DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS FOR THE STAFF OF CULTURE AND TOURISM DEPARTMENT OF KABUPATEN KUTAI BARAT A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING

MATERIALS FOR THE STAFF OF CULTURE AND TOURISM

DEPARTMENT OF KABUPATEN KUTAI BARAT

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Valentina

Student Number: 041214127

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

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i

DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING

MATERIALS FOR THE STAFF OF CULTURE AND TOURISM

DEPARTMENT OF KABUPATEN KUTAI BARAT

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Valentina

Student Number: 041214127

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

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OUR FATHER IN HEAVEN,

HOLY BE YOUR NAME,

YOUR KINGDOM COME,

YOU WILL BE DONE,

ON EARTH AS IN HEAVEN.

GIVE US TODAY OUR DAILY BREAD.

FORGIVE US OUR SINS AS WE FORGIVE THOSE

WHO SIN AGAINST US.

DO NOT BRING US THE TEST BUT DELIVER US

FROM EVIL.

The Lord’ s prayer

I dedicate this thesis to:

My Beloved Bapak and Mama,

My Brothers, Yudi and Rudi

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ACKNOWLEDGEMENTS

First of all I would like to convey my greatest gratitude to God. Due to his marvelous grace and guidance I was finally able to finish writing my thesis. It would be

wonderful opportunity for me to express my deepest gratitude to all those who have

supported and facilitated me in accomplishing this thesis.

My sincerest gratitude goes to my thesis sponsor Drs. Concilianus Laos Mbato, M.A. who helped, guided and encouraged me to finish my thesis. In addition, I would like to thank F.X. Ouda Teda Ena S.Pd. M.Pd., Antonius Jody S.Pd., Chrysogonus Siddha Malilang S.Pd., Punto Febriarry S.Pd. for evaluating the designed materials and Ria Faksriani S.Pd. for her willingness for correcting my grammatical mistakes.

My special gratitude goes to Mr. F.X. Markus S.Pd., the chief officer of Culture and Tourism Department of Kabupaten Kutai Barat for giving me permission to

conduct this study. I also thank Mr. Supratman S.Pd. MM., the chief officer of Promotion, Data Documentation, and Market Analysis division of Culture and Tourism

Department in Kabupaten Kutai Barat for all facilities that really helped me in the

comp letion of the materials design.

My sincere and deepest gratitude also goes to my beloved father, Yulius Leke

and my mother, Lusia. My special thank to my father who works from 7 pm to 9 am to make her daughter dream come true. Although I never say it to him directly, I want

everyone know through this thesis that I am proud to be his daughter. My deepest

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viii

special gratitude also addressed to my cousin, Acis, for giving me 22 years wonderful sisterhood and friendship.

My special thanks go to my closest friends Linda, Yora, Ditha, Pebny, and Esty

for giving me such a wonderful friendship. I should be grateful to have Y.B. Leo Bernard Prabowo. I thank him for his love, support and patience. I also would like to give my gratitude for other friends of PBI 2004. I thank them for all the special

memories.

My special deepest gratitude also flies to Alexy Ramano and his family for being brother and accepting me in his family. My deepest gratitude also goes to Mbak Vitafor future life sharing, tips and advices.

Finally, my gratitude goes to those who m I can not mention by names. May God

bless them and make their life full of joy.

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LIST OF FIGURES

Figure 2.1: Kemp’s Instructional Design Model... 9

Figure 2.3: Hutchinson and Waters’ Materials Design Model... 20

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LIST OF TABLES

Table 2.1: Necessities, Lacks, and Wants... 16

Table 4.1: Description of the Participants of the Needs Survey... 35

Table 4.2: The Data Presentation of Needs Analysis... 36

Table 4.3: Basic Competencies of the Designed Materials... 41

Table 4.4: Indicators of the Materials Design... 42

Table 4.5: Description of the Participants of the Materials Evaluation... 45

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ABSTRACT

Valentina. 2009. Designing a Set of English Instructional Speaking Materials for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was conducted to design a set of English instructional speaking materials for the staff of Culture and Touris m Department of Kabupaten Kutai Barat. The purpose of this design was to help the staff so they are able to communicate in English.

There were two problems in this study. First, how is a set of English instructional speaking materials for the staff of Cult ure and Tourism Department of Kabupaten Kutai Barat designed? and Second, what does a set of English instructional speaking materials look like?

