plagiat merupakan tindakan tidak terpuji - core.ac.uk filethis research aims to create an...

DESIGNING A SET OF MATERIALS FOR ENGLISH

CONVERSATION AT SMP NEGERI 15 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Wilhelmina Kurnia Wandut

Student Number: 111214169

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

DESIGNING A SET OF MATERIALS FOR ENGLISH

CONVERSATION AT SMP NEGERI 15 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 111214169

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


iv

DEDICATION PAGE

Have courage and be kind

-Cinderella-

I dedicate this thesis to:

My beloved Daddy for being everything to me. I mean

everything. I’m so grateful being your first daughter.

And also my lovely Mom for always being a good example to

me and making me as I’m now.

If I am afraid, I trust You, God.


vii

ABSTRACT

Wandut, K. Wilhemina. 2015. Designing a set material for English

Conversation at SMP Negeri 15 Yogyakarta. Yogyakarta: English Education

Study Program. Sanata Dharma University.

English Conversation is one of the extracurricular activities in SMP

Negeri 15 Yogakarta that give students extra time to learn English in the school.

The goal is increasing students’ ability in English especially speaking.

This research aims to create an instructional design for the students in

English Conversation at SMP Negeri 15 Yogyakarta. The writer uses three

instruments to gain the data. They are: a) observation, b) questionnaire, and c)

interview.

This research used Research and Development as the methodology. In

order to make the instructional design, the writer elaborates six stages by

combining Dick & Carey and Kemp model. The six stages are: a) Identifying

instructional goals, b) Identifying Learners’ characteristic, c) Writing performance

objectives, d) Developing Materials and strategies, e) Developing and Conducting

formative and evaluative evaluation, and f) Evaluating instrument. After making

the instructional design, the writer asks two lecturers from Sanata Dharma

University and the teacher of English Conversation to be evaluators for the

instructional design.

The writer presented the instructional design to six chapters, namely: This

is Me, Let me Tell you Something, My Dream My Future, Healthy Life, I Love

Indonesia and Helping Others. Each chapter has five stages. They were: Let’s

Take a Look, Let’s Find Out, Let’s Analyze, Let’s Practice and Let’s Produce.

Based on result of questionnaire distributed to the evaluators, the instructional

design is acceptable but it should be revised.

Keywords: instructional design, English conversation, Dick & Carey and Kemp

model


viii

ABSTRAK

Wandut, K. Wilhemina. 2015. Designing a set material for English Conversation

at SMP Negeri 15 Yogyakarta. Yogyakarta: English Education Study Program.

Sanata Dharma University.

English Conversation di SMP Negeri 15 Yogyakarta adalah salah satu

program ekstrakurikuler yang memberikan kesempatan lebih bagi siswa – siswi

untuk belajar bahasa inggris. Tujuannya adalah untuk meningkatkan kemampuan

berbicara siswa.

Tujuan dari penelitian ini adalah menyusun seperangkat materi

pembelajaran yang dapat diimplementasikan di English Conversation di SMP

Negeri 15 Yogyakarta. Penulis menggunakan tiga instrument dalam pengambilan

data yaitu: a) Observasi, b) Kuesioner, dan c) wawancara.

Penelitian ini menggunakan metode Research and Development. Untuk

membuat materi pembelajaran tersebut, penulis menyusun enam poin yang

merupakan kombinasi model pembelajaran dari Dick & Carey dan Kemp.

Keenam poin tersebut adalah: a) Identifying instructional goal, b) Identifying

Learners characteristic, c) Writing Performance Objectives, d) Developing

Materials and strategies , e) Developing and Conducting formative and evaluative

evaluation, and f) Evaluating instrument. Setelah membuat materi pembelajaran,

penulis meminta dua dosen dari universitas Sanata Dharma dan guru English

Conversation untuk mengaluasi materi pembelajaran tersebut.

Penulis menyajikan materi pembelajaran dalam enam bab yaitu: This is

Me, Let me Tell you Something, My Dream My Future, Healthy Life, I Love

Indonesia and Helping Others. Setiap bab dibagi menjadi lima langkah yaitu:

Let’s Take a Look, Let’s Find Out, Let’s Analyze, Let’s Practice and Let’s

Produce. Berdasarkan hasil kuesioner yang telah didistribusikan, para evaluator

menyatakan bahwa materi pelajaran ini dinyatakan dapat dipakai tapi masih

perlu direvisi.

Kata kunci: instructional design, English conversation, Dick & Carey and Kemp

model.


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ACKNOWLEDGEMENTS

I would like to give my greatest gratefulness to Jesus Christ for putting

every single thing in my life. He gives me everything more than I deserve. Also, I

would like to thank Hail Mary for always helping me.

I would to offer my gratitude to Christina Lhaksmita Anandari, S.Pd.,

Ed.M., for the patience in guiding me finish this thesis. I want to thank her for

every lesson, advice, opinion and evaluation. I would also like to thank Yuseva

Ariyani Iswandari S.Pd., M.Ed., as my academic advisor, for her support and

motivation during my study.

I also want to say thank to my evaluators Dra. Novita Dewi, M.A.

(Hons), Ph.D., Patricia Angelina Lasut S.Pd., M.Hum and Dita Novenesa

S.Pd., for giving opinions, advices and evaluations to my instructional design.

I would like to thank SMP Negeri 15 Yogyakarta for giving me the chance

to make a research there. I also want to give thanks to the all lecturer in Sanata

Dharma University especially in English Education Study Program. Thanks for

making me as I am now.

My deepest gratitude also goes to my dad, Titus Wandut and my mom,

Kristina Peda Boku for always loving, trusting, and supporting me. I owe them

pride and life. I am also grateful for my three sisters; Ang, Liz and Rila for being

my motivation during my study time.


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Moreover, I would like to thank to all of my friends in college time:

ELESP 2011 class C, my best friends in Amigos, my lovely sisters in Kost

Arimbi. Also my best friends who never get bored to spend time with me: Ija,

Mba Widhy, Mba Dwi, Cece, Ria Tintun, Ta, and Jummy. I love you all guys.

Thanks for always accepting me as who I am. Last but not least, I would like to

thank all of the people whom I cannot mention one by one for their support to

finish this thesis.



xi

TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………………… i

APPROVAL PAGE ………………………………………………….…… ii

DEDICATION PAGE………………………………………………….…. iii

PERNYATAAN PERSETUJUAN PUBLIKASI..…………………………… iv

STATEMENT OF WORK ORIGINALITY ……………………………… v

ABSTRACT ……………………………………………………………….. vii

ABSTRAK …………………………..……………………………………… viii

ACKNOWLEDGEMENTS ……………………………………………….. x

TABLE OF CONTENTS ………………………………………………….. xii

LIST OF TABLES ………………………………………………………… xiv

LIST OF FIGURES .……………………………………………………….. xv

LIST OF APPENDICES…………………………………………………… xvi

CHAPTER I: INTRODUCTION

A. Research Background ..…………………………………… 1

B. Research Problem ..……………………………………….. 4

C. Problem Limitation ..……………………………………… 5

D. Research Objectives ..…………………………………….. 5

E. Research Benefits ..……………………………………….. 5

F. Definition of Terms ..……………………………………… 6

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description …………………………………... 8

1. Instructional Design………………………………………. 8

2. Teaching English………………………………………….. 17

3. The Theory of Speaking…………………………………… 18

4. Communicative Language Teaching………………………. 21

5. Review of Related Studies………………………………… 22

B. Theoretical Framework …………………………………… 26

CHAPTER III: METHODOLOGY

A. Research Method ………………………………………….. 28

B. Research Setting …………………………………………… 32

C. Research Participants………………………………………. 32

D. Instruments and Data Gathering Techniques………………. 33


xii

E. Data Analysis Technique…………………………………… 35

F. Research Procedures……………………………………….. 47

CHAPTER IV: RESULT AND DISCUSSION

A. Identifying the Instructional Goal………………………….. 39

B. Identifying Learners’ Characteristic……………………...… 40

C. Writing Performance Objectives…………………………… 52

D. Developing Materials and Strategy ………………………... 54

E. Developing and Conducting Formative and Summative

Evaluations…………………………………………………. 58

F. Evaluating Designs…..……………………………………… 59

CHAPTER V: CONCLUSION

A. Conclusion ..……………………………………………… 63

B. Recommendation…………………………………………. 63

REFERENCES …………………………………………………………… 66

APPENDICES ……………………………………………………………. 68


xiii

LIST OF TABLES

Table

3.1 Multiple Choice………………………………………………………… 30

3.2 Likert Scale ……………………………………………………………. 31

3.3 Open-ended Question………………………………….......................... 31

4.1 Observation Sheet……………………………………………………… 41

4.2 Observation’s criteria ……………………………………..…………… 41

4.3 Result of Observation………………………………………………….. 42

4.4 Students’ Background …………………………………………………. 43

4.5 Students’ Opinion about the Materials of English Conversation ….…… 44

4.6 The Challenges Face by the Students in English Conversation ...…….. 46

4.7 The English Conversation’s Material Desired by the Students………... 47

4.8 Teacher’s Background………………………………………………..... 49

4.9 Students’ Problems……………………………………..……………… 49

4.10 Media………………………………………………………………… 50

4.11 Method………………………………………………….…………… 50

4.12 Topics………………………………………………………………… 51

4.13 Assessment…………………………………………………………… 52

4.14 Topic Included to Instructional Design………………………………. 53

4.15 Topic and Objectives………………………………………………….. 53

4.16 Rubric for Assessment……………………………………………….... 58

4.17 Materials Evaluation Part 1 – The Objectives………………………… 59

4.18 Materials Evaluation Part 1 – Materials………………………………. 60

4.19 Materials Evaluation Part 1 – Materials and Strategy Development….. 61


xiv

4.20 Materials Evaluation Part 2 …………………………………………… 61

4.21 Revision ………………………………………………..……………… 62


xv

LIST OF FIGURES

Figure

2.1 Dick and Carey’s Model of Instructional Design……………… 10

2.2 Kemp’s Model of Instructional Design………………………. 14

2.3 Writer’s Model of Instructional Design………………………. 24

4.1 Let’s Take a Look …………………………………………….. 55

4.2 Let’s Analyze – Vocabulary………………………………….... 56

4.2 Let’s Analyze – Expressions……………………………………... 57


xvi

LIST OF APPENDICES

Appendix 1 Instruments of Need Analysis……………………………. 68

Appendix 2 Recapitulation of learners’ Questionnaire of Need

Analysis………………………………………………….. 75

Appendix 3 Interview Transcript …………………………………….. 79

Appendix 4 Materials Evaluation Questionnaire……………………... 87

Appendix 5 Instructional Design……………………………………… 92


1

CHAPTER I

INTRODUCTION

This chapter presents the introduction of the research. It consists of six

sections, namely the research background, the research problem, the problem

limitation, the research objective, the research benefits and the definition of terms.

A. Research Background

English is an international language which is widely used and becomes one

of important languages around the world. Indonesia is one of the countries that

has known English for many years. It is also included as lesson in education

system. Moreover, Junior High Schools and Senior High Schools in Indonesia

choose English as one of the requirement subjects to pass the national

examination. This phenomenon shows that Indonesians are expected to be able to

communicate in English.

In the school agencies, English is taught as one of the lessons in school.

However, students might feel difficult in learning since it is a new language for

them. Besides having English inside the classroom, many Junior High Schools

and Senior High Schools also provide a chance for students to increase their

English by establishing a club of English for students who want to learn English

as one of the extracurricular. It is well-known as English Club, but some schools

have different names. This program offers an extra time for students in learning

English outside the school.


2

This research deals with this program in the terms of providing an

appropriate design for English Club as the extracurricular in a school. The writer

chose the students of English club at SMP Negeri 15 Yogyakarta as the subject of

the research. However, the club in this school is well-known as English

Conversation (EC). It is because through this club the school wants to increase

students’ ability in speaking.

The writer lists three reasons why this research is worthy to be researched.

Those reasons become the background of this research. First, the writer wants to

offer a new design which is appropriate for the students on English Conversation

based on the research that has been done. Second, even though the goal of this

English Conversation is training students’ speaking ability, the interest of students

in speaking is still minim. Third, since the English Conversation is an

extracurricular, it has to offer an interesting and fun learning of English for the

students. Therefore, this research also offers another way to learn a design with

new strategies and good materials development which are based on students’

condition to avoid the boredom. Those reasons become the starting points for the

writer to develop this research.

Extracurricular activities are the programs which are made by a school.

According to Holland and Andre (1987), “They are not part of the regular school

and they are structured in some way not just socializing but working towards

some social mission or goal” (p. 438). The extracurricular activity always takes

time outside the classroom and the subjects of the activities do not really have

correlation to the course. Extracurricular has existed in Indonesia for a long time.


3

Although, the programs of extracurricular are not written in curriculum but it

should be included in annual calendar. In Indonesia, the policy of extracurricular

has been stated in the decree of Education and Cultural Department No.

0461/U/1964 states, “Extracurricular has important roles including developing

student knowledge, connecting the course, accommodate student’s talent and

interest also coaching the whole characteristic as human being” (Depdikbud,

1998).

English Club is one of the extracurricular activities which is established

for some reasons depending on the school or the goals of the Club itself. English

Club can be a tool to accommodate students who have interest and passion in

English but they do not have enough time to learn in classroom. English Club can

also help students to increase their English skill. Another reason of English Club

is to facilitate students who have specific skill in English. Furthermore, English

Club offers a relaxed environment for students to practice English.

As one of the schools which has the English Club but the in different

name, SMP Negeri 15 Yogyakarta also wants to gain those goals even though this

school chooses to focus on the speaking ability. Based on the observation, the

students’ competence in reading and writing are better than speaking. Therefore,

the school provides English Conversation that aims to train the speaking ability of

the students. The numbers of students who join this program are around 40

students who come from grade seven and eight. Since they decide to join the

English Conversation based on their willingness and interest, most of the students


4

can produce English good enough. Furthermore, around 65% of the students ever

joined English courses and leaning English since they were in elementary schools.

The school provides two kinds of teacher for the English Conversation.

They are native teacher and Indonesian teachers. However, both of them teach the

students in almost the same way which focuses on the speaking ability. The

schedule is on 02.00 pm until 03.30 pm after they finish the school. As what has

been stated that in curriculum 2013, the duration of English is two hours in a

week. This becomes the reason why students mostly decide to participate in

English Conversation. They still need to learn English more outside the

classroom. Moreover, there are other reasons why the students join the English

Conversation for examples: they have passion in English and want to increase

their English ability, and chase their dreams related in English.

B. Research Problem

Based on the background that has been stated in previous, the writer

formulates the problem of the research as follows.

