i
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
FOR TOURIST GUIDES
AT
AGROWISATA TURI
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
IGNATIUS GELAR SETIAJI PURNOMO Student Number: 011214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
iv
DEDICATION
He set s t he r ight t im e for ever yt hing.
He has given us t he desir e
t o know t he fut ur e,
but never gives us t he sat isfact ion of fully
under st anding w hat He does.
A dedicat ion for t hose I love:
Be by a n d Ba pa k ,
de Och a ,
Om W a w a n ( † ) ,
M y love ly r e la t ive s,
I k a ,
vi
ACKNOWLEDGEMENTS
I would like to express my greatest gratitude to my savior Jesus Christ and Mother Mary who are always beside me. I thank Them for Their love, blessing and for giving me strength to live my life. I am nothing without Them.
My gratitude is also addressed to FX. Mukarto, Ph.D. as my major sponsor and Drs. Concilianus Laos Mbato, M.A as my co-sponsor. I thank them for their guidance, advice, patience and encouragement in finishing my thesis. I appreciate their kindness and criticism to me. They give me part of their time to read my thesis and guide me patiently in completing this thesis. I would also like to say thanks to the lecturers of English Language Education Study Program who have taught and given many valuable experiences for me. It was a wonderful moment to join their class everyday during my study in Sanata Dharma. My gratitude is also addressed to all secretariat staff members in English Language Education Study Program, especially mbak Danik and mbak Tari for their help in academic matters. I would also like to thank all my respondents for their help and participation.
My sincere thanks are addressed to my beloved mother and father, Beby Dra. Ign Triwantini and Bapak Drs. Ag. Soebagyowoso, my sister MM. Rosaria Patriajati, S.K.M., for their endless love, support and prayers. I dedicate my gratitude to my grandfather Mujikahardjo, my grandmother Mujiyah, Mujikahardjan family, my grandmother Yang Ti and all my relatives in Semarang who always give me endless love, prayer, support and happiness.
My special thanks go to my family in Wisma Bahasa, mas Bagus, Cik Sisca, Mr. Adrian Coen, Fajar, Prima, Ete, Mawar, Niken, Nila, Siwi, mba Tita, mas Sugeng, mas Iman, mas Umar, and mas Agung. I thank them for their support and guidance. It is a great time to have them in my life. Thanks for teaching me how to be mature in society.
vii
My deep thanks also go to Diah for all those sweet and bitter moments we had shared together. I hope our friendship will not end.
My special thanks go to all KEKL 00-01, especially my best friends Cece, Bayu, Mbleweh, Benny, Wibis, Rigtie, Wisnu SD, Angga, Seto, Ableh, Udjok, Belek, Yannu, Maxi, Galang, Maestro, Mean, Yogas, Yoonie, Monyong, and Ucup for wonderful friendship and for giving me strength in facing this life. They are the best.
My lovely deep special thanks also go to Ika for her love, supports and for giving me strength to live my life. She was my inspiration in everything I do. How I am really proud and grateful to have had her in my life to face the reality, to be mature in facing this life, to make me “crazy”. I learnt many things from her. She made my world more colorful. I thank God for the great times we shared together. She gave me happiness, you taught me to face the sadness. She is not only a best friend, a sun but also sister of mine. She is the best I ever had. There is an empty place in my heart that only a woman like you could fill.
Finally, I would like to thank to all people who have given me supports, love, guidance and prayers. I cannot mention all the people one by one: my thanks to them from the deepest of my heart.
May God bless and love them ever after.
viii
TABLE OF CONTENTS
Page
TITLE PAGE………... i
APPROVAL PAGE ……… ii
ACCEPTANCE PAGE ………... iii
DEDICATION PAGE ……… ……… iv
STATEMENT OF WORK’S ORIGINALITY ……… v
ACKNOWLEDGEMENTS ……… vi
TABLE OF CONTENTS ……… viii
LIST OF FIGURES ……… xi
LIST OF TABLES ……….. xii
ABSTRACT ………. xiii
ABSTRAK ………... xiv
CHAPTER I INTRODUCTION ………... 1
A. Background of the Study ……….. 1
B. Problem Identification ………. 3
C. Problem Limitation ……….. 3
D. Problem Formulation ………... 4
E. Objectives of the Study ……… 4
F. Benefits of the Study ……… 4
G. Definition of Terms ...……….. 5
CHAPTER II: LITERATURE REVIEW ……… 7
A. Theoretical Review Description………... 7
1. Instructional Design Models ………. 7
a. Kemp’s Models ………... 7
b. Yalden’s Models ………. 11
2. ESP Methodology ……….. 14
a. Need Analysis ………. 15
b. Learning Needs ……..………. 16
c. Syllabus ……….. ……… 17
1) Content-based syllabus ………..……….. 17
2) Skill-based syllabus ………. 18
ix
d. Material Design ……....……….. 19
e. English for the Tourist Guide at Agrowisata Turi ……….. 20
3. Communicative Language Teaching ……… 21
a. The Objective of CLT ……… 21
b. The Characteristics of CLT ……… 21
c. The Role of a Teacher in CLT ……… 22
d. The Role of Students in CLT ……….. 22
e. The Role of Instructional Material ……….. 23
4. Speaking Skill ……… 24
The Nature of Speaking ……….. 24
The Process of Speaking ………. 25
Teaching Sepaking ……….. 25
5. Educational Research and Development ……… 26
B. Theoretical Framework ……… 28
CHAPTER III METHODOLOGY ………... 32
A. Research Methods ……… 32
B. Research Setting ………... 33
C. Research Participants ………... 34
D. Research Instruments ………..………. 34
E. Data Gathering ……… ………. 35
F. Designing Process of the Instructional Materrials ...………….……… 36
G. Revision of the Designed Material ………... 36
CHAPTER IV RESULTS AND DISCUSSION ………... 39
A. Accountability of the Designing Process ………. 39
1. Need Analysis ……… 40
2. Stating Goals, Topics and General Purposes ……… 42
a. Goals ……….………... 42
b. Topics ……….………. 42
c. General Purposes ………. 43
3. Stating Learning Objectives ………... 44
4. Designing Syllabus ……… 46
5. Selecting Subject Content ……….. 47
6. Selecting Teaching/Learning Activities ……… 49
x
B. Designed Material ……….………... 50
1. Before Evaluation ………. ……… 50
2. After Evaluation ………. ………... 53
a. Feedback on the Designed Materials ………. 53
b. Follow Up of the Feedback ……… 56
CHAPTER V CONCLUSIONS AND SUGGESTIONS ………. 60
A. Conclusions ………. 60
B. Suggestions ………. 61
BIBLIOGRAPHY ……….. 63
APPENDICES Appendix A: List of Questions for Interview for Need Analysis ……… 65
Appendix B: Questionnaires for Post-design Survey ………... 66
Appendix C: General Description of Agrowisata Turi ………. 68
Appendix D: Syllabus and Lesson Plan of the Designed Materials………….. 69
xi
LIST OF FIGURES
xii
LIST OF TABLES
Page Table 3.1 The Descriptive Statistic of the Respondent Opinions on the
Designed Materials ………... 37
Table 4.1 The Result of the Target Need Analysis ………... 40
Table 4.2 The General Purposes of Each Topic ………... 43
Table 4.3 The Learning Objectives of Each Topic ………... 44
Table 4.4 The Content of the Ten Units ………... 47
Table 4.6 The Description of the Respondents ………. 53
xiii ABSTRACT
Purnomo, Ign. Gelar Setiaji. 2008. Designing a Set of English Speaking Materials for Tourist Guides at Agrowisata Turi. Yogyakarta: English Education Study Program. Sanata Dharma University.
