vi
ABSTRACT
Puspita, Christina Maya. 2009. Designing Integrated English Materials Based on the Communicative Approach for Hotel Staffs. Yogyakarta: English Education Study Program, Sanata Dharma University.
Hospitality industry is one of working area which needs English mastery. In hotels, there are many foreign guests. The hotel staffs experience direct English communication; it means they need communicative English. However, since the hotel staffs are varied from many divisions, it turned out that writing and reading skills were also needed, not only speaking and listening skills. In fact, almost all of the materials they had learnt were dealing with tenses, vocabulary and focused more on only one language skill. Considering that fact, this study is then aimed at helping to provide interesting and suitable materials and improve their communicative ability both orally and written by designing integrated English materials based on communicative approach for the hotel staffs.
The problem of the study is formulated as: “what is the ideal design of integrated English materials based on the communicative approach for hotel staffs?” This study used Educational Research and Development (R & D) which was adapted into five steps namely research and information collecting, developing preliminary form of product, preliminary field testing, main product revision and main field testing. This study also adapted Kemp’s instructional design model and considered relevant theories related to integrated materials, communicative approach, English for Specific Purposes and learners’ characteristics to design the integrated materials based on the communicative approach for hotel staffs.
vii ABSTRAK
Puspita, Christina Maya. 2009. Designing Integrated English Materials Based on the Communicative Approach for Hotel Staffs. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Hotel adalah salah satu bidang pekerjaan yang memerlukan penguasaan Bahasa Inggris. Banyak tamu luar negeri yang terdapat di hotel. Staf hotel mengalami komunikasi Bahasa Inggris langsung, yang artinya mereka membutuhkan bahasa Inggris yang komunikatif. Bagaimanapun, karena staf hotel terdiri dari bermacam-macam divisi, ternyata diketahui bahwa kemampuan menulis dan membaca juga diperlukan, tidak hanya kemampuan berbicara dan mendengarkan. Kenyataanya, hampir semua materi yang sudah pernah mereka pelajari berhubungan dengan tenses, kosakata dan memusat hanya pada satu ketrampilan berbahasa. Mempertimbangkan hal itu, studi ini bertujuan membantu menyediakan materi yang tepat dan menarik serta meningkatkan kemampuan komunikatif mereka baik secara lisan dan tulisan dengan membuat materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel.
Permasalahan dalam studi ini diformulasikan sebagai berikut: “Seperti apa desain materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel yang ideal itu?” Studi ini menggunakan metode penelitian dan pengembangan (R & D) yang diadaptasi menjadi lima langkah yaitu penelitian dan pengumpulan informasi, mengembangkan persiapan materi, evaluasi, revisi dan penerapan materi di kelas. Studi ini juga mengadaptasi model design materi Kemp dan mempertimbangkan teori yang berhubungan dengan materi terpadu, pendekatan komunikatif, English for Specific Purpose dan karakteristik siswa untuk mendesain materi terpadu berdasarkan pendekatan komunikatif untuk staf hotel.
DESIGNING INTEGRATED ENGLISH MATERIALS BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By:
Christina Maya Puspita 041214030
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
i
DESIGNING INTEGRATED ENGLISH MATERIALS BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By:
Christina Maya Puspita 041214030
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
ii
ASarjana PendidikanThesis on
DESIGNING INTEGRATED ENGLISH MATERIALS
BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
Prepared and Presented by Christina Maya Puspita
041214030
Approved by:
Gregorius Punto Aji, S.Pd., M.Hum. Advisor
iii
ASarjana PendidikanThesis on
DESIGNING INTEGRATED ENGLISH MATERIALS
BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
Prepared and Presented by Christina Maya Puspita
041214030
Defended before the Board of Examiners on January 13, 2010
and Declared Acceptable
Board of Examiners
Chairman : A. Hardi Prasetyo, S.Pd., M.A. ____________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________ Member : Gregorius Punto Aji, S Pd., M.Hum. ____________
Member : Dr. Retno Muljani, M.Pd. ____________
Member : Made Frida Yulia, S.Pd., M.Pd. ____________
Yogyakarta, January 13, 2010 Faculty of Teachers Training and Education Sanata Dharma University Dean,
iv
Rainbow of Love
What you are going through You might not understand But one thing you must keep in heart
Beautiful are all that God gives
My Lord will never give a poisonous snake To those who ask for bread
The obstacles you are going through Will never go beyond your strength
God’s hand is weaving
A magnificent and glorious masterpiece The time will eventually come When you finally see His rainbow of love
[Adapted and translated from song “Pelangi Kasih” by Maria Shandi]
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, December 11, 2009 The writer,
vi
ABSTRACT
Puspita, Christina Maya. 2009. Designing Integrated English Materials Based on the Communicative Approach for Hotel Staffs. Yogyakarta: English Education Study Program, Sanata Dharma University.
Hospitality industry is one of working area which needs English mastery. In hotels, there are many foreign guests. The hotel staffs experience direct English communication; it means they need communicative English. However, since the hotel staffs are varied from many divisions, it turned out that writing and reading skills were also needed, not only speaking and listening skills. In fact, almost all of the materials they had learnt were dealing with tenses, vocabulary and focused more on only one language skill. Considering that fact, this study is then aimed at helping to provide interesting and suitable materials and improve their communicative ability both orally and written by designing integrated English materials based on communicative approach for the hotel staffs.
The problem of the study is formulated as: “what is the ideal design of integrated English materials based on the communicative approach for hotel staffs?” This study used Educational Research and Development (R & D) which was adapted into five steps namely research and information collecting, developing preliminary form of product, preliminary field testing, main product revision and main field testing. This study also adapted Kemp’s instructional design model and considered relevant theories related to integrated materials, communicative approach, English for Specific Purposes and learners’ characteristics to design the integrated materials based on the communicative approach for hotel staffs.
vii ABSTRAK
Puspita, Christina Maya. 2009. Designing Integrated English Materials Based on the Communicative Approach for Hotel Staffs. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Hotel adalah salah satu bidang pekerjaan yang memerlukan penguasaan Bahasa Inggris. Banyak tamu luar negeri yang terdapat di hotel. Staf hotel mengalami komunikasi Bahasa Inggris langsung, yang artinya mereka membutuhkan bahasa Inggris yang komunikatif. Bagaimanapun, karena staf hotel terdiri dari bermacam-macam divisi, ternyata diketahui bahwa kemampuan menulis dan membaca juga diperlukan, tidak hanya kemampuan berbicara dan mendengarkan. Kenyataanya, hampir semua materi yang sudah pernah mereka pelajari berhubungan dengan tenses, kosakata dan memusat hanya pada satu ketrampilan berbahasa. Mempertimbangkan hal itu, studi ini bertujuan membantu menyediakan materi yang tepat dan menarik serta meningkatkan kemampuan komunikatif mereka baik secara lisan dan tulisan dengan membuat materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel.
