i
DESIGNING A SET OF ENGLISH SPEAKING
INSTRUCTIONAL MATERIALS FOR STAFFS OF CULTURE
AND TOURISM DEPARTMENT IN SLEMAN
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the
Sarjana
Pendidikan
Degree in English Language Education
By
Woro Wahyu Utami
Student Number: 021214085
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCTION
SANATA DHARMA UNIVERSITY
v
ACKNOWLEDGEMENTS
First of all, I would like to thank God for His endless blessing. I truly thank
Him for everything He has given to me and my family. I believe that without His
blessing I’m nothing and with His blessing I can do something.
I also would like to express my greatest gratitude to Ag. Hardi Prasetyo,
S.Pd., M.A., my major sponsor, and F.X. Ouda Teda Ena, S.Pd, M.Pd., my
Co-sponsor, for their criticism, advice, correction, and support. I am sure that without
their help, I would not be able to finish my thesis. My special gratitude is also
addressed to the head of Culture and Tourism Department in Sleman
Bapak
Sukardi, who had given me a permission to conduct my study in Culture and
Tourism Department in Sleman. I would thank them for their willingness to fill in
my questionnaires so that I can finish my thesis.
I would like to express my gratitude to Dr. Retno Muljani and Dra. Endang
Revolusioner for their willingness to evaluate my designed materials. I really
appreciate their helps.
Next, I intend to dedicate this thesis to my beloved parents and my sister
and my brother who have always prayed for me and encouraged me to finish my
thesis. I am also very grateful to Shanty, Cipluk, Wulan, Lisa, Rumi, Daru,
Genjik, and Ayu for their support, advice and encouragement to finish my thesis.
My special thank is also for Rudi. I would thank him for his support. I
would express my gratitude to all of my friends. God Bless us.
vi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
BOARD OF EXAMINERS ……….. iii
STATEMENT OF WORK’S ORIGINALITY ... iv
ACKNOWLEDGEMENTS ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF FIGURES ... x
ABSTRACT ... xi
ABSTRAK ... xiii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Identification ... 2
C. Problem Limitation ... 3
D. Problem Formulation ... 3
E. Research Objectives ... 3
F. Research Benefits ... 4
G. Definition of Terms ... 4
CHAPTER II: LITERATURE REVIEW ... 6
A. Theoretical Description ... 6
1. English for Specific Purpose ... 6
a. The Classification of ESP ... 7
b. The Criteria of ESP ... 7
c. Needs Analysis ……… 8
d. The Course Design of ESP... 11
vii
f. Syllabus in ESP ... 14
g. Material Design ... 15
h. English for Staffs of Culture and Tourism Department in Sleman ... 17
2. Communicative Language Teaching ... 17
a. Theory of Language ... 18
b. The Principles of Communicative Language Teaching ... 18
3. Speaking Skill ... 21
a. Nature of Speaking ... 22
b. The Process of Speaking ... 22
c. Teaching Techniques ... 23
4. Instructional Design Model ... 25
a. Kemp’s Classroom Oriented Model ... 25
b. Yalden’s Instructional Materials Design Model ... 30
B. Theoretical Framework ... 32
CHAPTER III: METHODOLOGY ... 36
A.Research Method ... 36
B. Respondents ... 37
C. Setting ... 38
D. Instruments ... 38
E. Data Gathering ... 40
F. Data Analysis ... 41
G. Research Procedures ... 42
CHAPTER IV: RESULTS AND DISCUSSION ... 44
A. A set English Speaking Instructional Materials for staffs of Culture and Tourism Department in Sleman ... 44
1. Need Survey ... 45
2. Stating the goals, topic and general purposes ... 45
viii
4. The Subject Contents ... 47
5. Teaching and Learning Activities ... 50
6. Evaluation ... 51
B. The Results of Survey Research ... 51
1. Results of the Survey Research on Needs Analysis ... 51
2. Results of the Survey Research on the Designed Materials ... 53
C. Discussion ... 55
D. Presentation of the Final Version of the Instructional Materials Design ... 56
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 58
A. Conclusions ... 58
B. Suggestions ... 60
1. For Instructors ... 60
2. For Future Researchers ... 60
REFERENCES ... 61
APPENDICES Appendix 1 ... 63
Appendix 2 ... 64
Appendix 3 ... 71
Appendix 4 ... 72
ix
LIST OF TABLES
Table 3.1 The Points of Agreement in Giving and Evaluating
the Material ... 40
Table 3.2 The Interpretation of the Degree of Agreement ... 40
Table 3.3 Central Tendency of Respondent’s opinion ... 42
Table 4.1 The Result of the Target Needs Analysis ... 45
Table 4.2 The General Purposes of Each Topic ... 46
Table 4.3 The Content of Eight Units and General Purposes ... 48
Table 4.4 The Expected Topics Proposed by the Respondents ... 53
Table 4.5 The Description of the Respondents ... 53
x
LIST OF FIGURES
Figure 1. The Relationship between Three Factors Affecting ESP
Course Design ... 12
Figure 2. A Material Design Model by Hutchinson and Waters ... 17
Figure 3. Model of communication System... 23
Figure 4. Kemp’s Instructional Design model ... 29
Figure 5. Yalden’ Model of Language Development Program ... 31
xi
ABSTRACT
Utami, Woro Wahyu.
2007.
Designing a Set of English Speaking Instructional
Materials for staffs of Culture and Tourism Department in Sleman
. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
The role of English for Indonesians who work in tourism field is very
significant.
Tourism is one of those working field which requires English. Since
tourism is mostly related to foreigners, the need for English seems to be urgent to
be as a means of communication. The need of English as a means to communicate
with the foreigners is also required by a Culture and Tourism Department in
Sleman. The staffs of Culture and Tourism Department in Sleman should be able
to speak English in order to promote the tourist destinations and cultures in
Sleman. Since the tourists come from many different countries, English is used as
the language of communication. That was the main reason why the writer was
interested in conducting a study which aimed at producing a set of English
speaking instructional materials for staffs of Culture and Tourism Department in
Sleman.
There are two problems stated in this study. They are (1) How is a set of
English speaking instructional materials for staffs of Culture and Tourism
Department in Sleman designed? and (2) What will the set of English speaking
instructional materials for staffs of Culture and Tourism Department in Sleman
look like?
To answer the first problem of the study, the writer conducted the eight
steps of the instructional design model which were the combination between
Kemp’s instructional design models and Yalden’s instructional design models.