This study was conducted to design a set of English speaking materials for tourist guides in Agrowisata Turi. The purpose of this design was to help the tourist guides so that they are able to communicate using English.
There were two problems formulated in this study. The first problem dealt with the accountability of English speaking instructional materials for tourist guides in Agrowisata Turi. The second problem concerned with what a set of speaking instructional materials for tourist guides in Agrowisata Turi looks like.
To solve the first problem the writer did interview to the tourist guides. It was aimed at gaining information about guides need. There were four guides involved in this interview. Two of the respondents are placed on the intermediate level and the other persons are on beginner level. Based on this survey, the writer designed a set of materials. In order to design the materials, the writer applied seven steps which were adapted from Yalden’s and Kemp’s instructional design model. The steps were (1) Need Analysis, (2) Stating Goals, Topics and General Purposes, (3) Stating Learning Objectives, (4) Stating Syllabus, (5) Selecting Subject Content, (6) Selecting Teaching/Learning Activities, (7) Evaluation.
To solve the second problem, the writer presented the materials, which consisted of ten units. Each unit contained four parts: Conversation, Language Focus, Exercise, and Role Play.
The writer conducted a survey which aimed to evaluate and revise the designed materials. This survey was done by distributing questionnaires to one English lecturer, six English instructors and one native speaker who has experiences in teaching English. Those instructors are from Wisma Bahasa Yogyakarta. The writer used Likert scale five points agreement to assess respondents’ opinion on the designed materials. The descriptive statistics of respondents’ opinion were calculated using central tendency. The grand mean: 3.72. It meant that the designed materials were acceptable and appropriate for the target students (the tourist guides).
xiv ABSTRAK
Purnomo, Ign. Gelar Setiaji. 2007. Designing a Set of English Speaking Materials for Tourist Guides in Agrowisata Turi. Yogyakarta: Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Studi ini dilaksanakan untuk menyusun seperangkat materi pengajaran berbicara bahasa Inggris bagi pemandu wisata di Agrowisata Turi. Tujuan dari materi ini adalah untuk membantu pemandu wisata sehingga mereka mampu berkomunikasi menggunakan bahasa Inggris.
Ada dua permasalahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana seperangkat instruksi materi berbicara dalam bahasa Inggris di Agrowisata Turi dapat dipertanggungjawabkan. Masalah kedua berhubungan dengan bentuk dari seperangkat materi pengajaran berbicara dalam bahasa Inggris.
Untuk memecahkan permasalahan pertama, penulis melakukan wawancara kepada pemandu wisata. Ini dimaksudkan untuk memperoleh informasi tentang kebutuhan para pemandu. Ada empat pemandu yang tercakup dalam wawancara ini. Dua dari empat pemandu termasuk dalam kelas menengah dan dua lainnya adalah kelas dasar. Berdasarkan hasil survey, penulis menyusun seperangkat materi pengajaran. Dalam menyusun materi, penulis menerapkan tujuh langkah yang diadaptasi dari model instruksi Yalden dan Kemp. Langkah-langkah tersebut adalah: 1) Analisa-analisis kebutuhan; 2) Perumusan topic dan tujuan umum; 3) Perumusan pencapaian tujuan pembelajaran; 4) Perancangan Syllabus; 5) Penyeleksian isi materi; 6) Penyeleksian aktivitas belajar dan mengajar; 7) Evaluasi
Untuk memecahkan permasalahan kedua, penulis menyajikan materi yang terdiri atas sepuluh unit. Setiap unit terdiri atas empat bagian: Conversation, Language Focus, Exercise dan Role Play.
Penulis membagikan kuesioner kepada satu dosen bahasa Inggris, enam instruktur bahasa Inggris dan satu penutur asing yang mempunyai pengalaman dalam mengajar Bahasa Inggris. Mereka adalah instruktur dari Wisma Bahasa Yogyakarta. Penulis menggunakan lima point persetujuan untuk mengukur opini-opini dari para responden terhadap desain materi. Hasil survei dari opini-opini-opini-opini para responden diukur menggunakan kecenderungan nilai tengah. Rata-rata keseluruhan adalah 3,72. Ini berarti bahwa materi yang didesain dapat diterima dan sesuai untuk para pemandu wisata.
1 CHAPTER I INTRODUCTION
This chapter presents the background of the study, problem identification, problem limitation, problem formulation, objectives of the studies, benefits of the studies and definitions of terms.
A. Background of the Study
English has become an international language. In many countries English is used for social interaction, communication, science and technology and also tourism. Tourism in the world has become very important. It plays essential roles in developing a country. In developing the tourist destinations, a country has to attract the foreigners to come. It means a country should have a good promotion and satisfying service to the foreigners. Besides that, it also needs well communication to make the foreigners feel comfortable. Thus, English is very important in the field of tourism.
Many tourists say that Yogyakarta is a beautiful tourism town which has many interesting tourism objects. There are a lot of places that can be tourism objects like historical places, beaches, malls and natural tourism objects. Many of them have been much improved. However, they have their own characteristics. They are famous with Javanese culture. Many domestic and foreign tourists come to Yogyakarta to spend money or just travel around the city.
