DESIGNING A SET OF COMMUNICATIVE ENGLISH SPEAKING MATERIALS FOR THE PERSONNEL OF KABAN GROUP SHOP
A Thesis
Presented as Partial Fulfillment of Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By:
EKA EMENINA Student Number: 021214097
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
When things go wrong
(as they sometimes w ill)When the road you’re trud ging seems all up hill
And you w ant to smile b ut you have to sigh
When care is p ressing you d ow n a b it
Rest if you must
But
don’t quit
Success is failure turns insid e out
The silver tint of cloud s of d oub t
And you never can tell how close you are
It may b e near w hen it seems far aw ay
So
stick to the fight
When you’re in the hard est hit
It’s when things go wrong
That you
mustn’t quit
(anonymous)
vi ABSTRACT
Emenina, Eka. 2007. Designing a Set of Communicative English Speaking Materials for the Personnel of Kaban Group Shop. Yogyakarta: Sanata Dharma University.
Indonesia has set trading cooperation with many countries in the world. With a strategic position, surrounded by two continents, Asia and Australia, and two oceans, Hindi and Pacific, it becomes the world trading line. Indonesian trading cannot be separated from the role of Jakarta as the busiest trading city in Indonesia. Various goods are traded in this city, including leather goods. Kaban Group Shop, which is located at Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok M Jakarta, is one of lots of the leather goods shops. This shop provides various bags, wallets, shoes, sandals, key tags, and other leather goods. The goods are imported from the district of Guangzhou and Hongkong, China. Most of the costumers are boutique owners and merchants from Malaysia and Singapore, who do not have direct access to the goods’ factory in Guangzhou, China. Other costumers are tourists and foreigners in Indonesia from various countries such as from Asia, America, Australia, Europe, Africa, and Arabian, who buy the products for gifts or personal usage.
The big amount of foreign customers is the measurement of the need to communicate using English as an international trading language. The personnel of Kaban Group Shop, including the shopkeepers and the shop assistants, considered the need to communicate in English so they will be able to give the best service to their customers. In a matter of fact, they find it difficult to communicate in English. Thus, a set of communicative English speaking materials is designed for the personnel of Kaban Group Shop to improve their communicative skill.
This study was intended to design a set of communicative English speaking materials for the personnel of Kaban Group Shop. There were two problems formulated in this study. The first problem related to how a set of communicative English speaking materials for the personnel of Kaban Group Shop is designed. The second problem related to what the designed materials look like.
To answer the first problem, the writer applied seven stages which were adopted from Kamp’s and Yalden’s instructional design models. The stages were as follows: 1) conducting needs Analysis by distributing 30 questionnaires to 30 personnel of Kaban Group Shop, setting an informal interview with the shop keepers and the shop assistants, and holding a direct observation to find out the buying and selling activities in the shop, 2) considering goals, topics, and general purposes, 3) selecting the syllabus types, 4) specifying the learning objectives, 5) designing the materials, 6) selecting the teaching-learning activities, 7) evaluating the designed materials by distributing the evaluation questionnaires to four evaluators, consist of one lecturer from English Education Program of Sanata Dharma University and three English instructors in Yogyakarta, 8) revising the designed materials based on the feedback obtained from the evaluators.
vii
Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6) Apologizing, 7) Telephoning, 8) Thanking and Well Wishing. Each unit consists of five sections, that are Input, Content Focus, Language Focus, and Communicative Activities
The result of the descriptive statistic shows that the designed materials are acceptable based on the points of agreement which ranged from 3. 3 – 4. 3 out of the scale ranged from 1 – 5.
viii
ABSTRAK
Emenina, Eka. 2007. Designing a Set of Communicative English Speaking Materials for the Personnel of Kaban Group Shop. Yogyakarta: Universitas Sanata Dharma.
Indonesia telah menjalin kerjasama perdagangan dengan banyak negara di dunia. Dengan letak yang strategis, dikelilingi oleh dua benua, Asia dan Australia, dan dua samudra, Hindia dan Pasifik, Indonesia menjadi jalur perdagangan dunia. Perdagangan di Indonesia tidaklah lepas dari peran ibukata negara Jakarta sebagai kota perdagangan tersibuk di Indonesia. Berbagai jenis barang diperdagangkan di kota ini, termasuk di dalamnya barang-barang berbahan dasar kulit. Toko Kaban Grup yang terletak di Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok M Jakarta, adalah salah satu diantara banyak toko yang bergerak dalam bisnis perdagangan barang-barang berbahan dasar kulit. Toko ini menyediakan aneka macam tas, dompet, sepatu, sandal, gantungan kunci, dan lain-lain. Barang-barangnya didatangkan dari Provinsi Guangzhou and Hongkong, Cina. Kebanyakan pelanggannya adalah para pemilik butik dan pedagang dari Malaysia dan Singapura yang tidak memiliki akses langsung dengan pabrik pembuatnya di Guangzhou, China. Pelanggan lainnya adalah para turis dan orang asing di Indonesia, yang berasal dari berbagai negara di Asia, Amerika, Australia, Eropa, dan Africa, yang membeli barang-barang tersebut sebagai hadiah atau digunakan sendiri.
Banyaknya orang asing yang menjadi pelanggan toko tersebut menjadi tolak ukur mengenai adanya kebutuhan berkomunikasi dengan menggunakan bahasa Inggris sebagai bahasa perdagangan dunia. Personel Toko Kaban Grup, termasuk di dalamnya para pemilik dan karyawan, memandang perlunya berkomunikasi dengan bahasa Inggris agar dapat memberi pelayanan terbaik bagi para pelanggannya. Tetapi pada kenyataanya mereka menemui kesulitan untuk berkomunikasi dengan bahasa tersebut. Oleh karena itu, seperangkat pembelajaran bahasa Inggris dirancang bagi personel Toko Kaban Grup untuk meningkatkan kemampuan berkomunikasi mereka.
Studi ini bertujuan untuk merancang pembelajaran bahasa Inggris bagi personel Toko Kaban Grup. Ada dua permasalahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana materi pembelajaran bahasa Inggris bagi personel Toko Kaban Grup dirancang. Masalah kedua berhubungan dengan penyajian materi tersebut.
ix
bahasa Inggris di Yogyakarta, 8) merevisi rancangan materi pembelajaran berdasarkan masukan yang diperoleh dari para evaluator.
Untuk menjawab permasalahan kedua, penulis menyajikan seperangkat materi pembelajaran bahasa Inggris bagi personel Toko Kaban Grup. Materi pembelajaran terdiri dari 8 unit, yaitu 1) Greetings and Introducing, 2) Offering Help, 3) Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6) Apologizing, 7) Telephoning, 8) Thanking and Well Wishing. Setiap unitnya terdiri dari lima bagian, yaitu Input, Content Focus, Language Focus, dan Communicative Activities.
