RESEARCH PROPOSAL

AN ANALYSIS OF ENGLISH-SPEAKING SKILLS MATERIALS FOR

THE 11th GRADE STUDENTS OF MAN 1 MALUKU TENGAH

ANALISIS MATERI KEMAMPUAN BERBICARA BAHASA INGGRIS UNTUK

SISWA KELAS 11 MAN 1 MALUKU TENGAH

DIAN SAFITRI
220025301040

ENGLISH EDUCATION STUDY PROGRAM

GRADUATE PROGRAM

UNIVERSITAS NEGERI MAKASSAR

2023
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LIST OF CONTENT

COVER PAGE………………………………………………………………… i

APPROVAL SHEET …………………………………………………………. ii

LIST OF CONTENTS ……………………………………………………….. iii

CHAPTER I INTRODUCTION ……………………………………………. 1

A. Background ……………………………………………………………. 1
B. Research Questions ……………………………………………………. 6
C. Objectives of the Research …………………………………………….. 7
D. Significances of the Research …………………………………………. 7

CHAPTER II REVIEW OF RELATED LITERATURE ………………….. 8

A. Pertinent Ideas …………………………………………………………. 8

B. Conceptual Framework ………………………………………………... 21

CHAPTER III RESEARCH METHOD ……………………………………. 23

A. Research Design ……………………………………………………….. 23

B. Research Setting…………….................................................................. 24
C. Research Subject ………………………………………………………. 24
D. Operational Definition of the Variables ……………………………….. 24
E. Instrument of the Research ……………………………………………. 25
F. Procedures of Data Collection…………………………………………. 27
G. Techniques of Data Analysis …………………………………………... 29

BLIBLIOGRAPHY …………………………………………………………... 33

APPENDICES………………………………………………………………… 35
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CHAPTER I

INTRODUCTION

A. Background of the Research

Material evaluation in the world of education is a necessity because learning

material plays a key role in shaping students' learning experiences. Material

evaluation helps ensure that the material used in teaching meets the stated learning

objectives. This helps create a strong link between the material and the desired

learning outcomes. In addition, material evaluation also allows educators to ensure

that the material is relevant to the latest developments in various fields, including

technology, science, and culture. In an era of rapid change, ensuring that material

remains relevant is critical to keeping education up-to-date and relevant for

students.

Material evaluation helps ensure that learning materials support student

diversity. Every student has a different learning style and varying levels of ability.

By evaluating materials, educators can ensure that the materials used can be adapted

or adjusted to meet the various needs of individual students. This helps create an

inclusive learning environment, where all students have equal opportunities to

develop and reach their potential. Evaluation of materials also allows educators to

identify whether materials are adequate in supporting the teaching of critical skills

such as problem solving, speaking skills, and deep understanding. Thus, material

evaluation is important in creating effective learning experiences and meeting

various student needs. Additionally, material evaluation seeks to determine the

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success of teaching methods, evaluate and improve teaching efficacy, facilitate

student learning, pinpoint student assets and weaknesses, or offer practical insights

(Wanzer, 2021).

Evaluation of English materials is an important step in education that aims to

measure students' understanding of English and their ability to speak, listen, read,

and write. This evaluation includes various tests and assignments, such an exams,

conversations, project assignments, and listening exercises. This evaluation process

is important because it provides an overview of student development and helps

teachers design more effective learning. In addition, evaluation of English materials

also allows students to identify areas where they need to improve their abilities. By

evaluating their progress regularly, students can see their development over time

and determine whether the learning strategies they are using are effective.

Evaluations can also assist teachers in adapting their teaching approaches to suit

individual student needs. Thus, evaluation of English materials becomes an

important tool in improving the quality of English learning and ensuring that

students reach the desired level of competency.

One of the most crucial skills in learning English as a Foreign Language

(EFL) is speaking. People must be able to speak English to participate in many

aspects of society, including the economy, education, health, and technology.

Because of how demanding English proficiency has become in this cutthroat period,

it is now considered to be the most crucial success factor. Given the importance of

English, the Indonesian government mandates that all students, from junior high

school through university, take English as a required subject. Speaking, according

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to Kayi (2006), is the area where linguistic proficiency and instructional strategy

diverge. Speaking is a useful talent that needs to become habitual because it requires

both hard practice and real communication. When learning a language, the capacity

to speak is helpful. Together with other crucial elements like pronunciation,

intonation, grammar, vocabulary, and so on, it involves communicative

effectiveness. Any language should be taught to them, with some method of

preparing the students to communicate in the target language. One of the four

abilities that are crucial to master is speaking. The learners' ability to talk will be

scrutinized the most in a real-world setting. The majority of individuals base their

first impressions on someone's ability to speak clearly and eloquently because it is

an essential component of daily engagement. Hence, it is the responsibility of the

teachers to provide the students with as much preparation for speaking English in a

real-world situation as is reasonably possible.

