Developing English Learning Materials for Speaking Extracurricular Activity for State Junior High School 4 of Purworejo

Abstrak / Ringkasan

This research aims at developing English learning materials for Speaking Extracurricular Activity for State Junior High School 4 of Purworejo to help the students improve their speaking skill to communicate in English.
This research was a research and development study. The development of the learning materials was carried out through several steps, namely needs analysis, course grid design, product development, product validation, product revision, try- out, and final product development. The respondents involved in the study included a content and instructional expert, 47 students of State Junior High School 4 of Purworejo for needs analysis, and 16 - 40 students of State Junior High School 4 of Purworejo for try-out. The data were collected through classroom observation, interviews, and questionnaires. The instruments of data collection were an interview guide, expert validation sheets, and questionnaires for the students. The data were analyzed descriptively.
This research develops six units of learning materials for students to learn English through Speaking Extracurricular Activity based on the needs analysis data. The results of the needs analysis are drawn in two parts: target needs and learning needs. In terms of target needs, the students are expected to be able to communicate in English orally. In terms of learning needs, the students are expected like learning. The students also like to have various activities and settings in practicing the language. The field-testing data indicated that the tested learning materials, 3 units from 6 units, are appropriate to be applied according to the mean scores of the students’ agreement, ranging from 3.24 to 3.54 on 4 to 1 Likert scale. The appropriateness of the learning materials is viewed from two aspects: the unit design and the task components. The appropriate unit design of the learning materials is sequenced according to seven learning sections, namely Let’s Get Ready, Get It Right, Let’s Act, Let’s Do More, Let’s Check Your Competence, Let’s make a Reflection, and Let’s Make a Summary. The appropriate task components are: (1) the goal of learning English in Speaking Extracurricular Activity is to enable students to communicate in English orally; (2) the input presents comprehensible dialogues which are suitable with the students’ background, accompanied by pictures; (3) the procedure presents interesting and motivating activities; (4) the students act active participants; (5) the teacher acts as a facilitator and observer; and (6) the setting is individual and pair works.

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