Hasil studi menunjukkan bahwa rancangan materi pembelajaran ini dapat diterima berdasarkan nilai rata-rata persetujuan yang berkisar antara 3,3 – 4,3 dari skala 1 – 5.
x
ACKNOWLEDMENTS
I thankJesus Christfor being my true friend through all happy and tender moments. His companion is my greatest blessing. He is my savior when I am in
the worst conditions. Just like I believe beautiful things occur at the right time,
this thesis also occurs at the right time because of His plan.
My greatest gratitude goes to my parents. I thank my mom, the most
beautiful woman in my life, Dra. Sehati Kaban, for every single prayer, love, tear, hope, and guidance. Her courage and hard work inspire me to be tough in
facing the world. She shows me how to be a true woman. I also thank my late dad,
Drs. Tambun Ginting, for all the beautiful moments he and I have shared together. The time when he was alive is the most valuable moments in my life.
The time when he was gone is the time when I realized that I loved him so much.
His memories will always remain in my heart.
I am indebted to my brothers,Immanuel Abadi GintingandJohan Tirta Ginting for their care, love and motivation. I thank them for becoming my guardians who give me protection and affection at the same time. They are my
candles in the dark who also inspire every step I take to be valuable.
My deepest gratitude goes toDrs. Concilianus Laos Mbato, M.A.as my major sponsor and to Christina Lhaksmita Anandari, S.Pd., M.Ed. as my co-sponsor. I thank them for the time and advice they have given to me to read,
correct and improve my thesis. I also thank to alllecturers of English Language Education Study Program of Sanata Dharma Universitywho have taught me during my study in Sanata Dharma University. I thank them for the knowledge
they have transferred me. I also thank thesecretarial staff of English Language Education Study Program of Sanata Dharma University, Mbak Dani and Mbak Tarifor their help in arranging my thesis defense schedule.
xi
I express my gratitude to the personnel ofKaban Group Shop who have given me permission to do the research at their shop.
I thank all members of Silva Botanica Boarding House for supporting and helping me to do the research up to the completion of this thesis. I thank
Neni, Lulu, Anik, Rista, Wulan, Fitri, Efli, Asti, Esti,Tika, Tutik, Nunik, Dea and her little baby Christian.I thank them for the motorbikes and being models for the materials. I thank them for keeping that spirit and smiles for me.
I would like to thank my best friends,Metty, Ari and Ayu.I thankMetty and her family for keeping my sanity and encouraging me to finish the thesis. Someday, we will be able stand on our feet, Met! I thank her family for showing
me the humble ways of life. I thankAri for giving me example of how to be an independent girl. She is my most outstanding friend who really understands me.
She has been inspiring me since senior high school. I would like to thankAyufor sharing our dream together. I thank her for being my long-life friend who is able
to accept me just as the way I am. They are my true friends who give me a lesson
about the true friendship.
I thankKijang Tiada Duanya Crew:Echi,Sasha,Vivi,Mawar,Ookfor the moments we have shared together to share stories and laughs.
Many thanks are addressed to all friends in Sanata Dharma University,
Kristian, Frans, ND, Andre, Regi, Wisnu, Galih, Wida, Udjo, Ucil, Vivin, Sandra, Woro, Hariana, Ruri, Marinta, Grace, Andi Ekonomi, Dewi Farmasi, and others who cannot be mentioned one by one for being friendly friends. It was wonderful to spend time with friends like them.
My special gratitude goes to Donald Wayne Fontenot for encouraging me to be an independent girl. I also thank him for patiently convincing me that
everything is going to be all right in the end. Hopefully, best things happen in our
lives.
God bless them all.
xii
TABLE OF CONTENTS
TITLE PAGE ……….………… i
APPROVAL PAGE ………..….…... ii
EXAMINATION BOARD PAGE ……… iii
PAGE OF DEDICATION …………..……..……….………... iv
STATEMENT OF WORK’S ORIGINALITY ……...………...… ………… v
ABSTRACT ……… vi
ABSTRAK ……… viii
ACKNOWLEDGMENTS …...………..……… x
TABLE OF CONTENTS ……....……….. xii
LIST OF FIGURES ….……….………. xv
LIST OF TABLES ….……… xvi
CHAPTER I: INTRODUCTION A. Background of the Study ……….… 1
B. Problem Limitation ……….………..…… 4
C. Problem Formulation ...………..…….. …… 4
D. Objectives of the Research ……….………..……… 4
E. Benefits of the Research ...………..…….. 5
F. Definitions of Terms ..………..……….…... 5
CHAPTER II: LITERATURE REVIEW A. The Theoretical Description …...…….………...…….. 7
1. English for Specific Purposes …..……….………..…... 7
a. The Definition of ESP ………... 7
b. The Categorization of ESP ……….………..….. 8
c. The Characteristics of ESP Program ……….………. 9
d. Designing ESP …...……….………….….. 16
e. English for the Personnel of Kaban Group Shop ………..…. 20
2. Communicative English Teaching (CLT) ……….... 20
a. The Definition of CLT ...……….... 20
xiii
c. The Communicative Task ……….. 23
d. The Curriculum Development and Learning Task ...…….… 24
3. Theories of Teaching Speaking ...……… 25
a. Principles of Teaching Speaking ……… 25
b. Classroom Techniques and Tasks ……….. 26
4. Instructional Design Models ...……….… 27
a. Kemp’s Design Model …...……… 27
b. Yalden’s Design Model ...……….……. 29
B. The Theoretical Framework ………. 32
CHAPTER III: METHODOLOGY A. Research Method ...……….. 35
1. Survey Study for Needs Survey …..………...………. 36
2. Survey Study for Evaluation on the Designed Materials ………. 36
B. Research Participants ...……… 36
1. The Participants of Needs Survey ……… 36
2. The Participants of the Designed Materials Evaluation Survey …….. 37
C. Setting …...………... 37
D. Research Instruments …...……… 38
1. Interview …..……….………... 38
2. Questionnaire …..………….………….………... 38
E. Data Gathering Techniques …....……….. 39
1. Questionnaires ……….. 39
2. Interview ……….. 39
3. Observation ……….………. 39
F. Data Analysis …...……… 41
G. Research Procedures ……… 41
CHAPTER IV: RESULTS AND ANALYSIS A. The Result of the Survey Study …..……….…... 43
1. The Result of the Survey Study for the Needs Survey ………...…… 43
2. The Result of the Survey Study on the Designed Materials ……...… 51
B. The Stages of Development on the Designed Materials …….…..…….. 56
xiv
2. Considering Goals, Topics, and General Purposes (Kemp) ……...…. 57
3. Selecting the Syllabus Types (Yalden) …..……….……. 58
4. Specifying the Learning Objectives (Kemp) …...……… 59
5. Designing the Materials …..……….… 60
6. Selecting the Teaching-Learning Activities (Kemp) ………….…... 60
7. Evaluating the Designed Materials (Kemp) ………. 61
8. Revising the Designed Materials Kemp) …...……….. 61
C. The Presentation of the Instructional Materials ………... 62
1. Input ………. 62
2. Content Focus ...…….……….………….. 62
3. Language Focus …...……….……… 63
4. Communicative Tasks ....……….………. 63
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ……….…….. 64
B. Suggestions …...……….………... 67
1. Suggestions for English Teachers and Instructors …...………… 67