Permasalahan dalam studi ini diformulasikan sebagai berikut: “Seperti apa desain materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel yang ideal itu?” Studi ini menggunakan metode penelitian dan pengembangan (R & D) yang diadaptasi menjadi lima langkah yaitu penelitian dan pengumpulan informasi, mengembangkan persiapan materi, evaluasi, revisi dan penerapan materi di kelas. Studi ini juga mengadaptasi model design materi Kemp dan mempertimbangkan teori yang berhubungan dengan materi terpadu, pendekatan komunikatif, English for Specific Purpose dan karakteristik siswa untuk mendesain materi terpadu berdasarkan pendekatan komunikatif untuk staf hotel.
viii
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma Nama : Christina Maya Puspita
Nomor Mahasiswa : 041214030
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING INTEGRATED ENGLISH MATERIALS BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 25 Januari 2010
Yang menyatakan
ix
ACKNOWLEDGEMENTS
I would like to dedicate my first gratitude to the Owner of the greatest love in the universe, my Lord Jesus Christ, for being the most faithful friend of mine and giving me the spirit of love and life, marvelous mercy, amazing miracles, everlasting blessing, and guidance so I can accomplish my thesis.
My special thanks go to my dearest people in my life, my beloved father,
M.A. Suroto and my greatest mother, M.M. Sri Lestari, for their sincere love, care, prayers, trust, patience, moral and financial supports. I beg them a big forgiveness for making them very worried about my thesis. I also thank to my beloved brothers and sisters,Mas Iwan,MasEndra,Mbak IttaandMbakNovi, for their everlasting supports and for always encouraging me during this tough but unforgettable process to finish my study successfully. My sweetest thanks are addressed to my cute nephews, Arlo and Yoza, my cute niece, Karenina, who make my life colorful with their tears and laughter.
x
My gratitude also goes to Bapak Edi Sasmita, HRD manager and
Bapak Wulan Y.W., HRD staff of Santika Hotel Yogyakarta, who have permitted me to do the research, arranged and allowed me to use the available media. My thanks go to all of the respondents for being the subjects of the study and for the participation and cooperation.
My special gratitude is addressed to my beloved best friend, Yasinta Yerry, who always becomes my true friend to face this life. I thank her for having accompanied me during my hard times and for having fulfilled my life with joys and laughter. Gratitude also goes to those who have colored my life and supported me, my wonderful friends;Dwi, Diah, for accompanying me through every single beautiful moments, PBI 2004 (Retno, Tami, Dian, Riri, Dita, Rini, Tiwi, Dee Ndari, Chris, Shinta, Bishop& many others) for always being there whenever I need. I thank them for giving me motivation, support and unforgettable moments. I deeply thank all my relatives, especially to Vivin, who always forces me to finish my thesis, GARUDA (Oki, Tya, Joni, Putri), KKN (Beni, Jodi, Lukas, Rusty, Ari, April, Aji, Kenyar). I thank them for the togetherness.
With all my grateful heart, I thank Andreas Budi Wirawan for supporting and encouraging me to finish this thesis and for being my inspiration. His patience and affection inspire me to be a better and responsible person to pass my hard times.
My gratitude also goes to those whom I cannot mention by names. I would like to thank them for their support, guidance and encouragement.
xi
TABLE OF CONTENTS
page
TITLE PAGE………. i
PAGES OF APPROVAL………... ii
PAGE OF DEDICATION………. iv
STATEMENT OF WORK’S ORIGINALITY……… v
ABSTRACT……… vi
ABSTRAK……… vii
LEMBAR PERSETUJUAN PUBLIKASI………. viii
ACKNOWLEDGEMENTS……… ix
TABLE OF CONTENTS………... xi
LIST OF TABLES………... xv
LIST OF FIGURES……… xvi
LIST OF APPENDICES……… xvii
CHAPTER I: INTRODUCTION……….... 1
A. Background of the Study ………... 1
B. Problem Formulation ……….. 3
C. Problem Limitation ………. 4
D. Research Objective ………... 5
E. Benefits of the Study ……… 5
F. Definition of Terms ………... 6
1. Designing………... 6
xii
3. Communicative Approach ……… 7
4. Hotel Staffs……… 7
5. Ideal Design……….. 8
CHAPTER II: REVIEW OF RELATED LITERATURE………. 9
A. Theoretical Description ……… 9
1. Instructional Design Model……… 9
a. Kemp’s Model………. 9
b. Educational Research and Development………. 15
2. English for Specific Purposes ……… 18
a. The Origins of English for Specific Purposes……….. 18
b. The Characteristics of English for Specific Purposes ……….. 20
c. The Categorization of English for Specific Purposes……….. 21
d. English for Vocational Purpose ………... 22
e. English for Hotel Staffs……….... 24
3. Integrated Materials ………... 25
4. Nature of Communicative Approach ……… 27
5. The Syllabus……….. 30
B. Theoretical Framework ……… 34
CHAPTER III: RESEARCH METHODOLOGY……….. 36
A. Research Method ………. 36
B. Research Participants ………... 40
C. Research Instruments ………... 41
xiii
2. Interview checklist………. 42
D. Data Gathering Technique ………... 42
E. Data Analysis Technique ………. 43
F. Research Procedures ……… 43
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION………….. 47
A. Learners’ Needs………. 47
B. Goal, General Purposes, Topics and Specific Learning Objectives………. 54
1. Goal and General Purposes ………... 54
2. Topics………. 56
3. Specific Learning Objectives………. 56
4. Teaching Learning Activities and Instructional Resources……….. 62
C. Feedback from Materials Evaluation……….. 68
1. Description of the Respondents………. 69
2. Data Presentation of Materials Evaluation………. 70
D. Revision of the Designed Materials………. 73
E. Feedback from the Classroom Implementation……… 74
1. Classroom Implementation………. 75
2. Description of Participants of Classroom Implementation………. 75
3. Data Presentation of the Feedback from Learners……….. 77
CHAPTER V: CONCLUSION AND SUGGESTIONS………... 80
A. Conclusions……… 80
xiv
REFERENCES………... 84
xv
LIST OF TABLES
Table page
Table 3.1 Blank Description of the Preliminary Field Testing Participants ... 41
Table 4.1 Summary of HRD Manager’s Interview... 48
Table 4.2 Summary of Learners’ Questionnaires (Part 1) ... 50
Table 4.3 Summary of Learners’ Questionnaires (Part 2) ... 51
Table 4.4 The General Purposes of the Designed Materials ... 55
Table 4.5 List of the Topics ... 56
Table 4.6 The Specific Learning Objectives of the Designed Materials ... 57
Table 4.7 List of Materials Used... 63
Table 4.8 The Variety of Activities... 67
Table 4.9 Description of Respondents of the Materials Evaluation... 69
Table 4.10 Summary of Materials Evaluation Questionnaires (Part 1) ... 70