To solve the first problem the writer did the interview to the chief officer of Data, Promotion Documentation, and Market Analysis division of Culture and Tourism Department in Kabupaten Kutai Barat. The writer also distributed questionnaire for the staff of Culture and Tourism Department of Kabupaten Kutai Barat. There were seventeen staff involved in the questionna ire. All of the participants were placed in the elementary level. In order to design the materials, the writer applied five steps which were adapted from Kemp’s instructional design model. The steps were (1) Learners Characteristic; (2) Considering Goals, Listing Topics, and Stating the General Purposes; (3) Specifying the Learning Objectives; (4) Selecting Teaching Learning Activities and Instructional Resources; and (5) Evaluating and Revising the Designed Materials

To solve the second problem, the writer presented the materials, which consisted of eight units. Each unit contained four parts: Input, Content Focus, Language Focus, and Communicative Activity.

Based on the results of the post-designed survey, the writer concluded that the designed materials were appropriate and acceptable. It was shown from the data presentation of the descriptive statistics data in which the grand mean was 3.9 on scale of five. However, some revisions and improvements were still made to present better designed materials.

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ABSTRAK

Valentina. 2009. Designing a Set of English Instructional Speaking Materials for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran berbicara bahasa Inggris bagi pegawai Dinas Kebudayaan dan Pariwisata Kabupaten Kutai Barat. Tujuan dari materi ini adalah untuk membantu pegawai dinas kebudayaan dan pariwisata sehingga mereka mampu berkomunikasi menggunakan bahasa Inggris.

Ada dua permaslahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana seperangkat instruksi materi berbicara untuk karyawan Dinas Kebudayaan dan Pariwisata Kabupaten Kutai Barat dapat dipertanggungjawabkan. Masalah kedua berhubungan dengan bentuk dari seperangkat materi pengajaran berbicara dalam Bahasa Inggris.

Untuk memecahkan permasalahan pertama, penulis melakukan wawancara dengan kepala bagian pemasaran Departemen Kebudayaan dan Pariwisata Kutai Barat. Penulis juga menyebarkan kuesioner kepada karyawan Departemen Kebudayaan dan Pariwisata Kutai Barat. Ada tujuhbelas (17) orang karyawan yang terlibat dalam pengisian kuesioner. Semua peserta masuk dalam level dasar. Dalam menyusun materi, penulis menerapkan lima langkah yang diadaptasi dari model instruksi Kemp. Langkah-langkah tersebut adalah: (1) Karakter Pelajar, (2) Menentukan Tujuan, topik, dan tujuan umum (3) Perumusan pencapaian tujuan pembelajaran, (4) Penyeleksian aktivitas belajar mengajar, (5) Evaluasi dan perbaikan.

Untuk memecahkan permasalahn kedua, pemulis menyajikan materi yang terdiri atas delapan unit. Setiap unit terdiri atas:Input, Content Focus, Language Focus, and Communicative Activity.

Berdasarkan hasil penelitian paska perancangan materi, penulis menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata adalah 3,9 dengan skala lima. Namun demikian, beberapa perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.

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1

CHAPTER I

INTRODUCTION

In this chapter, the writer would like to present the background of the

study, problem identification, problem limitation, problem formulation, objectives

of the study, research benefits, and the definition of important terms in this study.

1.1Background of the Study

Nowadays we stepped into the 21st century, the era of globalization.

People around the world will interact with others from different nations for their

needs to be easier. The Globalization has demanded people to master an

international language, English, is not only serves as means of communication

among people in this world but also is a language for specific needs. People

willingly learn English because they realize that English is meaningful to widen

their knowledge in their fields of work.

As one of the demands of globalization, many working fields in our

country require their staff to master English language either spoken or written

form. The Culture and Tourism Department of Kabupaten Kutai Barat as a

government institution also demands their staff to be able to master English

language in order to fulfill the needs of the globalization.

Kabupaten Kutai Barat is new regency in East Kalimantan. The Culture

and Tourism Department is one of a new department in Kabupaten Kutai Barat

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of the department is to promote the tourism not only domestic but also

international tourism. In fact, there isn’t any course or program for the Culture and

Tourism Department of Kabupaten Kutai Barat. Because of those reason, the

writer would like to design a set of English instructional speaking materials

especially for the staff of Culture and Tourism Department of Kabupaten Kutai

Barat. The writer chooses the Culture and Tourism Department of Kabupaten

Kutai Barat because the department needs more human resources who are able to

communicate in English fluently and appropriately. Through mastering English

language, the quality of the human resources will be better.

