A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIAL TO ENHANCE BUSINESS PRESENTATION SKILLS FOR MANAGERS
AND SUPERVISORS OF PUBLIC FACILITY DIVISION II OF PT. WIJAYA KARYA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in
English Language Education
By
Marinta Agustina Waskita Ati Student Number: 021214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2007
A Thesis on
A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIAL TO ENHANCE BUSINESS PRESENTATION SKILLS FOR MANAGERS AND SUPERVISORS
OF PUBLIC FACILITY DIVISION II OF PT. WIJAYA KARYA
By
Marinta Agustina Waskita Ati Student Number: 02 1214 128
Approved by:
Major sponsor
Ag. Hardi Presetyo, S.Pd., M.A. August 18, 2007
A Thesis On
A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIAL TO ENHANCE BUSINESS PRESENTATION SKILLS FOR MANAGERS AND SUPERVISORS
OF PUBLIC FACILITY DIVISION II OF PT. WIJAYA KARYA
By
Marinta Agustina Waskita Ati Student Number: 021214128
Defended before the Board of Examiners on August 28, 2007
and Declared Acceptable
Board of Examiners
Chairperson Ag. Hardi Prasetyo, S.Pd., M.A. Secretary Drs. P.G. Purba, M.Pd
Members Ag. Hardi Prasetyo, S.Pd., M.A. JB. Gunawan, M.A.
C. Tutyandari, S.Pd., M.Pd.
Yogyakarta, August 28, 2007
Faculty of Teachers Training and Education
Sanata Dharma Univeristy
Dean,
Drs. Tarsisius Sarkim, M.Ed., Ph.d.
STATEMENT OF WORK ORIGINALITY
I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.
Yogyakarta, August 18, 2007 The writer,
Marinta Agustina Waskita Ati
ACKNOWLEDGEMENTS
First of all I would present my earnest gratitude to Alloh S.W.T for giving me His blessing and strengths to help me through my difficult times. Also for being my constant companion that never leaves me when there is no one there for me.
Secondly, I would like to express my appreciation to Ag. Hardi Prasetyo, S.Pd., M.A. as my major sponsor for helping me with his helpful comments, suggestions, and criticism on my thesis. Especially, for his patience for allowing me to interrupt so much of his occupied time for correcting my thesis.
My earnest gratitude goes to Pak Mursyid the chief manager of Public Facility Division II of PT. WIKA for his permission in allowing me to conduct research and design the material for the managers and supervisors in his division. I also would like to thank him for giving valuable information and suggestions to help me when I was conducting the research.
I would like to give my sincere appreciation to Sister Maureen, FCJ, for her kindness and generosity for checking and correcting my grammar.
My special thankfulness also goes to PakOuda Teda Ena, Pak Gunawan and Pak Mukarto for the discussions. Their suggestions and comments help me to have a better understanding on my thesis.
My gratitude also goes to the respondents of Product Evaluation for their comments, suggestions and opinions toward the material.
I also give my greatest appreciation to my father Bapak Sumpeno for supporting me, Om Arno for his wisdom in assisting me, Budhe, Ibu Yanti, my sisters: Mbak Ika, Mbak Woro, Mbak Wuri, Adek Bhita, Adek Hevis and my little brothers Satrio Aji and Rifathan. I finally made it!
I also dedicated my special thankfulness for ‘My Girls’: Echi, Mawar, Sasha and Vivi for wonderful friendship that we have, Galih. Ardi, Nissa, Itha, Sari and Sisca ‘chiko’ for the hard time solutions, also for my friends at CIC: Widha, Ruri, and Lisa, and all the students of English Language Education Study Programme of 2002, I am grateful for being the part of this hilarious, fun and solid group. Simply do the best!
I also would like to thank Mbak Danik and Mbak Tari for helping me to deal with administrative matters.
Finally, my special thanks for Lilik Hartono for endless supports and inspirations to help me to move on. I am thankful for the time to share and for giving up his time and energy to accompany me and to stand beside me for all this time. My best hopes and wishes will always be for him.
May God bless all of them.
`tÜ|Çàt Tzâáà|Çt jtá~|àt Tà|
TABLE OF CONTENTS
PAGE OF TITLE ... i
PAGE OF APPROVAL ... ii
PAGE OF ACCEPTANCE ... iii
DECLARATION OF WORK’S ORIGINALITY ... iv
PAGE OF DEDICATION ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ... viii
LIST OF FIGURES ... x
LIST OF TABLES ... xi
ABSTRACT ... xii
ABSTRAK ... xiii
CHAPTER I: INTRODUCTION... 1
A. Background ... 1
B. Problem Identification ... 3
C. Problem Limitation ... 3
D. Problem Formulation ... 4
E. Research Objectives ... 4
F. Research Benefits ... 5
G. Definition of Terms ... 6
CHAPTER II: LITERATURE REVIEW ... 9
A. Theoretical Description ... 9
1. Instructional Design Models ... 9
a. Kemp’s Model ... 9
b. Dick and Carrey’s Model ... 12
2. Business English ... 15
a. According to learner’s experience ... 16
b. According to the level of organization’s hierarchy ... 17
c. According to national culture ... 17
d. According to learner’s needs ... 17
e. According to learner’s language level ... 18
3. Business Presentation ... 18
a. Making an outline ... 19
b. Remembering what to say ... 21
c. Delivering the presentation ... 22
4. Teaching Speaking ... 23
a. Characteristics of Effective Speaking Activities ... 23
b. Problems Encountered in Speaking Activities ... 24
c. The Solutions of the Problems in the Speaking Class ... 25
5. Feedback in Language Class ... 29
a. The purpose of feedback ... 29
b. The form of feedback ... 30
c. The source of feedback ... 32
B. Theoretical Framework ... 35
CHAPTER III: METHODOLOGY ... 39
A. Method ... 39
B. Research Participants ... 40
C. Setting ... 41
D. Research Instrument ... 41
E. Data Gathering Procedure ... 42
F. Data Analysis Procedure ... 42
G. Research Procedure ... 43
CHAPTER IV: RESEARCH RESULT AND DISCUSSION ... 47
A. The Steps Involved in Designing a Set of Material and Evaluation Instruments ... 47
1. Identifying Learner’s characteristic ... 47
2. Consider Goals, Topics and General Purposes ... 51
3. Specifying Learning Objectives ... 53
4. Listing Subject Content ... 54
5. Selecting Teaching and Learning Activities ... 56
B. The Result of the Preliminary Field Testing to Evaluate the Designed Set of materials ... 57
1. Description of the Respondents ... 57
2. Data Presentation in the Form of Descriptive Statistic ... 58
3. Respondent’s Comments on the Designed Set of Material ... 59
4. Respondent’s Suggestions on the Designed Set of Materials ... 60
C. Discussion on the Designed Set of Material Evaluation ... 61
D. Presentation of the Designed Set of Instructional Materials ... 63
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 65
A. Conclusion ... 65
B. Suggestions ... 68
BIBLIOGRAPHY ... 70
APPENDICES 1-5 ... 73
Appendix 1 : Surat Izin Mengadakan Penelitian Dari Universitas Sanata Dharma ... 74
Appendix 2 :Questionnaire of Research and Information Collecting ... 75
Appendix 3 :Questionnaire of Product Evaluation ... 78
Appendix 4 :Lesson Plan ... 81
Appendix 5 :Presentation of the Material Design ... 95
LIST OF FIGURES
Page
Figure 1 : Kemp’s Instructional Design Model ... 11
Figure 2 : Dick and Carrey’s Instructional Design Model... 12
Figure 3 : Theoretical Framework ... 36
Figure 4 : The Research Procedure... 46
LIST OF TABLES
Page
Table 1 : Descriptive Statistic of Respondent’s Opinion (Blank) ... 43
Table 2 : The Result of Needs Analysis ... 48
Table 3 : The Competency Standard, Topics, and Basic Competences ... 52
Table 4 : The Indicator ... 53
Table 5 : The Description of the Preliminary Field Testing Respondents ... 57
Table 6 : Descriptive Statistic of Respondent’s opinion ... 58
Table 7 : The List of Topic in Each Unit ... 58
ABSTRACT
Ati, Marinta Agustina Waskita. 2007. A Set of English Speaking Instructional Material to Enhance Business Presentation Skills for Managers and Supervisors of Public Facility Division II of PT. Wijaya Karya. Yogyakarta: Sanata Dharma University.
