DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR HOMESTAY HOSTS
OF DESA WISATA KEMBANG ARUM
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anastasia Hermawati Student Number: 03 1214 071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR HOMESTAY HOSTS
OF DESA WISATA KEMBANG ARUM
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anastasia Hermawati Student Number: 03 1214 071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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In manus Tuus, Domine, commendo spiritum meum
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STATEMENT OF WORK’S ORGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those citied in the quotations and references, as a scientific paper should.
Yogyakarta, 22 June 20011 The Writer
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya Mahasiswa Universitas Sanata Dharma:
Nama : Anastasia Hermawati Nomor Mahasiswa : 031214071
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR HOMESTAY HOSTS
OF DESA WISATA KEMBANG ARUM
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikan pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 27 Juni 2011 Yang menyatakan
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ACKNOWLEDGEMENTS
Firstly, I would like to express my greatest gratitude to Jesus Christ for His mercy and blessing so that I can accomplish my thesis. May He always be with me.
I would like to address my sincere gratitude to my sponsor, Drs. Y.B. Gunawan, M.A. I thank him for giving me guidance, patience, and supports to
finish my thesis.
Next, I would like to express my gratitude to Ms. Prima, Ms. Dhian, and Mrs. Ajeng for their willingness to help and guide me as well as give me precious
suggestions for my designed materials. My deepest thanks are addressed to all of the English Language Education Study Program lecturers. I also thank PBI Secretaries, Mbak Dhanik and Mbak Tari for their services when I needed helps.
My great gratitude goes to my parents, Bapak Paulus Gunarto and Ibu Irine Sudarwanti. I thank them for sincere love, care, patience, guidance,
supports, and prayers. I would also thank Suster Elina and Romo Gregorius Supriyadi,who always motivate and pray for me.
I deliver my thanks to my brother, Hoho, who always gives me a hand when I need helps. My thanks also go to Mbak Lia. She always encourages me during this unforgettable process.
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I would like to express my gratitude to all friends, who have been so kind and helpful: Ratna, Eti, Ratri, Melani, Bowo, Adit, Krisna, Uri, Ardi, Bayu, Petra, Linda, Shanti, Titin, Retha, and Ayuni. I hope our friendship will be
everlasting.
I would like to thank and give my deepest love to my beloved friend, Mas Erik. I thank him for his love and supports. He is my greatest inspiration that
encourages me to be a better person.
I would like to thank those whom I cannot mention by names; I thank them for their support and encouragement.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ACKNOWLEDGMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF FIGURES ... xiii
LIST OF TABLES ... xiv
LIST OF APPENDICES ... xv
ABSTRACT ... xvi
ABSTRAK ... xvii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Identification ... 3
C. Problem Limitation ... 4
D. Problem Formulation ... 4
E. Objectives of the Study ... 4
F. Benefits of the Study ... 5
x
CHAPTER II: LITERATURE REVIEW ... 8
A. Theoretical Description ... 8
1. Instructional Design Models ... 8
a. Kemp’s model ... 8
b. Yalden’s model ... 11
2. English for Specific Purpose (ESP) ... 14
a. The Classification of ESP ... 15
b. Needs Analysis……… 16
3. Syllabus ... 18
4. Tasked-based Learning ... 20
a. Varieties of Task ... 21
b. Components of Task-Based Learning ... 23
c. The Role of Teacher ... 25
d. The Role of Learners ... 27
5. Speaking ... 28
a. The Nature of Speaking ... 28
b. The Process of Speaking ... 30
c Teaching Speaking ... 31
B. Theoretical Framework ... 32
CHAPTER III: METHODOLOGY ... 37
xi
B. Research Participants ... 40
C. Research Instruments ... 42
1. Questionnaire ... 42
2. Interview ... 44
D. Data Gathering Technique ... 45
E. Data Analysis Technique ... 46
1. Needs Analysis ... 46
2. Evaluation on the Design ... 47
F. Research Procedures ... 49
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 51
A. The Design process of the English Speaking Instructional Material Using Task-Based Learning ... 51
1. Conducting Needs Survey ... 51
a. Learners’ Needs Based on the Questionnaire for the Learners . 52
b. Learners’ Needs Based on the Interview with the Learners ... 54
2. Determining Goals, Topics, and General Purposes ... 55
3. Specifying Learning Objectives ... 58
4. Listing Subject Content ... 61
5. Selecting Learning Activities and Resources ... 63
6. Conducting Evaluation Survey ... 65
7. Revising the Designed Materials ... 66
xii
1. Description of the Respondents ... 67
2. Description of the Data ... 67
3. Respondents’ Comments and Suggestions on the Designed Materials ... 68
C. Discussion of the Results of the Analysis and Evaluation ... 69
D. Presentation of the Final Version of the Designed Materials ... 71
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 74
A. Conclusions ... 74
B. Suggestions ... 77
1. Suggestion for English Teachers ... 77
2. Suggestion for Future Researchers ... 77
REFERENCES ... 78
xiii
LIST OF FIGURES
Figure Page
2.1 Kemp’s Model ... 10
2.2 Yalden’s Language Program Development ... 12
2.3 The Branches of ELT ... 16
2. 4 Components of Task-Based Cycle ... 25
2. 5 The Process of Communication Diagram ... 30
2. 6 Writer’s Theoretical Model ... 36
xiv
LIST OF TABLES
Table Page
2.1 Stages in Language Program Development ... 13
3.1 The Presentation of Preliminary Field Testing Respondents (Blank) ... 42
3.2 The Topics of the Materials (Blank) ... 46
3.3 Point of Agreements ... 48
3. 4 The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) ... 48
4. 1 The Description of Needs Survey Respondents ... 52
4. 2 The List of 8 Top Topics ... 54
4. 3 The Unit, Topic, and The Title ... 56
4. 4 The Goal and General Purposes ... 56
4. 5 The Learning Objectives ... 58
4. 6 The Description of the Respondents of the Materials Evaluation ... 67
4. 7 The Results of the Materials Evaluation Questionnaire ... 68
xv
LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Ijin Penelitian ... 80
Appendix B: Surat Keterangan ... 81
Appendix C: Questionnaire on the Needs Survey ... 82
Appendix D: The Result of the Questionnaire on the Needs Survey ... 84
Appendix E: The Result of the Interview on the Needs Survey ... 86
Appendix F: Questionnaire on the Evaluation ... 88
Appendix G: General Description of the Designed Materials ... 92
Appendix H: Syllabus ... 98
Appendix I: Lesson Plans Unit 1, 2, 3, and 4 ... 122
xvi
ABSTRACT
Hermawati, Anastasia. 2011. Designing a Set of English Speaking Instructional Materials using Task-Based Learning for Homestay Hosts of Desa Wisata Kembang Arum. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Being able to speak English well will help homestay hosts of Desa Wisata Kembang Arum to communicate with foreign guests and improve their quality in serving the guests. Without having good ability to speak, they will not be able to communicate well since they do not know how to say something to the foreign guests. Therefore, they need to learn speaking related to the context of serving homestay guests. Task-based learning is an appropriate approach applied to teach speaking since it facilitates the learners to learn English with natural context.