Yogyakarta is not only popular with the culture but also the agriculture
product. The people set their places combining with their agriculture products to be a place to visit, a tourism object. One of the interesting places in Yogyakarta is Agrowisata Turi. The local residents set their places to be an agro-tourism object. It
is located on the north of Yogyakarta. Not only domestic tourists but also foreigners like to come to this place. This makes English as an international language plays an important role here. Foreigners from different countries use English to communicate. That is why in order to give a good service, especially for foreigners, the tourist guides need to acquire English, especially spoken English. The guides play an important role because they guide the guests and provide information for them. In order to communicate with the guests, especially the foreigners, the guides have to use English. They have to master English well.
They need English to have a spoken communication with the tourists. Each guide has different educational background. They have known English before so that they have enough knowledge in English. At least they are able to speak and learn English without any designed instruction. It will be better for them to have designed instruction materials.
material, this design will help them to improve communication skills and give service to the guests better.
B. Problem Identification
This study focuses on the development of English instructional materials for the tourist guides in Agrowisata-Turi. Tourist guides have an important role to provide some information and explanations for the tourists in the place where they work. They are the persons who have the direct contact with the tourists. They have a job to guide and welcome the tourists and provide information for them. To give the best and satisfying service, the guides should be clear and communicative in giving the explanation. It means having a good ability to communicate in English is important. The importance of English speaking skill for tourist guides is needed here. In order to improve their ability, the writer would like to give designed materials that are appropriate for tourist guides in Agrowisata Turi.
C. Problem Limitation
destination. I hope this design will help the tourist guides to improve their speaking ability.
D. Problem Formulation
In this study, there are two problems formulated as follows:
1. What is the accountability of English speaking instructional materials for tourist guides at Agrowisata Turi?
2. What does the designed set of speaking instructional materials for tourist guides at Agrowisata Turi look like?
E. Objectives of the Study
In general, this study aims to design a set of English speaking instructional materials for guide at Agrowisata Turi. Particularly, the objectives of the study are to answer the problems that are stated in the problem formulation. They are:
1. To find out what the accountability of English speaking instructional materials for tourist guides in Agrowisata Turi is.
2. To find out how a set of English speaking instructional materials for tourist guides at Agrowisata Turi is designed.
3. a. To construct what the designed set of speaking instructional materials for guide at Agrowisata Turi.
b. To present the designed set of materials.
F. Benefits of the Study
1. English teachers/instructors
For the English teachers who teach speaking for tourists guide, it is expected that they will apply it to teach speaking for tourist guides in Agrowisata-Turi. 2. Guides at Agrowisata Turi
They can use this design to learn speaking skills better and use it to communicate.
3. Other researchers
It is expected that they can use this research to be a guideline to develop and attempt to be more creative in designing instructional materials. They may use his design as a basis to improve the next design.
G. Definitions of Terms
There are several terms that need to be clarified to avoid misinterpretation or misunderstanding. The definitions of the terms are as follows:
1. Design
To design means to draw or outline from which something may be made (Hornby 1974: 234). Design in this context means to make a set of materials that can be applied for teaching the guides.
2. Instructional Materials
Instructional materials are materials planned or designed by the teacher for instruction (Dick, Walter and Reiser, 1989: 3). In this context, it refers to a set of materials, textbook or handout that had been selected by the teacher.
3. Speaking
language, some one needs to know how to articulate sounds in a comprehensible manner and have mastery of syntax and an adequate vocabulary. Speaking is the process in which people address each other to form their communication process (Joyce, 1980: 242). In this study speaking is used by tourist guides at Agrowisata-Turi to communicate with foreign tourists.
4. Tourist Guide
7 CHAPTER II LITERATURE REVIEW
This chapter discusses related literature as a theoretical base in doing the study in chapter I. This chapter is divided into two sections, theoretical description and theoretical framework.
A. Theoretical Description
This section concerns with the theories that are used to the accomplishment of the study. This section is divided into four parts; they are Instructional Design Model, English for Specific Purposes, Communicative Language Teaching and Speaking Skill.
1. Instructional Design Models
In designing an instructional material, the writer needs some models of instructional material design. This study applies the models presented by Kemp and Yalden. The writer chooses these three models because they are flexible and communicative. After discussing the models, the writer combines them by considering the strengths and weaknesses of each model.
a. Kemp’s Model
This method can be applied on any educational level – elementary, secondary or college. An instructional design plan is designed to supply answer to the following three questions which are considered as the essential elements of instructional technology (Kemp 1977:8)
1. What must be learned? (objectives)
2. What procedures and resources will work best to reach the desired learning levels? (activities and resources)
3. How will we know when the required learning has taken place? (evaluation) The diagram that follows illustrates the relationship of each step in the plan to the other steps.
Figure 2.1 Kemp’s Instructional Models (Kemp, 1977: 9)
Based on the diagram, it is a flexible process. There is interdependence among the eight elements; decisions relating to one may affect each others. A teacher
Goals, topics and general purposes
Learners’ characteristics
Revise Learning
objectives
Subject content T/L activities
resources Evaluation
Support service
may start with whichever element he/she is ready to start with and then moves back and forth to other steps. The sequence and the order are his/her choice.
However, Kemp reminds us that wherever the elements started the first thing to be considered must be the objectives as a starting point and the evaluation as the final points. The broken line in the diagram indicate revisions of elements made necessary by evaluation data gathered on students accomplishment of objectives (Kemp, 1997: 9)
1. Goals, Topics and General Purposes
A goal means something that someone expected to achieve. The educational program is developed to serve those goals. Within curriculum areas, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (Kemp, 1997: 13). General purposes means what students generally expected to learn as a result of instruction.
Goals may be derived from three sources – society, students and subject areas (Kemp, 1997: 14). After establishing goals, the next step is listing the topics. Topics are usually sequenced according to a logical organization, from simple to complex level or from concrete to more abstract levels.
2. Learner Characteristics
Besides the characteristics, we should know about the learning styles and learning condition. Learning refers to groups of factors that can affect a person’s ability to concentrate, absorb and retain information.
This kind of information can be obtained of from students’ cumulative records and from consultations with other teachers, students’ counsellors and advisers.
3. Learning Objectives
Learning objectives concern to learning as the outcome of instruction. Objectives for learning can be grouped into three major categories – cognitive, psychomotor and effective (Kemp. 1977: 24)
In stating objectives, a teacher should use two essential parts and two optional parts. The two essential parts are action verbs and content references (Kemp, 1977: 29). The optional parts are a performances
standard and criteria/condition.
