DEVELOPING APPROPRIATE ENGLISH SPEAKING LEARNING MATERIALS FOR ENGLISH TUTORIAL PROGRAM FOR THE STUDENTS OF INTERNATIONAL MATHEMATICS EDUCATION STUDY PROGRAM OF YOGYAKARTA STATE UNIVERSITY

The objectives of this research were 1) to identify the target needs and learning needs of the students of International Mathematics Education Study Program of Yogyakarta State University 2) to develop appropriate English speaking learning materials for the students of International Mathematics Education Study Program of Yogyakarta State University for academic purposes. This research was Research and Development (R&D) study. The research procedure followed the research design proposed by Gall, Gall, and Borg (2003) with some modifications. The steps were (1) collecting data and information, (2) writing course grids/syllabus, (3) developing the first draft of the materials, (4) evaluating the first draft of the materials, (5) revising the first draft and writing the finals draft, and (6) making conclusions and recommendations. There were two questionnaires employed in this research: (1) needs analysis questionnaire and (2) materials evaluation questionnaire. The needs analysis questionnaire was distributed to the students to find out the students target needs and learning needs. The materials evaluation questionnaire was distributed to the materials expert to evaluate the materials whether the developed materials were appropriate or not to be used as speaking learning materials for the students. The questionnaire was adapted from “Instrumen Penilaian Buku Teks Pelajaran Bahasa Inggris” from BSNP (2007). The questionnaire covered four aspects, namely the appropriateness of the content, the language, the presentation and the lay out. The data obtained from the needs analysis questionnaire were analyzed using frequency and percentage and the results were then used as the basis to develop the course grids, while the data from evaluation questionnaire were analyzed using descriptive statistics. This research developed three units of materials. Each unit is made up of introduction, main lesson and reinforcement tasks ranging from 15-16 tasks. The tasks focus on improving the students’ speaking ability. The input is in the form of monologues, dialogues, pictures, explanations and vocabulary list. The types of the tasks are mostly listening to recording, answering WH questions, completing dialogue using provided words or the students’ words, acting out dialogue, creating dialogue and game. The students were encouraged to do the tasks in pairs and small group. Based on the findings from materials evaluation, the content, the language, the presentation and the layout of the developed materials are appropriate. The mean score of all aspects of the developed materials is 3.65 which is categorized as “Good”