Designing a set of English speaking instructional materials for Kartika Dewi gymnasium instructors in Yogyakarta.

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ACKNOWLEDGEMENTS

First of all, I would like to thank toAllah SWT, who always guide, bless and

strengthen me in finishing this thesis. I truly thank for everything given to me and my

family.

I also would like to express my deepest gratitude to Christina Kristiyani,

S.Pd., M.Pd., my sponsor, for reading, criticizing, contributing ideas and correcting

my work, from the beginning until the end of this thesis. I am sure that without her

contribution, I would not be able to finish my thesis. In adition, I am very grateful to

Carla Sih Prabandari, S.Pd., M.Hum., Ch. Lhaksmita Anandari, S.Pd., M.Ed.,

Laurentia Sumarni, S.Pd., F. Chosa Rastu Handani, S.Pd., Drs. Y.B. Gunawan,

M.A., Yuseva Aryani, S.Pd., M.Ed., Vonny Indriawati, S.Pd., Indra Nugraha,

S.Pd., and Yosep Lintangakoso, N., S.Pd. for their wilingness to evaluate my

designed materials and give some suggestions on my designed materials.

My special gratitude is also addressed to the manager of Kartika Dewi

Gymnasium Yogyakarta, Riza Harvini, S.Pd. who has given me a permission to

conduct my study in Kartika Dewi Gymnasium Yogyakarta. I also thank the

gymnastics instructors of Kartika Dewi Gymnasium Yogyakarta who have become

the respondents of my questionnaires. I thank them for their willingness to fill in my

questionnaires.

I am deeply grateful to all lecturers of the English Language Education Study

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viii

and knowledge they have shared. I also thankmbakTari and mbak Danikfor their help during my study.

My deepest gratitude goes to my beloved parents,Anis Eko Dwi Daswantini

and Nuch Topo Broto, who always inspire my life. I thank them for their endless

love, support, advice, prayers, and patience in every step of my life. I also thank to

my beautiful sisters, Ayik, Rani, Anggun and Mayang who have become my

motivation in finishing my thesis. My deepest gratitude also goes to my beloved

grandparents,eyangSunardjo and eyangIsti Handayani, who always give me the endless love and care.

My special thank goes to I Made Wira Adi Santika, who has given much

spirit, love and inspiration for my life. I thank him for his advice and support in doing

my thesis.

I would like to thankHana, Adi, Bertha, Witri, Patrice, Ana, Fika, Vonny,

Agung, Flora, Heni, Dedeand all PBI 2004 students for the wonderful friendships. I

thank for every beautiful moments and great experiences when I was studying in PBI.

There are other people who I cannot mention individually but surely without

their involvement, directly or indirectly, this thesis would not have been completed.

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ix

LIST OF TABLES

Table Page

2.1 Necessities, Lacks and Wants ... 20

3.1 The Points of Agreement ... 39

3.2 The Table of Descriptive Statistics ... 40

4.1 The Data of the Respondents ... 44

4.2 The Result of Informal Interview with Gymnastics Instructors ... 45

4.3 The Learners’ Needs ... 46

4.4 The Learning Topics of the Materials ... 49

4.5 Topics and General Purposes ... 50

4.6 The Learning Indicators ... 50

4.7 The Teaching Learning Activities ... 54

4.8. The Description of the Respondents ... 58

4.9 The Descriptive Statistics of the Materials Evaluation Survey ... 59

4.10 The Topics, the Titles, the Sections and the Subsections of Designed Materials ... 63

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ... 9

2.2 Yaldens’s Instructional Design Model ... 10

2.3 The Division of Language Teaching Based on the Learner Purpose ... 18

2.4 Function to Form (allen, 1997) ... 30

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CHAPTER I

INTRODUCTION

In this chapter, the writer would like to present the research

background, the problem formulation, and the problem limitation. Besides, this

chapter also presents the objectives of the study, the benefit of the study, and

definition of terms.

A. The Research Background

English is an important language in this world especially in Indonesia. It is

becoming more and more important because English has role as international

language. Indonesia is expanding some cooperations with other countries around

the world. It demands Indonesian should be able to communicate with foreigners

in order to develop the cooperation with other countries. They have to be ready for

globalization era. There are some working fields that require the staffs to master

English.

Gymnasia are also the ones that demand their gymnastics instructors to

master English since gymnastics instructors have direct contact with the

customers frequently. They have to understand how to use English in their job

because they realize the importance of English mastery for their gymnastics

instructors in order to improve their service quality. Reinforcement is needed for

them because they are not only required to study English but also they required to

use English in their job.

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There are some gymnasia in Yogyakarta. One of them is Kartika Dewi

Gymnasium. Kartika Dewi Gymnasium is located at Bhayangkara street. It is near

with Malioboro street as one of tourism destinations. As a result, Kartika Dewi

Gymnasium has some foreign customers that make the staffs are required to

master English, especially for the gymnastics instructors. Most of the gymnastics

instructors of Kartika Dewi Gymnasium have some difficulties to communicate

with the foreign customers. There are 15 foreign customers in Kartika Dewi

Gymnasium Yogyakarta. They are students and tourists.

Kartika Dewi Gymnasium instructors need appropriate materials to

improve their English speking abilities in order to train their foreign customers.

English for gymnastics instructors is a particular part of English for Specific

Purposes (ESP). There are some aspects that have to be considered in designing

suitable materials, such as, learners’ characteristics, the purpose of learning,

learners’ needs. The materials is designing based on the learners’ needs and

interests.

Speaking is one of basic skills in English that has important role as a mean

of communication. “Speaking is an instrumental activity in which speakers talk in

order to have some effects on their listeners” (Clark and Clark, 1977: 224). The

designing materials aim to help Kartika Dewi Gymnasium instructors to improve

their English speaking ability.

In order to improve Kartika Dewi Gymnasium instructors’ abilities in

speaking English, the writer designs the materials using Communicative

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target language. According to Larsen-Freeman (2001: 128), “the goal is to enable

students to communicate in target language. To do this students need knowledge

of the linguistic forms, meanings, and fuctions.” In this study, the materials is

designed in order to help Kartika Dewi Gymnasium Instructors to communicate

with their foreign customers using English in appropriate forms, social context,

meanings and fuctions. By providing the materials wich are suitable and

applicable to their work field, they will be able to communicate with foreign

customers well in order to improve their service quality.

B. Problem Formulation

Considering the background, the problem of the study can be formulated

as follows.

1. How is a set of instructional materials to teach speaking to Kartika Dewi

Gymnasium instructors in Yogyakarta designed?