Speaking is a sign of a language learner's success. Speaking is one of the

abilities that students should acquire and perfect while they learn a new language.

In addition, communication between people satisfies the demand for social contact.

The conversation centers on the interests of the participants. While teaching and

learning English as a foreign language, materials are essential. According to

Mizbani et al. (2017), selecting poor materials will cause students to lose interest.

We cannot argue against the fact that an English material’s quality will have a

greater impact on students' individual skill development.

The process of gaining and enhancing the abilities required to comprehend,

speak, read, and write in the English language is referred to as English learning.
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Throughout this process, proficiency in grammar, vocabulary, pronunciation,

listening comprehension, speaking fluency, reading comprehension, and writing

skills are all developed. According to Pratelaning (2015), English can be learned

formally, such as in classrooms and language centers, or informally, as through

independent study or immersion in an English-speaking environment. The purpose

of studying English is to equip students with the skills necessary to connect and

communicate with English-speaking people in both their personal and professional

lives.

Materials are one of the most crucial components of the learning process,

which are backed up by teacher explanations. One of the main purposes of English

materials is to make established knowledge visible and accessible to students in a

careful, organized way. The content of English language materials has an impact on

both what teachers teach and what students comprehend. Together with the teacher's

explanation, these topic materials can aid in comprehension. It is evident from the

fact that kids have not yet mastered the English language. Hence, the material is a

tool to aid students in their learning, particularly in English-related disciplines.

Numerous materials contained in English instructions are available with

useful features that draw teachers' interest. All material provided by teachers must

make up the 2013 curriculum. The fact that English teachers continue to use

materials as the main teaching resource shows how low their qualifications and

motivation are to develop original lesson plans. Because materials are one of the

main components of educational goals, there is no other alternative than teachers

using materials to achieve educational goals. When selecting material in textbooks

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to be used as a teaching and learning tool for students, teachers must be careful.

They must carefully examine the content, compare it with student needs, and

consider its relationship to the applicable curriculum.

With a total percentage of 70,83% indicating that the speaking materials in

the English learning in school are pertinent and meet the good speaking criteria on

the checklist table, the previous study by Chaqiqi (2017) aimed to determine the

quality of the speaking materials in the course book entitled Scaffolding revealed

that the quality of the speaking material in the course book is "Fair." According to

the study criteria, the studies' findings demonstrated that each material met the

requirements of an excellent material. Finally, many materials may use some

updating. Yet, a significant number of materials utilized in the classroom still

require evaluation. To accomplish the goal of the teaching and learning process in

language classrooms, it is therefore important to develop the appropriate evaluation

criteria when selecting suitable material.

In keeping with the previously stated review, researchers are interested in

studying English language learning materials because previous studies are said to

be one of the key elements influencing students' success in learning to speak

English, especially for 11th grade students in MAN 1 Malteng. The researcher

wishes to examine what speaking material is provided in English language learning

and whether the English material meets student needs regarding English learning,

especially in speaking skills. The difference between this research and previous

research is that the researcher analyzed and evaluated English language material in

the form of modules used by class 11 English teachers at MAN 1 Maluku Tengah,
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whereas in the previous research analyzed the textbooks used by English teachers.

Researchers focused their research on only one English language skill, namely

speaking.

The material needs to make an impression. Ratmanida & Suryanti (2019) state

that the material needs to give students a sense of security and comfort. In the

process of learning, the material that is taught needs to be seen as reliable and

worthwhile. Resources ought to encourage and support students' self-investment.

The material must expose students to the language in real-world contexts and ensure

that they can comprehend the subject matter being taught. As a result, some

researchers create a list of requirements before providing further information about

them. Therefore, to meet the needs of the teaching and learning process in language

classes, adequate evaluation criteria for choosing relevant teaching materials must

be devised. Based on the previous statement, the researcher aims to evaluate the

English module's material and speaking activities to determine whether or not

teachers may use it as a guide to help their students develop their speaking abilities.

The researchers chose to perform a study titled “An Analysis of English Speaking

Materials for The 11th Grade Students of MAN 1 Maluku Tengah " in light of

these factors.

B. Research Question

According to the background above, the research problems are:

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1) What is the suitability of the speaking content in the English material for 11th-

grade students of Senior High School with the criteria of good materials?

2) Is the speaking content in the English module appropriate to student needs?

C. Objectives of the Research

According to the research problem above, there is three objectives of this research,

they are:

1) To find out the suitability of the speaking content in the English material for

11th-grade students of Senior High School.

2) To find out whether the speaking material provided in the English module for

class 11 students at MAN 1 Maluku Tengah is appropriate to the student's

needs.

D. Significance of the Research

The findings of this research are expected to contribute to the variety of

different fields of research. It is also expected that the research findings will help

educators and learners in both theoretical and practical ways:

1) Theoretical

The results of this study should shed light on the many kinds of speaking

materials that can be found in textbooks or English module, as well as how to

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evaluate speaking resources that are compatible. It is intended that teachers would

be able to enhance learning by using different speaking activities.