1. How does the design material for English Club at SMP Negeri 15 look

like?

C. Problem Limitation

The scope of this research focuses on the designing the set of materials for

English Conversation at SMP Negeri 15 Yogyakarta. The writer finds out the

theories used to design instructional material as a benchmark to design


5

instructional materials. Furthermore, the writer identifies the characteristic, level,

and background of the students. It is helpful to decide the best method and

technique of teaching for the students in SMP Negeri 15 Yogyakarta.

D. Research Objectives

In order to answer the formulated problem, the writer makes a set of

designing materials based on the students’ needs in SMP Negeri 15 Yogyakarta.

The writer designs some units of materials fundamentally that can be implemented

in English Conversation at SMP Negeri 15 Yogyakarta.

E. Research Benefits

The research is contributed to the development of knowledge particularly

in English development. Besides, the research is conducted in order to give

benefits for English teachers of English Conversation at SMP Negeri 15

Yogyakarta, the students of English Conversation at SMP Negeri 15 Yogyakarta,

and the future researchers.

1. English Teachers

The instructional materials can help the teachers of English Conversation

to offer a new set of materials based on the research that has been done. It can be

used as teacher handbook which supports the goals of the English Conversation.


6

2. Students of English Conversation

The students can use the instructional materials as their media to learn

English as well. Besides the topics related to their daily life, the can also develop

their English through the exercises provided.

3. Future Researchers

This research can be used as the references for the future researchers who

are going to conduct a research about designing a set material and who are going

to have further research about the English Conversation at SMP Negeri 15

Yogyakarta.

F. Definition of Terms

This part elaborates the definitions that are frequently used in this

research. These are the basic understanding of the terms. It is divided into three

parts, namely extracurricular, English Conversation of SMP Negeri 15

Yogyakarta, and instructional design.

1. Extracurricular

Extracurricular activities are a significant part of school life in developed

countries. However, the programs are outside the core academic programs

(Ellerson, 2012). Moreover, Suryosubroto (1996) states that extracurricular

activity is a structured program outside the school to help students develop the

knowledge and competences of students and to develop their ideas which are not

really expressed in the classroom.


7

2. English Conversation of SMP Negeri 15 Yogyakarta

English Conversation (EC) at SMP Negeri 15 Yogyakarta is a tool for

student to learn English in a fun environment. In English Conversation, students

have opportunities to practice many different skills based on real situation.

Moreover, English club encourages students to help each other achieve the club’s

objectives. The member of students who join English Conversation are around 40

students and come from grade VII and VIII.

3. Instructional Design

According to Morrison, Ross, Kalman and Kemp (2011), “Instructional design

is a systematic design process based on what we know about learning theories,

information technology, systematic analysis, educational research and

management method” (p.6). Based on this definition, it can be concluded that an

instructional design is a result of the process of formulated the theories,

information, analysis based on educational research which uses a certain method.

This writer also uses this process to create a new instructional design that can be

applied in English Conversation at SMP Negeri 15 Yogyakarta.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into three sections, namely theoretical description,

review of related study, and theoretical framework. Theoretical description

involves related literature which is important and useful in designing instructional

materials. In the review of related study, the writer provides the relevant studies

with this research. Theoretical framework elaborates the relation between the

theories and the research.

A. Theoretical Description

This section is divided into four parts, namely instructional design,

teaching English, theory of speaking and Communicative Language Teaching.

These theories used as guidelines to make a new instructional material for English

Conversation at SMP Negeri 15 Yogyakarta. The details of the theories are

explained as follows.

1. Instructional Design

The writer explores two instructional designs of Dick & Carey (2009) and

Kemp (2011) to be references in designing a new material. The writer also

combines some stages of both of instructional designs as a new instructional

design.


9

The two instructional designs are chosen because of two reasons. First,

Dick & Carey’s (2009) model is a well-known model that is applied in the

methodology used in this research. Further explanation can be found in Chapter

III. Second, according to Kemps (1977), his instructional design which is well-

known as Kemp’s model is a flexible process. There is interdependence among

the eight elements. The writer can start with whichever element is ready to start

with and the move back and forth to the other steps. These are also the reasons

why writer combines the instructional design. Another reason is the writer

considers that the steps in the instructional designs help the writer to create a new

instructional design that can be applied in English Conversation at SMP Negeri 15

Yogyakarta. Furthermore about those models are presented detailed in this part.

a. Dick and Carey’s Model

Dick and Carey (2009) state that all of the elements of the instructional

such as the instructor, learners, materials, instructional activities, delivery system,

and learning and performance environment are connected to work with each other

(p. 1) The goal is to create the students’ desire learning outcomes. Dick and

Carey’s (2009) model is divided into nine stages which can be seen as follows:


10

Figure 2.1: Dick and Carey’s Model of Instructional Design (2009:1)

1. Identify Instructional Goal

According to Dick and Carey (2009) “Goals are clear statement of

behaviors that learners are to demonstrate as a result of instructions” (p. 33). On

the first stage, teachers are required to describe what the learners are expected to

perform at the end of the instruction. Instructional goals are normally broad

statements of what teachers are trying to accomplish. Moreover, Dick and Carey

(2009) say that identifying the instructional design is the most critical event in the

process of instructional design. If done improperly, the instruction may not intend

the learners’ real needs (p. 15).


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1. Conduct Instructional Analysis

On this stage teachers need to identify the exact performance used to

connect the present performance and the desired performance. It means that what

is done by learners during the instructional materials should be the same with the

desired performance. Teacher also should convince that the relevant between steps

taken in performing goal with objectives should be achieved by learners.

Therefore, the materials and performances learned by learners support and lead

them to the goals of learning.

2. Identify Entry Behaviors and Learner Characteristics

On this stage, teacher are required identifying the background and general

characteristics of the learners includes skills, experience, motivation levels, and

basic demographics. The information should have enough details to identify the

correct starting point of the instruction so that students do not waste time

reviewing material they have already known and do not omit content they need to

know. This step helps teacher in designing the materials, techniques and strategies

used. It also helps teachers to start the learning process at level that appropriate for

students.

3. Write Performance Objectives

Performance objectives consist of a description of the task or skills to be

learned, the standards or criteria, and the conditions that the task must be

performed. This stage is the most important part of the instructional design since it

describes description of what learners are able to do after following a unit of

instruction. Moreover, it also describes what learners are able to do outside the


http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html

12

learning situation or when they are in real situation using the skills and knowledge

from the instruction in daily life.

4. Develop Criterion-Referenced Test Items

On this stage, teachers develop tests or evaluation to assess the performance

of the learners. The test item is a benchmark which is to measure whether

learners have already reached the objectives and are ready to move to new skill.

Furthermore, it can also evaluate the instructional design whether it already

supports the student to get the learning outcomes.

5. Develop Instructional Strategy

The term instructional strategy is used generally to cover the various

aspects of choosing a delivery system, sequencing and grouping cluster and

content, describing learning components these will be included in the instruction,

and selecting media for delivering instruction.

6. Develop and Select Instructional Materials

On this stage, the teachers need to design the instructional which can be

implemented by learners in real context. Therefore, teachers select the

instructional materials to focus on the goals that should be accomplished by the

learners. The materials are the most chosen topic by the students.

7. Develop and Conduct Formative Evaluation

On this stage, the teachers are required to obtain more data to revise the

instructional materials and make them more efficient and effective for the

learners. Besides, teachers must identify areas in the instructional material that


13

need improvement before releasing the instruction for the actual use. It can be

from the media, strategies or techniques that used before.

8. Develop and Conduct Summative Evaluation

On this last stage, the teachers are required to develop and conduct

summative test to verify the effectiveness of the instructional materials to the

learner’s target. If the teachers find inappropriate materials during the instruction,

it will be rejected and will be evaluated. It can also be evaluated by learners.

Based on the summative test teacher can decide students who need to learn more

and those who are ready with the next level.

Dick and Carey’s (2009) model explores the steps taken to create a good

instructional design detailed. It can be seen that all of the steps are connected to

make the goals of the instructional design can be delivered successfully to the

students. Therefore, in order to get good instructional designs, according Dick and

Carey (2009), a teacher must perform all of the steps.

b. Kemp’s Model

The writer chooses this concept because it is beneficial and helpful. First,

the steps of this model detailed and complete to become a benchmark for the new

instructional materials. Second, the essential concept of this model is that each

element of this stage can be addressed at any time in the process and it also gives

freedom to teachers to modify their instruction necessarily. The figure of Kemp’s

(2011) model can be seen in Figure 2.2.


14

Figure 2.2: Kemp’s Model of Instructional Design (2011: 12)

1. Instructional Problem

On the first stage of Kemp’s (2011) design is almost the same with Dick

and Carey’s (2009) design. They identify the instructional problem and determine

the goals of the program that will be designed. The goal of instruction can help the

teacher to find the solution of students’ problem during the instructions.

2. Learners’ Characteristic

On this stage, the teachers are required to explore the characteristics and

needs of the learners. It helps the teachers to design an appropriate instructional

design for the learners. Moreover, identifying the learners’ characteristic can help

the teachers to expect the impact of instructional outcomes that will be

accomplished by the learners.


15

3. Task Analysis

This is one of the most important stages of design process. On this stage,

the teachers need to include the knowledge and procedure in instructional design

which support learners master the learning objectives. Kemp (2011) also states

that “One of the keys steps of the design process is defining the content needed to

address the instructional need or problem” (p. 97).

4. Instructional Objectives

The teachers are required to identify the instructional and learning

objectives. Teachers have to specify what exactly learners must learn and master

as the outcomes of learning. According to Kemp, et al. (2011), “There are three

objectives domains of instructional design: cognitive domain, psychomotor

domain and cognitive domain.”

5. Content Sequencing

On this stage, teachers should arrange the content of learning effectively.

This stage presents an important role which will be used in helping learners

understand and learn the information. It goals to determine the most appropriate

sequence while presenting the information.

6. Instructional Strategies

On this stage, teachers are required to be creative to develop the strategies

and techniques of teaching materials. According to Kemp, et al. (2011), “A well-

designed instructional strategy prompts and motivates the learners to actively

make the connection between what the learners already know and new

information” (pp.150-151). Moreover, by designing strategies, teacher can help


16

learners to connect the information from instructional design with the existing

knowledge.

7. Designing the Message

On this stage, teachers should convince the messages or goals of the

instructional are delivered successfully to the learners. Therefore, teachers should

find a good way which can introduce the content to learners, show the best way to

implement the instructional design, and convey the most important information of

the learning.

8. Developing Instructional Materials

On this stage, teachers need to select and explore more resources and

materials to support activities of learners. Kemp et al. (2011), “The development

of the instruction materials is the implemented of the instructional design” (p.

243). This is very important since the condition of learners might cause teacher to

develop the instructional materials that have been prepared.

9. Evaluation Instruments

On the last stage, teachers develop evaluation instruments that will be used

to asses and evaluate learner’s mastery of the learning objectives. It can also be

used to assess the instructional design whether it has answered the learning

outcomes which expected from learners successfully.

As what has been stated before that the strength of this model is that

revision which is extremely encouraged throughout the process. Therefore, the

teachers can omit the stages in the instructional which are not really necessary and

choose only some points which appropriate for the learners. It happens because


17

the goal is to have the flexibility to solve problems as they arise, it can also make

the end result or product more efficient and free of error. Therefore, when the

teachers or instructors find any error in the instructional design, they may directly

evaluate and revise it.

2. Teaching English

a. Approach or Method of Teaching English

The term approach of English is the same with method used to teach

English. The development of teaching approach of English results many

approaches. In this research, the writer chooses three kinds of approaches which

are stated by Marzano and Kendall since those approaches can represent the idea

of the writer. First, approach focuses on knowledge. Second, approach focuses on

issue. Third, approach focuses on the student exploration. The approaches can be

seen detailed in this part:

1. Focus on Knowledge

This approach concerns to emphasize the introduction of knowledge to the

learners. Therefore, the goal of this approach is learners get new knowledge. For

example, learners are introduced a knowledge about procedure text and the

function (objective 1). After that, learners learn about the generic structure of the

procedure text (objective 2).

2. Focus on Issues

On this approach, learners focus to examine the issue of question. The goal

is the learners can have their own perspective of the lesson. For example after


18

seeing the generic structure of the procedure text, students are asked to determine

the generic structure on another procedure text based on their understanding

(objective 3).

3. Focus on Students Exploration

Marzano and Kendall (2007) state, “The third approach has student inquiry

and self-analysis as its focus. Here the emphasis is on self-exploration as well as

on knowledge of a subject area” (pp. 149-150). In this approach, teachers let the

learners explore the material with their ideas. For example, teacher can ask the

learners to make their own text procedure by using the generic structure (objective

4).

b. The Design of Teaching English

There are four elements of English teaching process in classroom

according to Richards and Rogers (2001). They are the linguistic content, the role

of teacher, the role of learners and the role of materials. The term linguistic

content which is well-known as syllabus involves general and specific goal that

will be done on teachers in classroom. “The purposes of a syllabus are almost as

varied as the possible contents but can be grouped into several categories. A

syllabus can be a contract, a permanent record and learning tool”.

3. The Theory of Speaking

This section elaborates the nature of speaking and the techniques of

teaching speaking. All the theories in this section aim to help readers understand


19

about the important of teaching speaking and also to produce a well-designed

material that can be implemented based on students’ needs.

a. The Nature of Speaking

Nunan (2003) states, “Many people feel that speaking in a new language is

harder than reading, writing, or listening” (p.48). It happens for two reasons.

First, unlike reading or writing, speaking happens in real time, usually the person

whom we are talking is waiting for us to speak. Second, when we speak we

cannot edit and revise what we wish to say, as if we are writing.

b. The Techniques in Teaching Speaking

There are some techniques in teaching speaking according to Nunan (2003)

that can motivate students increase and develop their speaking skill. The

techniques can be seen as follows:

1. Information Gap

Information gap is a useful activity in which one person has information

that the other lacks (p. 56). They must use the target language to share the

information. Besides, helping the students developing their speaking skill, this

activity is also fun and interesting.

2. Jigsaw Activities

Jigsaw activities are bidirectional or multidirectional information gap. In

this activity, teachers can ask the students to make a group. Each person in a

group has the same information the person need. For example, one student has

information about a place and another student has the information about the


20

schedule of the plane. Both of the students should arrange the plan to go to the

place. They should speak spontaneously in English.

3. Role – plays

As Nunan states, “Role-plays are excellent activities for speaking in

relatively safe the environment of the classroom” (p. 57). In this activity, students

are given a certain role to play. For example, a student acts as a doctor and

another student acts as a sick person. The doctor gives the person suggestion so

that he can be healed from diseases.