2. Suggestions for Further Researchers …..……….………. 67
BIBLIOGRAPHY ...……...……….……… 69
APPENDICES Questionnaires for Needs Survey ……….……….……… 70
General Description and Questionnaires for Materials Evaluation ……….……. 72
Syllabus …...………..……….………...… 76
Lesson Plans ………. 80
xv
LIST OF FIGURES
Figure 1: The Classification of ESP Based on the Learners’ Specific
Needs ...……… …….………... 8
Figure 2: A Materials Design Model ....……….………….…. 19
Figure 3: A Framework for Analyzing Communicative Task …...….……….…. 23
Figure 4: An Integrated Approach to Curriculum Development ….……….…... 24
Figure 5: The Kemp’s Model Diagram …..………... 29
Figure 6: Stages in Language Program Development ...……….….…. 32
Figure 7: The Rationale of the Framework ….………. 33
Figure 8: The Graph of the Personnel of Kaban Group Shop
Educational Background ...……….. 46
Figure 9: The Graph of the Personnel of Kaban Group Shop
Experiences in Learning English ....……….………. 47
Figure 10: The Graph of the Frequency of the Personnel of Kaban
Group Shop in Using English to Communicate with Foreign
Customers ....………....… 48
Figure 11: The Graph of the Importance of the Personnel of Kaban
Group Shop in Learning English ....……….…… 49
Figure 12: The Graph of English Skills the Personnel of Kaban Group
Shop Want to Improve ....………. 50
Figure 13: The Graph of the Difficulties of the Personnel of Kaban
xvi
LISTS OF TABLES
Table 1: Necessities, lacks, and wants ...………...……….…. 11
Table 2: The Interpretation of the Degree of Agreement ...……….……. 38
Table 3: The Central Tendency of Participants’ Opinion …..……….. 41
Table 4: The Description of the Needs Survey Participants …..……….. 45
Table 5: The Description of the Second Survey Participants ………...………… 51
Table 6: Point of Agreement on the Designed Materials …...…………...….... 52
Table 7: The Descriptive Statistics of Participants’ Opinions on the Designed Materials …...………... 52
Table 8: The Result of the Target Needs Analysis of the Personnel of Kaban Group Shop …...……….….… 57
Table 9: The Topics List ...……….…..…. 57
Table 10: General Instructional Objectives ...………... 58
Table 11: Specific Instructional Objectives ..…….……….……. 59
1
CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. Within this chapter, the
discussion will include the Background of the Study, the Problem Limitation, the
Problem Formulation, the Benefits of the Study, and the Definition of Terms.
A. Background
Indonesia has a strategic position in the world. It is surrounded by two
continents, Asia and Australia, and two oceans, Hindi and Pacific. The
strategic position has given enormous benefits to Indonesia, particularly in
trading sector because it can be easily reached by land, sea, and air
transportation. The history of Indonesia has proved that Indonesia has
developed trading relationship with many countries from five continents.
Trading with people from different countries which have various
languages is definitely difficult. There is a great effort needed particularly in
communication. The fast growth of trading demands people to have an
international trading language, which is hoped to ease communication among
people who deal with trading system. For various reasons, mostly because of
the economic power of the United States, this role fell to English (Hutchinson
and Waters, 1994: 6).
English is believed as the most prominent international language
among other international languages because it has been used by almost the
international language used by many countries from all over the world. As the
most prominent international language, English is used as an international
trading language in Indonesia.
Kaban Group Shop, where the writer gathered her data for this
research, is an export import shop that act as a buyer, a wholesaler and as a
retailer in leather goods business. This family shop, that is located at Pusat
Grosir Pasar Pagi Mangga Dua, Blok C, No. 76-77, North Jakarta, focuses on
the trade of various kinds of bags, shoes, sandals, wallets, belts, key cases, and
key tags. Most of the products are directly imported from some factories in
Guangzhou District and Hongkong, China. The shopkeepers, who act as
buyers, have to go by themselves to China to hunt and order the products.
After arriving in Indonesia, the products will be distributed to the shop’s
branches in Jakarta, which are spread at Pasar Pagi Mangga Dua, ITC Mangga
Dua, and Blok M Jakarta. The products are provided for domestic and
international demands. The shop’s foreign customers that deal in big scale
trading are mostly boutique owners and merchants from Malaysia and
Singapore. Meanwhile, as a retailer, the shop’s foreign customers are tourists
and foreigners in Indonesia, such as from Asia, America, Australia, Europe,
Africa, and Arabian countries, who buy the products for gifts or for personal
usage.
The use of English is obviously important in running the shop’s
trading business. The shopkeepers use English as a communication tool when
hunting products in China and when dealing with foreign customers in
the shop assistants. They use English to interact with their foreign customers.
So, the shop also needs employees with adequate English competence so they
can give the best service to their foreign customers. Thus, both the shop
keepers and the shop assistants need to learn English, particularly speaking
skill, which is essentially used in verbal communication with foreign
customers.
The shopkeepers, who still have family relationship, are university
graduates with ages between 22-60 years old. On the other side, all of their
shop assistants are junior up to college graduates with ages between 17-37
years old. Therefore, English is not a new language for them who take part in
the business because they have learned English in their formal education. The
reason for this is because English is taught as a compulsory subject from
primary school up to college or university level. They have learned it long
ago, but they rarely use it for communication in their working field since they
mostly use Indonesian except if they interact with foreign customers.
Having the rare opportunity to practice English speaking skill makes
the personnel of Kaban Group Shop lack of speaking skill. They do not have
adequate English competency to communicate with their customers.
Sometimes the lack of English speaking proficiency gives bad effects in the
business. Misunderstanding in communicating could make financial loss.
Based on the discussion above, this research intends to design a set of
communicative English speaking materials for the personnel of Kaban Group
Shop Jakarta. Hopefully, this research will develop the English competency of
B. Problem Limitation
The research is conducted to design a set of communicative English
speaking materials for the personnel of Kaban Group Shop Jakarta, including
the shopkeepers and the shop assistants. The shopkeepers are university
graduates. Meanwhile, the shop assistants are junior up to university
graduates.