2. How does the designed set of instructional materials to teach speaking to

Kartika Dewi Gymnasium instructors in Yogyakarta look like?

C. Problem Limitation

English is an international language that should be mastered. One of skills

that influences in communicating with others is speaking. Kartika Dewi

Gymnasium instructors are people who have contact with foreigners. They have to

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limited to the discussion of designing a set of instructional materials to teach

speaking to Kartika Dewi Gymnasium instructors in Yogyakarta.

D. Research Objectives

Based on the problems stated in the problem formulation part, the writer

would like to elaborate two objectives. They are stated follows.

1. To design a set of instructional materials to teach speaking to Kartika Dewi

instructors in Yogyakarta.

2. To present a set of instructional materials to teach speaking to Kartika Dewi

instructors in Yogyakarta.

E. Research Benefits

1. Kartika Dewi Gymnasium instructors

For Kartika Dewi Gymnasium instructors, this design materials improve

their understanding and ability in English that also improve their service quality to

their customers. They use their ability to teach the other staffs of Kartika Dewi

Gymnasium that make their knowledge more useful.

2. English Instructors

This design materials help English Instructors to develop and design

English materials for specific purpose. Besides, it helps them to improve the

understanding and selecting appropriate materials to achieve the goal of teaching

learning process.

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For the next research, this design materials contribute further researchers

and anyone who are interested in designing materials for specific purpose.

Besides, it gives the new innovation and creativities to improve the materials

designed for specific purpose.

F. Definition of Terms 1. Instructional Materials

According to Dick and Reiser (1983:3), “instructional materials can be in

the form of printed materials, computer assisted instructions, and televised

instructions.” In this study, instructional material is needed to facilitate teachers

and learners in teaching and learning process. The materials are focused on the

discussion in order to develop the learners’ speaking skill.

2. Speaking

“Speaking is an instrumental activity in which speakers talk in order to

have some effects on their listeners” (Clark and Clark, 1977: 224). Speaking is

one of means to communicate with others. In speaking, a message is transferred

from a speaker to a hearer. The speaker produces the message and the hearer

receives the message. In this study, speaking is one of skill that very important

since the learners are required to be able to communicate in target language.

3. Communicative Language Teaching (CLT)

According to Larsen-Freeman (2001: 128), “communicative competence

involves being able to use the language appropriate to a given social context.” It

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target language in communication using authentic materials. In this study, the

learners are not only expected to master structure but also to practice to

communicate in target language as well as native speakers. The activities have to

be selected appropriately that can support communicative learning situation.

4. Kartika Dewi Gymnasium Instructors

Kartika Dewi gymnasium instructors are people who work in Kartika

Dewi Gymnasium as the gymnastics instructors. They are classified into some

kinds of job, namely body language instructors, pilates instructor, aerobic

instructors and fitness instructors. Their age is about 24 to 54 years old. Their

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two important parts, namely theoretical and

theoretical framework.

A. Theoretical Description

In this section, the writer discusses instructional materials design models,

the theory of teaching speaking, English for Specific Purpose (ESP), and

Communicative Language Teaching (CLT).

1. Instructional Design Models

In this research, the writer presents two instructional design models by

Kemp and Yalden as the basic theories in conducting this study. Those

instructional design models are discussed as follows.

a. Kemp’s Model

The first instructional design model used in this study is Kemp’s Model. In

his book, Instructional Design A plan Unit and Course Development, Kemp

(1977: 8) states that “the instructional design plan is designed to supply answers

to three questions, which may be considered as the essential element of

instructional technology.” Those three questions are as follows.

1) What must be learned? (objectives)

2) What procedures and resources will work best to reach the desired learning

level? (Activities and resources)

3) How will we know when the required learning has taken place? (Evaluation)

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In order to be able to answer those questions, Kemp forms eight steps that

must be carried out in the design process (Kemp, 1977: 13-100). The eight steps

are specified below.

1) Consider goals, and then lists topics, stating the general purposes for

teaching each topic.

2) Enumerate the important characteristics of the learners from whom the

instruction is to be designed.

3) Specify the learning objectives to be achieved in terms of measurable

student behavior outcomes.

4) List the subject to support each objective.

5) Develop pre-assessment to determine the students’ background and

present level of knowledge about the topic.

6) Select teaching or learning activities and instructional resources that will

treat the subject content, so the students will accomplish the objectives.

7) Coordinate such support service as budget, personnel, facilities,

equipment, and schedules to carry out the instructional plan.

8) Evaluate students’ learning in terms of their accomplishment of objectives,

with a view to revising and re-evaluating many phases of the plan that

need improvement.

There is the main strength of Kemp’s model from the perspective of

teacher is that there is a concept that the process of designing and developing can

be started from any step. The eight steps design model proposed by Kemp can be

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Figure 2.1: The Relationship of Each Step in the Plan of the Other Steps

(Kemp, 1977:9) b. Yalden’s Model

The steps of an instructional design by Yalden, which is called as Yalden's

Language Program Development is shown in Figure 2.2. Evaluation

Support Services

Teaching/ learning activities,

resources Pre-Assessment

Subject Content

Learning Objectives Learner

Characterist ics Goals,

Topics, and General Purposes

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Figure 2.2: Language Program Development (Yalden, 1987:88)

1) Needs survey

This survey is related with the awareness of the learners’ needs. Survey is

conducted to identify and specify what learners’ needs in learning English

included motivations, learning background, and personal needs. It is very

important to determine the goal of learning.

2) Description of purpose

This step describes the goals of the materials design based on the previous

step or learners’ needs. The materials should be selected in order to facilitate

students to achieve the formulated goals. It will become an important foundation

in the next step.

3) Choice of syllabus

“Specifying learning objectives is a developmental process that requires

refinement, changes and additions as the writer develops subsequent planning

steps” (Kemp, 1977: 24). The choice of syllabus should be determined based on

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4) Production of proto-syllabus

“The proto-syllabus is description of language and language use to be covered

in the program” (Yalden, 1987: 89). The syllabus has to cover all of goals of

learning process so the syllabus can be concluded as language itself. Language is

developed to achieve the goals of certain program.

5) Production of pedagogical syllabus

“The pedagogical syllabus is the development of teaching, learning, and

testing approaches” (Yalden, 1987: 89). It means that the pedagogical syllabus is

reflected as the planning of implementation of teaching and learning process. The

implementation includes teaching, learning, and testing approaches also the

development of teaching materials and testing sequences.

