DESIGNING SYLLABUS FOR SPEAKING 1 AT STKIP YAPIS DOMPU
Abstract
Designing syllabus for the first semester students of English Department at STKIP Yapis Dompu is very important in order to provide appropriate syllabus and teaching materials based on the students’ needs. The study aims to designed the type of the course materials that students understudy need for Speaking 1, identifying Speaking materials needed by the first semester students of STKIP Yapis Dompu and designing appropriate syllabus for speaking 1 at the first semester students of English department at STKIP Yapis Dompu.
This study used the Research and Development (R & D) design adapted from Borg and Gall (1983) and Indonesian educational ministry decree number 232/U/2000 and no 045/U/2002 about steps in designing syllabus for higher education in Indonesia. The 10 steps in R & D theories were adapted into 5 steps of designing syllabus. They are; (i) Doing needs analysis, (ii) Designing syllabus draft, (iii) Validating the syllabus draft, (iv) Revising the syllabus draft and (v) limited try-out the syllabus. The subject of the study was 17 students of the first semester students of English Department at STKIP Yapis Dompu. Data of this study were from students’ questionnaire, interviews of Academic affair of English Department, interviews of English lecturers. The instruments used were interview guide, closed questionnaire and assessment rubrics. The data gathered from interview guide and comments/suggestions from experts, lecturers, and students were analyzed descriptively. And those gathered from students’ questionnaires and assessment rubrics were analyzed using descriptive statistics.
Based on the result of data analysis, the syllabus and teaching material for Speaking 1 was designed based on the students needs analysis, in which the hole aspects of Speaking skill are include in the syllabus such as; pronunciaction, tone, expression, body language, appropriate vocabulary and many others. Whereas teaching materials for Speaking 1 are based on the students’ topics preferency for example; about the culture, films, and political issues in English speaking communities with sufficient vocabulary, grammar, and expression inputs and pronunciation practice to talk about them. And the type of syllabus that students’ needs for Speaking 1 is skill-based syllabus.
The evaluation result from the lecturers and students shows that the syllabus design is appropriate for teaching Speaking 1. According to them, the syllabus and sample of the English materials are ‘Very Good’ because the average scores of the evaluation of the syllabus and the sample of English materials from the lecturers were respectively 3.40 and 3.50. Furthermore, the average score of the students’ evaluation to the sample of English materials was 3.40. it means that the sample of English material is in ‘very good’ category. In conclusion, the Speaking syllabus is appropriate for teaching Speaking 1 because it accommodates the student’s needs.
The final product of this research is a Speaking syllabus for Speaking 1 and materials for teaching Speaking 1 for the first semester students of STKIP Yapis Dompu in the academic year 2014/2015. In conclusion, the English syllabus is appropriate for teaching Speaking because it accommodates the student’s needs.
Keywords: syllabus, Speaking 1.
