DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS TO TEACH SPEAKING TO SECURITY STAFF
OF BOROBUDUR TEMPLE USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By:
Albertus Bagasworo 041214107
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 INSTRUCTIONAL MATERIALS TO TEACH SPEAKING TO SECURITY STAFF
OF BOROBUDUR TEMPLE USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By:
Albertus Bagasworo 041214107
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
GOD HAS NOT PROMISED SKIES ALWAYS BLUE
SUN WITHOUT RAIN JOY WITHOUT SORROW
PEACE WITHOUT PAIN
BUT GOD HAS PROMISED STRENGTH FOR THE DAY REST FOR THE LABOR
LIGHT FOR THE WAY GRACE FOR TRAILS
HELP FROM ABOVE UNFAILING SYMPATHY
UNDYING LOVE
(pravsworld.com)
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ACKNOWLEDGEMENTS
First of all, I would like to thankJesus ChristandMother Marryfor Their endless blessing. I thank Them for giving me strength for the day, light for the
way, and grace for the trails. I believe that I am nothing without Their Blessing. My greatest gratitude goes to Drs. Concilianus Laos Mbato, M.A, as my sponsor. I thank him for his guidance, criticism, advice, correction, support,
patience, and encouragement in helping me write the thesis.
I would like to thank Ir. Retno Hardiasiwi, SE. as the head of Taman Wisata Candi Borobudur. I thank her for giving me permission to conduct my
thesis at Borobudur Temple. I also thank Bulik Enyfor helping me distribute the questionnaires. My gratitude also goes toMas Agus Kemotfor giving me so much
information about the procedure in conducting my thesis there. I would also thank
Pak Ruwidofor giving me so much information about all the things in Borobudur
Temple. My special gratitude is also addressed to all of the security staff of Borobudur Temple. I thank them for the willingness to fill my questionnaires so that I can finish my thesis. They have been very kind and friendly to me.
My deep gratitude also goes to the participants of materials evaluation; G. Punto Aji, S.Pd., M.Hum., C. Tutyandari, S.Pd., M.Pd.,andJB. Gunawan, M.A.
I really thank them for the feedback, comments, suggestions, and critics to improve the designed materials.
I also would like to express my greatest gratitude to my lovely family. I
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their everlasting love, prayers, patience, support, and guidance. I could never repay them for all they have done for me. My appreciation also goes for my lovely
brothers, mas AlexandAlfons “Clucky”who are always there for me. I thank for the love, laughter, support, and prayers. My life is so colorful with their presence.
I thank my grand parentsSimbah Kakung andPutri Cokroatmojo (RIP) for their truly love, advice, guidance, and sweet memories. I also thank Simbah Kakung
andSimbah Putri Siswo Sumartofor their prayers, love, and supports.
My sincere thank also goes to my uncle, Drs. Aloysius Triwanggono, M.S., and his family in Krapyak. I thank them for their prayers, support, and
advice. I thankmas Iyong, mas Iyok, mba’ Tetty,andmas Wiwing.I really thank them for the laughter, support, craziness, and prayers. I would also express my gratitude to all Pakde and Bude in Semalen. The greatest gratitude also goes to
the big family ofCokroatmojo.
I would like to say thank you very much for Monica “Almon”. Her
presence means a lot for me. I thank her for always be there for me. I thank her for the love, support, and honesty that she has given to me. I also thank her for the laughter and tears we have been through together. My sincere thank also goes to
Keluarga Sumpeno. I thank them for their support, kindness, and prayers. I also thank them for lending me some equipment to finish my thesis. I would like them
to know that I really appreciate their help.
I also thank my lovely friends;Piuz, Ahmeth, Endy, Prast, Greg, Nanda, Damar, Bruder Paul, Peter and Onny “Q-net”, Erlian, Lexy, Aan,andIgnazfor
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have made together. I am lucky to have friends like you. My thank also goes for the girls; Silvi, Rita, Valent, Nophie, Agnez, Cempluck, Rizka, Indri, Maya,
Retha, and Yuni.It is nice having friends like you. I have to express my gratitude to all PBI 2004 students. It is very nice to know all of them. I am really happy to
study together with them.
Finally, I thank all PBI lecturers, mba’ Danik, and mba’ Tari as secretariat staff, and all the people whom I cannot mention individually. This
thesis could not be finished without them. God Bless us.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
PAGE OF APPROVAL ... ii
PAGE OF ACCEPTANCE... iii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS... ix
LIST OF FIGURES ... xii
LIST OF TABLES ... xiii
ABSTRACT... xiv
ABSTRAK... xvi
CHAPTER I. INTRODUCTION A. Background ... 1
B. Problem Formulation... 3
C. Problem Limitation... 4
D. Objectives of the Study ... 4
E. Benefit of the Study... 4
F. Definition of Terms ... 5
CHAPTER II. LITERATURE REVIEW A. Theoretical Description... 8
a. Design Model ... 8
1) Kemp’s Model ... 8
b. Research and Development Method ... 12
c. Communicative Language Teaching... 13
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2) Teaching Speaking in Communicative Language Teaching ... 15
d. Cooperative Learning... 15
1) Background... 15
2) The Purpose of Cooperative Learning ... 17
3) The Focus of Cooperative Learning ... 17
4) The Role of the Learners ... 18
5) The Role of the Teacher ... 19
6) The Role of Instructional Materials ... 19
7) The Method of Cooperative Learning ... 20
e. English for Specific Purposes ... 22
1) Background... 22
2) Target Needs ... 23
3) Learning Needs ... 25
4) Materials Design Model of ESP ... 25
f. Adult Learners ... 26
B. Theoretical Framework ... 29
CHAPTER III. METHODOLOGY A. Research Methods ... 33
B. Research Participants ... 34
C. Research Instruments ... 35
D. Data Gathering Technique ... 36
E. Data Analysis Technique... 37
F. Research Procedures ... 38
CHAPTER IV. RESULTS AND DISCUSSION A. The Results of the Materials Design Process ... 41
a. Research and Information Collecting... 41
b. Planning ... 46
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2) Specifying Learning Objectives ... 48
c. Designing Materials ... 50
1) Listing Subject Content ... 50
2) Selecting Teaching/Learning Activities ... 52
d. Evaluate... 53
1) The Description of Participants ... 53
2) Data Presentation ... 53
3) The Participants’ Comments and Suggestions on the Materials Design ... 55
e. Revising the Materials Design ... 57
B. Presentation of the Designed Materials... 59
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 61
B. Suggestions... 64
BIBLIOGRAPHY... 66
APPENDICES Appendix A. Letter of Permissions... 67
Appendix B. Questionnaires of Research and Information Collecting... 70
Appendix C. Questionnaires for the Materials Evaluation ... 73
Appendix D. General Description of the Designed Materials ... 76
Appendix E. Syllabus and Lesson Plan ... 80
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LIST OF FIGURES
xiii
LIST OF TABLES
Table 3.1. The Central Tendency of the Participants’ Opinions... 38
Table 4.1. The Description of the Learners ... 42
Table 4.2. The Data of Research and Information Collecting ... 44
Table 4.3. The Result of the Topics Chosen ... 46
Table 4,4. The Basic Competence of the Instructional Materials ... 47
Table 4.5. The Indicators of Each Topic... 48
Table 4.6. The Description of the Participants of Materials Evaluation... 53
xiv ABSTRACT
Bagasworo, Albertus. 2008.Designing a Set of English Instructional Materials to Teach Speaking to Security Staff of Borobudur Temple Using Cooperative Learning.Yogyakarta: Sanata Dharma University.