English as the international language of business and commerce gives great impact on learner’s motivation to learn English. For business people, especially those who enrol in international business, to be able to deliver a successful business presentation in English is one of the most important skills that they have to master. However, any request to deliver a presentation is frequently thought to be difficult.
There were two problems discussed in this study. The first problem was how to design a set of English speaking instructional material to enhance business presentation skills for the managers and supervisors of Public Facility Division II of PT. Wijaya Karya. While the second problem concerns with the presentation of the designed set of materials.
To solve the first problem the writer adapted the small-cycle of Educational Research and Development. The cycles are 1)Research and information collecting, 2)Planning, 3)Develop preliminary form,4)Product Evaluation, and 5)Main Product Revision. The steps in the Educational R&D cycle was clarified and supported in detail by adapting Kemp’s and Dick and Carey’s instructional design models. Therefore, the steps conducted to design the material in details were: 1)Identifying Learner’s Characteristics, 2)Consider goals, topics and general purposes, 3)Specify learning objectives, 4)Listing subject content, 5)Select teaching and learning activities,6)Conducting formative evaluation, and 7)Revision. To validate the designed set of material the writer conducted Product Evaluation by carrying out the formative evaluation (adapted from Dick and Carey’s). The aim of conducting Product Evaluation was to obtain opinions, comments and suggestions towards the designed materials for the sake of improvement and to find out whether the designed materials were already acceptable. The instrument employed in the Product Evaluation was questionnaire of Product Evaluation. The respondents were 4 English instructors experienced in Business English and 2 English lecturers. Then the data of the Product Evaluation were analyzed and the result showed that the mean ranged from 3.6 to 4.5 on five point scale. It revealed that the designed set of materials was acceptable.
To answer the second problem, the writer presented the English speaking instructional material to enhance business presentation skills for the Managers and Supervisors of Public Facility Division II of PT. Wijaya Karya. Based on relevant suggestions from the respondents of Product Evaluation the writer revised and improved the designed materials. The materials consisted of 8 units, which contained 4 main elements namely: “Warm-up”, “Check This Out!”, “Let’s Practise”, and “Reflections”. In addition, there were some units containing “Points to Include” in the “Let’s Practise” section to give extra explanation and clues of the main activities and “Useful Expressions” which provides some language expressions to help learners to do the activities in some units.
ABSTRAK
Ati, Marinta Agustina Waskita. 2007. A Set of English Speaking Instructional Material to Enhance Business Presentation Skills for Managers and Supervisors of Public Facility Division II of PT. Wijaya Karya. Yogyakarta: Universitas Sanata Dharma
Bahasa Inggris sebagai bahasa internasional untuk perdagangan dan bisnis telah memberikan dampak yang nyata terhadap motivasi orang untuk mempelajarinya. Untuk orang-orang dalam kalangan bisnis kemampuan untuk memberikan presentasi bisnis dalam Bahasa Inggris merupakan salah satu kemampuan penting yang harus mereka kuasai. Namun sayangnya menyampaikan presentasi bisnis dalam Bahasa Inggris selalu menjadi momok yang paling ditakuti.
Ada dua pokok permasalahan yang dibahas dalam studi ini. Pokok permasalahan yang pertama adalah bagaimana merancang seperangkat materi Bahasa Inggris untuk meningkatkan kemampuan presentasi bisnis bagi Menejer dan Pengawas Divisi Sarana Umum II PT. Wijaya Karya. Sedangkan permasalahan kedua berkaitan dengan penyajian desain materi tersebut.
Untuk menjawab pokok permasalahan yang pertama penulis mengadaptasi rangkaian langkah dari Educational R & D dalam skala kecil. Langkah-langkah tersebut adalah:1)Melakukan riset dan mengumpulkan informasi yang berkaitan dengan studi, 2)Perencanaan, 3)Mengembangkan materi, 4)Melakukan evaluasi materi dan 5)Merevisi materi. Detail dari langkah ini diperjelas dan didukung oleh teori perancangan materi instruksional yang dikemukakan oleh Kemp dan Dick&Carey yang kemudian diadaptasi oleh penulis. Secara rinci langkah penyusunan materi adalah: 1)Mengetahui karakteristik murid, 2)Menetapkan topik dan tujuan umum, 3)Menentukan tujuan khusus, 4)Mendaftar isi materi, 5)Memilih kegiatan belajar mengajar, 6)Mengadakan tes formatif, dan 7)Revisi. Untuk mengetahui tingkat kelayakan materi, penulis melakukan evaluasi materi dengan mengadakan tes formatif. Tujuan dari evaluasi materi adalah untuk mendapat masukan dan saran untuk perbaikan materi dan juga untuk mengetahui apakah materi tersebut sudah baik dan layak. Instrumen yang digunakan disini ini adalah kuisioner evaluasi materi. Para responden adalah 4 instruktur Bahasa Inggris yang berpengalaman mengajar Bahasa Inggris untuk Bisnis dan 2 dosen Bahasa Inggris. Data dari uji lapangan yang sudah dikumpulkan dan diolah menunjukan bahwa nilai mean berkisar dari 3,6 sampai 4,5 dalam skala 5, hal ini menunjukan bahwa materi tersebut sudah baik dan layak.