The steps were conducting need survey, stating goals, topic, and general purposes,
selecting the syllabus type, listing the subject contents, selecting teaching/learning
activities, evaluating and revising the materials design. Based on the need survey,
the writer chose Communicative Language Teaching as the teaching approach
because this approach emphasizes speaking skill.
Meanwhile, to answer of the second problem the writer developed the final
version of the materials design which had been improved and revised based on the
participants’
feedback,
suggestions,
and
comments.
The final version of the
instructional materials for staffs of Culture and Tourism Department in Sleman
consists of eight units. They are (1) Greetings and Introductions, (2) Offering
Services, (3) Telephoning, (4) Giving Direction to The Tourism Destinations, (5)
Describing Tourism Destinations, (6) Describing Cultural Events, (7) Giving
Tourism Information, (8) Telling History. Meanwhile, each unit is divided into
four activities. They are (1) Be Familiar, (2) Keep in Your Mind, (3) Use it
Correctly, and (4) Speak Up. With the activities, it is expected that the students’
learning can be facilitated.
xii
indicates that the materials design is acceptable. However, there are also some
revisions that should be conducted, especially about the vocabulary and grammar
accuracy.
xiii
ABSTRAK
Utami, Woro Wahyu.
2007.
Designing a Set of English Speaking Instructional
Materials for Staffs of Culture and Tourism Department in Sleman
. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Peran bahasa Inggris bagi karyawan kepariwisataan sangatlah penting.
Pariwisata merupakan salah satu lapangan pekerjaan yang membutuhkan
kecakapan dalam berbahasa Inggris. Semenjak kepariwisataan selalu berhubungan
dengan orang asing kebutuhan untuk belajar bahasa Inggris sangatlah penting.
Kebutuhan untuk belajar bahasa Inggris sebagai alat untuk berkomunikasi dengan
orang asing juga dibutuhkan oleh Departemen Kebudayaan dan Pariwisata
Sleman. Karyawan dituntut untuk mampu berkomunikasi dalam bahasa Inggris
guna mempromosikan objek-objek wisata dan kekayaan budaya yang ada di
Sleman. Karena para wisatawan pada umumnya berasal dari berbagai negara,
maka behasa Inggris digunakan sebagai alat untuk berkomunikasi. Hal inilah
alasan utama kenapa penulis tertarik melakukan studi di bidang ini, yang nantinya
akan menghasilkan seperangkat materi pengajaran bagi karyawan Dinas
Kebudayaan dan Pariwisata di Sleman.
.
Ada dua permasalahan yang dirumuskan dalam studi ini. Kedua
permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran
berbicara bahasa Inggris bagi karyawan Departemen Kebudayaan dan Pariwisata
Sleman dirancang? (2) Seperti apakah materi pengajaran berbicara bahasa Inggris
tersebut?
Untuk menjawab permasalahan pertama, penulis melakukan delapan
langkah model pengembangan materi yang merupakan penggabungan antara
model pengembangan materi yang diajukan oleh Kemp dan Yalden.
Langkah-langkahnya adalah
conducting need survey, stating goals, topic, and general
purposes, selecting the syllabus type, listing the subject contents, selecting
teaching/learning activities, evaluating and revising the materials design.
Berdasarkan survei kebutuhan siswa, penulis memilih
Communicative Language
Teaching Approach
karena metode ini lebih menekankan pada kemampuan untuk
berbicara.
xiv
untuk karyawan Departemen Kebudayaan dan Pariwisata Sleman. Hal ini
ditunjukkan dari hasil kuesioner dalam survei studi tersebut bahwa nilai rata-rata
dari evaluasi materi adalah 3,5. Hal ini menunjukkan bahwa materi pengajaran
tersebut dapat diterima dan diterapkan untuk karyawan Departemen Kebudayaan
dan Pariwisata Sleman. Meskipun demikian beberapa perbaikan juga perlu
dilakukan terutama mengenai penambahan daftar kosakata dan yang paling utama
adalah perbaikan tatabahasa.
CHAPTER I INTRODUCTION
A. Background of the Study
Language is a means of communication. People communicate their opinions, ideas, and thought through languages. Without language it is difficult for human being to communicate with each other. That it is why language learning becomes very important.
English that has been considered as an international language is one of the most essential languages because it is needed in many sectors of our life, especially for people in Indonesia who are dealing with foreigners in their work places. Tourism is one of those working fields that requires fluent English. Since tourism is mostly related to the foreigners, the need for English as a means of communication seems to be urgent. The need of English as a means to communicate with the foreigners is also required by staffs of Culture and Tourism Department in Sleman.
The staffs of Culture and Tourism Department in Sleman should be able to speak English in order to communicate with the tourists. Since the tourists come from many different countries, English is used as the language of communication.
In order to be able to communicate in English, the staffs have to learn it. Learning may happen without any designed instructional materials but it must be considered that the staffs of Culture and Tourism Department in Sleman learn English for communication. The Culture and Tourism Department staffs in Sleman need English to have a spoken communication with the foreign tourists.
Culture and Tourism Department staffs in Sleman have learnt English while they were in Senior High School or University. However because they do not practice to use English in their daily communication, they forget how to communicate in English well. In this case, because the purpose of English for specific purpose is to make the learners learn English for their job, needs analysis is a must. The observation of their needs analysis is important to make the well designed materials as they want and need. Without any well designed materials, it will be difficult for them to achieve the purpose of their English learning.
In this thesis, the writer intends to present a set of English Instructional Materials, designed for Culture and Tourism Department staffs in Sleman. As the staffs of Culture and Tourism Department in Sleman, the purpose of their learning is to enable them to speak English so that they can communicate with the foreigners well. Therefore they have to master some communication expressions related to their profession. Because of the importance of English speaking skill, the researcher focuses the study on designing a Set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman. B. Problem Identification
This study focuses on the development of English Instructional Materials for staffs of the Culture and Tourism Department in Sleman. The Culture and Tourism Department staffs in Sleman have a significant role to promote tourism objects and cultures in Sleman.
crucial. They have to use English properly. This means that they have to know how to use English in their daily work. Because of the importance of English speaking skill for Culture and Tourism Department staffs in Sleman, the writer attempts to design a set of English Speaking Instructional materials for the Culture and Tourism Department staffs in Sleman.