Table 4.11 Summary of Materials Evaluation Questionnaires (Part 2) ... 71
Table 4.12 Strengths and Weaknesses of the Designed Materials... 73
Table 4.13 Section Revised and Revision... 74
Table 4.14 Learners’ Personal Data of Santika Hotel Staffs (Part 1) ... 75
Table 4.15 Learners’ Personal Data of Santika Hotel Staffs (Part 1) ... 76
xvi
LIST OF FIGURES
Figure page
xvii
LIST OF APPENDICES
Appendix page
Appendix A Letter of Permission ... 88
Appendix B List of Questions for Interview ... 90
Appendix C Needs Analysis Questionnaire ... 92
Appendix D Materials Evaluation Questionnaires... 95
Appendix E Main Field Testing Questionnaire (Feedback) ... 102
Appendix F Samples of Filled-Instruments ... 104
Appendix G Syllabus and Lesson Plan ... 111
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Indonesia as a developing country is making great effort in developing and enlarging the use of English as foreign language. Considering the significance of English as international language which facilitates communication among people from different countries, English mastery is also needed for people who work in certain working area, not merely for those who are studying at schools. Hospitality industry is one of working area which needs English mastery. In hotels, there are many foreign guests or tourists from various countries. Therefore, hotel staffs have to be able to overcome the differences by communicating in English.
The hotel staffs experience direct English communication; it means they need communicative English. Although each of them had already learnt English, it seems that their ability to communicate in English still needs improvements to face their daily works. The materials given for learning English are not enough to prepare and survive in their working area. Most of the materials that had been given are dealing with tenses and drilling vocabulary. The learners are not encouraged to speak in English. Therefore, when they have to communicate in English, they still face difficulties.
their needs. Then the writer investigated more with interviewing the Human Resource Development manager of Santika Hotel Yogyakarta on 25 February 2009. The learners came from several divisions, such as: Front Office, Public Relation, Accounting, Food and Beverages, Housekeeping, Security and Engineering with different English course, they were put in one class. The materials given were focused more on speaking and listening skills. However, since the course participants varied from many divisions, it turned out that writing and reading skills were also needed, for example when public relation staffs had to send emails to the customers.
From this phenomenon, the writer thinks that an integrated material might fit the learners’ needs. By learning all four English skills (listening, speaking, reading, writing), the distinctive needs of all divisions should be fulfilled. For example, front office, food and beverages, housekeeping, security and engineering deal with guests directly which requires the ability to communicate well orally, so the most skills that they need are speaking and listening. On the other hand, public relation, accounting, and front office do not need only speaking and listening skill, but also reading and writing if they need to make an advertisement, website, send and reply email, send facsimile, etc.
The writer proposes an integrated material as a new breakthrough, since most of the existing designs made for hotel staffs focused more on only one language skill or one job division such as those in the previous studyDesigning a Set of Instructional Materials for a Small Hotel Staff to Develop Their Speaking
Ability, Using The Communicative Approach. It was aimed at helping the small
hotel staff only to develop their speaking ability, whereas this study are aimed at helping the learners to develop their all English language skills (listening, reading, speaking, writing) Since the writer here deals with a variety of learners who came from different departments as mentioned above, it is obvious that more than one language skills are required. Therefore, it leads to the importance of an integrated material.
Since most hotel staffs deal with foreign guests in their daily work, thus, the communicate approach might be the most suitable to apply in the design. The writer puts an emphasis on the learners’ ability to communicate in the target language in their daily work. It means that the designed materials are intended to help the learners have the productive skills supported with receptive skills and finally are able to communicate well orally and written as what the communicative approach expects to.
B. Problem Formulation
C. Problem Limitation
This study limits the discussion on designing and developing integrated English materials based on the communicative approach for hotel staffs. The use of integrated materials can cover the ability and knowledge to acquire four skills of language. It enables the learners to comprehend and use language in balance, between receptive and productive skills. In addition, using integrated materials can implicate all hotel staffs since the subjects of this study are hotel staffs from various divisions (such as; front office, guest relation officer, accountant, public relation, housekeeping, food and beverage, security, marketing, HRD etc). The consideration is that there is not only just one division plays the most important role in hotel and their needs of English are various, it means that they need all language skills mastery.
This study also limits the discussion on language teaching approach which is focused on the communicative approach. It is such language teaching approach that allows the teachers to apply and use various types of teaching/learning activities so long as it enables learners to attain the communicative objectives. It can make the learners more motivated since the teaching/learning activities including the materials can be selected based on their needs and interests.
Hopefully, the materials will facilitate the hotel staffs to improve their communicative ability in their daily work.
D. Research Objective
The objective of this research is to make an ideal design of integrated English materials based on the communicative approach for hotel staffs.
E. Benefits of the Study
It is hoped that the results of the research can provide some description about the kind of proper English Instructional Materials for the hotel staffs to support their daily duties.