6) Development and implementation of classroom syllabus

In this step, the materials and activities should be developed in the form of

lesson plan. The materials and activities have to be scheduled and have

appropriate method based on learners’ needs. Teachers have to understand the

principle of teaching, teaching materials, and the goal of learning.

7) Evaluation

This step is aimed to evaluate all components in the language program. The

evaluation includes students, the teaching and the program itself.

8) Recycling stage

In the last step is aimed to fit between goals set and student performance. The

content is reassessed in class. The materials and teaching methodology are

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2. The Theory of Teaching Speaking

In this section, the writer also discusses some basic theories related with

speaking because speaking is the main learning concern of this study. This section

consists of three parts, namely principle for teaching speaking, factors affecting

adult EFL learners’ oral communication, and components underlying speaking

effectiveness.

a. Principle for Teaching Speaking

According to Bailey (1994: 54), there are five principles for teaching

speaking that can be applied. They are as follows.

1) Be aware of differences between second language and foreign language

learning contexts

Bailey (1994: 54) states “there are two broad contexts in learning

speaking; they are foreign language and second language situations.” The

differences between foreign language and second language situations are foreign

language is the target language which is not used in communication in the

learners’ society, whether second language is the target language which is used in

the learners’ society. In this case, English for Kartika Dewi Gymnasium

instructors is included into foreign language learning context.

2) Give students practice with both fluency and accuracy

Bailey (1994: 55) states “accuracy is the extent to which students’ speech

matches what people actually say when they use the target language.” It means

that the learners have to understand what the functions and the meaning of

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extent to which speakers use the language quickly and confidently, with few

hesitations or unnatural pauses, false starts, word searches, etc.” The learners have

to speak fluently that it supports their confidence in speaking.

3) Provide opportunities for students to talk by using group work or pair work,

and limiting teacher talk

Bailey (1994: 55) states “it is important for language teachers to be aware

of how much we are talking in class.” Students have to be provided opportunities

to talk through pair work and group work. It will encourage students to practice

their target language to communicate in class.

4) Plan speaking tasks that involve negotiation for meaning

Bailey (1994: 55) states “language teachers have to plan the tasks that

relate with the process of negotiating for meaning.” This is the process that

learners make progress by communicating in the target language since interaction

is needed to make learners understand and to be understood.

5) Design classroom activities that involve guidance and practice in both

transactional and interactional speaking

Bailey (1994: 56) states “interactional speech is communicating with

someone for social purposes that include both establishing and maintaining social

relationships.” Learners have to understand the function of target language as the

use their society. Furthermore, Bailey (1994: 56) also states “transactional speech

involves communicating to get something done, including the exchange of goods

and/or services.” It means learners should be able to use target language in their

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b. Factors Affecting Adult EFL Learners’ Oral Communication 1) Age or maturational constraints

Krashen, Long and Scarcella (1982) argue “who begin learning a second

language in early childhood through natural exposure achieve higher proficiency

that those beginning as adult.” In this case, adult learners have to make harder

effort to learn second language since they are more difficult to be focused in

learning meanwhile children are more simply to focused on learning.

2) Aural medium

“In fact, during interaction, every speaker plays a double role both as a

listener and a speaker” (Mendelsohn&Rubin, 1995:35). It means both speaking

and listening have important roles to build effective interaction.

3) Sociocultural factors

“It is well known that each language has its own rules of usage as to when,

how, and to what degree of speaker may impose a given verbal behavior on his or

her conversational partner” (Berns, 1990). It is harder for nonnative speakers to

choose appropriate forms in certain situations since it is influenced by the cultural

norms. Each place in the world has its own norms and cultures. The different

forms of norms and cultures have to be considered in communications.

4) Affective factors

“The affective side of the learner is probably one of the most important

influences on language learning success or failure” (Oxford, 1990: 140). The

affective factors related to L2 or foreign language learning is emotions,

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only to pay attention to the learning process but also to pay attention to learners’

affective factors.

c. Components Underlying Speaking Effectiveness

Hyme’s theory, Canale and Swain (1980) propose that “communicative

competence includes grammatical competence, discourse competence,

sociolinguistic competence, and strategic competence.” It means communicative

competence have to reflect the use of the linguistic system and functional aspects

of communication, respectively.

1) Grammatical competence

“Grammatical competence is an umbrella concept that includes increasing

expertise in grammar (morphology, syntax), vocabulary, and mechanics”

(Scarcella & Oxford, 1992: 141). Grammatical competence enables speakers to

use target language accurately and properly. In this case, mechanics refers to basic

sounds of letters and syllables, pronunciations of words, intonation, and stress.

2) Discourse competence

“Therefore, effective speakers should acquire a large repertoire of structures

and discourse markers to express ideas, shoe relationships of time, and indicate

cause, contrast, and emphasis” (Scarcella & Oxford, 1992). Learners are expected

to learn target language that related to structures and discourse in their real life.

3) Sociolinguistic competence

Understanding sociolinguistic side of language helps learners know that

comments are appropriate, how to ask questions during interaction, and how to

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argues that “therefore, adult second language learners must acquire stylistic

adaptability in order to be able to encode and decode the discourse around them

correctly.” Learners should understand any means of communication both verbal

and non verbal.

4) Strategic competence

“Strategic competence, which is the way learners manipulate language in

order to meet communicative goals” (Brown, 1994: 228), is perhaps the most

important of all the communicative competence elements. “Simply put, it is the

ability to compensate for imperfect knowledge of linguistic, sociolinguistic, and

discourse rules” (Berns, 1990). With reference to speaking, strategic competence

refers to the ability to know when and how to take the floor, how to keep

conversation going, how to terminate the conversation, and how to clear up

communication breakdown as well as comprehension problems.

3. English for Specific Purpose (ESP)

In this section, the writer would like to discuss English for Specific

Purpose (ESP). It is important to discuss ESP since English for Kartika Dewi

gymnasium instructors in Yogyakarta is a part of it that is English for English for

Occupational purpose. This section consists of three parts, namely the definition

and criteria of English for Specific Purpose, the classification of English for

Specific Purpose, and Needs Analysis. By discussing these three parts, the writer

would like to give description what makes English for Kartika Dewi gymnasium

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a. The Definition and Categorization of English for Specific Purpose

“English for Specific Purpose must be considered as approach not

product” (Hutchinson and Waters, 1994: 16). It means that ESP is an approach in

learning language. It shows that ESP is not a method in teaching learning

language. The method, materials, and teaching learning content are synchronized

with the learner’s reasons and needs.

According to Hutchinson and Waters (1994:16), “the categorization of

ESP is based on the general nature of the learners’ purpose and specific needs on

specialization.”

