Designing a set of Communicative Language Teaching (CLT) based English speaking materials for Front Office Staff of Villa Borobudur

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G N I H C A E T E G A U G N A L E V I T A C I N U M M O C F O T E S A G N I N G I S E D

R O F S L A I R E T A M G N I K A E P S H S I L G N E D E S A B ) T L C (

R U D U B O R O B A L L I V F O F F A T S E C I F F O T N O R F

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A THESIS

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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

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R U D U B O R O B A L L I V F O F F A T S E C I F F O T N O R F

N A K I D I D N E P A N A J R A S

A THESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree n

o it a c u d E e g a u g n a L h s il g n E n i

y B a

n a h o

Y KurniawaitSeitabu di 3 6 0 4 1 2 1 8 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A Y G O

Y KARTA 4

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Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S

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H A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E L

S I M E D A K A N A G N I T N E P E K K U T N U

a d n a tr e b g n a

Y tangandibawahin,is ayamahasiswaUniverstiasSanataDharma: Nama :YohanaKurniawaitSeitabudi

NomorMahasiswa :0812140 63 n

a g n a b m e g n e p i m e

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a ti s r e v i n

U SanataDharmakarya limiahsayayangbejrudu :l

T N O R

F OFFICESTAFFOFVILLABOROBUDUR

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k Perpustakaan Universtias Sanata Dharma hak untuk menyimpan , n

a k h il a g n e

m dalam bentuk media lain ,mengelolanya dalam bentuk pangkalan ,

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d mendist irbusikan secaraterbatas ,dan mempubilkasikannya d iInterne tatau k

u t n u n i a l a i d e

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P tanggal :24 Oktober 2014 n

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a n a h o Y

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i v T C A R T S B A . ) 4 1 0 2 ( . it a w a i n r u K a n a h o Y , i d u b a it e

S Designing a Se t o f Communicaitve ) T L C ( g n i h c a e T e g a u g n a

L – Based Engilsh Speaking Material s fo rFron t r u d u b o r o B a ll i V f o f f a t S e c if f

O .Yogyakatra :EngilshLanguageEducaitonStudy s r e h c a e T f o y tl u c a F , n o it a c u d E s tr A d n a e g a u g n a L f o t n e m tr a p e D , m a r g o r P . y ti s r e v i n U a m r a h D a t a n a S , n o it a c u d E d n a g n i n i a r T h c i h w t c e p s a t n a tr o p m i y r e v a s e m o c e b h s il g n E , a r e n o it a z il a b o l g s i h t n I n i t c e p s a t n a tr o p m i n a s e m o c e b o s l a h s il g n E . e l p o e p l l a y b d e r e t s a m e b d l u o h s r o w e h t f o e l p m a x e e n O . s d l e if g n i k r o w e m o

s king ifeld stha tneed Engilsh

. r u d u b o r o B a ll i V s i y r e t s a

m Villa Borobudu r i s a ifve-sta r hote l tha t i s a v a J c it n e h t u A d n a w e i v l u fi t u a e b a s r e m o t s u c s ti g n ir e f f o , d e t a c o l y ll a c i g e t a rt s r a r u d u b o r o B a ll i V o t e m o c t a h t s r e m o t s u c e h t f o l l a t s o m l A . e c n e ir e p x E e f o e s u a c e b d n a s r e n g i e r o

f that ,the staf fo fVillaBorobudur ,especially t he fron t f f a t s e c if f

o should be able t o speak i n Eng ilsh i n order t o communicatewtih t he e v i g d n a n i a l p x e o t y lt n e u lf h s il g n E k a e p s o t e l b a e b o t d e e n y e h t ,s e d i s e B . s t s e u g r o f n

i maiton abou t Villa Borobudu r to guests . These condiiton s become the s l a ir e t a m g n i k a e p s h s il g n E e h t n g i s e d o t e k il d l u o w r e h c r a e s e r e h t y h w s n o s a e r . m e h t r o f ) 1 ( s a h c u s , y d u t s s i h t r o f s m e l b o r p h c r a e s e r o w t e r a e r e h

T howi sase to f

i k a e p s h s il g n

E ng mate iral s fo r fron t ofifce staf f o f Villa Borobudu r using ) 2 ( d n A ? d e n g i s e d g n i h c a e T e g a u g n a L e v it a c i n u m m o

C what does the designed

l a ir e t a m g n i k a e p s h s il g n

E s look ilke?

s p e t s l a r e v e s d e n i b m o c r e h c r a e s e r e h t , n o it s e u q t s ri f e h t r e w s n a o t r e d r o n I Y m o r

f alden’ smode ldesign and Kemp’ smode ldesignand alsoR&Dsteps .The ) 1 ( : e r e w s p e t s d e n i b m o

c collecitng informaiton ,(2 )deciding goals ,topics ,and ) 3 ( , s e s o p r u p l a r e n e

g staitng learning objecitves , (4 ) selecitng the type s o f s u b a ll y

s , (5 ) ilsitng subjec t content , (6 ) selecitng acitviite ,s (7 ) conducitng n o i s i v e r g n i k a m ) 8 ( d n a n o it a u l a v

e . Fo rthe second quesiton ,the researche r t h g i e d n a s c i p o t r u o f f o t s i s n o c h c i h w s l a ir e t a m g n i k a e p s h s il g n E e h t d e n g i s e d a s g n it e e r G ) 1 ( : e r a y e h T . n o it c n u f e g a u g n a l f o s ti n

u nd Inrtoduciton (which ha s

) 2 ( , ) fl e s e n o g n i c u d o rt n i d n a , s t s e u g g n i m o c l e w , s t s e u g g n it e e r g e k il , s ti n u e e r h t n i k c e h c g n il d n a h , n o it a v r e s e r g n il d n a h e k il , s ti n u e e r h t s a h h c i h w ( n o it a v r e s e R ti n u e n o s a h h c i h w ( t n i a l p m o C e l d n a H ) 3 ( , )t u o k c e h c g n il d n a h d n

a named

d e m a n , ti n u e n o s a h h c i h w ( s t s e u G m o r f e g a s s e M ) 4 ( d n a ) t n i a l p m o c g n il d n a h . ) e g a s s e m g n i k a t s e r e h t n o d e s a

