Designing a set of integrated instructional materials for diploma III perhotelan, Sekolah Tinggi Pariwisata-AMPTA using cooperative learning.

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ABSTRACT

Wijayani, Niken. 2008. A Set of Integrated Instructional Materials for DIII Perhotelan, Sekolah Tinggi Pariwisata- AMPTA Using Cooperative Learning. Yogyakarta: Sanata Dharma University.

Tourism industry involves communication between tourism workers and tourists, not only domestic, but also foreign. In communicating with foreign tourists, a tourism worker needs English as an international language. Therefore, English that is used widely around the world becomes one subject that must be learned by students of tourism educational institutions. Considering the importance of English in the tourism field, a tourism educational institution needs a set of instructional material with a certain strategy, which develops students’ English skills.

This study was conducted to design a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning. There were two problems discussed in this study. The first was how a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning was designed. The second one was what the designed materials looked like.

To answer the first problem, the writer modified two instructional design models from Yalden and Dick & Carey. The steps were synthesized as follows: (1) Needs Survey, (2) Identifying an Instructional Goal, (3) Conducting Instructional Analysis, (4) Writing Performance Objectives, (5) Developing Instructional Strategy, (6) Developing and Selecting Instructional Materials, (7) Revising Instruction, (8) Designing and Conducting the Formative Evaluation

In order to obtain data about the students’ needs, interests, and difficulties in learning English, the writer conducted a needs survey by giving a questionnaire to 30 students of DIIIPerhotelan, STP-AMPTA.

To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing questionnaires to two English lecturers of STP-AMPTA and to English teachers of Wisma Bahasa English Division. The suggestions and feedback obtained from the participants were used to improve the design.

From the post-design survey, the result showed that the grand mean was 4.22. It meant that the designed materials were acceptable and suitable for the students of Diploma III Perhotelan, STP-AMPTA. However, it needed some revisions. The designed materials consisted of “Students’ Book” and “Lecturer’s Manual”. There were eight units and five sections for each unit. The writer suggested the lecturers to recognize the students’ background of knowledge and interests in learning English, encourage and motivate students to practice English frequently and confidently, and encourage students to be active in the class. It was also suggested for the further researchers to improve the variety both in skills and in learning activities.

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ABSTRAK

Industri pariwisata melibatkan komunikasi antara pekerja pariwisata dan wisatawan, bukan hanya domestik tapi juga mancanegara. Dalam berkomunikasi dengan wisatawan mancanegara, seorang pekerja pariwisata membutuhkan bahasa Inggris sebagai bahasa internasional. Oleh karena itu, bahasa Inggris yang dipakai secara luas di dunia menjadi salah satu mata pelajaran yang harus dipelajari oleh siswa dari institusi-institusi pendidikan pariwisata. Melihat pentingnya bahasa Inggris di bidang pariwisata, sebuah institusi pendidikan pariwisata membutuhkan seperangkat materi pengajaran dengan strategi tertentu yang mengembangkan ketrampilan berbahasa Inggris siswa.

Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Permasalahan yang kedua adalah seperti apakah bentuk seperangkat materi pengajaran tersebut.

Untuk menjawab pertanyaan pertama, penulis memodifikasi 2 (dua) model dari Yalden dan Dick & Carey. Tahap-tahap yang digunakan adalah sebagai berikut: (1) survei kebutuhan, (2) mengidentifikasi tujuan instruksional, (3) melakukan analisa instruksional, (4) menulis tujuan hasil belajar, (5) mengembangkan strategi instruksional, (6) mengembangkan dan memilih materi instruksional, (7) merevisi, (8) merancang dan melaksanakan evalusi formatif.

Untuk mendapatkan data tentang kesulitan, minat, dan kebutuhan mahasiswa dalam belajar bahasa Inggris, penulis melakukan survei kebutuhan dengan memberi kuesioner pada 30 (tiga puluh) mahasiswa Diploma III Perhotelan, STP-AMPTA.

Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi tersebut dilaksanakan dengan memberikan kuesioner kepada dua dosen STP-AMPTA dan kepada dua guru Wisma Bahasa Divisi Bahasa Inggris. Saran-saran dan usulan-usulan yang didapatkan dari evaluator digunakan untuk memperbaiki materi pengajaran.

Dari hasil survei post-design, hasilnya menunjukkan bahwa grand mean adalah 4,22. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk mahasiswa Diploma III Perhotelan, STP-AMPTA. Akan tetapi materi pengajaran tersebut masih membutuhkan beberapa perbaikan. Materi pengajaran terdiri dari “Students’ Book“ dan “Lecturer’s Manual“. Dalam materi tersebut ada 8 (delapan) unit dan lima bagian pada setiap unitnya. Penulis mengusulkan agar para dosen lebih mengenali dasar pengetahuan dan minat mahasiswa dalam belajar bahasa Inggris, mendorong dan memotivasi siswa untuk sering menggunakan bahasa Inggris dengan percaya diri, dan mendorong siswa untuk lebih aktif di kelas. Dalam hal ini, penulis juga berharap pada para peneliti mendatang untuk lebih membuat variasi dalam aktivitas belajar dan ketrampilan berbahasa yang dipelajari

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DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

SEKOLAH TINGGI PARIWISATA-AMPTA USING COOPERATIVE LEARNING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Niken Wijayani

Student Number : 021214093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

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DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

SEKOLAH TINGGI PARIWISATA-AMPTA USING COOPERATIVE LEARNING

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Niken Wijayani

Student Number : 021214093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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A Thesis on

DESIGNING A SET OF INTEGRATED INSTRUCTIONAL MATERIALS FOR DIPLOMA IIIPERHOTELAN,

SEKOLAH TINGGI PARIWISATA-AMPTA

USING COOPERATIVE LEARNING

By Niken Wijayani Student Number: 021214093

Defended before the Board of Examiners on June 26th, 2008

and Declared Acceptable

Board of Examiners

Chair person A. Hardi Prasetyo, S.Pd., M.A. ………..

Secretary Made Frida Yulia, S.Pd., M.Pd. ………..

Member Drs. Concilianus Laos Mbato, M.A. ………..

Member Yohana Veniranda, S.Pd., M.Hum. ………..

Member Drs. Y.B. Gunawan, M.A. ………..

Yogyakarta, June 26th, 2008

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

Drs. Tarsisius Sarkim, M.Ed., Ph.D

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I found You in the most unlikely way But really it was You who found me I found my self in the gifts that You gave

You gave me so much and I I wish You could stay...But I'll

I'll wait for the day...