2) Practical

First, the data acquired will improve teachers' comprehension of choosing the

appropriate book/ sources for instructional activities and help them apply the study's

conclusions to their teaching and learning activities. Second, teachers and authors

of English textbooks may utilize the study's results to enhance writing assignments

and other speaking-learning activities, especially for students in the eleventh grade.

Finally, other scholars who are interested in performing related or supplementary

research may find this study to be a useful resource.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Background

1. Concept of Material Evaluation

Evaluation material is a key aspect of research on educational development

and improvement. This includes an in-depth assessment of the open materials used

by the teacher in the learning process. Material analysis aims to understand the

extent to which the open materials comply with existing standards, whether they

are relevant to students' needs, and whether they support the achievement of

learning objectives. The results of evaluating teacher materials can help identify

potential improvements in the teaching and learning process, as well as assist

teachers in selecting and developing more effective materials to improve the quality

of teaching.

Materials evaluation is the process of determining the worth (or potential

worth) of a collection of educational resources. It entails passing judgment on how

the materials affect the users of them (Tomlinson, 2003). Students in every language

course have goals they need to accomplish, therefore teachers should be aware of

these needs and give students what they need to help them reach their objectives.

As a result, all teachers must assess the resources and choose the best ones for the

particular goals.

When conducting an evaluation of materials, educators and evaluators must

take note of a multitude of objectives. The most important objectives of material

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evaluation are mostly associated with the objectives and learning outcomes that

practitioners and programs seek to achieve. According to Tomlinson (2011),

publishers or teachers assess and modify resources from their point of view in order

to help students satisfy their own needs, advance their language proficiency,

accomplish their objectives, and determine whether the materials are efficient and

successful.

A predicted evaluation and a retrospective evaluation are the two categories

of materials evaluation that Rod Ellis (1997) identifies. Whereas a retrospective

review looks at materials that have actually been utilized, a predictive evaluation is

intended to help decide which materials to use. A brief review of the literature on

materials evaluation reveals that predictive evaluation has largely been the

exclusive focus of study to date. Retrospective evaluation gives teachers insight

into the advantages and disadvantages of the syllabus they are using. It additionally

provides "as a means of testing the validity of a predictive evaluation, and may

point to ways in which the predictive instruments can be improved for future use"

(Ellis, 1997, page 37). Three types of evaluation are summarized by Rea-Dickens

(1994, cited in Li, 2004): (1) pre-use evaluation; (2) in-use evaluation; and (3) post-

use evaluation, which is based on learners' performance. She is an advocate of

focusing more on evaluation during and after use.

Evaluations may be conducted prior to, during, or following use. According

to Rubdy (2003), assessing materials prior to usage is mostly done to gauge the

potential of what educators and students can do with them in the classroom.

Evaluations conducted both during and after use are crucial in determining the
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effectiveness of educational resources (McDonough & Shaw, 2003, p. 71). A

distinct paradigm is proposed by Skierso (1991), who explains that gathering data

about the background of the students, the course syllabus, and the learning setting

is the first stage in material evaluation. Checklists for assessing materials were also

provided by Cunningsworth (1995), Roberts (1996), Ur (1996), Brown (1997),

Hemsley (1997), McGrath (2002), and Gearing (1999).

2. The Concept of Speaking

1) Defenition of Speaking

The four organizers for the English language outcomes—listening, speaking,

reading, and writing—match the four language use skills. The emphasis of teaching

foreign languages has shifted from teaching grammar, vocabulary, and

pronunciation to focusing on communicative fluency and the integration of four

abilities. The objectives are to foster the development of these abilities, which

include the accurate and effective use of oral language (Bachman, 2001).

Speaking, in the terms of Harmer (2007), is the capacity to precisely convey

a thought, idea, or viewpoint to an audience. Moreover, speaking serves particular

purposes in interpersonal relationships, classroom engagement pedagogy, and other

contexts in which speakers and listeners engage in various interactions. This is

according to Celce-Murcia (2014). Speaking is similarly described by Tarigan

(2015) as "the creation of sounds and words as a meaningful verbal language."

Speaking is a technological tool that both the speaker and the listener can use to

share and communicate ideas and accomplish their goals. On the other hand,
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speaking can be characterized as the process of using both verbal and nonverbal

representations to create and communicate meaning in a variety of contexts.

The Communicative Language Teaching Approach (CLT) has led to a greater

focus on productive skills such as writing and speaking. Speaking is one of the most

important TEFL abilities, just like any other skills. Students must demonstrate

mastery of the other language abilities in order to master it. Speaking is a crucial

ability, particularly in environments where English is taught as a second language.

It gives kids the ability to express their ideas, attitudes, and feelings in authentic

situations. CLT proponents advise giving students real-world, purposeful,

communicative tasks to improve their speaking abilities. Thus, through pair and

group work, teachers should set up situations and give students opportunities to

interact (Jordan Ministry of Education, 2006).