4. Simulations

Simulations are more creative than role-plays. In this activity, teacher

provides a realistic situation for language practice. For example, teacher sets

market situation. Students as customers should buy the products and practice the

transactional speaking with the seller.

5. Contact Assignments

Contact assignments involve the students to go out from the classroom

with a purpose to talk with people in the target language. For example, a teacher

can ask the students to go to public places and meet a tourist to be interview. The

students bring a worksheet to be completed by the answer from the tourist. After

that, the students can compile their answer and make the report from the

interview. It aims to help the students speak in the target language.


21

4. Communicative Language Teaching

This part presents the method of teaching used in the design materials. The

design materials used Communicative Language Teaching (CLT). This part is

divided into three parts, namely principle of CLT, Approach of CLT and

classroom activity of CLT.

a. The Principle of CLT

Communicative Language Teaching is found in the changes in the British

language teaching tradition dating from the 1960s. There are some principles of

CLT that could help the writer design the material for English Conversation at

SMP Negeri 15 Yogyakarta.

According to Finocchiaro and Brumfit (1983), “Some principles of CLT are

language learning is learning to communicate and effective communication is

sought. These principles were adapted to the design material.” Furthermore, they

said that drilling may occur but peripherally, comprehensible pronunciation is

sought and any device that helps learners is accepted- varying according to their

age and interest (p. 156).

b. The Approach of CLT

The communicative approach in language teaching starts from a theory of

language as communication (p. 159). Some characteristics of this communicative

language is a system for the expression of meaning. The primary function of

language allows the interaction and communication, the structure of language

reflects its functional and communicative uses and they primary units of language


22

are not merely its grammatical and structural features but categories of functional

and communicative meaning as exemplified in discourse (p. 161).

c. Classroom Activity of CLT

The range of exercise type and activities compatible with a communication

approach is unlimited. Providing that such exercise enable learners to attain the

communicative objectives in the curriculum, engage learners in communication,

and required the use of such communication processes as information, sharing,

negotiation of meaning and interaction (p. 165). Some activities that can be

implemented in the classroom based on CLT principle are need analysis, group

process manager, text – based materials and task – based materials.

5. Review of Related Study

a. Related Studies

This part explores the type of research which has been done by other

researchers. There is a dissertation which designed to research, develop and

validate a resource guide school leaders can use to facilitate social media use by

school staff. The title is Research, Development and Validation of a School

Leader’s Resource Guide for the Facilitation of Social Media use by School Staff

and is compiled by Deanna L Gooch in Kansas State University on 1983.

Moreover, it was developed using the research and development (R & D)

methodology by Gall, Borg and Gall (2003) and Dick and Carey (2009).

Another study related to Dick and Carey is developed by Diane Tucker

title The Application of the Dick and Carey System Approach Model to a


23

Macromedia Flash Tutorial at Instructional Design and Technology Emporia

State University in December 6, 2002. On this thesis, Tucker emphasizes two

reasons The Dick and Carey System Approach as the instructional design model.

First, it is widely known a model that can be applied to a variety of context areas

by novice to expert instructional designers. Second, this model is based on

systematic process.

Puspasari (2007) in her study makes an instructional speaking materials

using contextual teaching and learning for the eighth grade students for SMPN 2

Ponjong, Gunungkidul. In this research, she also combines two models of

instructional designs becomes a new instructional design. The focus of the

instructional design is increasing the speaking ability of the students. Ginting

(2010) also conducts a research about designing a set of speaking materials using

task based learning for English extracurricular in BOPKRI senior high school. In

his research, Ginting (2010) explores about the speaking theories and method

which are suitable to be implemented in the English extracurricular.

b. Writer’s Model

The writer combines Dick and Carey’s (2009) model and Morrison, Ross,

Kalman and Kemp’s (2011) model; which is well known as Kemp’s model to

make new design materials. The purpose is to design appropriate design materials

which can be used in English Conversation at SMP Negeri 15 Yogyakarta. The

reasons the writer chooses those models because of their strength which represents

the writer’s ideas about ideal instructional design. In writer’s opinion, an ideal

instructional design is a design that helps teacher achieve the goal of learning and


24

consider the characters and learners’ need. Besides, the instructional design can

also give the chance for teacher to evaluate the learners’ achievements. The

writer’s model is divided into six stages that can be seen in Figure 2.3.

Figure 2.3: Writer’s Model of Instructional Design

1. Identifying instructional goals.

The first stage of instructional design is adopted from Dick and Carey’s

(2009) models. On this stage, the teachers need to identify the objectives of the

instructional materials. Before starting the instructional the teachers should have

list of objectives that should be achieved by students as their learning outcomes.

That is the reason why this stage becomes the first step of the design.

2. Identifying Learners characteristic

The second stage is taken from Kemp’s (2011) model. Figuring out the

learners’ characteristic helps the teacher to lead to the objectives. Analyzing

students’ characteristic also provides teacher information about the methods and

Identifying

Instructional Goals (Dick & Carey)

Writing Performance Objectives

(Dick & Carey)

Developing and Conducting

Formative and Summative

Evaluations

(Dick & Carey)

Developing Materials and Strategies

(Dick & Carey and Kemp)

Evaluating the

Instruments

(Kemp)

Identifying Learners’

Characteristic (Kemp)


25

strategies that will be used to develop the instructional design. After stating the

instructional goal, the teachers need to find the students’ character because it can

help the teacher to design the materials based on students’ characteristic.

3. Writing Performance Objectives

This stage becomes the third step because after analyzing the students’

characteristic, the teachers need to list the performance of objectives to support

the learners to achieve the goals. On the first stage, the teachers are required to

list the objectives of the instructional but Dick and Carey (2009) suggest teachers

to list the skill and knowledge that will be performed by students during the

instructional.

4. Developing Material and Strategy

This stage is the combine of the Dick and Carey (2009) and Kemp’s (2011)

model. On this stage, teachers need to develop the materials and strategies

contextual based on the learners’ need. Sometimes, teachers need to change the

materials and strategies from the first plan depend on the condition of the

learners.

5. Developing and Conducting Formative and Summative Evaluation

Writer combines two stages from Dick and Carey’s (2011) model become

one stage. Formative evaluation is done in process of learning while summative

evaluation is done at the end of instruction to judge learners’ performance and

the appropriateness of the instructional design. The reason why these two stages

combined is because the teachers can assess the students of English Conversation

by using the two kinds of assessment.


26

6. Evaluating Instruments

The last stage is taken from Kemp’s model (2011). On this stage, teachers

need to evaluate learner’s performance to find out whether they already get the

learning objectives and are ready to move to another unit.

The writer chooses stages from Dick and Carey (2009) and Kemp’s (2011)

model to become a new instructional design. Those stages are chosen because the

idea and activity are suitable with writer’s planning.

B. Theoretical Framework

In order to answer the problem of this research, the writer needs to

understand and master the concept of instructional design both of Dick and

Carey’s (2009) model and Morrison, Ross, Kalman and Kemp’s (2011) model.

Since the writer uses those concepts as guidelines to design an instructional which

is appropriate to English Conversation at SMP Negeri 15 Yogyakarta, the writer

should understand the details of every step of the instructional design. Moreover,

the writer needs to understand the theory of teaching English especially for

speaking since the English Conversation at SMP Negeri 15 Yogyakarta focuses

on speaking ability.

Besides, the writer needs to understand the theories of design an

instructional material related to teaching young learners. It is beneficial to help the

writer compile the materials, methods and strategies which are suitable for the

students of English Conversation at SMP Negeri 15 Yogyakarta.


27

The writer collaborates the theories in order to create a new instructional

design. The concept of all the theories can be seen in the in the figure 2.4.

Figure 2.4: The Concept of Theories

•The Principle of CLT

•The Approach of CLT

•Classroom Activity of CLT

• Information Gap

•Jigsaw Activities

•Role - plays

•Simulation

•Contanct Assignments

•Approach or Method of Teaching English

•The Design of Teaching English

•Dick and Carey's Model

•Kemp's Model

Instructional Design

Teaching English

Communicative Language Teaching

The Theory of Speaking

Writer’s

Model


28

CHAPTER III

RESEARCH METHODOLOGY

This section elaborates the methods the technique and analyzing data, and

reveals the boundaries of the research. This section divided in six parts namely:

research method, research setting, research participant, instruments and gathering

techniques, data analysis techniques, and research procedures.

A. Research Method

This research was Research and Development which is well-known as

R&D. Borg (1987) defines “Research and development is a model developing in

which the findings of research are used to design new products and procedures,

which then are systematically field – tested, evaluated, and refined until they meet

specified criteria of effectiveness, quality or similar standard” (p. 589). The writer

chose this type of research because the steps of the research could help the writer

answered the problem formulation. Moreover, R&D holds great promise for

improving education because it involves a close connection between systematic

program evaluation and program development.

The example of the educational research and development which is widely

used is the system approach model from Dick & Carey (2009). Therefore, the

writer also used this model as one of the references in making the design for

English Conversation at SMP Negeri 15 Yogyakarta.


29

According to Roger, “collecting data is an integral part of science; the goal

is to understand the pattern of relations among the variables” (p. 18). In order to

answer the formulated problem of this research, the writer explored three methods

to gather data from the participants. They are observation, questionnaire and

interview.

1. Observation

The first method was observation. It was held since April, 14th

2015 until

May, 19th

2015. This method purposed to give the blue print of the situation of

English Conversation in SMP Negeri 15 Yogyakarta. According to Howard S.

Becker and Blanche Geer in the book Participant Observation and Interview (P.

323), “participant observation can thus provide us with a yardstick against which

to measure the completeness of data gathered in other ways, a model which can

serve to let us know what orders of information escape us when we use other

method.” It is clear that observation can help the test-taker to gather more data.

2. Questionnaire

The second method was questionnaire. A questionnaire is a tool for

collecting and recording data from the participants. It is made up by a list of

questions. A questionnaire has definite purposes that are related to objectives of

the research. This research used two types of questionnaire. First is Likert scale

which used to gain data from students. Second is open-ended question which used

to gain the data from the evaluator. This method was used to figure out the level

or competence and characteristic of the students. Therefore, the writer could

choose the objectives, materials and techniques that are used on this English


30

Conversation. This method also will be used by evaluators to give their opinion

and evaluation to the instructional design.

a. Multiple Choices.

According to Brown, “the main reasons of the practically is easy to

administer and be scored quickly” (p.194). Those are the reasons why the writer

chose this item as one of the instruments in methodology. Multiple choices’

format is also the most popular method of testing a reading knowledge of

vocabulary and grammar. The example of multiple can be seen as follows

3.1 Multiple Choice

1. Sejak kapan kalian belajar bahasa inggris

a. TK

b. SD

c. SMP

b. Likert Scale

According to Betram, “A psychometric response scale primarily used in

questionnaire to obtain participant’s preference or degree of agreement with a

statement or set of statements. Likert Scale is a non-comparative scaling technique

and is unidimensional (only measure a single trait).” In this activity the

respondent are asked to choose their level of agreement to the statements given by

ordinal scale. There are four options which can be chosen by the participants.

They are Strongly Disagree (SD), Agree (A), Disagree (D) and Strongly Disagree

(SD). The example of Likert scale picture can be seen in Table 3.2


31

Table: 3.2 Likert Scale

No Statements SA A D SD

1. Do you think that the materials from English

Club help you in learning English in classroom

√

√

c. Open-ended question

Open-ended question is one of the alternative questions which close to

close-ended question. According to Ballou ( 2011) “The open-ended question

does not provide answer categories. The person (respondent) who is asked an

open-ended question formulates the answer and gives the responses in his or her

own words. Although this structure gives the respondent more freedom in crafting

an answer, it also increases the cognitive efforts.” The examples of open ended

can bee seen in Table 3.3

3.3 Open-ended Question

1. How is the student’s ability in speaking English?

2. What is the most difficult problem faced by students in speaking?

3. Interview

The third method was interview. After having the questionnaire section,

the writer chose participants to be interviewed. This was the last instruments that

used to gain the data from participants. According to McNamara, (1999)

“Interviews are particular useful for getting the story behind a participant’s

experiences. The interviewer can pursue in-depth information around the topic.

Interviews may be useful as follow-up to certain respondents to questionnaire to

further investigate their responses.” As the last instruments it is risk to being


32

repetition. Therefore, the writer used the purposive sampling to choose the

participant to be interviewed. The participants are chosen based on their answer in

the questionnaires.

According to Palys and Frazer, “purposive sampling is virtually

synonymous with qualitative research. However, since there are many qualitative

researchers might have, the list of purposive strategies is virtually endless and

given list will reflect only at the rage of situation.”

B. Research Setting

This section presents the setting of time and place in which the research

was conducted. This research was conducted in SMP Negeri 15 Yogyakarta. It

was located in Jalan Tegal Lempuyangan. no. 61. It was conducted since April,

14th

2015 May until 30th

2015. It included the observation, the distribution of the

questionnaire and the interview with the teacher and the students.

C. Research Participants

This section elaborates the participants who are involved in this research.

There were two kinds of participants in this research. They were the research and

information collecting participant that consisted of the students and the teacher of

English Conversation and the evaluators who evaluate the design materials.


33

1. Research and Information Collecting

The participants in the research were students of the English Conversation

at SMP Negeri 15 Yogyakarta. They were from grade VII and VIII. The range of

their age was 13 – 15 years old. The writer used them to become participants to

find out about their level, needs, situation and achievement in English.

2. Evaluators

The teacher of the English Conversation at SMP Negeri 15 Yogyakarta

and two lecturers from Sanata Dharma University were involved as participants

on this part. They became the evaluators of the instructional materials. The

teacher of English Conversation has had many experiences in teaching this

English Conversation and the lecturers from Sanata Dharma also already had

many experiences in teaching English for many years. Those participants gave

opinions, evaluations and revisions for the instructional design.

D. Instruments and Data Gathering Technique

This section explores the instruments and data gathering technique used in

this research. It is divided in three parts namely: observation, questionnaire and

interview.

1. Observation

The writer has made the observation since April, 14th

2015. From this

activity the researcher made the observation by joining the English Conversation.

It can be seen that the materials of English Conversation mostly were speaking

but the teacher also taught grammar, writing, reading and vocabulary.


34

At the beginning of the lesson the teacher told the students the goals that

they are going to achieve at the end of the lesson. She trained the students’

vocabulary by asking them to repeat the words. Another activity used was role

play. The students learned giving direction by practicing in the classroom.