This study was conducted to design a set of English speaking learning materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum. The study was concerned with two research questions. They are: 1). How is a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum designed? and 2). What does a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum look like?
To answer the research questions above the writer employed the adaptation of R & D cycle (Research and Development method). The writer applied five first steps of R & D. They were: (1) Research and information collecting, (2) Planning, (3) Development and preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.
To answer the first research question, the writer adopted and combined Kemp’s and Yalden’s models. There were seven steps applied by the writer: (1) Conducting needs survey, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting learning activities and resources, (6) Conducting evaluation survey, and (7) Revising the designed materials.
The second research questions is answered by presenting the final version of the designed materials. The writer presented the final version materials after making some revisions based on the results of the evaluation from the respondents. The designed materials consist of eight units. Each unit contains five sections, namely: Warming-Up, Practice, Language Focus, Communicative Activities, and Language Exercise.
xvii ABSTRAK
Hermawati, Anastasia. 2011. Designing a set of English Speaking Instructional Materials Using Task-Based Learning for Homestay Hosts of Desa Wisata Kembang Arum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dengan mampu berbicara dalam bahasa Inggris secara baik, tuan rumah homestay di Desa Wisata Kembang Arum akan terbantu dalam berkomunikasi dengan tamu homestay dari luar negeri serta meningkatkan kualitas mereka dalam melayani tamu homestay. Tanpa penguasaan yang bagus dalam speaking (berbicara), tuan rumah homestay tidak akan mampu berkomunikasi dengan baik karena mereka tidak tahu bagaimana mengatakan suatu hal kepada tamu asing. Oleh karena itu, mereka perlu belajar speaking yang berhubungan dengan konteks/ situasi melayani tamu homestay. Task-based learning merupakan metode yang tepat diterapkan untuk mengajar speaking karena metode ini mefasilitasi para siswa untuk mempelajari bahasa Inggris dalam situasi yang nyata.
Studi ini dilaksanakan untuk merancang seperangkat materi speaking dengan menggunakan metode task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum, Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi pembelajaran speaking dengan task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum dirancang?, dan 2) Bagaimanakah bentuk seperangkat materi speaking dengan task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum tersebut?
Untuk menjawab pertanyan penelitian di atas, penulis mengadaptasi metode R & D (Research and Development). Penulis menerapkan lima langkah pertama dari metode R & D. Langkah-langkah itu adalah: (1) Mengumpulkan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan utama produk.
Untuk pertanyaan pertama, penulis mengadaptasi dan menggabungkan model pengajaran dari Kemp dan Yalden. Terdapat tujuh langkah yang diterapkan oleh penulis: (1) Mengadakan survey untuk menganalisis kebutuhan siswa, (2) Menetapkan tujuan yang akan dicapai, menentukan topik-topik yang akan dibahas dan tujuan umumnya, (3) Menetapkan tujuan khusus, (4) Merinci isi materi, (5) Memilih kegiatan pembelajaran dan sumbernya, (6) Mengevaluasi materi, dan (7) Memperbaiki materi.
Pertanyaan studi yang kedua dijawab dengan menyajikan versi akhir materi yang dirancang. Penulis menyajikan versi akhir materi setelah melakukan beberapa revisi berdasarkan hasil evaluasi dari responden. Materi yang didesain terdiri dari delapan unit. Setiap unit terdiri dari lima bagian, yaitu: Warming-Up, Practice, Language Focus, Communicative Activities, dan Language Exercise.
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CHAPTER I
INTRODUCTION
In this chapter, the writer discusses seven parts. They are background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.
A.Background of the Study
In this globalization era, English plays a crucial role in communication. This language is used not only for general communication but also for specific communication. Hutchinson and Waters (1994) say that since English is accepted as international language of technology and commerce, this language creates a new generation of learners who want to learn English specifically based on what they need of learning English. Therefore, more people realize that learning English is needed to develop themselves in their working field.
Desa Wisata Kembang Arum is one of tourism villages in Yogyakarta. This tourism village is built to enable the tourists to enjoy nature, culture, and traditional life. In this tourism village, the tourists have choices either to stay or just to visit it. If they want to stay for a several days, they can stay in a homestay. The homestay in Desa Wisata Kembang Arum is a villager’s house. The tourists will be served by hosts of the homestay. The homestay hosts serve not only domestic but also foreign guests. This situation demands the homestay hosts to speak English as international language to serve the foreign guests
Their lack of speaking ability makes the foreign guests feel uncomfortable. Being able to speak English well will help the homestay hosts to create a good atmosphere in the homestay. Therefore, in order to give the best service, the homestay hosts need to be able to speak English to communicate with the foreign guests.
In serving the foreign guests, speaking skill is important for the homestay hosts. In order to increase their speaking skill, they need to learn it. When learning speaking skill, learners need materials that facilitate them to improve their speaking ability effectively. Since the learners are expected to be able to communicate in a target language, they need to learn communicative English.
Considering the need of the homestay hosts of Desa Wisata Kembang Arum for speaking materials, the writer intends to design a set of English speaking instructional materials using task-based learning for the homestay hosts. It is expected that the designed materials are able to develop the speaking ability of the homestay hosts.
