Designing a set of integrated instructional materials for diploma III perhotelan, Sekolah Tinggi Pariwisata-AMPTA using cooperative learning - USD Repository

(1)

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

SEKOLAH TINGGI PARIWISATA-AMPTA USING COOPERATIVE LEARNING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Niken Wijayani

Student Number : 021214093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

(2)

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Niken Wijayani

Student Number : 021214093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

(3)

(4)

A Thesis on

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

By Niken Wijayani Student Number: 021214093

Defended before the Board of Examiners on June 26th, 2008

and Declared Acceptable

Board of Examiners

Chair person A. Hardi Prasetyo, S.Pd., M.A. ………..

Secretary Made Frida Yulia, S.Pd., M.Pd. ………..

Member Drs. Concilianus Laos Mbato, M.A. ………..

Member Yohana Veniranda, S.Pd., M.Hum. ………..

Member Drs. Y.B. Gunawan, M.A. ………..

Yogyakarta, June 26th, 2008

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

Drs. Tarsisius Sarkim, M.Ed., Ph.D

(5)

I found You in the most unlikely way But really it was You who found me I found my self in the gifts that You gave

You gave me so much and I I wish You could stay...But I'll

I'll wait for the day...

I watch as the cold winter melts into spring I'll be remembering You

I smell the flowers and hear the birds sing And I'll be remembering You

From the first moment when I heard Your name Something in my heart came alive You showed me love that no words could explain

A love with the power to open the door to a world I was made for.. I wish You could stay

But I’ll wait for the day And though You’ve gone away

You come back and

And I’ll watch as the sun fills a sky that was dark And I’ll be remembering You

And I’ll think of the way that You fill up my heart And I’ll be remembering You

Taken from Stephen Curtis Chapman’s,“I’ll be Remembering You”

I dedicate this work to: My parents, my sister and everyone who I love

(6)

STATEMENTS OF WORK’S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the

works of other people, except those cited in the quotations and the bibliography, as a

scientific paper should.

Yogyakarta, June 26, 2008

The writer,

Niken Wijayani

(7)

(8)

ACKNOWLEDGEMENTS

I would like to raise my hand open and thank God for all the blessings. I realize that God works with me in everything. I am fully aware that I could never have succeeded in finishing this undergraduate thesis without help of others.

I would like to express my greatest gratitude for my major advisor, Drs. Concilianus Laos Mbato, M.Pd. Obviously, this thesis could not have been completed without his encouragement embodied in each of his worthy suggestions, comments, and new ideas. I also thank for the life values he had shared with me. A special thank is for my co-advisor Yohana Veniranda S.Pd., M. Hum. for correcting my designed materials so that I could complete this thesis. I thank her for being helpful, patient, and understanding. I also would like to thank all the lecturers and staffs of English Department for the guidance and understanding during my study in Sanata Dharma University.

I would like to give deep gratitude to Drs. Syamsu Hidayat and Dra. Nuharani Erningdyah Kurniati for being helpful and giving me opportunity to do research atSTP-AMPTA.

My deepest gratitude goes to my beloved parents, St. Subiyantoro and St. Sutini, who give me wonderful love. I am thankful for their guidance and prayer. They also always understand with my all decisions. I also would like to acknowledge my particular appreciation to my elder sister, Retno and my family in Wijilan for the care and kindness.

I would like to thank my friends in English Department especially Ila, Ari, Ruri, Eryth, Lisa, Adesti, Pao-pao, and Anton. I thank them for being great friends who are able to accept me just the way I am. I also thank my KKN friends who encouraged me to finish my study. I owe many great thanks to my best friends; Wiwit (especially for helping me to find out the sources), Andri, Dewa, Tomy, Tuties, and Lely for the nice friendship we have built.

Many thanks are addressed to my family inWisma Bahasa English Division, especially Mawar (for sharing), Mba’ Prima and Nila (for the printer), Mas Gelar and Mas Fajar (for the consultation and suggestions). I am so thankful for lovely moments we shared and for working together with all of you guys.

(9)

I would like to say thank you to Selly and Grace for creating nice illustration in my designed materials. For Nian and Ruth, thank you for giving support at my final exam day. My big thank goes to some of my students who gave me spirit to finish this thesis immediately. Thank you, guys.

To anyone that I cannot mention one by one, once again I can only say thank you so much. I owe big thanks for helping me to finish this thesis.

May God bless them all.

Niken Wijayani

(10)

LIST OF FIGURES

Figure 2.1 : The division of English ... 9

Figure 2.2 : Language Program Development ... 21

Figure 2.3 : Dick and Carey’s Model ... 25

Figure 2.4 : The model used in the study ... 35

(13)

LIST OF TABLES

Table 4.1 : The result of the pre-design survey part I ... 46

Table 4.2 : The result of the pre-design survey part II ... 47

Table 4.3 : The basic competences and indicators ... 51

Table 4.4 : The description of the data ... 56

(14)

ABSTRACT

Wijayani, Niken. 2008. A Set of Integrated Instructional Materials for DIII Perhotelan, Sekolah Tinggi Pariwisata- AMPTA Using Cooperative Learning. Yogyakarta: Sanata Dharma University.

Tourism industry involves communication between tourism workers and tourists, not only domestic, but also foreign. In communicating with foreign tourists, a tourism worker needs English as an international language. Therefore, English that is used widely around the world becomes one subject that must be learned by students of tourism educational institutions. Considering the importance of English in the tourism field, a tourism educational institution needs a set of instructional material with a certain strategy, which develops students’ English skills.

This study was conducted to design a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning. There were two problems discussed in this study. The first was how a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning was designed. The second one was what the designed materials looked like.

To answer the first problem, the writer modified two instructional design models from Yalden and Dick & Carey. The steps were synthesized as follows: (1) Needs Survey, (2) Identifying an Instructional Goal, (3) Conducting Instructional Analysis, (4) Writing Performance Objectives, (5) Developing Instructional Strategy, (6) Developing and Selecting Instructional Materials, (7) Revising Instruction, (8) Designing and Conducting the Formative Evaluation

In order to obtain data about the students’ needs, interests, and difficulties in learning English, the writer conducted a needs survey by giving a questionnaire to 30 students of DIIIPerhotelan, STP-AMPTA.

To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing questionnaires to two English lecturers of STP-AMPTA and to English teachers of Wisma Bahasa English Division. The suggestions and feedback obtained from the participants were used to improve the design.