2) Speaking Objective

Imaniah & Dewi (2017) state that a speaker's capacity to successfully convey

information or a message to an audience is demonstrated by their ability to do so

both vocally and nonverbally in a clear and acceptable manner. The statement

continues, "To support the acceptability of the utterances produced in proper

communication, a speaker should possess lexicon production, morphology, syntax,

phonology, phonetics, semantics insights, and a variety of language functions,

including emotive, informative, referential, phatic, conative, and so on."

Formal speaking helps students be able to speak English in formal contact

settings, whereas informal speaking helps students communicate in English at the

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pre-intermediate ability and informal interaction contexts (Isnaini et al., 2019).

Students are then encouraged to speak English effectively, correctly, and acceptable

at an advanced level by the use of a variety of linguistic abilities and informal-

formal activities (Sulistiyo et al., 2021). The ways that the human mind processes,

arranges, and retains information have an impact on language acquisition. Put

another way, the secret to effective communicative competence and instruction is

not learning the fundamentals of language but rather comprehending the structure

and function of the mind.

3) Speaking Activity Problem

Some examples of speaking difficulties are, as follows:

a. Interruption. Students use active action when they speak. Some students,

though, expressed concern about attempting to speak in front of the class (Qiu

& Fang, 2019). They also fear making mistakes and receiving negative

feedback from others.

b. Unspeaking. When there are activities in class, students are encouraged to

actively communicate with their friends and the teacher. Some pupils are

unsure of what to say in this situation. In other situations, they have a lack of

ability to think, which poses issues for the person (Amalia & Husna, 2020).

c. Unequal or inequitable participation. In a large group setting, only a select

few students are permitted to speak. Other students rarely get a chance to

speak; noisy kids usually take the stage. Professors who lack classroom

management skills should also be concerned (Harmer, 2007).

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Still, learning a language is a challenging process that needs to be done. It seems

probable that people should never stop learning the language; it must be studied

daily or constantly. Using a foreign language, like English, is necessary to

comprehend the English language.

3. Analysis of speaking materials

Developing proficiency in speaking is a fundamental aspect of learning

English, as it serves the purpose of effective communication. Speaking can be

likened to singing, requiring modulation in intonation and pitch. Just like a music

student combines their voice with harmonic sounds, a speaker integrates

vocabulary, intonation, pronunciation, grammar, and other elements to convey their

message to the audience. In the process of learning English, mastering speaking is

crucial. This involves delving into speech sounds, spelling, pronunciation,

vocabulary, and various other facets.

According to Bygate (1987) speaking is a skill that warrants equal recognition

and regard, comparable to proficiency in written expression, if we choose another

term for it. The author emphasizes that speaking can be approached as a skill from

two primary perspectives:

a) Motor perceptive skill, including articulation, perceiving, recalling, in the

correct order sounds and the structure of the language.

b) Interaction skill, which cover making decision about communication, such as

what to say, how to say it and whether to develop it, in accordance with one’s

intention, with maintaining the desire relation with other.

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According to another expert, speaking entails the systematic production of

linguistic expressions to communicate desired meanings. The justification

previously mentioned leads us to the conclusion that this skill is very sophisticated

and aims to successfully communicate the speaker's intended message to the

audience. The researcher also pointed out that people speaking a non-native

language must be aware of the rules of that language, including its grammar,

vocabulary, pronunciation, and word formation, and be able to use those rules

effectively while communicating in that language.

Regarding speaking English materials, can be defined as things or objects that

can facilitate students' learning speaking in class. The form can be a variety of

materials, such as methods, strategies, textbooks, etc. Materials are needed to

enable students to speak English effectively. Effective material allows students to

actively:

1) Share and process the information, while processing information is

contributing to what students already know by drawing on experiences they

have had, sharing information entails exchanging information that students

do not yet know and receiving it from partners or groups.

2) Control meanings, the finest skills to acquire are communication skills since

kids can learn them on their own rather than having to wait for a teacher to

teach them. Materials should therefore promote "selfdirected learning" and

respect students' choices.

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3) Choose how to participate, students must be given a chance to pick, evaluate,

and determine what they want and do not want in order to adapt to the material

they are studying.

4) Utilize affectivity, materials that can inspire students and help them grow are

considered good materials. By assigning activities with difficulties that

enable students to share ideas and express opinions, projects that contain

problems can increase the effectiveness of materials.

5) Utilize individual knowledge, when given a new topic to write about, students

can locate sources by reading from books or conducting research, and they

can write about them. However, in oral communication, this is impossible

since if students are unfamiliar with the subject, there is nothing to discuss.

For instance, when Thai students were asked to describe their skiing

experience, they were unable to do so because there isn't any snow in

Thailand.