B. Problem Identification
From the explanation above, it is clear that English speaking skill is important to be mastered for homestay hosts of Desa Wisata Kembang Arum in order to give a better service to the foreign guests. Since developing their speaking ability is a need for them to increase their quality to work in the homestay, appropriate materials are designed to help them to develop their English speaking ability.
C. Problem Limitation
This study is limited to how to design a set of speaking instructional materials using the tasked based learning for homestay hosts of Desa Wisata Kembang Arum. Task-based learning is chosen because it provides the learners with a natural context for real language use (Larsen-Freeman: 2000). Moreover, this study focuses on speaking materials.
D.Problem Formulation
In this study, the two problems are formulated as follows.
1. How is a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum designed?
2. What does the designed set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum look like?
E. Objectives of the study
In relation of the problem formulation, the objectives of this study are: 1. To design a set of English speaking instructional materials using task-based
learning for homestay hosts of Desa Wisata Kembang Arum.
2. To present a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.
F. Benefits of the study
The instructional materials using task-based learning approach give the learners an opportunity to learn speaking effectively. In task-based learning, the learners learn speaking through the given tasks. When the learners work to complete a task, they have abundant opportunities to interact. The interaction facilitates language acquisition because they have to work to understand each other and express their own meaning. Furthermore, this approach encourages the learners to learn the language in a real situation.
For target learners, homestay hosts of Desa Wisata Kembang Arum, this study provides them with task-based materials which are useful for them in learning speaking. The learners are encouraged to improve their speaking skill by using the language in the given tasks. The materials motivate the learners to learn and to use the target language.
For English teachers, this study gives benefits on teaching speaking English using task-based learning for homestay hosts. It is hoped that the result of this study will provide English teachers who will conduct an English training for the homestay hosts with English instructional materials that fulfill the learners’ needs. By reading this study, the teacher may broaden their knowledge about teaching speaking.
learning for homestay hosts. Moreover, they may gain beneficial information that can support their research.
G.Definition of Terms
There are several definitions of the terms that need to be clarified to avoid misunderstanding. The terms are:
1. Designing
Hutchinson and Waters (1994: 106) define that designing is creating a new set of materials that fits learning objective and specific subject area of particular learners. The designed materials should be made purposefully. In this study, designing is creating a set of English speaking materials using task based learning for homestay hosts.
2. Instructional Materials
Instructional materials are defined as the materials planned by the teacher for instruction (Dick and Reiser, 1989:3). In this study, instructional speaking materials means a set of unit speaking materials planned by the teacher for instruction to make the learners at ease in improving their speaking ability for a communicative purpose.
3. Speaking
refers to a part of reciprocal exchange in which the production and reception happen and use oral mode.
4. Tourism village
Tourism villageis defined as a tourism object which is built by the society in a village to achieve prosperity of that society itself (Arison, 2007). He adds that tourism village is complete if the guests can enjoy the daily life of the villagers and interact with them together, taste the food and beverage served, feel the place they live, watch the attractions, and enjoy the nature of the village. Furthermore, Nuryanti (1993) says that there is integration among attraction, accommodation, and supporting facility that presented in a structure of life society. In this study, the tourism village is Desa Wisata Kembang Arum. Inthis tourism village, people have two choices either just visit the village or stay in a homestay.
5. Homestay
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CHAPTER II
LITERATURE REVIEW
This chapter deals with some theories that become the bases for the discussion. The discussion will be divided into two major parts as the bases for the design of a set of English speaking instructional materials. They are theoretical description and theoretical framework.
The theoretical description discusses some related theories concerning instructional design models, English for Specific Purpose (ESP), syllabus, task-based learning, and speaking. The theoretical framework discusses a framework based on the theoretical description that has been discussed.
A. Theoretical Description
This section discusses the instructional design models, English for Specific Purpose (ESP), syllabus, task- based learning, and speaking.
1. Instructional Design Models
Instructional design is very important as the basic steps to develop the instructional materials. There are two models of instructional design presented. First is Kemp’s model, and second is Yalden’s model.
a. Kemp’s Model
1) What must be learnt? (Objectives)
2) What procedures and resources will work best to reach the desired learning levels? (Activities and resources)
3) How will we know when the required learning has taken place? (Evaluation) In order to answer those three questions, which are considered as the essential elements of instructional technology, there are eight parts of program development that must be accomplished in the design plan of Kemp (Kemp, 1977:8-9). The eight parts of Kemp’s program development are:
1) Consider the goal, list the topics, and state the general purposes for teaching
each topic.
2) Enumerate the important characteristics of the learners for whom the instructional materials are to be designed.
3) Specify the learning objectives in terms of behavioral outcomes.
4) List the subject contents that support each objective.
5) Develop the pre-assessment to determine the students’ background and to
present the level of knowledge about the topic.
7) Coordinate such support services as budget, personnel-facilities, equipment,
and schedule to carry out the instructional plan.
8) Evaluate the students’ learning in terms of their accomplishment of the objectives with view to revise and reevaluate any phases of the plan that need an improvement.
Figure: 2.1. Kemp’s Model (Kemp, 1977: 9)
interdependence among the eight elements. The decisions relating to one element may affect other elements. Kemp’s model can be applied in all educational levels, from the elementary school up to the university (Kemp’s, 1977: 8).
b. Yalden’s Model
Yalden (1987) offers eight stages in language program development, which are as follows.
1) Needs survey
Conducting a needs survey is done in order to know learners’ needs and their purposes of learning the target language. From the needs survey, a designer may gain information about the communication requirements, personal needs, motivations, learners’ characteristics, and physical resources of the learners. It is conducted before stating the purposes of the program.
2) Description of purpose
The needs survey will provide direction for the syllabus designer to explain the purpose of language program. In this stage, the designer clarifies the purpose of the program. This will establish the foundation for the major decision facing the language designer when he or she arrives at the next stage. 3) Selection of syllabus type
In this stage, the designer selects or develops a syllabus type to be carried out in the program. The selection of the syllabus types is determined based on the needs and characteristics of the learners.
4) Production of a proto-syllabus
5) Production of a pedagogical syllabus
The pedagogical syllabus is the development of overall approaches for the teaching, learning, and testing of the program. The intension of this stage is to provide the designer with knowledge about the learners, the learners’ purpose in learning English, and to match this knowledge with appropriate content and teaching technique.