I watch as the cold winter melts into spring I'll be remembering You

I smell the flowers and hear the birds sing And I'll be remembering You

From the first moment when I heard Your name Something in my heart came alive You showed me love that no words could explain

A love with the power to open the door to a world I was made for..

I wish You could stay But I’ll wait for the day And though You’ve gone away

You come back and

And I’ll watch as the sun fills a sky that was dark And I’ll be remembering You

And I’ll think of the way that You fill up my heart And I’ll be remembering You

Taken from Stephen Curtis Chapman’s,“I’ll be Remembering You”

I dedicate this work to: My parents, my sister and everyone who I love

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STATEMENTS OF WORK’S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the works of other people, except those cited in the quotations and the bibliography, as a scientific paper should.

Yogyakarta, June 26, 2008 The writer,

Niken Wijayani

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ACKNOWLEDGEMENTS

I would like to raise my hand open and thank God for all the blessings. I realize that God works with me in everything. I am fully aware that I could never have succeeded in finishing this undergraduate thesis without help of others.

I would like to express my greatest gratitude for my major advisor, Drs. Concilianus Laos Mbato, M.Pd. Obviously, this thesis could not have been completed without his encouragement embodied in each of his worthy suggestions, comments, and new ideas. I also thank for the life values he had shared with me. A special thank is for my co-advisor Yohana Veniranda S.Pd., M. Hum. for correcting my designed materials so that I could complete this thesis. I thank her for being helpful, patient, and understanding. I also would like to thank all the lecturers and staffs of English Department for the guidance and understanding during my study in Sanata Dharma University.

I would like to give deep gratitude to Drs. Syamsu Hidayat and Dra. Nuharani Erningdyah Kurniati for being helpful and giving me opportunity to do research atSTP-AMPTA.

My deepest gratitude goes to my beloved parents, St. Subiyantoro and St. Sutini, who give me wonderful love. I am thankful for their guidance and prayer. They also always understand with my all decisions. I also would like to acknowledge my particular appreciation to my elder sister, Retno and my family in Wijilan for the care and kindness.

I would like to thank my friends in English Department especially Ila, Ari, Ruri, Eryth, Lisa, Adesti, Pao-pao, and Anton. I thank them for being great friends who are able to accept me just the way I am. I also thank my KKN friends who encouraged me to finish my study. I owe many great thanks to my best friends; Wiwit (especially for helping me to find out the sources), Andri, Dewa, Tomy, Tuties, and Lely for the nice friendship we have built.

Many thanks are addressed to my family inWisma Bahasa English Division, especially Mawar (for sharing), Mba’ Prima and Nila (for the printer), Mas Gelar and Mas Fajar (for the consultation and suggestions). I am so thankful for lovely moments we shared and for working together with all of you guys.

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I would like to say thank you to Selly and Grace for creating nice illustration in my designed materials. For Nian and Ruth, thank you for giving support at my final exam day. My big thank goes to some of my students who gave me spirit to finish this thesis immediately. Thank you, guys.

To anyone that I cannot mention one by one, once again I can only say thank you so much. I owe big thanks for helping me to finish this thesis.

May God bless them all.

Niken Wijayani

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LIST OF FIGURES

Figure 2.1 : The division of English ... 9

Figure 2.2 : Language Program Development ... 21

Figure 2.3 : Dick and Carey’s Model ... 25

Figure 2.4 : The model used in the study ... 35

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LIST OF TABLES

Table 4.1 : The result of the pre-design survey part I ... 46

Table 4.2 : The result of the pre-design survey part II ... 47

Table 4.3 : The basic competences and indicators ... 51

Table 4.4 : The description of the data ... 56

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ABSTRACT

Tourism industry involves communication between tourism workers and tourists, not only domestic, but also foreign. In communicating with foreign tourists, a tourism worker needs English as an international language. Therefore, English that is used widely around the world becomes one subject that must be learned by students of tourism educational institutions. Considering the importance of English in the tourism field, a tourism educational institution needs a set of instructional material with a certain strategy, which develops students’ English skills.

This study was conducted to design a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning. There were two problems discussed in this study. The first was how a set of integrated instructional materials for Diploma III Perhotelan, Sekolah Tinggi Pariwisata- AMPTA using cooperative learning was designed. The second one was what the designed materials looked like.

To answer the first problem, the writer modified two instructional design models from Yalden and Dick & Carey. The steps were synthesized as follows: (1) Needs Survey, (2) Identifying an Instructional Goal, (3) Conducting Instructional Analysis, (4) Writing Performance Objectives, (5) Developing Instructional Strategy, (6) Developing and Selecting Instructional Materials, (7) Revising Instruction, (8) Designing and Conducting the Formative Evaluation

In order to obtain data about the students’ needs, interests, and difficulties in learning English, the writer conducted a needs survey by giving a questionnaire to 30 students of DIIIPerhotelan, STP-AMPTA.

To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing questionnaires to two English lecturers of STP-AMPTA and to English teachers of Wisma Bahasa English Division. The suggestions and feedback obtained from the participants were used to improve the design.

From the post-design survey, the result showed that the grand mean was 4.22. It meant that the designed materials were acceptable and suitable for the students of Diploma III Perhotelan, STP-AMPTA. However, it needed some revisions. The designed materials consisted of “Students’ Book” and “Lecturer’s Manual”. There were eight units and five sections for each unit. The writer suggested the lecturers to recognize the students’ background of knowledge and interests in learning English, encourage and motivate students to practice English frequently and confidently, and encourage students to be active in the class. It was also suggested for the further researchers to improve the variety both in skills and in learning activities.

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ABSTRAK

Industri pariwisata melibatkan komunikasi antara pekerja pariwisata dan wisatawan, bukan hanya domestik tapi juga mancanegara. Dalam berkomunikasi dengan wisatawan mancanegara, seorang pekerja pariwisata membutuhkan bahasa Inggris sebagai bahasa internasional. Oleh karena itu, bahasa Inggris yang dipakai secara luas di dunia menjadi salah satu mata pelajaran yang harus dipelajari oleh siswa dari institusi-institusi pendidikan pariwisata. Melihat pentingnya bahasa Inggris di bidang pariwisata, sebuah institusi pendidikan pariwisata membutuhkan seperangkat materi pengajaran dengan strategi tertentu yang mengembangkan ketrampilan berbahasa Inggris siswa.

Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan pertama adalah bagaimana membuat seperangkat pengajaran terintegrasi untuk Diploma III Perhotelan, Sekolah Tinggi Pariwisata-AMPTA dengan metode cooperative learning. Permasalahan yang kedua adalah seperti apakah bentuk seperangkat materi pengajaran tersebut.

Untuk menjawab pertanyaan pertama, penulis memodifikasi 2 (dua) model dari Yalden dan Dick & Carey. Tahap-tahap yang digunakan adalah sebagai berikut: (1) survei kebutuhan, (2) mengidentifikasi tujuan instruksional, (3) melakukan analisa instruksional, (4) menulis tujuan hasil belajar, (5) mengembangkan strategi instruksional, (6) mengembangkan dan memilih materi instruksional, (7) merevisi, (8) merancang dan melaksanakan evalusi formatif.

Untuk mendapatkan data tentang kesulitan, minat, dan kebutuhan mahasiswa dalam belajar bahasa Inggris, penulis melakukan survei kebutuhan dengan memberi kuesioner pada 30 (tiga puluh) mahasiswa Diploma III Perhotelan, STP-AMPTA.

Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi tersebut dilaksanakan dengan memberikan kuesioner kepada dua dosen STP-AMPTA dan kepada dua guru Wisma Bahasa Divisi Bahasa Inggris. Saran-saran dan usulan-usulan yang didapatkan dari evaluator digunakan untuk memperbaiki materi pengajaran.

Dari hasil survei post-design, hasilnya menunjukkan bahwa grand mean adalah 4,22. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk mahasiswa Diploma III Perhotelan, STP-AMPTA. Akan tetapi materi pengajaran tersebut masih membutuhkan beberapa perbaikan. Materi pengajaran terdiri dari “Students’ Book“ dan “Lecturer’s Manual“. Dalam materi tersebut ada 8 (delapan) unit dan lima bagian pada setiap unitnya. Penulis mengusulkan agar para dosen lebih mengenali dasar pengetahuan dan minat mahasiswa dalam belajar bahasa Inggris, mendorong dan memotivasi siswa untuk sering menggunakan bahasa Inggris dengan percaya diri, dan mendorong siswa untuk lebih aktif di kelas. Dalam hal ini, penulis juga berharap pada para peneliti mendatang untuk lebih membuat variasi dalam aktivitas belajar dan ketrampilan berbahasa yang dipelajari

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CHAPTER I

INTRODUCTION

A. BACKGROUND

English takes an important role in tourism industry. Tourism industry involves communication between tourism workers and tourists, not only domestic, but also foreign. In communicating with foreign tourists, a tourism worker needs English as an international language. Therefore, English, as an international language that is widely used around the world is important for tourism workers.

Considering the need of English in tourism field, English is one subject that must be learned by students of tourism educational institutions, including Sekolah Tinggi Pariwisata-AMPTA (STP-AMPTA). STP-AMPTA has the responsibility to prepare tourism students’ skills, including English. The tourism students have to master all of English skills; speaking, listening, reading, and writing. English becomes an important subject in STP-AMPTA, because it can support the students’ career in the future.

In achieving the goal of an English course, it needs a tool and a way called ‘instructional design’. Instructional design is a direction in a teaching learning activity. As a result, the students’ English skills will be improved. With an instruction that has been designed, there will be a picture of what and how to reach the goal, which is English skills improvement.

STP-AMPTA needs a set of materials, which is appropriate to improve the students’ English performance. AnSTP-AMPTAEnglish lecturer said that most STP-AMPTA graduates are not able to speak English fluently. Besides, they make so many grammatical mistakes. There supposed to be a set of instructional materials

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which can answer students’ need related to the students’ role as the tourism workers in the future. The lecturer considers that STP-AMPTA needs a set of instructional material with a certain strategy, which develops students’ English skills for the importance of English in the tourism field.

Therefore, the writer intends to design a set of integrated materials for Diploma III Perhotelan, STP-AMPTA students using Cooperative Learning. In Cooperative Learning, the students are expected to learn thinking, to solve problem, and to integrate and apply knowledge and skills (Slavin, 1995: 2). Students in cooperative groups, work with others to make certain that everyone in the group has mastered the concepts being taught.

Cooperative learning also involves students in higher thought processes. These higher thought processes –required for analyzing, synthesizing, and decision making- are believed to be stimulated more by interaction with others than by books and lecturers, which typically are not interactive. (Borich, 1996: 425)

B. IDENTIFICATION OF THE PROBLEM

It is considered that STP-AMPTA graduates have lack of English performance. Thus, STP-AMPTA needs a set of integrated instructional materials to improve students’ English skills. With the set of materials designed, the goal of learning can be achieved effectively.

C. LIMITATION OF PROBLEMS

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reading, and writing integratedly. The materials designed deal with problem, situation, and setting in tourism field.

D. PROBLEM FORMULATION

In this study, the writer intends to answer the following questions based on the background. The problems in this study can be formulated as follows:

1. How is a set of integrated instructional materials using Cooperative Learning to teach English in Diploma IIIPerhotelan, STP-AMPTAdesigned?

2. What do the designed materials look like?

E. OBJECTIVES OF THE STUDY The objectives of this study are:

1. To find out how a set of integrated instructional materials using Cooperative Learning to teach English in Diploma IIIPerhotelan,STP-AMPTAis designed. 2. To present the integrated instructional designed materials.

F. BENEFITS OF THE STUDY

This study is expected to give advantages for: 1. The Lecturers

With the materials designed, the lecturers have a guidance to conduct the teaching-learning process in English class.

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3. The Designer

The designer can develop her creativity in making a set of materials that is interesting and appropriate for the students.

G. DEFINITION OF TERMS 1. Designing

Designing is the plan developed to guide educational activity in a situation or the plan which can be formulated by an analyst of that activity. (Houles, 1978: 230). In this study, designing refers to the process of developing learning system including instructional materials and activities to meet the learning needs.

2. Instructional Materials

Instructional materials mean the materials planned or designed by the teacher for instruction (Dick Walker and Reiser Robert, 1984: 3)

The writer defines instructional materials as the material used in teaching learning activity to obtain English proficiency.

3. Sekolah Tinggi Pariwisata-AMPTAStudents

In this study, Sekolah Tinggi Pariwisata-AMPTA (STP-AMPTA) students are a group of students who study in a tourism college in order to achieve an academic skill of tourism. AMPTA stands for Ambarrukmo Palace Tourism Academy 4. Diploma III

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5. Integrated Material

Integrated material is a material that focuses on the mastery of the integrated skills rather than a mere mastery of the rules on the target language. (Richard and Rogers, 2001:64).