Basically, ESP is divided in to two types, they are English for Academic

Purpose (EAP) and English for Vocational Purpose (EVP) or also called English

for Occupation Purpose (EOP). EAP is for learners who needs English for study,

meanwhile, EVP or EOP is for learners who needs English for work. Hutchinson

and Walters propose “the branch of English language teaching based on the

learner purpose.” English for Kartika Dewi gymnasium instructors in Yogyakarta

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[image:35.595.90.555.90.613.2]

Figure 2.3: The Division of Language Teaching Based on the Learner Purpose (Hutchinson and Waters, 1994: 16)

b. The Criteria of English for Specific Purpose

Robinson (1991:2) proposes some criteria of English for Specific Purposes

(ESP). The criteria are as follows.

1) ESP is ordinarily goal-directed

People learn English because of instrumental motivation. They learn

English to achieve certain goals. The purposes can be the requirements of study or

job. People who are working in the tourism fields should master English well.

They need English to support their job. In this case, the learners need to

communicate with their customers foreign tourists because Kartika Dewi

Gymnasium is located in the town centre of Yogyakarta. English as Mother

Tongue (EMT)

General English (GE)

English as Foreign Language (EFL)

English for Occupational Purposes (EOP) English for Academic

Purposes (EAP)

English as Second Language (ESL)

English for Specific Purposes (ESP)

English for Kartika Dewi Gymnasium Instructors English Language

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2) Needs analysis is paramount

The first step to define the aim of course is identifying needs analysis.

Need analysis is needed to identify and specify what learners’ needs in learning

English. It emphasizes the target of course requirement. In this research, the

learners’ needs are obtained from interviews and questionnaires.

3) Specified time for the course

Time allocation is important in achieving the objectives in each learning

process of the course. It should be allocated in proportional schedule by

considering teachers and students.

4) People who learn ESP are usually adult

People who learn ESP course are normally have already experienced in

learning English. They have learnt General English. They are not beginners. They

need ESP program relates with the requirements of their study or job. It requires

them to learn English more specific relate to their study or job. It will be

influenced the materials that should be designed base on learners’ condition.

5) People who learn ESP should be the same

People who learn ESP must have same kind of work field or study

although their ages are different. In this research, the learners’ work background is

gymnastics instructors.

c. Needs Analysis

As we know that ESP is defined as an approach that differentiates between

ESP and General English. In this case, need analysis has very important role. We

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such as observation, interview and distributing questionnaires. Needs analysis will

influence the materials designed and also give some information to teachers to

motivate their learners in learning process.

Hutchinson and Waters (1994:54) categorize learners’ needs in to two

parts, namely target needs and learning needs.

1) Target needs

Target needs refer to the target situation in terms of three parts, namely

necessities, lacks and wants.

a) Necessities are what learners have to do to function effectively in the target

situation that determined by the requirements of the target situation.

b) Lacks are what learners have already known so that the materials’ designers

can decide which the necessities the learners’ lacks. It also determines what is

needed to improve.

c) Wants are the learners’ needs that have to be considered. It is also important to

consider learners’ wants in the target situation.

[image:37.595.91.518.215.751.2]

Necessities, lacks and wants can be presented in the table 2.1.

Table. 2.1: Necessities, lacks and wants (Hutchinson and Waters, 1994:58) OBJECTIVE (i.e. as

perceived by course designers)

SUBJECTIVE (i.e. as perceived by learners)

NECESSITIES The English needed for success in Agricultural or Veterinary Studies

To reluctantly cope with a ‘second-best’ situation

LACKS (Presumably) areas of

English needed for Agricultural or Veterinary Studies

Means of doing Medical Studies

WANTS To succeed in

Agricultural or Veterinary Studies

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2) Gathering information about target needs

There are some ways to gather information about language such as

distributing questionnaires, interviews, observation, data collection and informal

consultation with sponsors, learners and others. It is possible to use more than one

ways in gathering information. In this research, the writer uses interviews and

distributing questionnaires. The frameworks of questionnaires are needed to get

the information about the learners’ needs. Hutchinson and Walters (1994:54)

propose the frameworks of questionnaires as follows.

a) Why is the language need?

 For study

 For work

 For some other purpose, e.g. status, examination, promotion.

b) How will the language be used?

 Medium: speaking, writing, reading, etc.

 Channel: e.g. telephone, face to face

 Types of text or discourse: e.g. academic texts, lectures, informal

conversation, technical manuals, catalogues.

c) What will the content areas be?

 Subjects: e.g. medicine, biology, architecture, shipping, commerce,

engineering

 Level: e.g. technician, craftsman, postgraduate, secondary school

d) Who will the learner use the language with?

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 Level of knowledge of receiver: e.g. expert, layman, student

 Relationship: e.g. colleague, teacher, customer, superior,

subordinate

e) Where will the language be used?

 Physical setting: e.g. office, lecture theater, hotel, workshop,

library

 Human context: e.g. alone, meeting, demonstrations, on telephone

 Linguistic context: e.g. in own country, abroad

f) When will the language be used?

 Concurrently with the ESP course or subsequently

 Frequently, seldom, in small amounts, in large chunks

3) Learning needs

According to Hutchinson and Waters (1994:61), “it is naive to base a

course design simply on the target objectives, just as it is naïve to think that a

journey can be planned solely in terms of the starting point and the destination.“

Learning needs are very important to be considered since it will be influenced in

selecting materials. It is the means to reach destination. It explains the starting

point to reach the objectives.

4) Analyzing learning needs

There are some questions as a framework for analyzing learning needs. A

learning needs analysis framework is as follows:

1. Why are the learners taking the course?

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3. What resources are available?

4. Who are the learners?

5. Where will the ESP course take place?

6. When will the ESP course take place?

4. Communicative Language Teaching

Communicative Language Teaching (CLT) is suitable approach in

designing the instructional materials. This study tries to design a set of English

speaking instructional materials using communicative tasks. In this case, the

writer believes that Communicative Language Teaching (CLT) is appropriate

approach to enable learners to communicate in the target language. There are

some theories about Communicative Language Teaching (CLT) used in designing

the speaking materials for Kartika Dewi gymnasium instructors. There are three

points that will be discussed. They are as follows.

a. The definition of Communicative Language Teaching (CLT)

According to Larsen-Freeman (2001: 128), “communicative competence

involves being able to use the language appropriate to a given social context.” To

do this, the students need the knowledge of the linguistics forms, meaning, and

functions. In learning English, learners have to master some skills such as

listening, speaking, reading, and writing that have important roles to communicate

in the target language. In fact, in Indonesia, students are only taught writing,

reading and grammar. Learning grammar is strange for some learners. In this

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communicating what they have learned before. Communicative Language

Teaching (CLT) can support learners to apply their ability in English. Speaking is

one of important skill in communication. Kartika Dewi gymnasium instructors

have to able to communicate in English since they often have foreigner customers.

b. The characteristics of Communicative Language Teaching (CLT)

Celce-Murcia (2000: 8) gives an outline of the Communicative Language

Teaching (CLT). The outline shows the characteristics of the Communicative

Language Teaching (CLT) as follows.