C. Problem Limitation
The study focuses on designing a set of instructional speaking materials for staffs of Culture and Tourism Department in Sleman. They play an important role in promoting tourism objects and cultures to the foreign tourists. They have to be able to make a good impression by giving clear information about tourism objects and cultures in Sleman.
Hopefully, the design of instructional materials will facilitate Culture and Tourism Department staffs in Sleman to improve their speaking ability.
D. Problem Formulation
Based on problem limitation, the problems of this study are formulated as follows:
1. How is a set of English speaking instructional materials for Culture and Tourism Department staffs in Sleman designed?
2. What will the set of English speaking instructional materials for staffs Culture and Tourism Department in Sleman look like?
E. Research Objectives
The objectives of this research are:
2. To develop a set of English speaking instructional materials for Culture and Tourism Department staffs in Sleman.
F. Research Benefits
The benefits of the study hopefully will be as follows: 1. For English Teacher
The design may be applied by the teachers to teach English speaking for staffs of Culture and Tourism Department in Sleman.
2. For Staffs of Culture and Tourism Department in Sleman The design may be used as an aid to learn English speaking skill. 3. For future researchers.
The result of this research is expected to be a guideline for future researchers to develop English speaking instructional materials.
G. Definition of Term
In order to have a clear understanding of the study, the writer includes some definition of important terms. They are:
1. Instructional Design
2. Speaking
Speaking is the process in which people address each other to form their communication process (Joyce, 1986:242). In this study, speaking is used by staffs of Culture and Tourism Department in Sleman to promote tourism objects and cultures in Sleman to the foreigner tourists.
3. Culture and Tourism Department in Sleman.
CHAPTER II LITERATURE REVIEW
The chapter has two parts. The first part is the Theoretical Description. It concerns to English for Specific Purpose (ESP), Communicative Language Teaching (CLT), Speaking Skills and Instructional Design Models. The second part presents the Theoretical framework which underlies the research.
A. Theoretical Description
In this section, the writer would like to discuss four parts. The first is English for Specific Purposes. The second part is Communicative Language Teaching. The next part is speaking and the last part, the writer would like to discuss the instructional Materials Design Models. Those four theories above will be used to establish the framework of the designed materials in this study.
1. English for Specific Purpose
English for specific purpose is important to discuss further because designing a set of English instructional materials for the tourism staffs belongs to English for specific purposes. The staffs of Culture and Tourism Department in sleman need English for specific purpose because they need English to communicate spoken with foreign tourists to support their jobs. In this section, the writer would like to discuss seven parts. They are the classification of ESP, the criteria of ESP, the needs analysis, the course design of ESP, the syllabus, the syllabus in ESP, the material design and English for Culture and Tourism Department in Sleman.
a. The Classification of ESP
There are two main types of ESP differentiated according to whether the learner requires English for academy study or for work (Hutchinson & Waters, 1986: 16-17). They are:
1) English for Academic Purposes
EAP course often has a study skills component. The examples of EAP are English for medical Studies, English for Economics.
2) English for Occupational Purposes
EOP is also known as EVP (English for Vocational Purposes) and VESL (Vocational English as Second Language). The examples for EOP are English for technicians, English for secretary, English for Tourist Guide and English for Teaching.
In this study English for staffs of Culture and Tourism Department in Sleman belongs to English for Occupational Purposes (EOP). Since staffs of Culture and Tourism Department in Sleman need English for their occupation. b. The Criteria of ESP
Robinson in his book ESP today: A Practitioner’s Guide (1991) discusses another side of the criteria of an ESP.
1) ESP is Normally Goal Directed
People learn English not because they are interested in English in general but they really need it for specific purposes, e. g: to work or to study. Based on this fact the materials and activities for ESP course must be appropriate with the purpose of their works.
2) ESP Course is Based on Need Analysis
A need analysis should be obtained first before conducting the course. The purpose of a need analysis is to specify as closely as possible what exactly the people have to do in learning English.
3) People Who Learn ESP are Usually Adult Rather Than Children
People who learn ESP normally have already experienced in learning general English. They need ESP to continue their basic learning in one specific way related to their work.
4) People Who Learn ESP in Class Should be Identical
All the students who are involved in the same class must have the same kind of job or specialist. It is not usual for an ESP class to have people with various studies or works.
c. Needs Analysis
general English is not the existence of a need as such but rather an awareness of the need. This awareness will have an influence on what will be acceptable as reasonable content in the language course and, on the positive side, what potential can be exploited.
Hutchinson and Waters (1987: 55) state that learner needs include target needs and learning needs.
1) Target Needs
Target needs include the target situation in terms of necessities, lacks, and wants.
1. Necessities
Necessities are determined by the demands of the target situation, that is, what the learners have to do in order to function effectively in the target situation. 2. Lacks
It is also necessary to recognize what the learners know already before conducting the course. By doing so, the designer can decide which of the necessities the learners’ lacks. Therefore, the lacks can be identified and the designer is able to direct that lack.
3. Wants
After identifying the learners’ necessities and lacks, it is important to consider what the learners’ view of their needs. It is necessary to conduct the students’ wants about the subject.
There are number of ways in which information can be gathered about needs. The most frequently used are questionnaires, interviews, observation, data collection and others. However, it is possible to use more than one method to gather the information. It is also important to remember that needs analysis is a continuing process in which the conclusions are constantly checked and re-assessed (Hutchinson and Waters, 1987: 59).
3) Learning Needs
According to Hutchinson and Waters (1987: 62), it is naive to base a course design simply on the target objective, just as it is naive to think that a journey can be planned solely in terms of the stating point and the destination. Therefore, it is also important to know and plan about the vehicle in order to achieve the destination. This vehicle, concerning ESP course design, is called as learning needs.
4) Analyzing Learning Needs
To analyze learning needs, we can refer to these following questions as the framework for analyzing learning needs:
Why are the learners taking the course? How do the learners learn?
What resources are available? Who are the learners?
d. The Course Design of ESP
ESP is an approach to language teaching which aims to meet the needs of particular learners. This means that much of the works done by ESP teachers in practice is concerned with designing appropriate courses for various groups of learners. Designing a course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials, writing, classroom teaching and evaluation (Hutchinson & Waters, 1987: 21). According to Rudyard Kipling cited in Hutchinson and Waters (1994: 21-22), there are several important things to know in designing an ESP program, and they can be outlined into some basic questions.
1) Why do the students need to learn?