In this study, integrated materials mean a set of instructional materials that focuses on more than one English skill be it speaking, listening, writing, or reading as well as language components, mainly vocabulary and grammar.

6. Cooperative Learnning

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CHAPTER II

LITERATURE REVIEW

This chapter discusses some theories that become the basis of the study. The discussion is divided into two main parts. Firstly is Theoretical Description, which presents some theories, related to the study. The second is Theoretical Framework of the study that is synthesized from the related theories.

A. THEORETICAL DESCRIPTION

The writer includes seven kinds of theories as the basis of the study. The theories used are Integrated Skills, EAP, Types of Syllabus, A Materials Design Model, Educational Research and Development, Instructional Design, and Cooperative Learning.

1. Integrated Skills

This study does not focus on only one English skill only. It also focuses on four English skills. Jan Bell and Roger Gower (2005:124), in their article state that the four skills should be integrated throughout and that the ‘receptive skills’ of reading and listening should not be tagged on after the language work. Language use is a combined skill where everything depends on everything else- at the very least we listen and speak together, and read and write together. And they felt that, like playing tennis communicating in language is something only improved with practice.

Terry Atkinson and Elizabeth Lazarus (1999:145) call such integrated skills as a multi-skill. They give an example of a multi-skill activity based on authentic task:

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(provide) students with atape from an answering-machine containing phone-in orders, request, complaints etc. and for which they must take appropriate action. In the context of a tourist-information office these messages will request hotel bookings and details of excursions or restaurants. Students use brochures, photos or computerized databases to find the appropriate information. They then pass on the information to clients byletter, orface-to-face, or by ringing backon the number left on the answering-machine. A nice twist is to have them faced with an answering-machine when they ring to provide the requested information.

2. English for Academic Purposes

English for Academic Purposes (EAP) means that a group of learners requires English for academic study (Hutchinson & Waters, 1987 : 16). EAP accounts of a large amount of ESP (English for Specific Purposes) activity. Jordan states that EAP is concerned with communication skills in English, which are required for study purposes in formal education systems (2004:1).

For some practitioners, EAP is a branch of ESP, the other major branch being EOP (English for Occupational Purposes). ESP is thus specific purpose language teaching, differentiated from EOP by the type of learner; future of practicing student as opposed to employee of worker. EAP can appear to be very general in scope, however, as the same courses and materials can be aimed at students from a wide variety of academic disciplines. Within such general courses, we might find components aimed at students from specific disciplines. In these cases, we might wish to view EAP as the more inclusive term, with ESP work as a subordinate part of EAP (Robinson, 1994 : 100)

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Jordan (2004 : 3) discusses two divisions of EAP. The two divisions are English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP). (see figure 2.1). While, Blue (1988) as quoted by Jordan (2004: 4), identifies EGAP as common core and ESAP as subject-specific.

A large proportion of the common core element is more usually known as ‘study skills’. Some examples of study skills are listening and note-taking, academic writing, reference skills. (Jordan, 2004: 5)

Jordan explains ESAP as subject-specific English.

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ENGLISH

LANGUAGE SKILLS Listening, Speaking, Reading, Writing

GENERAL PURPOSES SOCIAL PURPOSES

for no particular purpose for conversational and e.g school exams communicative situation

e.g. shopping, letter-writing, telephoning, and

‘survival English’

ENGLISH FOR SPECIFIC PURPOSE (ESP)

ENGLISH FOR ENGLISH FOR

OCCUPATIONAL/ VOCATIONAL/ ACADEMIC PURPOSES

PROFESSIONAL PURPOSES (EAP)

(EOP/ EVP/ EPP)

e.g. doctors, airline pilots, hotel staff

ENGLISH FOR SPECIFIC ENGLISH FOR GENERAL

ACADEMIC PURPOSES PURPOSES

(ESAP) (EGAP)

e.g. medicine, engineering, economics e.g. listening and note-taking, academic writing , reference

skills,

seminars and discussions plus: general academic English

register formal, academic style proficiency in lang. use

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An important issue in EAP is whether what is taught is specific to the English language or in fact universal. The general consensus is that the concern of EAP are not specific to English, but that many students are aiming at a higher level of academic achievement through English than in their first language. (Robinson,1991 : 101)

a. English inSekolah Tinggi Perhotelan-AMPTAas English for Academic Purposes Robinson breaks down EAP into EAP for study in a specific discipline and EAP as a school subject. EAP for study in a specific discipline is divided into three stages; Pre-study, In-study, and Post-study. EAP as a school subject can be independent and integrated.

English in STP-AMPTA belongs to English for Academic Purposes. It is aimed at students from specific discipline, that is tourism. STP-AMPTA students, who learn in a specific discipline, study English in ‘In-study’ stage. English is also taught integrated as a school subject in tourism academy.

b. Need Analysis

Any course, including EAP has to recognize why the learners need to learn English. Any course should be based on an analysis of learners need. (Hutchinson & Waters, 1987: 43). Considering that, need analysis is necessary to obtain appropriate material for Diploma IIIPerhotelan,Sekolah Tinggi Pariwisata-AMPTAstudents.

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Hutchinson and Waters sub-divide target need into ‘necessities’, ‘lacks’ and ‘wants’, as quoted by Jordan (2004: 25). By ‘necessities’ (also called ‘objective needs’) they mean what the learner has to know in order to function effectively in the target situation. ‘Lacks’ represent the gap between the target proficiency and what the learner knows already. ‘ Wants’ are the subjective needs of the learner.

The necessary information of the course designer to obtain the target needs can be obtained by asking questions. The questions are about the target situation and the attitudes towards that situation of the various participants in the learning process. (Hutchinson & Waters, 1987: 59)

A target situation analysis framework formulated by Hutchinson and Waters (1987: 59) consists of some following questions:

Why is the language needed? - for study;

- for work; - for training;

- for a combination of these;

- for some other purpose, e.g. status, examination, promotion. How will the language be used?

- medium : speaking, writing, reading, etc.; - channel : e.g. telephone, face to face;

- types of text or discourse: e.g. academic texts, lectures, informal conversations, technical manuals, catalogues.

What will the content areas be?

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- level: e.g. technician, craftsman, postgraduate, secondary school. Who will the learner use the language with?

- native speakers or non-native:

- level of knowledge of receiver : e.g. expert, layman, student;

- relationship : e.g. colleague, teacher, customer, superior, subordinate. Where will the language be used?

- physical setting : e.g. office, lecture, theatre, hotel, workshop, library; - human context : e.g. alone, meetings, demonstrations, on telephone; - linguistic context: e.g. in own country, abroad.