1) It is assumed that the goal of language teaching is learner ability to

communicate in target language. It means that through this approach the

learners are expected to be able to use the target language in communication.

2) It is assumed that the content of a language course will include semantic

notions and social functions, not just linguistics structure. The learners are

expected not only to learn English grammar but also to apply the target

language in communication.

3) Students regularly work in groups or pairs to transfer (and if necessary,

negotiate) meaning in situations in which one person has information that the

others lacks. On the other words, the students have responsibility on their own

learning process.

4) Students often engage in role-play or dramatization to adjust their use of target

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5) Classroom materials and activities are often authentic to reflect real life

situations and demand. The learners are able to use target language in their

daily life after the course.

6) Skills are integrated from the beginning; a given activity might involve

reading, speaking, and also writing (this assumes the learners are educated and

literate).

7) The teacher’s role is primarily to facilitate communication and only

secondarily to correct errors. Teacher is supposed to select materials and

activities that can encourage the students to communicate in target language

actively. The students used to correct their mistakes and their friends’

mistakes in learning target language.

8) The teacher should be able to use the target language fluently and

appropriately. In other words, the teacher is a model of learning.

Diane Larsen and Freeman (2001: 129) state some characteristics of the

teaching/learning process based on Communicative Language Teaching (CLT).

They are as follows.

1) The most obvious characteristic of CLT is that almost everything that is done

is done with a communicative intent. It means that the students have to use

target language in communicative activities in learning. The activities that are

selected have to support communicative learning situation.

2) CLT uses authentic materials. It is supposed to give students opportunity to

develop strategies for understanding target language as well as native

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3) The activities in CLT classroom often carry out students in small groups. It

will be very effective to know the development of each student. The students

also have more time to speak and share in small class. It will maximize

students’ opportunities to improve their ability in communicating the target

language.

c. The activities and materials of Communicative Language Teaching (CLT) Littlewood (1981: 17-18) summarizes of communicative activities

contributions to language learning.

1) They provide ‘whole-task practice, in the classroom through various kinds of

communicative activity, structured in order to suit the learners’ ability.

2) They improve motivation by relating learners’ classroom learning to their

objective and helping them to achieve it. The learners’ ultimate objective is to

take part in communication with others.

3) They allow the natural learning which operates when a person is involved in

using the language for communication.

4) They can create a context which supports learning by providing personal

relationship which can help to ‘humanize’ the classroom and to create an

environment.

According to Larsen and Freeman (2000: 132-134), there are some

materials that associated with CLT. They are as follows.

1) Authentic materials

“Authentic materials are intended to overcome the typical problem that

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to expose students to natural language in a variety of situations” (Larsen and

Freeman, 2000: 132). In the learning process, teachers can use materials that

associated with real life. The examples of authentic materials are newspaper

articles and a live radio or television broadcast. However, those are authentic

materials for high intermediate level. For students with lower level, it might be

possible to use more accessible materials, for instance, the use of a weather

forecast when working on prediction.

2) Scrambled sentences

According to Larsen and Freeman (2000: 133), “scrambled sentences are

the type of exercise teaches students about cohesion and coherence properties of

language.” It means that students are expected to understand target language the

discourse level. The activities that are given such as arrange the sentences in

scrambled order, some scrambled sentences in a dialogue, disorder a picture strip

story.

3) Language games

Larsen and Freeman (2000: 133) state “games are used frequently in

CLT.” Games are important to make students comfortable during teaching

learning process that will support communicative practice. One of games in CLT

is the card game. Students are asked to list their classmate’s activities in the

following week. Through this activity, students can improve their vocabulary and

writing skill. They will predict the activities using their own word. Students will

feel free to list activities by writing what they listen from their friend.

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As stated in the previous discussion that picture strip story is one of

activities which can be conducted in CLT. The activity is carried out by using a

set of picture strip story which is showed to the students. They will predict what is

the next picture based on their opinion using their own words. There is an

information gap. Then, they receive feedback and compare the prediction to

others.

Larsen and Freeman (2000: 134) state “picture strip story gives students

practice in negotiating meaning.” Picture strip story is one of examples of using

problem-solving tasks as a communicative technique.

5) Role play

Larsen and Freeman (2000: 134) state “role plays are very important in

CLT because they give students an opportunity to practice communicating in

different social roles.” This gives students opportunity to practice the target

language in their daily life. In role play, the learners’ focus will be on the

communication activities based on their own knowledge. Furthermore, Larsen and

Freeman (2000: 134) also state that “the role play given to the students can be

structured (for example, the teacher tells the students who they should say in the

role play) or in a less structured way.” CLT is considered more appropriate to

apply since students can have some choices to express what they want to say. The

(46)

B. Theoretical Framework

In designing a set of English speaking instructional materials using

communicative tasks for Kartika Dewi gymnasium instructors in Yogyakarta, the

writer combines the instructional materials designed by Kemp and Yalden

discussed in theoretical description since this two models describe clearly

step-by-step procedures about what the designers should do in order to develop her or his

own materials from the beginning process. The framework of design model

consists of eight steps.

Step 1: Conducting needs survey

In designing materials, the writer carry out need survey to find out the

learners’ need. This step is adapted from Yalden’s model and need analysis

proposed by Hutchinson and Waters. Learners’ need is main characteristics in

ESP. It will influence the content of language teaching. The result of need survey

is a basis for specifying goals and objectives for the learning program. It is

conducted through questionnaire and interviews.

Step 2: Considering the goal, listing topics, and general purpose

The goal is constructed based on the students’ needs of the teaching

learning process. This step determines the goals of the materials design based on

students’ need. The topic is expected to facilitate and support students to achieve

the goals. This step is adapted from Kemp’s model.

Step 3: Formulating learning objectives

Objectives are specific outcomes or products of courses which are outlined

(47)

General Purposes and Learning Indicators. In English for Specific Purposes, the

material is designed for the purpose of students’ needs. In this study, the specific

objectives are reflected on the indicator.