B utl s o f the mate ira l evaluaiton , the researche r can h t t a h t e d u l c n o

c e seEngilsh speaking mateirals ea r approp iratef ort hef ron tofifce f

f a t

s o fVilla Borobudur .Even t hough, t here arestli lsomerevisionst ha tshould f o t s il e h t d n a s e c n e t n e s e h t f o r a m m a r g e h t e k il , r e h c r a e s e r e h t y b e n o d e b a l u b a c o

v irest ha tarer elatedt ot het opic. s d r o w y e

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ii v

K A R T S B A

. ) 4 1 0 2 ( . it a w a i n r u K a n a h o Y , i d u b a it e

S Designing a Se t o f Communicaitve )

T L C ( g n i h c a e T e g a u g n a

L – Based Engilsh Speaking Material s fo rFron t r

u d u b o r o B a ll i V f o f f a t S e c if f

O .Yogyakatra :Program StudiPendidikan Bahasa n

a s u r u J , s ir g g n

I Pendidikan Bahasa nd a Seni , Fakutlas Keguruan nd a lI mu s

a ti s r e v i n U , n a k i d i d n e

P SanataDharma. a

d a

P era globa ilsasi seperit sekarang ini ,Bahasa Inggris menjadi salah u

t a

s aspek yang sangat pen itng yang harus dikuasaio leh semua orang. Bahasa s

i r g g n

I juga menjadi aspek penitng d idalam lapangan pekerjaan. Salah sa tu n

a g n a p a

l pekerjaan yang membutuhkan penguasaan Bahasa Inggri syang baik g

n a t n i b l e t o h h a l a d a r u d u b o r o B a ll i V . r u d u b o r o B a ll i V h a l a d

a ilma yang

i k il i m e

m loka is strategsi ,yang menawarkan keindahan pemandangan kepada a

r a

p pengunjung ,dan keasilan pengalaman Jawa .Hampir semua pengunjung g

n a

y datang ke Villa Borobudu radalah tamu asing nd a o leh karena tiu ,para a

m a t u r e t ,r u d u b o r o B a ll i V n a w a y r a

k fron tofifce harus mampu berbicara dalam a

s a h a

B Inggri saga rdapat berkomunikasidengan para tamu .Selain uti ,mereka a

g u

j harus mampu berbicara Bahasa Inggr is dengan baik aga r dapat n

a k s a l e j n e

m nd a memberikan informasimengena iVilla Borobudu rkepada para .

u m a

t Kondsiiin liahyangmenjadi sala anpenuils uu k nt membuatmaterispeaking k

u t n

u mereka. m a l a d i

D studiin ,it erdapat ad u permasalahanyangakan bdi ahas ,antara )

1 ( n i a

l bagaimana materi Bahasa Inggris untuk karyawan fron tofifce yang n

a k a n u g g n e

m Communicaitve Language Teaching dibuat? Dan (2 ) seperit h

a k a p

a materiBahasaInggrisuntukkaryawanfron tofifceVillaBorobudu rtiu? k

u t n

U menjawab pertanyaan pertama , penuils mengkombinasikan p

a r e b e

b a langkah d ari mode ldesain Yalden nd a mode ldesain Kemp ad n juga D

& R h a k g n a

l .Langkah kombinasitersebutadalah ( 1 )mengumpulkan informasi , )

2

( membuat goals , topic d an genera l purposes , (3 ) merumuskan learning )

4 ( , s e v it c e j b

o memiilh jeni ssliabus ,(5 )mendata subjec tcontent ,(6 )memiilh ,

n a t a i g e

k (7 )melakukan evalua is dan (8 ) membuat revi is .Sedangkan untuk b

a w a j n e

m pertanyaankedua ,penuilsmembuat mater ispeaking yang t erdirid a ir t

a p m

e topic utama yang menamplikan delapan language funciton. Mereka h

a l a d

a (1 )Greeitng sand Introduction (yang memiilk itiga uni tseperit ,greeitng ,

s t s e u g g n i m o c l e w , s t s e u

g d an introducing onesel)f , (2 ) Reservaiton (yang i

k il i m e

m itgauni tseperitreservaiton ,hand ilngchecki n d anhand ilngcheckou)t , i

k il i m e m g n a y ( t n i a l p m o C e l d n a H ) 3

( satuuni tbernama ah ndilngcomplaint )d an e

g a s s e M ) 4

( fromGuests( yangmemiilkisatuuni tbernamatakingmessage) . n

a k r a s a d r e

B hasli evaluasi materi ,penulsi dapat menyimpulkan bahwa i

r e t a

m speakingi nisesuaiuntukkaryawanfron to e fifc VillaBorobudur. Meskipun a

d a , n a i k i m e

d beberapa lha yang masih perludiperbaikiseperit at at bahasa d ari a

i m l a

k t nd a kosakatayangdigunakan.

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ii i v

S T N E M E G D E L W O N K C A

Fris to fall , Iwould ilket o givemy grattiude ot Jesu sCh irst ,who alway s s

s e l

b e s me and suppo trs me . Iknow tha twtihou tHi swonderfu lsrtength and .s

i s e h t y m h s i n if o t e l b a e b t o n d l u o w I , e c n a d i u g

Iwould also ilke to givemy deepes tgrattiude t o my adviso rDr .Retno d

P . M , i n a jl u

M .fo rhe rsuppo tr ,advice ,ciritcism ,suggesitons ,correciton and it

a

p ence . Besides , I would ilke to thank Liila Indriani , S.Pd , M.Pd . fo r .

s l a ir e t a m g n i k a e p s h s il g n E y m g n it a u l a v

e Fu trhermore , Iwould ilket o addres s o

t e d u ti t a r g t s e p e e d d n a g i b y

m my wonderfu lparents ,L .Sugeng Har iS andE . it

a w a r d n I i s u

S fo rthei rlove ,financia lsuppor tand prayer . Ialso thank my ,

s r e h t o r

b J .AgungKurniawanSeitabudiandG .KurniawanSeitabudifort hei r y

a r p d n a t r o p p u s , e r a c , e v o l , e c n e it a

p er . I thank my boyfirend Vincen itu s ,

o d n a n r e F y k g n o

Y A.Md, fo rsupporitng me, l oving me and helping me ifnish .s

i s e h t y

m Ialso presen tmy deepes tgrattiude t o al lof l ecturer swho havegiven I

. s e c n e ir e p x e d n a s n o s s e l l u f g n i n a e m f o t o l a e

m also presen tmy gratefulnesst o k

a p a

B Wahyu Surono , sa the driecto ro fVillaBorobudur .My grattiude i salso o

t n e v i

g mybestf irend sRuth ,Pauilne ,Dhtia ,Rina ,Anggi ,Tiyas ,MbakMtia , d

n

a Selvifort heris uppor,ts uggesitons ,andpraye .s r

lt s a

L y , Iwould ilket ot hankeveryonewhoalwaysl oves meands uppo trs e

m who Icanno tmenitont hemalli nhere.