The description above will be considered in designing the materials.
The research focuses on the materials design.
C. Problem Formulation
There are two problems related to the use of English in Kaban Group
Shop. They are:
1. How is a set of communicative English speaking materials for the
personnel of Kaban Group Shop designed?
2. What does the designed set of communicative English speaking materials
look like?
D. Objectives of the Research
Related to the problem formulation, the objectives of this research are
mentioned below:
1. To find out how a set of communicative English speaking materials for the
personnel of Kaban Group Shop in Jakarta is designed.
2. To present the designed set of communicative English speaking materials
E. Benefits of the Research
The research will give some benefits for:
1. Teachers
Teachers will have communicative English speaking materials that
are suitable to be taught to the personnel of Kaban Group Shop Jakarta.
2. The learners
The learners, the personnel of Kaban Group Shop Jakarta, can have
proper English speaking materials that can be used to help them develop
their English communicative skill.
3. Further studies
Hopefully, this research can give contribution to further studies
related to the development of communicative English speaking materials
for the personnel of other export import leather goods shops.
F. Definitions of Terms 1. Speaking
Bailey states speaking is the productive oral skill, in which the
person needs to produce systematic verbal utterances to convey meaning
(Bailey, 2003: 48). In this study, the writer defines speaking as interactive
oral processes between the personnel of Kaban Group Shop and their
foreign customers.
2. Communicative speaking materials
Communicative speaking is regarded as the ability to produce or
important, appropriate to the context in which they are made (Campbell
and Wales, 1970: 247).
In this study, communicative speaking materials are speaking
materials that mostly focus on the context of language usage rather than
the grammatical structure of the language.
Richard and Rodgers (1986) classify three kinds of communicative
speaking materials. They are text-based materials (games and role play),
task-based materials (communicative activities, cue cards and activity
cards) and realia (signs, magazines, and pictures).
The communicative speaking materials in this study are text-based
materials (games and role play), task-based materials (communicative
7
CHAPTER II
LITERATURE REVIEW
This chapter consists of two parts. The first part is the Theoretical
Description. It includes the discussion on the theories of English for Specific
Purposes, Communicative Language Teaching, the Theories of Teaching
Speaking and Instructional Design Models. The second part is the Theoretical
Framework. It discusses the stages in designing the set of English speaking
materials.
A. The Theoretical Description 1. English for Specific Purposes
The designed materials in this study will be based on the theory of
English for Specific Purposes (ESP) because the designed materials are
constructed according to the needs of the learners, the shopkeepers and the
shop assistants of Kaban Group Shop, as buyer, wholesaler and retailer of
leather goods. Theory in ESP will support the design materials.
a. The definition of ESP
Strevens as quoted by Robinson states that “a definition of ESP
that is both simple and watertight is not easy to produce” (Robinson,
1991: 1). Meanwhile, Robinson defines ESP as “protean, as it is
responsive to developments in all three realms of language, pedagogy
and content studies” (1991: 1). On the other hand, Hutchinson and
1) ESP is not a matter of teaching ‘specialized varieties’ of English. 2) ESP is not just a matter of Science words and grammar for Scientists,
Hotel words and grammar for Hotel staff and so on.
3) ESP is not different from any other form of language teaching, in that it should be based in the first instance on principles of effective and efficient learning.
(Hutchinson and Waters, 1987: 18-19)
They state that ESP has to be seen as an “approach” to
language leaning based on learners’ needs rather than as a “product”. It
is “an approach to language teaching ….. based on the learner’s reason
for learning” (1987: 19).
b. The Categorization of ESP
Hutchinson and Waters categorize ESP based on learners’ need
and on “learners’ specialism” (1987: 16).
1). ESP Based on Learners’ Needs
There are two types of ESP, which are English for
Academic Purposes (EAP) and English for Occupational Purposes
(EOP). In this study, the personnel of Kaban Group Shops are
learners who need English to support their job. Thus, they are
categorized as people who learn English for occupational purposes.
Figure 1: The Classification of ESP Based on the Learners’ Specific Needs (Hutchinson and Water, 1987: 17)
ESP
EAP EOP
2). ESP Based on Learners’ Specialism
There are three categories of ESP based on learners’
specislism, they are English for Science and Technology (EST),
English for Business and Economics (EBE), and English for the
Social and Science (ESS) (Hutchinson and Waters, 1987: 16). In
this study, the personnel of Kaban Group Shop mostly involve in
trading activities. Therefore, based on their specialism, they are
categorized into EBE.
c. The Characteristics of ESP Program
Robinson describes the characteristics of ESP (1991: 2-5) as
follows:
1) ESP is goal directed
ESP is goal directed because students follow ESP program
to achieve particular goals that related to their need for study or
work purposes.
2) An ESP course is based on a needs analysis
Needs analysis is conducted before starting ESP course to
elicit what students have to do with the medium of English. Needs
analysis will reveal students’ necessities, wants, and lacks that are
used to consider the designing of the ESP program.
3) An ESP course has a clear specified time period
Time period needs the specified objectives and the
4) ESP students are likely to be adults rather than children
It is assumed that ESP students are not beginners but people
who have already learned EGP (English for General Purposes)
before.
5) An ESP course consists of identical students
All the students in a class come from the same kind of
work or specialist studies.
One characteristic of ESP program is the existence of needs
analysis to get information about the would-be-students.
Hutchinson and Waters state the urgency of conducting needs
analysis by considering “necessities, lacks, and wants” (1987:
55-58).
a) Necessities
It is what the learners need in order to ease their purpose. It can
be the reasons why they need to learn the target language.
b) Lacks
It is the gap between the target proficiency and the existing
proficiency of the learners.
c) Wants
It is what the learners want to learn.
The table of Necessities, lacks and wants below illustrates
OBJECTIVE (i.e. as perceived by course design)
SUBJECTIVE (i.e. as perceived by learners) NECESSTIES The English needed for
success in Aglicultural or Veterinary Studies
To reluctantly cope with a ‘second-best’ situation LACKS (Presumably) areas of
English needed for Aglicultural or Veterinary Studies
Means of doing Medical Studies
WANTS To succeed in Aglicultural or Veterinary Studies
To undertake Medical Studies Table 1: Necessities, lacks and wants (Hutchinson and Waters, 1987: 58)
There are a number of ways to gather information about
needs. Robinson (1991: 12-15) mentions the use of:
a) Questionnaires
Richterich and Chancerel as quoted by Robinson state
that the aims to use questionnaires are to find out whether the
questions are comprehensible and the answers can be easily
analyzed and compared (Robinson, 1991: 12). Meanwhile,
Lonnfors as cited by Robinson states that questionnaires should
be easily understood by common people. She adds that
“questionnaires can be used at short notice for certain types of
course and easily modified for others” (Robinson, 1991: 12).