2 Questionnaire

There were two kinds of participants who used this instrument. They

were research and information collecting participant and evaluators.

a. Research and information collecting participant

In this part, the writer used population in deciding the participants. The

questionnaires for these participants were divided into two items. The first was

multiple choices and the second was Likert scale. The questionnaire was

distributed to the students on April 21th

2015. The reason in using multiple

choices and Likert scale for students was helping the students to answer the

questions easily since they just needed to choose one of the answers provided. It

was also easy to administer by the writer.

b. Evaluators

The questioners also were shared to the validators of the instructional

design. It will be used to give opinion, suggestion and evaluation to the

instructional design. The questioners were formed as open-ended question. The

reason in using open – ended was also because it was easy to administer to gain

the revision from the validators.


35

2. Interview

After having the result of observation and questionnaire, the writer chose

some participants based on their answer in the questionnaire sheets to be

interviewed. It aimed to have more explanation about the participants’ answer.

There were also two kinds of participants who used this instrument. They are the

students of English Conversation and The teacher of English Conversation.

a. The Students of English Conversation

On this section, the researcher used purposive sampling by choosing some

participants to be interviewed. It was needed to validate the observation and

instrument that has been made. Purposive sampling was chosen because the

researcher needs to find some students to clarify the data. The participants were

chosen based on their answers on the questionnaires part. Another reason was

because they were students who have good competence, active or passive in the

classroom.

b. The English Teacher of English Conversation

Furthermore, this instrument also was used to interview the teacher of

English Conversation. The goal was to find out the more information about the

background of the students and the condition of the English Conversation itself.

E. Data Analysis Technique

This part elaborates the techniques that used in analyzing the data. It

divided in two parts namely: data analysis technique of research and collecting

and data analysis technique of preliminary field testing.


36

1. Data Analysis Technique of Research and Collecting

In order to make instructional materials, the researcher contributed the

questioners to the students as the research and collecting participants. In this part,

the data that are needed by the writer were the background of students about

English, the opinion of the students about the English Conversation, the challenge

the students faced in learning English, and the materials desired by the students.

After gathering the result of the questioners, the data was analyzed using a

formula which can be seen on the next page:

∑x = the number of students who have the same answers

∑n = the total number of the students

2. Data Analysis Technique of Preliminary Field Testing

After making the instructional material for English Conversation at SMP

Negeri l5 Yogyakarta, the writer asked for validation include opinion, evaluation

and revision. The answers of the participants on this section were analyzed by

using a formula which can be seen as below:

x 100%

x 100%


37

∑x = the participant’s answers

∑n = the total number of the participants

However, the writer also received the opinions, evaluations and revisions in

sentences thus can help in making the better instructional materials.

F. Research Procedures

This section summarizes the steps taken in conducting the study. The

writer elaborates nine stages to in conducting this research. Those steps can be

seen as follows:

1. Collecting Data

The first step of conducting this research was collecting data. It included

observation, questionnaire and interview. In this steps, the writer gained data as

many as possible about the students, teacher and materials for the English

Conversation at SMP Negeri 15 Yogyakarta.

2. Analysis data

After having all of the data, the second step was analysis data. On this

step, the writer tried to analyze all of data to get instructional materials which

suitable to be implemented in English Conversation at SMP Negeri 15

Yogyakarta.

3. Listing the objectives and indicators of the instructional materials

Based on the data, the writer knew the characteristics and needs of the

students. Therefore, on the third step, the writer listed the objectives and

indicators that must be performed by students at the end of instructional


38

materials. The objectives and indicators were benchmarks for writer to design

the materials.

4. Develop the materials

After having the objectives and indicators, the writer developed the

materials based on the most chosen topic by the students. The materials given

to the students should lead them to the objectives of the instructional. The

materials developed can be seen in the appendix.

5. Developing strategy

After developing the materials, the writer needed to develop the strategy. It

includes the method and techniques used to delivered the materials for students.

The strategy can be identified by knowing the characteristic of the students.

6. Developing and conducting formative and summative evaluation

On this section, the writer is requested to develop and conduct formative

and summative evaluation. It helped to check the level of understanding of the

students. It also reflected whether the strategy and method using in

instructional materials were appropriate for the students. Moreover, the

activities could assess the students whether they are ready or not to move to

next level.

7. Evaluating Design

After making all of the stages, the writer asked the validators to give

opinion, suggestion and evaluation to the instructional design. They could give

suggestion for the materials, the strategies or the assessments. The writer

revised the instructional design based on the evaluation.


39

CHAPTER IV

RESULT AND DISCUSSION

In this section, the writer elaborates the research findings and the analysis

of the research. The writer presents the process of collecting data and rationale on

answering the problem formulation which stated in Chapter I. The problem is

“What does the design material of English Conversation at SMP Negeri 15 look

like?

In order to answer the problem, the writer organized the six stages that

have been explained in Chapter II. The seven stages are: Identifying Instructional

Goals, Identifying Learners Characteristic, Writing Performance Objectives,

Developing Materials and Strategy, Developing and Conducting Formative and

Summative Evaluations, and Evaluating Instruments. Those stages of the

instructional design are elaborated on the following sections.

A. Identifying the Instructional Design

The goal of this instructional design is the goal of the English

Conversation at SMP Negeri 15 Yogyakarta. This was the benchmark for the

writer to develop the research and answer the formulated question. The goal of

this English Conversation is training the speaking skill of students in order to

make them have the competences in English communicatively. Moreover, based

on this goal, the writer made an instructional design which is appropriate for the


40

students in SMP Negeri 15 Yogyakarta based on the observation of students’

level, background, needs and desire.

B. Identifying Learners’ Characteristic

On this second stage, the writer focused on finding out the level,

background, problems and expectation of students about the instructional design.

The respondents on this stage were the students of SMP Negeri 15 Yogyakarta

who join the English Conversation and the teacher of the English Conversation.

The writer conducted three ways to gain the information from the respondents.

First was observation. It used to find out the level of the students. Second was

questionnaire. It used to find out the background, opinion, challenges and desire

of the students about the English Conversation. The third was interview which is

used to comprehensive the result of the interview. The explanation of the three

instruments can be seen as follows.

1. Observation

The observation of students in English Conversation at SMP Negeri 15

Yogyakarta was held since April, 14th

2015 until May,19th

2015. The writer

gathered the data by joining the meeting of English Conversation and filling the

observation rubrics that have been prepared. There were four items listed in the

observation rubric. They are pronunciation, vocabulary, grammar and fluency.

The table of the observation rubric can be seen in Table 4.1.


41

Table 4.1 Observation Sheet

Name :

Class:

Items Very Good Good Inadequate Very

Inadequate

Pronunciation

Vocabulary

Grammar

Fluency

In order to help calculating the data, the writer also provided the criteria of

each item which can be seen in Table 4.2.

Table 4.2 Observation’s criteria


Inadequate

Pronunciation Very good

intonation

and very

good stress,

Good

intonation

and good

stress

Inadequate

intonation

and

inadequate

stress

Very

inadequate

intonation

and very

inadequate

stress

Vocabulary Very good

word choices

Good word

choices

inadequate

word choices

Very

inadequate

word choices

Grammar No mistake

in a

sentence,

using good

tenses,

Very few

mistakes in a

sentence and

using good

tenses

Many

mistakes in a

sentence and

using

inadequate

tenses

So many

mistakes in a

sentence and

using very

inadequate

tenses

Fluency Very fluent,

very

accurate,

very good of

speed.

Fluent,

accurate and

good speed

inadequate

fluency,

inadequate

accurate and

inadequate

speed

Very

inadequate

fluency, very

inadequate

accurate and

very

inadequate

speed


42

After observing the students in some meetings by joining the English

Conversation, the writer had the result presented in Table 4.3.

Table 4.3 Result of Observation


Inadequate

Pronunciation 75% 25% -

Vocabulary 25% 75% - -

Grammar - 50% - 50%

Fluency - 75% 25% -

From the result of the observation instruments, it is proved that speaking

competence of the students in English Conversation at SMP Negeri 15

Yogyakarta was good enough. It can be seen from the observation result which

showed that their pronunciation 75% was good while the rest 25% was

inadequate. This number was the same with the fluency competence of the

students. There were 75% students who had good competence in fluency and the

rest of 25% students were inadequate. The vocabulary competences of the

students were 75% good however the rest of 25% students were very good. It can

be seen when they performed in front of the class.

On the other hand, the grammar competence of the students in English

Conversation at SMP Negeri 15 Yogyakarta was not really good. It can be seen

that the percentage of students who had good skill was 50% and another 50%

students had inadequate skill of grammar. It also has been stated by the teacher of

the English Conversation that most of the students had problem in grammar.


43

2. Questionnaires

The second instrument used to gain the data was questionnaires. The

respondents of this instrument were the students in SMP Negeri 15 Yogyakarta

who join the English Conversation. The questionnaire was distributed to the

students on April 21th

2015. It categorized in four parts. The first part was the

background of the students which consisted of four questions. The second part

was the opinion of the students about the materials of English Conversation which

consisted of five questions. The third part explored about the challenges faced by

students in English Conversation and it consisted of two questions. The last part

of the question was the desire materials expected by the students. The result of the

questionnaire is presented in the following section.

a. Students’ Background

Table 4.4 Students’ Background

No Questions Option Number and

Percentage

1. Have you ever joined an

English Course

a. Yes 14 67 %

b. No 7 33 %

2. Since when did you learn

English

a. Kindergarten 6 28 %

b. Elementary School 14 67 %

c. Junior High School 1 5 %

3. From the four following

skills, which one do you

comprehend the most?

a. Speaking 5 23 %

b. Writing 8 38 %

c. Listening 3 14 %

d. Reading 5 23 %

4. Please choose from the

four following points, your

effective way to learn

English.

a. Learning at school 6 28 %

b. Listening to the

English Songs

5 23 %

c. Watching films with

English subtitles

7 33 %

d. Reading statues or

tweet in English at

Social Media

8 38 %


44

The finding of students’ background presented that 67% of the students

ever joined English course while the rest of the 28% never joined any English

course before. The numbers of the students who have learned English since

kindergarten were 28% and the students who have learned English in the junior

high school was only 5% which means only one person. Most students have

learned English since they were in elementary school. It can be seen that students

who chose this option were 67%.

The skill which be the most comprehend by the students was writing skill

since it got 38%. The numbers of students who chose speaking and reading skill

were the same which was 23%. The rest of the students chose listening skill and it

got 14%. This section showed that most of the students learned English from

social media by reading the statuses and tweets. It got the highest percentage that

was 38%. Besides, 33% students stated that they learned English by watching film

using English subtitle and this option became the second most chosen. 28%

students said that they learn English at school and the rest of them which was 23%

stated that they learned English from listening to the English songs.

b. Students’ Opinion about the Materials of English Conversation

Table 4.5 Students’ Opinion about the Materials of English Conversation


Percentage

5. Do the topics of English

Conversation help you to

think critically?

a. Yes 16 76%

b. No 5 24%

6. Do the topics used in

English Conversation give

you new information?

a. Yes 20 95%

b. No 1 5%

7. Do the topics used in a. Yes 16 76%


45

English Conversation

related to daily life?

b. No 5 24%

8. Are the topics of English

Conversation interested for

you?

a. Yes 18 86%

b. No 3 14%

9. Do you like if there is

reflection section at the end

of the lesson?

a. Yes 17 81%

b. No 4 19%

The answers of the students in this section showed that most of the

students thought the topics of English Conversation helped them to think critically

and had 76% for the answers. However, the rest 24% of students assumed that the

topics for the English Conversation did not help them to think critically. Almost

all the students agreed that those topics used in English Conversation could give

the new information and it got 95%. While only 5% of students who did not think

that the topics gave new information. The idea that the topics of English

Conversation were related to daily life agreed by 76% students and disagreed by

24% students. 86% of the students agreed that the topics of English Conversation

were interesting. However another 14% students disagreed about that idea. There

were 81% students who thought that they liked a reflection at the end of the

chapter and the rest of them were not really interest in having the reflection.

Based on the students’ answers on this stage, the writer concluded that the

students had a good opinion about the English Conversation. However, the

students desired a reflection at the end of topics which they have not got in this

English Conversation.


46

c. The Challenges Face by the Students in English Conversation.

Table 4.6 The Challenges Face by the Students in English Conversation.

No Questions Options Number and

Percentage

10. Choose maximum three

challenges that you usually

experience in learning

English on English

Conversation.

a. Cannot arrange the

words into a good

sentence

10 47%

b. The lack of

vocabularies

4 19%

c. Cannot pronounce

the word in English

correctly

13 62%

d. Shame and afraid

to use English

8 38%


difficulties that you

experience while learning

English in this English

Conversation.

a. The materials are

difficult to be

understood.

2 10%

b. the topic used in

the English

conversation are

not interesting

6 29%

c. The method used is

not appropriate.

4 19%

d. Difficult to express

the ideas or

opinion in English

10 47%

e. Shame and afraid

to use English in

front of friends and

the teacher.

9 42%

The idea of this section was finding out the challenges faced by students in

learning English as general and in learning English at English Conversation. The

most challenge faced by students in learning English as general was they could

not pronounce the English word correctly (62%). The second most challenge was

they could not arrange the English words to be a good sentence (47%). Another


47

challenge was they were shame and afraid to speak in English (38%). The less

chosen challenge was because the lack of vocabularies (19%)

There are 47% of students thought that the challenge in learning English at

English Conversation was because they felt difficult to express their opinion or

idea in English. After that, 42% of the students stated that they were afraid and

shame to speak in front of their friends and the teacher. Twnty nine students

assumed that the problem they have in English Conversation was because the

topic were not interesting for them. Another 19% students also thought that the

methods used were not interesting. While the rest of 10% students considered that

the materials were difficult to be understood.

d. The English Conversation Material’s Desired by the Students

Table 4.7 The English Conversation Material’s Desired by the Students

No Statement Number and Percentage

1. Helping Other! 20 95 %

2. My Ability 13 61 %

3. I love Indonesia 19 90 %

4. Good Habit. Good Body 15 71 %

5. What’s Happening 15 71 %

6. This is Me 17 81 %

7. We are Many, We are One 15 71 %

8. Healthy Life 19 90 %

9. It’s My Life 18 71%

10. Let me Tell you Something 15 85 %

11. My Dream, My Future 16 76 %

12. My Personal Experience 13 61 %

The writer chose the top six topics to be included into the instructional

design. The first topic was Helping Others as the most chosen by the respondents

and got 95%. There were 90% respondents who agreed that I Love Indonesia


48

which and Healthy Life topic should be included. The topic Let me Tell you

Something chosen by 18 respondents and got 85% and also should be included.

