CHAPTER IV: FINDING AND DISCUSSION
B. Discussion
This section presents a discussion based on research findings. The results of this descriptive study relate to answers to problem statements that aim to analyze what is the speaking material contained in the English textbook and What is the speaking materials needed by students to improve their speaking skills in SMKN 4 WAJO . Data were collected using a questionnaire and interview.
1. Speaking Material in English Textbooks
The English textbook used by the SMKN 4 WAJO is a book varied, presented attractively, and appealing content. The newness in the textbook “Bahasa Inggris” is proved by 7 chapters which have different themes. The tittle of the
chapters are: 1) Talking about Self, 2) Congrulating and complimenting others , 3) Expressing Intention, 4) Which one is your best getaway, 5) Let's visit niagara falls, 6) Giving announcement, 7) The wright Brothers,. Those topics are related to social phenomena in Indonesia and science in the world such as in chapter Visiting Niagara Falls. Variety can be achieved from various types of text and source of text and various of speaking activity. Attractiveness of the English textbook is achieved by the use of pictures. Textbook Bahasa Inggris provides pictures which are related to the topics.
This is the result of speaking material analysis in course book “Bahasa Inggris” published by Kementrian Pendidikan dan kebudayaan . The writer analyzed of the speaking material in english textbook by chapter per chapter. From chapter one to chapter seven , here are the brief results in form of explanations as follow:
a) Speaking Materials in English Textbook at SMK
English textbooks by the Ministry of Education and Culture Protected by Law (2017) This book encourages the use of group learning in various forms, with the aim that students interact a lot, thus building communication skills and working in teams. Thus, students practice participating in conveying ideas and thoughts related to the type of text being studied, which in turn can develop students' courage in expressing ideas. This book explains the minimum efforts students must make to achieve the expected competencies.
In other words, students are invited to dare to look for other learning resources that are available and are widely spread around them. The teacher's role
in increasing and adjusting student absorption with the availability of activities in this book is very important. The teachers are expected to be able to enrich the contents of this book with their creations and creativity in the form of other relevant and relevant activities sourced from the social and natural environment that are closest to the teaching context.
From the explanation above, the English textbook used by SMKN 4 WAJO has fulfilled ten criteria of good textbooks according to Tarigan in Cahyanigrum (2013). Textbooks must be able to motivate students, a textbook must be interested and interesting for students. illustrative, the textbook must consider the linguistic aspects, the content of the textbook must be related to other branches of science, the textbook must stimulate students' personal activities, the textbook content must be written clearly so students will not be confused in using it, the textbook must have a point of view clear, textbooks must be able to respect individual differences.
b) The Contents of the Speaking Material Design in English Textbook
The contents of the speaking material design in English textbooks used by SMKN 4 WAJO schools based on the rules of design good speaking material according to Bailey, K. M (2005) Speaking material contained in English textbooks on average there are two to three speaking material in each chapter.
Based on the results of the analysis conducted by researchers, the first rule of speaking design is that English-language material must integrate language skills and this content can be seen in every speaking material contained in each chapter that combines language skills with the existing content in books. Then the second rule is that English-language material must create learning that is productive, fun,
and without stress. In each speaking material, on average, it is fun and can create productive learning, this can be seen in chapter one, which discusses Talking about self, and in chapter two, which deals with Congrulating and complimenting others, where in this material can be fun for students because of learning while playing.
Furthermore, the third is that English-language material must be able to optimize the potential of students through conscious and unconscious advice. In Chapter four and chapter five, the material for speaking is almost the same, namely explaining or making a dialogue about tourist attractions that have been visited by students. This material can optimize the potential of students by giving their respective opinions in accordance with the rules of the design of speaking material in number three. The rules for designing speaking material hereinafter is that English language material must promote natural, social and moral realities (good character) Speaking material in chapter four and chapter five that discusses nature, then in chapter six which discusses social reality and in chapter one and two discussing moral reality. And the last thing is in the rules for speaking material is that English material must contain linguistic and communicative competence.