6) Development and implementation of classroom procedures
There are three procedures on the development and implementation of classroom procedures. They are selecting of exercise types and teaching techniques, preparing of lesson plans, and preparing of weekly schedules. 7) Evaluation
This stage is to evaluate all components in the program such as the students, program, and the teaching.
8) Recycling stage
There are three procedures in recycling stage. They are fitting the goals set and learners’ performances, reassessing content, and revising the materials and teaching approaches.
The Yalden’s Language Program Development is shown in Figure 2.2 and Table 2.1 below.
Stage Description
I Needs Survey
II Description of purposes to be prepared in terms of: 1. Students characteristics
2. Students’ skills on entry to and on exit from the program. III Selection or development of syllabus types in terms of stage and
physical constraints on the program.
IV The proto – syllabus description of language and language use to be covered in the program.
V The pedagogical syllabus: development of teaching, learning, and testing approaches
1. Development of teaching materials (as far as possible) 2. Development of testing sequence and decision on testing
instruments
VI a) Development of classroom procedures
1. selection of exercise types and teaching techniques 2. preparation of lesson plans
3. preparation of weekly schedules b) Teacher training: briefings or workshops on
1. principles 2. desired outcome
3. exploitation on / creation of teaching materials VII Evaluation: 1. of students
2. of program 3. of teaching VIII Recycling stage
1. congruence or ‘fit’ between goal set and students’ performance is determined
2. content is reassessed
3. materials and methodological procedures are revised Table: 2.1. Stages in Language Program Development (Yalden, 1987:89)
stage. It enables the designer to fit between goal and learners’ performance, reassess the content, and revise the materials and methodological procedures.
In this design, the writer combines the steps from two instructional models. The first step taken from Yalden model is needs survey. The needs survey is necessary to be used to fit the materials with the learners’ need. It is also used to know the learners’ needs for the learning. Then, the writer uses the first step from Kemp’s model, namely, goals, topics, and general purposes to determine learning goals. Kemp’s third step is also used to determine learning objectives of the designed materials. The next step is from the forth step of Kemp’s model, that is subject contents. It is used to support each objective in the design. After that the writer takes the sixth step from Kemp’s model. The activity in this material is designed based on the task-based learning for homestay hosts in the tourism village. After finishing in selecting the activities, evaluation is conducted. Both Kemp and Yalden provide evaluation step in their model. The evaluation is conducted in order to know whether the designed material is well designed or not. The aim of evaluation step is to make a revision before applying the materials. Making a revision is very important to construct an appropriate material for the learners. Therefore, revising the materials will be conducted after evaluating the design.
2. English for Specific Purpose (ESP)
ESP. In this part, the writer would like to discuss some theories, concerning the classification of ESP and needs analysis. By discussing those theories, the writer would like to give a view that English for homestay hosts of Desa Wisata Kembang Arum is a part of ESP.
a. The Classification of ESP
ESP is defined as an approach rather than a product to language learning (Hutchinson and Waters, 1994: 16). Hutchinson and Waters (1994: 16) proposed two categorizations of ESP. The categorizations are based on the general nature of the learners’ purpose and learners’ specialism. The explanation of the two categorizations would be explained as follows.
1) On the learners’ specialism
Based on the learners’ specialism, ESP is divided into three main categories. They are usually known as English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS).
2) On the Learners’ purpose
English for secretaries, and English for hosts of homestay are examples of EOP.
We can see the branches of English Language Teaching as follows. English Language Teaching
(ELT)
English as a Mother Tongue (EMT)
English as a Foreign Language (EFL)
English as a Second Language (ESL)
General English (GE)
English for Specific Purposes (ESP)
English for Academic Purposes (EAP)
English for Occupational Purposes (EOP)
English for Hosts of the Homestay
Figure: 2.3. The Branches of ELT (Hutchinson and Waters, 1994: 17)
b. Needs Analysis
Needs analysis is an important characteristic feature in ESP course. According to Hutchinson and Waters (1994: 53), what distinguishes ESP from general English is not the existence of a need such as but rather an awareness of the needs. They add that this awareness will influence on what will be accepted as reasonable content in the language course, and on the positive side, what potential can be exploited. It is clear that needs analysis is very important in differentiating ESP form general English.
1) Target Needs
Target needs refer to what the learners need to do in target situation in terms of necessities, lacks, and wants.
a) Necessities
Necessities are determined by the demand of the target situation, that is, what the learners have to know in order to function effectively in the target situation.
b) Lacks
It is necessary to recognize what the learners know already before designing the materials. Knowing what the learners know already can show the lacks of the learners. The gap between the target proficiency and the existing proficiency of the learners can be referred as the learners’ lacks. c) Wants
Wants refers to subjective images of needs on the basis of data relating to themselves and environment. It is necessary for course designer to know about the learners’ wants.
To gather information about the target needs, the course designers may use many ways, such as questionnaire, interview, observation, data collection and others. In gathering the information, it is possible to use more than one method to gather the information.
2) Learning needs
a journey, lacks as the starting point, necessities as the destination, and wants also as the destination. To go from the starting point to the destination, we need vehicle. The learning needs are considered as the vehicle.
Since this program deals with speaking skill which is needed in the homestay, the writer chooses a program based on specific needs of the learners, which is known as English for Specific Purpose (ESP). Therefore, the writer designs the materials based on the homestay hosts’ needs. The purpose of the program is to improve learners’ speaking skill to be used to communicate with the guests when serving them.
3. Syllabus
According to Feez and Joice (1998: 2) syllabus is an explicit and coherent plan for a course of a study. It is constructed by selecting and sequencing content, based on explicit objectives. It also specifies what to be taught in any particular course of study. The teachers will make the syllabus real in the classroom through methodology. According to Hutchinson and Waters (1994: 80), there are some reasons why an ESP designer needs to establish a syllabus. The reasons are: a. Syllabus provides basis for division of assessment, textbook, and learning
times.
b. Syllabus makes the language learning task appears manageable. c. Syllabus serves as a map, which gives direction in language learning.
e. Syllabus provides a set criteria for materials selection and/ or writing. f. Syllabus provides a visible basis for testing.