2) What is going to be involved in the process?
3) Where is the learning to take place? What potential does the place provide? What limitations does it impose?
4) When is the learning to take place? How much time is available? How will it be distributed?
5) What do the students need to learn? What aspects of language will be needed and how will they be described? What level of proficiency must be achieved? What topics areas will need to be recovered?
6) How will the learning be achieved? What learning theory will underlie the course? What kind of methodology will be employed?
Figure 1: The Relationship between three factors Affecting ESP Course Design
e. The Syllabus
According to Hutchinson and Waters, a syllabus is a document, which says will (or at least what should) be learnt (1987: 80). It means that a syllabus is needed in teaching learning activities.
There are four types of English Language Teaching (ELT) syllabus, based on Robinson (1991: 34-35) which can be applied for ESP. They can be described as follows:
1) Content-based Syllabus
This syllabus concerns to the product of learning. There are two kinds of content-based syllabus, namely language-form syllabus and national-function syllabus. Language-form syllabus consists of an ordered set of language items which are typically graded by supposed difficulty of learning. This syllabus has had the longest history in ESP and has also very important in ESP.
WHAT? Language
Descriptions ESP Course
HOW? Learning Theories
Nature of Particular target
and learning
Notional-functional syllabus consists of notion and function. The example of notion is time and space and the example of function is greeting and asking information.
2) Situational Syllabus
This syllabus can be found in English for business purposes in some English for technology courses and English for social orientation component of EAP courses. There is only one kind of situational syllabus, namely topic-based syllabus.
3) Skill-based Syllabus
This syllabus focuses on the development exclusively or principally on one of the four traditional language skills. The two kinds of skill-based syllabus are language-skill syllabus and learning-skill syllabus. Language-skill syllabus refers to the development of the four language skills are productive (speaking and writing) and receptive (listening and reading).
Learning-skill syllabus focuses on the development of language skill and the constituent of two skills namely macro skills and micro skills.
4) Method-based Syllabus
Task syllabus consists of a set of task ordered according to cognitive difficulty. The performance of the task and attention in the class is consciously directed to language if this is necessary for completion of task.
From all the syllabuses discussed above, the writer finds that notional-functional is the most suitable syllabus to be applied in the design program. f. Syllabus in ESP
There are some reasons for having a syllabus in English for Specific Purposes. Hutchinson and Waters (1994: 83-83) outline eight reasons for having syllabus in ESP. The eight reasons are as follows:
1) Managerial Management Reason
Language is a complex entity. To make it manageable and learnable, a syllabus provides a practical basis for the division of materials, assessment, textbook, and learning time.
2) Reason of Moral Support
A syllabus makes language learning tasks appear manageable. 3) Cosmetic Role of Syllabus
A syllabus can become instrument to give evidence to convince and impress sponsors, students, or the ‘outsiders’. It can be said that a syllabus gives good impressions.
4) Directive Reason
A syllabus serves as a statement of projected route of learning direction (goal, aim, the process and objectives). The teacher has the guidelines to be followed to run the program.
Being an implicit statement of views on the nature of language and learning, a syllabus tells the teacher and students the materials needed to be learnt and the reason why the students should learn the materials.
6) Set of Criteria for Materials Selection
A syllabus defines the kinds of texts to look for or produce the items to focus on in the exercises, etc. syllabus becomes the principle to select the materials because ‘what’ to be learned during the program are stated there.
7) Uniformity Standardization
Syllabus is one way of informing or standardizing elements involved within an institution or educational system. Without any syllabus it will be difficult for an institution or educational system to standardize the purpose, content, process and period of the program.
8) Basis for Test and Evaluation
A syllabus becomes the basis of deciding the criteria of evaluating the success and/or the failure in reaching the state of knowledge of the target desired. A syllabus can be a standard to measure the goal achievement of the program.
Designing syllabus will be perfect if it is followed by designing the material. Therefore, the following section will elaborate the materials design. g. Material Design
Hutchinson and Waters (1987: 108-109) present a model, which can be applied to write ESP materials. The model consists of four elements: input, content focus, language focus and task.
1) Input
Input consists of various kinds of media, diagram or any piece of communication data. However, input should provide stimulus materials for activities, new language items, correct-models of language use, a topic for communication, and opportunities for learners to use their information processing skills, opportunities for learners to use their existing knowledge both of the language and the subject matter.
2) Content Focus
Language is a means of conveying information and feeling about something. Non linguistic content, thus should be exploited to generate meaningful communication in the classroom.
3) Language Focus
Learners should have enough language knowledge, which is appropriate with the language use in their class. Learners should be able to use language by means of having enough language knowledge. The language knowledge is adapted in communicative tasks and activities.
4) Task
These four elements are combined in figure 2.
Figure 2: A material design model by Hutchinson and waters (1987: 109)
h. English for Staffs of Culture and Tourism Department in Sleman
After discussing ESP program, the writer can conclude that English for the staffs of Culture and Tourism Department in Sleman is English for Occupation Purpose. Here, the writer attempts to present the discussion of why English for the staffs of Culture and Tourism Department in Sleman is seen as English for Occupation Purpose and what makes it different from other programs.
English for staffs of Culture and Tourism Department in Sleman is an English program which is done for improving the speaking skill of the staffs of Culture and Tourism Department in Sleman with foreign tourists.
This program deals with the use of English in the tourism program. The materials are focused on the needs of the area of the study. This activity in the program is suitable with their activities of communicating with the foreign tourists.
2. Communicative Language Teaching
The writer applies Communicative Language Teaching approach to design the English instructional material to staffs of Culture and Tourism Department in
INPUT
CONTENT LANGUAGE
Sleman because this study emphasizes speaking skill. Communication principle is one of the elements that underlying the learning theory. It means that the activities involving in real communicative language teaching that support the learning process. The followings are the further discussion of Communicative Language Teaching.
a. Theory of Language
According to Richards and Rodgers (2001: 159), the communication approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) as cited by Richards and Rodgers (2001: 159) referred to as “communicative competence”.