Borobudur Temple is one of the most famous tourism destinations in Indonesia. Thousand foreigners come to Borobudur Temple each year. Since English is accepted as an international language, foreigners from different countries use it to communicate. In order to provide good services for foreigners, English as a means of communication needs to be mastered by all of the staff of Borobudur Temple. One of the staff that plays an important role in giving service to foreigners is security staff. The fact that some of foreigners do not use any guide service makes the role of security staff become more important. Unfortunately, almost all of the security staff of Borobudur Temple still find difficulties in communicating with foreigners. The difficulty to communicate using English becomes a major obstacle in giving a good service to the foreigners. Those are the reasons why the writer was interested to design a set of English speaking materials for the security staff of Borobudur Temple.
The security staff of Borobudur Temple are all adults. They have some differences, such as, ages, gender, educational and economical background, etc. Sometimes, those differences raise the psychological barriers that will be an obstacle in teaching learning activity. Therefore, to reduce the barriers, the writer uses Cooperative Learning approach.
There are two problems stated in this study. They are (1) How is a set of English instructional materials to teach speaking to security staff of Borobudur Temple designed? And (2) What does the designed materials look like?
To answer the first question, the writer combined and adapted Kemp’s Model and Research & Development Method. The steps were stated as follows: 1) Research and Information Collecting, 2) Planning (stating goals, topics, general purposes, and objectives), 3) Designing Materials (listing subject content and selecting teaching/learning activities), 4) Evaluating, 5) Revising.
To answer the second question, the writer presented the final version of the designed materials which had been revised and improved based on the suggestions, comments, and feedback gathered from three lecturers of Sanata Dharma University. The final version of the speaking instructional materials for the security staff of Borobudur Temple using Cooperative Learning consists of eight units. They are (1) Greeting, (2) Introduction, (3) Asking and Giving Help, (4) Asking and Giving Advice, (5) Apologizing, (6) Asking and Giving Direction, (7) Describing People, (8) Thanking. Each unit is divided into six sections. They are (1) Starter, (2) Chit-Chat, (3) Language Focus, (4) Language Exercises, (5) Communicative Activities, (6) Reflection.
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designed materials were acceptable and appropriate to teach speaking to security staff of Borobudur Temple.
xvi ABSTRAK
Bagasworo, Albertus. 2008.Designing a Set of English Instructional Materials to Teach Speaking to Security Staff of Borobudur Temple Using Cooperative Learning.Yogyakarta: Universitas Sanata Dharma.
Candi Borobudur merupakan salah satu tempat tujuan wisata yang ternama di Indonesia. Ribuan wisatawan asing mengunjungi Candi Borobudur setiap tahunnya. Sejak bahasa Inggris diterima sebagai bahasa internasional, wisatawan asing dari berbagai negara menggunakan bahasa Inggris untuk berkomunikasi. Untuk memberikan pelayanan yang baik bagi wisatawan asing, semua staf di Candi Borobudur harus menguasai bahasa Inggris. Salah satu staf yang berperan penting dalam melayani wisatawan asing adalah petugas keamanan. Kenyataan bahwa tidak semua wisatawan asing menggunakan jasa pemandu wisata membuat peranan petugas keamanan menjadi sangat penting. Sayangnya, hampir semua petugas keamanan di Candi Borobudur masih mengalami kesulitan dalam berkomunikasi dengan wisatawan asing. Kesulitan dalam berkomunikasi ini menjadi penghalang utama dalam memberikan pelayanan yang baik bagi wisatawan asing. Hal inilah yang menjadi alasan utama penulis tertarik untuk merancang seperangkat materi pembelajaran berbicara bahasa Inggris untuk petugas keamanan Candi Borobudur.
Semua petugas keamanan Candi Borobudur adalah orang dewasa. Mereka berbeda satu dengan yang lainya. Beberapa perbedaan itu adalah, usia, jenis kelamin, latar belakang pendidikan dan ekonomi. Perbedaan seperti ini berpotensi menimbulkan beban mental yang akan menggangu proses belajar mengajar. Untuk mengatasi masalah ini, penulis menggunakan pendekatan Cooperative Learning.
Ada dua permasalahan yang dirumuskan dalam study ini. Kedua permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran berbicara bahasa Inggris bagi petugas keamanan Candi Borobudur menggunakan metodeCooperative Learningdirancang? dan (2) Seperti apakah penyajian materi pengajaran berbicara bahasa Inggris tersebut?
Untuk menjawab permasalahan pertama, penulis melakukan lima langkah model pengembangan materi yang merupakan penggabungan antara dua model pengembangan materi yaitu Kemp dan Research and Development models. Langkah-langkahnya adalah (1) Research and Information Collecting, (2) Planning (stating goals, topics, general purposes, and objectives), (3) Designing Materials (listing subject content and selecting teaching/learning activities), (4) Evaluating, (5) Revising.
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Direction, (7) Describing People, (8) Thanking. Untuk masing-masing unit dibagi menjadi 6 aktifitas, yaitu (1) Starter, (2) Chit-Chat, (3) Language Focus, (4) Language Exercises, (5) Communicative Activities, (6) Reflection.
Dari hasil evaluasi materi, penulis memperoleh data bahwa rata-rata nilai persetujuan adalah 3,83. Dapat disimpulkan bahwa secara umum materi pengajaran yang disusun penulis sudah baik dan dapat diterima untuk mengajar berbicara bahasa Inggris petugas keamanan Candi Borobudur.