Finally, the results of the research are expected to bring worth contribution to future teachers, next researchers, and anybody who is interested in communication in hotel industry. And it is especially to facilitate English teachers and the hotel staffs.
1. The English Instructors
2. The hotel staffs
The hotel staffs will get benefits of the designed materials. It will provide them with English instructional materials that match their needs to communicate with foreign guests in the hotel. By applying these designed materials, it is expected that they can learn, practice and develop their English properly especially in communication with foreign guests.
3. The writer
This study helps her to learn and to know better on how to apply her knowledge and ability to develop teaching and learning activities especially on her concern on appropriate materials for hotel staffs.
F. Definition of terms
In this section, some terms used in this study will be defined. 1. Designing
2. Integrated materials
Integrated materials refer to a set of instructional materials that cover all four skills of language (Richard & Rodgers, 1988:64). In this study, integrated materials are defined as instructional materials that cover multi-skills, communicative function and expressions that are employed as a means by the teacher to help the learners develop all four skills and to foster English communicative competence.
3. Communicative Approach
The term focuses on one approach used in language teaching. Communicative teaching intends to put communicative competence as the goal of language teaching. To obtain the goal, teaching procedures of four language skills must be developed in such a way that the language learners may acknowledge the language interdependence and communication (Richard and Rogers, 1986: 66). As cited by Madya (1989) the application of communicative approach leads one to consider language in the sense of its structure and of the communicative function it performs (Littlewood, 1981). In this study, communicative approach means approach used in language teaching that puts communicative competence as the goal of language teaching with the development of four language skills.
4. Hotel staffs
housekeeping, security and engineering, guest relation officer, secretary, marketing, human resources development.
5. Ideal design
9
CHAPTER II
LITERATURE REVIEW
The aim of this study is to design integrated materials based on the communicative approach for hotel staffs. In this chapter, the discussion will be divided into two main parts namely, theoretical description and theoretical framework. The theoretical description is aimed to give foundation in designing the material by reviewing related literature. This section consists of four subchapters, which will discuss (1) Instructional Design Model, (2) English for Specific Purpose, (3) Integrated Materials, (4) Communicative Approach and (5) Syllabus.
The theoretical framework will contain information about the framework in designing the materials.
A. THEORETICAL DESCRIPTION
1. Instructional Design Model
a. Kemp’s Model
In this study, the theory of instructional design is needed as the guidance to design the materials. Knowing the theory of instructional design will help the writer to conduct some steps in order to design and develop the materials. The writer would consider this instructional design to design and develop integrated materials based on communicative approach for hotel staffs.
Kemp (1977:8-9) suggests eight elements in designing a program. This model is a flexible process. Interdependence is found among the eight elements. Damayanti (in Totie Soekamto, 1993:28) states that in Kemp’s model the eight parts become a unity and a designer does not have to start from part one. The eight elements can be started with and then move back and forth to the other steps, so the writer can set her own pattern and in some instances it is unnecessary to treat all eight elements.
They are:
Step 1. Consider goal, and then list topics, stating the general purpose for teaching each topic.
The designer should consider goals, list topics, and state general purposes of each topic in the textbook he designs. The goals may be derived from the society, the learners, or the subject areas (in Kemp, 1977:14). The topics should be listed and sequenced from simple or concrete levels to complex and more abstract levels. The general purposes should state precise learning objectives.
In this step, the designer should enumerate the important characteristics of the learners for whom the instruction is to be designed. Relating to the characteristics of the learners, Kemp (1977:15) argues that each student should be recognized and respected as an individual learner. Even ideally, each person should be assisted in pursuing learning at his or her own pace, and with his or her own selection of learning experiences and materials. And to serve both the group and individual learner, the designer must obtain information about the learner’s capabilities, needs, and interests. These considerations should affect the emphasis in instructional planning, including the selection of topics and the level at which topics are introduced, the choice and sequence of objectives, the depth of treatment, and the variety of learning activities.
Step 3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.
manipulating and constructing. The third is affective domain. This category involves objectives which concerning attitudes, appreciations, values, and all emotions.
Step 4. List the subject content to support each objective.
In this step, the designer should list the subject contents that support each objective. The subject contents, according to Kemp (1977:44), must be closely related to the objectives and the students’ needs. The subject contents comprise the selection or organization of the specific knowledge (fact and information), skills (step-by-step procedures, conditioning, and requirements), and attitudinal factors of any topics. Step 5. Develop pre-assessment to determine the student’s background and
present level of knowledge about the topic.
The designer develops pre-assessments to determine the learner’s background and preset level of knowledge about the topic. The pre-assessment consists of a prerequisite test that “determines whether learners have appropriate background preparation for the topic” and pretest that “determines which of the objectives learners may have already achieved” (Kemp 1987:51). Besides, there is a final evaluation test called a posttest. Kemp further finds that some authorities recommend using the actual evaluation tests (or modified forms of the) for both pretest and final evaluation.
The designer selects teaching/learning activities and instructional media that will treat the subject contents so that the learners will accomplish the objectives. Kemp suggests that the designer must determine the most efficient and effective method and then select the materials to provide learning experiences that will utilize the content associated with each objective.
Step 7. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
In this study, support services for implementing activities and producing materials include matter related to budget, facilities, equipment and personnel whose time must be scheduled for participation in the instructional plan (Kemp, 1977: 84). These support services must be considered at the same time when the instructional plan is made and the materials is selected.
Step 8. Evaluate students’ 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 designer evaluates learner’s learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plans that need improvement.