There are six types of syllabus (Krahnkhe, 1978: 10-12). The syllabuses are as follows.
a. Structural syllabus is a syllabus in which the content of language learning is a
collection of forms and structures, usually grammatical, of the language being taught.
b. Notional/ functional syllabus is a syllabus in which the content of language
learning is a collection of functions that are performed when the language is used or of the notions that language is used to communicate.
c. Situational syllabus is a syllabus in which the content of the language learning
is a collection of real or imaginary situation in which language is used or occurs.
d. Skill-based syllabus is a syllabus in which the content of the language learning
is a collection of specific abilities that may play a part in using language.
e. Task-based syllabus is a syllabus in which the contents of the language
learning is a series of complex and purposeful tasks that the learners need or want to complete with the language they are learning.
f. Content-based syllabus is a syllabus in which the teachers teach some content
or information using the language that the learners are also learning.
task-based learning. Moreover, the task-task-based syllabus allows the learners interact communicatively and purposefully while engaged in activities of the tasks. The writer believes that this syllabus fits with the needs of the learners because the learners are expected to interact communicatively and purposefully.
4. Task-Based Learning
In task-based learning, the starting point of the language courses is a collection of tasks (Nunan, 1999: 24). Task is defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form (Nunan, 1989: 10). Through the tasks, the learners use and experience the language. The tasks that involve real communication are essential for language learning (Richard and Rogers, 2003: 223). In task-based learning, the learners are encouraged to participate in communicative tasks. Willis (2003) suggests that the activities in the task where the target language are used by the learner for communicative purpose is to achieve an outcome.
receive feedback on their level of success in completing the tasks (Larsen-Freeman, 2000: 148). The focus of the feedback is on meaning.
The aim of task-based learning is to provide learners with natural context for language learning (Larsen-Freeman, 2000: 144). Willis (2003) adds that task-based learning gives opportunities for learners to experiment the target language. There are three essential conditions in task-based learning. They are exposure, use, and motivation (Willis, 2003: 15). In order to meet the three learning conditions, the teachers need to create opportunities for the learners to use the target language freely in the classroom, and thus to provide a balance of exposure and use (Willis, 2003:18). Willis ( 2003: 18) states that giving the learners appropriate tasks will encourage them to take part in classroom activities and help them to meet the third condition, motivation.
a. Varieties of Task
The task is used as label for various activities (Willis, 2003: 23). In those activities, learners use the target language for communication purposes. It is necessary for teachers to be able to choose appropriate types task for the learners. By knowing the types of task in task-based learning, the teachers are expected to use the most appropriate tasks for the learners to help them learn the language. For beginner learners, the teachers should choose tasks that involve only one or two processes. There are six types of task proposed by Willis (2003: 26).
1) Listing
brainstorming, in which they draw on their own knowledge and experience. The second is fact-finding, in which they find things out by asking each other and or other people and referring to other source, such as a book or internet. The outcome of this task would be completing list, or possibly a draft mind map.
2) Ordering and sorting
These tasks involve four main processes:
• Sequencing items, actions or events in a logical or chronological order.
• Ranking items based on personal values or specified criteria. • Categorizing items in given group or grouping under the heading. • Classifying items in different ways, where the categories themselves
are not given. 3) Comparing
This task requires the learners to compare information from similar nature but from different sources in order to identify common points and/ or differences. The processes involved in comparing task are:
• Matching to identify specific points and relate them to each other. • Finding similarities and things in common.
• Finding differences. 4) Problem solving
and time scale depend on the type and complexity of the problem given. Real life problems demands the learners to express hypotheses, describe experiences, compare alternative and evaluate and agree a solution
5) Sharing personal experiences
This kind of task will give much more opportunity for learners to talk freely about themselves and share their experience with other. The open tasks are more difficult get going in the class because the result of the interaction tends to be casual interaction, so it is not goal-oriented as in other tasks.
6) Creative tasks
Creative tasks are also called as projects. Usually, they have more stages than other tasks and can involve combinations of task types, such as listing, ordering and sorting, comparing, and problem solving. Organizational skills and team work are crucial to do the tasks.
b. Components of Task-Based Learning
According to Willis (2003: 38), there are three phases of learning process in task-based learning. They are pre-task, task cycle, and language focus.
1) Pre-task
2) Task cycle
Task cycle consists of three stages, namely: a) Task stage
This task stage allows the learners to do the task, in pairs or small groups. It gives a big opportunity for the learners to use whatever language to achieve the goals of the task.
b) Planning stage
In the task cycle, the learners prepare to report to the whole class how they did the task, what they found during doing the task. It is a matter of how the teacher helps learners plan their report and optimize their learning opportunities.
c) Report stage
The report stage means the natural conclusion of the task cycle. In this stage, teacher asks some groups to present their reports of the task to the class, orally or in writing. Then the teacher sums it up. The allocation time for each pair of group is twenty seconds up to two minutes. It depends on the level of the class.
3) Language focus
language and also opportunities to use the language. There are two steps in language focus. They are analysis activities and practice activities.
The analysis activities aim to get the learners to identify and think about the features of language form and language use. It will help them to understand the words, phrases, and certain patterns. After they analyze the language, then they practice it. Practice activities are usually integrated with analysis activities. Practice activities are able to make the learners confidence to use the language.
Figure: 2.4. Components of Task-Based Cycle (Willis, 2003: 52)
c. The Role of Teacher
the learners understand with the materials given. Although the learners work independently, the teacher still controls overall and stops everything if it is necessary. In addition, Willis (2003: 53) mentions three other teacher’s roles, such as: as a monitor, as a language adviser, and as a chairperson.
1) The teacher as a monitor
As a monitor, the teacher needs to have self-control to encourage from a slight distance and let the learners do the task by themselves. If the teacher finds the learners are getting stuck in doing the task, the teacher should help them to out, but then withdraw again. Setting a time limit is important when the learners are asked to do the tasks. After the tasks, the teacher take up briefly one or two point interests while monitoring, and to give positive comment on the way learners do the tasks.