Questionnaires provide information about “Target
Situation Analysis (TSA)” and “Present Situation Analysis
(PSA)”. It can also be easily distributed to a large number of
people. However, questionnaire also has some disadvantages.
b) Interviews
Mackay as cited by Robinson uses the “structured
interview” where the questionnaire is used by the interviewer
to guide the interviewee (Robinson, 1991: 12-13). Tarantino as
cited by Robinson states that the advantage of interviews is that
the interviewer can help the respondents to clarify and record
their answers and explanations (Robinson, 1991: 12-13).
Mackay adds that the interviewer can elicit interesting
information that occurs while having a planned agenda to
follow.
c) Observation
Observation is conducted to see the will-be students’
behavior and performances, for instance, in workplace. It is
done to complete information in needs analysis.
d) Case studies
Case study is “one particular type of observation, in
which each individual is shadowed over a period of time.”
According to Schmidt, as cited by Robinson, case study is used
to identify difficult linguistic features and provide information
to support needs analysis (Robinson, 1991: 13).
Schmidt as quoted by Robinson states some
advantages of using case studies as a method in needs analysis.
It is explained in the passage below.
about his or her difficulties and needs in more detail than in the oral interview or questionnaires, and the occasion for the curriculum developer to do direct observation of the student in the classroom and study situation to gain insight into the student’s own methods of learning.
(Robinson, 1991: 13-14)
Meanwhile, the disadvantage is it takes much time to
conduct and the results may not be generalized.
e) Tests
Students are better being tested before the ESP course
to get information about their present English proficiency and
their lacks. The test must be reliable and valid, so the scores
can be easily interpreted.
f) Authentic data collection
Authentic data collection refers to the making of
audio video recordings. The disadvantage of the authentic data
collection is it is difficult to determine what is “salient” and
“useful” and what is “just interesting” (Robinson: 1991: 14).
g) Participatory needs analysis
It involves asking students to be more active by
asking them to take part in a discussion about their needs and
wants. They are also asked to make recommendations about
what should happen in the course.
Students are asked to take part in the next research
about, for example, their work or their study. They can inform
to the ESP teacher about needs that emerge during the course
If Robinson suggests the use of seven ways that have been
described above, Hutchinson and Waters (1987: 58) suggest the
use of:
a) Questionnaires
b) Interviews
c) Observation
d) Data collection, for example gathering texts, and
e) Informal consultations with sponsors, learners, and others
Hutchinson and Waters state that the analysis of target
situation needs can be conducted by asking questions about the
target situation and their attitudes of learners in the learning
process (1987: 59-60). The questions to collect information about
target situation needs are:
a) Why is the language needed?
The question is asked to know students’ purposes in
learning English. They can learn it for study, for work, for
training, for a combination of these, or for some other
purposes, for example, status, examination, or promotion.
b) How will the language be used?
This question refers to the medium, channel, and
types of text or discourse in using the language. The medium
means whether the language is used for speaking, reading,
through telephone, face to face, etc. The types of text or
discourse mean whether the language is used in academic texts,
lectures, informal conversations, technical manuals, or
catalogues.
c) What will the content areas be?
This question reveals the subjects in which the
language will be used and the level of students. The examples
of the subjects are medicine, biology, architecture, shipping,
commerce, or engineering. Meanwhile, the examples of the
level are technician, craftsman, or postgraduate.
d) Who will the learner use the language with?
This question gives information about people whom
the students interact with by using the language, whether or not
the people are native speakers. The level of knowledge of
receiver can also be acquired by asking this question; whether
they are experts, laymen, or students. The relationship of the
receiver is also elicited from this question, whether the receiver
is colleague, teacher, costumer, superior, or subordinate.
e) Where will the language be used?
This question provides information about the place
where the language will be used. It includes physical setting
(office, lecture theater, hotel, workshop, or library), human
context (alone, meetings, demonstrations, or telephone), and
f) When will the language be used?
This question gives information about the time, for
example concurrently with the ESP course or subsequently, and
about the frequency in using the language.
The characteristics explained above meet the qualifications
of Kaban Group Shop. The personnel of Kaban Group, who are
adult learners, have a certain goal to follow ESP program; that is to
be able to communicate using English effectively. This goal and
some other information are attained from the needs analysis that
has been conducted via interview.
In this study, the needs analysis will be conducted by
setting an informal interview, distributing questionnaires, and
holding an observation. These three ways reveal the learners’
necessities, wants and lacks. Questions about the target situation
and their attitudes of learners in the learning process will be asked
to them to find out their necessities, wants, and lacks.
d. Designing ESP
Designing ESP means thinking about designing course
materials since it is one important part in ESP program. It shows the
teaching learning process. Here are some principles need to be
understood before designing materials as Hutchinson and Waters
a) Good materials means stimulus to learning and encourage
students to learn. Good materials contain interesting texts,
enjoyable activities, opportunities for learners to use their
existing knowledge and skills, and content that is suitable for
the teacher and the learners.
b) Materials should help the teaching-learning process. Good
materials provides a clear and coherent unit for a guidance by
the teacher and the learners in teaching-learning process and
can guide the teacher in planning lessons and encourage
learners to progress and make achievement in their learning.
Avoid the same type of text and illustration, and the same type
of number and exercises. The materials must be clear and
systematic, but flexible enough for creativity and variety.
c) Materials embody a view of the nature of language and
learning. Materials reflect the materials writer’s thought and
feeling about the learning process.
d) Materials reflect the nature of the learning task. Materials
should create “a balanced outlook” which reflects the
complexity of the task and make it appear manageable. The
materials writer must realize that learning is a complex process
involving different kinds and levels of knowledge.
e) Materials have function to broaden the basis of teacher training
by introducing new techniques to him.
Hutchinson and Waters suggest model for writing materials
(1987: 108-109). The model provides “a coherent framework of
integration of various aspects of learning” and allows “creativity
and variety” to develop. The model consists of four elements,
which are (1987: 108-109):
a) Input
It can be in the form of a text, dialogue,
video-recording, diagram, or any defined in the analysis. The input
provides:
1) Stimulus material for activities
2) New language items
3) Models of language use
4) Topic for communication
5) Opportunities for learners to use their information
processing skills
6) Opportunities for learners to use their existing knowledge
both of the language and the subject matter
In this study, input consists of a picture and questions
related to the topic that will be discussed also two
daily-like-situation dialogues complete with language expressions.
b) Content focus
The content focus generates meaningful communication
in the classroom since language is used to convey information.
language expressions and word list. However some units
consist of three parts, for example, unit 1 and unit 5. Time
Zone part is added to unit 1 in order to clarify time zone
differentiation between Indonesia and Western countries.