From the post-design survey, the result showed that the grand mean was 4.22. It meant that the designed materials were acceptable and suitable for the students of Diploma III Perhotelan, STP-AMPTA. However, it needed some revisions. The designed materials consisted of “Students’ Book” and “Lecturer’s Manual”. There were eight units and five sections for each unit. The writer suggested the lecturers to recognize the students’ background of knowledge and interests in learning English, encourage and motivate students to practice English frequently and confidently, and encourage students to be active in the class. It was also suggested for the further researchers to improve the variety both in skills and in learning activities.

(15)

ABSTRAK

Wijayani, Niken. 2008. A Set of Integrated Instructional Materials for DIII Perhotelan, Sekolah Tinggi Pariwisata- AMPTA Using Cooperative Learning. Yogyakarta: Sanata Dharma University.

Industri pariwisata melibatkan komunikasi antara pekerja pariwisata dan wisatawan, bukan hanya domestik tapi juga mancanegara. Dalam berkomunikasi dengan wisatawan mancanegara, seorang pekerja pariwisata membutuhkan bahasa Inggris sebagai bahasa internasional. Oleh karena itu, bahasa Inggris yang dipakai secara luas di dunia menjadi salah satu mata pelajaran yang harus dipelajari oleh siswa dari institusi-institusi pendidikan pariwisata. Melihat pentingnya bahasa Inggris di bidang pariwisata, sebuah institusi pendidikan pariwisata membutuhkan seperangkat materi pengajaran dengan strategi tertentu yang mengembangkan ketrampilan berbahasa Inggris siswa.

Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Permasalahan yang kedua adalah seperti apakah bentuk seperangkat materi pengajaran tersebut.

Untuk menjawab pertanyaan pertama, penulis memodifikasi 2 (dua) model dari Yalden dan Dick & Carey. Tahap-tahap yang digunakan adalah sebagai berikut: (1) survei kebutuhan, (2) mengidentifikasi tujuan instruksional, (3) melakukan analisa instruksional, (4) menulis tujuan hasil belajar, (5) mengembangkan strategi instruksional, (6) mengembangkan dan memilih materi instruksional, (7) merevisi, (8) merancang dan melaksanakan evalusi formatif.

Untuk mendapatkan data tentang kesulitan, minat, dan kebutuhan mahasiswa dalam belajar bahasa Inggris, penulis melakukan survei kebutuhan dengan memberi kuesioner pada 30 (tiga puluh) mahasiswa Diploma III Perhotelan, STP-AMPTA.

Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi tersebut dilaksanakan dengan memberikan kuesioner kepada dua dosen STP-AMPTA dan kepada dua guru Wisma Bahasa Divisi Bahasa Inggris. Saran-saran dan usulan-usulan yang didapatkan dari evaluator digunakan untuk memperbaiki materi pengajaran.

Dari hasil survei post-design, hasilnya menunjukkan bahwa grand mean adalah 4,22. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk mahasiswa Diploma III Perhotelan, STP-AMPTA. Akan tetapi materi pengajaran tersebut masih membutuhkan beberapa perbaikan. Materi pengajaran terdiri dari “Students’ Book“ dan “Lecturer’s Manual“. Dalam materi tersebut ada 8 (delapan) unit dan lima bagian pada setiap unitnya. Penulis mengusulkan agar para dosen lebih mengenali dasar pengetahuan dan minat mahasiswa dalam belajar bahasa Inggris, mendorong dan memotivasi siswa untuk sering menggunakan bahasa Inggris dengan percaya diri, dan mendorong siswa untuk lebih aktif di kelas. Dalam hal ini, penulis juga berharap pada para peneliti mendatang untuk lebih membuat variasi dalam aktivitas belajar dan ketrampilan berbahasa yang dipelajari

(16)

CHAPTER I

INTRODUCTION

A. BACKGROUND

English takes an important role in tourism industry. Tourism industry

involves communication between tourism workers and tourists, not only domestic,

but also foreign. In communicating with foreign tourists, a tourism worker needs

English as an international language. Therefore, English, as an international language

that is widely used around the world is important for tourism workers.

Considering the need of English in tourism field, English is one subject that

must be learned by students of tourism educational institutions, including Sekolah

Tinggi Pariwisata-AMPTA (STP-AMPTA). STP-AMPTA has the responsibility to prepare tourism students’ skills, including English. The tourism students have to

master all of English skills; speaking, listening, reading, and writing. English

becomes an important subject in STP-AMPTA, because it can support the students’ career in the future.

In achieving the goal of an English course, it needs a tool and a way called

‘instructional design’. Instructional design is a direction in a teaching learning

activity. As a result, the students’ English skills will be improved. With an

instruction that has been designed, there will be a picture of what and how to reach

the goal, which is English skills improvement.

STP-AMPTA needs a set of materials, which is appropriate to improve the students’ English performance. AnSTP-AMPTAEnglish lecturer said that most STP-AMPTA graduates are not able to speak English fluently. Besides, they make so many grammatical mistakes. There supposed to be a set of instructional materials

(17)

which can answer students’ need related to the students’ role as the tourism workers

in the future. The lecturer considers that STP-AMPTA needs a set of instructional material with a certain strategy, which develops students’ English skills for the

importance of English in the tourism field.

Therefore, the writer intends to design a set of integrated materials for

Diploma III Perhotelan, STP-AMPTA students using Cooperative Learning. In Cooperative Learning, the students are expected to learn thinking, to solve problem,

and to integrate and apply knowledge and skills (Slavin, 1995: 2). Students in

cooperative groups, work with others to make certain that everyone in the group has

mastered the concepts being taught.

Cooperative learning also involves students in higher thought processes.

These higher thought processes –required for analyzing, synthesizing, and decision

making- are believed to be stimulated more by interaction with others than by books

and lecturers, which typically are not interactive. (Borich, 1996: 425)

B. IDENTIFICATION OF THE PROBLEM

It is considered that STP-AMPTA graduates have lack of English performance. Thus, STP-AMPTA needs a set of integrated instructional materials to improve students’ English skills. With the set of materials designed, the goal of

learning can be achieved effectively.

C. LIMITATION OF PROBLEMS

The study focuses on the implementation of Instructional Design in teaching

English using Cooperative Learning for third semester students of Diploma III,

(18)

reading, and writing integratedly. The materials designed deal with problem,

situation, and setting in tourism field.

D. PROBLEM FORMULATION

In this study, the writer intends to answer the following questions based on

the background. The problems in this study can be formulated as follows:

1. How is a set of integrated instructional materials using Cooperative Learning to

teach English in Diploma IIIPerhotelan, STP-AMPTAdesigned? 2. What do the designed materials look like?

E. OBJECTIVES OF THE STUDY The objectives of this study are:

1. To find out how a set of integrated instructional materials using Cooperative

Learning to teach English in Diploma IIIPerhotelan,STP-AMPTAis designed. 2. To present the integrated instructional designed materials.