When will the language be used?

- concurrently with the ESP course or subsequently; - frequently, seldom, in small amounts , in large chunks.

This study also concerns with the process of teaching learning, which students involved in. Therefore, this study considers the learning needs.

As in target situation analysis, Hutchinson and Waters had proposed a checklist to analyze learning needs. (1987:62)

A framework for analyzing learning needs Why are the learners taking the course?

- compulsory or optional; - apparent need or not;

- Are status, money, promotion involved? - What do learners think they will achieve?

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How do the learners learn?

- What is their learning background?

- What is their concept of teaching and learning? - What methodology will appeal to them?

- What sort of techniques are likely to bore/ alienate them? What resources are available?

- number and professional competence of teacher; - attitude of teachers to the course;

- teachers’ knowledge of and attitude to the subject content; - materials;

- aids;

- opportunities for out-of-class activities Who are the learners?

- age/ sex/ nationality;

- What do they know already about English? - What are their interests?

- What is their socio-cultural background/ - What teaching styles are they used to?

- What is their attitude to English or to the cultures of the English- speaking world?

Where will the course take place?

- are the surroundings pleasant, dull, noisy, cold, etc.? When will the course take place?

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- every day/ once a week; - full-time/ part-time

- concurrent with need or pre-need. 3. Types of Syllabus

A syllabus is a document, which says what will (or at least what should) be learnt (Hutchinson & Waters, 1987: 80). Syllabus is necessary in any course, including EAP course to provide the statement of what to learn. Basically, a syllabus is a specification of what is to be included in a language course. Designing a syllabus involves examining needs analyses and establishing goals. (Jordan, 2004 :56).

Jordan describes various types of syllabus in three broad headings (2004:60): a. Content or Product (focusing on the end result)

b. Skills

c. Method or Process (focusing on the means to an end)

a. Content/ Product

1) Grammatical/ Structural/ Language Form

A grammatical syllabus focuses on aspect of grammar, e.g. verb tenses, sentence patterns, articles, nouns, etc.

2) Notional-Functional

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3) Situational

This list the situations or contexts in which the language will be used and analyses the language needed for those situations, for example registrations with the institution and the police, opening a bank account; finding accommodation, visiting the doctor or dentist, and various settings.

4) Topic

A topic-based syllabus may have a similar approach to that based on situations. Topics are selected from the students’ specialist studies and the language analyzed: appropriate syntax and lexis are then practiced. Examples from economic might include: economic growth, economic development, industrialization, international trade, inflation, etc.

5) Content-based

Content-based syllabus focuses on teaching students the language, skills, and academic conventions associated with their particular subject and its content. b. Skills

In a skills- based syllabus, the constituents of the skills are often highlighted – the sub-skills or micro-skills, for example; reading (which may be described as a macro-skill) may be subdivided into a number of micro-skills, e.g. skimming, scanning, reading for information, ideas, opinions, etc.

c. Method/ Process 1) Process

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syllabus: among sets of options, the final selection is made by students. An example of a task might be agreeing on a definition of a problem, organizing data, followed by discussion.

2) Procedural/ Task-based

The basis is a problem or task, with teaching/ learning aimed at cognition and process. The task needs to be challenging in order to maintain students’ interest. Pedagogic tasks often involve opinion-gap, reasoning-gap, and information-transfer activities. Using maps to plan itineraries would be an example of the task.

3) Learning centered/ negotiated

It focuses on the learner, with the learner responsible for making a number of decisions. Although the primary focus is on process/ methods, a choice of approaches is possible: a tailor-made syllabus for an individual; adapting a syllabus in the light of perceived needs; providing a range of alternatives or options of content and methods; self-access; self-determined, self-directed, etc. 4. A Materials Design Model

The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing enough room for creativity and variety to flourish. (Hutchinson & Waters, 1987: 108). The model consists of four elements:input, content focus,language focus, and task.

a. Input: This may be a text, dialogue, video-recording, diagram or any piece of communication data, depending on the needs you have defined in your analysis. Theinputprovides a number of things:

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- new language items;

- correct models of language use; - a topic for communication;

- opportunities for learners to use their information processing skills;

- opportunities for learners to use their existing knowledge both of the language and the subject matter.

b. Content Focus: Language is not an end in itself, but a means of conveying information and feelings about something. Non-linguistic content should be exploited to generate meaningful communication in the room.

c. Language focus: Our aim is to enable learners to use language, but it is unfair to give learners communicative tasks and activities for which they do not have enough of the necessary language knowledge. Good materials should involve both opportunities for analysis and synthesis.In language focuslearners have the chance to take the language to pieces, study how it works and practice putting it back together again.

d. Task: The ultimate purpose of language learning is language use. Materials should be designed, therefore, to lead toward a communicative task in which learners use the content and language knowledge they have built up through the unit.

5. Educational Research and Development

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a. Research and information collecting-Includes review of literature, classroom observation, and preparation of report of state of the art.

b. Planning- Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

c. Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices.

d. Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed. e. Main product revision- Revision of product as suggested by the preliminary

field-test results.

f. Main field testing- Conducted in 5 to 10 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.

g. Operational product revision- Revision of product as suggested by main field-test results.

h. Operational field testing- Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational, and questionnaire data collected and analyzed. i. Final product revision- Revision of product as suggested by operational field-test

results.

j. Dissemination and implementation- Report on product at professional meeting and in journals. Work with publisher who assumes commercial distribution. Monitor distribution to provide quality control.

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intended to develop and validate educational products for Diploma III Perhotelan STP-AMPTA. For thus, this study belongs to educational research and development. 6. Instructional Design

Instructional design in teaching learning activities helps learners to improve their English ability. Instructional Design is needed to achieve the objectives of English teaching learning effectively. Wong and Raulerson state that the objective of instructional design is to cause effective and efficient learning to occur during the instructional process (1974: 4).

This study presents two models of Instructional Design. There are Instructional Design models provided by Yalden and Dick and Carey. Those will be discussed one by one.

a. Yalden’s Theory

Model of Instructional Design stated by Yalden becomes the first theory of instructional design used in this study. Yalden (1987:88) proposed steps of Language Program Development:

1) Needs survey

It includes the identification of the communication requirements, personal needs, motivations, relevant characteristics, and resources of the learner.

