DESIGNING ENGLISH LEARNING MATERIALS FOR KARAWITAN INSTRUCTORS IN UKM KAMASETRA, YOGYAKARTA STATE UNIVERSITY

摘要

There were two objectives of this research study. The first objective was to identify the target and learning needs of karawitan instructors in learning English. Secondly, the objective was to design appropriate English listening and speaking learning materials for the karawitan instructors in UKM Kamasetra, Yogyakarta State University.udThis research is a Research and Development (R&D) study. The steps of the study were collecting data and information (needs analysis), writing course grid, designing the first draft of the materials, getting the experts judgement, writing the second draft of the materials, trying out the materials, and writing the final draft of the materials. In this research, the data were collected by using needs analysis questionnaire and evaluation questionnaire (quantitative data) and interview and observation (qualitative data). The data were analyzed quantitatively and qualitatively. The data of interview were transcribed and the data of observation were written as field notes.udThree units were designed in this research. Each unit consists of a spoken cycle (listening and speaking) and consists of 14 tasks that are organized into warming-up, main activity, evaluation, reflection, summary, and vocabulary list. The results of the try-out of the data analysis indicate that the materials were appropriate as shown by the mean value of 3.77 up to 4.73. This research indicates that appropriate learning materials for karawitan instructors have the following features. In terms of input dialogues and monologues of 150 words with pictures, language functions, and phonetic transcription were appropriate input. Regarding the procedure, listening to the recording, answering the questions, completing the dialogues and monologues, studying language functions, finding the meanings of the vocabulary, performing the dialogues and monologues, and playing role were appropriate. Being active participant was appropriate learners’ role. The teacher as a prompter, resource, and controller was appropriate teacher role. Individual work, pair work, and group work were the appropriate setting.