F. BENEFITS OF THE STUDY

This study is expected to give advantages for:

1. The Lecturers

With the materials designed, the lecturers have a guidance to conduct the

teaching-learning process in English class.

2. The Students of Diploma IIIPerhotelan, Sekolah Tinggi Pariwisata-AMPTA With the materials designed, the students get appropriate materials for them

based on their needs, interests, and characteristics. As a result, they can improve

(19)

3. The Designer

The designer can develop her creativity in making a set of materials that is

interesting and appropriate for the students.

G. DEFINITION OF TERMS 1. Designing

Designing is the plan developed to guide educational activity in a situation or the

plan which can be formulated by an analyst of that activity. (Houles, 1978: 230).

In this study, designing refers to the process of developing learning system

including instructional materials and activities to meet the learning needs.

2. Instructional Materials

Instructional materials mean the materials planned or designed by the teacher for

instruction (Dick Walker and Reiser Robert, 1984: 3)

The writer defines instructional materials as the material used in teaching

learning activity to obtain English proficiency.

3. Sekolah Tinggi Pariwisata-AMPTAStudents

In this study, Sekolah Tinggi Pariwisata-AMPTA (STP-AMPTA) students are a

group of students who study in a tourism college in order to achieve an academic

skill of tourism. AMPTA stands for Ambarrukmo Palace Tourism Academy

4. Diploma III

Diploma III (D III) is a study program in college in which the students study a

certain major for about three years. The students have to fulfill more or less 120

(20)

5. Integrated Material

Integrated material is a material that focuses on the mastery of the integrated

skills rather than a mere mastery of the rules on the target language. (Richard and

Rogers, 2001:64).

In this study, integrated materials mean a set of instructional materials that

focuses on more than one English skill be it speaking, listening, writing, or

reading as well as language components, mainly vocabulary and grammar.

6. Cooperative Learnning

According to Slavin (1995:2), cooperative learning is a variety of teaching

methods in which students work in small groups to help one another learn

academic content. In this study, cooperative learning is a strategy in which small

teams, each with students in a class with different levels of ability, use a variety

(21)

CHAPTER II

LITERATURE REVIEW

This chapter discusses some theories that become the basis of the study. The

discussion is divided into two main parts. Firstly is Theoretical Description, which

presents some theories, related to the study. The second is Theoretical Framework of

the study that is synthesized from the related theories.

A. THEORETICAL DESCRIPTION

The writer includes seven kinds of theories as the basis of the study. The

theories used are Integrated Skills, EAP, Types of Syllabus, A Materials Design

Model, Educational Research and Development, Instructional Design, and

Cooperative Learning.

1. Integrated Skills

This study does not focus on only one English skill only. It also focuses on

four English skills. Jan Bell and Roger Gower (2005:124), in their article state that

the four skills should be integrated throughout and that the ‘receptive skills’ of

reading and listening should not be tagged on after the language work. Language use

is a combined skill where everything depends on everything else- at the very least we

listen and speak together, and read and write together. And they felt that, like playing

tennis communicating in language is something only improved with practice.

Terry Atkinson and Elizabeth Lazarus (1999:145) call such integrated skills

as a multi-skill. They give an example of a multi-skill activity based on authentic

task:

(22)

(provide) students with atape from an answering-machine containing phone-in orders, request, complaints etc. and for which they must take appropriate action. In the context of a tourist-information office these messages will request hotel bookings and details of excursions or restaurants. Students use brochures, photos or computerized databases to find the appropriate information. They then pass on the information to clients byletter, orface-to-face, or by ringing backon the number left on the answering-machine. A nice twist is to have them faced with an answering-machine when they ring to provide the requested information.

2. English for Academic Purposes

English for Academic Purposes (EAP) means that a group of learners requires

English for academic study (Hutchinson & Waters, 1987 : 16). EAP accounts of a

large amount of ESP (English for Specific Purposes) activity. Jordan states that EAP

is concerned with communication skills in English, which are required for study

purposes in formal education systems (2004:1).

For some practitioners, EAP is a branch of ESP, the other major branch being

EOP (English for Occupational Purposes). ESP is thus specific purpose language

teaching, differentiated from EOP by the type of learner; future of practicing student

as opposed to employee of worker. EAP can appear to be very general in scope,

however, as the same courses and materials can be aimed at students from a wide

variety of academic disciplines. Within such general courses, we might find

components aimed at students from specific disciplines. In these cases, we might

wish to view EAP as the more inclusive term, with ESP work as a subordinate part of

EAP (Robinson, 1994 : 100)

Robinson (1994 : 3) breaks down EAP into two classifications. There are

EAP for study in a specific discipline and EAP as a school subject. EAP for study in

a specific discipline is divided into three stages; Pre-study, In-study, and Post-study.

(23)

Jordan (2004 : 3) discusses two divisions of EAP. The two divisions are

English for General Academic Purposes (EGAP) and English for Specific Academic

Purposes (ESAP). (see figure 2.1). While, Blue (1988) as quoted by Jordan (2004: 4),

identifies EGAP as common core and ESAP as subject-specific.

A large proportion of the common core element is more usually known as

‘study skills’. Some examples of study skills are listening and note-taking, academic

writing, reference skills. (Jordan, 2004: 5)

Jordan explains ESAP as subject-specific English.

(24)

ENGLISH

LANGUAGE SKILLS

Listening, Speaking, Reading, Writing

GENERAL PURPOSES SOCIAL PURPOSES

for no particular purpose for conversational and e.g school exams communicative situation

e.g. shopping, letter-writing, telephoning, and

‘survival English’

ENGLISH FOR SPECIFIC PURPOSE

(ESP)

ENGLISH FOR ENGLISH FOR

OCCUPATIONAL/ VOCATIONAL/ ACADEMIC PURPOSES

PROFESSIONAL PURPOSES (EAP)

(EOP/ EVP/ EPP)

e.g. doctors, airline pilots, hotel staff

ENGLISH FOR SPECIFIC ENGLISH FOR GENERAL

ACADEMIC PURPOSES PURPOSES

(ESAP) (EGAP)

e.g. medicine, engineering, economics e.g. listening and note-taking, academic writing , reference

skills,

seminars and discussions plus: general academic English

register formal, academic style proficiency in lang. use

(25)

An important issue in EAP is whether what is taught is specific to the

English language or in fact universal. The general consensus is that the concern of

EAP are not specific to English, but that many students are aiming at a higher level

of academic achievement through English than in their first language.