Step 4: Selecting the syllabus type

Hutchinson and Waters (1994:80) state a syllabus is a document which

says what will (or at least what should) be learnt. In this step the writer uses one

of syllabus types from Krahnke (1987). The syllabus of this designed is functional

syllabus since the contents of this designed materials is the collection of the

functions that are performed when language is used. “The greatest strength of the

functional syllabus is that it includes information about language use that

structural syllabi do not” (Krahnke 1987: 35). The learners may view the language

less than an abstract system of elements. The language is more as a

communicative system.

Allen (1977) gives a clear explanation of how the same language function

interrelating with grammatical form and context can produce different realizations

in any given instance. It can be seen in the figure 2.4.

Function Sentence forms Realization

Imperative Please finish that letter, Miss Jones.

Conditional Perhaps it would be best if you finished that letter. Ordering Infinitive We do expect you to finish that letter.

Modal You must finish that letter, I’m affraid.

[image:47.595.86.513.243.626.2]

Participial You should no have difficulty in finishing that letter. Figure 2.4: Function to Form (Allen, 1997)

Step 5: Listing the subject content

In this study, it is important to relate the content with the objectives and

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instructional materials for specific purpose, the writer, in organizing subject

content, would adapt the English for Specific Purpose materials proposed by

Hutchinson and Waters (1994: 108). The materials consist of four elements,

namely input, content focus, language focus, and task.

Step 6: Selecting teaching and learning activities

The writer selects Communicative Language Teaching (CLT) to design

English speaking instructional materials for Kartika Dewi gymnasium instructors

in Yogyakarta. CLT supports the process of teaching and learning language since

CLT provide opportunity for learners to speak in class. The writer intends to

produce a set of English speaking instructional materials to encourage learners to

communicate target language primary in their work place. Their learning activities

relate with real life which is required authentic materials. The writer applies some

techniques to support communicative classroom activities, for instances,

scrambled sentences, language games, picture strip story and role play.

In teaching and learning process, there are some communicative activities.

They are presentation and role play because tasks in CLT are normally done in

group. The presentation and role play are appropriate with the situation of

learners’ work activities. The writer takes aunthentic materials from some books

and articles related with gymnastics.

Step 7: Evaluating

After designing materials, the writer conducts evaluation by distributing

the second questionnaires. The writer would like to find out strengths and

(49)

suggestions related to the materials design. The result of the evaluation will be

used to revise the materials.

Step 8: Revising

After conducting the evaluation, the writer revises and improves the

materials based on the feedback, comments, and suggestion related to the

[image:49.595.83.507.216.713.2]

materials design.

Figure 2.5: The Steps in Conducting the Design Conducting needs survey

Considering the goal, listing topics, and general purpose

Selecting the syllabus type

Listing the subject content

Selecting teaching and learning activities

Evaluating

Revising

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CHAPTER III

METHODOLOGY

The writer divides this chapter into six main sections. They are research

method, research participants, research instruments, data gathering techniques,

data analysis techniques, and research procedures.

A. Research Method

As mentioned in Chapter I, this study is intended to find the answers to the

problems formulated. Firstly, the writer would try to find how a set of

instructional materials to teach speaking to Kartika Dewi instructors in

Yogyakarta is designed. Secondly, the writer would try to find the design set of

instructional materials to teach speaking to Kartika Dewi Gymnasium instructors

in Yogyakarta looks like.

To obtain the two goals mentioned above, the writer conducted research

and development (R&D).

Educational research and development (R&D) is a process used to develop and validate educational products. The steps of this process are usually referred to as the R&D cycle, which consists of studying research findings pertinent to the product to be develop, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage (Borg and Gall, 1983: 772).

The products can be defined as some materials objects. In this study, the

writer used textbook to be developed. Through learners and textbook, the writer

obtained the information as much as possible as the basis of designing the

materials. The materials would be developed based on the research findings,

(51)

tested in the field where it will be used, and revised that would be necessary to be

used in the field where it will be used.

In this study, the writer conducted two kinds of survey to gather the

information needed. They were as follows.

1. Pre-design survey

This survey was conducted to find learners’ needs and to gather some

values information in designing materials from the respondents. This survey was

related to the learners in order to know the learners’ expectation from the

materials designed. It was related to their job requirements as the gymnastic

instructors. The information would be the basis for the writer to design the

materials. To obtain the data the writer used questionnaires and interviews.

2. Post-design survey

This survey was conducted to have feedback, comments, and suggestions

related to materials designed. The respondents were the people who were

considered competent in applying the theory of instructional materials design

models, the theory of teaching speaking, English for Specific Purpose (ESP), and

Communicative Language Teaching (CLT). The writer used questionnaires to

obtain the data.

B. Research Participants

There would be two kinds of respondents since there were two kinds of

survey study. The first would be the respondents of pre-designed survey and the

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1. Pre-design survey

The subjects of this survey were the instructors in Kartika Dewi

Gymnasium Yogyakarta. They were 12 aerobics instructors and 4 fitness

instructors. They are between 24 to 54 years old.

2. Post-design survey

The subjects of this survey were two lecturers of Sanata Dharma

University, one English instructors of Speak First Klaten, and two English

instructors of ELTI Yogyakarta.

C. Research Instruments

Hutchinson and Waters (1994: 59) propose “questionnaires, interviews,

observations, data collections, and informal consultations with sponsor, learners,

and others as instruments to gather data.” In this study, the writer used two kinds

of instruments, namely, questionnaires and interviews.

1. Questionnaires

The writer chose questionnaires since it is brief, clear, and also simple to

be carried out. According to Best (1986: 166), questionnaire is one way in data

collection through which respondents answer questions or respond to statements

in writing. Best (1986: 167) states that there are two types of questionnaires. They

are as follows.

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This type of questionnaire consists of questions and list of alternatives, only

provides for marking yes or no, a short response, or checking an item from a

list of suggested responses.

b. Open-ended questionnaire

This type of questionnaire allows the respondents’ own words to state

opinions and suggestions in the space provided.

The writer distributed closed questionnaire to Kartika Dewi Gymnasium

instructors to conduct first survey that was pre-design survey. It aimed to obtain

the learners’ needs. The open-ended questionnaires were distributed to two

lecturers of Sanata Dharma University, one English instructors of Speak First

Klaten, and two English instructors of ELTI Yogyakarta to gain feedback,

comments, and suggestion related to the designed materials.