Meanwhile, Name of the Goods is added to unit 5 to let
students familiarize with the English names of leather goods.
c) Language focus
It gives the learners the chance to take the language into
pieces, study how it woks and practice putting it back. In this
study, language focus consists of grammar lessons that support
the topic that is discussed and language exercises on grammar.
d) Task
Materials lead towards a communicative task, which
“the learners can use the content and language knowledge they
have built through the unit.” In this study, task consists of some
communicative activities that can be used by students to
practice English, such as games, role play, simulation, etc.
The figure A Material Design Model shows the relation
between input, content focus, language focus, and task.
Figure 2: A Materials Design Model (Hutchinson and Waters, 1987: 109)
INPUT
LANGUAGE
e. English for the Personnel of Kaban Group Shop
This main objective of this ESP program is to improve the
learners’ communicative competence since they need English to
communicate with their foreign customers.
The materials are selected based on needs analysis. The
learners will be asked to practice their speaking competence as closely
as in the real-life situation. Thus, the exercises will be focused on the
communicative tasks, such as role play, games, short dialogues, etc.
2. Communicative Language Teaching (CLT) a. The Definition of CLT
Nunan defines CLT as the belief that learning a language is to
be communicatively competent rather than just comprehend the
language grammatical pattern and rules (1988: 20). Other experts; for
examples, Richards and Rodgers state that errors may happen and the
correction of errors are tolerated (1986: 77). Learners are necessary to
understand the grammatical pattern of the language; however, it is not
the concern of the learning. The primary goal is to make learners to be
able to communicate using the target language. Meanwhile, Brown
(1987:213) provides four characteristics as a definition of CLT, which
are:
1) Classroom goal are not restricted to grammatical competence.
2) Form is not the major framework of the lesson, but function is the
3) Fluency is more important than accuracy in conveying a message.
4) Students have to use the target language both productively and
receptively.
Related to the definition of CLT above, in this study, the goal
of the course is to make the learners able to speak English
communicatively with their foreign customers.
b. The Theory of Language
CLT cannot be separated from communicative competence.
Savignon (1997:14-15) defines communicative competence as:
1) Communicative competence is a dynamic rather than a static
concept. It means that communicative competence depends on
the understanding between people who communicate, whether or
not they can understand each other.
2) Communicative competence occurs in written and oral language.
3) Communicative competence is context specific. Communication
takes place in different context and the success of it depends on
the speakers’ understanding of the context.
4) Competence and performance are different. Competence is the
knowledge of language, what one knows about the language.
Meanwhile, performance is the manifestation of the knowledge,
means what one does with the knowledge.
5) Communicative competence is relative and depends on the
Further, she tries to explain some competencies, which were
introduced by Canale and Swain, interrelated in CLT.
1) Grammatical competence
The learners have to be able to use the correct and accurate
speech, including vocabulary, grammar, pronunciation, and
spelling.
2) Socio-linguistic competence
In this competence, the learners have to be able to use the
target language in varied social settings. The social settings include
the role relationship, the shared information of the participants, and
the communicative purposes.
3) Discourse competence
The learners must be able to combine and connect phrases
and sentences to form meaningful whole.
4) Strategic competence
The learners must be able to find way to convey meaning or
send their message, though they have imperfect knowledge of rules
of the language and face factors that give disadvantage in sending
their message, such as fatigue, distraction, or inattention.
Related to the principles of CLT, in this study, the learners are
hoped to be able to have communicative competence. They are also hoped
to be able to use it in an appropriate social context with appropriate
c. The Communicative Task
CLT contains a set of communicative task. Nunan defines the
communicative task as classroom work which focuses on meaning
rather than form (Nunan, 1988: 18). Learners first need to understand
the structural pattern of English as the target language, then to be able
to perform English in a communicative way using the appropriate
structural pattern. The goal of the course is to make the learners to be
able to use English communicatively, not to comprehend English
structural pattern. A task minimally consists of input, related activities,
goals, roles of teachers, and learners, and a setting. “Input refers to the
data that learners work on.” Meanwhile, “activity refers to the work
that the learners will do on the task.” It demands the learners to
practice the target language. They are set out in the figure A
Framework for Analyzing Communicative Task as can be seen on
page 25.
Goals Teacher role
Input TASK Learner role
Activities Setting
Figure 3: A Framework for Analyzing Communicative Task (Nunan, 1988: 18 )
Related to the communicative task, in this study, the learners
are given communicative tasks that can be used to support the goal of
the course, which is to make the learners communicatively competent
d. The Curriculum Development and Leaning Task
Curriculum is sometimes misinterpreted as syllabus. However,
these two terms are different. Syllabus refers to “the selecting and
grading of content” (Nunan, 1988: 21). Meanwhile, curriculum refers
to “all aspects of planning, implementing, evaluating, and managing an
educational program” (Nunan, 1988: 21). Richards, Platt, and Weber
as quoted by Nunan define curriculum as:
Curriculum as an educational program which sets out: a) the educational purpose of the program (the ends)
b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means)
c) some means for assessing whether or not the educational ends have been achieved
(Nunan, 1988: 21)
In communicative curriculum, means and ends are related
to each other. The “content and learning experiences (including
communicative task) are developed in tandem and in which tasks
can suggest content and vice versa.” Nunan describes the
relationship in the figure An Integrated Approach to Curriculum
Development (1988: 22).
--- Content
Goals --- Evaluation
---- Tasks
Figure 4: An Integrated Approach to Curriculum Development (Nunan, 1988: 22)
The course for the personnel of Kaban Group Shop will
in communicative ways. Hopefully, the learners can learn and
practice their speaking skill effectively and happily by using those
strategies.
3. Theories of Teaching Speaking
Speaking is an oral skill which produces systematic verbal
utterances in order to covey meaning (Bailey, 2003: 48). Learners use
language to speak up their mind.
a. Principles of Teaching Speaking
There are five principles that need to be understood before
teaching speaking. Bailey explains the principles as follow (2003:
53-56).
1) Be aware of the differences between second language and foreign
language learning contexts.
A foreign language context takes place when the target
language is not the language of communication in the society, e.g.
learning English in Indonesia.
A second language context takes place where when the
target language is the language of communication of the society,
e.g. learning English in Australia.
2) Give students practice with both fluency and accuracy
3) Teacher needs to allow the learners to practice their English with
fluency and accuracy. In this case, they are allowed to make
4) Provide chances for students to talk by limiting the teacher’s talk.
5) Group work and pair work provides opportunities for students to
practice their speaking.
6) Plan speaking tasks that involve negotiation for meaning
7) Negotiation of meaning takes place when students practice
speaking because by speaking they try to understand each other.
8) Prepare speaking guidance and practice in both transactional and
interactional speaking.