(Robinson,1991 : 101)

a. English inSekolah Tinggi Perhotelan-AMPTAas English for Academic Purposes Robinson breaks down EAP into EAP for study in a specific discipline and

EAP as a school subject. EAP for study in a specific discipline is divided into three

stages; Pre-study, In-study, and Post-study. EAP as a school subject can be

independent and integrated.

English in STP-AMPTA belongs to English for Academic Purposes. It is aimed at students from specific discipline, that is tourism. STP-AMPTA students, who learn in a specific discipline, study English in ‘In-study’ stage. English is also

taught integrated as a school subject in tourism academy.

b. Need Analysis

Any course, including EAP has to recognize why the learners need to learn

English. Any course should be based on an analysis of learners need. (Hutchinson &

Waters, 1987: 43). Considering that, need analysis is necessary to obtain appropriate

material for Diploma IIIPerhotelan,Sekolah Tinggi Pariwisata-AMPTAstudents.

Hutchinson and Waters divide ‘needs’ into ‘target needs’ and ‘learning

needs’. ‘Target needs’ are what the learner needs to do in the target situation. While,

‘learning needs’ are what the learner need to do in order to learn. (1987: 54). Both

‘target needs’ and ‘learning needs’ are considered to design appropriate integrated

instructional materials for Diploma IIIPerhotelan,STP-AMPTAusing Cooperative

(26)

Hutchinson and Waters sub-divide target need into ‘necessities’, ‘lacks’ and

‘wants’, as quoted by Jordan (2004: 25). By ‘necessities’ (also called ‘objective

needs’) they mean what the learner has to know in order to function effectively in the

target situation. ‘Lacks’ represent the gap between the target proficiency and what

the learner knows already. ‘ Wants’ are the subjective needs of the learner.

The necessary information of the course designer to obtain the target needs

can be obtained by asking questions. The questions are about the target situation and

the attitudes towards that situation of the various participants in the learning process.

(Hutchinson & Waters, 1987: 59)

A target situation analysis framework formulated by Hutchinson and Waters

(1987: 59) consists of some following questions:

Why is the language needed?

- for study;

- for work;

- for training;

- for a combination of these;

- for some other purpose, e.g. status, examination, promotion.

How will the language be used?

- medium : speaking, writing, reading, etc.;

- channel : e.g. telephone, face to face;

- types of text or discourse: e.g. academic texts, lectures, informal

conversations, technical manuals, catalogues.

What will the content areas be?

- subjects : e.g. medicine, biology, architecture, shipping, commerce,

(27)

- level: e.g. technician, craftsman, postgraduate, secondary school.

Who will the learner use the language with?

- native speakers or non-native:

- level of knowledge of receiver : e.g. expert, layman, student;

- relationship : e.g. colleague, teacher, customer, superior, subordinate.

Where will the language be used?

- physical setting : e.g. office, lecture, theatre, hotel, workshop, library;

- human context : e.g. alone, meetings, demonstrations, on telephone;

- linguistic context: e.g. in own country, abroad.

When will the language be used?

- concurrently with the ESP course or subsequently;

- frequently, seldom, in small amounts , in large chunks.

This study also concerns with the process of teaching learning, which

students involved in. Therefore, this study considers the learning needs.

As in target situation analysis, Hutchinson and Waters had proposed a

checklist to analyze learning needs. (1987:62)

A framework for analyzing learning needs

Why are the learners taking the course?

- compulsory or optional;

- apparent need or not;

- Are status, money, promotion involved?

- What do learners think they will achieve?

- What is their attitude towards the course? Do they want to improve their

(28)

How do the learners learn?

- What is their learning background?

- What is their concept of teaching and learning?

- What methodology will appeal to them?

- What sort of techniques are likely to bore/ alienate them?

What resources are available?

- number and professional competence of teacher;

- attitude of teachers to the course;

- teachers’ knowledge of and attitude to the subject content;

- materials;

- aids;

- opportunities for out-of-class activities

Who are the learners?

- age/ sex/ nationality;

- What do they know already about English?

- What are their interests?

- What is their socio-cultural background/

- What teaching styles are they used to?

- What is their attitude to English or to the cultures of the English- speaking

world?

Where will the course take place?

- are the surroundings pleasant, dull, noisy, cold, etc.?

When will the course take place?

(29)

- every day/ once a week;

- full-time/ part-time

- concurrent with need or pre-need.

3. Types of Syllabus

A syllabus is a document, which says what will (or at least what should) be

learnt (Hutchinson & Waters, 1987: 80). Syllabus is necessary in any course,

including EAP course to provide the statement of what to learn. Basically, a syllabus

is a specification of what is to be included in a language course. Designing a syllabus

involves examining needs analyses and establishing goals. (Jordan, 2004 :56).

Jordan describes various types of syllabus in three broad headings (2004:60):

a. Content or Product (focusing on the end result)

b. Skills

c. Method or Process (focusing on the means to an end)

a. Content/ Product

1) Grammatical/ Structural/ Language Form

A grammatical syllabus focuses on aspect of grammar, e.g. verb tenses, sentence

patterns, articles, nouns, etc.

2) Notional-Functional

This lists conceptual meanings (notions: e.g. time, space, quantity) expressed

through language (logical relationships, etc.), and the communicative purposes

(functions) for which we use language (e.g. greetings, requests, apologies,

(30)

3) Situational

This list the situations or contexts in which the language will be used and

analyses the language needed for those situations, for example registrations with

the institution and the police, opening a bank account; finding accommodation,

visiting the doctor or dentist, and various settings.

4) Topic

A topic-based syllabus may have a similar approach to that based on situations.

Topics are selected from the students’ specialist studies and the language

analyzed: appropriate syntax and lexis are then practiced. Examples from

economic might include: economic growth, economic development,

industrialization, international trade, inflation, etc.

5) Content-based

Content-based syllabus focuses on teaching students the language, skills, and

academic conventions associated with their particular subject and its content.

b. Skills

In a skills- based syllabus, the constituents of the skills are often highlighted – the

sub-skills or micro-skills, for example; reading (which may be described as a

macro-skill) may be subdivided into a number of micro-skills, e.g. skimming,

scanning, reading for information, ideas, opinions, etc.

c. Method/ Process

1) Process

The focus is the learner and learning processes and preferences. It considers the

questions: who does what with whom, on what subject-matter, with resource,

(31)

syllabus: among sets of options, the final selection is made by students. An

example of a task might be agreeing on a definition of a problem, organizing

data, followed by discussion.

2) Procedural/ Task-based

The basis is a problem or task, with teaching/ learning aimed at cognition and

process. The task needs to be challenging in order to maintain students’ interest.