6) Become aware of ellipsis in spoken language, verbal ellipsis, conjoined short

statements, planned and spontaneous speech, fillers and hesitations, vague

and reconstructed speech, repeats, co-constructed information, and register

variations denoting roles and connections are some characteristics of verbal

conversation. Materials that are useful for discussing not only these

characteristics but also how students handle a cooperative activity task, such

as small talk, sharing experiences, offering counsel, exchanging ideas, etc.

7) Move beyond the initation-respond-feedback model, IRF models are mostly

used in classroom settings where teachers are required to assess student work.
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As it is, this approach is ineffective because students are not growing.

Effective materials should be created in a way that encourages classroom

discussion, for instance, by asking students about their work and providing

feedback in the form of questions that prompt them to consider their

responses.

Teachers and students also participate in the creation of resources, and they do so

in more inventive ways because they will utilize the materials in actual classrooms,

in addition to people like curriculum officers. Nunan asserts in Tomlinson that

learning is evaluated based on the learning process, not a product (results).

According to Tomlinson, materials created from the syllabus more closely follow

the predetermined plan than they do the end products that can be provided directly

to the teaching and learning activity. The elements from the syllabus that have been

supplied can be changed or supplemented by teachers and students. As a result,

many people believe that contents derived from the syllabus occasionally conflict

with what takes place in the classroom.

4. Eligibility of speaking materials

Many English-language textbooks and source materials are available; their

distinct features encourage educators to use them. Not all of the items, meanwhile,

fulfill the 2013 Curriculum's criteria. Since the material is one of the most crucial

components of reaching the educational goal, the instructor has no choice but to
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employ a textbook or other material resources to accomplish the objective. When it

comes to the resources they use to help their students learn, teachers ought to be

choosy.

They must carefully review the content, compare it to the needs of the

students, and consider how it relates to the current curriculum before choosing the

suitable materials (Afrihadi, 2020). Therefore, in order to make the analysis of a

study on speaking material easier, several researchers created the speaking

eligibility criteria. These claims regarding the qualifying requirements for speaking

material are based on the research of multiple investigators. An assessment sheet

was developed by Cunningsworth (1995) and includes language support, effective

and content-based support, skill support, variety, and adaptability.

1) Linguistics assist has an aimed section for speaking, vocabulary, and

pronunciation instruction. The way an assignment is composed matters more

than the teaching resources. Additionally, the English content serves as a

reference book with regard to vocabulary, grammar, and pronunciation in

addition to being a source of presented material. It is also imperative that the

content effectively illustrates authentic usage of the language under study. It

would therefore call students' attention to the linguistic features of the

information under investigation.

2) Content-based and effective support, to give students moments of inspiration,

creativity, and cultural sensitivity, there should be culturally sensitive

materials in addition to content-based and successful support materials.

Therefore, it is usually incorrect to meet the requirements in the sub-indicator

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and often inappropriate for the learners when content-based and effective help

is provided.

3) Skill assistance, learners are taught a variety of communication functions and

techniques through the exercises. In addition to speaking exercises, additional

forms of interpersonal communication such dialogues, group discussions, and

monologues should be included.

4) Flexibility and diversity, the materials can be modified to meet the needs of

different learning styles, skill levels, maturities, and desires. There is a large

range of ability levels in the activities. After that, the resources provide

several speaking engagements.

Additionally, Tomlinson (2011) provides the following explanation of who qualifies

for speaking materials:

1) Students should be introduced to language in context through materials. In

order to guarantee that the language exposed is authentic in the sense that it

reflects how the language is typically used, the materials include authentic

input. To give the course a "authentic" feel, educators utilize real resources to

illustrate how the language is utilized in a natural situation (Pradana & Tena,

2021). You can use real sources such as songs, drawings, radio, newspapers,

interviews, and so on.

2) Students should be able to use the target language for communicative goals

using the materials. The idea behind this study was that materials ought to

provide the target language for purposes of communication. Students are

given as many opportunities as possible to interact with real people and actual
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situations (e.g., make a call to a company) through the production stage

activity that asks them to produce a video role-play. Students are also given

the opportunity to use language and expression for communication in

scenarios that are not controlled by the instructor. Finally, students are given

the opportunity to speak with each other by working in pairs.

3) The materials ought to put students at ease. Students should feel comfortable,

at ease, and at ease with the material. The task in this resource seems to be

quite easy for the students to complete. Even though they have to work in

pairs, the exercises demand participation from every student. In addition to

putting pupils to the exam, the content teaches them how to use new terms to

show where they are ignorant in a discussion.

4) Students ought to view the course materials as useful and pertinent. For

students who want to get better at speaking, this material is helpful and

pertinent to the aim skill. The process stage exercise shows that the resources

prioritize speaking; nonetheless, even though the activity involves listening,

the teachers still include an audio transcript. Students will think that the

materials are helpful for improving their speaking skills when they use them

for study purposes. Through dialogue development and role-playing

scenarios, learners can acquire the ability to apply language and phrases in

authentic settings.