4. Subject Content
Students’ learning experience must involve subject content. The content, in turn, must closely relate to the objectives and to the students’ needs. Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (procedures, condition requirements) and attitudinal factors of any topic (Kemp, 1977: 44). 5. Pre-Assessment
students. In order to get the information, you can conduct prerequisite and pre-testing (Kemp, 1977: 51). Prerequisite testing determines whether students have appropriate background preparation for topic. While pre-testing determines which objective students may have already achieved. 6. Teaching/Learning Actives, Resources
A teacher should determine the most efficient and effective methods. Then select materials to provide learning that will relate with each objectives. As a matter of fact, there is no exact formula for matching activities to objectives (Kemp, 1997: 56). A teacher needs to know the strength and weakness of alternative methods that he/she will use.
7. Support Services
These services include funds, facilities, equipment and personnel whose time must be scheduled for participation in the instructional plan (Kemp, 1977: 84).
8. Evaluation
It is a payoff step in instructional design plan (Kemp, 1977: 91). A teacher should be ready to measure the learning outcomes of the students. The objectives indicate what the evaluation should be.
b. Yalden’s Model
linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more
In order to understand the process of constructing this type of syllabus, it is the best to start at the next higher level in the language learning/language-teaching process that is by examining the overall process of planning a second-language program. The diagram that follows illustrates the planning of instructional system.
Figure 2.2 Yalden’s Instructional Model (Yalden, 1987: 88) 1. Needs Survey
It entails carrying out a survey of the communicative needs of the learners for whom the program is being prepared (Yalden, 1987: 88). This stage is conducted to obtain as much information as possible about the learners in order to establish the objectives of teaching learning activities. 2. Description of the Purpose
It is for to be prepared in terms of students, characteristic and students skill on entry to and on exit and from the program.
3. Selection of Syllabus Types
It is in terms of proto syllabus and physical constraint on the program (Yalden, 1987: 96). The syllabus does not only concern with anything to be taught and the way to do it. It also concerns with the teaching materials such as textbook and exercise as the realization of syllabus itself.
Needs Survey
Descrip tion of purpose
Select ion of syllabus
type
Prod. of proto-syllabus
Prod. of pedago
gical syllabu
Dev. and implement ation of classroom procedure
4. Proto Syllabus
In this stage, the content of the syllabus will be decided. It means the description of language use to be covered in the program (Yalden, 1987: 96). The designer specified the description of the content of the syllabus. Selection and combination of contents are designed in line with the type of the syllabus.
5. Pedagogical Syllabus
It means the development of teaching, learning and testing approaches. It consists of development of teaching materials and testing sequence and decision on testing instrument (Yalden, 1987: 96). The specification of every single words and phrase will be conducted in this step. Therefore, the production of proto-syllabus will be developed completely.
6. Development and implementation of classroom procedures
It consists of selection of exercise types and teaching techniques, preparation of lesson plans and preparation of weekly schedules (Yalden, 1987: 89). Then the teacher implements the materials to the learners in the classroom.
7. Evaluation
2. English for Specific Purposes Methodology
Method has always something to do with approach. Richards and Rodgers (1986: 15) says the relationship between method and approach as follows:
`“Method is an overall plan for the orderly presentation of language materials, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic and method is procedural.” According to Hutchinson and Waters (1987: 5), ESP is very important in English language teaching. ESP is an approach to language learning, which based on learner need. The foundation of ESP is a simple question: Why does this learner need to learn a foreign language? (1987: 19) In brief, ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.
According to Hutchinson and Waters (1987: 128-130), there are some basic principles of language learning which provide the bases for learning-centered methodology of ESP:
1. Second language learning is a development process
The existing knowledge is the foundation of comprehending new information. It is the teacher’s task to establish and develop it. If the teacher is able to develop the existing knowledge of the students, the process of second language learning will be successful.
2. Language learning is an active process
3. Language learning is a decision-making process
There must be an internal process inside the learners when learning takes place. Using knowledge and the ability the learners’ posses, the new information is processed so it would be understandable. Understanding means the learners have reached some predetermined points of measurement. It implies the role of target; to what degree learning is successful.
4. Language learning is not the learners’ first experience with language
According to Swan as quoted by Hutchison and Waters (1994: 129), each of the second language learners is already competent in mastering a language. The students do not know the specific forms or words in the target language, but they know what communication is and how it is used. Therefore, learners’ knowledge of communication should be exploited in second language learning by asking students to predict before reading.
5. Learning is an emotional experience
Our concern is to develop positive emotions, for example: put more emphasis on the process of giving an answer rather than the product of giving the correct answer.
a. Need Analysis
It is the most important characteristic feature of ESP course design. Needs analysis means a complex process, involving much more than simply looking at what the learners will have to do in the target situation.
can be done formally through conducting a needs assessment instrument in the form of questionnaire. Needs analysis is needed to determine target needs as a means to measure the needs (Richards and Rogers 1986: 78).
Target needs means what the learner needs to do in the target situation. It consists of necessity, lacks and wants (Hutchinson and Waters 1987: 55).
1) Necessities
It means what the learner has to know in order to function effectively in target situation. We can get the information by observing what situation the learner will need to function in and then analysing the essential parts of them.
2) Lacks
After identifying necessities, the teacher has to know what the learner knows already so that he/she can decide of the necessities the learner lacks.
3) Wants
It is an additional aspect. Here, the learner plays an active role. It is a must for the learners to have a view as to what their needs are.
b. Learning Needs
Analysing what people do tells a little about how they learn to do it. Yet, ESP process is concerned not with knowing or doing, but with learning. We cannot base a course design simply on target objectives, just as a journey cannot be planned merely on the starting point and the destination. The needs, the potential and constraints of the route (learning situation) must be taken into account if we want to analyse the learners’ needs (Hutchinson and Waters 1987:60).
.
c. Syllabus
According to Hutchinson and Waters (1987: 80), a syllabus is a document, which says what will (or at least what should) be learnt in ESP course design.
A syllabus plays a very important role for teachers in designing an instruction. Robinson (1991: 34) defines syllabus as “a plan of work used by the teacher as a guideline and context for class content.”
There are three types of ESP syllabus according to Robinson (1991: 35). They can be described as follows:
1. Content-based syllabus
It is concerned with the product of the learning. There are four kinds of content syllabus:
a. Language-form syllabus
b. Notional-functional syllabus
The content of language learning is a collection of functions (for example: greeting, asking information, advising) or a collection of notions (for example: time, space, age, colour) that are performed when the language is used.
c. Situational syllabus
The syllabus is organized according to the sequence situation in chronological order.
d. Topic-based syllabus
It develops the content of work or space study. The specialized content is utilized in order to encourage the students to learn. For the guides of Agrowisata-Turi, for example, the topic must be of agricultural terms.