Communicative competence involves being able to use the language appropriate to a given social context. To do this, the students need the knowledge of the linguistic forms, meaning, and functions (Larsen-Freeman, 2001: 128). Therefore, in order to be able to master English well, the students should not only learn the English grammar without using the language in communication, but also the students should master the grammar and apply the language in communication. This approach supports the learning of speaking skill that will be developed by staffs of Culture and Tourism Department in Sleman.
b. The Principles of Communicative Language Teaching
There are some principles concerning Communicative Language Teaching which are described as follows:
The goal of language teaching/learning, which uses the Communicative Language Teaching, is to have one’s students become communicatively competent (Larsen-Freeman, 2001: 128). It means that through this approach the students are expected to be able to use the language in communication. Therefore, it will be not sufficient for the students to merely learn English grammar without applying the target language in communication.
2) The Teachers’ Role
The teacher is a facilitator of his/her students’ learning. One of his/her major responsibility is to establish situation likely to promote communication (Larsen-Freeman, 2001: 128). Therefore, it is very important for the teacher to carefully select the classroom activities, which can encourage the students to communicate in English.
3) The Students’ Role
In CLT class, the students should be active because they are all communicators. They are actively engaged to negotiate meaning. They learn to communicate by communicating (Larsen-Freeman, 2001: 129). It means that students should be responsible to their own learning process.
4) The Characteristics of Teaching/Learning Process
According to Diane Larsen and Freeman (2001: 129), there are some characteristics of teaching/learning process based on CLT. They are as follows: a. Almost everything done in classroom is done based on communicative intent.
b. The materials used in CLT classroom are authentic. It is supposed to enable students to develop strategies for understanding language as it is actually used by native speakers.
c. Students in small groups often carry out the activities in CLT classroom. The small groups in CLT classroom will be very effective, especially to encourage each student to actively communicate because in small groups, the students will get more chance to speak than in a big class.
5) The Role of Instructional Materials
Richards and Rodgers (2001: 168) state that the role of instructional materials is quite significant in communicative language teaching classroom. Practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use. There are three kinds of materials currently used in CLT. They are text-based, task-based materials and realia.
a. Text-based materials
Text-based materials are the materials, which are designed to direct and support CLT. The materials are written in structural syllabus with reformatting based on communicative approach and created to help teachers to initiate conversation among learners. Some examples of text-based materials are visual cues, tape cues, pictures, and sentence fragments to initiate conversation.
According to Richards and Rodgers (2001: 169), there are many activities that have been prepared to support the CLT classes. For example, a variety of games, role plays, simulation, and task-based communication activities. These activities are usually in the form of exercise hand books, cards, activity cards, pair-communication practice naturals, and students-interaction practice booklet. c. Realia
Realia is an authentic material or materials, which are taken from the sources, which exist, in real life. For examples, magazines, advertisements, newspaper, etc. Realia can also be built through maps, pictures, symbols, graphs, and charts. Other objects can be used such as plastic model to assemble from directions.
3. Speaking Skill
Since language is as a means of communication, it is not enough for our learners to learn words, phrases and grammatical features, but also how to produce these in way, which makes their utterance comprehensible to a native speaker of the language. Learners feel that learning a language is something to do with speaking. They expect to learn to speak it. An early introduction to the aural-oral skill will increase their interest in and enthusiasm for foreign language teaching (Nunan, 1989: 23).
a. The Nature of Speaking
There are four basic skills namely listening, speaking, reading, and writing. Both speaking and writing belong to productive/active skills; meanwhile reading and listening belong to receptive/passive skills. Reading and writing are expressed through visual medium, whereas speaking and listening are expressed through oral medium. According to Widdowson (1978:58) speaking is an active and productive activity that uses organs of hearing media. It is a part of reciprocal exchange in which both reception and production play a part. The acts communication through speaking is commonly performed in face-to-face interaction and occurs as a part of a dialogue or other form of verbal exchange. b. The Process of Speaking
According to Rivers (1968:158) learning a second language is more than learning description of it. It is only what a foreign language means or how to learn a foreign language but we also have to know what is involved in the process of speaking and listening. In order to have a clear understanding in the process of speaking, it is important to understand the model of communication system, which is derived from the work of Shannon and Weaver, as shown in the figure3.
From the diagram, we can see that the information source emits a message, which is encoded for transmission as signal. This signal passes through a channel to a receiver, which decodes the message for use as its destination.
According to Rivers (1968:54), “to teach the speaking skill the teachers should provide themselves to speak the foreign language all the time in the classroom, and the students will, at the same time begin to speak it fluently”. That is why in designing the materials the writer tries to design the materials which will force the students and the teachers to speak English all the time in the classroom.
Message
Received signal
Transmitted signal Noise signal
Figure 3: Model of Communication System (Rivers, 1968:158)
c. Teaching Techniques
Teaching speaking in this research adopts two types of techniques namely (1) a conversation and (2) role-play. These techniques are discussed because they provide a great interaction between the learners. Those techniques allow all learners to participate in speaking activities.
1) Conversation Techniques
According to Rivers (1968:168), “in a conversation the informal language is learned in immediately useful form, which the students can practice by turning his neighbor, or apply in contact outside classroom”. In this research conversation is used as a means of providing the first introduction of structure to be drilled. In designing the conversation, the writer tries to make it relevant to the staffs of Culture and Tourism Department in Sleman in the real situation.
Info Source
Transmit ter
Noise Source
Receiv er
In the conversation practice, the speakers have the tie to recognize their thought and select form that they want to express. They have the time to pause, so that they can change the expression they produce. In the conversation the speaker also learn to speak to their friends directly. They learn to ask and answer the question.
2) Role-play technique
The learners are involved in the material for role-play or dramatization, therefore they usually need role-play in their English Language learning.
There are three techniques proposed by Littlewood (1983: 50) in conducting a role-play technique, namely (a) Learners are asked to imagine themselves in a situation which would occur in their daily activities; (b) They are asked to adopt a specific role, and (c) They are asked to behave as if the situation really exists. In this technique, learner’s creativity is demanded.
In role-play technique, the learners’ focus will be on the communication activities. It means that they are asked to practice the language function that they have already known.
4. Instructional Design Model
In this section the researcher discusses some basic considerations in making the instructional material design. The researcher discusses Kemp’s classroom Oriented Model and Yalden’s Instructional Materials Design Model.
The researcher chooses these two models, because these models have the same characteristics in the process of analyzing learning needs, goals and development of the system to meet the needs of the learners.
a. Kemp’s Classroom Oriented Model
The model is chosen because it brings an approach to plan and to revise an instructional development. This model also offers an effective instruction, which is based on the learners’ needs and characteristic.
Kemp (1977) has proposed an Instructional Design Model to answer three important questions in the instructional technology. The questions are:
1) What must be learned (objectives)?