2) Description of purpose

From the needs survey, one progresses to the preparation of a description of purpose, and information gathered during the first stage of program development is incorporated into it. Description of purpose to be prepared in terms of:

a) Student characteristics

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3) Selection/development of syllabus type

The model of syllabus design is a dynamic, not a static one, and it allows for constant feedback from a variety of points into the area of syllabus type and selection of content, as well as into other areas such as teaching procedures 4) Production of a proto-syllabus

Proto-syllabus is the specification of syllabus content. The proto-syllabus is description of language and language use to be covered in the program.

5) Production of pedagogical syllabus

The pedagogical syllabus is development of teaching, learning, and testing approach. In this stage, it is developed overall approaches to teaching and learning and also to the whole testing program.

6) Development and implementation of classroom procedures

The syllabus designer shares his or her responsibility with the classroom teacher, who is, as always, responsible for conducting, supervising, and encouraging classroom interaction. It consists of:

a) Development of classroom procedures

(1) Selection of exercise types and teaching techniques (2) Preparation of lesson plans

(3) Preparation of weekly schedules

b) Teaching training: briefings or workshops on (1) Principles

(2) Desired outcome

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Figure 2.2. Language Program Development (Yalden,1983:88) 7) Evaluation

The final phase is evaluation, which has two broad aspects. First, one would wish to evaluate or test the students in the program; next, the teaching as well as the over-all design of the course should be assessed. Finally, there is the recycling stage in which the fit between goals set and the final performance of the learners is determined.

The instructional design stages proposed by Yalden can be explained by following chart (figure 2.2).

Need Survey

Description of the Purpose

Selection/ Development of Syllabus Type

Production of Proto-Syllabus

Production of Pedagogical Syllabus

Development and Implementation of Classroom Procedures

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b. Dick and Carey’s Theory

The second is model of Instructional Design by Dick and Carey. The instructional design model is considered a systems approach model because there is a specific input, process and output for each component. (Dick and Carey, 2005: 11). The instructional design also collects information which is fed back into the system so that the final product reaches the desired level of effectiveness.

In their book The Systematic Design of Instruction, Dick and Carey (2005:5) gave an analogy to explain an instruction. An instruction is analogized as a technique in building industry. There are components assembled and workers required to construct the building. The workers also pour foundation and add the finishing touches that make it a sound and secure building.

Dick and Carey suggest a set of procedures and techniques which are employed by the instructional designer to design, produce, evaluate, and revise an instructional module.

Components of the System Approach Model 1) Identifying an instructional goal

This first step is to determine what it is that the designers want students to be able to do when they have completed an instruction. The definition of the instructional goal may be derived from a statement of goals, from a needs assessment with regard to a particular curriculum, or from practical experience with learning difficulties of students in the classroom.

2) Conducting an instructional analysis

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information which a student needs, or the identification of steps in a procedural sequence which must be followed to perform a particular process.

3) Identifying entry behaviours and characteristics

It is necessary to identify the specific skills that students must have prior to beginning instruction. It determines the specific knowledge, skills, general characteristic of the learners. These characteristics might include special interest, maturation level, attention span, and so on.

4) Writing performance objectives

The designers state the specific skills, condition, and successful performance after students complete the module.

5) Developing criterion-referenced test

In this step, the designers develop assessment instruments to measure the students’ ability to achieve the objectives.

6) Developing an instructional strategy

Based on information from the five preceding steps, the designers identify the strategy that will be used in instructional module to reach the objective. The strategy includes sections on preinstructional activities, presentation of information, practice and feedback, testing, and follow-through activities.

7) Developing and selecting instruction

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8) Designing and conducting the formative evaluation

A series of evaluation are conducted to determine the effectiveness of the complete draft of instruction. This evaluation is intended to improve the module. The three types of formative evaluation are referred to as one-on-one evaluation, small-group evaluation, and field evaluation.

9) Revising instruction

Data obtained from formative evaluation is used to re-examine the validity of the instructional analysis and the assumptions about the entry behaviours of students. The instructional strategy, the statements of performance of objectives and test item are reviewed. Then, the evaluation data collected is incorporated into revisions to make a more effective instructional tool.

10) Conducting summative evaluation

Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it is not a part of the design process. It occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designers.

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7. Cooperative Learning

Cooperative learning is a means of grouping students in small, mixed-ability learning teams. The teacher presents the group with problem to solve or task to perform. Students in the group then work among themselves, help one another, praise and criticize one another’s contribution, and receive a group performance score. (Burden & Byrd, 1999:99)

The writer chooses cooperative learning as the strategy used in teaching learning activity. This strategy gives positive impact to the students. In cooperative learning, the students work together to learn and are responsible for their teammates’ learning as well as their own.

a. Expected Outcomes of Cooperative Learning

In his book ‘Cooperative Learning’, Slavin (1991:2) argues many reasons that cooperative learning is entering the mainstream educational practice. One is the extraordinary research base supporting the use of cooperative learning to increase student achievement, as well as such other outcomes as improved inter-group relations, acceptance of academically handicapped classmates, and increased self-esteem. Another reason is the growing realization that students need to learn to think, to solve problem, and to integrate and apply knowledge and skills.

Cooperative learning activities instil in learners important behaviours that prepare them to reason and perform in and adult world. These are five behaviours as student outcomes expected from cooperative learning (Borich, 1996: 422)

1) Attitudes and values

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manner, they exchange information and knowledge with that of others who have acquired their knowledge in different ways. This exchange shapes our views and perspective. These attitudes and values very often are left untaught in schools. Many classrooms rely solely on formally acquired knowledge, with learners competing for grades and reinforcement. Cooperative learning is important in helping learners acquire from the curriculum the basic cooperative attitudes and values they need to think independently inside and outside of your classroom. 2) Prosocial behaviour

It is during close and meaningful encounters among family members that models of prosocial behaviour are communicated. Children learn right from wrong implicitly through their actions and the actions of others that come to the attention of adult family members. These adults are quick to point out the effects of these actions on family, friend, and the community.

Cooperative learning brings learners together in adult like settings which, when carefully planned and executed, can provide appropriate models of social behaviour.

3) Alternative perspective and viewpoints

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4) Integrated identity

One of the most noticeable outcomes of social interaction is its effect on how we develop our personalities and learn who we are. Social interaction over long periods forces us to ‘see ourselves’- our attitude, values, and abilities- in many different circumstances. The main result is that inconsistencies and contradictions in who we are- or think we are. We attempt to resolve such contradictions, to clarify what we really believe and to believe what we really say. Our personality becomes more coherent and integrated and is perceived by others as a more forceful and confident projection of our thoughts and feelings. Overtime, repeated social interactions reduce the contradiction until our views become singular and consistent and we achieve an integrated identity.