1 CHAPTER I INTRODUCTION
This study intends to design a set of English instructional materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning.
This chapter presents the background of study, problem formulation, problem limitation, objective of the study, benefits of the study, and definition of terms.
A. Background of the Study
It is widely known that Indonesia has a number of tourism resorts. A
number of foreigners come to Indonesia each year. One of the most famous tourism resorts in Indonesia is Borobudur Temple. Borobudur Temple had ever
been one of the seven wonders in the world. Although recently Borobudur Temple becomes one of the world cultural heritages, there are still thousand foreigners who come to Borobudur Temple each year. Based on the observation, the
foreigners have different reasons for coming to Borobudur Temple. Some of them are on vacation and some of them do some jobs.
Since English is accepted as an international language, foreigners from different countries use it to communicate. With a big number of the foreigners that visit Borobudur Temple, it means that English is urgently needed there. In order
to serve the foreigners, all of the staffs of Borobudur Temple need to acquire English. One of the staff that has played an important role in giving service to
The fact that some of foreigners do not use any guide service makes the role of security staff become more important. Besides keeping the security of the
place, security staff is also becoming the source of information for the foreigners, i.e. when the foreigners are asking about direction, location, and other information
that the security staff may help. It is difficult for the security staff in giving such information that the foreigners need because they cannot speak English. In this real situation, the security staff cannot speak in English well and unfortunately the
foreigners also cannot speak in Indonesia. To avoid the misunderstanding between the foreigners and the security staff, the security staff should be able to speak
English.
Based on the observation and informal interview with three security staff of Borobudur Temple, the researcher found that they often find difficulties in
communicating with the foreigners. Some of the difficulties are lack of vocabularies, not knowing how to pronounce certain words in English, and not
knowing how to arrange the words in to a good sentence in English. Because of this reason, a set of English instructional materials is designed for the security staff of Borobudur Temple in order to help them develop their speaking skill
when they are communicating with foreigners. Being able to communicate fluently, all of the security staff of Borobudur Temple will be better in giving
services to foreign tourists.
In teaching the security staff of Borobudur Temple, teachers should use a suitable approach. In this study, the writer would like to propose Cooperative
Temple. The idea of using Cooperative learning came from the observation that the security staff of Borobudur Temple has some differences such as ages, gender,
and educational, social, and economical background.
Cooperative Learning according to Richard and Rodgers (2001:192) is an
approach that uses variety of teaching methods in which students work in small groups and help one another in learning. It makes the maximum use of cooperative activities involving pairs and small groups of learners in the
classroom. Cooperative Learning can be effective for students at all academic levels and learning styles (Slavin, 1995: 4). Through Cooperative Learning,
positive interaction, face-to-face verbal interaction can be achieved. This situation will promote communication that is natural and meaningful. This approach is very useful in learning English and can be implemented in teaching speaking to
security staff of Borobudur Temple that come from different, ages, gender, and educational, social, and economical background.
B. Problem Formulation
The study intends to find out the answer to the problems formulated below:
1. How is a set of English instructional materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning designed?
C. Problem Limitation
This study is focused on designing a set of English instructional materials
to teach speaking to security staff of Borobudur Temple using Cooperative Learning. The materials will be designed for the beginner level students. The
materials will be presented for the security staff whose English proficiency is at a very low level. The course provides the beginner learners the opportunity to focus on one skill that they wish to improve. In this study, speaking skill is mostly
needed by the security staff to improve. From the observation, the ages of the security staff are about 30-50 years old. Since they are considered as the adult
learners and have been already work as security staff that often communicates with foreigners, English is very important for them.
D. Objectives of the Study
As this study is intended to find out the answers to the questions mentioned in
the problem formulation above, two objectives are stated here:
1. To design a set of English instructional materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning.
2. To develop a set of English speaking instructional materials.
E. Benefits of the Study
1. English Instructors
This study will help the English instructors who teach security staff to
deliver good teaching for them. The instructional materials are designed based on the needs of security staff.
2. Security Staff
The security staff of Borobudur Temple has a good chance to learn and use spoken English better through communicative activities and cooperative
classroom situation. 3. Researchers
This study hopefully will help the researchers in providing meaningful information especially for the researchers who are interested in ESP. The result of the study also can be used to help other researchers to develop
good materials.
F. Definition of Terms
To avoid any misunderstanding, some terms need clarifying. The terms will be defined as follows:
1. Instructional Materials
Instructional materials are the materials planned or designed by the teacher
for the teaching instructions (Dick and Reiser, 1989:3). The instructional materials can be in forms of printed materials such as textbooks, reader workbooks, flash cards, recordings, games, song, reference books, and
are used by the teachers and students for the purpose of improving individual English performance through teaching-learning activity process.
2. Speaking
In this study, speaking is viewed as the manifestation of the language as
usage and refers to the realization of language as used in spoken interaction (Widdowson 1989:59). By having speaking activities the learners may express their ideas, thought and feeling orally.
3. Cooperative Learning
According to Richard and Rodgers (2001:192), Cooperative Learning is an
approach that uses variety of teaching methods in which the students work in small groups and help one another in learning. It makes the maximum use of cooperative activities involving pairs and small groups of learners
in the classroom. This approach is very flexible and can be used to teach the students who come from different ages, academic abilities, ethnic
backgrounds, races, and gender. 4. Security Staff
According to Oxford Advanced Learner’s Dictionary, security means
measures taken to guarantee the safety of a country, person, and thing of value (1995: 1062). While staff means all the workers employed in a
5. Borobudur Temple
Borobudur Temple had ever been one of the seven wonders in the world. It
is the biggest Buddhist building around the world that till now have been visited by million people. The name of Borobudur comes from two words,
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related theories which underlie the study. In the
first discussion, the writer would like to present a theoretical description that consists of Design model, Research and development, Communicative Language Teaching, Cooperative Learning, English for Specific Purposes, and Teaching
Adult. The second discussion is theoretical framework. It is focusing on the steps used to develop English instructional materials to teach speaking to security staff
of Borobudur Temple using Cooperative Learning.
A. Theoretical Description
There are some points that are very important to support the designed materials in designing a set of English instructional materials to teach speaking to
security staff of Borobudur Temple using cooperative learning. Those points are: design model, Research and Development Method, Communicative Language Teaching, Cooperative Learning, English for Specific Purposes, and Teaching
Adult.
a. Design Model 1) Kemp’s Model
An instructional process is a complex process, which is composed of many parts and interrelated with one another (Kemp 1977: 6).