Figure 2.1
Kemp’s Instructional Design Model:
The Relationship of Each Step in the Plan to the Other Step (Kemp, 1977:9)
From the figure above, we can see that there are two types of lines. The first type is the normal lines show interdependences among the eight elements. Those lines show that each element will affect the others. Those lines, however, do not show the sequence of each single element because the sequence of those elements is flexible. It means that the designer can start with any element which is ready and then move back or forth to the other steps. The second type is the broken lines showing that the process of designing instructional is a dynamic process in which each element should be reviewed and if necessary, reevaluated
Revision general purposes
Learners’ characteristics Evaluation
Supporting services
Learning activities, resources
Pre-assessment
Subject content
(Soekamto, 1993: 28). The arrows show that there is a strong relationship/link between evaluation and revisions and that the revision will be done after doing the evaluation and the revision is possible to be reevaluated. The revisions are based on the evaluation data of the learners’ accomplishment of objectives.
b. Educational Research and Development
Educational Research and Development (R & D) is a process used to develop and validate educational products. The steps of this process are well known as the R & D cycle, which consists of studying research findings pertinent to the product to be developed, 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. The goal of R & D is to develop the research knowledge and incorporate it into a product that combines educational research practice rather than discover new knowledge (Borg and Gall, 1983:771).
R & D is developed to bridge the gap between research and practice. There are the major steps in the R & D. They are:
1) Research and information collecting
At the first step, all review of literature classroom observation and preparation of report are collected. The purpose is to determine the state of knowledge in the concerned area.
2) Planning
the product. Objectives become the best basis in developing the product in order to give the suitable guidance of the designed developing.
3) Develop preliminary form of product
This step shows how the preliminary product is developed by conducting the plans discussed previously. It includes preparation of instructional materials, handbooks needed and evaluation devices.
4) Preliminary field testing
After the preliminary product is finished, it is then tested to obtain qualified evaluation of the product. The method used can be by interview, observation or distributing questionnaires.
5) Main product revision
The data of the method used to test the product are then collected and analyzed. It results the feedback of the participants. The feedback is used to revise the product.
6) Main field testing
The revised product is tested again to determine the success of the product in meeting its objectives. Besides, the test will result other information that can be used to improve the next revision.
7) Operational product revision
8) Operational field testing
Testing and revision will continue until the product meets its objectives. Therefore, the second revision of the product is then tested to determine whether the product is already complete. Similar to the first testing, data is also analyzed. Usually, new information that might be get from this step is not as much as the previous.
9) Final product revision
When the data has been analyzed and the product is considered complete, the final product is carried out. The final result of the revision can be used in the teaching learning process.
10) Dissemination and implementation
If the final version of the product will be used to teach, dissemination and implementation are needed. However, there is always possibility that not all people can use the product. Therefore, demonstration is done, so the product can be used.
2. English for Specific Purposes
English for Specific Purposes is such an important (some might say the most important) part of English Language Teaching (Hutchinson and Waters, 1987:5). In this study, it is important to discuss ESP program since integrated English for hotel staffs is a part of it.
a. The Origins of English for Specific Purposes (ESP)
There are three reasons of the increasing growth of ESP according to Hutchinson and Waters in their book English for Specific Purposes (1987:6-8):
1) The demands of a Brave New World
The end of the Second World War in 1945 had caused an enormous expansion in scientific, technical, and economic activity on an international scale. This expansion created a world unified and dominated by two forces, technology and commerce, which soon generated a demand for an international language. For various reasons, most notably the economic power of the United States in the post-war world, this role feels to English.
Similarity, this research concerns with the practical command of English. English here is learned as a means of communication with foreign guests. So hotel staffs need to learn English for communication, which is relevant with their needs.
2) A revolution in linguistics
At the same time as the demand for English for Specific Purposes course was growing, influential new ideas in the study of the language began to emerge. Previously, the aim of linguistics had been to describe the rules of English usage that is the grammar. However, the new studies shifted the attention away from defining the formal features of language usage to discovering the ways in which language is actually used in real communication (Widdowson: 1978). One finding of this research was that the language we speak and write varies considerably, and in a number of different ways, from one context to another. Therefore, in English Language Teaching, this created a view that there were significant differences between English needed for one fields to the others. In short, English needed by a particular group of learners could be identified by analyzing the linguistic characteristics of their specialist area of work or study. This led to the guiding principle of ESP that is ‘Tell me what you need English for and I will tell you the English that you need’.
area of work of study. Therefore, the specific situations of hotel staffs in their daily work would become the basis of the materials development. 3) Focus on the learner
New developments in educational psychology also contributed to the emergence of ESP by emphasizing the central importance of the learners and their attitudes to learning (e.g. Rodgers: 1969). Learners were seen to have different needs and interests, which would have an important influence on their motivation to learn and on the effectiveness of their learning. This supported the development of English courses that were relevant to the learners’ needs and interests. The standard way of achieving this was to take the texts from the learners’ specialist area. The underlying assumption for this was that the clear relevance of the English course to their needs would improve the learners’ motivation and make learning better and faster.
Hotel staffs have their own reasons to learn English. They often find difficulties to communicate with foreign guests. This reason motivates them to learn the language. Therefore, needs analysis would be carried out initially, so that the materials would really meet their needs.
b. The characteristics of English for Specific Purposes
analysis is an awareness of the learner’s need. There are two kinds of needs, first is target needs of what the learners’ needs to do in the target situation and second is learning needs of what the learners’ needs to do in order to learn. Both of them are considered important because those needs reflect the learners’ needs. In this study, those needs will be the basis to create and develop the materials for hotel staffs.
Developing a particular course in ESP program is fundamentally a matter of asking questions, which are relevant to the communicative needs of hotel staff, for example, to provide a reasonable basis for the subsequence process of material developing process. In order to obtain the learners’ needs, we can use Kipling’s ‘honest serving men’ as cited in Hutchinson and Waters (1987:21) to outline the basic question. Those are:
Whydo the students need to learn?
Whois going to be involved in the process?
Where is the learning to take place? What potential does the place provide? What limitation does it impose?
When is the learning to take place? How much time is available? How will it be distributed?
What does the student need to learn? What aspects of language will be needed and how will they be described? What level of proficiency must be achieved? What topic areas will need to be covered?
How will the learning be achieved? What learning theory will underlie the course? What kind of methodology will be employed?
c. The categorization of English for Specific Purposes (ESP)
1) On the learners’ purpose, ESP is divided into two main types, namely English for Academic Purpose (EAP) that is for learners who require English for academic study and English for Occupational Purpose/English for Vocational Purpose/Vocational English as a Second Language or EOP/EVP/VSL that is for working/training.