a n a h o

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S T N E T N O C F O E L B A T

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G A P E L T I

T ... i E

G A P L A V O R P P

A ... ii Y

T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... vi I

S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ............................................ v T

C A R T S B

A ... iv R

T S B

A A K ... iiv T

N E M E G D E L W O N K C

A S ... .... v iii S

T N E T N O C F O E L B A

T ... xi S

E L B A T F O T S I

L ... iix S

E R U G I F F O T S I

L ... x iii T

S I

L OFAPPENDICES ... vx i I

R E T P A H

C INTRODUCTION ... 1 .

A ResearchBackground ... 1 .... .

B ResearchProblems ... 3 .

C ProblemLimtiaiton ... 3 .

D ResearchObjecitves ... 3 .

E ResearchBeneftis... 4 .

F Deifniitono fTerms... 4 I

I R E T P A H

C REVIEWOFRELATEDLITERATURE ... 6 .

A Theoreitca lDesc irpiton ... 6 .

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x .

2 Engilshf o rSpeci ifcPurpose s ... 61 .

3 CommunicaitveLanguageTeaching ... 91 .

4TeachingSpeaking ... 4.... 2 .

5 Syllabus... 62 .

6 Mateira lDevelopment ... 82 .

B Theoreitca lFramework ... 33 I

I I R E T P A H

C RESEARCHMETHODOLOGY ... 93 .

A ResearchMethod... 93 .

B ResearchSetitng... 43 .

C ResearchParitcipants ... 44 .... .

D ResearchInsrtument sandDataGatheirngTechnique... 45 .

E DataAnalysi sTechnique... 48 .

F ResearchProcedure ... 94 V

I R E T P A H

C RESEARCHRESULTSANDDISCUSSION ... 51 .

A Stepsi nDesigningt heEngilshSpeakingMateirals ... 51 .

1 CollecitngI nformaiton... 51 .

2 DecidingGoals ,Topics ,andGenera lPurpose... 52 .

3 SelecitngLearningObjecitves... 53 .

4 Selecti ngtheTypeo fSy llabus... 55 .

5 LisitngSubjec tContent... 55 .

6 SelectingAcitviites... 56 .

7 ConducitngEvaluaiton... 56 .

8 MakingRevision ... 95 .

B Presentaitono ftheDesignedMate irals ... 60 .

1 Le’t sBegin ... 60 .

2 Le’t sLearn ... 60 .

3 Le’t sPracitcet heDialogue ... 61 .

4 Le’t sFindNewWords... 61 .

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i x V

R E T P A H

C CONCLUSIONSANDSUGGESTIONS ... 62 .

A Conclusions... 62 .

B Suggesitons ... 63 S

E C N E R E F E

R ... 64 S

E C I D N E P P

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ii x

S E L B A T F O T S I L

e g a P e

g n a R e r o c S s ’ c ir b u R n o it a u l a v E : 1 . 3 e l b a

T ... 94 c

i p o T h c a E r o f s e c n e t e p m o C c i s a B f o t s i L : 1 . 4 e l b a

T ... 53 .. :

2 . 4 e l b a

T Lis to fLearningObjecitves ... 54 b

u S f o t s i L : 3 . 4 e l b a

T jec tContentf o rEachTopic ... 55 s

e R : 4 . 4 e l b a

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S E R U G I F F O T S I L

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e d o M n g i s e D s ’ p m e K : 1 . 2 e r u g i

F ... 31 l

e d o M n g i s e D s ’ n e d l a Y : 2 . 2 e r u g i

F ... 61 l

e d o M n o it a c if i d o M r e h c r a e s e R : 3 . 2 e r u g i

F ... 36 s l e d o M s ’ r e h c r a e s e R f o n o it a n i b m o C e h t n e e w t e b n o it a r o b a ll o C : 1 . 3 e r u g i F

e h t h ti w s n g i s e

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o it a m r o f n I g n it c e ll o C r o f e ri a n n o it s e u Q : C x i d n e p p

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D x i d n e p p

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E x i d n e p p

A QuesitonnarieResutls... 78 n

a l P n o s s e L : F x i d n e p p

A ... 81 l

a ir e t a M d e n g i s e D e h t f o n o it a t n e s e r P : G x i d n e p p

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r e t p a h c s i h

T descirbe ssix pa tr soft hei nrtoduciton t o t hestudy .They are t he

, s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e r , d n u o r g k c a b h c r a e s e r

.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r

d n u o r g k c a B h c r a e s e R . A

h s il g n E , s r a e y t n e c e r e s e h t n

I ha sbecome an i mpo tran taspect .Almos tall fo

e h

t working ifeld suse Engilsh fo rcommunicaiton .In some working ifelds ,Engilsh

e m o c e b s a

h themainr equriementt ha tshouldbemasteredand f ul iflledbyt hestaffs .

f o e l p m a x e e n

O theworking ifeldst hatr equrie sEngilshi sVillaBorobudur .