2. Skill-based syllabus
Skill-based syllabus gives emphasis on the skills that are necessarily mastered to facilitate the learning. Skill-based syllabus is divided into two:
a. Language-skills syllabus
This type of syllabus refers to the development of the four types of language skills. Those are productive skills (speaking and writing) and receptive skills (listening and reading)
b. Learning-skills syllabus
3. Method-based syllabus
There are two kinds of method-based syllabus, namely: a. Processes syllabus
This syllabus refers to the process or method of language learning. The characteristic of this syllabus is a matter of negotiation between the students and the teacher. The rationale for this method is to create a condition in which the students think that they will learn best. b. Task syllabus
This type of syllabus consists of a set of tasks or activities according to cognitive difficulty. The language becomes the focus only if it is necessary for the completion of the tasks or activities and students understand the task and what they are doing.
d. Material Design
It is important for the ESP teachers to have materials design because with the materials writing, a teacher will able to give teaching materials that fit the particular subject area of particular learners (Hutchison and Waters, 1987:107). Hutchison and Waters (1987: 107) suggest four things that should contain for good materials. They are:
• Interesting texts
There is a material design model proposed by Hutchison and Waters (1987: 108) which consists of four elements namely input, content focus, language focus, and task. The aim of the model is to provide a coherent framework for the integration of the various aspects of learning, for creativity and variety to succeed learning.
The input can be in the form of a text, dialogue or any piece for information data. The content focus does not only consist of linguistics feature but it should also present non-linguistics content as a means of conveying information. The language focus is aimed to enable learners to use the language and to take language into pieces. Task becomes the primary focus of the unit in which the learners use the content and language knowledge to do the task.
Those four elements are combined into a model as follows:
Figure 2.3 A Material Design Model by Hutchison and Waters (1987: 109) e. English for the tourist guide at Agrowisata Turi
After discussing ESP program, the discussion of English for guide is important to be presented here. English for guide at Agrowisata Turi is an English program, which is held for guide. The objective of this program is to improve the ability of security staff in communicating with the foreigners.
INPUT
LANGUAGE CONTENT
The materials are relevant with their needs and interests and focused on the needs of area of the study that is English for tourism. For the design materials, the topics are interesting and appropriate with their job description. The activities in this program fit to real activities on the field. The learners are asked to practice their English in this situation that is designed similar to the real situation.
3. Communicative Language Teaching
Since the emphasis of this study is on speaking skill, the writer uses Communicative Language Teaching (CLT) in designing the instructional materials for the guide at Agrowisata Turi. Communicative Language Teaching is one of the language teaching approaches that can be used in English Language Teaching. Activities that involve real communication have a great deal of opportunity to teach speaking skill.
a. The objective of Communicative Language Teaching
The objective of Communication Language Teaching is to teach learners to develop the actual strategies for relating the structures in the grammar of a language to their communicative functions in real-world situations (Nunan, 1989: 67)
b. The Characteristics of Communicative Language Teaching
There are some characteristics of communicative Language Teaching. They are as follows:
everything that is done with a communicative intent. It means that the students use the language a great deal through communicative activities such as games, role plays and problem solving tasks.
According to Richard and Rodgers (1986: 71), language is considered as a system for expression of meaning. Meaning of the language has an important role because; when people are communicating using a language they have to understand each other so there will be an interaction and communication as the main function of language. The structure of language reflects the functions and communicative uses which are considered as the main units of language. The last is the primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
c. The role of a Teacher in Communicative Language Teaching
The role of teacher is as facilitator. The teacher only facilitates the learning activities. According to Richard and Rodgers (1986: 77-79) there are three roles of teacher. Those are as a need analyst, counsellor and as group process manager. The responsibility of the teacher as a need analyst is that he/she should respond the students’ need in language. As a counsellor, the teacher should give clear instruction; guide the students so they have the right interpretation toward the lesson. As a group process manager, the teacher should make a good classroom atmosphere.
d. The role of Students in Communicative Language Teaching
Teaching teacher is not the main source of knowledge. Students must be very active in finding knowledge. Interaction and communication among students are emphasized in this approach. The learners are expected to interact primarily with each other rather than with the teacher. They are also required to be active in the classroom (Richard and Rodgers, 1986: 78).
e. The role of Instructional Material
The instructional materials should help the learners the learners in achieving the objective of the program. The materials should encourage the learners to be inventive and creative. Materials have the primarily role in promoting communicative language use. According to Richards and Rodgers (1986: 79) here are three kinds of materials used in CLT, namely:
1. Text-Based Materials
These kinds of materials are based on the text. The examples of text-based materials are visual clues, pictures and sentence fragments. These materials help the teacher to initiate conversation.
2. Task-Based Materials
3. Realia
Realia is authentic materials of the ones which taken from real life. The realia might include language based realia, such as signs, magazines, newspaper, graphics and tables. The teacher also suggested using visual sources around which communicative activities can be built such as maps, pictures, photographs and symbols.
4. Speaking Skill
The writer would like to design a set of English speaking materials for tourist guides in Agrowisata Turi. This part will discuss about the basic theory of speaking skill.
The Nature of Speaking
Brown and Yule as quoted by Nunan (1989:26-27) began their discussion with the nature of speaking by distinguishing spoken and written language. Written language is characterized by well-formed sentences that are integrated into highly structured paragraph. Spoken language, on the other hand, consists of short, often fragmentary utterances, in range of pronunciations. It is skill that generally has to be learned and practiced.
Further they suggest that the teachers who are concerned with teaching the spoken language must confront the following type of questions to be considered: 1. What is the appropriate form of spoken language to teach?
3. Consider from teaching structure point of view, is it alright to teach the spoken language as it were exactly like the written language but with a few “spoken expression” thrown in?
4. Is it appropriate to teach the same structures to all foreign language learners, no matter what their age are or their institutions in learning the spoken language? 5. Are those structures described in standard grammars, the structure which our
learners should be expected to produce when they speak English?
6. How is it possible to give learners any short of meaningful practice in producing spoken language?
(Brown and Yule, 1983: 3)
The Process of Speaking
Rivers (1968: 158) states that learning a foreign language is more than learning a description of it. Instead the process of speaking and listening is involved.
Banathy (1976: 24) states that the objective of the speaking a foreign language is at the end of the course the learners will be able to speak the target language in communicative events by speaking to native speaker of the language or to a person who has a better command of the language than he/she has. The learner of a target language will be trained in such a way so that he will be able to produce communication with the native or persons with better command than he/she has.