Pedagogic tasks often involve opinion-gap, reasoning-gap, and

information-transfer activities. Using maps to plan itineraries would be an example of the

task.

3) Learning centered/ negotiated

It focuses on the learner, with the learner responsible for making a number of

decisions. Although the primary focus is on process/ methods, a choice of

approaches is possible: a tailor-made syllabus for an individual; adapting a

syllabus in the light of perceived needs; providing a range of alternatives or

options of content and methods; self-access; self-determined, self-directed, etc.

4. A Materials Design Model

The aim of this particular model is to provide a coherent framework for the

integration of the various aspects of learning, while at the same time allowing

enough room for creativity and variety to flourish. (Hutchinson & Waters, 1987:

108). The model consists of four elements:input, content focus,language focus, and task.

a. Input: This may be a text, dialogue, video-recording, diagram or any piece of

communication data, depending on the needs you have defined in your analysis.

Theinputprovides a number of things:

(32)

- new language items;

- correct models of language use;

- a topic for communication;

- opportunities for learners to use their information processing skills;

- opportunities for learners to use their existing knowledge both of the

language and the subject matter.

b. Content Focus: Language is not an end in itself, but a means of conveying information and feelings about something. Non-linguistic content should be

exploited to generate meaningful communication in the room.

c. Language focus: Our aim is to enable learners to use language, but it is unfair to give learners communicative tasks and activities for which they do not have

enough of the necessary language knowledge. Good materials should involve

both opportunities for analysis and synthesis.In language focuslearners have the chance to take the language to pieces, study how it works and practice putting it

back together again.

d. Task: The ultimate purpose of language learning is language use. Materials should be designed, therefore, to lead toward a communicative task in which learners use the content and language knowledge they have built up through the

unit.

5. Educational Research and Development

Borg and Gall (1983: 771) suggest a strategy to develop and educational

products effectively. This strategy is called research and development (R&D). It consists of a cycle in which a version of the product is developed, field-tested, and

revised on the basis of field-test data. The steps of this strategy are usually referred to

(33)

a. Research and information collecting-Includes review of literature, classroom

observation, and preparation of report of state of the art.

b. Planning- Includes defining skills, stating objectives determining course

sequence, and small scale feasibility testing.

c. Develop preliminary form of product- Includes of instructional materials,

handbooks, and evaluation devices.

d. Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12

subjects. Interview, observational, and questionnaire data collected and analyzed.

e. Main product revision- Revision of product as suggested by the preliminary

field-test results.

f. Main field testing- Conducted in 5 to 10 schools with 30 to 100 subjects.

Quantitative data on subjects’ precourse and postcourse performance are

collected. Results are evaluated with respect to course objectives and are

compared with control group data, when appropriate.

g. Operational product revision- Revision of product as suggested by main field-test

results.

h. Operational field testing- Conducted in 10 to 30 schools involving 40 to 200

subjects. Interview, observational, and questionnaire data collected and analyzed.

i. Final product revision- Revision of product as suggested by operational field-test

results.

j. Dissemination and implementation- Report on product at professional meeting

and in journals. Work with publisher who assumes commercial distribution.

Monitor distribution to provide quality control.

Educational research and development (R&D) is a process used to develop

(34)

intended to develop and validate educational products for Diploma III Perhotelan

STP-AMPTA. For thus, this study belongs to educational research and development.

6. Instructional Design

Instructional design in teaching learning activities helps learners to improve

their English ability. Instructional Design is needed to achieve the objectives of

English teaching learning effectively. Wong and Raulerson state that the objective of

instructional design is to cause effective and efficient learning to occur during the

instructional process (1974: 4).

This study presents two models of Instructional Design. There are

Instructional Design models provided by Yalden and Dick and Carey. Those will be

discussed one by one.

a. Yalden’s Theory

Model of Instructional Design stated by Yalden becomes the first theory of

instructional design used in this study. Yalden (1987:88) proposed steps of Language

Program Development:

1) Needs survey

It includes the identification of the communication requirements, personal needs,

motivations, relevant characteristics, and resources of the learner.

2) Description of purpose

From the needs survey, one progresses to the preparation of a description of

purpose, and information gathered during the first stage of program development

is incorporated into it. Description of purpose to be prepared in terms of:

a) Student characteristics

(35)

3) Selection/development of syllabus type

The model of syllabus design is a dynamic, not a static one, and it allows for

constant feedback from a variety of points into the area of syllabus type and

selection of content, as well as into other areas such as teaching procedures

4) Production of a proto-syllabus

Proto-syllabus is the specification of syllabus content. The proto-syllabus is

description of language and language use to be covered in the program.

5) Production of pedagogical syllabus

The pedagogical syllabus is development of teaching, learning, and testing

approach. In this stage, it is developed overall approaches to teaching and

learning and also to the whole testing program.

6) Development and implementation of classroom procedures

The syllabus designer shares his or her responsibility with the classroom teacher,

who is, as always, responsible for conducting, supervising, and encouraging

classroom interaction. It consists of:

a) Development of classroom procedures

(1) Selection of exercise types and teaching techniques

(2) Preparation of lesson plans

(3) Preparation of weekly schedules

b) Teaching training: briefings or workshops on

(1) Principles

(2) Desired outcome

(3) Exploitation/ creation of teaching material

(36)

Figure 2.2. Language Program Development (Yalden,1983:88) 7) Evaluation

The final phase is evaluation, which has two broad aspects. First, one would wish

to evaluate or test the students in the program; next, the teaching as well as the

over-all design of the course should be assessed. Finally, there is the recycling

stage in which the fit between goals set and the final performance of the learners

is determined.

The instructional design stages proposed by Yalden can be explained by

following chart (figure 2.2).

Need Survey

Description of the Purpose

Selection/ Development of Syllabus Type

Production of Proto-Syllabus

Production of Pedagogical Syllabus

Development and Implementation of Classroom Procedures

(37)

b. Dick and Carey’s Theory

The second is model of Instructional Design by Dick and Carey. The

instructional design model is considered a systems approach model because there is a

specific input, process and output for each component. (Dick and Carey, 2005: 11).

The instructional design also collects information which is fed back into the system

so that the final product reaches the desired level of effectiveness.

In their book The Systematic Design of Instruction, Dick and Carey (2005:5)

gave an analogy to explain an instruction. An instruction is analogized as a technique

in building industry. There are components assembled and workers required to

construct the building. The workers also pour foundation and add the finishing

touches that make it a sound and secure building.

Dick and Carey suggest a set of procedures and techniques which are

employed by the instructional designer to design, produce, evaluate, and revise an

instructional module.

