DESIGNING ENGLISH LEARNING MATERIALS FOR THE TENTH GRADE STUDENTS OF ANIMATION STUDY PROGRAM AT SMK N 3 KASIHAN BANTUL YOGYAKARTA

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DESIGNING ENGLISH LEARNING MATERIALS FOR THE TENTH
GRADE STUDENTS OF ANIMATION STUDY PROGRAM
AT SMK N 3 KASIHAN BANTUL YOGYAKARTA
By: Iemha Ainun Fiqi Syatoto
NIM. 06202244127
ABSTRACT
The objectives of this research were: 1) to find out the English learners’ needs
and learning needs of animation program at SMK N 3 Kasihan Bantul and 2) to
design the appropriate learning materials for the first grade students of animation
program at SMK N 3 Kasihan Bantul.
This study was a research and development (R & D) study. The steps were
conducting needs analysis, writing the course grid, writing the materials, reviewing
the materials by experts, evaluating and revising the materials, conducting a try-out,
evaluating and revising the materials, and writing the final draft of the materials. The
subjects of the research were 27 first grade students of Animation Study Program at
SMK N 3 Kasihan Bantul, Yogyakarta. The data of this study were quantitative
obtained from questionnaires and qualitative obtained from observation and
interview. The quantitative data were analyzed based on Quantitative Data
Conversion proposed by Sudijono (2003: 335).
Three units were developed based on the SK/KD SMK of first grade in the
second semester and the needs analysis. The first unit is entitled “Creating
Animation”. The second unit is entitled “Where is Walt Disney Studio?”. The third
unit is entitled “Watching Animation Movies”. Each unit in the learning materials is
considered effective. It is proven by the mean value ( ) obtained from the
questionnaires distributed to the students of animation program. The range of the
mean value from the students is 3.6 to 4.3 for Unit 1, 4 to 4.5 for Unit 2, and 4 to 4.2
for Unit 3. It can be concluded that the students agree that the materials are welldeveloped.
It is supported by the interview results stating that all components of the
tasks in the units are good. The data indicate that in terms of goal, pictures, written
dialogues, spoken dialogues, passages, phonetic transcriptions, and given situations
were effective. For the activity, listening to passage, arranging the pictures, roleplaying,
arranging text were effective. For the learner and teacher role, effective
materials give opportunity for learners to be active participants and teacher’s role
supported the learner role. Working individual and in pairs were effective settings.

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