Teaching Speaking
to communicate in target language (Paulston and Bruder, 1976: 56). Therefore, the teaching points are simply to instruct the learners how to get meaning across, to be able to communicate some referential meaning in the target language. Compared with teaching of any language skills, teaching speaking is more demanding on the teacher (Rivers, 1986: 160). It means that the teacher plays in important role in giving the learners many opportunities to practice the speaking skill.
5. Educational Research and Development
Educational Research and Development (R & D) is a process used to develop and validate educational products. The goal of R & D is to discover knew knowledge or to answer specific questions about practical problems rather than only to develop products (Borg and Gall, 1983:772).
Many times researchers have tried to solve research problems, but they have failed in practicing their study in school. R & D is developed to bridge the gap between research and practice. There are the major steps in the R & D cycle. They are:
1. Research and information collecting
At the first step, all review of literature classroom observations and preparation of report are collected. The purpose is to determine the state of knowledge in the concerned area.
2. Planning
product. Objectives become the best basis in developing the product in order to give the suitable guidance of the designed developing.
3. Develop preliminary form of product
This step shows how the preliminary product is developed by conducting the plans discussed previously. It includes preparation of instructional materials, handbooks needed and evaluation devices.
4. Preliminary field testing
After the preliminary product is finished, it is then tested to obtain qualified evaluation of the product. The method used can be by interview, observation or distributing questionnaires.
5. Main product revision
The data of the method used to test the product are then collected and analyzed. It results the feedback of the participants. The feedback is the used to revise the product.
6. Main field testing
The revised product is tested again to determine the success of the product in meeting its objectives. Besides, the test will result other information that can be used to improve the next revision.
7. Operational product revision
8. Operational field testing
Testing and revision will continue until the products meets its objectives. Therefore, the second revision of the product is then tested to determine whether the product is already complete. Similar to the first testing, data is also analyzed. Usually, new information that might be get from this step is not as much as te previous.
9. Final product revision
When the data has been analyzed and the product is considered complete, the final product is the carried out. The final result of the revision can be used in the teaching learning process.
10.Dissemination and implementation
If the final version of the product will be used to teach, dissemination and implementation are needed. However, there is always possibility that not all people can use the product. Therefore, demonstration is done, so the product can be used.
B. Theoretical Framework
Some steps are required to make a set of instructional materials to teach speaking to the tourist guides in Agrowisata Turi. Soekamto (1993, 11) suggest three criteria as the requirements for choosing the suitable model. They are:
1. A design model should be simple and should not contain any specific terms, so that the model will be easy to understand.
3. A model should be flexible so that the designers are able to adapt between the instructional objectives and strategy to achieve them.
In order to set an effective instructional material, the writer uses two models – Kemp’s and Yalden’s – are the guidelines in designing materials for the tourist guides in Agrowisata Turi.
1. Need Analysis (Yalden)
ESP course should be based on need analysis. It means that the aims of the course are first identified by the learners need analysis. Need analysis is also important in developing ESP instructional materials. It is applied to know the students’ competence, educational background and also their motivation in learning. 2. Stating Goals, Topics and General Purposes (Kemp)
After conducting need analysis, the next step is determining goals, topics and general purposes. This step is aimed to determine the intended goals of instructional materials design and provide a base of the course and learning process.
3. Stating Learning Objectives (Kemp)
One of the characteristics of ESP program is that the program usually has a clear specified period of the course. Stating the learning objectives in terms of activities will arise to the students’ effort during the learning process. It is used as a learning guideline in the forms of activities that will guide the learning process. 4. Designing Syllabus (Yalden)
program manageable and learnable, a syllabus provides a practical basis for the division of materials, assessment, textbooks and learning time.
5. Selecting Subject Content (Kemp)
The next step is selecting subject content. The aim of this step is to clarify and support the learning objectives.
6. Selecting Teaching/Learning Activities (Kemp)
The teacher has to provide materials and exercises that enable the learners to attain the communicative objectives, engage learners in communication and required the use of communicative process (Richard and Rodgers, 1986: 76). This step is used to accomplish the objectives.
7. Evaluation (Yalden)
The steps above can be illustrated in the following diagram.
Figure 2.4 The Writer’s Design Models Conducting Need Analysis
Evaluation
Selecting Teaching/Learning Activities
Stating Goals, Topics and General Purposes
Selecting Subject Content Designing Syllabus Stating the Learning
Objectives
Information collecting
Planning
Develop preliminary
form of product
Evaluating form of product
Main product revision
Pre Design
32 CHAPTER III METHODOLOGY
In order to solve the problems formulated in chapter one, the process for conducting this study will be clarified. Six main points are included in chapter three namely: A. Research Method, B. Research Respondent, C. Research Setting, D. Research Instrument, E. Data Gathering, F. Procedures, and G. Data Analysis.
A. Research Method
This research attempted to solve two major problems. Firstly it was conducted to find out the accountability of English speaking instructional materials for tourist guides at Agrowisata Turi. Secondly, it was aimed to present the designed materials for tourists guides at Agrowisata Turi.
In order to achieve the two major goals mentioned above, this research used the strategy of educational research and development, sometimes called research based development. Borg and Gall (1983:772) stated that educational research and development (R & D) is a process used to develop and validate educational products. This process consists of ten steps but the writer only used five steps. These steps of this process are usually referred to as the R & D cycle, as follows:
1. Research and information collecting-Includes review of literature, classroom observations, and preparation of report of state of the art.
3. Develop preliminary form of product-Includes preparation of instructional materials, handbooks and evaluation devices.
4. Preliminary field testing-Conducted in from 1 to 3 schools, using 6to 12 subjects. Interview, observational and questionnaire data collected and analyzed.
5. Main product revision-Revision of product as suggested by the preliminary field-tests result.
The five steps are divided into two parts, namely pre design survey and post design survey. Research and information collecting; Planning; and Developing preliminary form of product is included in pre design survey. Preliminary field testing; and Main product revision is included in post design survey.
The two kinds of survey conducted in this research as discussed as follows: 1. Pre design Survey
The first study was used in conducting needs analysis in order to get data about students’ interests, necessities, wants, and lacks in learning English. The survey was conducted by observing and interviewing.
2. Post design Survey
The second survey was conducted to gather data from the appropriate and qualified respondents to get opinion and feedback on the designed speaking instructional materials. The survey was conducted by distributing and gathering questionnaires and by interviewing the English instructors who had experience in teaching ESP.
B. Research Setting
The writer asked the tourist guides to answer some questions related to their experience in serving the tourists. Hopefully, it would enable the writer to conduct the research. Therefore, it would be relevant to this study.