e v if a s i r u d u b o r o B a ll i

V -sta rhote ltha ti ssrtategically located ,offe irng ti s

. w e i v l u fi t u a e b a s r e m o t s u

c Thi s hote l i s located in Dusun Pete , Majaksing i

, t c ir t s i d g n a l e g a M , r u d u b o r o

B Cenrta lJava .Guests are granted acces sto some

il i c a

f ite ssuch a sfree Wi-Fi ,free laundry/dry cleaning service ,free rtanspo traiton

l e t o h e h t o t tr o p ri a e h t m o r

f ,and exclusive lfoor fo rexample .Villa Borobudu ralso

e ti s b e w a s a

h ,www.villaborobudu .rcom tha tcan be vistied by the guest sto make

y ti r u c e s s a h c u s , l e t o h s i h t n i s n o i s s e f o r p l a r e v e s e r e w e r e h T . s n o it a v r e s e r e n il n o

k e s u o h , f f a t

s eeping staff ,fron tofifce staff ,che fassistants ,ktichen assistan tstaff ,

t n a t s i s s a r o s i v r e p u

(17)

d n a r u d u b o r o B a ll i V f o r e n w o e h t h ti w w e i v r e t n i n a f o t l u s e r e h t n o d e s a B

a ll i V f o f f a t s e c if f o t n o r f e h t h ti w s n o it a s r e v n o c t r o h

s Borobudurt ha twereconducted

8 1 e h t n o r e h c r a e s e r e h t y

b tho fJune 2012, i twa sdiscovered t ha tsome of t he fron t e v a h t o n o d y e h t t a h t d e tt i m d a y e h T . h s il g n E g n i k a e p s n i s e it l u c if fi d d a h f f a t s e c if f o

fl e s d n a y ti li b a g n i k a e p s d o o

g -confidencet o speak English wtiht he guests .Some o f

m e h

t understood themeaningof t he quesiton sasked by t hevis tior sbut t hey did no t

o t w o h w o n

k respondt othequesitons .

r e h c r a e s e r e h t , y d u t s s i h t r o

F ha schosen the front of ifce staff o fVilla

r u d u b o r o

B becomingt her esearchs ubject sbecauset herij ob sinvolvedeailngwtiht he

e m a n e h t g n i k s a s a h c u s , s t s e u

g ,the naitonaltiy o fthe guests ,giving informaiton

t s o c e h t t u o b

a ,t hel ocaitonoft heguests’r ooms ,andothers .

e h t p l e h o t r e d r o n

I fron tof ifce staff o fVilla Borobudu rimprove thei r

r e h c r a e s e r e h t , y ti li b a g n i k a e p

s ha sdecided to design a se to fEngilsh speaking

l a ir e t a

m sfo rthem because i tprovide srelevan tand usefu lexercise sfo rthem to

e c it c a r

p thei r Engilsh speaking skills . The researcher proposes Communicaitve

g n i h c a e T e g a u g n a

L as t heunde lryingp irnciplesf ort he mate irals .Accordingt o Jack

h c a o r p p a s i h t , ) 1 0 0 2 ( s d r a h c i R .

C provides some acitviite stha tcan improve sefl

-ti li b a g n i k a e p s d n a e c n e d if n o

c yof t hel earners ,such a spari-works,r oleplays ,group

n e s r a L , s e d i s e B . ) 4 . p ( s k r o w t c e j o r p d n a , s k r o

w -Freeman (2001 )states that t he goa l

s t n e d u t s e h t e k a m o t s i g n i h c a e T e g a u g n a L e v it a c i n u m m o C f

o becoming

m m o

(18)

s

u et heapprop iratel anguagei nthegivensocia lcontext .Thu ,st hestudywli lproduce

.r u d u b o r o B a ll i V f o f f a t s e c if f o t n o r f r o f s l a ir e t a m g n i k a e p s h s il g n E f o t e s a

m e l b o r P h c r a e s e R . B

: e r a y d u t s s i h t r o f s m e l b o r p h c r a e s e r e h T

.

1 Howi sas e to fEngilshs peakingmate iralsf o rfrontof ifcestaf fo fVillaBorobudu r

? d e n g i s e d g n i h c a e T e g a u g n a L e v it a c i n u m m o C g n i s u

.

2 W ohatd se thedesignedEngilshs peakingmate iral slook ilke?

n o it a ti m i L m e l b o r P . C

s u c o f e h

T e s oft hi sstudyareon howt odesign ase to fspeakingmateirals f o r

f f a t s e c if f o t n o r

f o fVillaBorobudu rusingCommunicaitveLanguageTeachingand to

t u o y a l r o t n e m e g n a r r a g n it s e r e t n i d n a e t a ir p o r p p a n a n i s l a ir e t a m e h t t n e s e r

p .

s e v it c e j b O h c r a e s e R . D

s s i h t f o s e v it c e j b o e h

T tudy are t odesign a se to fEngilsh speaking mate iral s

r o

f fron tof ifce staff using Communicaitve Language Teaching and to presen tthe

k a e p s h s il g n E f o t e s d e n g i s e

d ing mate iral s in an approp irate and interesitng

t u o y a l r o t n e m e g n a r r

(19)

ti f e n e B h c r a e s e R .

E s

:r o f s ti f e n e b e v i g l li w h c r a e s e r s i h t , y ll u f e p o H

.

1 Fron tOf ifceStaff

n a c s l a ir e t a m g n i k a e p s h s il g n E f o t e s d e n g i s e d e h t t a h t s e p o h r e h c r a e s e r e h T

e h t y b d e s u e

b fron tof ifces taff sa a guideilnet oi mprovet heris peakings kli.l

.

2 Teacher so fEngilshf orSpeci ifcPurposes

e m o s e v i g n a c r e h c r a e s e r e h t , y d u t s s i h t h ti w t a h t s e p o h r e h c r a e s e r e h T

n o it a m r o f n

i o n thestep so fdesigningEngilsh f o rSpeci ifcPurpose smate iral sandse t

x e n a s a r u d u b o r o B a ll i V f o f f a t s e c if f o t n o r f r o f s l a ir e t a m g n i k a e p s h s il g n E f

o ample .

.

3 OtherResearchers

r e h t o r o f l u f e s u e b l li w y d u t s s i h t t a h t s e p o h r e h c r a e s e r e h

T researcher swho

o t t n a

w conduc ta simlia rstudy ondesigninga se to fEngilsh speaking mate irals f o r

l e t o

h staff.

s m r e T f o n o it i n if e D . F

b l li w e r e h t , h c r a e s e r s i h t n

I et hreede ifniiton soft erms .Theyarede ifniitono f

. f f a t S e c if f O t n o r F d n a g n i k a e p S , g n i h c a e T e g a u g n a L e v it a c i n u m m o C

.