Components of the System Approach Model

1) Identifying an instructional goal

This first step is to determine what it is that the designers want students to be able

to do when they have completed an instruction. The definition of the instructional

goal may be derived from a statement of goals, from a needs assessment with

regard to a particular curriculum, or from practical experience with learning

difficulties of students in the classroom.

2) Conducting an instructional analysis

The subordinate skills that a student must learn to achieve the goal are identified

(38)

information which a student needs, or the identification of steps in a procedural

sequence which must be followed to perform a particular process.

3) Identifying entry behaviours and characteristics

It is necessary to identify the specific skills that students must have prior to

beginning instruction. It determines the specific knowledge, skills, general

characteristic of the learners. These characteristics might include special interest,

maturation level, attention span, and so on.

4) Writing performance objectives

The designers state the specific skills, condition, and successful performance

after students complete the module.

5) Developing criterion-referenced test

In this step, the designers develop assessment instruments to measure the

students’ ability to achieve the objectives.

6) Developing an instructional strategy

Based on information from the five preceding steps, the designers identify the

strategy that will be used in instructional module to reach the objective. The

strategy includes sections on preinstructional activities, presentation of

information, practice and feedback, testing, and follow-through activities.

7) Developing and selecting instruction

After deciding the instructional strategy used, the designers produce an

instructional module. It will include a student manual, instructional materials,

(39)

8) Designing and conducting the formative evaluation

A series of evaluation are conducted to determine the effectiveness of the

complete draft of instruction. This evaluation is intended to improve the module.

The three types of formative evaluation are referred to as one-on-one evaluation,

small-group evaluation, and field evaluation.

9) Revising instruction

Data obtained from formative evaluation is used to re-examine the validity of the

instructional analysis and the assumptions about the entry behaviours of students.

The instructional strategy, the statements of performance of objectives and test

item are reviewed. Then, the evaluation data collected is incorporated into

revisions to make a more effective instructional tool.

10) Conducting summative evaluation

Although summative evaluation is the culminating evaluation of the effectiveness

of instruction, it is not a part of the design process. It occurs only after the

instruction has been formatively evaluated and sufficiently revised to meet the

standards of the designers.

(40)

(41)

7. Cooperative Learning

Cooperative learning is a means of grouping students in small, mixed-ability

learning teams. The teacher presents the group with problem to solve or task to

perform. Students in the group then work among themselves, help one another, praise

and criticize one another’s contribution, and receive a group performance score.

(Burden & Byrd, 1999:99)

The writer chooses cooperative learning as the strategy used in teaching

learning activity. This strategy gives positive impact to the students. In cooperative

learning, the students work together to learn and are responsible for their teammates’

learning as well as their own.

a. Expected Outcomes of Cooperative Learning

In his book ‘Cooperative Learning’, Slavin (1991:2) argues many reasons that

cooperative learning is entering the mainstream educational practice. One is the

extraordinary research base supporting the use of cooperative learning to increase

student achievement, as well as such other outcomes as improved inter-group

relations, acceptance of academically handicapped classmates, and increased

self-esteem. Another reason is the growing realization that students need to learn to think,

to solve problem, and to integrate and apply knowledge and skills.

Cooperative learning activities instil in learners important behaviours that

prepare them to reason and perform in and adult world. These are five behaviours as

student outcomes expected from cooperative learning (Borich, 1996: 422)

1) Attitudes and values

Adult learners form their attitudes and values from social interaction. Discussing

(42)

manner, they exchange information and knowledge with that of others who have

acquired their knowledge in different ways. This exchange shapes our views and

perspective. These attitudes and values very often are left untaught in schools.

Many classrooms rely solely on formally acquired knowledge, with learners

competing for grades and reinforcement. Cooperative learning is important in

helping learners acquire from the curriculum the basic cooperative attitudes and

values they need to think independently inside and outside of your classroom.

2) Prosocial behaviour

It is during close and meaningful encounters among family members that models

of prosocial behaviour are communicated. Children learn right from wrong

implicitly through their actions and the actions of others that come to the

attention of adult family members. These adults are quick to point out the effects

of these actions on family, friend, and the community.

Cooperative learning brings learners together in adult like settings which, when

carefully planned and executed, can provide appropriate models of social

behaviour.

3) Alternative perspective and viewpoints

We form our attitudes and values by confronting viewpoints contrary to our own.

We are forced into objectivity necessary for thinking critically, reasoning, and

problem solving. We become less self-centred. Depending on the merits of what

we see and hear, we grow more open to exchanging our feelings and beliefs with

those of others. Cooperative learning provides the context or ‘meeting ground’

where many different viewpoints can be orchestrated, from which we form more

(43)

4) Integrated identity

One of the most noticeable outcomes of social interaction is its effect on how we

develop our personalities and learn who we are. Social interaction over long

periods forces us to ‘see ourselves’- our attitude, values, and abilities- in many

different circumstances. The main result is that inconsistencies and contradictions

in who we are- or think we are. We attempt to resolve such contradictions, to

clarify what we really believe and to believe what we really say. Our personality

becomes more coherent and integrated and is perceived by others as a more

forceful and confident projection of our thoughts and feelings. Overtime,

repeated social interactions reduce the contradiction until our views become

singular and consistent and we achieve an integrated identity.

5) Higher thought process

Cooperative learning actively engages the student in the learning process and

seeks to improve the critical thinking, reasoning, and problem-solving skills of

the learner. Critical thinking, reasoning, and problem-solving cannot occur

outside a context of attitudes and values, prosocial behaviour, alternative

perspectives and viewpoints, and an integrated identity.

Cooperative learning provides the ingredients for higher thought process to occur

and sets them to work on realistic and adult like tasks.

b. Basic Elements of Cooperative Learning

Johnson and Johnson (1994: 81) point out that each lesson in cooperative

(44)

1) Positive interdependence

Students must feel they are responsible for their own learning and that of the

other members of the group.

2) Face-to-face interaction

Students must have the opportunity to explain what they are learning to each

other.

3) Individual accountability

Each student must be held accountable for mastery of the assigned work. In

addition, Slavin also emphasizes the importance of individual accountability.

Slavin states that individual accountability motivates students to do a good job

explaining to each other, as the only way for the team to succeed is for all team

members to master the information or skills being taught (1995: 6).

4) Social skills

Each student must communicate effectively; maintain respect among group

members, and work together to resolve conflicts.

5) Group processing

Groups must be assessed to see how well they are working together and how they

can improve.

c. Cooperative Learning Methods

Slavin had developed five principle cooperative learning methods.