The activities in the instructional materials and in this level will be based

on the learner’s specific needs. These specific needs will be categorized in a

certain program, called English for Specific Purposes (ESP). ESP is designed for

workers in which it will lead to specification of the purpose namely Occupational

Purpose. Therefore, language training program design for the Staff of Culture and

Tourism Department of Kabupaten Kutai Barat is considered as English for

Occupational Purposes (EOP).

1.2Problem Identification

This study is conducted to develop English instructional speaking

materials for the staff of Culture and Tourism Department of Kabupaten Kutai

Barat. The learners (staff) don’t have enough skill in speaking English. The

problem is they never have English course that train them to use a specific/special

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Therefore, the writer tries to design a set of English instructional speaking

materials that fit to adult learners (staff) and to fulfill their needs on

communicating in English based on their occupation.

1.3 Problem Limitation

Because of the limited time, resources and experience, the study will be

limited in introducing a set of English instructional speaking materials for the staff

of Culture and Tourism Department of Kabupaten Kutai Barat. The writer

chooses Kabupaten Kutai Barat because this regency has been visited by foreign

tourists and has been developed as foreign tourists’ destination. Therefore, the

designed materials will be based on the learners’ needs and their occupation. In

this study, the writer concern about the designing of the English instructional

speaking materials. The writer hopes that the instructional materials would be

useful in helping the staff of Culture and Tourism Department of Kabupaten Kutai

Barat to develop their ability to speak in English fluently and appropriately based

on their occupation.

1.4 Problem Formulation

Referring to the background and the problem limitation above, the writer

formulates the following questions:

1. How is a set of English instructional speaking materials for the staff of

Culture and Tourism Department of Kabupaten Kutai Barat designed?

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1.5 Objectives of the Study

The objectives of this study are:

1. To design a set of English instructional speaking materials for the Staff of

Culture and Tourism Department of Kabupaten Kutai Barat.

2. To present a set of English instructional speaking materials for the Staff of

1.5 Benefits of the Study

This research is expected to give valuable contribution to the people

below:

1. English Teacher or Instructors

It is hoped that the English teachers or English instructors can use the

instructional materials to teach in an English course for the staff of Culture and

Tourism Department of Kabupaten Kutai Barat. The instructional speaking

materials can be used as a guidance or handbook in the teaching learning

activities.

2. The Staff of Culture and Tourism Department of Kabupaten Kutai Barat

The staff of Culture and Tourism Department of Kabupaten Kutai Barat

may use the designed materials to develop their speaking skill. They can use their

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1.6 Definition of Terms

1. Design

A design is defined as “a developed plan to guide educational activity in a

situation" (Cyril O Houle, 1978: 230). The plan in this case is the design that will

be used in the classroom. It has something to do with the instruction given by the

teacher or instructor to the learners. In the educational field the teacher or the

instructor designing a lesson plan or a teaching material. In this study, design

means to make a set of English instructional speaking materials that can be

applied for teaching the staff of Culture and Tourism Department of Kabupaten

Kutai Barat.

2. Instructional Materials

The term instructional materials as stated by Dick & Reiser (1989: 3) are

forms of printed materials, computer-assisted instructions and televised

instructions.

In this study Instructional materials will be in a form of an English course

book for the staff of Culture and Tourism Department of Kabupaten Kutai Barat.

3. Speaking Skill

Widdowson (1978: 59) in his book states that “speaking is a kind of active

and productive interaction that makes use of the aural medium. Aural media mean

mouth, lips, tongue and other oral cavities. In speaking, a message is transferred

from the speaker to the hearer. The speaker produces the message and the hearer

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In this study, speaking will be the major skill that used for the staff of

Culture and Tourism Department of Kabupaten Kutai Barat to communicate with

foreign tourists. The communicative activities, for example role-play, will

encourage and give more opportunities for the learners to speak in English

4. The Culture and Tourism Department of Kabupaten Kutai Barat

The Culture and Tourism Department of Kabupaten Kutai Barat is a

section in Kutai Barat government in which the job as a media for the regency to

help people. The people in this case is doing the traveling for experiencing a

chance in their life by learning the knowledge, belief, art, morals, law, custom,

and any other capabilities in a certain societies. In this study the society is

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7

CHAPTER II

LITERATURE REVIEW

In this chapter, the writer would like to present the theories related to the

research and the theoretical framework of the research. The theoretical description

presents the main theories which are used as the references in this study. The

theoretical framework presents outline of the materials design of this study.