2) On the learners’ specialization, ESP is distinguished into three large categories which are usually known as English for Business and Economic or EBE, English for Sciences Technology or EST and English for Social Science or ESS.
d. English for Vocational Purpose
It is important to discuss English for Vocational Program since English for the hotel staffs is a part of it. English for hotel staffs is a part of English for Vocational Purpose, because this program is one of the branches of ESP. By presenting this part, the writer would like to give overall view of what makes English for hotel staffs a part of EVP.
EVP combines language education with instruction in job-specific skills. For these people, studying a second language is a tool for advancement; it is not for enjoyment. It is clearly stated that teaching English in hotel belongs to it. So, it can be concluded that the learners are prepared to be workers with specific occupational skills, and have the ability to interact in specialized forms of English.
The clearer description about the classification of ESP and EVP is shown in Figure 2.2.
Figure 2.2
The Branch of English Language Teaching, taken from ESP by Hutchinson and Waters (1987:17)
English Language
English for Business & Economics (EBE)
e. English for hotel staffs
After discussing EVP program and why English for hotel staff is a part of EVP, the writer gives a clear description of what so called English for hotel staffs.
English for hotel staffs is an English program, which is held to meet the staffs’ needs to support their work. This program deals with the use of English in the hotel. The material is focused on the area of the study, and it is selected under consideration of the needs and the reality in their job situations. Since the program prepares the learners to be able to communicate using English with the foreign visitors, the program consists of some activities that give opportunities for the learners to practice their English as in a real situation.
The English level of the learners were various according to their educational background and the job demand. Some of them that from security staff and engineering department were in the beginning level of English, while guest relation officer, housekeeping, food and beverages staff, front office, and public relation were mostly in intermediate level although there were some of them who were in the advanced level of English. The different level of English proficiency was caused by different English standard for each department to employ someone. For security, and accounting, the hotel did not have high standard of English. On the other hand, to work in housekeeping, front office, food and beverages staff, and public relation, someone have to be at the intermediate level for the minimum.
3. Integrated Materials
According to Brown (2001:234), the integration of four skills is “the only plausible approach within communicative and interactive framework.” It means that the integration of four skills is the integration of listening, speaking, reading, and writing skills. Reading and listening are parts of receptive skills, while speaking and writing are parts of productive skills. There was a time when the terms “passives” referred to “receptive skills” and “active” referred to “productive skills” (Nunan, 2003:4).
is designed for communicative competence. There is an integrated relationship or unity in each part of its activities. Richards and Rodgers (1988: 208) also state that language use is perceived as involving several skills together. Learners are often involved in activities that link the skills, because this is how the skills are generally involved in the real world. Hence, learners might read and take notes, listen and write a summary, or respond orally things they have read or written. In integrated materials, grammar is seen as a component of other skills. The topics for integrated materials are selected to provide coherence and continuity across areas and focus on the use of language in connected discourse rather than isolated fragments.
Two types of integrated-skill instruction are content-based language instruction and task-based instruction. The first of these emphasizes learning content through language, while the second stresses doing tasks that require communicative language use. Both of these benefit from a diverse range of materials, textbooks, and technologies for the ESL or EFL classroom.
In content-based instruction, students practice all the language skills in a highly integrated, communicative fashion while learning content such as science, mathematics, and social studies. The Cognitive Academic Language Learning Approach (CALLA), created by Chamot and O'Malley (1994) shows how language learning strategies can be integrated into the simultaneous learning of content and language.
and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form (Nunan, 1989).
4. Nature of Communicative Approach
The theoretical basis for a communicative or functional approach to language teaching; the rapid acceptance of these new principles by British language teaching specialists, curriculum development centers, and even governments gave prominence nationally and internationally to what came to be referred as the Communicative Approach. The aims of this approach are to (a) make communicative competence (the ability to use the linguistic system effectively and appropriately) the goal of language teaching and (b) develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication. In this approach, language is acquired through communication. If the former could be described as ‘learning to use English’, the latter entails ‘using English to learn it’ (Howatt, 1984: 279).
examined by means of the overt performance of two or more individuals in the process of negotiating meaning. In Canale and Swain’s (1980), and later in Canale’s (1983) definition, four different components, or subcategories, make up the construct of communicative competence. Grammatical competence is that aspect of communicative competence that encompasses “knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology” (Canale and Swain 1980:29).Discourse competence is the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of series of utterances.Sociolinguistics competenceis the knowledge of the sociocultural rules of language and discourse. Strategic competence is the competence underlying our ability to make repairs, to cope with imperfect knowledge, and sustain communication through ‘paraphrase, circumlocution, repetition, hesitation, avoidance and guessing as well as shift in register and style’ (Savignon, 1983:40-41).
According to Littlewood (1981:46), there are two major types of communicative activities: functional communication activities and social interaction activities. In functional communication activities, the learners are placed in a situation where they must perform a task by communicating as best as they can. Functional communication activities include such task as learners comparing sets of pictures and noting similarities and differences, working out a likely sequence of events in a set of pictures, discovering missing features in map or picture, one learner giving instructions to another learner how to draw a pictures or shape to complete the map, following directions and solving problems from shared clues. In social interaction activities, learners are encouraged to take account of the social context in which communication takes place. These activities include conversations and discussion sessions, dialogue, role-plays, simulations, skits, improvisations and debates. These teaching/learning activities are communicative, so interactions of the learners are demanded in the classroom to cause communications exist.
In this approach, institutional materials are viewed as a way of influencing the quality of classroom interaction and language use. The primary materials in communicative approach in language teaching are to promote communicative language use. There are three kinds of materials currently used in communicative approach: text-based, task-based and realia. They are usually authentic, content-based and task-content-based materials.
term to cover a variety of developments in syllabus design and in the methodology of teaching foreign languages. The best way to refer or to describe a classroom experience which more closely approximates an environment of real language use is through the use of the termcommunicative. The new syllabus and methodology that emphasize whatever elements to create real communication in real situation are called theCommunicative Approach.
The communicative approach in language teaching, then, means the method to facilitate the language teaching, which based on the communicative aspects of language. The main purpose is how to build the communicative competence in learners. This approach does not see a language as a subject, but a tool to deal with in communication. Here, it should be chosen methods that enable learners learn the language communicatively. The language itself is not divided into elements in language activities and materials, but as a body learners are incorporated in. All skills of language and elements can be learned at once in a lesson unit. The designer has included all language skills and elements such as listening, reading, speaking and writing as an integrated skill to be covered in each unit.
