Developing Supplementary Teaching Speaking Materials for Students in Islamic Boarding School Based Communicative Language Teaching

By Dedi Efrizal

Method

Research Design

The research was conducted by using research and development design. Therefore, this research employs set of activities to develop and validate speaking materials (Latief, 2012). In this research, the researcher took development procedure model based on Borg (1981) and was adapted based on the necessity of the research which is started from: 1) obtaining information, 2) Selecting and sequencing the materials, 3) developing the materials, 4) expert validation, 5) Revising based on expert verification, 6) evaluation that consists of try-out, evaluation, revision, and validation based on feedback during teaching and learning process, 7) finishing that consists of developing final product of speaking materials.

Need Assessment

In order to get brief information, the researcher used questionnaires, interview, analyzing syllabus and field note as the media to obtain the information. in this research, the respondents were the second year students of religious senior high school of An-Nur Islamic Boarding school academic year 2013-2014, which is located in Bululawang, Malang, East Java, that consist of 33 students.

Model of Development

In this research, the developed materials were in the form of supplementary materials that focus on speaking activities. In accordance with the students’ needs from the result of need analysis, the material were developed by using Communicative Language Teaching approach to help the students communicate and practice English freely without too burdened with grammatical patterns. One unit of the developed speaking materials consists of reading passage, authentic language, practicing, and reflection which is in the form of reinforcement. 

Experts Validation

The researcher selected two experts with different criteria of validation. The first expert is English teacher in Islamic boarding school that validated the contents of the developed materials, language usage in developed materials, and the characteristics of Islamic boarding school. Then, another expert was from Islamic University of Malang as the second expert as the second expert who validated teaching strategy, instructional media, and the appropriateness with communicative principles of the developed materials.

Try-out

The try-out was employed to evaluate the effectiveness and efficiency of revised material from the expert. This was obtained to validate the data. The required data obtained from the try-out field included the appropriateness of the materials, strength, and the weakness. The observations were conducted to validate the materials while the materials were being implemented in the classroom and the researchers used the results as the media to revise the materials.