This method can be applied on any educational level, elementary,
secondary or college. An instructional plan is designed to supply the answer to the following three questions used as the essential elements of instructional
technology (Kemp, 1977: 8). Those are: what must be learned? (Objectives), what procedures and resources will work best to reach the desired learning levels? (Activities and resources), and how will we know when the required learning has
taken place? (Evaluation)
There are eight steps in designing an instructional plan according to Kemp
(1977: 8).
1. Considering goals, listing topics, and then stating the general purposes for teaching each topic. Statement of goals should recognize the
changes in learners’ needs and interests as well as changes in the needs of society and its institution.
2. Enumerating learners’ characteristics. In this step, the teacher should know the factors about the learners’ educational and socio-cultural background, learning condition, and learning technique that will
influence the teaching learning process.
3. Specifying the learning objectives. The objectives are about what the
measurable. It will help the material developer to select the learning activities for the learners.
4. Listing the subject content that supports each objective. In this part the
material developer focus on the subject content that will support each objective. The content must closely relate to the objectives and to the
learners’ needs. The material developer cannot directly decide the subject content if s/he has not specified the learning objectives.
5. Developing pre-assessment to determine the learners’ background and
presenting level of knowledge about the topic. In order to know the learners’ background of learning, the teacher should have to develop
pre-assessment.
6. Selecting teaching/learning activities and resources. The material developer should know what instructional methods and instructional
resources that will be the most appropriate to achieve the objectives. 7. Coordinating support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan. When, the instructor wants to carry out the implementation, it is necessary to consider support services. If it is not available, it can limit the new
planned program.
8. Evaluating students’ learning in terms of their accomplishment of the
The following diagram illustrates the relationship of each step in the plan to the other steps.
Figure 1. Kemp’s Instructional Model (Kemp, 1977: 9)
There is a strength that can be found in Kemp’s model. The strength is in the process of developing the program (Mudhoffir, 1986: 111). The process can
be started in wherever the material developer is ready. The material developer can directly select the step of evaluation if s/he has already had the materials to be evaluated.
Goals, Topics, and
General Purposes
Support Services
Learning Objectives
Pre-Assessment
Learner Characteristics Evaluation
Teaching / Learning Activities, Resources
b. Research and Development Method
Besides using Kemp model, the material developer also uses R & D (Research and Development) method. Educational research and development is a
process used to develop and validate educational products (Borg and Gall, 1967: 775). There are ten major steps in R and D circle. The explanation of the steps is
as follows:
1. Research and information collecting. It includes review of literature and classroom observations.
2. Planning, it includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
3. Designing preliminary form of product, it includes preparation of instructional materials, handbooks and evaluation devices.
4. Preliminary field testing. Interview, observational and questionnaire
data collected and analyzed.
5. Main product revision. In this step there is a revision of product as
suggested by preliminary field-test results.
6. Main field testing. It is conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ pre-course and post-course
performance are collected.
7. Operational product revision. In this step, there is the revision of
8. Operational field testing. It is conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaire data collected and analyzed.
9. Final product revision. It is the revision of product as suggested by operational field-test results.
10. Dissemination and implementation. Reporting the product to professionals.
c. Communicative Language Teaching
1) Principles in Communicative Language Teaching (CLT) Larsen (2000: 125) proposed some principles of CLT. Those are:
1. Whenever possible, authentic language (language as it is used in the real context) should be introduced.
2. Being able to figure out the speaker’s or writer’s intention is part of being communicatively competent.
3. The target language is vehicle for classroom communication. It is not just the object of the study. It means the teaching-learning activities are on the process of communication rather than just mastery the language
forms.
4. Games are important because the learners have certain features in
5. Learners should be given an opportunity to express their ideas and opinions.
6. Errors are tolerated and seen as a natural outcome of the development
of communication skills.
7. One of the teachers’ major responsibilities is to establish the situations
likely to promote communication.
8. Communicative interaction encourages cooperative relationships among students. It gives an opportunity to work on negotiating
meaning. The social context of the communicative event is also essential in giving meaning to the utterances.
9. The teacher acts as a facilitator in setting up communicative activities and as an advisor during the activities.
10. In communicating, a speaker has a choice not only about what to say
but also how to say.
11. Learning to use language forms appropriately is an important part of
communicative competence.
12. Grammar and vocabulary that the learners learn follow from the function, situational context, and the roles of the interlocutors.
All efforts and activities in CLT serve the purpose of enabling learners to develop their communicative abilities receptively, interpretively, and
communicate (Nunan, 1989: 13). Therefore, those characteristics of CLT that focus on communicative function become the basis of the designed materials which is conducted in this study.
2) Teaching Speaking in Communicative Language Teaching
Since speaking is included in a productive skill, it is important that in teaching-learning process, the teacher should encourage the learners to speak. According to Widdowson (1979: 59) speaking is viewed as the manifestation of
the language usage and refers to the realization of language as used in spoken interaction. In order to have the ability in speaking English, the important thing
for the teacher to do is to give the learners many opportunities to practice speaking skill.
In CLT, the learners will have the opportunity to speak because in this
approach language learning is learning to communicate. The teacher as the learning facilitator should be careful in selecting the activities to be given in
speaking class so that these can promote to speak.
d. Cooperative Learning 1) Background
Cooperative Learning is the extension of communicative Language
According to Richard and Rodgers (2001: 192), cooperative learning is an approach that uses variety of teaching methods in which students work in small groups and help one another in learning. It makes the maximum use of
cooperative activities involving pairs and small groups of learners in the classroom. Cooperative Learning in this context is used to raise the achievement
of all students, including those who are gifted or academically handicapped, help the teacher build positive relationship among the students, and replace the competitive organizational structure of most classrooms and schools with a
team-based, high-performance organizational structure.
It has been stated before that Cooperative Learning is the extension of
Communicative Language Teaching. Therefore, through Cooperative Learning students learn how to communicate effectively in the second language, rather than learn about the language (Kessler, 1992: 38). The focus is on communicative
function: how to use the language in order to carry out specific intension, such as apologizing or persuading.
Cooperative Learning approaches leads to: a. higher academic achievement than competitive or individualistic approaches, b. better interpersonal attitudes toward subjects being studied and the overall classroom experience, and
c. more relationships among students (Johnson & Johnson, 1994, as cited by Burden & Byrd, 1999: 100).
efforts benefit me and my efforts benefit you, recognizing that one’s performance is mutually caused by oneself and one’s colleagues (united we stand, divided we fall), empowering each other (together we can achieve anything), and feeling
proud celebrating when a group member is achieving something (Johnson & Johnson, 1994: 5)
2) The Purpose of Cooperative Learning
According to Kindsvatter et al. (1996: 308) there are three purposes of Cooperative Learning. First, to increase the achievement though group
collaboration that enables students to learn from each other. Second, to provide an alternative approach to the competitive structures of most classrooms today that
often discourages the poorer students. Third, the purpose is to improve human relations in the classroom.