5) It is important to keep in mind that different learners have different learning

styles while creating materials. All learning styles should ideally be

accommodated by various activities. The majority of modern textbooks

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exhibit a preference for learning and an apparent conviction that all students

can benefit from this kind of instruction. Examples of this type of instruction

include visual, auditory, and kinaesthetic (students prefer to do something

physical, like follow game instructions), as well as auditory (students prefer

to see the language written down).

Consequently, the purpose of this study is to ascertain whether or not the speaking

materials for the English module for students in the second grade of MAN 1 Maluku

Tengah meet the requirements for speaking eligibility.

5. The suitability of previous study

The initial research was done by Hidayah (2017). He carried out an

investigation into the "Conversation in English Textbook" task, which was designed

to improve the speaking and listening abilities of the students. Documentation and

content analysis were the researcher's methods for gathering data. It involved

coding and scoring the data, characterizing and classifying the many types of

communicative competence, calculating the frequency and dominating

competencies, and generating conclusions. The researcher acquired the data by

examining the tasks on the "Conversation in English textbook." First, 83, or 74%,

of the assignments were created to help students improve their speaking abilities,

while 29 or 26% were created to help them improve their listening abilities. It

indicates that the content included in the textbook's tasks is "sufficient" to help

students improve their speaking and listening abilities. Second, it may be said that
 36

"speaking skill" is the primary ability that was created in the "Conversation in

English textbook."

The second study was carried out by Mizbani and Chalak (2017) to examine

the speaking and listening exercises in the textbook "Prospect 3," which is utilized

in Iran's junior high schools for third graders. It looks into the degree of the learning

objectives, according to Bloom's (2001) Revised Taxonomy of Cognitive Domain,

they would be classed in—lower or higher. The results showed that none of the

speaking and listening exercises could prepare the students in this grade for higher

levels of learning objectives since they all fell into the low cognitive complexity

category. Therefore, in order to push students to think at higher levels, teachers

should assign more homework, and textbook authors should update their material

to address the higher levels of the cognitive domain.

B. Conceptual Framework

The conceptual framework based on this research is presented in the

following diagram:
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English Material

Content analysis

Eligibility of speaking content with Eligibility of the material to

criteria of good material student needs

Based on the conceptual framework above, this research focus on analyzing

the speaking content on English material at 11th grade of Senior high school. This

study analyzes speaking materials in English module using evaluation criteria

adapted from speaking material evaluation criteria from Cunningsworth's (1995)

speaking material eligibility standard. Furthermore, this research will find out the

suitability of the content in English material with the student needs.

CHAPTER III
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RESEARCH METHOD

A. Research Design

The research will entails a qualitative descriptive content analysis of English

materials. Researchers performed a content analysis by using the same educational

resource in the classroom to determine the most suitable categories and units of

analysis to effectively address the two primary issues in this research (Cohen et al.,

2017). The primary objective of this study is to evaluate the speaking materials in

the 11th-grade English module at MAN 1 Central Maluku. Content analysis is

research that is an in-depth discussion of the content of written or printed

information in mass media or documents (Handoko, 2017). This qualitative study

aims to assess the current state of speaking activities and course materials for

eleventh-grade students at MAN 1 Maluku Tengah.

To put it briefly, the qualitative relates to the meaning and data served by

words. As a result, the research report included data excerpts to give the report's

overview. Because the study's data came from printed materials, qualitative

research in the form of content analysis was carried out. Analyzing and

understanding recorded material within its context was the main goal of content

analysis. Public records, textbooks, letters, movies, cassettes, journals, topics,

reports, and so forth could all be included in the content (Ary, 2002). As previously

mentioned, the words, texts, and images on the English learning materials for the

11th grade of MAN 1 Maluku Tengah were the source of the data given in this study.

B. Research Setting
 39

The researcher will conduct this research in December 2023. This research

will take place in MAN 1 Maluku Tengah. This senior high school located in Jl.

Raya Tulehu, Kec. Salahutu, Kab. Maluku Tengah, Maluku.

C. Subject of the Research

Subjects of this research are the English material for 11th grade and the teacher

who used that material document for teaching. Based on the syllabus, the material

provided by the English teacher comes from two 11th English textbooks and a

dictionary.

D. Operational Definition of the Variables

There are two variables in this research: "an analysis" and "English-speaking

material". The operational definition of terms in this research is explained as

follows:

1. Material Analysis

A systematic way of evaluating and analyzing educational resources, including

coursebooks, textbooks, and other learning materials, to ascertain their suitability,

efficacy, and appropriateness for certain teaching and learning environments.

Within this evaluation process, many features of the materials are examined

to determine whether or not they are appropriate for a given educational context.

(Tomlinson, 2011)

2. English Speaking Material

 40

The goal of English-speaking materials is to give students chances to engage

in active and interactive language use, which will boost their confidence in their

spoken English and help them become proficient communicators in everyday

settings. These materials are an essential part of resources for teaching and learning

languages, and they play a major role in language education.