(45)

subjects at particular grade levels: Cooperative Integrated Reading and Composition (CIRC) for reading and writing instruction in grades 2-8, and Team Accelerated Instruction (TAI) for mathematics in grades 3-6. All five methods incorporate team rewards, individual accountability, and equal opportunities for success, but in different ways. (1995:5)

Student Teams-Achievement Divisions (STAD). It involves four-member learning teams that are mixed in performance level, sex, and ethnicity. The teacher presents a

lesson, and then students work within their teams to make sure all team members

have mastered the lesson. Then, all students take individual quizzes on the material,

at which time they may not help one another. It consists of five major

components-class presentations, teams, quizzes, individual improvement scores, and team

recognition. (Slavin, 1995: 5).

Borich (1996: 100) also explains STAD. The explanations is quoted as

follows:

After the teacher presents a lesson, students work within their teams to make sure that all members have mastered the lesson. Students then individually take a quiz. Students’ quiz scores are awarded based on the degree to which students meet or exceed their earlier performance. These points are then totalled to form team scores.

Slavin (1995: 6) shows the main idea of the use of STAD. The main idea

behind Student Team-Achievement Divisions is to motivate students to encourage

and help each other master skills presented by the teacher.

Teams-Games-Tournament (TGT). As in STAD, TGT uses teacher presentations and teamwork. However, TGT uses academic games to show students’ individual

mastery of the subject matter. Students compete as representatives of their teams

with members of other teams who have similar past record in the academic

performance. The competition takes place at tournament tables of three students who

(46)

Team Accelerated Instruction (TAI). It is a combination of individualized instruction and team learning. Students work in the same heterogeneous teams as

with other student team learning methods, but students study individualized

academic materials. Teammates check each other’s work from answer sheets and

help one another with any problems. Final unit tests are taken without teammate help

and are scored by student monitors. Each week teachers total the number of units

completed by all team members. (Slavin, 1995:7)

Cooperative Integrated Reading and Composition (CIRC). CIRC is a comprehensive program for teaching reading, writing, and language arts in the upper

elementary grades. CIRC consists of three principal elements: basal-related activities,

direct instruction in reading comprehension, and integrated language arts and

writing. (Slavin, 1995: 106).

Borich also proposes the explanation of CIRC

CIRC is a comprehensive program for teaching reading for teaching reading and writing in the upper elementary grades. Teacher uses basal readers and reading groups like traditional reading programs. However, students are assigned to teams composed of pairs of students from two different reading groups. While student works with one reading group, students in the other groups work in pairs in a series of cognitively engaging activities, including reading to one another, making predictions of how stories will end, summarizing stories to one another, writing responses to stories, and practicing spelling, decoding, and vocabulary. (1996: 101).

Jigsaw II. In Jigsaw technique, students work in the same four-member, heterogeneous teams as in STAD and TGT. The students are assigned materials

(chapter, short book, biographies, or other materials) to read. Each team member is

randomly assigned to become an “expert” on some aspect of the reading assignment.

After reading the material, experts from different teams meet to discuss their

common topics, and then they return to teach their topics to their teammates. Finally,

(47)

Considering that tourism academy students involve with society even

international society, cooperative learning is a suitable method, which can be used in

teaching English. Besides, cooperative learning gives students opportunity to interact

with their friends. It will encourage students to practice English.

The most important goal of cooperative learning is to provide students with

the knowledge, concepts, skills, and understanding they need to become happy and

contributing members of society.

B. THEORETICAL FRAMEWORK

In this section, the writer synthesizes the theories stated in Theoretical

Description that focuses on how the learning materials are designed.

The theories synthesized to conduct the study are:

1. Needs Survey

As an EAP, this study has to recognize why learners need to learn English.

(Hutchinson & Waters, 1987: 42). The students’ needs, interest, and characters in

achieving communicative competency are conducted by distributing

questionnaire. The questionnaire investigates the needs which are divided into

‘target needs’ and ‘learning needs’. Hutchinson and Waters sub-divide target

need into ‘necessities’, ‘lacks’, and ‘wants’, as quoted by Jordan (2004: 25).

The reason for gathering information about the learners at the beginning of the

program is to establish realistic and acceptable objective. (Yalden, 1883:101). As

a result of analysing students’ needs, the writer can design a set of appropriate

(48)

2. Identifying an Instructional Goal

In this stage, the writer determines the goal from needs of learning. The writer

determines the ability the learners must have after they have completed the

course. (Dick & Carey, 2005: 8). Jordan states this as ‘necessities’ (also called

objective needs). ‘Necessities’ mean what the learner has to know in order to

function effectively in the target situation. (2004: 25).

3. Conducting Instructional Analysis

The writer formulates the specific skills intended in order to achieve the goal of

the course (Dick & Carey, 2005: 8). The specific skills intended are formulated in

a syllabus. As Hutchinson & Waters explain that a syllabus is a document, which

says what will (or at least what should) be learnt (1987: 80).

The skills formulated in syllabus are also based on the learners’ needs since

designing a syllabus involves examining needs analyses and establishing goals.

(Jordan, 2004: 56)

4. Writing Performance Objectives

After the specific skills are formulated, the writer identifies how the students

perform the skills formulated. The writer identifies condition and criteria for

successful performance that must be accomplished by the students. (Dick &

Carey, 2005: 10)

5. Developing Instructional Strategy

This step is to determine what the students have to do in learning activities in

order to achieve the goal. The learning activities determined cover

preinstructional activities, presentation of information, practice and feedback, and

(49)

In this stage, the writer considers four elements in a materials design model

proposed by Hutchinson & Waters (1987: 108). The four elements are input,

content focus, language focus, and task.

The writer also creates activities reflecting cooperative learning in which students

in the group work among themselves, help one another, praise, and criticize on

another’s contribution. (Burden & Byrd, 1999: 99)

6. Developing and Selecting Instructional Materials

The writer synthesizes all information obtained from steps 1 to 5 into a set of

instructional materials. A set of instructional materials is designed in this step.

(Dick & Carey, 2005: 10)

7. Designing and Conducting the Formative Evaluation

After a set of instructional materials is designed, a series of evaluations are

conducted to determine its effectiveness and appropriateness. The writer collects

data which may be used to identify how to improve the instructional materials.

(Dick & Carey, 2005: 10)

8. Revising Instruction

The final step is revising the instruction. The data obtained from the formative

evaluation are summarized and interpreted to identify the weaknesses of the

instructional materials. Then, the weaknesses found are improved. (Dick &

(50)

In figure 2.4., the writer presents the relation between the design model used in this

study and Research and Development theory.