Speaking material in each chapter meets the rules of good English design because the language and explanation in each chapter are well explained and can be understood by students.
c) Good Speaking Criteria In The English Textbook
Speaking material contained in English textbooks used by SMKN4WAJO schools. Based on the criteria of good speaking according to Thornbury Scott, in M. Nur Chaqiqi (2017) A speaking material must have clear instructions, then the
task of speaking must have a relationship with the use of real life language. This can be seen in the third chapter speaking material on Expressing Intention, then in chapter four and chapter five that asks students to make a dialogue about the tourist places they have visited that have clear instructions in each activity.
Speaking material must have Communicative Activities is Using communicative activities such as innovative programs have a significant impact on improving students' speaking skills. Significant situations are determined using paired work and group work, both of which are important features of Communicative Language Teaching in speaking material. Thereby creating a positive atmosphere and at the same time, reducing affective barriers to language learning. Speaking material in Chapter one, chapter two, chapter seven activities carried out in pairs and groups. have interesting and challenging activities such as speaking material in each chapter that is interesting and challenging because students work in pairs then learn while playing and the material is challenging for students. Furthermore speaking material must have Analytic Activities.
How teachers encourage students to think critically must be supported by good resources, especially in teaching English. This is why analytical activities must blend with the material. However, much of language learning is memorization.
Critical thinking can and does fit in a language class and see how well they can express their thoughts with the language they are learning. And also critical thinking is very important because it will serve them in their future no matter what language they use. Appropriate activities such as open-ended questions, providing quick
answers, encouraging arguments, and making predictions, are in accordance with the speaking material contained in each chapter.
2. Analysis of the Speaking Materials Needed by Students to Improve Their Speaking Skills.
This section presents a discussion based on research findings. The results of this descriptive study relate to answers to problem statements that aim to analyze whether the speaking material is needed by students at SMK 4 Wajo. Data were collected using a questionnaire.
a) Student Needs Related to Speaking Material
Analysis of student needs is very useful for determining learning objectives which will later be used to develop materials, activities, and tests. By analyzing student needs, teaching materials will be more easily adapted, developed, and used.
By knowing the needs of students, teachers will more easily choose, adapt, and develop teaching materials according to student needs so that learning objectives will be more easily met. Relating to the questionnaire data shows that of the 30 students selected by their researchers the average answer agreed with the design of speaking material according to Bailey, K. M (2005) and good speaking criteria according to Thornbury Scott, in M. Nur Chaqiqi (2017).
The results of the analysis of students' answers from the questionnaire showed that in Aspect one which consisted of three statements most students really needed design speaking material that was easy to understand, easy to remember and had a good language structure in terms of skills and content.
Furthermore, in Aspect two which consists of four statements The results of the analysis of students' answers from the questionnaire showed that most students really need the design of speaking material that is learning creative, which is fun learning, and speaking material that can motivate and encourage the curiosity of students in terms of material speaking in terms of productive and fun.
In Aspect three which consists of two statements The results of the analysis of student answers from the questionnaire show that most students really need the design of speaking material that is easy to develop, as well as speaking material that can be actualized and discussed in terms of speaking material design in terms of optimizing student potential from conscious and unconscious advice.
The results of the analysis of student answers from the questionnaire show that in Aspect four which consists of three statements, most students really need the design of speaking material related to the environment, which discusses about daily life, which is related to life values or moral in terms of learning speaking design related to natural, social and moral realities.
In Aspect Five, which consists of two statements, the results of the analysis of students' answers from the questionnaire showed that most students really need the design of speaking material related to linguistics, as well as speaking material that is easy to pronounce in terms of speaking learning design related to linguistic competence and communicative.
The results of the analysis of student answers from the questionnaire showed that in Aspect six which consisted of two statements, most students really needed criteria for speaking material that had clear instructions for each activity, as well as
the type of topic, genre, and situation were well informed in terms of the criteria good speaking material in terms of instructions.
In Aspect seven which consists of two statements The results of the analysis of student answers from the questionnaire showed that most students really need speaking criteria that work in pairs and group work, as well as speaking material whose activities are learning while playing in terms of good speaking material criteria in terms of interactivity .