2. Interviews

Ary (1994: 175) states that there are two types of interview. They are

structured and unstructured interviews. The unstructured interview is more

flexible and informal. The interview was done when the writer needed some

information about the students’ needs and evaluation about appropriate design

materials for the gymnastics instructors in Kartika Dewi Gymnasium. The writer

conducted informal interview during their leisure time since they would not feel

interviewed that eased the interviewed process in order to obtain their opinion

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D. Data Gathering Techniques

The writer divided the data gathering into two groups of respondents.

Firstly, the writer conducted pre-designed survey. It was carried out in Kartika

Dewi Gymnasium Yogyakarta. The writer used two kinds of instruments, namely

closed questionnaires and interviews. There were 16 questionnaires which were

distributed. The results of three of them would be consideration about learners’

strength, learners’ weakness, and learners’ expectations to the materials designed.

Besides, the writer also distributed open-ended questionnaires to two

lecturers and three English instructors. They were two lecturers of Sanata Dharma

University, one English instructors of Speak First Klaten, and two English

instructors of ELTI Yogyakarta. In this step, the writer also distributed the

syllabus, lesson plan, and the designed materials.

In the pre-design materials, the writer collected questionnaires that have

been filled by the instructors in Kartika Dewi Gymnasium. By identifying the

result of the questionnaires and interview, the writer constructed the materials.

The second was the post-design materials. The writer collected the questionnaires

that have been filled by two lecturers of Sanata Dharma University, one English

instructors of Speak First Klaten, and two English instructors of ELTI

Yogyakarta. By identifying feedbacks from the second questionnaires, the writer

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E. Data Analysis Techniques

The writer divided the result of the questionnaires into two since the writer

conducted two different groups of respondents. The data from Kartika Dewi

Gymnasium were gained from questionnaires and interviews. Another data were

gained from three lecturers of Sanata Dharma University, two English instructors

of Optima Yogyakarta, two English instructors of Speak First Klaten, and two

English instructors of ELTI Yogyakarta. The results of questionnaires from the

needs analysis were presented in the form of table. The format of questionnaire

for the first groups of respondents was closed-form.

Based on the data collected from the questionnaire, the writer counted a

number of students who chose option totally disagrees, disagree, agree, or totally

agree. The result of the table analysis depended on the responses from the

participants. After the writer finished writing down the data from the participants,

the data were counted to find out what option considered as the priority that were

often chosen by the participants. It was in the form of percentage. From the table,

the writer considered the students who chose totally disagree and disagree column

become the samples of disagreed opinion. Whereas, the students who chose totally

agree and agree column become the samples of agreed opinion. The data of

uncertain column were not be used in the data analysis. The writer presented the

raw data as percentage figure by multiplying it by 100 % as the following

formulas.

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From the first data, the writer will construct the material based on the

learners’ needs analysis. The materials will be revised after the writer conducted

second survey.

The second data were gained from lecturers and English instructions. The

writer used two formats of questionnaires, namely closed-from and opened-from.

[image:56.595.86.512.246.620.2]

There were five points of agreements. They are described in table 3.1.

Table 3.1: The Points of Agreement

Points of agreements Score

Absolutely disagree 1

Disagree 2

Uncertain 3

Agree 4

Absolutely agree 5

The designed materials would be considered acceptable if the central

tendency for each statement was above the scale of 3.

After the distributed questionnaires were collected, the result were

analyzed to find out the evaluation of the designed materials. According to Ary, et

al (2002: 128), the most widely used measure of central tendency is the mean.

Mean is the central value of in a set of scores. In order to calculate the scores of

the closed from questionnaires, the descriptive statistics were needed. The tables

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[image:57.595.84.515.135.637.2]

Table 3.2: The Table of Descriptive Statistics

No Statement Central Tendency

Number of the Respondents

Mean

The formula of mean is presented as follows.

= N

X



X:Score

N: Number of the respondents

: Mean

From the second data, the writer gained some feedback, comments, and

suggestions from the participants. It would be the basis to revise the materials.

F. Research Procedures

The writer conducted eight steps to answer problem formulation of this

study. The steps were:

1. Conducting needs survey

First, the writer carried out need survey to find out the learners’ need. It

will influence the content of language teaching. The result of need survey was a

basis for specifying goals and objectives for the learning program. It was

(58)

2. Considering the goal, listing topics, and general purpose

The writer was decided based on the students’ needs of the teaching

learning process. This step is determined the goals of the materials design based

on students’ need through questionnaire and interviews.

3. Formulating learning objectives

The writer specified goal achievements into General Learning Objectives

and Specific Learning Objectives. In English for Specific Purposes, materials will

be designed for the purpose of students’ needs. In this study, the specific

objectives are reflected on the indicator.

4. Selecting the syllabus type

In this step the writer uses one of syllabus types from Krahnke (1987). The

syllabus of this designed is functional syllabus since the contents of this designed

materials is the collection of the functions that are performed when language is

used.

5. Listing the subject content

Since this study deals with designing a set of English speaking

instructional materials for specific purpose, the writer, in organizing subject

content, would adapt the English for Specific Purpose materials proposed by

Hutchinson and Waters (1987: 108). The materials consist of four elements,

(59)

6. Selecting teaching and learning activities

The writer selected Communicative Language Teaching (CLT) to design

English speaking instructional materials for Kartika Dewi gymnasium instructors

in Yogyakarta. The writer applies some techniques to support communicative

classroom activities, for instances, scrambled sentences, language games, picture

strip story and role play.

7. Evaluating

After designing materials, the writer conducted evaluation by distributing

the second questionnaires and conducting second interviews. The writer would

like to find out strengths and weaknesses of the designed materials through some

feedbacks, comments, and suggestions related to the materials design. The result

of the evaluation will be used to revise the materials.

8. Revising

After conducting the evaluation, the writer revised and improved the

materials based on the feedback, comments, and suggestion related to the

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the result and discussion of the findings of the

survey conducted to design and evaluate the instructional materials design. This

chapter is divided into two major parts. The first part concerns with the steps of

designing a set of English speaking instructional materials for Kartika Dewi

Gymnasium instructors in Yogyakarta. The second part concerns with what the

designed set of instructional materials to teach speaking to Kartika Dewi

Gmnasium instructors Yogyakarta look like.

A. The Steps of Designing a Set of English Speaking Instructional Materials for Kartika Dewi Gymnasium Instructors in Yogyakarta

In designing a set of English Speaking instructional materials, the

writer developed a model consisting of seven steps. They are conducting needs

survey, considering the goal, listing topics, and general purpose, formulating

learning objectives, listing the subject content, selecting teaching and learning

activities, evaluating, revising. These steps answered the first question in the

Problem Formulation. Each step is elaborated as follows.