The next topic was chosen This is Me and it got 81%. The last topic which was the

most chosen by the respondents was My Dream, My Future. There were 16

respondents chose this topic and it got 76%.

3. Interview

The third instrument used to get information about the students was

interview. The respondents of this instrument were divided into two parts. They

were the students of SMP Negeri 15 who joined English Conversation and the

teacher of the English Conversation. The explanation and result of the instruments

can be seen as follows.

a. The Students of English Conversation

The interview for the students was conducted on June 10th

, 2015 at SMP

Negeri 15 Yogyakarta. It aimed to give the writer more information and clarified

some questions in questionnaire instruments. The writer chose five students to be

interviewed based on some certain reason. The writer chose the most active

student, the quietest student and the students who had researchable answers.

b. The Teacher of English Conversation

The interview for the teacher of English Conversation was held on June

09th

, 2015. It was divided into two sections. First was teacher’s background. In

this section the teacher was asked about her personal education and experience in

teaching English. Second was students’ background. This section was divided in


49

five stages which are students’ problem, media, method, topics and assessment.

The result of the interview is presented in Table 4.8.

1. Teacher’s Background

Table 4.8 Teacher’s Background

No. Questions Answers

1. What is your educational background? I’m studying in English Education

Study Program of Sanata Dharma

University

2. How long have you been teaching

English?

I have been teaching English since I

was in second semester. So, I have been

teaching English about three years.

3. How long have you been teaching in

English Conversation at SMP Negeri

15 Yogyakarta?

I have taught there since October, 2015.

So, it’s about six mouths.

The answers proved that the teacher has had quite many experiences in

teaching English. She also had been teaching in English Conversation about six

months. It was long enough to know the students well.

2. Students’ Background

a. Students’ Problems

Table 4.9 Students’ Problems


4. How is the students’ ability in

speaking skill?

I think they speak English fluently.

Even though they are not good in

grammar, but they can speak English

fluently and clearly.

5. What is the most difficult problem

faced by the students in speaking?

The problem is the grammar. They also

have difficulty in vocabulary.

Sometimes, they are lazy to open the

dictionary, so their vocabulary is still

pure.

The teacher of the English Conversation at SMP Negeri 15 Yogyakarta

stated that actually the students are good in speaking. However, they needed to


50

deal with the grammar. That was also the most problem facing by the students.

Another problem was they had lack of vocabulary since sometime they were lazy

to open their dictionaries.

b. Media

Table 4.10 Media


6. Do you use power point in speaking? Yes. I do

7. Do you use video in teaching? Yes, I do

8. What is the most appropriate media

for the students?

I think videos and songs and also power

point but they sometime they did not

really pay attention to the power point.

The teacher in English Conversation usually used media such as power

point and video in teaching English. However, the teacher observed that the

students were not really paid attention in learning with the power point. They

prefer to have videos and song while learning.

c. Method

Table 4.11 Method


9. Do the students prefer to study

individual?

I think not really. The student like to

work in pairs or in group

10. Are the students interested to study in

group?

Yes, they are.

11. Do the students enjoy to study in role

play?

Yes, they do

12. What is the most appropriate method

for the students?

I think role play and discussion.

13. Do you ask the students to make a

reflection at the end of a topic?

No. but we usually review about the

topic not a reflection so we ask the

students some questions related to the

topic.

14. Do you think that making reflection

is benefits for the students?

yes, because it can help the students

understand the materials.


51

On this section, the Writer presented the methods using in English

Conversation according to the teacher. In the English Conversation’s classroom,

the students selected to study in group than individually. They also enjoyed

learning in a role play. That was the most appropriate method for the students

beside discussion.

The teacher admitted that she did not give the written reflection for the

students at the end of the lesson. However, she always reviewed the topic before

closing the classroom. In addition, she agreed that having reflection was benefit

for the students because it made them understood more about the materials.

d. Topics

Table 4.12 Topics


15. Please mention some topics used in

teaching the students?

Sharing Feeling, Telling Experience,

Schedule and Thing Around Me.

16. Are the topics familiar for the

students?

Yes, they are.

17. Can the students relate the topic to

their daily life?

Yes.

18. Can the topics help students to think

critically?

Yes.

19. Can the topics give the students a

new knowledge?

Yes. Because every topics have a new

vocabulary. It also helps them to give

new information. for example when we

teach about schedule they learn how to

read the schedule in the departure,

station and etc.

20. What kind of topics that appropriate

for the students?

The topics should be related with them.

for example their friends, their family or

places around them.


52

The examples of topics used in the English Conversation were familiar

with the students. They also related with students’ daily life and helped them to

think critically. Moreover, the topics also gave the student new information

whether it was about English or general knowledge. For example, beside the

students learned about new vocabularies they also could learn how to read a

schedule that can be applied in their daily life. The teacher also added an

appropriate topic should be related to students’ life, friend or places around them.

e. Assessment

Table 4.13 Assessment


21. Do you use authentic assessment? Yes

What kind of authentic assessment do

you use?

I assess the students from their final test,

assignments, also when they are

speaking in front of the class. then, I

assess the students about their fluency,

grammar, clarity. I made a rubric for

that.

In this section, the writer presented the assessment used by teacher in

assessing the students. The teacher prepared a rubric for speaking and filled when

the students spoke in from of the class. The content of the rubric were fluency,

grammar, clarity and etc. Moreover, the teacher also gave the students a final test

to assess the students.

C. Writing Performance Objectives

In this stage, the writer elaborated the performance objectives that would

be gained by the students. The differences between the first stage and second

stage were the details of explanation. In the first stage teacher required to write the


53

goal of the instructional design, however in this stage teacher needed to specify

the list of the skill, materials and knowledge that will be performed by the

students.

In order to give explanation about this stage, the Table 4.14 presented the

six topics that will be included in the instructional design and also the

arrangement from the first chapter until the sixth chapter. The writer elaborated

every skill, materials and knowledge that are performed by the students in each

topic.

Table 4.14 Topic Included to Instructional Design

No Chapter Topic

1. Chapter 1 This is Me

2. Chapter 2 Let me Tell you Something

3. Chapter 3 My Dream, My Future

4. Chapter 4 Healthy Life

5. Chapter 5 I Love Indonesia

6. Chapter 6 Helping Others

After listing the arrangement of the chapters, the next table presented the

skill and knowledge that should be gained by the students and categorize them in

each topic. The objectives are also written in the every chapter. (See the appendix)

Table 4.15 Topic and Objectives

No. Chapter Topics Objectives

1. Chapter 1 This is Me In this chapter, students are able to:

Describe about themselves using

English well

Use Simple Present Tense

2. Chapter 2 Let me Tell you In this chapter, students are able to:


54

Something Tell others their opinion in

negotiation about something using

English correctly.

Use expressing agree and disagree

correctly 3. Chapter 3 My Dream, My

Future

In this chapter, students are able to:

Mention any professions and the

jobs in English

Tell their dreams in the future

State the reason why they choose it

Use Simple Future Tense

4. Chapter 4 Healthy Life In this chapter, students are able to:

Divide the warnings and suggestion

in order to be health.

Express the idea of having healthy

life in English well

5. Chapter 5 I Love Indonesia In this chapter, students are able to:

Express the characteristic of each

place and culture in Indonesia

Give opinion about Indonesia

culture and place using English

well

6. Chapter 6 Helping Others In this chapter, students are able to :

Give suggestion, opinion or advice

to others.

Response the expression of giving

suggestion, opinion and advice

from others.

D. Developing Material and Strategy

Developing the material and strategy will be the next step after

determining the objectives. In this stage the writer elaborates the materials and

strategies used in the design. In every topic, the writer elaborates five steps to

deliver the materials to the students. They are: Let’s take a look, Let’s find out,

Let’s analyze, Let’s practice and Let’s produce. These steps describe detail as

follows:


55

1. Let’s Take a Look

In this step, teacher helps students to lead them to the topic by asking

questions related to the topic, watching video or picture and asking them to have a

group or pairs discussion. It also gives students a blueprint about what they are

going to have and learn on that topic. Usually, students’ books are closed while

having this activity. The example can be seen as follows:

Figure 4.1: Let’s Take a Look

2. Let’s Find Out

Students are introduced to the topic when come to this step. The teacher

presents the materials by giving passages and conversations. In addition, students

also can explore the materials by seeing the pictures and answering the questions

related to the passages and conversation. (See the example in appendix)

3. Let’s Analyze

This step elaborates the grammar and expressions used in materials. It

describes the tenses detailed based on the context of the topics. It also presents the

example of expressions that usually used in the context. Students can study the


a. Have you ever introduced yourself to new people? b. What is the information that you told them? For example: full name, nick name or

age?


56

grammar and also the expression in order to develop the materials and information

about the topic by themselves.

The stage is divided in two or three parts. First is vocabulary; it contains

some words related to the topic and the students can find the meaning by

themselves in the dictionary. See the example on the following figure and the

complete parts on the appendix.

Figure 4.2 Let’s Analyze – Vocabulary

Second is expressions; it contains the expressions related to the topics. It

helps the students to have knowledge and examples when they asked to produce

their own sentences. See the example on figure 4.2.

3. Let’s Analyze

3.1 Vocabulary

The following columns contains of the vocabularies relate to the

topic. Read and find the meaning in your dictionary.

No Word Meaning

1. Suppose

2. Agree

3. Disagree

4. Invite

5. Cheap


57

Figure 4.2 Let’s Analyze – Expressions

4. Let’s Practice

After knowing the materials, grammar and expressions, students need to

practice the materials. Therefore, this step gives the students chances to practice

the materials by working some exercises. Most of the exercises are done in pairs

or groups since based on the research students don’t really enjoy working

individual. In addition, the exercise given lead the student to developed their

speaking skill. However, the exercises also help students to enrich vocabulary and

develop grammar. (See the example on the Appendix)

5. Let’s Produce

The last stage of the design is asking students to produce the materials

orally. It helps students to gain the objectives of the topics. Most of the activities

are done in pairs and groups. Students are asked to produce a conversation or

passage and practice in front the class. While presenting, teacher can assess the

students by fill the rubrics have been prepared. In this stage, students also are

3.2 Expressions

The following columns contain of the expressions relate to the topic. Study and

practice with your partner.

No Expressions of Agreement Expressions of Disagreement

1. I agree with you I don’t agree with you

2. I totally agree with you I totally don’t agree with you

3. I have the same opinion with you I have different opinion with you

4. I think so I don’t think so


58

asked to make a reflection about what they have learned through the topic. They

write the reflection in a column prepared. (See the example on the Appendix)

E. Develop and Conduct Formative and Summative Evaluations

After developing the materials and strategy, the Writer developed and

conducted the formative and summative evaluation in order to assess the students.

As what have been stated in Chapter 2, one of the requirements of a speaking

assessment is teacher should make the criteria for assessment explicit to the

students. Therefore, the Writer conducts a rubric of speaking assessment that can

be seen as follows:

Table 4.16 Rubric for Assessment

No Content Very Good Good Inadequate Very

Inadequate

1. Pronunciation

2. Fluency

3. Clarity

4. Grammar

5. Vocabulary

This stages in two parts namely Formative Evaluation and Summative

Evaluation. Those parts can be described as below:

1. Formative Evaluation

In this evaluation, teacher gave a spontaneous assessment to the students

based on what they observed. This assessment can be used in ongoing process

while the students performed or spoke. The teacher can give comments, opinions

or suggestions directly. However, it doesn’t mean the teacher can assess the


59

students randomly without having a benchmark. Teacher still needs to consider to

the rubric of the assessment.

2. Summative Evaluation

Summative evaluation requires teacher to give written assessment to the

students. This kind of assessment can be done in individual or group presentation.

It also used when students make assignments and have final test.

F. Evaluating Designs

The last stage of this instrument is evaluation instrument. It is divided into

two parts namely Evaluation and Revision.

1. Evaluation

This stage elaborates the evaluations, opinions and suggestions from the

evaluators. There are three evaluators of the design. They are lecture from

magister program, lecturer from undergraduate program and the teacher of

English Conversation. The evaluation instrument is divided into two parts. There

four possible choices for each statement and each statement have their own score.

Strongly Agree (SA) has 4 scores, Agree (A) has 3 scores, Disagree (D) has 2

scores and Strongly Disagree has 1 score. The result of the instrument evaluation

will be presented in the following table.

a. Materials Evaluation Part 1

Table 4.17 Materials Evaluation Part 1 – The Objectives

No. Statement Degree of Agreement

SA A D SD

The Objectives

1. The objectives in each chapter are clear. 67% 33%

2. The objectives support students’ speaking competences 67% 33

%


60

In this part, two of the evaluators (67%) agree that the objectives of the

instructions are clear and one evaluator (33%) said that she doesn’t agree that the

objectives in each chapter are clear.

Table 4.18 Materials Evaluation Part 1 – Materials

The Materials

3. The materials are understandable 33% 67%

4. The materials are interesting for the students 33% 67%

5. The materials can help the students to think critically 67% 33

%

6. The materials can help students to get new knowledge 33% 67%

7. The materials relate to students’ daily life 67% 33%

8. The materials help students to gain the objectives 100

%

9. Learning materials are suitable for the students in grade VII

and VIII

100

%

10. The materials provide self-reflection for the students 33% 67%

In the material part, one evaluator (33%) is strongly agreed that the

materials are understandable and two of them (67%) are agree about this

statement. This number is the same with the next statement that the materials are

interesting. Two evaluators are strongly agree with this while one of them is

agree. There are two evaluators (67%) are agree that the materials can help the

students to think critically. however, one of the evaluators (33%) disagree about

this statement. The next statement is the material help students to get new

knowledge. There is 33% evaluator who strongly agree about this and 67% who

agree about this. Two evaluators (67%) are strongly agreed that the materials

related to students’ daily life and one evaluator (33%) agree about this. All of the


61

evaluator (100%) are agree that the materials help students to gain the objectives

and suitable for the students in grade VII and VIII. Two evaluators also agree that

the materials provide self-reflection for the students and one of them is agree.

Table 4.19 Materials Evaluation Part 1 – Materials and Strategy Development

Materials and Strategies Development

11. The exercise of the materials help students to achieve the

objectives

33% 67%

12. The exercises help students increase speaking ability 33% 67%

13. The development of the materials are appropriate for the

students (Let’s Take a Look, Let’s Find Out, Let’s Analyze,

Let’s Practice and Let’s Produce)

33% 67%

The third part is materials and strategies development. In this part 67% of

the evaluator agree with the three statements said the exercise of the materials

help students achieve the objectives, the exercises help students increase speaking

ability and the development of the materials are appropriate for the student. While

the rest of the evaluator (33%) is strongly agree about the three statements.

b. Materials Evaluation Part 2

Table 4.20 Materials Evaluation Part 2

No Statement Answer/Opinion

1. What are the weaknesses of the

designed materials? grammatical mistake

punctuation problem

some unclear instruction

typo and spacing

2. What are the strengths of the

designed materials?