E. Instrument of the Research

1. Evaluation Checklist

An evaluation checklist is a tool for identifying and assessing common

grammatical faults made by English language learners in their writing or speaking.

It is employed to support educators and assessors in giving students feedback

regarding language proficiency categories that require development. Evaluation

checklists that the researcher will use are adapted from speaking material evaluation

criteria from Cunningsworth's (1995) and Nimehchisalem’s (2011) speaking

material eligibility standards. There are 6 criteria and 20 items in the evaluation

checklist. These criteria are:

NO Criteria
1 Aims and approach
2 Design and organization
3 Language content
4 Speaking Skill
5 Topic
6 Methodology

2. Interview
 41

An interview is a fundamental research instrument used in various disciplines

to gather information from participants through direct communication. Interview

means all activities to collect data by conducting verbal questions and answers face

to face (face of face) with anyone who is needed or desired (Abdurrahman, 2003).

In this research, researchers will interview English teachers who use the module as

teaching material. Researchers will also interview several students regarding

student needs in English to strengthen the data.

F. Procedures of Data Collection

1. Evaluation Checklist

Data collection through an evaluation checklist involves several important

steps to ensure the effectiveness and reliability of the data collected Since the

research deals with content in English material, the procedure of the data collection

followed Creswell’s (2014) guidelines for collecting documents as described

below:

a. Determining the research subject to be analyzed: namely English learning

material provided by an English teacher for 11th grade of MAN 1 Maluku

Tengah

b. Determining the research instrument. The evaluation checklist adapted

from Cunningsworth (1995) and Nimehchisalem et al’s (2011) speaking

eligibility standard. Both of them are utilized to collect the data from the

sample
 42

c. Reading and observing the contents: learning activities, tasks, and other

materials from the selected chapters of the English material thoroughly

d. Identifying the content of materials: from the selected samples according

to the checklist items described in the evaluation checklist.

e. Categorizing and arranging the data: obtained into detailed descriptive

information that will be further analyzed and elaborated

2. Interview

Data collection through interviews involves a systematic approach to

gathering information, opinions, and insights from individuals or groups. The

following are the procedures for collecting data using interview instruments:

a. Design an Interview Guide: The researcher will develope a structured

interview guide that included a series of open-ended questions, prompts, and

topics to be discussed during the interview

b. Schedule an interview: Researcher will contact and schedule interviews with

selected sources. Interviews will be conducted offline and also online.

c. Explanation and approval: The researcher will ask for consent from each

interviewee before the interview. Researcher also explain the purpose of the

research, how the data will be used, and guarantee confidentiality or

anonymity.

d. Conduct an Interview: The researcher follow the interview guide, ask open

questions and listened actively to the interviewee's responses. Encourages

elaboration and seeks clarification when necessary.

 43

e. Record and Document Responses: Researcher will record interviews either

by taking detailed notes, audio recordings, or video recordings (with

permission). Researcher capture key points, quotes, and relevant information.

f. Interview Transcript: The researcher transcribed the interviews into written

format, and ensured the accuracy and completeness of the transcriptions. This

step is important for data analysis.

g. Interpretation: Researcher interpret the results of data analysis, draw

conclusions, and present findings in a clear and organized manner.

G. Techniques of Data Analysis

1. Evaluation Checklist

The data collected will be examined based on the aspects issued in the

evaluation checklist assessment. This checklist is the main guideline for

determining the quality of the English language material being analyzed. This can

be seen from how the material from the selected sample meets the criteria described

in the instrument table. The data analysis procedure in this research is described in

the following steps:

a. Read the English teaching materials used by the teacher concerned

completely

b. Compare the content presented in the selected material with the checklist

items explained in the checklist evaluation sheet for English-speaking

material

c. Give a score for each criterion in the respective rubric assessment items and

interpret the data obtained using descriptive explanations for example

 44

chapters based on content analysis of the material. The data of the research

will take from the two scorers' analysis on English speaking material for 11th

grade MAN 1 Central Maluku. Scorer 1 is the researcher, and Scorer 2 is an

English Teacher who uses this textbook in their classroom. Afterward, the

results are presented in the form of percentages. To find out the quality of

each indicator in English-speaking material for the 11th grade of MAN 1

Central Maluku, the data are scored quantitatively using the following data

interval:

Number Percentage (%) Category

1 <25% Poor

2 26% - 50% Sufficient

3 51% - 75% Fair

4 76% - 100% Good

(Adapted from Nisa, 2021)

F
P = ── X 100%
N

Figure .Score Formula

Description:

P = Percentage score

F = Frequency

N = Total number of respondents

 45

d. After the data is scored, the results will be presented in percentage form. After

that, the researcher will conclude the results from the data obtained.