2) The teacher as a language adviser
When the teacher acts as a language adviser, the main role is to help the learners negotiate meaning and express what they want to say. The teacher gives comment on good points and creative use of language. If the learners ask to be corrected, point out errors which obscure the meaning, then explore various options together, and finally suggest alternative wordings.
3) The teacher as a chairperson
learners put in presentations, as well as showing a good interest in what they have done.
In task-based learning, the teacher in this approach acts as a monitor, a language advisor, and a chairperson. The teacher also helps the learners to achieve the goals of learning by creating the objectives and materials. Although the teacher has right to control overall and stop everything if it is needed, the teacher is not the main player in the teaching learning process. The main player in the teaching learning is the learners. In other words, the center of the learning in teaching learning process is the learners.
d. The Role of Learners
When task-based learning is applied in the class, the learners will become the centre of the class (Willis, 2003). The role of the learners is more dominant because they are seen as more responsible manager of their own learning. In task-based learning, the tasks are usually done in pair or group (Willis, 2003). The tasks that are in group work are able to encourage the learners to interact with the others. Learners can learn from their interaction each other. By doing the interaction, it gives them an opportunity to work on negotiating meaning. They try to make themselves understood and understand others although their knowledge of the target language is incomplete. In brief, it can be said that the learners take some benefits from other learners through the interaction.
provide a lot of opportunites for them to experiment with the language. Therefore, task-based learning is appropriate to be applied to the homestay hosts because they are expected to be able to communicate to the foreign guests after joining the course. In the design, the writer makes use of the task-based cycle suggested by Willis.
5. Speaking
Since this study concerns in designing speaking materials, it is important for the designer to know about the theory of speaking. Following the speaking theory, the designer would be able to develop appropriate speaking materials for homestay host of Desa Wisata Kembang Arum. In this section will discuss three parts, they are the nature of speaking, the process of speaking, and teaching speaking.
a. The Nature of Speaking
When people learn speaking skill, it is expected that they will be able to speak in the target language to communicate with others. Thus, speaking is a mean of communication. According to River (1968: 158), communication is any means in which one person bring about a change in knowledge or behavior of another person.
that when people communicate by speaking in which reciprocal exchange happens, they use both productive skill and receptive skill.
Many people feel that learning speaking skill is harder than learning other skills (Nunan: 1999). The reasons why they think so are first, speaking happens in real time: usually the person we are talking is waiting for you to speak right then. Second, when we speak, we cannot edit or revise what we want to say, as we can when we are writing. Furthermore, Brown and Yule as cited by Nunan (1989: 26) distinguish the characteristic between spoken and written language. Spoken language characterized by short, often fragmentary utterances, in range of pronunciation. Meanwhile, written language is characterized by well-form sentences which are integrated in to highly structured.
b. The Process of Speaking
When a person speaks to other, he/she tries to transfer a massage or information to others. Before the massage is received, a process is occurred. In order to know the process of speaking, the writer presents the process of speaking diagram as proposed by Rivers (1968: 158).
Information
source Transmitter Receiver
Information destination
Transmitted signal
Noise source
Noise
signal Receivedsignal
Figure: 2.5. The Process of Communication Diagram
The diagram describes that communication happens when a person wants to convey his/ her thought of feeling to another person. The thought or feeling which has not been sent yet is still in head or brain and it is called information source. Moreover, the information which has been sent to another person is called a massage. To send the information to other, someone needs a tool. The tool used in speaking is voice. The voice is called transmitter, and the first person’s message is transmitted information.
A message is information which is transmitted and received. While a massage is on its way between transmitter and receiver is called as a signal. During on the way to reach the receiver, a noise signal may interfere with the wanted signal. A noise signal comes from source signal. There are many kinds of source, such as sound of radio, television, car, animal, and so on.
After the information from the first person reaches the information destination that is the second person’s brain, the second person may give response by speaking to the first person again. Then the process of speaking is repeated. The process of speaking is well-done when either first person or second person exchange their thought or feeling.
c. Teaching Speaking
In teaching speaking, teachers give more attention to improve fluency than getting accurate sentences (Scrivener, 1998: 59). The learners need to use the language in meaningful meaning during their learning time to achieve oral fluency. The learners of foreign language will not capable to speak fluently if they only hear the speech. Therefore, teachers should give a lot of opportunities to them to practice speaking in class. When people learn to improve their speaking skill, they should do speaking.
create fun and interesting activities to reduce their anxiety. One of the ways in creating fun and interesting learning is by giving games for the learners. Besides, the teachers should not force the beginner learners to speak at first if they prefer not to speak (Willis, 2003: 118). Therefore, it is necessary to provide exposures that the learners can make approximate sense of. It means that the teachers should give adequate exposure before asking them to speak or use the language.
The learners will have motivation to communicate if the activities in the teaching learning promote the language use and be really communicative (Harmer, 1991). Communicative activities in the classroom are designed to get the learners to speak and listen to one another (Scrivener: 1998: 62). The main aim for the learners is achieving successful communication. Moreover, a role-play is an example of communicative activity. Asking the learners to perform role-play is an excellent way to get the learners using the language (Scrivener, 1998: 69).
B.Theoretical Framework
In designing a set of English speaking instructional materials for homestay hosts of Desa Wisata Kembang Arum, the task-based learning approach will be applied. This approach determines how to teach and select the teaching learning activities. The core of the teaching learning activity is the task. The learner will learn the target language by completing the given tasks. In this design, activities in the tasks require the learners to use the language for a communicative purpose.
Moreover, the writer will combine instructional design materials adapted from Kemp and Yalden as the framework. This combination is chosen because these two models describe completely the steps of procedure about how to develop materials from the beginning process. There are seven steps in writer’s theoretical model adopted from Kemp and Yalden’s model. Those steps are (1) conducting needs survey, (2) determining goals, topics, and general purposes, (3) specifying learning objectives, (4) listing the subject content, (5) selecting learning activities and resources, (6) conducting evaluation survey, and (7) revising the designed materials. The explanation of the seven steps is as follows. Step 1. Conducting needs survey
Step 2. Determining goals, topics, and general purposes.