Interesting design

Neat layout

quite good organization of activities


62

understandable

Helping students to enrich their

vocabulary

Helping students to improve their

speaking ability

3. What are your opinion,

suggestion and evaluation to

make the designed materials

better?

Fix all the technical problems

Vary the activities in each units

Make simpler instructions

Provide the Indonesian version on

expression part

2. Revisions

This stage contains the revision of instructional design. After conducting

the data from the evaluators, writer revises some parts of the instructional design

based on evaluators’ evaluation. The revision of the instructional design can be

seen in the following table:

Table 4.21 Revision

No Previous Design Revision

1. There are some grammatical mistakes Check and fix all the grammar

problems

2. There are some punctuation problem Fix the all punctuation problem

3. There are some unclear instructions Make the instructions clearer

4. There are some problems related to typo

and spacing

Check the instructional design and

fix the technical error

5. The activity in some units don’t diverge Vary the activity in the units


63

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The writer elaborates two parts on this section. First is conclusion which

summarizes all the research including answering the problem formulation. Second

is recommendation which offering suggestions for the further future research.

A. Conclusions

The problem formulation of the research is “how does the design material

of English Conversation at SMP Negeri 15 look like?” In order to answer this

question, the writer used the instructional design from Dick & Carey and Kemp as

the guideline. Furthermore, the stages of both instructional designs were

combined to get a new instructional design. The result is the writer combined six

stages as the new instructional design which appropriate in English Conversation

at SMP Negeri 15 Yogyakarta.

The writer conducted a research that was held on April until July. In order

to gain the data, the writer asked the students of English Conversation and the

teacher of English Conversation to be the respondents. The writer conducted three

instruments in order to gain the data. They are observation, questionnaire and

instruments.

The research aims to know the background of students, the level and

competences in English, the challenges face by students in English Conversation

and the topics materials desire by the students. Based on the research, the writer


64

states some conclusions. First, most of students who joined the English

Conversation at SMP Negeri 15 Yogyakarta have background of English before.

Second, even though the main goal of the English conversation is training the

students speaking ability, the students are still lack in grammar and vocabulary

competences. Third, most of the challenge facing by students is lack of confidence

in speaking in front of people. Moreover, the writer also had six topics materials

desire by students to be developed as the new instructional designs. The sic topics

are (1) This is Me, (2) Let Me Tell you Something (3) My Dream, My Future, (4)

Healthy Life, (5) I Love Indonesia and (6) Helping Others. The writer also

explores about communicative language teaching as the method of the

instructional design.

B. Recommendations

In this part, the writer would like to give recommendations to the English

teachers of English Conversation at SMP Negeri 15 Yogyakarta and further

researchers.

The writer offers two recommendations for the English teachers who are

going to use this instructional design. First, the English teachers should

understand the material and the rationale with the objectives that have been

formulated. Therefore, the performance activities in the classroom should lead the

students to the objectives. Second, the English teachers are allowed to add

interesting activity and modify the instructional design based on the condition of

students in the classroom.


65

The instructional design can be used as one of the references by further

researcher. The further researcher can also use the instructional design from

Kemp and Dick & Carey to be the guidelines since those instructional designs

offer effective and complete method to create a design. However, in order to

choose the materials to be design, the further researcher should figure out

appropriately the background, needs and level of the students.


66

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Dick W., Carey L., & Carey, J.O. (2009). The systematic design of instruction (7th

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Upper Saddle River, NJ: Pearson Education.

Dominowski, L. R (1990). Research methods. Upper Saddle River, NJ: Prentice –

Hall.

Finnochiaro, M., & Brumfit, C. (1983). The functional – notional: from theory to

practice. New York: Oxford University Press.

Goh, C., Cristine M., & Burns, A. (2012). Teaching speaking: A holistic approach.

Cambridge: Cambridge University Press.

Holland, A., & Andre, T. (1987). Participation in extracurricular activities in

secondary school. Washington: American Educational Research Association.

Kemp, J.E. (1977). Instructional design: A plan for unit and course development

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ed). Belmont: CF: Fearon Pitman Publishers.

Martin, W R. & John, D. R. (1974). A guide to a systematic instructional design.

Washington: Educational Technology Publication.

Marzano. R. J., & Kendall. J.S. (2007). The new taxonomy educational objectives

(2nd

ed). Thousand Oaks, CA: Corwin Press.

Merrill, M. D. & Tennyson, R. D. (1981). Teaching concepts: An instructional

design guide (2nd

ed). Washington: Educational Technology Publication.

Morrison, G. R., Ross. S., Kalman, H., & Kemp, J.E. (2011). Designing effective

instruction (7th

ed). Hoboken: John Wiley & Sons Inc.

Nunan, D. (2003). Practical English language teaching. New York: Mcgraw Hill

Contemporary.

Palys, T. (2008). Purposive sampling. Retrieved on July 20, 2015, From

www.sfu.ca/palys/purposive%20sampling.pdf.


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Puspasari, Y. D. (2014). Designing a set of instructional speaking materials using

contextual teaching and learning for the eighth grade students of SMPN 2

Ponjong Gunungkidul. Undergraduate thesis. Yogyakarta: Sanata Dharmna

University.

Richards, J. C., & Rodgers, T. S. (2001). Approach and method in language teaching.

Cambridge: Cambridge University Press.

Schunk, D. (2008). Learning Theories: An educational perspective. Upper Saddle

River, NJ: Pearson Education.


68

Appendix 1

Instruments of Need Analysis

a. Participants’ Questionnaire

b. Question for Interview


69

KUESIONER

Silahkan mengisi kuesioner dibawah ini dengan cara memberi tanda silang

(X) pada jawaban yang dianggap cocok secara jujur dan bebas. Data-data yang

didapatkan dari kuesioner ini dapat digunakan sebagai bahan untuk mendesain materi

untuk English Conversation di SMP Negeri 15 Yogyakarta. Untuk keamanan dan

kepentingan bersama, data – data dari kuesioner ini akan dijaga kerahasiaannya. Atas

kesediaannya untuk mengisi kuesionar ini saya ucapkan banyak terimakasih.

Nama :

Kelas :

Jenis Kelamin: Laki-laki / Perempuan (coret yang tidak perlu)

A. Latar Belakang Siswa

1. Pernahkan kalian mengikuti kursus bahasa inggris?

a. Ya

b. Tidak

2. Sejak kapan kalian belajar bahasa inggris

a. TK

b. SD

c. SMP


70

3. Diantara keempat kemampuan bahasa inggris dibawah ini, mana yang paling

kalian kuasai?

a. Speaking (Berbicara)

b. Writing (Menulis)

c. Listening (Mendengarkan)

d. Membaca (Reading)

4. pilihlah 4 dari darfar berikut, cara efektif kalian dalam belajar bahasa inggris

a. mempelajari disekolah

b. mendengarkan lagu berbahasa inggris

c. menonton film yang menggunakan bahasa inggris

d. membaca status atau tweet berbahasa inggris dari media sosial

B. Pendapat SiswaTentang Materi English Conversation

5. Apakah topik yang digunakan dalam English Conversation membantu kalian

untuk berpikir lebih kritis?

a. Ya

b. Tidak

6 Apakah topik yang digunakan dalam English Conversation juga dapat

memberikan informasi baru?

a. ya

b. Tidak

7. Apakah topik yang digunakan dalam Englih Conversation berkaitan dengan

kehidupan sehari-hari?

a. Ya

b. Tidak

8. Apakah topik English Conversation selama ini sudah menarik menurut

kalian?

a. Ya

b. Tidak


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9. Apakah kalian suka jika ada refelksi diakhir pelajaran?

a. Ya

b. Tidak

C. Hambatan yang Dihadapi Siswa Dalam English Club

10. Pilihlah maksimal Tiga hambatan yang sering kalian alami ketika belajar

bahasa inggris.

a. kurang mampu menyusun kata menjadi kalimat dalam bahasa inggris

b. kurangnya perbendaharaan kosakata bahasa inggris

c. kurang mampu untuk mengucapkan kata – kata bahasa inggris dengan

baik dan benar

d. malu atau takut salah

11. Pilihlah maksimal tiga hambatan yang kalian alami ketika belajar bahasa

inggris dalam English Conversation ini.

a. Materi yang digunakan sulit untuk dipahami

b. Topik yang digunakan kurang menarik

c. Metode yang digunakan kurang sesuai

d. Sulit untuk mengungkapkan ide atau opini dengan menggunakan bahasa

inggris

e. Malu dan takut salah ketika berbicara atau mengungkapkan pendapat

dihadapan teman – teman dan guru.

D. Materi English Conversation yang Diharapkan Siswa

Berikut ini terdapat beberapa topic materi yang berkaitan dengan dan silahkan kalian

memilih dengan cara memberi tanda centang (√) pada kolom YA jika menyukainya

dan tanda centang (√) pada kolom TIDAK jika tidak menyukainya.


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No PERNYATAAN YA TIDAK

1. Helping Others! (Social)

2. My Ability ( Personal)

3. I Love Indonesia (Culture)

4. Good Habit, Good Body (Health)

5. What’s Happening ( Social )

6. This is Me (Personal)

7. We are Many, We are One (Culture)

8. Healthy Life (Health)

9. It’s My Life ( Personal)

10. Let me tell you something…(Social)

11 My Dream, My Future (Personal)

12 My Personal Experience (Personal)


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Interview with the English Teacher of English Conversation at SMP Negeri 15

Yogyakarta.

A. Teacher’s Background

1. What is your educational background?

2. How long have you been teaching English?

3. How long have you been teaching in English Conversation at SMP Negeri 15

Yogyakarta?

B. Students’ Background

Students’ Problem

4. How is the student’s ability in speaking English?

5. What is the most difficult problem faced by students in speaking?

Media

6. Do you use power point in teaching?

7. Do you use video in teaching?

8. What is the most appropriate media for the students?

Method

9. Do the students prefer to study individual?

10. Are the students interested to study in group?

11. Do the students enjoy to study in role play?

12. What is the most appropriate method for the students?

13. Do you ask the students to make a reflection at the end of a topic?

14. Do you think that making reflection is benefit for students?

Topics

15. Please mention some topics used in teaching the students!

16. Are the topics familiar for the students?


74

17. Can the students relate the topic to their daily life?

18. Can the topics help students to think critically?

19. Can the topics give students a new knowledge?

20. What kind of topics that appropriate for the students?

Assessment

21. Do you use authentic assessment?

22. What kind of authentic assessment do you use?


75

Appendix 2

Recapitulation of Learners

Questionnaire of Needs Analysis


76

The Result of Learners Questionnaire

A. Students’ Background


Percentage

1. Have you ever joined an

English Course

a. Yes 14 67 %

b. No 7 33 %

2. Since when did you learn

English

a. Kindergarten 6 28 %

b. Elementary School 14 67 %

c. Junior High School 1 5 %

3. From the four following

skills, which one do you

comprehend the most?

a. Speaking 5 23 %

b. Writing 8 38 %

c. Listening 3 14 %

d. Reading 5 23 %

4. Please choose from the

four following points, your

effective way to learn

English.

a. Learning at school 6 28 %

b. Listening to the

English Songs

5 23 %

c. Watching films with

English subtitles

7 33 %

d. Reading statues or

tweet in English at

Social Media

8 38 %

B. Students’ Opinion about the Materials of English Conversation


Percentage

5. Do the topics of English

Conversation help you to

think critically?

a. Yes 16 76%

b. No 5 24%

6. Do the topics used in English

Conversation give you new

information?

a. Yes 20 95%

b. No 1 5%

7. Do the topics used in English a. Yes 16 76%


77

Conversation related to daily

life?

b. No 5 24%

8. Are the topics of English

Conversation interested for

you?

a. Yes 18 86%

b. No 3 14%

9. Do you like if there is

reflection section at the end

of the lesson?

a. Yes 17 81%

b. No 4 19%

C. The Challenges Face by the Students in English Conversation.

No Questions Options Number and

Percentage


challenges that you usually

experience in learning

English on English

Coversation.

a. Cannot arrange the

words into a good

sentence

10 47%

b. The lack of

vocabularies

4 19%

c. Cannot pronounce

the word in English

correctly

13 62%

d. Shame and afraid to

use English

8 38%


difficulties that you

experience while learning

English in this English

Conversation.

a. The materials are

difficult to be

understood.

2 10%

b. the topic used in the

English

conversation are not

interesting

6 29%

c. The method used is

not appropriate.

4 19%

d. Difficult to express

the ideas or opinion

in English

10 47%

e. Shame and afraid to

use English in front

of friends and the

teacher.

9 42%


78

D.TheEnglish Conversation’s Material Desired by the Students

No Statement Number and Percentage

1. Helping Other! 20 95 %

2. My Ability 13 61 %

3. I love Indonesia 19 90 %

4. Good Habit. Good Body 15 71 %

5. What’s Happening 15 71 %

6. This is Me 17 81 %

7. We are Many, We are One 15 71 %

8. Healthy Life 19 90 %

9. It’s My Life 18 71%

10. Let me Tell you Something 15 85 %

11. My Dream, My Future 16 76 %

12. My Personal Experience 13 61 %


79

Appendix 3

Interview Transcript


80

INTERVIEW TRANSKRIP

A. STUDENTS

There are four students as respondents. They are respondent 1 (R1), respondent (R2),

respondent 3 (R3) and respondent 4 (R4). The interview of the research symbolized I.

1. Respondent 1

I: Dalam lembar questionnaire yang dibagikan kemarin, Hizkia berpendapat

kalau kesulitan ketika belajar bahasa inggris karena kekurangan kosakata.

apakah itu betul?

R1: Ya benar

I: Itu kenapa?

R1: Karena memang saya kurang belajar kosakata, kurang memperhatikan

gurunya juga.

I: Trus kamu juga setuju kalo English Conversation bisa kasih kamu informasi

baru. apa alasannya? bisakah memberikan contoh?

R1: Ya, seperti hobby dan benda-benda di sekitar kita.

I: Jadi kamu mengetahuinya setelah belajar di EC ini?

R1: Iya, kan ada pelajaran bahasa inggris juga disekolah. Contohnya tentang

benda-benda disekitar kita. kita sebelumnya sudah belajar di EC.


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I: Trus kamu juga setuju kalau EC ini bisa membuat kamu berpikir kritis.

Alasan nya apa?