3) The Focus of Cooperative Learning
Kindsvatter et al. (1996: 308) said that the focus of Cooperative Learning is both academic and affective. Cooperative Learning is focusing on the
achievement of shared goals through cooperative efforts. To accomplish the focus five basics elements should be included.
1. Establishment of positive interdependence
2. Promotion of face-to-face interpersonal interaction and small-group skills
5. Group processing of their achievement and maintenance of effective working relationship.
4) The Role of the Learner
Richard and Rodgers (2001: 199) explain that learners, as member of a group in Cooperative Learning, must work collaboratively on tasks with other
group members. In Cooperative Learning, the learners become the directors of their own learning. They can learn how to plan, monitor, and evaluate their own learning. Students in Cooperative Learning classroom are to give and receive
assistance, feedback, reinforcement, and support to each other (Kinsvatter et al, 1996: 310). Positive interdependence encourages students to see how their work
benefits others and their group members’ benefit them. Students’ expectation in Cooperative Learning Classroom is the successfulness of the group (Johnson & Johnson, 1994: 6).
Students in Cooperative Learning are encouraged to think “Positive Interdependence”, which means that the students do not think competitively and
individualistically, but rather cooperatively and in terms of the group. In Cooperative Learning, students often stay together in the same groups for period of time so they can learn how to work better. The members of each group are
mixed – males and females, different ethnic groups, different proficiency levels, etc. it allows the learners to learn from each other and also gives them practice in
The Role of the Teacher
The teacher in Cooperative Learning must create highly structured and well-organized learning environment in the classroom, setting goals, planning,
structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting the materials and time
(Johnson et al., cited by Richard and Rogers, 2001: 199-200). In CL the teacher can learn as well as the learners. This mind-set affects the learning process and has an empowering effect on all involved. Through this kind of orientation, there
will no inhibiting factors to prevent success.
As facilitators, the teachers must monitor the functioning of the groups,
intervene whenever it is necessary to teach small-group skills, provide assistance when needed, and evaluate the students and groups to know how well the group members work together (Johnson, Johnson, & Smith, 1991 as cited by
Kindsvatter, 1996: 309).
Teachers in Cooperative Learning speak less than teacher in traditional
class. They provide some board questions to challenge the students’ thinking. They prepare students for the tasks they will carry out, they assist students with the learning tasks, and they give few commands, improving less disciplinary
control (Richards and Rodgers, 2001: 200) 5) The Role of Instructional Materials
conceptual and complex the task, the greater the cooperation. As it has been said before that Cooperative Learning is the extension of Communicative Language Teaching, the materials used in Cooperative Learning should be authentic
materials and related with the real context. In this case, the materials should be designed creatively.
6) The method of Cooperative Learning
Small – group approach is the major methodology in Cooperative Learning (Kindsvatter et al., 1996: 309). Some of the Cooperative Learning
methods that are frequently used, among others:
1. Student Team – Achievement Division (STAD)
In STAD, class is divided into several groups in which each of group consists of four or five members mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams
to make sure all team members have mastered the lesson. Students in STAD are tested individually. They are given individual quizzes on the materials and they
may not help one another Slavin, 1995: 5). STAD aims to motivate the students to encourage and help each other master the skills presented by the teacher. The team score in Cooperative Learning is calculated by noting result of individual
students’ improvement over past performance (Lewis and Doorlag, 1991 as cited by Kindsvatter et al., 1996: 309).
2. Think – Pair – Share
with partners, and then share with the class (Kagan, 1992 as cited by Kindsvatter et al., 1996: 309).
3. Jigsaw
In Jigsaw, each group member is given one piece of information and is responsible to teach it to the group. In Jigsaw II, students obtain their own
information and share it with the group. Students then are tested individually (Kagan, 1992 as cited by Kindsvatter et al., 1996: 310).
4. Team Accelerated Instruction (TAI)
In TAI, students are assigned materials at their own achievement level and are assisted by their group members in learning the materials. Group points are
obtained through the improvement on individual tests (Olson and Platt, 1992 as cited by Kindsvatter et al., 1996: 310). According to Slavin (1995: 7), students enter and individualized sequence. The members of a team work on different
units. Teammates check each other’s work using answer sheets and help one another with any problems.
5. Group Investigation
In Group Investigation, students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects (Sharan and
Sharan, 1992, as cited by Slavin, 1995:11). The groups choose topics from a unit being studied by the entire class, break these topics into individual tasks, and carry
their own learning (Lewis and Doorlag, 1991 as cited by Kindsvatter et al., 1996: 310).
6. Learning Together
Learning Together is a cooperative approach in which students are organized into teams that include a cross-section of ability (Johnson & Johnson,
1994 as cited by Byrd & Burden 1999: 102). Each team is given a task to complete and each team member works on a part of the task that is compatible with his and her own interests and abilities. The purpose is to maximize strengths
of individual students to get a better overall group effect (Burden & Byrd, 1999: 102)
Certainly, the strategy of Cooperative Learning will not be used for all the class work. Students need to experience independent work and competitive experience as well.
e. English for Specific Purposes 1) Background
According to Hutchinson and Waters (1981:21) ESP is an approach to language teaching, which aims to meet the needs of particular learners. Based on
this understanding the teaching learning activities given to the learners should reflect their needs. In ESP course people learn English in order to reach goals not
Specific Purposes. In order to know the needs of the learners, the target learners were asked some questions.
Hutchinson and Waters (1987: 22) also states that before knowing the
needs of the target learners, some basic question needed to ask, such as: Why does the students need to learn? Who is going to be involved in the process? Where is
the learning to take place? When is the learning to take place? How much time is available? How will it be distributed? What do the students need to learn? What level of proficiency must be achieved? What topic areas will need to be covered?
Those questions can be classified into three: language descriptions, theories of learning and need analysis.
2) Target Needs
All courses should be based on needs analysis of the learners’ needs. When the instructors know why the learners need English, that awareness will
have an influence on what will be acceptable as reasonable content in the language course and what potential can be exploited (Hutchinson & Waters, 1981:
53).