9) Interactional speech is communicating with someone for social
context; meanwhile, transactional speech is communicating to get
something done including the exchange of goods and/or service.
Speaking activities must cover both transactional and interactional
purposes because students use the language for both purposes.
b. Classroom Techniques and Tasks
There are some techniques and tasks that can be used to teach
speaking (Bailey, 2003: 56-58).
1) Information gap
It is an activity where someone has information which the others do
not have. Then hey share the information using the target language.
2) Jigsaw activity
It is bidirectional or multidirectional information gap where each
person in a pair or group has some information the other persons
3) Role play
Learners are given certain roles in the target language, e.g. one as
tourist and the other as native. Then the tourist pretends to get lost
and ask the way to native. They have to practice speaking using
English.
4) Simulation
In a simulation, props and documents provide realistic environment
for language practice. For example, a student who act as a doctor
bring his own stethoscope and medicine, while the other act as his
patient and have to wear thick cloth while the weather is warm to
practice doctor-patient check up.
5) Contact assignment
In foreign language context, there can be found tourist for students to
talk to in the target language. For example, the students have to
search for the tourists and interview them. Then they report what
they have learned.
4. Instructional Design Model
The designed instructional materials are taken from Kemp’s and
Yalden’s design models.
a. Kemp’s Design Model
Kemp (1977: 8) states that instructional design plan is meant to
answer three important questions. They are:
2) What procedures and resources will work best to reach the desired
learning levels? (activities and resources)
3) How will we know when the required learning has taken place?
(evaluation)
Then, Kemp (1977:9-10) adds that the instructional design plan
consists of eight parts. They are:
1) Consider goals, list topic, and state the general purposes for
teaching each topic.
2) Enumerate the important characteristics of the learners.
3) Specify the learning objectives.
4) List the subject content that support each objectives.
5) Develop pre-assessment to determine the student’s background and
present level of knowledge about the topic.
6) Select teaching/learning activities and instructional resources.
7) Coordinate support services to conduct the instructional plan. The
support services can be budget, personnel, facilities, equipment,
and schedules.
8) Evaluate students’ learning based on their achievement of
objectives, revise and reevaluate their weaknesses that need to be
improved.
The Kemp’s Design Diagram on page 31 will show the
relationship between the eight parts that have been explained above.
There is interdependence among them since each part influences the
continuity of part next to it.
In this study, the three questions will also be used as
considerations in planning the course materials. The eight elements
that must be carried out in the design process are used as means to
answer the three questions as mentioned in Kemp’s instructional
design plan.
Figure 5: The Kemp’s Model Diagram (1977: 9)
b. Yalden’s Design Model
Yalden (1987: 109) defines a communicative syllabus as a
syllabus which purpose is to describe classroom experience with a
real language use environment. It means that the syllabus provides Goals,
Topics, and General Purpose
Learning Objectives Learner Character
istics
Support Services
Teaching/ Leaning Activities, Resources
Pre-assessment Evaluation
the learners with a change to practice the target language in a real
language situation to make them familiar with the use of the
language. Yalden’s communicative syllabus consists of eight
stages of instructional design. They are:
1) Needs Survey
It is conducted to gather information about the learners’
needs. The gathered information will be used to consider the
whole course.
2) The Description of Purposes
Conducting needs analysis will give the course designer
to choose the purpose of the course, whether it is for
occupational or educational purpose.
3) Choice of Syllabus Type
It is done when the general category of the course has
been decided. At this stage, the course designer chooses the
proper syllabus to be implemented in the course. Yalden
provides several types of syllabus as following:
a) Type I: Structural-Functional
It separates the structural and communicative function. The
linguistic form precedes the communicative function.
b) Type II: Structures and Function
This type involves a structure in a communicative function;
thus, it enables learners to study the linguistic forms and
c) Type III: Variable Focus
This type shifts the language program based on the
learners’ proficiency
d) Type IV: Functional
The communicative function is the objective in this type.
However, the structural pattern is not ignored.
e) Type V: Fully Notional
This type of syllabus is appropriate for learners who have
adequate English proficiency, but still need to be specified
in a particular purpose.
f) Type VI: Fully Communicative
It is also called as learner-generated syllabus where learners
are the input source.
4) Proto-syllabus Design
The course syllabus specifies the content of the syllabus.
5) The Pedagogical Syllabus
The course designer designs the pedagogical syllabus.
This syllabus provides material presentation and interpretation
about how learning is achieved.
6) The Development and Implementation in Classroom
The course designer sets the materials from the
pedagogical syllabus and organizes them through the lesson
plan. At this stage, teacher deals with the teaching techniques
7) Evaluation
Evaluating the learners, the teaching techniques and the
program are done at this stage.
8) Recycling Stage
At this stage, goals and final performances are set up. If
there are differences from the syllabus, the materials and the
teaching approaches will be revised.
Below is the figure of the stages of Yalden’s design model.
Figure 6: Stages in Language Program Development (Yalden, 1987: 88)
In this study, the writer will omit the development and implementation
of classroom procedures. It is because the two parts are not the concern of the
materials design.
B. The Theoretical Framework
The designed materials use the combination of Kemp’s and
Yalden’s instructional design models. The theoretical framework consists
of eight stages which are closely related to each other. The figure of the
Rationale of the Framework illustrates the process of making the designed
Figure 7: The Rationale of the Framework
The explanation of the figure is as follows:
Stage 1: Conducting needs Analysis (Yalden)
It is aimed to find learners’ needs, interests, and lacks by
distributing questionnaires to 30 personnel of Kaban Group
Shop. Interviews are conducted to acquire detailed information
that is not provided in the questionnaires.
Stage 2: Considering goals, topics, and general purposes (Kemp)
The data from the needs analysis is computed. Then goal,
topics, and general purposes of the course are set up. Designing the materials
Conducting needs survey
Selecting the syllabus types
Considering goals, topics, and general purposes
Specifying the learning objectives
Selecting the teaching-learning activities
Evaluating the designed materials
Stage 3: Selecting the syllabus types (Yalden)
The data from the needs analysis is computed to elicit
information needed to design the material.
Stage 4: Specifying the learning objectives (Kemp)
This stage is aimed to discuss the indicators to achieve
the intended competence, which is communicative speaking
competence.
Stage 5: Designing the materials
This stage is not mentioned in both Kemp and Yalden’s
Design Model. But this stage is needed to create the materials.
Therefore, it is added to complete the stages to obtain the final
version of the designed materials.
Stage 6: Selecting the teaching-learning activities (Kemp)
It relates to the selection of teaching and learning
activities that will be conducted in the course. This stage also
relates to the selection of appropriate resources for the materials.
Stage 7: Evaluating the materials (Kemp)
It is done by the distributing the evaluation
questionnaires to several evaluators conducted to get the
evaluators’ feedback to be used as guidelines to improve and
revise the designed materials.