R1: Iya soalnya sama gurunya selalu ditanya kenapa bisa kayak gitu? trus kalo

saya jawab lagi ditanya lagi kenapa bisa kaya gitu, jadi bisa berbicara terus

juga.

2. Respondent 2

I: Hallo, hambatan yang kamu alami ketika belajar di EC adalah sulit

mengungkapkan ide dalam bahasa inggris. alasany apa kalau boleh tau?

R2: Saya mengertinya ketika menggunakan bahasa indonesia tapi mengartikan

dalam bahasa inggris itu sulit.

I: Apakah kamu juga merasa kesulitan karena kekurangan vocabulary dalam

bahasa ingggris?

R2: Itu juga alasannya mba.

I: Trus kamu juga suka kalau ada refleksi di akhir pelajaran. kenapa kamu suka.

R2: Karena saya merasa diperhatikan.

I: Kamu bilang kalo EC bisa kasih informasi baru.Bisa kasih contoh?

R2: Banyak sekali hal barunya.

I: Informasi barunya berkaitan dengan bahasa inggris atau pengetahuan umum.

R2: Dua-duanya.

I: Contohnya?

R2: Kalau bahasa inggris contohnya vocabulary. Kalo pengetahuan umum

contohnya pengetahuan tentang teknologi.


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3. Respondent 3

I: Di dalam questioner yang kemarin dibagikan, Razis berpendapat kalau EC

tidak memberikan informasi yang berkaitan dengan kehidupan sehari-hari.

Bisakah Razis memberikan contohnya?

R3: Mungkin karena menggunakan bahasa inggris jadi saya sedikit tidak mengerti,

namun ada juga yang berkaitan dengan kehidupan sehari hari. Tapi ada juga

yang tidak nyambung dengan kehidupan sehari-hari

I: Trus Razis juga bilang kalau EC itu belum menarik. kenapa?

R3: Mungkin karena belum ada event begitu mba, kalo ada event kan lebih seru.

4. Respondent 4

I: Dimas kemarin bilang kalau EC bisa memberikan Dimas informasi baru,

Informasi baru macam apa sih? bisa kasih contoh?

R4: Pengetahuan baru yang saya dapatkan itu adalah bisa mengetahui kata bahasa

inggris dari arti sampai pengucapannya.

I: Itu pengetahuan yang berkaitan dengan bahasa inggris. Adakah pengetahuan

yang diluar bahasa inggris yang Dimas baru pelajari di EC ini?

R4: Iya ada. Contohnya barang- barang yang ada disekitar kita.

I: Trus disini juga Dimas bilang kalau EC bisa membuat Dimas lebih kritis. Bisa

kasih contohnya?

R4: Iya, karena Miss nya selalu ngajak bicara.


83

B. TEACHER

Interview :I

Teacher :T

I: Good morning Miss

T: Good morning.

I: Thank you for your time. I’m going to interview you by asking some question

related to the English Conversation. The interview will be divided into two

parts. The first part is teacher’s background and the second one is students’

background. We are going to start from the teacher’s background.

T: Ok.

I: What is your educational background?

T: Now, I’m studying in English Education Study Program at Sanata Dharma

University Yogyakarta.

I: How long have you been teaching English, Miss?

T: I’ve been teaching English since I was in second semester. So, it’s about three

years.

I: How long have you been teaching in English Conversation at SMP Negeri 15

Yogyakarta?

T: I’ve been teaching there since October 2014. So, it’s about six months.

I: Thank you Miss. Now we are going to discuss about the students’

background.

T: Ok.


84

I: Can you describe about the student speaking ability?

T: I think they speak English fluently enough although they are not really good

in term of grammar but they can speak English fluently and clearly.

I: According to you, what is the most difficult problem faced by the students in

learning English?

T: The main problem is the grammar. They also have problem with the

vocabulary. Sometimes, they are lazy to open the dictionary therefore their

vocabulary is till poor.

I: Now, I am going to ask you about the media that you used in teaching. Do

you use power point in teaching?

T: Yes, I do.

I: Do you use video in teaching?

T: Yes, I do.

I: According to you, what is the most appropriate media for the students?

T: I think videos and songs. Sometimes, power point also good but the students

don’t really pay attention to the power point.

I: Now, I am going to ask you about the method that you use in teaching. Do the

students prefer to study individually?

T: I think no. They like to work in in pair and in group.

I: Do the students enjoy study in role play?

T: Yes, of course.

I: According to you, what is the most appropriate method for the students?


85

T: I think role pay and discussion are good.

I: Do you ask the students to make a reflection at the end of the topic?

T: No, I don’t. But we always review about the lesson by asking the students

some questions. So, it’s not reflection but review.

I: Do you think that making reflection is benefit for the students?

T: Yes.

I: Why Miss?

T: Because we can check whether the students has understoodabout the

materials or no.

I: Yes, I agree with that too. Oke. Now, I’m going to ask you about the topic

that you used in teaching. Can you mention the topic that you used in teaching

the students?

T: We have Sharing Feeling, Telling Experience. we also learned about the

Schedule and Things Around Me.

I: According to you. Are the topics familiar for the students?

T: Yes.

I: Can the students relate the topic to their daily life?

T: Yes.

I: Can the topic help students to think critically?

T: I think yes.

I: Can the topic give students new knowledge?


86

T: Yes. It is because in every topic we give the students new vocabularies.

I: But how about the new information? do the students get new information

about something while the learn certain topic?

T: Yes, for example when we learn about schedule. They learn how to read

schedule for example departure or arrive. I think it’s also new information so

later if they to the station the can read the schedule.

I: According to you, what kind of topic that can be apply appropriate for the

students?

T: I think, It should be something related to the students, their friends or their

family or it can be the places around them.

I: Now, I am going to ask you about the assessment that used to assess the

students? do you use any authentic assessment?

T: Yes, I do.

I: Can you explain that to me?

T: We assess the students from the final test, the assignment in the class and also

when they speak in front of the class also when they are sharing about their

ideas. we assess their fluency and grammar and also about clarity.

A: So, you have certain rubric for the assessment.

B: Yes, we have.

A: Ok Miss, Thank you very much Miss for answering all of my question and I

also want say tan you for giving me the chance to make a research in your

class.

B: Ok. You’re welcome.


87

Appendix 4

Materials Evaluation Questionnaire


88

Instrument Evaluation

The instrument is divided in two parts. First, the evaluators can give the

answers by put thick (√) on the column provided. The “degree of agreement”

columns are SA (Strongly Agree), A (Agree), D (Disagree) and SD (Strongly

Disagree). Second, the evaluators can give the answers / opinion by giving opinion,

suggestion and evaluation in sentences in the columns provided.

a. Materials Evaluation Part 1

No. Statement Degree of Agreement

SA A D SD

The Objectives

1. The objectives in each chapter are clear.

2. The objectives support students’ speaking competences

The Materials

3. The materials are understandable

4. The materials are interesting for the students

5. The materials can help the students to think critically

6. The materials can help students to get new knowledge

7. The materials relate to students’ daily life

8. The materials help students to gain the objectives

9. Learning materials are suitable for the students in grade VII


89

and VIII

10. The materials provide self-reflection for the students

Materials and Strategies Development

11. The exercise of the materials help students to achieve the

objectives

12. The exercises help students increase speaking ability

13. The development of the materials are appropriate for the

students (Let’s Take a Look, Let’s Find Out, Let’s Analyze,

Let’s Practice and Let’s Produce)

b. Materials Evaluation Part 2

No Statement

Answer/Opinion

1. What are the weaknesses of the

designed materials?


90

2. What are the strengths of the

designed materials?


91

3. What are your opinion,

suggestion and evaluation to

make the designed materials

better?

Evaluator

( )


92

Appendix 5

Instructional Design


English Conversation for an Extracurricular at Negeri 15 Yogyakarta

Junior High School

Jln. Lempuyangan, 61. Yogyakarta


Table of Contents

Table of contents……………………………………………………………….. i

Preface ………………………………………………………………………... ii

Chapter 1: This is Me ………………………………………………………… 1

Chapter 2: Let me Tell you Something ………………………………………. 9

Chapter 3: My Dream, My Future……………………………………………. 14

Chapter 4: Healthy Life ……………………………………………………… 21

Chapter 5: I Love Indonesia …………………………………………………. 26

Chapter 6: Helping Others……………………………………………………. 33


PREFACE

The demanding of English ability nowadays is higher. Therefore, school also

takes a part to prepare students to be ready facing the challenge. One of the solutions,

school provides chance for students to increase English outside the classroom. SMP

Negeri 15 Yogyakarta is one of school that provides students increase their English in

form of English Conversation. It includes to an extracurricular program that give

chance for the students to develop their English especially in speaking ability.

However, students also can develop their English generally through this program.

This instructional design is made in order to help the teacher of English

Conversation teach the students. It contains six chapters that have been chosen based

on research. Every chapter contains activities which are easy and fun for the students

in order to master the materials. The focus of the instructional design is not only

helping the students to be able to use English communicatively but also developing

their English generally in terms of grammar, pronunciation and vocabulary.

To sum up, the writer hopes this instructional design can help the teacher be

more creative in teaching the students in English Conversation at SMP Negeri 15

Yogyakarta. The writer also opens for the suggestions, opinions and evaluation for

the instructional design.

The writer

Wilhemina Kurnia Wandut


English Conversation – Chapter 1 Page 1

me and the things around me


Greet people using goodEnglish

Introduce themselves using good English.

Describe themselves using English appropriately.

Describe others using good English.




a. Have you ever introduced yourself to new people? b. What is the information that you told them? For example: full name, nick name or

age?

2. Let’s Find Out

A. Please read the conversations below and answer the following questions!

Conversation 1 Reading

Conversation 2:

Conversation 3:

A: Hi, My name is Kartika Lisa. You can call me Lisa.

B: Hi Lisa. My name is Osa. Nice to meet you Lisa.

A: Nice to meet you too, Osa.

A: Are you a new student in this class? May I know

your name?

B: Yes, of course. My name is Tamara.

A: Nice to meet you Tamara. I’m Lita.

B: Nice to meet you too, Lita.

A: Let me introduce you to other friends

B: Thank you very much, Lita.

A: Hey guys, Look! I have a new student with me. Her

name is Tamara.

B: Hi Tamara. My name is Edo. Nice to meet you.

C: I’m Safira. You can call me Fira. Welcome to our class.

D: Thank you guys. Nice to meet you all.



Please read!

What are the differences between the conversation 1, 2, and 3?

Conversation 1 describes “how to introduce myself to new people”.

Conversation 2 describes “how to ask someone’s name”.

Conversation 3 describes “how to introduce new people to others”.

Please read the passages below.

Passage 1.

Passage 2:

My name is Octaviani Suparni. People usually call me Via. I am 14 years old.

Now, I am on second grade of secondary school. I usually spend my spare time

watching movie. I also enjoy reading a novel. I have five members in my family.

They are my parents my oldest brother, me and my youngest sister. We live at Jl.

Arimbi No. 3a. My family always spends our spare time to hang out together,

especially in the weekend. I love them very much.

My name is Rahayu Arumi. People usually call me Arum. I am 14 years old.

Many people said I look like my Dad. It is because I have a pointed nose like him. I

also have long straight hair. I have 40 kg weight and 120 cm tall.

My hobbies are reading novel and singing. I always spend my spare time by

reading a novel and I also like to sing every time even though my voice is not really

good am also good at cooking. I always help my mother to cook every day. My

favorite food is nasi goreng.

According to my friends, I am a talkative person. I really like to make some

jokes with my friends and laugh together. My favorite lesson is math but I am not

really good at history lesson.



Please read !

What are the differences between the passage 1 and 2?

Passage 1 tells about “me”.

Passage 2 tells about “me and my family.

3. Let’s Analyze

a. Words bank

The following columns contain vocabulary related to the topic. Read and find the

meaning in your dictionary.

Words Meaning

introduce

grade

watch

secondary

tan

weight

skin

hangout

together

dream

friendly



b. Expressing

The following column contains the expressions related to the topic. Read and study

the expressions with your partner.

Expressing

I want to introduce myself

My name is…

What’s your name?

Nice to meet you

Nice to meet you too

That’s all about me

People usually call me

c. Simple Present Tense

We use the simple present tense if the action happens regularly, sometimes, or

never.

Example :

We always wash our hands before meals.

Ann sometimes lends me her bike.

The simple present tense is also used to state facts or general truth.

Example :

The sun rises every morning.

The earth goes around the sun.

Formulas:

With to be

Positive S + to be + C

He is a student.

I am an artist.

They are my friends.



Negative S +to + not + C

Yes/No questions to be + S + C

He is not a student.

I am not an artist.

They are not my friends.

Is he a student? Yes, he is / No, he is not.

Are you an artist? Yes, they are / No, they are not.

Are they your friends? Yes, they are / No, they are

not.

With Verb

Positive

S + V1 + C

S + Vs/es + C

Negative

S + do + not + V1 + C

S + does + not + V1 + C

Yes/ No questions

Do + S + V1

Does + S + V1

I/you/they/we like bananas.

She/he/it works regularly.

I/you/they/we do not like bananas.

She/he/it does not work regularly.

Do you/they/we like bananas?

Yes, I/they/we do. I/they/we like it very much.

No, I/they/we do not like it very much.

Does she/he/it work regularly?

Yes, she/he/it does.

No, she/he/it does not.



4. Let’s Practice

a. Please fill the blank space in the sentences below using the words in the

box.

1. My mother ………………… groceries in the market every Saturday

morning.

2. Every evening, Sari always………… the flowers in her little garden.

3. I get a new bag from my auntie, I am so …………

4. Toni and Andi …………… badminton together every week.

5. The children ………………. beautiful voice.

6. The color of my room ………… green. I like it.

b. Decide whether the sentences below are right or false. Put a sign (√) in the

columns provided. No. 1 has been done for you.

No Statement Right False

1. The sun rise every morning. √

2. My hobby are playing badminton and football.

3. I always listens to the radio.

4. The sky are blue.

5. The capital of our country is Yogyakarta.

Buys Have Happy

Play Waters is



5. Let’s Produce

G

Reflection:

rammar Summ

Work with your partner and make a conversation about introducing yourself. You can

add information about your hobby, address, favorite food, idol and etc. After that,

please practice in front of the class.

In this chapter, I learn:



Do you know?

https://singingunderwater.com


Tell others their opinion in negotiation about something using

English correctly.

Use expressing agree and disagree correctly.




Please take a look the statement below. State your opinion whether you agree or disagree.

2. Let’s Find Out

a. Activity 1 Please read the conversation below.