“Target needs” is what the learners’ need to do in the target situation (Hutchinson & Waters, 1981: 54). It distinguishes into three terms: necessities,
lacks, and wants. The explanation of each term is as follows: - Necessities
order to function effectively in the target situation. E.g. a businessman needs to understand business letters and communicate effectively.
- Lacks
Lacks is the gap between the target proficiency (necessities) and the existing proficiency of the learners (what the learners know already)
- Wants
It is the learners’ view of what their needs and lacks towards the demands are. Learners may have the idea of their necessities of the target
situation, but it is quite possible that the learners’ view will conflict with the perceptions of other interested parties, course designers, sponsors,
teacher. E.g. the learners need to improve their oral competence but the demand of target situation is to improve their reading skills.
There are some ways to get the information of the target needs, those are,
using questionnaires, interview, observation, data collection, informal consultations with sponsors, learners, and others.
There is a framework of the target situation analysis. - When will the language be used? Frequently, seldom - Why is the language needed? For work, study, training
- How will the language be used? Face to face, speaking, reading - What will the content areas will be? Medicine, biology
3) Learning needs
Learning needs is the knowledge and abilities that the learners will require in order to be able to perform to the required degree of competence the target
situation.
There is a checklist for analyzing learning needs.
- Why are the learners taking the course? Apparent need or not - How do the learners learn? Method, learning background - What resources available? Materials, activities, subject content
- Who are the learners? Age/sex, existing proficiency - Where will the ESP course take place? Pleasant, cold
- When will the ESP course take place? Once a week, regularly 4) Materials Design Model of ESP
The model of ESP materials consists of four elements, input, content,
language focus, task (Hutchinson & Waters 1981: 108). The explanation is as follows:
- Input
Input provides a number of things: stimulus material for activities, new language items, a topic for communication, and opportunities for
learners to use their existing knowledge. - Content Focus
- Language Focus
In language focus, learners have the chance to take the language into pieces- study how it works and practicing putting it back together again.
- Tasks
Task is used to make learners use the content and language knowledge to
have built up through the unit.
The figure below shows the relationship of those four elements in materials design model.
Figure II. The Material Design Model of ESP
f. Adult Learners
Brundage and MacKeracher (1980, as cited by Nunan, 1988: 22) said that adult learners are strongly influenced by past learning experiences, present
concerns, and future prospect. Adult are interested in learning to achieve some INPUT
CONTENT LANGUAGE
FOCUS
immediate or not too far distant life goals. Adults are less interested in gaining mastery over subject matter or skills which may be useful at some far distance date. They are interested in acquiring skills which can be put to immediate use.
Brindley (1984: 15 as cited by Nunan, 1988: 23) states that one of the fundamental principles underlying the notion of permanent education is that
education should develop in individuals the capacity to control their own destiny, therefore the learner should be seen as being the centre at the educational process. It means that instructional programmes should be based on the learners’ needs and
that the learners themselves should use their own responsibility in the choice of learning objectives, content, and method as well as in determining the means used
to evaluate their performance. Adult learners are not passive recipients of subject matter devised by instructor, but have a wide experience of life which can bear the learning process.
There are ten principles of adult learners presented by Brundage and MacKeracher (1980: 21-31, as cited by Nunan, 1988: 23)
1. Adults who value their own experience as resource for further learning or whose experience is valued by others are better learners.
2. Adults learn best when they are involved in developing learning
objectives for themselves which are congruent with their current and idealized self concept.
4. Adult learners react to all experiences as they perceive it not as the teacher presents it.
5. Adults enter into learning activities with an organized set of
descriptions and feelings about themselves which influence the learning process.
6. Adults are more concerned with whether they are changing in the direction of their own idealized self-concept than whether they are meeting standards and objectives set for them by others.
7. Adults do not learn when over-stimulated or when experience extreme stress or anxiety.
8. Adults who can process information from multiple channels, and have learn “how to learn” are the most productive learners.
9. Adults learn when the content is personally relevant to the past
experience or present concerns, and the learning process is relevant to life experiences.
10. Adults learn best when novel information is presented through a variety of sensory modes and experiences, with sufficient repetitions and variations on themes to allow distinctions in patterns to emerge.
From the statements above, it is clear that in teaching the security staff of Borobudur Temple, the teacher should know the principle of adult learning in
B. Theoretical Framework
After discussing the related literature about Design model, Communicative Language Teaching, Cooperative Learning, Research and Development method,
English for Specific Purposes, and Teaching adult, which are used as the basis for designing the suitable model in designing the English instructional materials to
security staff of Borobudur Temple, have to be outlined. The theories are combined as the framework to conduct this study.
This research uses Kemp Model. Because the instructional materials will
not be implemented in this research, there are only five from eight steps used in designing a set of English instructional materials to teach speaking to security
staff of Borobudur Temple using cooperative learning. The fist step is considering goals, listing topics, and then stating the general purposes for teaching each topic. The second step is listing the subject content that supports each objective. The
third step is selecting teaching/learning activities and resources. The fourth step is evaluating the designed materials. And the fifth step is revising the final product.
Besides using Kemp Model, the researcher also uses Research and Development Method. There are ten major steps in Research and Development circle, but in this research the researcher would only use five first steps. The first
step is research and information collecting. It includes review of literature and classroom observations. The second step is planning. It includes defining skills,
preliminary field testing. Interview, observational and questionnaire data is collected and analyzed. The fifth step is main product revision. In this step the researcher does the revision of product as suggested by the result of preliminary
field-test.
The materials are designed for communicative function, so in this research
the researcher uses Communicative Language Teaching. The goals are focused on all of the components of communicative competence. All activities in CLT serve the purpose to enable learners to develop their communicative competence
abilities receptively, interpretively, and reproductively. Therefore, the characteristics of CLT that focus on communicative function is becoming the
basis of the designed materials conducted in this study.
In order to have the ability in speaking English, the important thing for the teacher to do is giving the learners many opportunities to practice speaking skills.
In CLT, the learners are given much opportunity to speak because in this approach language learning is learning to communicate. The teacher as the learning
facilitator has to be careful in selecting the activities to be given in speaking class so that these promote the learners to speak. All of the factors stated above is used as a consideration in designing the instructional materials in this study especially
in selecting the teaching-learning activities and resources.
In this research, the researcher uses the extension of Communicative
Cooperative Learning in this context used to raise the achievement of all students, including those who are gifted or academically handicapped, it also helps the teachers build positive relationship among the students, and replace the
competitive organizational structure of most classrooms and schools with a team-based, high-performance organizational structure. Cooperative Learning in this
research is becoming the basis in designing the materials especially in selecting the teaching learning activities and developing materials. The designed materials in this study provide the opportunities for learners to work cooperatively. In this
case, the materials are designed creatively and conceptually to make great cooperation.