1 CommunicaitveLanguageTeaching

) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o

C i san approach which aim sto

n e v i g a n i e g a u g n a l e t a ir p o r p p a e h t g n i s u y b e t a c i n u m m o c o t e l b a s t n e d u t s e h t e k a m

t x e t n o c l a i c o

(20)

s i g n i h c a e T e g a u g n a L e v it a c i n u m m o

C both processe s and goal s in classroom

l a rt n e c e h T . g n i n r a e

l theoreitca lconcep tin communicaitve language teaching i s

) 1 . p ( ” e c n e t e p m o c e v it a c i n u m m o c

“ .

g n i h c a e T e g a u g n a L e v it a c i n u m m o C , y d u t s s i h t n

I refers t o an approach tha t

T . t p e c n o c l a c it e r o e h t l a rt n e c e h t s a e c n e t e p m o c e v it a c i n u m m o c s a

h he goa lo fthi s

c a o r p p

a h i s to make the fron t of ifce staf f o f Villa Borobudu r to be able to

. t x e t n o c l a i c o s n e v i g a n i e g a u g n a l e t a ir p o r p p a e h t g n i s u y b e t a c i n u m m o c

.

2 Speaking

s i g n i k a e p s , ) 9 7 9 1 ( n o s w o d d i W o t g n i d r o c c

A a kind o facitveand producitve

s u s u s e k a m t a h t n o it c a r e t n

i eaura lmediums .Aura lmedium saremouth ,ilp ,st ongue ,

s e it i v a c l a r o r e h t o d n

a (p.57).

) 9 7 9 1 ( n o s w o d d i

W also says tha tface- ot -face interaciton and othe rform o f

. g n i k a e p s n i s t c a n o it a c i n u m m o c e h t e r a e g n a h c x e l a b r e

v I n thi sstudy ,speaking

e v it c a s n a e

m interaciton sin Engilsh between t he fron tof ifce staff and t he guests i n

e c a f f o m r o f e h

t - ot -facei nteracitonandotherf orm so fverba lexchange .

.

3 Fron tOf ifceStaffo fVillaBorobudur

, r u d u b o r o B a ll i V n

I themainj oboff ron tof ifcestaffistodealwtiht heguests .

. y lt n e u lf h s il g n E k a e p s o t e l b a e b t s u m y e h t , s b o j r i e h t g n i o d n

I Fu trhermore ,they

d l u o h

(21)

6 I I R E T P A H C E R U T A R E T I L D E T A L E R F O W E I V E R b u s n i a m o w t s e b ir c s e d r e t p a h c s i h

T -pa tr so fthe theoreitca lreview o fthe

e h t n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e h t e r a y e h T . y d u t s x i s e s u d l u o w r e h c r a e s e r e h t , n o it p ir c s e d l a c it e r o e h

t dfiferentt heo irest ha tarer elated

c if i c e p S r o f h s il g n E f o s e ir o e h t , n g i s e D l a n o it c u rt s n I f o s e ir o e h t s a h c u s , y d u t s s i h t o t g n i h c a e t f o s e ir o e h t , g n i h c a e T e g a u g n a L e v it a c i n u m m o C f o s e ir o e h t , s e s o p r u P ir e t a m f o s e ir o e h t d n a , s u b a ll y s f o s e ir o e h t , g n i k a e p

s a ldevelopment .The t heoreitca l

e h t e v l o s o t r e h c r a e s e r e h t y b d e s u e r a t a h t s e ir o e h t t n a v e l e r s e s s u c s i d k r o w e m a r f m e l b o r p h c r a e s e r s. n o it p i r c s e D l a c it e r o e h T . A l a n o it c u rt s n I f o y r o e h t e r a y e h T . d e s u e r a t a h t s e ir o e h t n i a m x i s e r a e r e h T f o y r o e h t , n g i s e

D Engilsh f o rSpeci ifcPurpose ,st heoryo fCommunicaitveLanguage

l a ir e t a m f o y r o e h t d n a , s u b a ll y s f o y r o e h t , g n i k a e p s g n i h c a e t f o y r o e h t , g n i h c a e T l a n o it c u rt s n I f o y r o e h t e h t s i d e s s u c s i d e b d l u o w t a h t y r o e h t t s ri f e h T . t n e m p o l e v e d g n i a m e h t e s u a c e b n g i s e

D oa loft hiss tudyi sdesigningmate irals .

s i h t e s u a c e b s e s o p r u P c if i c e p S r o f h s il g n E f o y r o e h t e h t s i y r o e h t d n o c e s e h T t n o r f r o f s l a ir e t a m g n i k a e p s h s il g n E g n i n g i s e d t u o b a s e s s u c s i d d n a s e z y l a n a y d u t s t a m g n i k a e p s h s il g n E . r u d u b o r o B a ll i V f o f f a t s e c if f

(22)

e g a u g n a l a s i t a h t s e s o p r u P c if i c e p S r o f h s il g n E f o e l p m a x e e n o s i r u d u b o r o B a ll i V . y l n o t x e t n o c r a l u c it r a p a r o f c if i c e p s e g a u g n a L e v it a c i n u m m o C f o y r o e h t e h t t u o b a s i n o i s s u c s i d t x e n e h T o t s t n a w r e h c r a e s e r e h T . g n i h c a e

T improvet hes peakingablitiyoff ron tof ifces taf fo f

e r a e r e h t e s u a c e b g n i k a e p s g n i h c a e t f o y r o e h t e h t s i h tr u o f e h T . r u d u b o r o B a ll i V e h t y b d e w o ll o f e b d l u o h s t a h t g n i k a e p s g n i h c a e t f o s e l p i c n ir p t n a tr o p m i e m o s s u b a ll y s f o y r o e h t e h t s i t i , t x e N . r e h c a e

t because syllabu si sthe guideilne fo rthe

r o f s e it i v it c a e t a ir p o r p p a e h t e s o o h c d n a l a ir e t a m e t a ir p o r p p a e h t n g i s e d o t r e h c r a e s e r e m o s e r a e r e h t e s u a c e b t n e m p o l e v e d l a ir e t a m f o y r o e h t e h t s i t s a l e h T . s r e n r a e l e h t d r o n i d e w o ll o f e b d l u o h s t a h t s e l p i c n ir

p ert oproducet heapprop iratemate ira.l

l e d o M n g i s e D l a n o it c u r t s n I . 1 .