Untuk menjawab permasalahan yang kedua penulis menyajikan materi instruksional untuk meningkatkan kemampuan presentasi bisnis bagi Menejer dan Pengawas DSU II PT. WIKA. Berdasarkan saran yang relevan, penulis melakukan beberapa revisi. Materi ini terdiri dari 8 unit, dimana setiap unit terdiri dari 4 elemen utama yaitu: “Warm-up”, “Check This Out!”, “Let’s Practise”, dan “Reflection”. Dalam beberapa unit terdapat “Points to Include” dalam elemen “Let’s Practise” untuk memberikan tambahan penjelasan untuk mengerjakan kegiatan “Let’s Practise” dan “Useful Expressions” yang menyediakan istilah yang dapat digunakan untuk mengerjakan aktivitas di beberapa unit.
CHAPTER I
INTRODUCTION
In this chapter, the writer intends to present the basic notion of this study. Systematically, it consists of the background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.
A. Background
In this globalization era, English as an international language becomes one of the main connectors for the spread of information and knowledge all over the world. English emerges as the international language of business and commerce, which affects the needs of learners to learn English. There are learners who determine to learn English in order to deal with their business activities, especially those who own or work for a company, which has to cooperate with foreign companies in dealing with their work. They use the language of commerce to accomplish things that they could not do as individuals.
One of those companies mentioned above is PT. Wijaya Karya also known as WIKA, a domestic construction company. In building important and sophisticated infrastructures, local construction companies need to cooperate with foreign construction companies, and so does PT. Wijaya Karya. One of the divisions in PT. Wijaya Karya is Public Facility Division II. This division is in the service of constructing public facilities especially pertaining to public transportation in the region of Yogyakarta.
Construction field is an important area that has a large influence on the development of urban and sub-urban infrastructure; the result is significant and can be felt immediately. People can use many facilities built by
PT. Wijaya Karya. For instance, railways, highways, and airports. As a local
company, the employees of PT. Wijaya Karya are Indonesians, and when this company cooperates with a foreign company the employees have to communicate in English. If they have errors in their English use, there will be misunderstandings and they cannot complete their work well.
The employees, particularly the managers and supervisors are often assigned to deliver presentations for their foreign colleagues. Frequently, they have to deliver presentations in proposing site-plans, explaining progress reports, informing recent financial updates and so on. Unfortunately, delivering a presentation still becomes a difficult thing for most people. As Sir George Jessel
said “Your brain starts working from the moment you are born and never stops, until you stand up to speak in public.” (As cited in Blundel, 1998, p.
141).
B. Problem Identification
English is the international language of business and commerce and it influences the demand PT. Wijaya Karya towards the English proficiency of the managers and supervisors. However, there is a consideration of the chief manager of public Facility Division II about the business presentation skills of his supervisors including the managers. The reason in choosing the supervisors and managers is because in these positions they are obliged to interact directly with foreigners. Therefore, the chief manager decided to have an English course for the managers and supervisors of public facility division II, which consists of twenty people. The positions of managers and supervisors are periodic. The persons who
hold these positions are changing in every new period based on the company policy.
It is necessary for the managers and supervisors, to communicate in English especially when they participate in meetings, briefings, or even any occasions when they have to deliver informal presentations in English. Therefore, their speaking skills especially their business presentation skills are crucial in their job. For this reason, they need to possess the skills of business presentation.
C. Problem Limitation
and commerce. To speak is not only to socialize, but also to deal with their job to speak in front of other colleagues for presentation of coordination, oral reports, interviews and negotiations.
This study is limited to designing a set of English instructional speaking material to enhance business presentation skills for managers and supervisors of Public Facility Division II of PT. Wijaya Karya. The appropriate English skills and knowledge that are given to the managers and supervisors will support their competence and performance when they deliver business presentations in various contexts and functions.
D. Problem Formulation
In this research, the researcher intends to find out the answers to the following formulated questions.
1. How is a set of English speaking instructional materials to enhance business presentation skills for managers and supervisors of Public Facility Division of PT. Wijaya Karya designed?
2. What will the designed set of English speaking instructional materials to enhance business presentation skills for managers and supervisors of Public Facility Division of PT. Wijaya Karya look like?
E. Research Objectives
1. To find out how a set of English speaking instructional materials to enhance business presentation skills for managers and supervisors of Public Facility Division of PT. Wijaya Karya is designed.
2. To present the designed set of English speaking instructional materials to enhance business presentation skills for managers and supervisors of Public Facility Division of PT. Wijaya Karya.
F. Research Benefits
The expected result of this thesis in general is a set of English speaking instructional material that is designed to enhance the learner’s business
presentations skill. However, there are some other expected results meant for the teachers, material designers, learners, other researchers and for the
company itself.
1. For Teachers
The material in this study is expected to be able to help teachers of Business English to develop the learner’s business presentation skills and to help them to be innovative in developing the materials so as to accelerate the teaching learning process more purposefully.
2. For Material Designers
It will become the basis in designing the materials or in developing the existing materials.
3. For Learners
4. For Other Researchers
It can give more information for further research. The future researchers may implement the material and observe the results.
5. For the Company ( Public Facility Division II of PT. Wijaya Karya) The material design can be used as the reference in a sustainable manner to train the managers and supervisors in every period. Therefore, this company will be able to increase progressively the quality of the managers and supervisors.
G. Definition of Terms
There are terms that need to be clarified in this study to avoid misunderstanding. Those terms are:
1. Instructional materials
Instructional Materials are the materials planned or designed by the teacher for teaching instruction (Dick and Raiser, 1989). Instructional materials generally serve as the basis of the language input learners receive and language practice that occurs in the classroom (Richards, 2001). Instructional material is a set of materials that serve as the source in pursuing the language activity.
2. Speaking
. In speaking, a message is transferred from a speaker to a listener. “The
speaker produces the message and the hearer receives the message” (Widdowson, 1979: 38). Furthermore, Widdowson explained that speaking is a
study, speaking is communicating information or ideas to foreigners by giving business presentation in a meeting or other formal situations.