2) What procedures and resource will work best to teach the desired learning level (activities and resources)?
3) How will we know when the required learning has taken place (evaluation)? In order to be able to answer the questions, there are eight steps that must be carried out in the design process. The eight steps are:
1) Consider the goals, and then list the topics, state the general purpose for teaching each topic.
3) Specify the learning objectives to be achieved in terms of measuring students’ behavior outcomes.
4) List the subject content that supports each objective.
5) Develop pre-assessment to determine students’ background and present level of knowledge about the topic.
6) Select teaching activities and instructional resources that will treat the subject content so the students will accomplish the objective.
7) Coordinate such support services, which are required to implement the design plan.
8) Evaluate the students’ learning of their accomplishment of objectives. This evaluation is needed to revise and re-evaluate any phrases of the plan and that need improvement.
1) Goals, Topics and General Purposes
Determining goals may be the basic aspect for the understandings and skills the society expects the institution to transmit. To achieve the expected goal, there should be major topics in the content area become the scope of the course or program. The basic of instructional planning often starts with teacher-oriented statements of general purpose for topics (Kemp, 1977: 13). It means that teacher should determine what are generally expected to be learned to achieve the goals of the course program.
2) Learner Characteristic
to adjust the instructional material design with learner’s condition (Kemp 1977: 19).
According to Kemp, there are two factors that need to be considered in designing instructional material. They are academic factor and social factor. Academic factor consists of number of students, academic background, grade point average, level of intelligence scores on standard achievements and aptitude test, background in the subject or topic, motivation for studying the subject, expectations of the course, vocational and aspirations.
Social factor includes age, maturity, special talents, physical and emotional handicaps, relation among the students, and socio-economic situation.
3) Learning Objectives
Learning objectives concern to learning as the result of instruction. Therefore, in order to be the learning guideline, all objectives must be stated in the forms of activities that will guide the learning process. In short, objectives tell the students the goal that they have to achieve, the type of behavior that is expected from them and the ideas and skill that are included in the upcoming instruction. 4) Subject Content
Determining the subject content is the next step after goals and topics have been stated. In details, subject content includes the organization of the content and organization of the task analysis that will be explained in the next paragraph (Kemp, 1977: 44).
5) Pre-Assessment
This step has two kinds of test. The first one is pre requisite testing. It is done to determine whether the students already have the background or preparation for the topic or they have to start at a lowest level. The second one is pre testing. It is aimed to determine which objective the students have already mastered or achieved (Kemp, 1977: 51-55).
Beside conducting a formal test, the use of questionnaire or even an informal, oral questioning and having the students reply can also indicate the level of the topics and objectives (Kemp, 1977: 53)
6) Teaching Learning Activities
Teachers have skill and right to decide what kind of activities and methods for their learning activities (Kemp. 1977: 56). Traditionally teaching learning pattern are presentation to a group, individualized learning and teacher-student interaction as the basic methods of teaching learning. But now there is a development of teaching-learning activities.
First, it may be more efficient for certain purposes to present information to a group of students at one time than to have each student study the materials independently. Besides saving times, this pattern can lessen the wear and tear on equipment and materials that are caused by repeated use.
Third, in order to assure some opportunity for face-to-face teacher-student relationship, it is important to make use of small group interaction in learning (Kemp, 1977: 58). The importance of interaction and give-and-take discussion in the class are to provide as much opportunities as possible for the students to involve actively in teaching learning process.
7) Support Services
This step includes funding, personal, facilities, equipment, tools and time for the schedule of the instructional plan (Kemp, 1977: 85). Support service should be well prepared to avoid any possible constrains in designing the plan. 8) Evaluation
The evaluation is used to test whether the materials are successfully implemented for the students or not, and whether the materials are appropriate for the students or not (Kemp, 1977: 91). To measure the learning outcomes, teacher may refer to certain testing criteria that are made by the teacher himself.
The eight steps design model suggested by Kemp can be seen in the figure 4.
Figure 4: Kemp’s Instructional Design Model
Goal, Topics and General
Evaluation Learner
Support Service Learning Objectives
Teaching/Learning
A i i i R Subject Content
b. Yalden’s Instructional Materials Design Model
In order to understand the process of constructing the syllabus type, the overall process of planning a second-language program needs to be examined. Yalden’s stages for the instructional plan can be divided into seven stages (Yalden, 1987:100).
1) Needs Survey
A survey is conducted in order to find out the learners’ needs in learning English. It should include the identification of the communication requirements, personal needs, motivations, relevant characteristics, and physical resources of the learners.
2) Description of Purpose
This steps is intended to clarify the purpose of the language program based on the needs survey. Sometimes, the description of the purpose is entirely derived from the needs assessment. It is also possible to add other elements which might not directly come out of the needs survey. This will establish the foundation for the major decision facing the language program designer when she/he arrives at the third steps.
3) Choice of Syllabus
The language program designer, in this step, will select a syllabus type to be carried out in the program. The choice of the syllabus types should be determined based on the needs and characteristics of the learners.
4) Production of Proto-Syllabus
(Yalden, 1987: 19). This is a production of a syllabus, which describes the language itself, and language use to be covered in a certain program, which is developed.
5) Production of Pedagogical Syllabus
Pedagogical syllabus represents a plan to implement the content of the language teaching/learning at the classroom level. The language program designer, in this step, should realize the syllabus in the form of teaching-learning materials and testing approach.
6) Development and Implementation of Classroom Syllabus
In this step, the designer organizes the learning activities within the lesson plan. Then, develop the teaching materials. Yalden (1987) suggests that, at this stage, the teacher should deal with the teaching techniques and realize the syllabus in the form of teaching materials.
7) Evaluation
The step is intended to evaluate all components in the language program, i.e. the students, the instructional program, and the teaching.
From above points, Yalden stages are started from the importance of conducting communicative need survey from whom the program is prepared. Those stages represent operations for the sake of clarity in Yalden’s model.
Figure 5: Yalden’s model of language development program (1987:88)
B. Theoretical Framework
Some steps are required to make a set of instructional material to teach speaking to the staffs of culture and tourism department in Sleman. In order to set an effective instructional material for the staffs, the writer uses four steps from Kemp’s model and three steps from Yalden’s model. The following are the steps of the writer’s model.
