DEVELOPING ENGLISH LEARNING MATERIALS FOR ELEVENTH GRADE STUDENTS OF THE ANIMATION PROGRAM OF SMK 5 YOGYAKARTA

Abstrak / Ringkasan

The objectives of this study were: (1) to identify the target needs and learning needs of the eleventh grade students of the Animation Program of SMK 5 Yogyakarta and (2) to develop English learning materials for eleventh grade students of the Animation Program of SMK 5 Yogyakarta.
This research was a research and development (R & D) study. The steps in this study were conducting the needs analysis, writing the course grid and designing the materials, consulting the first drafts to the materials experts, revising the first drafts, and writing the final drafts. There were two types of data: the quantitative and qualitative data. The quantitative data were the students’ needs and the experts’ assessments which were collected by using questionnaires. The data were then analyzed in the form of percentage and mean. The qualitative data were the experts’ opinions about the developed materials.
The research was aimed to develop three units of English learning materials for eleventh grade students of the Animation Program. There were 20-23 tasks that were organized into Warming-up, Main activities, Evaluation, Reflection, Summary, and Glossary. Every unit was developed within two cycles, namely Let’s Listen and Speak (the oral cycle) and Let’s Read and Write (the written cycle). Each unit also provided pronunciation, grammar, and vocabulary sections. Based on the research findings of the needs analysis, The goal of the oral cycle was to make the students understand and use oral language in the daily life context. The goal of the written cycle was to make them understand and produce written texts in the daily life context. Pictures, passages, spoken and written dialogues, phonetic transcriptions, and situations in role playing were the preferred input. The preferred activities in the materials were answering the comprehension questions, taking note, matching vocabulary, completing the missing short dialogues, creating a dialogue and acting the dialogue out, writing a text based on the given example, and creating a written text. The setting for the materials was in pairs and groups. The materials gave opportunity to the students to be active participants and the teacher had roles as an organizer, controller, feedback and suggestion giver (assessor). Based on the expert judgment, the content, the presentation, the language, and the graphic design of the materials were appropriate as shown by the mean value of 4.56 up to 4.63.

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