5) Higher thought process

Cooperative learning actively engages the student in the learning process and seeks to improve the critical thinking, reasoning, and problem-solving skills of the learner. Critical thinking, reasoning, and problem-solving cannot occur outside a context of attitudes and values, prosocial behaviour, alternative perspectives and viewpoints, and an integrated identity.

Cooperative learning provides the ingredients for higher thought process to occur and sets them to work on realistic and adult like tasks.

b. Basic Elements of Cooperative Learning

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1) Positive interdependence

Students must feel they are responsible for their own learning and that of the other members of the group.

2) Face-to-face interaction

Students must have the opportunity to explain what they are learning to each other.

3) Individual accountability

Each student must be held accountable for mastery of the assigned work. In addition, Slavin also emphasizes the importance of individual accountability. Slavin states that individual accountability motivates students to do a good job explaining to each other, as the only way for the team to succeed is for all team members to master the information or skills being taught (1995: 6).

4) Social skills

Each student must communicate effectively; maintain respect among group members, and work together to resolve conflicts.

5) Group processing

Groups must be assessed to see how well they are working together and how they can improve.

c. Cooperative Learning Methods

Slavin had developed five principle cooperative learning methods.

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subjects at particular grade levels: Cooperative Integrated Reading and Composition (CIRC) for reading and writing instruction in grades 2-8, and Team Accelerated Instruction (TAI) for mathematics in grades 3-6. All five methods incorporate team rewards, individual accountability, and equal opportunities for success, but in different ways. (1995:5)

Student Teams-Achievement Divisions (STAD). It involves four-member learning teams that are mixed in performance level, sex, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another. It consists of five major components-class presentations, teams, quizzes, individual improvement scores, and team recognition. (Slavin, 1995: 5).

Borich (1996: 100) also explains STAD. The explanations is quoted as follows:

After the teacher presents a lesson, students work within their teams to make sure that all members have mastered the lesson. Students then individually take a quiz. Students’ quiz scores are awarded based on the degree to which students meet or exceed their earlier performance. These points are then totalled to form team scores.

Slavin (1995: 6) shows the main idea of the use of STAD. The main idea behind Student Team-Achievement Divisions is to motivate students to encourage and help each other master skills presented by the teacher.

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Team Accelerated Instruction (TAI). It is a combination of individualized instruction and team learning. Students work in the same heterogeneous teams as with other student team learning methods, but students study individualized academic materials. Teammates check each other’s work from answer sheets and help one another with any problems. Final unit tests are taken without teammate help and are scored by student monitors. Each week teachers total the number of units completed by all team members. (Slavin, 1995:7)

Cooperative Integrated Reading and Composition (CIRC). CIRC is a comprehensive program for teaching reading, writing, and language arts in the upper elementary grades. CIRC consists of three principal elements: basal-related activities, direct instruction in reading comprehension, and integrated language arts and writing. (Slavin, 1995: 106).

Borich also proposes the explanation of CIRC

CIRC is a comprehensive program for teaching reading for teaching reading and writing in the upper elementary grades. Teacher uses basal readers and reading groups like traditional reading programs. However, students are assigned to teams composed of pairs of students from two different reading groups. While student works with one reading group, students in the other groups work in pairs in a series of cognitively engaging activities, including reading to one another, making predictions of how stories will end, summarizing stories to one another, writing responses to stories, and practicing spelling, decoding, and vocabulary. (1996: 101).

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Considering that tourism academy students involve with society even international society, cooperative learning is a suitable method, which can be used in teaching English. Besides, cooperative learning gives students opportunity to interact with their friends. It will encourage students to practice English.

The most important goal of cooperative learning is to provide students with the knowledge, concepts, skills, and understanding they need to become happy and contributing members of society.

B. THEORETICAL FRAMEWORK

In this section, the writer synthesizes the theories stated in Theoretical Description that focuses on how the learning materials are designed.

The theories synthesized to conduct the study are: 1. Needs Survey

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2. Identifying an Instructional Goal

In this stage, the writer determines the goal from needs of learning. The writer determines the ability the learners must have after they have completed the course. (Dick & Carey, 2005: 8). Jordan states this as ‘necessities’ (also called objective needs). ‘Necessities’ mean what the learner has to know in order to function effectively in the target situation. (2004: 25).

3. Conducting Instructional Analysis

The writer formulates the specific skills intended in order to achieve the goal of the course (Dick & Carey, 2005: 8). The specific skills intended are formulated in a syllabus. As Hutchinson & Waters explain that a syllabus is a document, which says what will (or at least what should) be learnt (1987: 80).

The skills formulated in syllabus are also based on the learners’ needs since designing a syllabus involves examining needs analyses and establishing goals. (Jordan, 2004: 56)

4. Writing Performance Objectives

After the specific skills are formulated, the writer identifies how the students perform the skills formulated. The writer identifies condition and criteria for successful performance that must be accomplished by the students. (Dick & Carey, 2005: 10)

5. Developing Instructional Strategy

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In this stage, the writer considers four elements in a materials design model proposed by Hutchinson & Waters (1987: 108). The four elements are input, content focus, language focus, and task.

The writer also creates activities reflecting cooperative learning in which students in the group work among themselves, help one another, praise, and criticize on another’s contribution. (Burden & Byrd, 1999: 99)

6. Developing and Selecting Instructional Materials

The writer synthesizes all information obtained from steps 1 to 5 into a set of instructional materials. A set of instructional materials is designed in this step. (Dick & Carey, 2005: 10)

7. Designing and Conducting the Formative Evaluation

After a set of instructional materials is designed, a series of evaluations are conducted to determine its effectiveness and appropriateness. The writer collects data which may be used to identify how to improve the instructional materials. (Dick & Carey, 2005: 10)

8. Revising Instruction

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In figure 2.4., the writer presents the relation between the design model used in this study and Research and Development theory.

Need Survey Research and Information

Collecting

Identifying Instructional Goal(s)

Conducting Instructional Analysis

Planning Writing Performance Objectives

Developing Instructional Strategy

Developing and Selecting Develop Preliminary

Instructional Materials Form of Product

Designing and Conducting Preliminary Field Testing Formative Evaluation

Revising Instruction Main Product Revision

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CHAPTER III

METHODOLOGY

This chapter presents explanation of the methodology used to accomplish the study. The explanation is divided into seven main parts. They are method, research participants, setting, research instruments, data gathering, data analysis, and research procedure.