In Aspect eight which consists of two statements The results of the analysis of students' answers from the questionnaire show that most students really need speaking criteria whose activities involve students directly, as well as speaking material that is challenging activities such as short questions and answers, short dialogues, etc. that can train students' hearing and pronunciation in terms of good speaking material criteria in terms of challenging material.
the last is the results of the analysis of student answers from the questionnaire showed that in Aspect nine which consisted of two statements, most students really needed criteria for speaking material that made me think critically and memorize more vocabulary, as well as speaking material such as open questions, giving quick answers, encourage arguments, make predictions, or simple material in terms of good speaking material criteria in terms of analytic activities.
b) Speaking Materials in English Textbook
Of the five aspects related to the design of learning speaking, the first in terms of skills and content, the second in terms of productive and fun, the third in terms of optimizing the potential of students from conscious and unconscious
advice, the next is in terms of speaking learning design related to natural reality , social, and moral, and finally the speaking learning design related to linguistic and communicative competence. From these five aspects the average student needs material related to the learning design. Then we can see in the textbooks used by SMKN 4 WAJO schools based on the results of the analysis of researchers showing that the speaking material in the book has fulfilled the five aspects of speaking material design according to Bailey, K. M. Where the material should be more focused in developing how students communicate using the language itself.
Furthermore, based on the criteria for good speaking material, there are 4 aspects namely, the first is the criteria for good speaking material in terms of instructions, the second is the criteria for good speaking material in terms of interactivity, the third is the criteria for good speaking material in terms of challenging material, and the last is the criteria for good speaking material in terms of analytic activities. Based on the analysis of data collected through a questionnaire, it was found that the majority of students agreed with speaking material with good speaking criteria according to Thornbury Scott, in M. Nur Chaqiqi. Whereas the speaking material in the "English Language" textbook used by schools covers all four aspects of the criteria for good speaking material. So it can be concluded that the speaking material in the book has met the needs of students in SMKN 4 WAJO schools.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After conducting research, several conclusions can be drawn. The textbook used by SMK 4 WAJO meets the criteria proposed by Cahyanigrum (2013). Then the results of this analytic study show that the speaking material contained in the textbooks of the seven chapters analyzed by researchers contains two to three criteria for speaking material and good speaking design contained in each chapter, and the speaking material meets the characteristic requirements of Larsen-Freeman, about speaking communicative ingredients. Namely: talking about yourself, expressing and responding to compliments, expressing attention, asking and expressing intentions, expressing and responding to congratulations, talking about someone, talking about famous places, talking about historical places, and finally giving an announcement. In addition, one type of speaking material is considered adequate communicative, it is talking about tourist resorts. Therefore, the English language textbooks used by SMKN 4 WAJO can support the smooth teaching and learning process. So the teacher will focus more on delivering the lesson.
Furthermore, based on the results of student questionnaires it can be concluded that the speaking material contained in textbooks is in accordance with student needs. It can be seen that the speaking material in the book meets the criteria of good speaking material where students need more conversational practice. The conversations needed by students are those that are contained in the context of everyday life. Students also need teaching material in the form of games.
B. Suggestions
Based on these findings, researchers need to provide valuable advice for students, teachers and the next researchers. This suggestion is expected to be considered for them.
1) For the Students
This research can assist them in developing their knowledge of textbooks that are relevant to communicative language learning in students' daily lives.
Therefore the “ Bahasa Inggris” published by Kementrian Pendidikan dan Kebudayaan is used when the teaching and learning process is in accordance with what is needed by students in vocational schools, so students are expected to practice their speaking skills inside and outside the classroom so that their speaking skills can increase more.
2) For the Teacher
Teachers have to pay attention on materials and choosing the suitable course book for their students‟ need. And also teacher should be able to expand their ideas in teaching speaking using good resource.
3) For the Next Researcher
This research can be a reference for further research. The findings of this study will be useful for other researchers who are interested in analyzing speaking material contained in English textbooks.
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