in Appendix B. The result of the interview is also attached in Appendix B.
The teacher said that English subject was taught five contact hours per week. The English subject for the eleventh grade students of tourism department was taught on Tuesday and Thursday. On Tuesday, the meeting lasted in two contact hours and on Thursday, the meeting lasted in three contact hours. One contact hour took forty five minutes.