Conversation 1

Conversation 2

SpongeBob is a good movie

Ria: Hey Tika, do you like eat seafood?

Tika: Yes, I do. Why do you ask me?

Ria: I want to invite you to try the new seafood restaurant.

Tika: That’s a good idea. Let’s go

Genta: What is your favorite movie?

Riri: I like watching Naruto movie.

Genta: Why do you like it?

Riri: I think it’s so funny and full of challenges. I really enjoy

watching that movie



3. Let’s Analyze

3.1 Vocabulary

The following columns contains of the vocabularies relate to the topic. Read and find

the meaning in your dictionary.

No Word Meaning

1. Suppose

2. Agree

3. Disagree

4. Invite

5. Cheap

6. Expensive

7. Delicious

8. Exactly

9. Enough

10. Amazing

3.2 Expressions

The following columns contain of the expressions relate to the topic. Study and

practice with your partner.

No Expressions of Agreement Expressions of Disagreement

1. I agree with you I don’t agree with you

2. I totally agree with you I totally don’t agree with you

3. I have the same opinion with you I have different opinion with you

4. I think so I don’t think so



5. That’s true That’s not true

6. You are right You are wrong

7. That’s a good idea That’s not a good idea

4. Let’s Practice

Please fill the blank space in the sentences by choosing the phrase on the box. 1. Dina: We should bring an umbrella. It’s cloudy Wiwik: Yes,……………………………………….. Take this umbrella. 2. Gita: Do you agree if we remind him to throw the rubbish in the dustbin? Rosi: ………………………………………………… He needs to know that it’s not true 3. Tony: What about going to cinema tonight? Riri: ……………………………..We need to do our homework. 4. Bella: Let’s go to the canteen. Luna: ………………………………………………… The lesson will be start soon.

I totally agree with you that’s not a good idea

I don’t think so I have the same opinion with you



5. Let’s Produce

Please read instruction carefully.

No Statement

1. Students are not allowed to use cellphone during the lesson in the classroom

2. Students bring food and drink inside the classroom

Reflection:

Divide the classroom in two groups. One group is agree and another is disagree group. Read the

statements below and every student should write your opinion whether agree or disagree

depend on where they belong. After please go around and share your opinion. If you done with

one person move to another person.

In this chapter I learn:



Who I am going to be in the future

Source: http://educationdev.net


Mention any professions and the jobs in English.

Tell their dreams in the future.

State the reason why they choose it.

Use Simple Future Tense.




Please watch a video about telling dreams to others. (Retrieved from:

https://www.youtube.com/watch?v=xqsAhZczFuA

Please mention the name of professions as many as possible and how they work.

For example: Doctor helps people to heal from diseases.

Do you have any dreams in the future? Please share to your friends about it and the reasons

why you choose it.

2. Let’s Find Out

Please read the conversations below and practice with your partner. Don’t forget to discuss the answers based on short question below the conversation. Conversation 1:

Rani : Hi George, What is your dream in the future?

George: I want to be a journalist.

Rani : That’s nice. By the way, why do you want to become a journalist?

George : It is because I love writing so much. How about you?

Rani : I want to be a teacher especially mathematic teacher.

George: It sounds great. I think you will be a good teacher because you are so good in

math.

Rani : Thank you Geeorge. I wish I can be like that. I also hope you can be a good

journalist later.

George : Thank you Rani.


https://www.youtube.com/watch?v=xqsAhZczFuA


Conversation 2:

3. Let’s Analyze

a. Words Bank

The following words are the vocabulary related to the topics. Study and find the meaning on your dictionary.

Words Meaning journalist

teacher

wish

dream

famous

singer

adore

What is John’s dream?

What is Rani’s dream?

What is Kiki’s Dream?

Kiki : Hey, look. Is that Agnes Monika?

Sissy : Yes, She is Agnes Monika. One of the famous singers in

Indonesia.

Kiki: I adore her so much. I want to be a singer like her one day.

Sissy: really? I think it is a good dream because you have a nice

voice.

Kiki: Thank you very much for your support.



b. Expressions

The following column contains the expression related to the topics. Read and study with your partner.

expressions

I want to be a teacher

I want to be a journalist

I think you will be a good teacher

My dream is ……..

My future dream is….

You can make your dream comes true

c. Simple Future Tense

Simple Future is used to tell something that happen in the future.

“Will” and “be going to”

Formula :

S + will + V1

S + be going to + V1

Example :

I will do something that can help me make a lot of money in my future life.

I am going to graduate college in this semester.



4. Let’s Practice

a. Please pay attention to the picture and complete the dialogue

1. A: What is the name of the job? B: He is a………....

A: What does he do? B : ………………………………………………………………..

2. A: What is the name of the job?

B: He is a…………. A: What does he do? B: …………………………………………………………………..


B: He is a…………..



A: What does he do? B: ………………………………………………………….


B: She is a…………. A: What does she do? B: ……………………………………………………………….


B: He is a ………………………… A: What does he do? B: …………………………………………………….



b. Match the words in columns A and B. Column A contains the name of jobs and column B contains of what they do. You can see the example on first number. Column A Column B

1. Let’s Produce

Reflection:

(e) Fisherman

(….) Police

(….) Soldier

(….)Nurse

(….) Employee

(….)Businessman

(….)Singer

(….)Musician

(….)Doctor

a. Helping the doctor

b. Healing the sick people

c. singing

d. playing music instruments

e. selling fishes

f. Working in military

g. catching the thief

h. working in economic field

In this chapter I learn:

Please make a conversation consist of two people and tell about your dream to each other. You can see the example on conversation 1 and 2.


English Conversation – 4 Page 21

Good Habit, Good Body


Tell people how to have a healthy lifestyle correctly.

Use expression related to healthy lifestyle conversation appropriately.




Read the questions and discuss the answer with your partner.

How many times in a week you used to exercise?

What kind of exercise that you usually do?

2. Let’s Find Out

Please practice the conversation with your partner. After that, analyze the conversation by

answering the question in the box.

Conversation 1

Dewi : Bima, what will you do on Sunday morning?

Bima : I don’t have any plan on that time? Why

Dewi: I want to ask you to go jogging.

Bima: That’s a good idea. I like to get fresh air in the

morning.

Dewi: Ok. See you on Sunday morning

Where will Dewi and Bima

do on Sunday Morning?



Conversation 2

3. Let’s Analyze!

a. Vocabulary

The following columns contain vocabularies related to the topic. Read and

find the meaning of the words on your dictionary.

Words Meaning

volleyball

Badminton

futsal

jogging

chest

Football

Hiking

Words Meaning

Breath

sweat

contain

jogging

exercise

Digest

organic

Vina: Hey Sarah, are you alright?

Sarah: I didn’t have breakfast this morning. I woke up late.

Vina: Really? Breakfast is important. It gives us energy before starting

our activity.

Sarah: Yes, I know it. I’m going to buy some bread.

Vina: That’s a good idea. Let me accompany you.

Why is breakfast important?


English Conversation - 4 Page 25

b. Expressions

The following contains the expressions related to the topics. Study and read

with your partner.

No Expressions

1. Let’s go jogging

2. I am going to bike this weekend

3. Playing tennis is my favorite

4. drinking water in the morning keeps you healthy

5. fast food is not really good for our body

4. Let’s Practice

a. Activity 1.

The “Do” and “Don’t” to keep our body healthy.

No Statement Do Don’t

1. Drinking water when you wake up

2. Taking a bath in the night

3. Jogging in the morning

4. Exercise too much

5. Sleep less than hours per day



5. Let’s Produce

Fill the blank on the column with your own experience. How many time

you spend to do it and what are the advantages you get from that exercise. You

can see no. 1 and 2 as the example. After that, share the information to your

friends.

No. Favorite Exercise Time Spending Advantages

1. Football Once in a week - Refreshing my body

- Get

2. Chest Twice in a week - Refresh my brain

Reflection:

In this chapter, I learn…….


English Conversation- 5 Page 26

We are many, We are one

Source: http://rum-ah.com

Read


Express the characteristics of each place and culture in Indonesia.

Give opinion about Indonesian culture and place using English correctly.



1. Let’s Take a Look!

Look at the picture below. Discuss with your friend about the picture and where the

culture of the picture is located. g

Source: berbah.com

2. Let’s Find Out!

a. Please read the conversation below with your friend and don’t forget to discuss the

answers.

Conversation 1

Source: http://www.sindotrijaya.com

Cindy: Hi Tika, I watched a Wayang

performance last night at Borobudur

temple. It is so amazing.

Tika: Wow, that’s good. I also watched it

in Keraton last month.

Cindy : It’s really a nice performance.

Tika : I agree with you Cindy.



Conversation 2

Source: http://www.iberita.com

Conversation 3

Source: http://www.liobalitour.com

Please fill the column below based on the information in the conversations.

No Question Conversation 1 Conversation 2 Conversation 3

1. What does the

picture show?

2. Where are the

pictures located?

Tino: Bili, I am going to visit Raja Ampat

next holiday.

Bili : That sounds good. But, where is Raja

Ampat located?

Tino: It is located on Papua.

Bili : Wow, It’s so far away from here.

Tino: I know, but I also have family there.

Linda : Hey Sari, What are you doing?

Sari : I’m watching Kecak dance.

Linda: Where is it from?

Sari : It is from Bali. It’s one of the

magical dances in Bali.



B. Please read the passages below.

a. Passage 1

Ngurfatur Beach

The beach is located in Maluku

Province, it is located on Kei Islands.

Kei island is a group

of Maritime islands located between

the Seram Sea, Banda Sea and Arafura

Sea. The uniqueness of this beach is a 7-meter wide stretch of sand, in the

middle of the sea that divides the beach into two parts. Ngurfatur also have very

clear blue water. If you're lucky, you can see the bird Australian pelicans. (From the

various sources/Picture: http://www.indonesia.travel/)

b. Passage 2

Tana Toraja Culture

Tana Toraja is located on South Sulawesi.

Toraja is the name of ethnic group in Sulawesi,

while 'tana' is the local language for 'land'. The

villages in Tana Toraja have special form. It's so

sharp in both of the sides, like the traditional house of West Sumatera. Toraja

have unique tradition in funeral. When someone passed away, they local

magician will control his/her dead body. The dead body will walk his/herself to a


http://www.indonesia.travel/


stone mountain. When the dead body is walking, we must not call his/her name.

This is the magic tradition of Toraja, the greatest tourist resort in Sulawesi after

Bunaken. (From the various sources/Picture: https://alwaysrestlessfeet)

3. Let’s Analyze!

a. Vocabulary

The following words are the vocabulary related to the topics. Study and

find the meaning of each vocabulary.

Words Meaning

Located

Island

Form

Magician

Mountain

Funeral

Stone

b. Expressions

The following expressions are the expressions related to the topics. Study

and read with your partner.

Expressing

I want to visit/ I am going to visit…….

It’s a really a good performance

What a nice performance

It is a good dancing

Words Meaning

Visit

Watch

Performance

Amazing

Great

Temple

Dance



It’s really good place

This are the traditional dance from my place

This view is so amazing

4. Let’s Practice

A. Please work in pairs. Fill the blank space with the characteristic of your place

food and culture.

No Place Food Culture

1.

2.

B. Please re - arrange the sentences below. No.1 has been done as example for

you

a

1. Indonesia is one of beautiful countries in the world.

( 1 ) (2) (3) (4) (5) (6) (7) (8)

2. Destination Candi Borobudur is place tourist for

( ) ( ) ( ) ( ) ( ) ( ) ( )

3. Symbol the Garuda is of our country

( ) ( ) ( ) ( ) ( ) ( ) ( )

4. Comes Kecak dance from Bali

( ) ( ) ( ) ( ) ( )

5. Located is Papua island Indonesia east at

( ) ( ) ( ) ( ) ( ) ( ) ( )



5. Let’s Produce

Reflection:

Please write a passage and describe about a characteristic of your place. It can be the

places or cultures. Please read the passage in front of the class.

In this chapter, I learn………



Take My Hand

clipartpanda.com

.


Give suggestion, opinion and advice to others.

Response the expressing of suggestion, opinion and advice from others.




Please look at the picture below and discuss the answers with your partners.

http://everydayfeminism.com

2. Let’s Find Out

Please read the conversations below with your friend.

Conversation 1:

Vika: Hey Doni, you look confused. What happen?

Doni: I lost my wallet. I don’t know where the last time I hold it

Vika: I’m sorry to hear that. I think you should go to the police office to make a report.

Doni: Yes, you are right. I need to go there right now.

Vika: Let me accompany you.

What do you see in the picture?

What is the problem on this picture?



Conversation 2:

3. Let Analyze

A. Vocabulary

The following columns contain of words relate to the topic. Read and find the

meaning on your dictionary.

No Words Meaning

1. Offer

2. Confuse

3. Trouble

4. Accompany

5. Suggestion

6. Advice

7. Idea

8. Looking for

9. Experience

10. Accident

David: Hey Ton, I want to buy a pet for my cousin. But I don’t know pet shop

around here. Any idea?

Tony: I suggest you to go to “Andrea Shop”. There are a lot of pets there. They

can give you a healthy pet.

David: Thank you for the suggestion. I will go there in this afternoon.

Tony: You’re welcome.



B. Expressions

The following columns contain expressions related to the topic. Read and study

with your partner.

No Statement Response

1. I think you need to…. Thank you for

your

suggestion.

Thank you

very much for

the advice.

You are right. I

think so.

2. I think you’d better

3. You should…

4. You must……

5. In my opinion, you should…

6. I suggest you to…….

7. You must/ you have to

C. Modal

The following column contains of modals that also used in expressing suggestion

and advice.

No Modal

1. Should

2. Must

3. Can

4. May

5. Will

Modal + Verb 1

Should + Eat

Must + Drink

Can + Fly

May + Leave

Will + Take



4. Let’s Practice

Please identify the pictures below by mention the problem and give the solution.

You can see the example on No. 1.

1.

2.

3.

Problem: The grandmother is carrying the groceries.

Solution: The man is helping the grandmother to carry the groceries

Problem:

Solution:

Problem:

Solution:



4.

5.

5. Let’s Produce

Work in pairs and choose one of the conditions below. Make a short

conversation based on the situation and practice in front the class.

1. Your friend’s mother is sick.

2. Your friend wants to go to hospital. He broke his arm.

3. Your friend’s cat is lost.

4. Your friend gets a bad score on math.

5. Your friend’s get injured in football match.

6. Your friend looks so tired.

7. Your friend needs encourage facing final exams

Problem:

Solution:

Problem:

Solution:



Reflection:

In this chapter, I learn:


plagiat merupakan tindakan tidak terpuji - core.ac.uk filethis research aims to create an...

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