English in this study is English for Specific Purposes. It is an approach to language teaching which aims to meet the needs of particular learners. Based on this understanding, the teaching learning activities given to the learners should
reflect their needs. In order to know the needs of the learners, the target learners are asked some questions. The needs of the learners can be found when the
researcher conducts the needs analysis or enumerating learners’ characteristics. As it is known that security staff of the Borobudur Temple are adult, the researcher have to know the principles of adult learners. Those principles then
become the basis in designing a set of English instructional materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning.
each model have its relationship. The following diagram illustrates the relationship of each step in the plan of R&D and Kemp’s Model.
R & D Kemp’s
Figure III. The figure of the combination of R&D and Kemp’s Model Research and
Information Collecting
Planning
Goals, Topics, General Purposes
Specifying Learning Objectives
Designing Materials
Listing Subject Content
Selecting Teaching / Learning Activities,
Resources Evaluation
Product Revision
Evaluate
33 CHAPTER III METHODOLOGY
This chapter discusses the method of the research, research participants,
research instrument, data gathering technique, data analysis technique, and research procedures.
A. Research Method
As stated in the problem formulation, this research dealt with two major
problems to be solved. First, how a set of English instructional materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning was designed. Second, how the designed materials looked like. To solve these two
problems, this research conducted educational research and development.
Educational research and development is a process used to develop and
validate educational products (Borg and Gall, 1983: 775). There are ten major steps in Research and Development circle but in this research the researcher would only use first five steps. The explanation of the steps is as follows:
1. Research and information collecting. It included review of literature and classroom observations.
2. Planning, it included defining skills, stating objectives determining course sequence, and small scale feasibility testing. In this step the researcher was stating the goals, topics, and general purposes of
3. Designing materials. It included preparation of instructional materials, handbooks and evaluation devices. Here, the instructor is selecting the
teaching/learning activities and resources.
4. Evaluation. In this step the designed materials were evaluated by some
experts.
5. Product Revision. In this step, the researcher made the final version of the designed materials based on the feedback, comments, and
suggestions given by the participants.
B. Research Participants
There were two groups of participants of this research. The first paticipants were 46 security staff of Borobudur Temple as the participants of the
need analysis. 42 of them were males and 4 were females. The researcher obtained the information about what kind of materials needed by them. The researcher
designed the materials based on the information.
The second participants were 3 English lecturers of Sanata Dharma University who taught subjects related to the research such as Language Teaching
Methodology, Language Teaching Strategies, English for Specific Purpose, Curriculum and Material Development, and Instructional Design. The researcher
chose them because they have enough experience and they are always dealing with English teaching. The participants were asked to assess the designed materials. Their feedback and recommendations were useful to improve and make
C. Research Instruments
In order to collect data, the writer used the questionnaires and interview as
the instruments as clarified bellow. 1. Questionnaires
The questionnaires were used to obtain data from appropriate ad qualified participants. Ary (1990: 421) states that:
“The direct one-on-one contact with subjects involved in the interview process is time-consuming and expensive. Often much of the same information can be obtained by means of questionnaires. Because a questionnaire is designed for self-administration and is often mailed, it is possible to include a large number of subjects as well as subjects in more diverse locations than is practical with the interview”
The questionnaires used in this research and development were closed-questionnaire in the form of selected response or force-choice item
questionnaire. The research participants would only choose the answers provided in the questionnaire. The questions in the first questionnaires for
the needs analysis were written in Indonesian so that the learners found no difficulties in answering the questions. According to Wiersma (1995: 181) the task of completing the questionnaire must be made as easy as possible
so that the respondent will not get confused and it can be done efficiently. The second questionnaires that were given to English lecturers and
instructor for the materials evaluation were written in English. 2. Interview
Informal interview with the security staff of Borobudur Temple was
“One of the most important aspects of the interview is it’s flexibility. The interviewer has the opportunity to observe the subject and the total situation in which he or she is responding. Questions can be repeated or their meanings explained in case they are not understood by the respondents. The interviewer can also press for additional information when a response seems incomplete or not entirely relevant”
The type of interview conducted in this research and development was free-guided interview. This type was the combination between free interview and guided interview. This interview would help the writer to
know about the learners’ background, teaching techniques, the classroom situations, and the activities that the security staff wanted. Besides,
informal interview also conducted to complete the data that could not be gathered from questionnaires.
D. Data Gathering Technique
The techniques used to gather the data needed in this research and
development were distributing questionnaires to the participants and conducting interview with the participants. There were two kinds of questionnaires conducted in this research. The first one was conducted to security staff of Borobudur
Temple. It was done before the designing the materials. The purpose was to obtain information about the learners’ needs, lacks, interest, and characteristics. Through
this questionnaire they were asked to fill the questionnaire and to answer some questions related to their experiences when they met the foreigners in Borobudur Temple. The second one was conducted to the lecturers of English Education
designed materials. The opinion and evaluation were used as the basis of revising the designed materials. The questions were written in English.
Informal interview with the security staff of Borobudur Temple was conducted. It was used to obtain the information about the learners’ needs. This
interview helped the writer got more information about the learners’ background, teaching techniques, the classroom situations, and the activities that the security staff wanted.
E. Data Analysis Technique
There were two types of the data taken from the questionnaires. The first one was from the questionnaires for the security staff of Borobudur Temple. The data were analyzed by calculating the data into percentage. The writer got
information about the learners’ needs from it. The results of the data collection would be the basis for designing the materials.
The second data gathered from the questionnaires distributed to the lectures of English Education Study Program, Sanata Dharma University. It was conducted to get feedback and comments from the designed materials. The
feedback would be the basis for revising the designed materials.
The opinion of the respondents on the designed materials used five points
of agreements as stated below:
1 = Strongly disagree with the statement 2 = Disagree with the statement
3 = Indecisive
5 = Strongly agree with the statement
The result of the questionnaires was presented by using Central Tendency
as in the following table.
Table 3.1. The Central Tendency of the participants’ opinions
Central Tendency
No Statements
N Mn
Notes:
N = Number of participants
Mn = Mean
To calculate the data, the researcher used the formula of mean. The formula is as follows:
X =
N x
X = The mean
x = Raw Scores
x
= The sum of the score
N = The number of participants
All of the participants’ opinions and suggestion were very important as the
basis in making the final version of the instructional materials.