1. Conducting Needs Survey
The demand of English has often come from group of learners with no need for general English. They learn English for particular reasons which concern to their studies or job. Since this research concern to English for staffs of culture and tourism department in Sleman, the area of English will be restricted to the area relevant to their needs and/or purposes. ESP course should be based on need analysis. It means that the aims of the course are first identified by the learners need analysis. It also involves the study of the opinion of one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman.
2. Stating Goals, Topics and General Purposes
The topics should reflect the general purpose as what learners generally expect to learn. Therefore, goals, topics and general purpose are important aspects that play important roles in designing instructional materials.
3. Selecting the Syllabus Type
Selecting the syllabus type is the next step after stating goals, topics and general purposes. A syllabus is very crucial for teachers because syllabus is a plan of work as well as a guideline and content for class content. One of the reasons for having a syllabus in ESP program as stated by Hutchinson and Waters (1994: 83-84) is managerial management reason. To make the program manageable and learnable, a syllabus provides a practical basis for the division of materials, assessment, textbooks and learning time. Since the basis of this instructional material is speaking and the content of language teaching is a collection of language function needed by the staffs in situations during the tourism activities in Culture and Tourism Department and in Tourism exhibition, the appropriate syllabus type is a combination of functional and situational. The learners are expected to utilize the language as a range of purposeful functions.
4. Listing the Subject Contents
The aim of this step is to clarify the learning objectives. It involves the selection and organization of the specific knowledge, skill (step-by-step-procedures) and attitudinal factors. A well-designed subject content will lead to communicative and interactive teaching activities.
5. Selecting Teaching/Learning Activities
exercises that enable the learners to attain the communicative objectives, engage learners in communication, and required the use of communicative process (Richard and Rodgers, 1986: 76). The activities used frequently in teaching speaking as proposed by Nunan (1989: 68) are questions and answers, dialogue and role-play, matching activities, communication strategies, pictures and picture stories, puzzles and problems, discussion and decisions. Those activities can be used to give the learners opportunities to participate in speaking activities. In the study, the writer combines those techniques to be applied in teaching learning activities.
6. Evaluation
This step measures the overall outcomes of the instructional materials design. Since the writer did not implement the designed materials, the evaluation was gained from some respondents’ suggestions and recommendations, not from the evaluation of the learners’ achievement. The evaluation was obtained by distributing some questionnaires to some experts (English lecturers and English instructors) to judge which parts of the designed materials need to be improved or revised.
7. Revising
The feedback that is given by the respondents will be used to improve the quality of the materials. This step is important to be conducted in order to provide the best materials.
Figure 6: The Writer’s Instructional Design Model
Conducting Needs Survey
Stating Goals, Topics, and General Purposes
Listing the Subject Contents Selecting the Syllabus Type
Selecting Teaching and Learning Activities
Evaluating
CHAPTER III METHODOLOGY
This chapter focuses on the study method to solve the problems. There are some important points that will be discussed in details. The discussion involves the method of study, respondents of the study, instruments, data gathering, and procedures.
A. Research Method
The study was classified into a developmental research. According to Brown and Rodgers (2002:21), developmental research comprises an investigation of patterns and sequences of growth and change as a function of time.
This study aims to answer two questions stated in the problem formulation. In order to do that the writer uses a survey data.
Sprinthall (1991:3) states that survey is conducted to gather information from samples or even some population by using questionnaires or sometimes interview.
There are two kinds of survey study conducted in this study. 1. Pre-design Survey
The first survey was used in conducting needs survey in order to get data about students’ interest, necessities, wants and lacks in learning English. The survey was conducted by distributing and gathering questionnaires and also by interviewing the staffs. The pre-design survey in this study was done to get information about:
a. The personal information of the respondents
b. The use of English for staffs of Culture and Tourism Department in Sleman. c. The topics of the materials related to their work
d. Respondents’ needs in the way of study 2. Post-design Survey
Post-design survey was conducted to gather data from the appropriate and qualified respondents to get opinion and feedback on the designed instructional materials. The survey was conducted by distributing and gathering questionnaires to one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman.
B. Respondents
Since there were two kinds of survey, there would be two kinds of respondents. The first one was the respondents of needs analysis survey and the second was the respondents of materials evaluation survey.
1. The Respondents of Pre-design Survey
The respondents of pre-design survey were twenty staffs who work in Culture and Tourism Department in Sleman. The characteristics of the staffs as follows:
1. They are about 25-50 years old.
2. The Respondents of Post-design Survey
The respondents of materials evaluation survey were one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman. They are evaluators of the designed materials. The writer distributed the materials to the respondents in order to get feedback as the foundation in making revision. C. Setting
The research was conducted in Culture and Tourism Department in Sleman. It is located at Jl Merapi no. 13 Beran Tridadi, Sleman, Yogyakarta. The time needed to do the interview and questionnaire was around six weeks from August to September 2006.
D. Instruments
Instruments are needed to conduct survey study in gathering information. According to Sprinthall (1991), survey is designed to gather the information from sample means of observation, interviews and observation, data collection, and informal consultation with sponsor, learner and others. In conducting the study, the writer used two types of instruments to gather data: interviews and questionnaires.
1. Interviews
The interviews were divided into two. The first interview was conducted to obtain some data from the staffs. The writer conducted the interview before designing the materials. The purpose of conducting this interview was to fit the materials with the needs of the learners. The questionnaires were semi-structured. It meant that the interviewer has prepared some questions, however, during the interview the questions may be extended.
This interview was conducted for 20 staffs of Culture and Tourism Department in Sleman. The materials for the interview were limited on the questions which had relationship with speaking and the use of English for Culture and Tourism Department in Sleman.
The second interview was to one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman during the designing process of the materials. It recorded respondent’s opinion, criticism and suggestion for the materials designed for improvement or revision. The writer used unstructured questions; the questions asked are varying depending on the need at the moment. 2. Questionnaires
The second one was distributed to one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman. The purpose was to get opinions and evaluations of the designed materials. The forms of the questions in the questionnaires were structured or closed forms and unstructured or open forms. In structured form, the questions were given possible choice in giving and evaluating the materials designed. The choices can be seen in table 3.1.
Table 3.1 The points of agreement in giving and evaluating the material
Points of Agreement Meaning 1
2 3 4 5
Strongly disagree with the statement Disagree with the statement In doubt with the statement Agree with the statement Strongly agree with the statement
According to Best, (1970: 179) the interpretation of the degree of agreement is presented in table 3.2.