3. Business presentation
In Collins Cobuild English dictionary (2001:1211) presentation is “a formal talk often used in order to sell or get support for a proposal”, while according to Bailey, (1992:4) “a business presentation is a situation where a speaker standing facing a group or small group of people talking about work, informing them about something or persuading them to do something”. The managers and supervisors need to do business presentation to succeed a tender with foreign companies, to be actively involved in meetings with foreign colleagues, and to maintain professional accountability when delivering project’s reports. In this study, business presentation is a presentation in front of a group of people and the presentation can be argumentative, persuasive and informative.
4. PT. Wijaya Karya (WIKA)
PT. Wijaya Karya is a leading construction company in Indonesia. This company was established on March, 11 1960 and has coped with various scale of work through sophisticated technology ranging from public facilities, architecture, mechanical electrical to landscape. This company is a product of nationalisation of a Dutch company formerly named Naamloze Venootschap Technishe Hendel Maatscappij en Bouwberijf Vies en co (NV Vis en co).
5. Public Facility Division II
It is a division in PT. Wijaya Karya which handles the construction of public facility in the region of Yogyakarta, and in particular deals with public
6. Managers
According to Whelan and Hunger (2000:31) “manager is someone who is in charge of running the daily activities”. The managers of Public Facility Division have the responsibility in handling the work. The position of manager is higher than supervisors.
7. Supervisors
9 CHAPTER II LITERATURE REVIEW
There are two parts that will be discussed in this chapter. They are theoretical description and theoretical framework.
A. Theoretical Description
In this section, the writer will discuss instructional design theories supporting the instructional design material, also Business English, Business Presentation, Teaching Speaking, feedbacks in language classes and Communicative Language Teaching, which underlies the method.
1. Instructional Design Models
In order to design appropriate instructional material to teach speaking for the manager and supervisors of PT. WIKA the designer needs to adapt two instructional design models. They are Kemp’s and Dick and Carey’s model.
a. Kemp’s Model
According to Kemp, an instructional design plan must be able to provide the answers to these three questions, which are regarded as the essential elements of instructional technology.
1) What must be learned? (objectives)
2) What procedures and resources will work best to reach the desired learning levels? (activities and resources)
Kemp proposed eight stages of instructional design model. The stages in the instructional design are:
1) Consider goals, and then list topics, stating the general purposes for teaching each topic.
2) Enumerate the important characteristics of the learners for whom the instruction is to be designed. Learner’s characteristics include the academic background, needs and interests.
3) Specify the learning objectives to be achieved in terms of measurable student behavioural outcomes.
4) List the subject content that supports each objective. Subject content refers to the organisation of the material, which deals with the sections presented in each unit.
5) Develop pre-assessments to determine the student’s background and present level of knowledge about the topic. There are two kinds of assessment which can be applied to assess learner’s level of knowledge. The first one is the prerequisite testing which aim is to know whether learners already have acquired the appropriate background of the topic. The second one is pretesting to determine which of the objectives students may already have achieved.
6) Select teaching/learning activities and instructional resources that will deal with the subject content so students will accomplish the objectives. 7) Coordinate such support services as budget, personnel, facilities,
8) Evaluate student/s learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that need improvement.
The diagram below illustrates those stages described above
Goals, topics and general
Figure 1: Kemp’s Instructional Design Model
In the diagram above, we can see the relationship between the elements. Every action that we take in one of them will influence the other elements. The process is flexible. The designer can commence at one element, which is ready, and then continue with the other elements and revising inappropriate things in the elements.
Considering that in the Kemp’s instructional design model there is no evaluation on the designed material. In order to validate the materials the writer needs to adapt another instructional design model, which can fits the writer purpose in designing the material. The next instructional design adapted by the writer is the Dick and Carey’s model.
Learner‘s characteris
tic
Learning Objectives
Subject Content Pre
assessment Teaching
/learning activities, Evaluation
Revise Support
b. Dick and Carey’s Model
The second instructional design model is taken from Dick and Carey’s model. In designing an instructional material, Dick and Carey (1985) mention ten steps. These steps are illustrated in this chart below.
Revise Instruction
Figure 2: Dick and Carey’s Instructional Model Design 1) Identifying Instructional Goals
a. A clear and general statement of learner outcomes b. A description of what the learner will achieve c. Clearly related to the need identified
d. Can be addressed by instruction rather than by some other means 2) Conducting Instructional Analysis
After the instructional goals are identified, the types of learning for the students are identified. The goals will be analyzed to identify the subordinate procedural steps that must be followed to learn a particular process. The process will be presented in a chart or a diagram so that the relationship among them is obvious.
3) Identify Entry Behaviours and Characteristic
It is necessary to recognize the specific skills that the students have before the instruction is implemented. The instructor should know what the learner can and cannot do in relation to the instructional-activity design; the learner’s specific characteristic should be identified.
4) Writing performance Objectives
The instructional goals specify the statements which the learners should be able to do after the instruction is implemented. The objectives derived from the skills are identified in the instructional analysis.
5) Developing Criterion-Referenced Test Items
6) Developing an Instructional Strategy
Given information from the five preceding steps, strategy that will be used in the instructional is identified and the preferred media to be used to achieve the terminal objective is determined. The strategy will include sections on pre-instruction activities, presentation of information, practice and feedback, testing, and follow-through activities. The strategy will be based upon current outcomes of learning research, current knowledge of the learning process to be taught and the characteristics of the learner who will use the materials. These features are used to develop or select materials, or to develop a strategy for interactive classroom instruction.
7) Developing and Selecting Instruction
Here the instructional strategy to produce the instruction is used. Usually this includes a learner’s manual, instructional materials, test, and an instructor’s guide. The decision to develop original materials will depend upon the type of learning to be taught, the availability of existing relevant materials and available developmental resource.
8) Designing and Conducting Formative Evaluation
Following the completion of a draft of the instruction, an evaluation is conducted to collect data, which is used to identify how to improve it.
9) Revising Instruction
10) Conducting Summative Evaluation
It is an evaluation of the absolute and or relative value or worth of the instruction, and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standard of the designer. This component is not considered as an integral part of the instructional design process.
In this case design is focused on English for business and it will be developed in teaching learning process. Reflecting on the need of the managers and supervisors at public facility division II the writer needs to know more about business English, which is the environment of business presentation and also about the business presentation itself.
2. Business English
As English becomes the international language of business and commerce, it means that every day many people use English in their business activities throughout the world. Business English can be described as English in business context, which is portrayed in the example taken from Frendo (2005:6) below:
A: What do you think? B: Yes, alright
A: By Friday? B: I said yes, ok?
business context it can be two colleagues talking about an important deadline, which makes it become business English.