5. The Syllabus
to what direction it should be brought and done. A syllabus describes the objectives of a particular subject, the situations in which the teaching-learning activities might take place and the topics that might be taught. So, syllabus is very important for the teacher in designing materials.
Krahnke (1987: 10-12) formulates six types of syllabus. They are: a. A Structural Syllabus
A structural (formal) syllabus is a syllabus in which the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught. Examples of structures include: nouns, verbs, adjectives, statements, questions, complex sentences, subordinate clauses, past tense, and so on (Krahnke, 1987:10)
b. A Notional/Functional Syllabus
A notional/functional syllabus is a syllabus in which the content of the language teaching is a collection of the functions that are performed when language is used. Examples of functions include: informing, agreeing, apologizing, requesting, and promising and so on. Examples of notions include: size, age, color, comparison, time, and so on (Krahnke, 1987: 10). c. A Situational Syllabus
the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the bookstore, meeting a new student, asking directions in a new town, and so on (Krahnke, 1987:10).
d. A Skill-based Syllabus
A skill-based syllabus is a syllabus in which the content of the language teaching is a collection of specific abilities that may play a part in using language Skills are things that people must be able to do to be competent in a language. The primary purpose of skill-based instruction is to learn the specific language skill. The secondary purpose is to develop more general competence in the language, learning only incidentally any information while applying the language skills. Skill-based syllabus include: linguistic competencies (pronunciation, vocabulary, grammar, sociolinguistics, and discourse) together into generalized types of behaviors, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting detail, and so on (Krahnke: 1987:10).
e. A Task-based Syllabus
applying for a job, talking with a social worker, getting housing information over the telephone, completing bureaucratic forms, collecting information about preschools to decide which to send a child to, preparing a paper for another course, and so on (Krahnke, 1987: 11).
f. A Content-based Syllabus
A content-based syllabus is not really a language teaching syllabus at all. In content-based language teaching, the primary purpose of the instruction is to teach some content or information using the language that the students are also learning. The subject matter is primary, and language learning occurs incidentally to the content learning. Content-based language teaching is concerned with information. Example of content-based language teaching is a science class taught in the language the students need or want to learn (Krahnke, 1987: 12).
B. THEORETICAL FRAMEWORK
Considering goals, topics and general purposes
Selecting and developing syllabus
Evaluating
Revising Identifying Learners’
Characteristics The steps of the design model are presented in the Figure 2.3:
Figure 2.3 The Writer’s Theoretical Framework
continuing to (next step) providing the basis for feedback line
Formulating objectives Preliminary product
developing
Preliminary testing
Product revision
Developing and designing the materials Research and
information collecting
36
CHAPTER III
METHODOLOGY
This chapter describes the research methods which were employed in this study to answer the problem formulation in Chapter One. There are six points described. They are: (A) Research Methods, (B) Research Participants, (C) Research Instruments, (D) Data Gathering Techniques, (E) Data Analysis Techniques, and (F) Research Procedures.
A. Research Method
This study deals with one major problem to be solved, as has been stated in the problem formulation. It is: “what is the ideal design of integrated English materials based on the Communicative Approach for hotel staffs?”
This study employed Research and Development method (R & D). R & D according to Borg and Gall (1983: 772) is a process used to develop and validate educational products, such as teaching materials, teaching methods and methods for organizing instruction. Furthermore, the goal of R & D is to develop the research knowledge and incorporate it into a product that combines educational research practice rather than discover new knowledge (Borg and Gall, 1983: 771).
Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775). However, because of limitation in time and capacity, this research adapted and applied five steps of R & D cycle. This study also adapts Kemp’s instructional design model, which is put under the framework of R & D cycle. Those steps are:
1. Research and Information Collecting
In this study, the first step is also called conducting the needs survey. The designer adapted identification learners’ characteristics step from Kemp’s Instructional Model under the research and information collecting step from R & D. This step was conducted to obtain data related to the learners’ capabilities, needs and interests especially in learning English, as the important language in their field. The result of this step will become the basis of developing the materials.
In this step, the aim is to gain the information by using two ways; questionnaire & interview. The first was questionnaire. The questionnaire was given to the hotel staffs. The purpose was to know the learners’ needs. The second was an informal interview. The interview was conducted to the HRD staff of the hotel. The informal interview was done to gather information related to the need analysis of the learners and support the data.
2. Developing Preliminary Form of Product
the developing preliminary form of product step from R&D. After the needs analysis is completed, the writer sets the goals of the instructional design based on learners’ needs. Then, the writer decides topics which are suitable and interesting for the learners, formulating general purposes, by formulating general purposes, the learners are expected to accomplish all the competencies. Next, the writer formulates specific learning objectives. The aim of this step is to specify the learning objectives on each topic that should be achieved by the learners and formulate the most suitable topics for learners. The learning objectives of the designed integrated materials expect the learners to be able to be communicative in the target language accurately in acceptable way based on the topics. Then, the writer selected the type of syllabus of this study.
In this step, the research focuses on designing materials based on information gathered from the previous step. After collecting the data needed to the research from the questionnaire and interview, the writer started to design materials for hotel staffs.
3. Preliminary Field Testing
In this step, questionnaires were distributed to the HRD manager of Santika Hotel and two English lecturers of the English Language Education. They were asked to give opinions whether they agreed with the materials or not in order to criticize and to give feedback of the designed materials so the writer could revise it.
4. Main Product Revision
Revision means to revise the designed materials after having feedback from the experts. The data from the experts will be used as feedback to determine what went wrong and how to improve the materials to produce the revised materials.
In this step, the writer revised and improved the designed materials based on the results of the preliminary field testing. The writer developed the designed materials based on the data from the survey on the preliminary field testing. Then, the designer starts to prepare the implementation in a real classroom.
5. Main Field Testing
questionnaire to get response and opinions related to the teaching learning activities which they experienced.
B. Research Participants
Since there were two kinds of data collecting, there would be three kinds of research participants. The first one was the research participants in research and information collecting, the second was research participants in preliminary testing and the third was research participants of main field testing.