2. Interview

The researcher will conduct the interviews after doing an evaluation checklist

of the English-speaking material. A combination of evaluation checklists (written

survey method) and interviews (oral survey method) can help enrich and deepen

the data that has been collected.

The researchers carried out interviews after distributing the evaluation

checklist, aiming to gather additional insights from the teacher. The process of

analyzing the interview data involves three key steps. Initially, this involves

selecting and simplifying the data, a process referred to as data reduction.

Essentially, this entails eliminating statements from students deemed insignificant

or redundant. Secondly, the data will be presented as a narrative text, organizing the

pertinent information in a logical pattern to facilitate comprehension. Third, the

researcher will proceed to validate the data and draw conclusions. The interview

data obtained from the respondents was transcribed and organized in alignment with

the research questions. Subsequently, the data will be analyzed to assess the state

of learning materials and identify appropriate responses that cater to specific

English language requirements. The outcomes of this analysis were then

interpreted.
 46

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 48

APPENDIX
 49

EVALUATION CHECKLIST

This checklist adapted from Cunningsworth (1995) and Nimehchisalem (2011) speaking
material eligibility standard and modified by the researcher.

A. Aims and Approach

The "aims and approaches" criteria relate to the goals and approaches used in textbooks or
teaching materials. These criteria help educators and evaluators to assess the extent to which
textbooks or teaching materials have clear objectives and support appropriate learning
approaches.

B. Design and Organization

Score
NO ITEMS
1 2 3 4
Aims
The aims of the material correspond closely with the aims
1
of the teaching program in the syllabus
2 The material allows different instructional styles
3 This English language material includes learning objectives
that are relevant to students' daily lives outside the
classroom
The "design and organization" criteria relate to how the textbook or teaching material is
designed and organized. Evaluation criteria help teachers and evaluators assess the extent to
which the material has adequate structure, an attractive appearance, and ease of use.

Score
NO ITEMS
1 2 3 4
Design and organization
The learning materials include additional materials such as
1 audio materials, practical activities, or references that can
enhance the learning experience
The English material utilize pictures, illustrations, graphs,
2
or other visual elements to help students' understanding
The English material allow for flexibility in its use by the
3 teacher, such as adjustments or emphasis on certain areas to
suit student needs

C. Language Content
 50

The "language content" criterion relates to the evaluation of the language content contained in
textbooks or teaching materials. Evaluation criteria help teachers and evaluators to assess the
quality and suitability of language content with learning objectives in the language teaching
context.

Score
NO ITEMS
1 2 3 4
Language Content
The material includes the main grammar items that are
1
appropriate to the 11th-grade EFL students
2 The material covers a variety of topics from different fields
The material content has values in social function in its
3
relation to EFL students’ daily life

D. Speaking Skill

The "speaking skills" criterion in the evaluation checklist provides an assessment of the
student's ability to communicate orally.

Score
NO ITEMS
1 2 3 4
Speaking Skill
Speaking material are developed to initiate meaningful
1
communication.
Activities are balanced between individual response, pair
2
work and group work
3 The activities in the material motivate students to talk.
The material provides well designed spoken materials to
4 equip EFL students for a real-life situation to follow the
curriculum framework or student learning needs
The speaking tasks in the material are suitable for
5
student’s levels

E. Topic

The "topic" criterion refers to the content of the learning material presented in textbooks or
teaching materials. This includes how relevant it is and the variety of topics contained in the
material.

Score
NO ITEMS
1 2 3 4
Topic
1 The topics in the English material are relevant to student
 51

needs
2 The material provides enough variety and range of topic
The topics in the material help expand EFL students’
3
awareness and enrich their experience

F. Methodology

The "methodology" criterion relates to judgments about the teaching methods or methodologies
used in textbooks or teaching materials. These assessments help teachers and evaluators to
evaluate the extent to which the teaching approaches in textbooks meet student needs and
learning goals.

Score
NO ITEMS
1 2 3 4
Methodology
The method emphasize student participation in speaking,
1
listening, reading, and writing
The learning materials integrate student-centered learning
2 techniques, such as communicatively oriented assignments
or projects based on student needs
The learning materials facilitate skill development with a
3
clear focus on developing speaking skills

Interview Guidelines (Teacher)

 52

1. As an English teacher, does the English Material that you used for teaching has been

appropriate to students' needs? Why?

2. By using the English material for the eleventh grade of Senior High School, can the

speaking skills be improved by the material? and please give the reasons.

3. What effect have the speaking content in English materials had on the motivation of the

learners?

4. Do students always practice related to the speaking content in the English material?

5. What do you think about the extent to which this material is relevant to the needs of

students in your class?

6. How would you adapt your use of these materials to meet the needs of students with

different learning styles?

7. How to improve the students’ speaking skill by the speaking activities provided in the

English material?

8. How would you assess students' level of engagement and interest in the learning process

when using these materials?

9. Do the materials allow students to employ the target language for communicative

objectives? How?

10. Do you think the materials introduce students to language in academic and non-

academic use?