Table 3.2 The interpretation of the degree of agreement
Range Meaning
1.00 – 1.99 Replace the rejected part of the design
2.00 – 2.99 Add more part or modify part of the design based on the lack on the statement
3.00 – 3.99 Conduct more exploration on the existing part of the design based on the statement.
4.00 – 5.00 No revision
In unstructured form, the answer would be in a form of information, which in this case, were opinions and suggestions related to the materials.
E. Data Gathering
distributing and gathering questionnaires to twenty staffs of Culture and Tourism Department in Sleman and also by interviewing them informally.
The second type was gathering data for conducting revision on the designed materials. The data for conducting revision on the designed materials were gathered by distributing questionnaires to one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman.
F. Data Analysis
The writer analyzed the data attained through interview, and questionnaires. The data were presented in the forms of numeric data and narrative description. The data analysis in this study aimed at solving the problem on how a set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman is designed and what a set of English speaking instructional materials for staffs of The Culture and Tourism Department staffs in Sleman will look like. After obtaining the data from the learners through questionnaires and interviews, the writer analyzed the needs of students in learning English.
The data for evaluating the designed materials were analyzed to find out the mean. The formula of mean is presented below:
__ ∑ X. X =
N __
X = the mean or average point N = the number of respondents
The table 3.3 is the central tendency of the respondent’s opinion on designed materials.
Table 3. 3 Central Tendency of Respondent’s opinion
Central tendency No Respondents’ opinion on
N Mean
__ (X)
Then, the writer interpreted the answers, and then summed the answers. G. Research Procedures
This part discusses the procedures of how the study is conducted. The procedures are outlined as follows:
1. Conducting Need Survey
The writer conducted needs survey in order to obtain sufficient data from the respondents to design the materials.
2. Stating Goals, Topics and General Purpose
After conducting needs survey, the writer determined the goals, topics and general purposes for teaching each topic.
3. Selecting the Syllabus Type
The type of syllabus that was applied in this study was combination of functional and situational syllabus.
4. Listing the Subject Contents
The writer selected simple activities, so the learners will not be confused with the activities given.
6. Evaluation
The evaluation was conducted by distributing some questionnaires to one English Language Education Study Program lecturer, three instructors from several English courses, and one of staffs of Culture and Tourism Department in Sleman.
7. Revising
CHAPTER IV
RESULTS AND DISCUSSION
The chapter covers four parts, namely, A Set English Speaking Materials for staffs of Culture and Tourism Department in Sleman, Results of Survey Research, Discussion and Presentation of the Designed Materials. In the first three parts the writer would like to discuss the answer to the first problem of how a set of English speaking instructional materials for the staffs of Culture and Tourism Department in Sleman is designed. In the fourth part, the writer would like to discuss the answer to the second problem of how the designed set of English speaking instructional materials for staffs of Culture and Department in Sleman will look like.
A. A Set English Speaking Instructional Materials for Staffsof Culture and Tourism Department in Sleman
The writer adapted two instructional materials design models in order to answer the first problem stated in the problem formulation. Those two instructional design models were Kemp’s and Yalden’s models. The writer did not apply all the stages from those two models. The writer only combined and modified some appropriates stages from each model in order to design simpler and more applicable speaking instructional materials for staffs of Culture and Tourism Department in Sleman.
The steps of designing the instructional materials were arranged as follows: conducting need survey, stating goals, topics and general purpose, selecting the
syllabus type, listing the subject contents, selecting teaching/learning activities, evaluation and revising. Furthermore, the explanation of each step is presented as follows:
1. Need Survey
The writer conducted needs survey as the first step in designing the speaking instructional materials in order to get sufficient data from the respondents. In conducting need survey, the writer used target needs analysis that included necessities, lacks and wants. The results can be seen in table 4. 1.
Table 4. 1. The Result of the Target Needs Analysis
Objective
(Perceived by the writer)
Subjective
(Perceived by the staffs)
Necessities English speaking ability to be used when they have to communicate to foreign tourists.
Need to master English in order to be able to serve foreign tourists.
Lacks The ability to communicate in English with foreign tourists.
The ability to communicate in English with foreign tourists.
Wants To be able to communicate in English well so that they can serve foreign tourist well.
To be able to speak English in order to serve foreign tourist well.
2. Stating the Goals, Topics and General Purposes
After conducting needs survey, the writer determined the goals, topics and general purposes for teaching each topic.
a. Goals
The goals of the designed set of instructional speaking materials for the staffs of Culture and Tourism Department in Sleman were to:
2) Help the learners to be able to serve foreign tourists using appropriate English expressions related to their work field.
b. Topics
After determining the goals, the writer made a list of topics that was based on the students’ need. The list consisted of eight topics. The eight topics are Greeting and Introductions, Offering Services, Telephoning, Giving Direction of Tourist Destinations, Describing Tourist Destinations, Describing Cultural Events, Giving Tourism Information, and Telling History.
c. General Purposes
The general purposes for teaching each topic would be stated in table 4. 2.
Table 4. 2. The General Purposes of Each Topic
No Unit General purposes for each topic
1 Greeting and Introductions 1. The learners understand how to greet foreign tourist and introduce themselves appropriately. 2. The learners understand how to respond to foreign
tourists’ greeting and introducing.
3. The learners recognize the expressions of greeting and introducing used in the dialogues.
4. The learners know how to ask personal information to foreign tourists.
2 Offering Services 1. The learners understand how to offer service to foreign tourists appropriately.
2. The learners recognize the expressions of offering services used in the dialogues.
3. The learners handle the complaint appropriately.
3 Telephoning 1. The learners know how to make a telephone conversation, take and leave message, and write a memo correctly
2. The learners recognize the expressions of making a telephone conversation, taking and leaving a message and writing a memo.
4 Giving Direction of Tourist Destinations
1. The learners understand how to give direction to foreign tourists appropriately.
2. The learners recognize the expressions of Giving Direction of Tourist Destinations used in the dialogues.
5 Describing Tourist Destinations
1. The learners understand how to describe the places especially tourism spots in Sleman appropriately.
2. The learners recognize the expressions of Describing Tourist Destinations used in the dialogues.
3. The learners know the pattern of Describing Tourist Destinations and use the pattern correctly.
6 Describing Cultural Events 1. The learners understand how to give describe events clearly and appropriately.
2. The learners recognize the pattern of descr