1. The research participants in research and information collecting
The research participants in research and information collecting were 12 (twelve) staffs and one HRD manager of Santika Hotel Yogyakarta. They had been characterized as follows:
a. They are about 20-50 years old
b. They were generally considered to have the basic knowledge of English c. Most of them were University graduates
2. The research participants in preliminary testing
Table 3.1. Blank Description of the Preliminary Field Testing Participants
Kind of research
participants Sex Educational background
Teaching and working experience (in years)
F M S1 S2 S3 6-10 11-15 16-20
Lecturers
Instructors F/M = Female/Male
3. The research participants in main field testing
The research participants in main field testing were twelve hotel staffs of Santika Hotel Yogyakarta as the learners.
C. Research Instruments
In order to obtain the data, there were two instruments in this study. The types of instruments used to gather the data were questionnaires and interviews.
1. Questionnaire
to the hotel staffs in Santika Hotel Yogyakarta as the learners. The first questionnaires are enclosed in the Appendix C, the second questionnaires are enclosed in the Appendix D, and the third questionnaires are enclosed in the Appendix E.
2. Interview checklist
The interview was conducted to the HRD manager of Santika Hotel Yogyakarta who understand the learners’ needs to get complete information, with the purpose was to fit the materials with the needs of the learners. It was semi-structured, it meant that the interviewer has prepared some questions; however, during the interview the questions may be extended. The whole interview questions can be seen in the Appendix B.
D. Data Gathering Technique
There were three types of data gathered in this study. The first type was gathering data for research and information collecting. The data for research and information collecting step were gathered by distributing and gathering questionnaires to twelve hotel staffs of Santika Hotel Yogyakarta as the respondents of research and information gathering and also by interviewing HRD staff who understand the learners’ needs.
The third type was gathering data for getting reflection and feedback from the learners as stated in main field testing step. The data were gathered by distributing questionnaire to the learners. They were expected to give reflection and evaluation on the learning activities designed which they had experienced.
E. Data Analysis Technique
The data and information gathered from interview and questionnaires were analyzed through qualitative data analysis. The qualitative data analysis was obtained by interpreting the data and showing it in description.
From the interview, the writer tried to interpret the results from the data obtained. Then, the writer reported it in the form of data analyzed. Similarly with the result from the interview, the findings from the questionnaires would also be interpreted and made description of it.
The writer would use percentages for describing the results of the answer from the questionnaires. According to Ary et al (2002: 125), “The percentages are calculated by dividing the total number in one category by the total number in all categories and multiplying the result by 100.” Percentages, however, could express the information in a clearer way as so it would be easier to interpret and understand the data presented.
F. Research Procedures
and Kemp’s design model. The writer would put Kemp’s model under the framework of R&D cycle. The research procedures in this study were explained as follows:
1. Research and Information collecting
a. Looking for the research problem that occurs around the writer (identifying research problem).
b. Limiting the problem area and formulating the research objective of the study.
c. Forming the proposal to make the research become official.
d. Asking permission to conduct the study in Santika Hotel Yogyakarta. e. Collecting new knowledge and information related to the research by
studying books and articles for the literature review which supported the study as the guidance for designing the materials.
f. Designing the beginning research instruments. g. Listing questions for the interview.
h. Making the questionnaires to gain the learners’ needs and interests.
i. Having interview with HRD manager of Santika Hotel Yogyakarta to get information about learners’ needs and interests.
j. Distributing questionnaires for the hotel staffs of Santika Hotel Yogyakarta.
matched with the learners’ needs, interests, characteristics and the goals that the learners should achieve.
2. Developing Preliminary Form of Product
a. Considering goal, topics, and general purposes. b. Formulating objectives of the study.
c. Selecting the type of syllabus of the study.
d. Developing and designing integrated materials based on Communicative Approach for hotel staffs
3. Preliminary Field Testing
a. Conducting the designed materials evaluation survey by distributing the designed materials and the second questionnaires to the two lecturers of the English Language Education Study Program of Sanata Dharma University and HRD manager of Santika Hotel Yogyakarta in order to evaluate the designed materials.
b. Analyzing the data obtained from the questionnaires to revise and improve the materials.
4. Main Product Revision
c. Revising and improving the designed materials based on the feedback from the distributed questionnaires.
d. Presenting the final revision of the designed materials.
5. Main Field Testing
f. Implementing one meeting learning activities in the real classroom.
g. Getting feedback from field testing by distributing the third questionnaires to the learners to know that the material was suitable, relevant and appropriate for them or not.
47
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the results and discussions related to the study. This chapter elaborates the results and discussions on the steps of presenting the designed materials. It is intended to answer the question stated in the problem formulation, namely, “what is the ideal design of integrated English materials based on the communicative approach for hotel staffs?”
Below are the elements of the designed integrated English material based on the communicative approach for hotel staffs, namely the learners’ needs, goal, general purposes, topics, specific learning objectives, materials evaluation for making the revision, and implementation to get the feedback from the learners.
A. Learners’ Needs
The data of the learners’ needs were obtained through reviewing relevant literatures, interviewing, and distributing questionnaires. The review of relevant literatures was gained by studying some theories related to the study as stated in chapter II.
Table 4.1. Summary of HRD Manager’s interview
No. Question Result
1 Do they have English courses before? Yes. English courses are almost annual program.
2 What skills are taught in those courses?
Mostly speaking, drilling vocabulary, magic word, tenses.
3 Is English course important for hotel staff?
- It is very important.
- To communicate with foreign guests, because 70% of guests are foreigner. - Hotel staffs are lack of English. 4 What are the functions of English for
hotel staffs?
The main function is a means of communication both oral and written. 5 What are the divisions that need
English as a means of communication?
- All of the divisions need English. - All of the terms and procedures in
hotel actually in English. 6 Do they need English as a means of
communication both in oral and written?
ORAL, example:
WRITEN, example:
Yes, although with different portion and level each division.
- Front Office (direct communication in check- in and check-out).
- F & B (serving guests in choosing menu).
- Security (giving direction when the guest asks).
- GRO (Communicate with guest about hotel facilities, suggestion and criticism for hotel).
- PR (making a website and updating website).