The goals, topics and general purposes refer to what the teachers will accomplish in teaching (Kemp: 1977: 13). The goal is set based on the result of the needs survey. Then, the topics are selected to facilitate learners to achieve the formulated goals. The topics are arranged based on a logical order, from simple to complex level. After arranging the topics, general purposes are explicitly expressed for each topic. In this study, the purposes are determined to ensure that the materials fulfill the communicative purpose.
Step 3. Specifying learning objectives
According to Kemp (1977: 68), objectives are specific outcomes or products of a course which are outlined in a syllabus and initiated by action verbs. Specifying the learning objectives is necessary to know what the purposes of learning are. This design is English for specific purpose, thus the learners learn the materials which are designed for certain purposes according to their needs. Besides, since the design is based on task-based learning, the learning objectives are in accordance with task-based learning approach.
Step 4. Listing the subject content
learners’ needs. In this study, the content of the materials are in line with task-based learning.
Step 5. Selecting learning activities and resources
According to Kemp (1977: 8), the learning activities and resources are selected to treat the subject content, so learners will accomplish the objectives. There are a lot of activities that relevant to the learners’ real context (Willis, 2003: 26). Therefore, the designer should identify and select appropriate materials for the learners. The activities specify what the learners actually do and how they do. In this design, the learning activities are designed based on task-based learning which has some components, such as pre-task, task cycle, and language focus to achieve the communicative purpose. The resources are selection of supporting materials that can explain and illustrate subject content.
Step 6. Conducting evaluation survey
After designing the materials, evaluation survey on the designed materials is conducted. Evaluation materials questionnaire is distributed to some respondents to evaluate the design. From this questionnaire, it is expected that they will give feedback about the designed materials and the learning purposes. The aim of this evaluation is to make a revision of the materials.
Step 7. Revising the designed materials
materials in order to develop better materials. Besides, the writer will use the feedback to fit between the purposes of learning and the materials.
The theoretical framework will be the bases of designing the instructional materials. Following the framework above, the writer will construct the most appropriate materials based on task-based learning for homestay hosts of Desa Wisata Kembang Arum. The steps of writer’s theoretical model can be seen in Figure 2.6.
37
CHAPTER III
METHODOLOGY
This chapter discusses the methodology used in designing a set of English
speaking instructional materials using task-based learning for homestay hosts of
Desa Wisata Kembang Arum in Yogyakarta. The methodology is presented to answer the two questions in the problem formulation: first, how a set of English
speaking instructional materials using task-based learning for homestay hosts of
Desa Wisata Kembang Arum is designed; second, what the design of English speaking instructional materials using task-based learning for homestay hosts of
Desa Wisata Kembang Arum looks like. In detail, the methodology covers the research method, research participants, research instruments, data gathering
technique, data analysis technique, and research procedure.
A.Research Method
In this part, the writer compares Research and Development to the writer’s
steps adapted from Kemp’s and Yalden’s model. The comparison aimed to assure
that the method chosen for the design is appropriate to Research and Development
methodology and whether it supports the design or not.
Research and Development or R & D is a process to develop and validate
educational products (Borg and Gall, 1983: 772). The products of it are teaching
material, teaching method, and organizing instruction method. Developing the
research and educational practice is the purpose of R & D. Educational research
aims to develop new knowledge (through basic research) or to answer specific
questions about practical problems (through applied research). Basic and applied
researches are generally poor methodologies for developing new products that can
be used in schools or mini courses (Borg and Gall, 1983: 772). Therefore, R & D
is needed to test and revise the finding from research, so it can be used in schools
or mini courses. There are ten (10) major steps in the R & D cycle used to develop
courses.
The writer’s model, which was the combination between Kemp’s and Yalden’s model, was used in the design to develop materials. The design used the
combination of Kemp’s and Yalden’s models because the writer believed that it
was appropriate and supportive in constructing the materials. There were seven
(7) steps in writer’s model. They were conducting needs survey, determining goal,
topics, and general purposes, specifying learning objectives, listing the subject
contents, selecting learning activities and resources, conducting evaluation survey,
and revising the designed materials. The writer used the first five steps from R &
D, they were research an information collection, planning, development of
preliminary form of product, preliminary field testing, and main product revision.
The first five steps from R & D and the seven (7) steps from writer’s
model share the same features in its procedure. R & D starts with research and
information collecting. It includes the rational of the study and literature review.
This step is similar to writer’s model, that is conducting need survey. The next
same feature to the writer’s model, determining goals, topics and general purposes
and specifying learning objectives. The third step in R & D is to develop
preliminary form product. It includes the preparation of instructional materials,
handbooks, and evaluation devices. This step is similar to the steps from writer’s
model. They are listing subject content and selecting learning activities and
resources. Preliminary field testing shares the same feature to the sixth step of
writer’s model, that is conducting evaluation survey step from writer’s model. In
this step the writer acquired evaluation of the designed materials. The result of
this step would be used as bases to improve and revise the designed materials. The revision as suggested by the preliminary field test results is main product revision.
In the writer’s model, it is called revising the designed materials. The next steps
from R & D that would not been used by the writer were main field testing,
operational product revision, operational field testing, final product revision, and
the last is dissemination and implementation.
As stated above, the first five steps in R & D and the seven (7) steps in
writer’s model were in line. The seven (7) steps from writer’s model would supply
the basis to design the materials. Meanwhile, the R & D steps were used as the
umbrella of the writer’s model. For further comparison between writer’s model
and R & D, it is explained in Figure 3.1.
The writer found that the R & D and writer’s steps had the same purpose in
developing the design. Moreover, the steps of the R & D and the steps of the
above, it can be concluded that between the R & D framework and writer’s
framework were suitable.
Figure: 3.1. The Research and Development Steps and Writer’s Steps
B.Research Participants
In Research and Development, the role of the respondents was highly
important. Participants determined the design through the data which was
recommendations, suggestions, and opinions. In this study, the writer chose
several participants who were considered reliable to help the writer to design the
materials. They were homestay hosts of Desa Wisata Kembang Arum, two English instructors of Alpha English Course, and one English teacher of SMA Stella Duce 1 Yogyakarta.