a Kemp’ sDesignModel

a g n i n g i s e d n i s p e t s t n a tr o p m i t h g i e e r a e r e h t , ) 7 9 9 1 ( p m e K o t g n i d r o c c A : e r a y e h T . ) 8 6 . p ( m a r g o r p )

1 Goals ,Topics ,andGenera lPurposes

e r e h t , n o i n i p o s ’ p m e K n o d e s a

B aret hreemainsourcest ha tareneededbyt he

. s a e r a t c e j b u s d n a , s t n e d u t s , s e it e i c o s ; m a r g o r p e h t f o s l a o g e h t t e s o t r e h c r a e s e r n g i s e d l a n o it c a r e t n i n i s c i p o t , e s i w e k i

L alsohave some mainsources t ha tneed t o be

p e h t f o e t a d e u d e h t s a h c u s , d e r e d i s n o

(23)

e h t o s l a d n a , s c it s ir e t c a r a h c ’ s r e n r a e l e h t y b d e t c e f f a s i t a h t n o it c ir t s e r e h t , s e s r u o c . n o it a ti m il t e g d u b p m e K o t g n i d r o c c

A (1997),i n designing t hegenera lpurpose ,st he r esearche r

t c e r r o c e h t w o n k d l u o h

s expressionst ha tcan beused t odesignt he genera lpurposes ,

, h ti w r a il i m a f e m o c e b o t ,f o e r a w a e m o c e b o t , e t a i c e r p p a o t ,l li k s a e ri u q c a o t s a h c u s e h t p s a r g o t , y o j n e o t , e n i m r e t e d o t , d n e h e r p m o c o t , n i e v e il e b o t , o t d e c u d o rt n i e b o t t ,f o e c n a c if i n g i

s ohaveaf eeilngf o ,rt oknow,t ol earn,t o ilke,t omaste ,rt operceive ,

w o n k o t e l b a e b o t s d e e n o s l a r e h c r a e s e r e h t ,t r a p s i h t n I . e s u o t d n a , d n a t s r e d n u o t . s c i p o t e h t n i h s il p m o c c a o t s t n a w r e h c r a e s e r e h t t a h w d n a t s r e d n u d n a r a e s e r e h t , y d u t s s i h t n

I che rcreates t he goal ,st opic sand genera lpurpose so f

y r e v e r a s t c e p s a e e r h t e s e h t e s u a c e b s l a ir e t a m e h t g n i n g i s e d e r o f e b s l a ir e t a m e h t h s il g n E e t a ir p o r p p a e h t n g i s e d o t r e h c r a e s e r e h t r o f s e c n e r e f e r e h t e r a y e h T . t n a tr o p m i r a e l e h t r o f s l a ir e t a m g n i k a e p

s ner .s

)

2 LearnerCharacteris itcs

e s u a c e b n g i s e d l a n o it c u rt s n i n i s e l o r t n a tr o p m i e v a h s c it s ir e t c a r a h c r e n r a e L e b o t t u o n r u t y a m m a r g o r p e h t ,s r e n r a e l e h t f o s c it s ir e t c a r a h c e h t g n i w o n k t u o h ti w e c n e u lf n i o s l a n a c s c it s ir e t c a r a h c ’ s r e n r a e l ,s e d i s e B . e l b a ti u s n

u thes elecitonoft opics ,

g n i n r a e l f o y t e ir a v e h t d n a , t n e m t a e rt f o h t p e d e h t , s e v it c e j b o f o n o it c e l e s e h t r e n r a e l e h t w o n k d n a d n a t s r e d n u o t d e s u e b n a c t a h t s r o t c a f e m o s e r a e r e h T . s e it i v it c a a e l , s r o t c a f l a i c o s , s r o t c a f c i m e d a c a s a h c u s , s c it s ir e t c a r a h

c rning condiitons ,and

(24)

f o l e v e l ri e h t ,s t n e d u t s f o r e b m u n e h t e r a s r o t c a f c i m e d a c a f o s e l p m a x e e h T , t c e j b u s e h t g n i y d u t s r o f n o it a v it o m r i e h t , d n u o r g k c a b c i m e d a c a r i e h t , e c n e g il l e t n i f l a i c o s f o s e l p m a x e e h T . e s r u o c e h t f o s n o it a t c e p x e d n

a actor sare age ,maturtiy ,

, s t n e d u t s g n o m a s n o it a l e r ,s t n e l a t l a i c e p

s andsocioeconomicstiuaiton.I nordert oge t

e m o s e s u y a m r e h c r a e s e r e h t ,s r o t c a f l a i c o s d n a c i m e d a c a e h t t u o b a n o it a m r o f n i e h t t a tl u s n o c , s d r o c e r e v it a l u m u c ’ s t n e d u t s s a h c u s , s e u q i n h c e

t ion wtih othe rteachers ,

r o s i v d a ’ s t n e d u t s , s r o l e s n u o c s t n e d u t

s s ,resul to fquesitonnarie ,addiitona lsurvey s

e r p d n a , s t n e d u t s e h t y b d e t e l p m o

c -assessmentt ests .

p m e K o t g n i d r o c c A . s n o it i d n o c g n i n r a e l e h t s i r o t c a f t x e n e h

T (1997) ,

r a s n o it i d n o c g n i n r a e

l e the condiiton where the person’ sabiil it es to concenrtate ,

g n i n r a e l e h t t c e f f a n a c t a h t s n o it i d n o c r u o f e r a e r e h T . n o it a m r o f n i n i a t e r d n a , b r o s b a l a c i g o l o i c o s , t n e m n o ri v n e l a n o it o m e , t n e m n o ri v n e l a c i s y h p e r a y e h T . s n o it i d n o c a c i g o l o i s y h p d n a , t n e m n o ri v n

e l makeup . Physica l envrionmen t include s sound ,

. e r u ti n r u f f o t n e m e g n a r r a d n a e c i o h c , e r u t a r e p m e t , g n it h g il a g n i o d n i e c n e t s i s r e p , n o it a v it o m l a u d i v i d n i s e d u l c n i t n e m n o ri v n e l a n o it o m E c e f f a e r a s t n e m n o ri v n e l a c i g o l o i c o S . y ti li b i s n o p s e r p u g n i k a t d n a , k s a