Feuille (1984) explained that the learners of business English are looking forward in having a course that is relevant to their present or future jobs. Moreover, Feuille also explained that usually Business English are not influenced by the intrinsic interests of the target language but more to a desire for employment or promotion. In this case, the managers and supervisors of PT. WIKA wanted to enhance their business presentation skills in order to accomplish the demand of their job.
Additionally, to enable effectiveness in designing the material the writer needs to find out more about the learners of Business English Frendo (2005) described Business English learners according to different categories. They are: a. According To Learner’s Experience
1) Pre-experienced learners
Pre-experienced learners mean that the learners are not yet advanced in their career. “They need the Business English teacher to provide a window on the business world.” (Frendo, 2005:1). Typically, they are learning business English because they intend to follow a business career, for example university students, or secondary school students.
2) Job experienced learners
job, and they are also very critical towards the material and with their own performance, just as what they do in their business life.
3) General Business-experienced
The General Business-experienced learners are between those two categories above. “It comprises learners who may already have a certain amount of work experience, but who are learning English in order to move into a new job or for a particular purpose” (Frendo, 2005:1-2)
b. According To The Level In The Organization’s Hierarchy
In this category learners are separated based on the level of seniority in their company. Junior staff may not be able to influence the management of the language training. It is likely that the class is separated for the senior managers and the junior staff.
c. According To National Culture
If the learners are coming from different countries it is likely that they have different traditions and values. It is possible to place them together in the same class as long as it does not hinder the learning process. However, if it causes drawbacks in the learning process it is better to separate them into different classes. For example, learners from UK, US and New Zealand are placed in one class separated from Asian and Hispanic, the style of which communication might interfere with the learning process.
d. According To Learner’s Needs
learners may be learners with particular roles or functions. They may work in different companies but they share the same needs.
e. According To Learner’s Language Level
In this category learners are classified based on their language proficiency. Learners may be identified as “beginners”, “level four” and so on depending on how well they pass a test or fit in some standards.
The managers and supervisors of PT. Wijaya Karya can be classified into job Experienced learners. They have a great deal of experience in their job and need to learn Business English in order to fulfil the demands of their job, which is to enhance their speaking ability in business presentation.
After knowing about Business English and the types of the learners the writer needs to know further about the specific needs of managers and
supervisors of Public Facility Division II of PT. Wijaya Karya, which is business presentation.
3. Business Presentation
As explained in theoretical description quoted from Bailey (1992:3) a
business presentation is “a presentation in front of a group of people talking about job.” It can be selling things, which is persuasive speaking or
informing about something. In addition, Bailey (1992) explained that commonly business presentation is aimed at co-workers, bosses, sub-ordinates, or clients.
Furthermore, Bailey explained that “a good presentation is designed” (Bailey, 1992:4). Therefore a speaker needs to design their presentation and these
a. Making an outline.
In this phase, there are three main things which have to be carefully considered. They are the opening words, the body, the closing words, and the transition between topics.
1) The opening words
Creating an opener is about gaining audience’s attention. In creating an opener the speaker should announce the topic so that the audience knows where the speaker is leading them.
In a business presentation everything must be clear and straight forward because if the speaker does not get the main point in the opening words and not mentioning the purpose of the presentation, the audience, who are business people, will feel like they are wasting time for nothing. Therefore, in opening words the speaker should say what he or she is going to speak about. Though it by no means that the speaker must put the topic in the first words. The speaker may say polite sentences such as thanking or greetings in the beginning, but never apologizing. Moreover, it has to be brief and clear so that the audience will not need to wait long.
“Good morning, Thank you for attending this presentation. My purpose of standing here right in front of you is to tell how our company is doing financially.” (Taken from Bailey, 1992: 9)
2) The body
understand the content easily. Moreover, attractive visual aids enable the presentation to be more alive.
Further suggestions in designing the visual aids that contain the body of the presentation according to Kasihani (2003) the speaker needs to consider that the visual aid should:
a. contain simple or shot message b. be written clearly in big letters c. be relevant to the purposes d. show contrasted colours
Below is the example of the body written in the visual aids.
(Taken from Bailey, 1992:16)
Buying Computers for Our Office
• How fast should they be?
• How much memory should they have?
• What type of monitor should we get?
3) Closing words
In the closing words of a business presentation the speaker gives the conclusion of the presentation. Additionally, the speaker should remind the audience about the objectives of the presentation and draw together the arguments and key points.
4) Signalling transitions between topics
Emphasizing transition can also be done by moving to another platform or by using visual aids. Frequent changes in the phase enables the audience always ready to hear and be interested.
b. Remembering what to say
It is a great fear for a speaker to go blank when the audience looks at him or her. Therefore, in order to avoid being in this kind of situation a speaker needs to find a way of remembering the content. Here are some ways to remember the content.
1) Memorizing. Memorization is the most practical way to remember the content. The speaker does not need to look up any notes and totally rely on the speaker’s memory.
2) Reading from complete text. By reading, there is little chance for the speaker to forget or miss something that he or she wanted to say. However, the speaker should rehearse a lot, so that he or she can maintain eye contact with the audience.
3) Using notes. Before the presentation, the speaker makes some notes and put them on the lectern or table. Notes are briefer than the text so this can help the speaker to focus and make eye contact with the audience, but still the speaker should always remember not to look up at the notes to often so as to maintain the focus and eye contact.
4) Using cue cards with 3 or 4 words. Cue cards are practical and easy to handle and it also helps the speaker to keep focused and overcome nervousness. 5) Using visual aids as notes. By using visual aids, the speaker does not need to
which will be said. The speaker just needs to turn on it when he is ready and the speaker also can move freely around the room. Moreover, the speaker will be able to have good eye contact, and look at the audience all the time except when he has to look briefly at the visual aid. However, it will look natural because the audience is also looking at it.
c. Delivering the Presentation
After the preparation is completed, the speaker then enters the stage of the actual presentation. Bailey (1992: 104) also suggests some aspect that the speaker needs to pay attention in delivering the presentation.
1) Voice.
The speaker has to speak with appropriate loudness and breathing space. It is important because the speaker has to make sure that the audience can hear the speaker clearly and always heading in the right direction. The speaker also should put the right stress and intonation so as to make the presentation lively and eliminate boredom among the audience.
2) Eye contact.
The audience definitely will feel that the speaker speaks to them if he or she makes eye contact with them. This eye contact needs to shift around the room. It goes to an individual for a few seconds and then moves to another. 3) Body movement.
2) Avoiding distraction.