Need Survey Research and Information Collecting

Identifying Instructional Goal(s)

Conducting Instructional Analysis

Planning

Writing Performance Objectives

Developing Instructional Strategy

Developing and Selecting Develop Preliminary Instructional Materials Form of Product

Designing and Conducting Preliminary Field Testing Formative Evaluation

Revising Instruction Main Product Revision

(51)

CHAPTER III

METHODOLOGY

This chapter presents explanation of the methodology used to accomplish the

study. The explanation is divided into seven main parts. They are method, research

participants, setting, research instruments, data gathering, data analysis, and research

procedure.

A. METHOD

This study was intended to answer the questions stated in problem

formulation. For thus, the writer conducted a strategy to improve education proposed

by Borg and Gall (1983: 772). This strategy was called educational research and

development (R&D). Educational research and development (R&D) is a process used

to develop and validate educational products. In this study, the writer took five steps

in R & D cycle proposed by Borg and Gall. The five steps taken are as follows:

1. Research and information collecting-Includes review of literature, classroom observation, and preparation of report of state of the art.

The writer gathered some theories as the basic the study. The development of

instructional material was begun with a research to obtain information about

learners’ needs and characters.

2. Planning- Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

From the theory and information obtained, the writer determined the goal,

objective, skills, strategy, and knowledge included in the instructional material.

(52)

3. Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices.

In this step, the writer synthesized the information gathered from the previous

steps into a set of instructional materials.

4. Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed.

There was a post-design survey to test the instructional materials’

appropriateness and suitability. The survey obtained feedback of the instructional

materials from some competent people in teaching English.

5. Main product revision- Revision of product as suggested by the preliminary field-test results.

After getting feedback of the instructional materials from the post-design survey,

the writer could find out the weaknesses of the design. Then, the writer

conducted revision and improvement to get more appropriate and suitable

instructional materials.

In order to find out a set of appropriate instructional learning materials for

Diploma III Perhotelan,STP-AMPTAstudents, the writer used descriptive methods. The writer got the description of students’ and lecturers’ attitudes and opinions

toward teaching learning English through survey research.

Survey were any procedures used together and describe the characteristics,

attitudes, views, opinions, and so forth of students, teachers, administrators, or any

people who are important to study. (Brown & Rogers, 2002: 142). The survey was a

research technique in which data are gathered by asking questions of a group of

(53)

In this study, the writer conducted two survey researches. They were

pre-design research and post-pre-design research.

1. Pre-design

Before designing a set of materials, the writer conducted an analysis survey to

find out the students’ needs, interests, and difficulties in learning English. The

writer gave a questionnaire to the participants.

2. Post-design

After a set of materials is designed, the writer investigated whether the materials

were interesting and appropriate for students or not by giving two English

lecturers of Diploma III Perhotelan,STP-AMPTA and two English teachers of

Wisma Bahasa English Divisiona questionnaire.

B. RESEARCH PARTICIPANTS

The participants of pre-design survey were third semester students of

Diploma III Perhotelan, STP-AMPTA. There were 30 students as participants. The

writer gained the data needed to set appropriate materials based on the students’ need

and interest.

For post-design survey, the writer had two English lecturers of STP-AMPTA

and two English teachers of Wisma Bahasa English Division as the participants.

They gave feedback of the materials designed. They evaluated the materials designed

whether it is appropriate for the students or not.

By the evaluation given, the writer got feedback from competent people in

(54)

C. SETTING

This study was conducted in Sekolah Tinggi Pariwisata-AMPTA which is

located in Jalan Laksda Adisucipto km 6, Yogyakarta. The study was conducted

from October –November 2006.

D. RESEARCH INSTRUMENTS

The instruments, which were needed in conducting the survey research, were

questionnaires. The questionnaires were printed form for data collection, which

contained of questions or statement for the subject to respond. (Seliger and Shohamy,

1989 : 172)

There were two questionnaires given. The first questionnaire was to figure

out the students’ needs, interests, and opinion. The second one was to obtain the

feedback about the appropriateness of the material designed. The feedback was given

by English lecturers and teachers who are competent in teaching English.

In this survey, the types of questionnaire were closed and open questionnaire.

The closed questionnaire consisted of some statements to be judged by the

participants. There were also some open questions to answer. The complete form of

the questionnaire could be seen in appendix.

E. DATA GATHERING

The data were obtained from two questionnaires. The first questionnaire was

given at the beginning of the study. The second questionnaire was given after the

(55)

First questionnaire was conducted to recognize the students’ opinion about

learning English and students’ needs and interests. There were some statements to

judge related to learning English. The students as the participants judged the

statement with five criteria provided; absolutely agree, agree, undecided, disagree,

and absolutely disagree. There were some examples of statements to judge in the first

questionnaire:

1. You like English lesson

It was to investigate the students’ attitude toward English course.

2. English is easy for you

This question was to obtain the students learning background, whether they were

good or not at understanding English lesson.

3. You prefer English material combining more than one language skills (for

example: speaking and reading)

This question was supposed to investigate the students’ interest in integrated

learning materials.

4. For each topic, a certain part discussing vocabulary related to tourism is needed

It was to investigate their need of tourism English vocabularies.

The students’ opinion toward English skills, tourism topic, and learning

strategies were also studied in this study. For thus, the students also judged some

statements related to English skills, tourism topics, and learning strategies.

Those questions were included in questionnaire as information about target

needs and learning needs. As proposed by Hutchinson

Designing a set of integrated instructional materials for diploma III perhotelan, Sekolah Tinggi Pariwisata-AMPTA using cooperative learning - USD Repository

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

A THESIS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

A THESIS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

A Thesis on

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

By Niken Wijayani Student Number: 021214093

Yogyakarta, June 26th, 2008

I dedicate this work to: My parents, my sister and everyone who I love

STATEMENTS OF WORK’S ORIGINALITY

TABLE OF CONTENTS

CHAPTER I INTRODUCTION ... 1

CHAPTER III METHODOLOGY ... 36

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 62

LIST OF FIGURES

ABSTRACT

ABSTRAK

CHAPTER I

B. IDENTIFICATION OF THE PROBLEM

D. PROBLEM FORMULATION

F. BENEFITS OF THE STUDY

CHAPTER II

A. THEORETICAL DESCRIPTION

ENGLISH

OCCUPATIONAL/ VOCATIONAL/ ACADEMIC PURPOSES

a. Yalden’s Theory

b. Dick and Carey’s Theory

B. THEORETICAL FRAMEWORK

CHAPTER III

1. Research and information collecting-Includes review of literature, classroom observation, and preparation of report of state of the art.

3. Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices.

5. Main product revision- Revision of product as suggested by the preliminary field-test results.

B. RESEARCH PARTICIPANTS

C. SETTING

E. DATA GATHERING