Stage 8: Revising the designed materials (Kemp)
It is to find any weaknesses of each stage and make a
35 CHAPTER III METHODOLOGY
This chapter focuses on the discussion of Research Method, Research
Participants, Setting, Research Instruments, Data Gathering Techniques, Data
Analysis, and Research Procedures.
A. Research Method
This study is a descriptive study. Whitney as quoted in Nasir states that
research is classified into descriptive when the intention of the research is to
find facts with an accurate interpretation (Nasir 1988: 63). Meanwhile,
Sprinthall states that the main purpose of descriptive research is description. It
is applied to particular types of population to measure one or more variables
which be used to describe the interests of the group (1991:98).
Descriptive study deals with current situation (Nasir, 1988: 64). It is
conducted to attain as much information from the learners and textbooks as
the foundation to design the materials.
The study approach of this research is descriptive survey. Descriptive
survey involves asking the same set of questions to a large number of
individuals by mail, telephone, or in person (Fraenkel and Wallen, 1993: 342).
Meanwhile, Sprinthall adds that the intention of the survey is to get
information from samples (occasionally, even some populations) by using
questionnaires or interview (1991: 3).
1. Survey Study for Needs Survey
The first survey is used in conducting needs survey in order to
elicit information about the learners’ wants, lacks, and necessities in
learning English. It was conducted by observing, distributing and
gathering questionnaires, and interviewing the personnel of Kaban Group
Shop. The information is focused on:
a. The personnel information about the research participants
b. The use of English for the research participants
c. The topic of the materials that are related to their work
d. The participants’ opinions about English course and time available
2. Survey Study for Evaluation on the Designed Materials
The second survey is conducted to gather information from the
appropriate and qualified participants to get opinions and feedback on the
designed materials. It was conducted by distributing and gathering
questionnaires and interviewing one English lecturer and four English
instructors who have experience in teaching ESP.
B. Research Participants
There are two kinds of participants. The first is the participants of
needs survey and the second is the participants of materials evaluation survey.
1. The Participants of Needs Survey
The method of sampling for the participants of needs survey is
quota method. The participants of needs survey were 30 people, including
2. The Participants of Materials Evaluation Survey
The method of sampling for the participants of the designed
materials evaluation survey is purposive method. The participants of
materials evaluation survey were one lecturer from English Language
Education Study Program of Sanata Dharma University and three English
instructors from several English courses in Yogyakarta. This method is
chosen based on the perspective that the participants of materials
evaluation survey have the necessary knowledge and understanding about
the appropriate English materials of ESP since they have taught ESP for
more than 5 years.
C. Setting
The study was conducted in Kaban Group Shop that is located at Pusat
Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 76-77, Jakarta. The
study was also conducted at the branches of Kaban Group Shop. The first
branch is Ruhi Jaya Kaban Shop, located in ITC Mangga Dua, Lantai Dasar,
Blok C, No: 1, Jakarta. The second branch is Eva Kaban Shop, located in
Pusat Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 78-80,
Jakarta. The third branch is Kevin Brema Shop, located in Pusat Grosir Pasar
Pagi Mangga Dua, Lantai Dasar, Blok B, No: 185, Jakarta.
The time needed for the observation and interviews was around 3
weeks from 8th – 30thof April 2006. The specific time for the observation was
on Fridays, Saturdays, and Sundays from 1 to 4 pm. The specific time for
D. Research Instruments
Research instruments are tools which are used to gather information.
Research instruments used in this study is interview guide and questionnaire.
1. Interview
Seliger and Shohamy state that an interview is conducted to obtain
information by actually talking to the subject (1989: 166). In this study,
interviews were conducted with the 5 personnel of Kaban Group Shop.
2. Questionnaire
Seliger and Shohamy state that questionnaire is a printed list for
the data collection, which contain questions or statement for the subject to
response (1989: 172). In short, it is a list of questions and answers. The
questionnaires were distributed to gain participants’ opinions on the
course. Based on the questionnaires result, some revisions and
improvements were conducted. In this study, the questionnaires were
given by using Indonesian, so the learners could understand the questions.
Best (1970: 179) classifies the range of the point of agreement
from 1 – 5. He also provides the interpretation of point of agreement,
which is presented below.
Range Meaning
1.00 – 1.99 Replace the rejected part of the design
2.00 – 2.99 Add more part or modify part of the design based
on the lack on the statement
3.00 – 3.99 Conduct more exploration on the existing part of
the design based on the statement
4.00 – 5.00 No revision
E. Data Gathering Techniques
Hutchinson and Waters suggest the use of questionnaires, interviews,
observations, data collections e.g. gathering texts, and informal consultations
with sponsors, learners, and others in gathering data (1987: 58). Schroder as
quoted by Robinson suggests the use of questionnaires, the detailed interview,
participating observation, and press adds as data gathering techniques
(Robinson, 1991: 12). Robinson suggests the use of questionnaires,
interviews, observations, case studies, tests, authentic data collection, and
participatory needs analysis as data gathering techniques (1991: 12-14). In this
study, the writer uses 3 data gathering techniques. They are:
1. Questionnaires
In this study, 30 closed-form questionnaires were distributed to 30
personnel of Kaban Group Shop.
2. Interview
The writer chose interview to get data that cannot be achieved from
questionnaires. It is recorded on tape recorder and on written form.
Mackay as quoted by Robinson suggests the use of structured interview
where the interviewer is guided by the interviewer by a questionnaire.
Further, the interviewer can catch any interesting information occurred in
the interview while applying the interview agenda (Robinson, 1991:
12-13). Tarantino as quoted by Robinson adds that the advantage of using the
structured interview is that the interviewer is able to help participants to
make clarification and to record the answers and explanation (Robinson,
In this study, the interview is applied for two kinds of participants.
The first is conducted with the shopkeepers and the second is conducted
with the shop assistants of Kaban Group Shop.
a. Interview with the shopkeeper of Kaban Group Shop
The interview was conducted with Mr. Indra Bastanta Kaban
since he is the one who really understands the situation of the shop. He
runs the business; therefore, they he knows the real need of English for
the business.
The interview questions which were used were semi-structured
questions. The interviewer first prepared some questions for the
interview; but, the questions can be extended during the interview if
there is new interesting information that needed to improve designed
the materials.
b. Interview with the shop assistants of Kaban Group Shop
The interview was conducted with 5 shop assistants of Kaban
Group Shop because to record their opinions, criticisms, and
suggestions on the learning processes they need.
3. Observation
Direct observation was conducted in order to understand the real
usage of English in trading situation. By understanding the real usage of
English in trading situation, the writer would be able to design the
materials. The specific time to do observation was around 3 weeks from
8th – 30th of April 2006. The specific time for observation was done on