When the speaker does something distracting, for example, distraction by “verbal mannerism” such as “um and uh.” it will be difficult for the audience to concentrate. The speaker must keep the “verbal mannerism” under control so as to avoid distraction. Another distraction is by “excessive manners”, for example moving back and forth many times. This makes the audience confused and therefore cannot focus on the content.
Therefore, after knowing what a business presentation is and how a good business presentation is delivered the writer needs to know about the theory of teaching speaking.
4. Teaching Speaking
Teaching business people is difficult because they have an occupied schedule full work and business events for six days in a week. Therefore, it is necessary to know the effective speaking activity to maximize the time that the teacher has by knowing the characteristics of effective speaking activity, the problems encountered in speaking, and the solution of those problems.
a. Characteristic of effective speaking activities
Ur (1996:120) suggested the characteristics of a successful communicative speaking activity. They deal with the atmosphere of the classroom in which the activity is presented. Those characteristics are described as follows.
1) Learners talk a lot
The time allocation most of the time must be given to the activities that enable the learners to talk. Learners should be given a greater
2) Participation is even
Every student gets an opportunity to speak and contribute something in the classroom. Their chance should be equally distributed. It is important to prevent a minority of talkative participants in dominating the discussion activity.
3) Motivation is high
If learners are interested in the topic and this encourages them to speak. They do this because they have something to say about the topic, or something to share about.
4) Language is of an acceptable level
Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy.
Furthermore, to support the communicative activities Ur also conveys some problems that might be encountered in speaking activities.
b. Problems encountered in speaking activities
In the speaking class many unpredictable things will happen but according to Ur (1996:121) there are some problems commonly faced by teachers.
1) Inhibition. Speaking requires some degree of real-time exposure to an audience. Learners are often inhibited to say things in a foreign language. They worry about making mistakes, fearful of criticism, or simply shy. 2) Learners have nothing to say or they have no motivation in expressing
3) A small number of learners dominate the speaking activity and the others speak very little and sometimes they do not speak at all. this is where uneven participation happens.
4) The use of mother tongue. This is because it makes them easier to speak and express their ideas, often it is felt unnatural to speak to the others in a foreign language and they are more confident if they speak in their mother tongue.
Considering that there may be several problems occurred in the speaking class, Ur also suggests some answers.
c. The solutions of the problems in the speaking class.
After revealing some problems that might occur in speaking class Ur recommends some solutions as follows:
1) Using group works. Group work increases the capacity of learners to talk to and also lowers inhibitions.
2) The activity is based on easy language. Teacher should differentiate the level of language needed for discussion than that used in intensive language-learning activities in the same lass. The level needed for discussion should easily be recalled and produced by the participants.
3) Make a careful choice of topics and tasks to stimulate interest. Generally, the clearer the purpose of the discussion the more motivated participants will be.
contributes in the discussion; appoint a chairperson in each group who will monitor and regulate participation.
5) Keeping students speaking the target language. The teacher can do this by appointing one of the group members as a monitor, whose job is to remind participants to use the target language.
In order to make a realization of the above theories teachers need some techniques to make the communicative interaction in class. Next, Ur also mentioned kinds of interaction in the classroom
1) Interactional talks
Interactional talk deals with learner’s cultural knowledge and common sense which become their basis in carrying it out. In the Interactional talk learners have to think about politeness so that what they said is acceptable according to the situation or occasion which they encountered.
2) Long turns
Ur explained that speaking in a length of time for adult or advanced learners need to be emphasized. When learners speak for a lengthy period they develop their Interactional skills and recall their prior knowledge and relate it to the topic that they are working on.
3) Varied situation, feelings and relationships
In addition, discussion is also a good activity in challenging learner’s prior knowledge.
The writer adapts Ur’s techniques in make a communicative activity in the speaking class by using activities such as role-plays, simulations and discussions. Therefore, it is necessary to discuss further about these activities.
1) Role-play
Role-play and simulation techniques are suitable techniques to teach those interactions in the classroom because they are included in varied contexts and situations. According to Golebiowska (1990) role-play is a communicative activity in which the learners are given a task to complete. They are told who they are, what their opinions are, and what they know that is unknown to others. Ur pointed out that role play is used to refer all activities where learners imagine themselves in a situation outside the classroom. Additionally, learners play role as somebody else and use the appropriate language based on the new context.
In a role-play there will be a situation, problem or task, which is also arranged for individual roles, and it is also able to be written out on cards. Below is an example of the role that the participants have to play taken from Porter-Ladousse, oral presentation: Group Activity or One-Man Show, 1987: 51.
ROLE CARD B: you are a shop assistant in a cake shop. You have many kinds of cake, but not chocolate cake.
2) Discussion
Ur suggested that using discussion activities means that the activities must be selected from the simplicity of form and appropriateness for the class. In a discussion learners will recall their prior knowledge, retain their own personalities and views. The purpose is to draw arguments and agreement based on the issue or case introduced by the teacher.
3) Simulation
Besides role-play, simulation is also appropriate for developing various interactions in class. According to Golebiowska (1990) in simulations learners are told who they are and what their task is. Moreover, learners are able to present arguments according to their own beliefs. In addition Ur also explains that in simulations every participant speaks and reacts as themselves, but the group role, situation, and task are imaginary.
You are the managing committee of a special school for blind children. You want to organize a summer camp for the children but your school budget is insufficient. Decide how you might raise money. (Ur, 1996: 132)
5. Feedback in Language Class
The use of feedback in language class is of a great importance. If there is no feedback it is most likely that the learners will do the same error without knowing that it is wrong and they do not know how to correct it. Therefore in order to avoid this problem the writer needs to provide learners with feedback on their performance. Subsequently the writer will discuss the purpose, forms and source of feedback in speaking class to support the importance of providing feedback in the material
a. The purpose of feedback
According to Lewis (2002) some of the purposes of feedback in language class are motivational and some have to do with providing students with information . These are some purposes of feedback according to Lewis (2002).
1) Feedback provides information for teachers and students
Feedback is not only giving advantages for the learners but also for the teachers. “Feedback is a way for teachers to describe their learner’s language. It gives teachers information about individual and collective class progress and, indirectly, is a form of evaluation on their own teaching.” (Lewis, 2002: 3). For learners, feedback is a constructive suggestion to support individual progress rather than marks or grade which tend to compare on student to with another.
2) Feedback provides students with advice about learning
3) Feedback provides students with language input
The choice of words that the teacher might use in the feedback is a very effective way to extend learner’s language. In writing the comments teachers may a level slightly higher than the student’s own current language use to enable students to learn new vocabulary and structures in context.
4) Feedback is a form of motivation
As explained before feedback is more motivating than grades and marks. Therefore, it can encourage learners to study and to use the language at best of their ability by taking into account all of the constructive suggestions given.