A. METHOD

This study was intended to answer the questions stated in problem formulation. For thus, the writer conducted a strategy to improve education proposed by Borg and Gall (1983: 772). This strategy was called educational research and development (R&D). Educational research and development (R&D) is a process used to develop and validate educational products. In this study, the writer took five steps in R & D cycle proposed by Borg and Gall. The five steps taken are as follows: 1. Research and information collecting-Includes review of literature, classroom

observation, and preparation of report of state of the art.

The writer gathered some theories as the basic the study. The development of instructional material was begun with a research to obtain information about learners’ needs and characters.

2. Planning- Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

From the theory and information obtained, the writer determined the goal, objective, skills, strategy, and knowledge included in the instructional material.

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3. Develop preliminary form of product- Includes of instructional materials, handbooks, and evaluation devices.

In this step, the writer synthesized the information gathered from the previous steps into a set of instructional materials.

4. Preliminary field testing- Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed.

There was a post-design survey to test the instructional materials’ appropriateness and suitability. The survey obtained feedback of the instructional materials from some competent people in teaching English.

5. Main product revision- Revision of product as suggested by the preliminary field-test results.

After getting feedback of the instructional materials from the post-design survey, the writer could find out the weaknesses of the design. Then, the writer conducted revision and improvement to get more appropriate and suitable instructional materials.

In order to find out a set of appropriate instructional learning materials for Diploma III Perhotelan,STP-AMPTAstudents, the writer used descriptive methods. The writer got the description of students’ and lecturers’ attitudes and opinions toward teaching learning English through survey research.

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In this study, the writer conducted two survey researches. They were pre-design research and post-pre-design research.

1. Pre-design

Before designing a set of materials, the writer conducted an analysis survey to find out the students’ needs, interests, and difficulties in learning English. The writer gave a questionnaire to the participants.

2. Post-design

After a set of materials is designed, the writer investigated whether the materials were interesting and appropriate for students or not by giving two English lecturers of Diploma III Perhotelan,STP-AMPTA and two English teachers of Wisma Bahasa English Divisiona questionnaire.

B. RESEARCH PARTICIPANTS

The participants of pre-design survey were third semester students of Diploma III Perhotelan, STP-AMPTA. There were 30 students as participants. The writer gained the data needed to set appropriate materials based on the students’ need and interest.

For post-design survey, the writer had two English lecturers of STP-AMPTA and two English teachers of Wisma Bahasa English Division as the participants. They gave feedback of the materials designed. They evaluated the materials designed whether it is appropriate for the students or not.

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C. SETTING

This study was conducted in Sekolah Tinggi Pariwisata-AMPTA which is located in Jalan Laksda Adisucipto km 6, Yogyakarta. The study was conducted from October –November 2006.

D. RESEARCH INSTRUMENTS

The instruments, which were needed in conducting the survey research, were questionnaires. The questionnaires were printed form for data collection, which contained of questions or statement for the subject to respond. (Seliger and Shohamy, 1989 : 172)

There were two questionnaires given. The first questionnaire was to figure out the students’ needs, interests, and opinion. The second one was to obtain the feedback about the appropriateness of the material designed. The feedback was given by English lecturers and teachers who are competent in teaching English.

In this survey, the types of questionnaire were closed and open questionnaire. The closed questionnaire consisted of some statements to be judged by the participants. There were also some open questions to answer. The complete form of the questionnaire could be seen in appendix.

E. DATA GATHERING

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First questionnaire was conducted to recognize the students’ opinion about learning English and students’ needs and interests. There were some statements to judge related to learning English. The students as the participants judged the statement with five criteria provided; absolutely agree, agree, undecided, disagree, and absolutely disagree. There were some examples of statements to judge in the first questionnaire:

1. You like English lesson

It was to investigate the students’ attitude toward English course. 2. English is easy for you

This question was to obtain the students learning background, whether they were good or not at understanding English lesson.

3. You prefer English material combining more than one language skills (for example: speaking and reading)

This question was supposed to investigate the students’ interest in integrated learning materials.

4. For each topic, a certain part discussing vocabulary related to tourism is needed It was to investigate their need of tourism English vocabularies.

The students’ opinion toward English skills, tourism topic, and learning strategies were also studied in this study. For thus, the students also judged some statements related to English skills, tourism topics, and learning strategies.

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The second questionnaire was given to get opinion from people who were experienced in teaching English about the materials designed. The types of questionnaire were closed and open questions. The questions were around English teacherrs’ and lecturers’ opinion about the material designed, such as the text, strategies, time allocation, sources, etc.

F. DATA ANALYSIS

In this study, the writer used the descriptive data analysis that was expressed in statements/descriptions. The statements reflected students’ and lecturers’ attitude toward learning English and the material designed. Sort of the data taken from the questionnaires were used to verify the appropriate materials.

To interpret the closed questionnaires, the writer used the Likert Model suggested by Best (1983 : 138). The model employed five criteria. They were strongly disagree, disagree, undecided, agree, and strongly disagree. The criteria were labelled into numerical data. The details were: 1 was interpreted as ‘strongly disagree’, 2 was ‘disagree’, 3 was ‘undecided’, 4 was ‘agree’, and 5 was ‘strongly agree’. Then the numerical data was processed. The data was analysed to find out the central tendency or mean. The mean indicated the average point.

The formula for the mean can be formulated as follows:

µ :ΣX

N µ : mean

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N : The number of the score

There are four criteria to interpret the grand mean as the participants’ attitude toward the designed materials. The four criteria were:

1 - 1.9 : very bad 2 - 2.9 : bad 3 – 3.9 : enough 4 – 5 : good

For the open questionnaire, the writer restated the answers. The most answers appearing described the tendency of participants’ opinion toward the course and material designed.

G. RESEARCH PROCEDURE

The writer conducted some steps in this study: 1. Preparation

The study preparation included preparing permission letter, making questionnaires and finding English literature related to tourism, teaching English, instructional design, and cooperative learning.

2. Need analysis

By giving questionnaire, the writer found out the lacks, strengths, interests, opinions, and needs of students.

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After knowing the students’ needs, interests, and characteristics from need analysis, the writer designed a set of integrated instructional material that was appropriate. The design consists of syllabus, lesson plan, and materials.

The syllabus consisted of course description, standard competence, basic competences, contact hour, media, and teaching strategy. Three kinds of syllabus were considered to formulate the topics for each unit. These syllabuses were Notional-Functional, Situational, and Topic Syllabus.

Materials, media, methods, and objectives for each unit were synthesized in the lesson plan.

4. Investigating En