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.
I owe great debt to my advisor, Gregorius Punto Aji, S.Pd., M.Hum., who has willingly devoted his time to guide, read, correct and give feedback to
improve my thesis. I am deeply grateful to Ag. Hardi Prasetyo, SPd., M.A., the head of English Language Education Study Program for giving me permission to
conduct the study. I would also express my appreciation toChristina Lhaksmita Anandari S.Pd., M.Ed. and Yuseva Ariyani Iswandari S.Pd., M.Ed. for the suggestion and criticism and to all lecturers and staff of PBI and of Sanata
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
Figure 2.1 Kemp’s Instructional Design Model ... 14
Figure 2.2 The Branch of English Language Teaching ... 23
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.
The writer taught English to Santika Hotel staffs twice in the past two
years. From that experience, the writer feels the urgency of a better material and
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.
Even though some hotel staffs do not really need some of the four skills in
their daily work, but with integrated materials, they will have a complete
understanding of English which will enable them to communicate with foreign
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
Considering the background presented above, the problem of this research
is formulated as “What is the ideal design of integrated English materials based on
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.
This study concerns with four-star Premiere Santika Hotel staffs that often
experience direct communication with foreign guests. The four-star hotel is
chosen because from the entire hotel exists in Yogyakarta, most tourists who
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
This research is expected to be useful for those who want to compose
English for Occupational Purpose program for the hotel staffs. Hopefully,
the results of this research can be used as an input to create a better
program in order to get better results. Furthermore, the English instructors
can use the materials to facilitate, teach and guide the hotel staffs in
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
It means deciding how something will look like, work, etc, especially by
making plans or giving model of it (Oxford Advanced Learner’s
Dictionary, 1989:325). According to Hutchinson and Waters (1994:106),
designing is defined as creating a now set of materials that fits the learning
objectives and specific subject area of particular learners. Design must be
purposeful and made firstly before one is doing something. In this study,
designing means creating a new set of materials that is appropriate with
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
Hotel staff means a group of people who works in the hotel. It consists of
housekeeping, security and engineering, guest relation officer, secretary,
marketing, human resources development.
5. Ideal design
Ideal means a perfect example of something should be like (Longman
Advanced American Dictionary). In this study, ideal design does not mean
the design which is the best, but the most suitable design because it was
made through a research with several steps and also has been implemented
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
Kemp (1977:8-9) states that a plan is designed to answer to three
questions, which may considered the essential element. The three questions are:
(a) What must be learned? (Objectives) (b) What procedures and resources will
work best to reach the desired learning levels? (Activities and resources), and (c)
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.
Step 2. Enumerate the important characteristics of the learners for whom the
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.
The designer should specify the learning objectives to be achieved in
terms of measurable student behavioral outcomes. Kemp (1977:23)
conveys that all objectives must be stated in terms of activities that will
best promote learning. There are three categories of objectives for
learning that can be grouped. The first is cognitive domain. This category includes objectives which concerning knowledge and
information. The second is psychomotor domain. This category includes objectives that care for the skills requiring use and coordination of
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.
Step 6. Select teaching or learning activities and instructional resources that will
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.
In order to know the relationship between the eight elements, the diagram
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
Before developing the product, planning is truly needed. The most
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
When the findings of the main field testing find any weaknesses in the
product, the first revision of the product is considered failed in meeting its
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.
The study is aimed to design integrated English materials for hotel staffs
based on communicative approach. The theories above will be used as the basis to
develop the materials, namely Kemp’s Instructional Model (Kemp, 1977) and
Educational Research and Development or R & D (Borg and Gall, 1983) that have
been mentioned above. The theories from Kemp are put down under the umbrella
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.
The effect was to create many people wanting to learn English, not
for the pleasure or prestige of knowing the language, but because it was
the key to the international technology and commerce. Previously, the
reason to learn English had not been well defined. However, as English
became the accepted international language of technology and commerce,
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’.
It means that English needed by particular group of learners could
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
According to Hutchinson and Waters, “ESP is an approach to language
teaching, which is directed by a specific and apparent reason for learning.”