5) Feedback can lead students towards autonomy
According to Lewis (2002) the long term purpose of feedback is to lead students to the point where they can find their own mistakes. Teacher should facilitate and assist students to become independent. b. The form of feedback
Feedback toward learner’s performance can be positive or negative, it depends on how well are their performance. Furthermore, it can also be a form of encouragement to increase their motivation. According to Richards (2001) feedback on a student’s spoken language may be a response either to the content of what a student has produced or to the form of an utterance.
1) Feedback on content
a) Acknowledging a correct answer. Positive responses toward learner’s correct answer by saying, for example, “good”, “yes, that’s right”, or “fine”.
b) Indicating an incorrect answer. Teachers can give some indicators of an incorrect answer by saying “no, that’s not quite right” or “Mmm.”
c) Praising. Some responses toward learner’s performance or answers would be in form of appraisal, for instance “yes, an excellent answer”, or “excellent.”
d) Expanding or modifying a student’s answer. It can be used to complete student’s vague answer by providing more information. e) Repeating. The teacher repeats the learner’s answer.
f) Summarizing. The teacher gives a summary of what or group of student has said.
2) Feedback on form
According to Richards (2001) feedback on form can be accomplished in some ways as described below:
a) Asking the student to repeat what he or she has heard b) Pointing out the error and asking the student to self-correct
c) Commenting on errors and explaining why it is wrong, without having the student to repeat the correct form
d) Asking another student to correct the error
c. The source of feedback
In order to define errors and to motivate learning the source of feedback is not merely rely on the teacher. The source of feedback can be from peers students and self-correcting. Lewis (2002) described the source of feedback as follows.
1) Teacher feedback
Teachers are still considered as the main source of feedback. The strongest feedback of teachers is the marks or scores, Lewis (2002) explained that the problem of traditional marking that the teacher spend more time correcting than their students spend looking at the correction. Another way of providing feedback with the teacher as the source is by giving feedback sheet for each student along with the mark or score so that the student will also get additional information about their performance.
2) Peers feedback
Even though teacher is still considered as the main source of feedback there is another source of feedback which is also useful, it is the feedback form peers. “The process of peer feedback can be fun as well as useful” (Lewis, 2002: 21), this is one of the most effective way in improving learners performance.
3) Self-correction
correct and evaluate their own performance it can gives some advantages. They are:
a) It increases student’s independence from the teacher
b) Students remember better if they have discovered their own mistakes.
c) It save times in large classes
Regarding that there are many advantages in using feedback to improve learner’s performance the designer includes feedback in the material. So that learners will be able to define their mistakes as well as their strengths and then they can correct it and then they will be able to improve their performance.
In order to provide feedback for the learners and also to support learners towards autonomy of learning, the writer creates a section in each unit which enables learners to gain feedback from their peers in form of evaluation sheet and reflective questions. In the evaluation sheet their peers give scores towards parts of the presentation and they also should give suggestions and comments on the performance. It is expected that through this reflective activity learners will be able to improve their speaking skills and language abilities. They are also expected to be able to become more independent in their learning and in defining errors by themselves, which is the long-term objective of feedback.
6. Communicative Language Teaching (CLT)
According to Brown (1994), CLT is better to be called an approach not a method. CLT was a response to changes in teaching resulting from a focus on communication as the underlying principle rather than grammar mastery. The characteristics of CLT are:
a. Classroom goals are focused on all of the components of communicative competence and not restricted by grammatical or linguistic competence.
b. Pragmatic, authentic, and functional use of language for meaningful purposes become the main considerations in designing the language techniques. Moreover, organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes. c. Fluency and accuracy are the underlying communicative techniques, though
they are only complementary but yet they are important. However, fluency is more important than accuracy because it helps the learners in the path of the language function.
d. In the communicative classroom students must use the language productively and receptively in unrehearsed condition.
36). Rather than relying on the teacher as a model, learners listen to their peers in group work or pair work tasks. Consequently, teachers should no longer become the models of correct speech. They need to allow the learners to make errors and they also need to develop a different point of view towards learner’s errors and on the way they facilitate language learning.
Related to discussion, role-play and simulation activities discussed previously, these activities can fit with the characteristics of Communicative
Language Teaching because these activities demand that the learners use the target language productivity. Moreover, the material will be suited with the working world in which learners endure in their real life. Furthermore, these activities emphasize fluency rather than accuracy and language function rather
than grammar.
Henceforth, after collecting the theories the writer needs to give details about the writer’s steps in designing the material in the theoretical framework.
B. Theoretical Framework
Consider goal, topics and general purposes
Specify learning objectives
Listing subject content
Select teaching learning activities
Conducting Formative Evaluation Identifying Learner’s
Characteristics
Revision
Figure 3: The Adapted Instructional Design Model
These stages of design are adapted from Kemp’s and Dick and Carey’s instructional design model. More detailed explanations of the stages of the writer’s design are described as follows:
1. Identifying Learner’s Characteristics (adapted from Kemp’s)
2. Consider goal, topics and general purposes (adapted from Kemp’s)
After knowing the learner’s characteristics and needs, the writer considers the goal, topics and general purposes. Goal always becomes the basis in a course. Goal is determined by three sources namely: society, students, and subject areas. Goals can be identified from the Learner’s Characteristic result. By doing the Learner’s Characteristic the designer will be able to find out the learners need, about the society and conditions that place demand on them, also the subject areas that they need to fulfil the demand. After the goals are listed the next step is selecting topics. The topics will become the extent of the program. Subsequently, when listing the general purposes on one topic, there could be several purposes. Therefore, the writer needs to write objectives which according to Kemp will serve as specific learning outcomes.
3. Specify learning objectives (adapted from Kemp’s)
Subsequent to stating goals, topics and general purposes the next step is specifying learning objectives. Specifying learning objectives means consider the learning outcomes. What is meant by learning outcomes is the effort of the learners towards learning activities. Business Presentation is not only about theory but also about practice. Therefore, all objectives are written in terms of activities that can support the learning process.
4. Listing Subject Content (adapted from Kemp’s)
After selecting the teaching technique, the designer can sort out the subject content. This step is adapted from Kemp and in this
and feedback to draw arguments together and also to improve their speaking ability. Then they will be able to deliver business presentation in front of the audiences using formal expressions in business context.