t ted by

. e r u g if y ti r o h t u a n a o t s e s n o p s e r d n a p u o r g n i r o y ll a u d i v i d n i g n i k r o w r o f e c n e r e f e r p s h t g n e rt s y r o s n e s f o p u e d a m s i h c i h w , p u e k a m l a c i g o l o i s y h p s i n o it i d n o c t s a l e h T s u y li a d d n a y ti li b o m r o f d e e n r o s s e n s s e lt s e r , d o o f r o f d e e n e h t ,s e s s e n k a e w d n

a e o f

(25)

s i s c it s ir e t c a r a h c ’ s r e n r a e l e h t d n a t s r e d n u o t d e s u e b n a c t a h t r o t c a f t s a l e h T h c a e , t a h t f o e s u a c e b d n a g n i n r a e l f o s y a w n w o r i e h t s a h r e n r a e l h c a E . e l y t s g n i n r a e l ir e t c a r a h c t n e r e f fi d s e s s e s s o p r e n r a e

l sitcs .Someexample so fdfiferent l earningstyle s

s i v e r

a ua lapproach ,verba lexpe irence ,physica lacitvtiy and t he manipulaiton of t he

. t c e j b o , s i t a h t ,s c it s ir e t c a r a h c l a r e n e g e m a s e h t s s e s s o p y d u t s s i h t f o s t n e d n o p s e r ll A e v a h y e h T . d l o s r a e y 0 2 o t 9 1 t u o b a e r a d n a l o o h c s l a n o it a c o v m o r f d e t a u d a r g y e h t h ti w g n i k r o w n e h w e v it a r e p o o c y r e v e r a d n a h s il g n E g n i n r a e l n i n o it a v it o m d o o g h T . r e h t o h c a

e ese characte irsitc sare the informaiton needed by the researche rto

n g i s e

d theapprop iratemateiral sandtheteachingl earningacitviite .s

)

3 LearningObjec itves

t u o b a g n i d n a t s r e d n u ’ s t n e d u t s e h t o t d e t a l e r y l e s o l c e r a s e v it c e j b o g n i n r a e L o d o t d e e n y e h t t a h

w andwhent heys houldchanget hei rbehaviori nordert os tudying

s e ir o g e t a c ; s tr a p t n a tr o p m i l a r e v e s f o p u e d a m e r a s e v it c e j b o g n i n r a e L . s c i p o t n i a tr e c e r u d e c o r p g n it ir w , s e v it c e j b o g n it ir w n i s e it l u c if fi d , s e v it c e j b o f

o s ,selecitng the

b r e v n o it c

a s,l evel so fobjecitves ,andt hebenefti sand ilmtiaiton so fobjecitve .s

e h t s i s e v it c e j b o g n i n r a e l f o t r a p t n a tr o p m i t s ri f e h

T categoryo fobjecitve .sI n

, e v it i n g o c ; s e v it c e j b o f o s e ir o g e t a c r o j a m e e r h t e r a e r e h t s n o i n i p o s ’ p m e K r o c c A . e v it c e f f a d n a , r o t o m o h c y s

p ding to Benjamin S .Bloom ,there are six main

(26)

n o i s n e h e r p m o c , ) r e il r a e d e t n e s e r p n o it a m r o f n i t a e p e r e s i w r e h t o r o , ll a c e r , e z ir o m e m o it a m r o f n i e t a t s e r d n a t e r p r e t n i o t y ti li b a e h

t( n) ,appilcaiton t(he abli tiy to use and

x e l p m o c e d i v i d o t y ti li b a e h t( s i s y l a n a , ) s e ir o e h t d n a n o it a m r o f n i w e n y l p p a n e e b s a h t a h t x e l p m o c e h t f o s tr a p e s o h t n e e w t e b n o it c e n n o c a e k a m d n a e g d e l w o n k r f s n r e tt a p w e n e t a e r c o t y ti li b a e h t( s i s e h t n y s , ) d e d i v i

d om t he separate element so f

) e g d e l w o n k n o d e s a b s t n e m g d u j e k a m o t y ti li b a e h t( n o it a u l a v e d n a , ) e g d e l w o n k e h t ) 0 7 . p , 7 9 9 1 , p m e K n i d e ti c s a ( . . n i a m o d r o t o m o h c y s p e h t s i s e v it c e j b o f o s e ir o g e t a c e h t f o t r a p t x e n e h T a e s u o t ll i k s e h t s i n i a m o d r o t o m o h c y s

P ndcoordinatet heskeleta lmuscles .Thereare

y l e n if , s t n e m e v o m y li d o b s s o r g e r a y e h T . n i a m o d r o t o m o h c y s p n i s e l a c s r u o f . r o i v a h e b h c e e p s d n a , n o it a c i n u m m o c l a b r e v n o n , s t n e m e v o m d e t a n i d r o o c )

4 IdentfiyingSubjec tConten twhichSupport sEachObjec itve

e d u t s

A n’t slearning expeirence smus tinvolve subjec tcontent .The conten t

t n e t n o c t c e j b u s e h T . s d e e n ’ s t n e d u t s d n a s e v it c e j b o e h t o t t n a v e l e r y l e s o l c e b t s u m l a n i d u ti tt a d n a , s ll i k s , e g d e l w o n k c if i c e p s f o n o it a z i n a g r o d n a n o it c e l e s e h t f o s t s i s n o c y n a f o s r o t c a

f givent opic .s

)

5 Employing Pre-assessmen tAc itvtiy to Determine the Students ’Background

(27)

e r p f o t l u s e r e h t g n i z y l a n a r e tf a s e v it c e j b

o -assessment .The pre-assessmen ti salso

d e z il it

u tos eeki nformaitonast owha texten teachs tuden tha sacquriedandwhatt hey

g n i d r a g e r d e r e t s a m e v a

h tothes ubjec.t

)