C. Research Participants
Since there were two kinds of survey research, there would be two kinds of participants. The first was the respondents to the needs analysis survey and the second kind was the participants in the materials evaluation survey.
1. The Participants of Need Analysis
The participants of this survey were four (4) guides in Agrowisata Turi. 2. The Participants of Materials Evaluation
The participants of this survey were six English instructors at an English Course. The English instructors were involved in this research because they were considered competent and expert in the application of some theories related to Instructional Design, Communicative Approach and other theories that were used in this research. The lecturers were expected to give many inputs to the writer about implementation of those theories in the instructional materials design.
D. Research Instruments
Instruments are needed to conduct survey research in gathering information. According to Sprinthall (1991), survey is designed to gather the information from samples by means of observation, interviews, and questionnaires.
The instruments used in this research were: 1. Interview
2. Questionnaires
To gather data from the respondents, the writer used questionnaires. The questionnaires were used in the materials evaluation survey. The questions in materials evaluation survey were divided into two types. With first type, the respondents were asked to choose one of the points of the evaluation with the range between 1 up to 5. With second one, the respondents were asked to give opinions that would be used to revise or improve the speaking materials design. See appendix B for the complete questionnaires.
E. Data Gathering
The data gathering included conducting the interview, distributing and collecting the questionnaires, data analysis and the instructional design development.
1. Conducting the Interview
The writer conducted interviews before designing the material. It was aimed at fulfilling the needs analysis of the tourist guides and to dig up more specifics about their needs. The interview was done in Indonesian so the participants had no difficulties in answering the questions. The writer also conducted interviews after designing the material. It was aimed at getting comments, criticisms, and suggestions from the participants. The participants are the persons who are competent and have experience in teaching-learning activities.
2. Distributing and Collecting the Questionnaires
comments and corrections. So the writer not only did interview but also distributed and collected questionnaires.
F. Designing Process of the Instructional Materials
This section discusses the process of designing a set of instructional materials. In the process of designing the materials, the writer conducted a needs analysis. The writer conducted interviews with the tourist guides in Agrowisata Turi in order to find out their needs in English. Based on the interview, the writer found out that the tourist guides in Agrowisata Turi need English to communicate with foreign tourists since their job was to give information about Agrowisata Turi to foreign tourists. They need English to support their job. The result of the interview showed that all the tourist guides in Agrowisata Turi agreed with the topics, in this case, conversation as an important means to improve their professionalism. Therefore, the writer tried to fulfill their needs in English by designing a set of English materials related to their job. After designing the English materials, the writer distributed the designed materials to obtain the evaluations and suggestions from English lecturers and instructors. Then, the writer revises, improves the speaking materials design and makes the final design of speaking instructional materials
G. Revision of the Designed Material
lecture and six English instructors in Wisma Bahasa. Then, the writer analyzes the data.
The data analysis in this research was aimed at solving the problem of the accountability of speaking instructional materials for tourist guides at Agrowisata Turi was designed.
In analyzing the data from sources above, the writer used figures and tables to organize them. The questionnaires and interviews contained items of questions to evaluate the designed speaking materials. Then, the evaluation from the respondents was used as the data. The data were analyzed to find out the mean, median and mode.
The mean or average point was obtained by applying the formula: X
X = ---
N
Notes:
X = the average points X = the sum of the score N = the number of subject
Then, the data were presented in the form of table in which the respondents’ opinion, the mean, the median and the mode are included. The table of the descriptive statistics of the respondents’ opinion on the designed speaking materials is as follows:
Central tendency No Respondents’ opinion on
Table 3.1. The descriptive statistic of the respondents’ opinions on the designed materials
Notes:
N = Number of respondents
Mn = Mean, the average points resulted from the total scores divided by the number of cases.
39 CHAPTER IV
RESULTS AND DISCUSSION
The chapter covers two parts, namely, (A) Accountability of the Designing Process, (B) The Designed Material. In the first part the writer would like to discuss the answer to the first problem (The accountability of English speaking instructional materials for tourist guides at Agrowisata Turi) . In the second part the writer would like to discuss the answer to the second problem (how the designed set of speaking instructional materials for tourist guides in Agrowisata looks like)
A. Accountability of the Designing Process
The steps of designing the instructional materials were arranged as follows: 1. Need Analysis
2. Stating Goals, Topics and General Purposes 3. Stating Learning Objectives
4. Designing Syllabus 5. Selecting Subject Content
6. Selecting Teaching/Learning Activities 7. Evaluation
Furthermore, the explanation of each step is presented as follows: 1. Need analysis
The writer conducted needs survey as the first step in designing the speaking instructional materials in order to get sufficient data from the respondents. Needs survey was the first step done in this because it was a means to know what the learners actually need in learning the language. In this study, needs survey was conducted through interview. In conducting needs survey, the writer used target needs analysis that included necessities, lacks, and wants.
The results of target needs analysis were stated below: Objective
(perceived by the writer)
Subjective
(Perceived by the tourist guides)
Necessities English speaking ability to be used when there is a tourist coming to the Agrowisata Turi
Need to master English in order to be able to serve the tourist.
Lacks The ability to communicate in English with the tourist.
The ability to communicate in English with the tourist.
Wants To be able to communicate in English well so that they can serve the tourist well
Need analysis was done to find the learners need that would be used as the basis to design the materials. Four tourist guides in Agrowisata Turi were interviewed by the writer. Four respondents consist of two persons placed on the intermediate level and the other persons are on beginner level.
Based on the interview, all of the respondents were Senior High School graduates. They thought that English was important for them to support their job. They wanted to be able to speak English fluently and correctly. Most of them said that they found it difficult to speak English with foreign tourists. They used English when they communicate with tourists at Agrowisata Turi.
The writer asked what they usually do when they serve the tourists from the beginning until the tourists finish visiting Agrowisata Turi. The writer also asked what kind of terms of language function that they find it difficult when they communicate with the tourist.
2. Stating the goals, topics and general purposes
After conducting needs survey, the writer determined the goals, topics and general purposes for teaching each topic.
a. Goals
The goals of the designed set of instructional speaking materials for tourist guides in Agrowisata-Turi were aimed to:
1. Help the students to understand how to communicate appropriately with the tourists.
2. Help the students to be able to serve the tourists using appropriately English expressions related to their work field.
b. Topics
After determining the goals, the writer made a list of topics that was based on the students’ need. The lists consisted of ten topics. The ten topics could be seen as follows:
1. Greeting and Saying Goodbye 2. Introducing
3. Asking and Offering Help 4. Describing Object
c. General purposes
The general purposes for teaching each topic would be stated below: Unit Topics and Functions General purposes for each topic
1 GREETING and
SAYING GOODBYE
The students understand how to greet foreign guests. The students understand how to respond to foreign guests’ greeting.