The participants for the needs survey were the homestay hosts. The writer
distributed questionnaires to twenty (20) participants and interviewed with
eighteen (18) participants. They were more than seventeen years old and less than
fifty five years old. The homestay hosts were chosen as the participants because they would use English to communicate to their foreign guests. It was expected
that they would give the data about their difficulties, needs, wants, and interests in
English. The writer intended to gain information about the real situation and the
learners’ needs for learning process. They were expected to give actual data about
themselves in experiencing English speaking skill.
The questionnaire for the evaluation survey was distributed to two English
instructors of Alpha English Course, and one English teacher of SMA Stella Duce 1 Yogyakarta. The questionnaire aimed to obtain participants’ feedback about the designed materials. The participants were asked to judge whether the proposed
instructional materials for the homestay hosts were appropriate or not. It was
expected that they would give evaluation through their opinions, suggestions, and
comments. Their evaluation would be used to improve and revise the design
In order to obtain the data about the participants of the evaluation survey,
the writer made a table. It would show the justification of experts’ qualification.
The table differentiates the group of participants between the English instructors
and English teacher in educational background, teaching experiences, and sex.
The format of the description of the respondents of the evaluation survey was
presented in table below.
Group of Respondents
Educational Background Teaching Experience Sex D3 S1 S2 S3 < 1 1 - 5 5-10 10 < M F English
Instructors English Teacher
Table: 3.1. The Presentation of Preliminary Field Testing Respondents (Blank)
As the participants, the homestay hosts of Desa Wisata Kembang Arum, two English instructors of Alpha English Course, and one English teacher of SMA Stella Duce 1 Yogyakarta became the focus of this study.
C.Research Instruments
The study instruments were needed to find out whether the proposed
instructional materials for homestay hosts of Desa Wisata Kembang Arum were acceptable or not. Instrument of the study is a mean to gather the data. In this
study, the writer used questionnaire and interview.
1. Questionnaire
Ary (1972:175) states that there are two types of questionnaires, they are
closed and open form of questionnaire. Closed form questionnaire required the
respondents to choose the answer from the option given. In the open form, the
respondents could write down their opinion freely in order to know the reason of
their answers or options. There were two questionnaires used in this study. They
were questionnaire for the needs survey and questionnaire for the evaluation
survey.
The questionnaire for needs survey was closed form questionnaire and
distributed among 20 people of the homestay hosts of Desa Wisata Kembang Arum. The writer decided to distribute questionnaires in purpose to gather data related to the learners’ needs, wants, interests, and their difficulties in speaking.
The questionnaires were written in Indonesian so that the participants would not
find any difficulty in answering the questions.
For the evaluation survey, the writer employed questionnaires to the two
English instructors of Alpha English Course and one English teacher of SMA Stella Duce 1 Yogyakarta. There were two types of questionnaire used in the evaluation survey. The first was closed-form questionnaire. In this questionnaire,
the writer provided five alternative answers for each question. From this first
questionnaire, the writer would know about participants’ opinions on the designed
materials. The second questionnaire was opened-form. In this opened-form
questionnaire, the participants were asked to write their opinion about strengths
and weaknesses of the material, and suggestions freely. The questionnaire aimed
to find out the respondents’ opinions, suggestions, and also criticisms on the
designed materials proposed were applicable and acceptable or not. There were
two kinds questionnaire which were distributed. The result of this instrument
would be used to evaluate the designed materials. Then, the evaluation would be
used to improve and revise the designed materials in order to produce appropriate
materials for homestay hosts of Desa Wisata Kembang Arum.
2. Interview
According to Selinger and Shahomy (1996: 166) an interview is conducted
to obtain information by actually talking to the subjects. It aimed to obtain related
information for the second research problem, so there would be more complete and credible data. Ary (2002) states that the most important aspect of the
interview is its flexibility. Questions can be repeated or their meanings explained
in case they are not understood by the participants. Wallace (1998: 146) divides
the type of interview into three types. They are structured interview, unstructured
interview, and semi-structured interview. Structured interview has tight structure,
and in which the questions will probably be read from carefully prepared
interviews schedule, similar to questionnaire but it is orally (Wallace, 1998: 146).
Unstructured interview has some kinds of structure but not as tight as structured
interview (Wallace, 1998: 146). The atmosphere of the interview is relaxed and
informal. Semi-structured interview also has structure, in which the questions will
probably be read from prepared interview schedule but the questions will probably
be open questions (Wallace, 1998: 146).
hosts in order to gather data related to learners’ speaking ability, wants in teaching
learning activity and obstacles in learning speaking. The purpose of the interview
was to obtain data about the respondents’ opinion and feeling towards English
course for them. In questioning, the writer used Indonesian in order to avoid
misunderstanding between writer and the respondents.
D.Data Gathering Technique
In order to design appropriate English speaking instructional materials based
on task-based learning, the writer conducted needs and evaluation survey. The needs survey was for needs analysis, while the evaluation survey was for
evaluating the materials. These surveys were done by distributing questionnaires
and conducting interview.
Needs survey was conducted before designing the materials. The aim of this
survey was to find out the needs of the target learners so that the designed
materials would be relevant to the learners’ needs. For the needs survey, the writer
gathered the data from the questionnaires and interview with the homestay hosts
of Desa Wisata Kembang Arum.
The evaluation survey was conducted after designing the materials. The aim
of evaluation survey was to evaluate the materials. The designed materials were
evaluated to develop relevant and suitable materials. Besides, the evaluation was
also needed to ensure the validity. For this evaluation survey, the writer
distributed material evaluation questionnaire to two English instructors of Apha
E.Data Analysis Technique
After obtaining the data from the questionnaire and interview, the writer
then analyzed the data taken from those instruments. There were two points to be
discussed in the data analysis technique. The analyses were conducted to know the
learners’ needs and evaluation on the design.
1. Needs Analysis
In order to know the learners’ needs on the design, the writer analyzed the
result of the questionnaires and the interview that were conducted in the needs
survey. The result of questionnaire from data analysis would be presented in form of table. The table would show the topics which were chosen by the respondents.
The table is described as follows.
No. Topic Percentage
Table: 3.2. The Topics for the Materials (Blank)
The result was obtained by dividing the number of the target learners who
chose certain topic with the total number of the learners, then multiplied by 100%.
The data collected in the needs survey questionnaire would be calculated using
percentage as follows. N
× 100%