6 Choosingt heTeachingLearningAc itvi ites

e v it c e f f e t s o m d n a t n e i c if f e t s o m e h t g n i d n if t u o b a s i n o it c e s s i h t , e c n e s s e n I v e i h c a o t d o h t e

m e t he bes tresul twhere student sgo t hrough t he l earning expe irence

d n a g n i n r a e l e h t g n i s o o h c n i m o d s i w e h T . s e v it c e j b o g n i h c a e t e h t e v e i h c a o t r e d r o n i t e e m o t s t n e d u t s t s i s s a n e h t h c i h w t n e t n o c d n u o s r e tt e b e d i v o r p n a c s e it i v it c a g n i h c a e t .s e v it c e j b o e h t )

7 DeterminingandManagingt heSuppor tService sRequired.

d n a t n e m p i u q e , s e it il i c a f , s d n u f s e ri u q e r s e it i v it c a g n i n r a e l d n a g n i h c a e t y n A o r p n a l p l a n o it c u rt s n i e h t t r o p p u s o t d e d e e n e r a o h w l e n n o s r e

p cesses . These

e h t t u o g n i y r r a c o t r o ir p n i y ll u f e r a c d e r e d i s n o c e b t s u m s e c i v r e s g n it r o p p u s e h t g n ir u d , s s e c o r p n o it a r a p e r p e h t g n ir u d n o it a tl u s n o c e s o l c n i d n a n a l p l a n o it c u rt s n i . g n i v i h c r a d n a g n it r o p e r r o f s e it i v it c a t s o p s a l l e w s a n o it a t n e m e l p m i )

8 Evalua itonStuden ’t sLearning

(28)

o c t u

o me .The aim of t hi s ifna lstep ,according t o Kemp’ ,si s t o be uitilzed t o revise

n

a d -r e evaluateanyphase soft heplant omakef uturei mprovement .s

) 9 . p , 7 9 9 1 , p m e K ( l e d o M n g is e D s ’ p m e K 1 . 2 e r u g i F

.

b Yalden’ sDesignModel

o t g n i d r o c c

A Yalden (1987) ,there are eigh timpo tran tstep sthat should be

e n o

d ,in order t o design a program (p.88- )89 .They are :need survey ,desc irpiton o f

o t o r p a f o n o it c u d o r p , e p y t s u b a ll y s f o t n e m p o l e v e d d n a n o it c e l e s , s e s o p r u

p -syllabus ,

, s l a o G

d n a , s c i p o t

l a r e n e g

s e s o p r u p

g n i n r a e L

s c it s ir e t c a r a h C

g n i n r a e L

s e v it c e j b O

t c e j b u S

s t n e t n o C

e r P

-t n e m s s e s s A /

g n i h c a e T

g n i n r a e L

, s e it i v it c A

s e c r u o s e R

t r o p p u S

s e c i v r e S

n o it a u l a v E

(29)

a f o n o it c u d o r

p pedagogica lsyllabus ,developmen tand i mplementaitono fclassroom

. e g a t s g n il c y c e r d n a , n o it a u l a v e , s e r u d e c o r p

)

1 Needs Survey

d e e

N s survey in Yalden’ sdesign mode lcan be used by the researche rto

o t d e s u e b l li w n o it a m r o f n i e h T . y d u t s e h t f o t n e d n o p s e r e h t t u o b a n o it a m r o f n i t c e ll o c

t s

il the desc irpiton o fpurposes .Thi sneeds survey can be done by t he researcher i n

v r e t n i f o m r o f e h

t iewandquesitonnarie .

r e h t a g o t r e d r o n i y e v r u s d e e n e h t s t c u d n o c r e h c r a e s e r e h t , y d u t s s i h t n I

g n i k a e p s h s il g n E f o l e v e l e h t d n a s c it s ir e t c a r a h c , s d e e n ’ s t n e d u t s e h t n o n o it a m r o f n i

d e e n s i h T . s ll i k

s s surveywa sconductedbyt her esearche rbeforet her esearche rmade

.s l a ir e t a m g n i k a e p s h s il g n E e h t

)

2 Descrip itono fPurposes

r e h c r a e s e r e h T . l e d o m n g i s e d s ’ n e d l a Y f o p e t s d n o c e s e h t s i tr a p s i h

T would

e h t e s o o h c o t d n a s l a ir e t a m e h t f o s u b a ll y s e h t n g i s e d o t s e s o p r u p n o it p ir c s e d e h t e s u

s i h r o f t n e t n o c e l b a ti u

s o rhe rdesignedmate iral .s

)

3 Selec itonandDevelopmen to fSyllabu sType

f o t n e m p o l e v e d d n a n o it c e l e s s i l e d o m n g i s e d s ’ n e d l a Y f o p e t s d ri h t e h T

. s l a ir e t a m e h t e t a e r c o t r e h c r a e s e r e h t r o f e n il e d i u g n i a m e h t s i s u b a ll y S . e p y t s u b a ll y s

s n g i s e d r e h c r a e s e r e h

(30)

)

4 Produc itono faProto-Syllabus

d n a e g a u g n a l f o n o it p ir c s e d s i s u b a ll y s o t o r p , ) 7 8 9 1 ( n e d l a Y o t g n i d r o c c A

m a r g o r p e h t n i d e r e v o c e b o t e s u e g a u g n a

l (p.89 .) I tmeans t hat t he syllabu sshould

e v o

c r t hel anguagemate iral sand l earning processes .Wtihin t hi sstep,t he r esearche r

s l a ir e t a m l a n o it a r e p o e r o m n i tl u s e r o t s u b a ll y s e h t f o t n e t n o c e h t y fi c e p s o s l a t s u m

.s e it i v it c a d n a

)

5 Produc itono faPedagogica lSyllabus

r e h c r a e s e r e h t , tr a p s i h t n

I design sa syllabu stha tre lfect sthe planning o f

.s l a ir e t a m e h t f o n o it a t n e m e l p m i e h t d n a s s e c o r p g n i n r a e l g n i h c a e t

)

6 Developmen tandI mplementa itono fClassroomProcedures

f o n o it a t n e m e l p m i f o s p e t s e e r h t e r a e r e h t , ) 7 8 9 1 ( n e d l a Y o t g n i d r o c c A

c o r p m o o r s s a l

c edures(p.89) .Theyare:

.

a Selecitono fexercisest ype sandt eachingt echniques

.

b Preparaitonofl essonplan

.

c Preparaitono fweeklys chedule

e h t r o ti n o m o t e n il e d i u g e h t s a r e h c r a e s e r e h t y b d e s u e b l li w