1. Conducting needs survey

The needs survey is an important part to find out the learners’ needs. To

obtain the data, the writer conducted a survey study through giving questionnaires

and doing informal interviews to the Kartika Dewi Gymnasium instructors.

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a. The Result of the Questionnaires for Gymnastics Instructor in Kartika

Dewi Gymnasium

The questionnaires were distributed to 16 gymnastics instructors at Kartika

Dewi Gymnasium. The questionnaires that were distributed are

closed-questionnaires. The filling questionnaires would be foundation for the writer to

[image:61.595.86.515.238.619.2]

design the materials. The descriptions of the respondents were presented in the

table 4.1.

Table 4.1: The Description of the Respondents

Respondents Sex Education Background Female Male SMA D3 S1 Gymnastics instructors in

Kartika Dewi gymnasium Yogyakarta

13 3 4 3 9

Based on the data of the participants, there were differences of education

background. It influenced the techniques in delivering materials. The learning

activities were synchronized to make effective learning for all learners.

In distributing the questionnaires, the writer asked the learners about their

perceptions in learning English. From the results of needs analysis related to

learners’ perception in learning English, there were 6% of participants or only 1

participant who considered that learning English was difficult although 94% of

participants or 16 participants stated that they learning English was easy and

enjoyable. All of the participants considered that they were not forced in learning

English. It indicated that they had great motivation to learn English since all of the

participants agreed that English was important for their life. All of the participants

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Their needs and difficulties in learning speaking skills were also

considered in designing materials. The respondents were asked about other

elements in learning speaking skill. There were 56% of participants or 9

participants who considered that grammar was needed in learning speaking skill

while 44% participants or 7 participants disagreed with this statement. All of the

participants answered vocabulary was needed in learning speaking skill. All of the

participants also answered pronunciation is needed in learning speaking skill.

The respondents were asked about their difficulties in learning speaking

skill. There were 75 % of participants or 12 participants who did not know how to

make good sentences while only 25% of participants or 4 participants had

difficulties in making good sentences. Their biggest difficulty in learning

speaking skill was they did not know the vocabulary. There were 81% of

participants or 13 participants who had difficulties in pronouncing the words.

b. The Result of the Informal Interview with Gymnastics Instructors in

Kartika Dewi Gymnasium

In order to obtain additional information, the writer also conducted an

informal interview with five gymnastics instructors in Kartika Dewi Gymnasium.

[image:62.595.88.517.190.755.2]

The gathered data is presented in table 4.2.

Table 4.2: The Result of Informal Interview with Gymnastics Instructors

No. Questions Answers

1 Why do the gymnastics instructors in Kartika Dewi learn English?

a. mainly for their job.

b. to improve their service especially to their foreign customers.

c. to be able to communicate with the foreigners everywhere.

2 How important is English for gymnastics instructor in Kartika Dewi?

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No. Questions Answers

Gymnasium have some foreign customers. This condition demanded the gymnastics instructor master English.

3 What are their duties? They trained the customers, gave the customers suggestions, and helped the customers to solve their problems.

4 What criteria should a gymnastics instructors have?

Attractive, friendly, patient, able to speak some foreign languages especially English. 5 What topics that should be taught to the

gymnastics instructors?

Greetings, introduction, asking and offering help, giving instructions, giving suggestions, thanking, apologizing, handling complaints.

6 What classroom atmosphere do the gymnastics instructors like?

Relax, interesting, informal, but still serious and focus in learning.

7 What techniques are appropriate for the gymnastics instructors?

Group discussions, role plays, dialogues. 8 What are their difficulties in learning

English?

They did not confident to communicate in English since they do not have sufficient knowledge of basic English.

Based on the results of the interview, the writer analyzed the needs of the

learners in learning English. The learners’ needs were analyzed in terms of

necessities, lacks, and wants as proposed by Hutchinson and Waters (1994: 55).

[image:63.595.86.514.106.619.2]

The learners’ needs are specified in the table 4.3.

Designing a set of English speaking instructional materials for Kartika Dewi gymnasium instructors in Yogyakarta.

ACKNOWLEDGEMENTS

Carla Sih Prabandari, S.Pd., M.Hum., Ch. Lhaksmita Anandari, S.Pd., M.Ed.,

TABLE OF CONTENTS

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

LIST OF TABLES

LIST OF FIGURES

A. The Research Background

B. Problem Formulation

C. Problem Limitation

D. Research Objectives

E. Research Benefits

CHAPTER II

A. Theoretical Description

a. Kemp’s Model

Figure 2.1: The Relationship of Each Step in the Plan of the Other Steps

Topics, and General Purposes

2) Description of purpose

4) Production of proto-syllabus

6) Development and implementation of classroom syllabus

7) Evaluation

2. The Theory of Teaching Speaking

a. Principle for Teaching Speaking

c. Components Underlying Speaking Effectiveness

3. English for Specific Purpose (ESP)

a. The Definition and Categorization of English for Specific Purpose

Figure 2.3: The Division of Language Teaching Based on the Learner Purpose (Hutchinson and Waters, 1994: 16)

Tongue (EMT)

c. Needs Analysis

4. Communicative Language Teaching

a. The definition of Communicative Language Teaching (CLT)

b. The characteristics of Communicative Language Teaching (CLT)

B. Theoretical Framework

Step 1: Conducting needs survey

Step 2: Considering the goal, listing topics, and general purpose

Step 3: Formulating learning objectives

Step 4: Selecting the syllabus type

Step 5: Listing the subject content

Step 6: Selecting teaching and learning activities

Step 7: Evaluating

CHAPTER III

A. Research Method

1. Pre-design survey

2. Post-design survey

B. Research Participants

2. Post-design survey

1. Questionnaires

2. Interviews

D. Data Gathering Techniques

E. Data Analysis Techniques

Table 3.1: The Points of Agreement

Table 3.2: The Table of Descriptive Statistics

F. Research Procedures

2. Considering the goal, listing topics, and general purpose

4. Selecting the syllabus type

6. Selecting teaching and learning activities

7. Evaluating

8. Revising

CHAPTER IV

A. The Steps of Designing a Set of English Speaking Instructional Materials for Kartika Dewi Gymnasium Instructors in Yogyakarta

1. Conducting needs survey

Dewi Gymnasium

Table 4.1: The Description of the Respondents

b. The Result of the Informal Interview with Gymnastics Instructors in

No. Questions Answers

No. Questions Answers