5. Select teaching/learning activities (adapted form Kemp’s)
In this step, according to Kemp, the writer must choose activities which will best support the learning objectives. The designer needs to choose the teaching and learning activities which are able to stimulate the learners to speak. In this stage of teaching and learning patterns of the designed material was formulated. In this study the activity emphasizes the learner’s needs of English in negotiation, meetings, speaking to persuade and speaking to inform. 6. Conducting Formative Evaluation (adapted from Dick and Carey’s)
In this stage of design, the designed material was tested to make sure that it is already appropriate and meets the learner’s need. The designed materials, including the questionnaires to evaluate the designed material, were distributed to the respondents to gain feedbacks and comments so that it will become the considerations in revising the designed material.
7. Revision (adapted from Dick and Carey’s)
CHAPTER III METHODOLOGY
This chapter primarily discussed the methodology, which was used in
order to answer the questions concerning the problem formulation. Systematically,
it consists of the method, research participants, setting, research instruments, data
gathering technique, data analysis procedures, and research procedure which
elaborates the method employed in this study including the stages of material
design.
A. Method
The aim of this research is to design a set of instructional speaking
material for managers and supervisors of Public Facility Division II at PT. Wijaya
Karya. The research method employed in this research is the Educational
Research and Development (R & D). According to Borg and Gall (1983),
Education R & D is a process to develop and validate educational products.
Furthermore, Borg and Gall explained that the steps of research are reflecting on
the R & D cycle.
The cycle consists of studying research findings relevant to the product to
be developed, developing product based on the findings, field testing in the
setting, and revising the product based on the findings in the field testing. In this
study the writer conducted a Small-Scale Educational R & D. Therefore, the
writer did not employ the complete Educational R & D cycle. The cycle of the
Small-Scale R & D is described as follows:
1. Research and information collecting
2. Planning
3. Develop preliminary form of product
4. Product Evaluation
5. Main product revision
These steps based on the R & D cycle employed in this study will be discussed further in the Research Procedure.
B. Research Participants
There were two groups of participants in this study. The respondents of the
survey were the managers and supervisors of Public Facility Division of PT.
Wijaya Karya. There were 4 managers, and 16 supervisors in this division. All of
them are male. Their ages were between 25 to 40 years old. Most of them are S1
graduates and some of them were studying for their S2. They studied at Economic
and Civil Engineer faculty.
The respondents of the second survey were the English lecturers at Sanata
Dharma University. One of them is an S2 graduate and has already had experience
in teaching English for twenty-five years, while the other one is an S3 graduate
and has already had the experience of teaching English for 20 years. The other
respondents were four English instructors of different English Courses. Their ages
were between 22 to 27 years old. They are S1 graduate of English language
Education study programme or English letters Study programme. They have had
the experience of teaching English, including business English, for more than 2
C. Setting
The research was conducted at PT. Wijaya Karya Public Facility Division
office, which is located at Jl. Magelang KM 8 no. 101 Yogyakarta. Public Facility
Divisions is a division of PT. WIKA, which is in charge for the region of
Yogyakarta.
D. Research Instrument
In this research, there was only one instrument employed, which was
questionnaire. In this study, the writer conducted two kinds of research. They
were research and information collecting and Product Evaluation. Based on the
research conducted above, the writer distributed two kinds of questionnaires.
Those questionnaires were:
1. Questionnaires of Research and Information Collecting
The questionnaire for need survey was written in English. The aim of
having this instrument was to know the learner’s needs, the function of English
related to their job, their interest of the course material and method that became
the basis in designing the instructional material.
2. Questionnaires of Product Evaluation
This questionnaire was distributed to the English Instructors and lecturer
of English Education Study Program at Sanata Dharma University. The aim of
distributing this questionnaire was to get opinions and feedbacks from the
lecturers about the designed material, to know whether the designed material was
E. Data Gathering Procedure
The questionnaires of the Research and information collecting were
distributed to the managers and supervisors of PT. Wijaya Karya and then after
answering the questions they handed it including the following week. The
questionnaires of Product Evaluation were distributed to a lecturer of English
Education Study Program at Sanata Dharma University and English instructors. In
this survey, the respondents received the questionnaires and the designer collected
the results in the following week.
F. Data Analysis Procedure
The data from the questionnaires of the Research and information
collecting was in the form of the total number of the employees who choose
certain option/s to each question. The resulted data from the multiple choices can
be analyzed according to the formula below
N_ X 100%
∑N
N = the number of the participants who choose certain option
∑N = the total number of the participants in this survey
In conclusion, the decision in this survey was determined by the majority
vote. The second questionnaire is the questionnaires of Product Evaluation.
These questionnaires were distributed to the lecturers and English instructors.
The data is assessed through five scale of agreement from Ary, et al
1 = strongly disagree
2 = disagree
3 = indecisive
4 = agree
5 = strongly agree
The data for evaluating the designed materials were analyzed to find out the mean. Mean is the indicator of central tendency of the set of score. The formula of mean is presented below
x = ∑ X_ N x = mean
∑ X = total score N = number of scores
Table 1: Descriptive Statistic of Respondent’s Opinion (Blank)
Central Tendency No Opinion
Number Mean
G. Research Procedure
The steps conducted in this research are adapting the Small-Scale
Educational R & D cycle and the steps involved are corresponding to the adapted
instructional design model (the stages of designing the material) which was
1. Research and information collecting.
According to Borg and Gall (1983) research and information collecting
includes the description of the situation where the product will be used, which
is reflected in identifying learner’s characteristics as the first step on the
adapted instructional design model. Information on learner’s need of English is
obtained through distributing questionnaires of Research and information
collecting to the managers and supervisors of Public Facility Division II of PT.
Wijaya Karya. As soon as the data was collected the designer started to design
the material.
2. Planning.
At this level the designer identified the main objectives and skills needed
by the learners that will become the basis in designing the material. The data of
the learner’s characteristics became the foundation in determining the goal,
general purposes and topics, which is reflected in the second stage of the
adapted instructional design model adapted from Kemp’s. This is the stage
where the designer sorting through the objectives, needs, and skills.
This step comprises several stages explained in the adapted instructional
design model. The steps in the adapted instructional design model
implemented in this stage are:
a. Consider goals, topics, and general purposes
b. Specify learning objectives
c. Listing subject content
3. Develop Preliminary Form of Product.
This level of design is adapted only from the Small-Scale of R & D Cycle.
After the designer make a step by step planning of the preliminary product now
the designer has to build a preliminary form of the educational product that can
be field tested. The draft of the educational product was written out for each
instructional sequence in each unit. The designer also develops the content of
the elements listed in the planning stage.
4. Product Evaluation.
In the Adapted instructional design model, this step is the Designing and
Conducting Formative Evaluation. In this stage, the designer distributed
questionnaires of Product Evaluation to the English Lecturers and to several
English instructors