F. Research Procedures
In this step, the researcher read the related books as the literature review. Then, the researcher distributed the questionnaires to gather all the data
about learners’ needs, interest, and target of learning English. It was done by distributing questionnaires to the security staff of Borobudur Temple.
Besides, informal interview also conducted to complete the data that could not be gathered from questionnaires.
2. Planning
Planning consisted of two parts. The first part was stating goals, topics, and general purposes. The second part was specifying learning objectives.
3. Designing the Product
The researcher developed the product from the data gathered in pre-design. It was including listing the subject content and selecting the
teaching/learning activities that reflect the needs of the learners. 4. Evaluating the Product
After developing the materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning, the researcher distributed the evaluation questionnaires. It is used to get the evaluation of designed
materials. The evaluation was done by distributing the questionnaires and the designed materials to some experts, those are the English lecturer of
Sanata Dharma University who taught subjects related to the research such as Language Teaching Methodology, Language Teaching Strategies, English for Specific Purpose, Curriculum and Material Development, and
5. Product Revision
After having some feedback from some experts the researcher revised and
41 CHAPTER IV
RESULTS AND DISCUSSION
This chapter is divided into two parts. The first part presents the results
and discussion of the finding of the research to answer the questions about how to design a set of English instructional materials to teach speaking to security staff of Borobudur Temple using Cooperative Learning and how to evaluate it. And the
second part presents the final version of the designed materials.
A. The Results of the Materials Design Process
The writer in this study elaborate five steps as the linking process of designing a set of English instructional materials to teach speaking to security
staff of Borobudur Temple using Cooperative Learning. Those steps are the combination of Kemp and Research & Development Models as the answer to the
first question in the problem formulation. The explanation of each step is as follows:
a. Research and Information Collecting
The research and information collecting should be conducted before the
researcher decided the goals and topics for the learners. The research and information collecting was done by distributing questionnaires to the security staff of Borobudur Temple. It aimed to get the data of the learners needs in learning
There were 46 security staff as the participants of the research and information collecting (42 males and 4 females). The ages range of the learners
were 5 persons between 20-30 years old, 13 persons between 31-40 years old, 24 persons between 41-50 years old, and 4 persons more than 50 years old. The
security staff of Borobudur Temple came from different academic levels. Two learners graduated from University, thirteen learners from Vocational School, sixteen learners from Senior High School, three learners from Junior High School,
and two learners from Elementary School. The following table shows the description of the learners.
Table 4.1. The Description of the Learners
Sex Age Educational Background
Male Female 20-30
30-40
41-50 >50 UN VS SHS JHS ES
42 4 5 13 24 4 2 13 16 3 2
UN : University
VS : Vocational School
SHS : Senior High School JHS : Junior High School
ES : Elementary School
The gathered data through questionnaire for the research and information collecting was as follows:
them (2.2%) hadn’t ever interacted with foreign tourists. Although they were lack of knowledge, they always tried to use English every time they communicated
with the foreign tourists.
19 people (41.3%) used English 3 up to 4 times a week. 18 people (39.1%)
used their English to communicate with foreign tourists 1 up to 2 times a week. 5 people (10.9%) used English more than six times a week. 2 people (4.3%) used English 5 up to 6 times a week. While the rest 2 people (4.3%) never
communicated with foreign tourists.
Based on the data gathered from the questionnaires, all of the security staff
of Borobudur Temple (100%) said that they had difficulties in communicating with foreign tourist using English. 33 people (71.7%) said that they were lack of vocabulary. 19 people (41.3%) said that they did not know how to say some
English words. 16 people (34.8%) did not know what the foreign tourists are talking about. And 10 people (21.7%) could not arrange the words into good
English
43 people (93.5%) agreed that speaking skill was important and urgently needed by them. While the rest 3 people (6.5%) said that listening skill is needed
by them. They needed to acquire English because they wanted to communicate with the foreign tourists well and give the better service for them.
All of the security staff of Borobudur Temple (100%) said that they needed to learn English. They had four expectations for learning English. 36 people (78.3%) hoped to be able to communicate with foreign tourists. 33 people
the foreign tourists. 15 people (32.6%) said that they learnt English for experience. And 3 people (6.5%) said that they would learn English to serve the
foreign tourists well.
Teacher who would like to teach spoken English to the security staff
should use a suitable approach. Based the data gathered from the questionnaires, 41 people (89.1%) chose Cooperative Learning. 17 people (36.9%) chose Role-plays. 12 people (26.1%) chose Task-based. While the rest 4 people (8.7%) chose
Individual Learning.
The result of the research and information collecting were recorded as
follows.
Table 4.2. The Data of Research and Information Collecting from the
Questionnaires
No Questions Answer Number Perce
ntage 1 Whether they have
studied English before. 2 Whether they had ever
communicated with
3 The frequency of using English to communicate 4 Whether they have
difficulties in
5 Their difficulties in communicating with foreign tourists**
the foreign tourists talk about
d. Cannot arrange the words into good English
10 21.7%
6 The skill the security staff mostly needed 7 Whether they need to
learn English 8 The Expectation in
learning English** d. To serve the foreign
tourists well
9 Teaching approach** a. Cooperative Learning
(Note: ** means the learners can choose more than one answer)
There were eight topics offered to the security staff of Borobudur Temple.
All topics were based on the security staff’s needs related to their job. There are 41 people (89.1%) who chose greetings, 26 people (56.5%) who chose introduction, 32 people (69.6%) who chose asking and offering help, 26 people
(56.5%) who chose asking and giving advice, and 31 people (67.4%) who chose apologizing. There were 43 people (93.5%) who chose asking and giving
The topics chosen by the security staff of Borobudur Temple was recorded as follows.
Table 4.3. Data of the Topics Chosen
No Topics Numbers Percentage
1
Asking and Offering Help Asking and Giving Advice Apologizing
Asking and Giving direction Describing people
Planning consisted of two parts. The first part was stating goals, topics,
and general purposes. The second part was specifying learning objectives. 1) The Goals, Topics, and General Purposes
The goals and the topics in this study were decided based on the learners’ needs. In this study the goals of the materials design is to develop the learners’ speaking skill, especially in the context of dialogues between the security staff of
Borobudur Temple and the foreign tourists.
Based on the data gathered from the questionnaires, there are eight topics
selected by the security staff of Borobudur Temple. The researcher considered that all the topics were interesting for the learners, appropriate with their needs, and using simple English. The topics were presented as follows.
1. Greetings 2. Introduction