The students recognize the vocabularies and expressions of greeting and introducing used in the dialogues.
2 INTRODUCING The students understand how introduce themselves appropriately.
The students understand how to respond to foreign guests’ introducing.
The students recognize the vocabularies and expressions of introducing used in the dialogues.
The students know how to ask personal information to foreign guests.
3 ASKING and
OFFERING HELP
The students understand how to offer help to foreign guests appropriately.
The students recognize the expressions of offering help used in the dialogue.
4 DESCRIBING OBJECT The students understand how to describe the objects in the plantation/field and garden to the foreign guests.
The students recognize the vocabularies and expressions of describing objects used in the dialogues.
The students know the patterns of describing objects and use the patterns correctly.
5 DESCRIBING PLACES The students understand how to describe places in Agrowisata-Turi.
The students recognize the vocabularies and expressions of describing places used un the dialogues
The students know the patterns of describing places and use the patterns correctly
6 GIVING DIRECTION The students understand how to give direction to foreign guests appropriately. The students recognize the vocabularies and expressions of giving direction used in the dialogue.
7 GIVING INSTRUCTION
The students understand how to give instruction to the foreign guests during explaining salak (how to plant and peel) The students recognize the vocabularies and expressions of giving instruction used in the dialogues.
The students know the patterns of giving instruction and use the patterns correctly 8 TELLING HISTORY The students understand how to give
information about the history of Agrowisata Turi.
The students recognize the vocabularies and expressions of giving information about history of Agrowisata Turi.
The students know the patterns of giving information about the history of Agrowisata Turi and use the patterns correctly.
9 APOLOGIZING The students understand how to apologize to foreign guests appropriately.
The students recognize the vocabularies and expressions of apologizing used in the dialogues.
The students know the patterns of apologizing to the guests and use the patterns correctly.
10 THANKING The students understand how to thank to foreign guests appropriately.
The students recognize the vocabularies and expressions of thanking used in the dialogues.
The students know the patterns of thanking to the guests and use the patterns correctly. Table 4.2. The General Purposes of Each Topic
3. Stating the Learning Objectives
Each topic had its own objectives. The objectives stated in each topic were specified and used to lead the teaching/learning process. The objectives were stated as follows:
Unit Topics and Functions General purposes for each topic
1 GREETING and
SAYING GOODBYE
The students can great the guests using appropriate expressions of greeting.
2 INTRODUCING The students can introduce themselves using appropriate expressions of introducing. The students can ask questions about others’ personal information.
The students can introduce others.
3 ASKING and
OFFERING HELP
The students can ask and offer helps using appropriate vocabularies and expression of asking and offering helps.
The students can practice the dialogue in front of the class
The students can make a short dialogue based on the situation given
4 DESCRIBING OBJECT The students can describe objects using appropriate vocabularies and expressions of describing objects.
The students can practice the dialogue with a partner.
The students can give some description/clues about an object.
The students can guess the words based on the description/clues given.
5 DESCRIBING PLACES The students can describe places using appropriate vocabularies and expressions of describing places.
The students can practice the dialogue with a partner.
The students can make a dialogue based on the clues given.
The students can act as guests or tourist guides in a role play.
6 GIVING DIRECTION The students can give directions using appropriate vocabularies and expressions of giving direction.
The students can practice the dialogue in front of the class.
The students can follow directions given in the game.
7 GIVING
INSTRUCTION
The students can give instruction in how to plant and peel salak using appropriate vocabularies and expressions of giving instruction.
The students can practice the dialogue with a partner.
The students can act as a tourist guide and give instruction in how to plant and peel salak.
done by their friends.
8 TELLING HISTORY The students can give information about Agrowisata Turi History using appropriate expressions of giving information.
The students can practice the dialogue with a partner.
The students can make the dialogue based on the situation given
9 APOLOGIZING The students can apologize to the guests using appropriate vocabularies and expressions of apologizing.
The students can practice the dialogue with a partner.
The students can make a dialogue based on the clues given.
The students can act as guests or tourist guides in a role-play.
10 THANKING The students can thank the guests using appropriate vocabularies and expressions of thanking.
The students can practice the dialogue with a partner
The students can make a dialogue based on the cues given
The students can act as guests or tourist guides in a role-play
Table 4.3. The learning Objectives of Each Topic
4. Designing Syllabus
5. Selecting Subject Content
In this part, the writer presented the global content preceded in all units. The designed materials consisted of ten sets of language functions and those language functions were presented in ten units. The content of those ten units can be seen as follows:
Unit Functions Unit Title
1 Greeting and Saying Goodbye Good Morning, Tom
2 Introducing My Name Is Michele
3 Asking and Offering Help May I Help You, Madam? 4 Describing Object It Looks Like Snake Skin 5 Describing Places This Place Is Used For Dancing 6 Giving Direction It’s Next To The Swimming Pool 7 Giving Instruction First, Dig The Soil
8 Telling History Agrowisata Turi Was Built In 1970
9 Apologizing Oh, I’m Sorry, Sir!
10 Thanking Thanks For Coming Here
Table 4.4. The Content of the Eight Units
Each unit consists of four types of activities. They are Dialogue Practice, Language Focus, Language Focus Exercises, and Communicative Task. Every topic contained those activities as follows:
a. Conversation
focus is used in the real situation. They need to know the model of dialogue before they learn about language focus.
b. Language Focus
The second part of each unit is language focus. This section presented the useful expression and also the formula of grammar. Language focus was aimed to help the learners produce correct form of utterances. It consisted of all structural aspects that would be necessary to study in order to use the language in the real communication. From language focus, the learners knew the form of sentences and useful expressions that were used to express ideas or opinions related to the topic. In this part, the instructor gave some examples of useful expressions that would be discussed in the unit. So after they are familiar with the real situation, the students know the structural concept in making correct English utterances.
c. Exercise
After giving the language focus, the writer needs to measure the students’ understanding by put exercise in the third part. In this section, the instructor encouraged the learners to be active in doing exercises. All the language exercises were given within the scope of the language use in the dialogue and language focus. For examples, all sentences that were presented in language focus exercises lied in the context of interaction between the tourist guides and the foreign guests in Agrowisata Turi. Types of exercises used in this part were completing dialogues and
d. Role Play
The students need to practice their understanding in the model of real situation. In order to implement their knowledge the writer made some activities called Role Play. The writer put Role Play in the end of each unit. In this section, m