(1987:19). It means all decisions as to content and method are based on the
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)
According to Hutchinson and Waters (1987:16), the purpose
categorization of ESP is based on the general nature of the learners and
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.
This study is conducted also by investigating other previous studies
which relevant to the study in order to have greater sense of the issue. As the
writer read the studies, it was found that all of them used ESP. After having
some consultations to relevant sources, the writer decided to use EVP as the
base theory. The reason for that statement is that in the very beginning EVP
raised due to the demand of preparing the learners applying for a job which
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 learners of this study were the staffs of Santika Hotel Yogyakarta.
Their ages were between 20 – 50 years old. Most of them had finished their
Bachelor Degree of various departments. There were from various
departments; secretary, front office, guest relation officer, marketing, public
relation, housekeeping department, HRD, security staff, food and beverages
staff, and accounting. They were all Indonesian. The writer found that they
learned English grammar more in their English classes both in formal school
and informal course. They did not learn much about how to use the language
in real life that actually would be needed in their job, especially when they had
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).
Integrated material is “material that focuses on the mastery of integrated
communicative skills rather than a mere mastery of the rules in the target
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.
In task-based instruction, students participate in communicative tasks in
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).
The Communicative Approach in language teaching starts from a theory of
language as communication. The goal of language teaching is to develop what
Hymes (1972) referred as ‘communicative competence.’ The term
‘communicative competence’ was coined by Dell Hymes (1972), a sociolinguist
who was convinced that Chomsky’s notion of competence that enables us to
convey and interpret messages and to negotiate meaning interpersonally within
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 competenceis 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).
In order to apply the communicative approach in language teaching, it
should be supported with such activities, which are also communicative. Richards
and Rodgers (1986:76) state that any type of teaching/learning activity may be
used so long as it “enables learners to attain the communicative objectives, engage
learners in communication and requires the use of such communicative process as
information sharing, negotiation of meaning and interaction classroom activities
are often designed to focus on completing tasks that are mediated through
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.
The Communicative Approach or the Communicative Language Teaching
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
Choosing and determining what type of syllabus to be used in teaching is
included in the process or steps in designing materials. According to Robinson
(1971:34), syllabus is a plan of work used by a teacher as a guideline for teaching
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
A situational syllabus is a syllabus in which the content of language
teaching is a collection of real or imaginary situations in which language
occurs or is used. A situational usually involves several participants who are
engaged in some activity in a specific setting. The primary purpose of a
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
A task-based syllabus is a syllabus in which the content of the teaching is a
series of complex and purposeful tasks that the students want or need to
perform with the language they are learning. Task-based teaching has the goal
of teaching students to draw on resources to complete some piece of work.
Tasks that can be used for language learning are generally tasks that the
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).
In this study, the writer would like to use the functional syllabus and
situational syllabus. The topics are arranged based on the situational and
functional. It is organized according to the sequenced situation in chronological
order. In this case, language is important because the learners need to carry out
particular function using the language in communication so that the learners will
B. THEORETICAL FRAMEWORK
In designing and developing integrated English materials for hotel staffs,
the writer adapted Kemp’s instructional design model. Kemp’s model is chosen
because it is flexible. We can start and go forward from whichever element we are
ready to start with and then move to the other steps. This study also uses
Educational Research and Development or R & D (Borg and Gall, 1983) as the
basis in conducting the steps in order to design and develop integrated English
materials for hotel staffs. The writer adopted the research procedure from the
Research and Development cycle and Kemp’s design model. The writer would put
Kemp’s model under the framework of R&D cycle. The detailed discussion on R
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).
R & D consists of a cycle where a product will be developed, field-tested,
and improved on the basis of field test data. R & D cycle contains ten steps,
namely, Research and Information Collecting, Planning, Development of
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’ characteristicsstep 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
After designing and developing the materials based on the learners’
needs, the writer adapted evaluation step from Kemp’s instructional model under the preliminary field testing step from R & D. This step was done by
distributing the questionnaires about the designed integrated materials based on
communicative approach for hotel staffs to experts to be evaluated and they are