2.1 Theoretical Description

In this chapter, the writer would like to present some theories as the

guideline to conduct the study. To make it clear, this section is divided into five

main parts. They are models of Instructional Design, Speaking Skill,

Communicative Language Theories (CLT), and English for Specific Purposes

(ESP), and Designing English Instructional Speaking Materials for the Staff of

2.1.1 Instructional Design

Dick and Reiser (1989: 3) states that “a formal definition of instructional

design is: a systematic process of designing, developing, implementing, and

evaluating instruction.” Soekamto (1993: 10) also states that in instructional

design and development, the writer refers to models which function as a guideline

in activities planning.

This study uses Kemp’s instructional design model. Kemp’s (1977: 8-9)

model presents a flexible process and there is interdependence among the eight

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program, a designer does not need to start from part one, the designer can start

with whichever element they are ready to start with and then move back and forth

to the other steps.

Kemp (1977: 8-9) divides the instructional design plan into eight parts.

They are:

Step 1 : The first is considering goals, and then listing topics, stating the general

purposes for teaching each topic.

Step 2 : The second is enumerating the important characteristics of the students

for whom the instruction is to be designed.

Step 3 : The third is specifying the learning objectives to be achieved in terms of

measurable student behavioral outcomes.

Step 4 : The fourth is listing the subject contents that support each objectives.

Step 5 : The fifth is developing pre-assessment to determine the students’

background and present level of knowledge about the topic.

Step 6 : The sixth is selecting teaching/learning activities and instructional

resources that will treat the subject contents so the students will

accomplish the objectives.

Step 7 : The seventh is coordinating supportive services such as budget,

personnel, facilities, equipment, and schedules to carry out the

instructional plan.

Step 8 : The eight is evaluating the students’ learning in terms of their

accomplishment of objectives, with a view to revising and

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Kemp (1977: 9) states that we can start from any point and go straightly to

anywhere. However, it is suggested to start on deciding the goal and finish on

evaluation. Kemp’s model focuses on the material, goal, function and selecting

references. Nevertheless, this model does not give a clear instruction on what

steps should be done in order to determine the learning task and to select the

materials to develop. Kemp ’s also states that the development activities should be

seen as a dynamic activity in which every step should relate directly with revision

and evaluation. The figure is presented below.

Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9) Goals,

Topics, and General

Purposes _Learner

characterist ics

Learning Objectives

Subject Content

Pre-Assessment Teaching/

Learning Actvities, Resources Support

Services

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2.1.2Speaking Skill

This part will talk about the basic theory of speaking skill. The writer

would like to talk about the nature of speaking; the process of speaking; and some

techniques in teaching speaking.

2.1.2.1 The Nature of Speaking

Luoma (2004: 9) sees linguistically spoken language from two different

perspectives. First, speaking as interaction. Second, speaking as a social and

situation-based activity. All these perspectives see speaking as an integral part of

people’s daily life. Luoma (2004: 27) says that “speaking activity is not a matter

of conveying or transmitting vocabulary or grammar, but it is a meaningful

interaction between two people.” Learner’s should have more opportunities to

practice speaking English. The learner’s can practice in pairs or in groups. As the

result the learners don’t just memorize components (vocabulary/grammar) of the

language but more important they interact to each other.

2.1.2.2 Teaching Speaking

Nunan (1989: 32) says that There are two nature of speaking. First, the

bottom- up approach. The approach to speaking suggests that we start with the

smallest units of the language, i.e. individual sounds, and move through mastery

of words and sentences to discourse. Second, the top-down view, on the other

hand, suggests that we start with the larger chunks of language, which are

embedded in meaningful contexts, and use our knowledge of these context to

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Nunan (2003: 56-58) also mentions some kind of techniques and tasks that

teacher or trainer can use in a classroom. Theye are:

1.) Information gap,

2.) Jigsaw activities,

3.) Role-plays,

4.) Simulations, and

5.) Contact assignments.

Nevertheless, teacher should be wise to manage their speaking class if

they use techniques such as role-play. It will be very risky if they cannot manage

the class well. The students can be very noisy when they start to talk to each other

without any guidance. The other problems that will appear that is the passive

students will be just silent if the teachers don’t supervise them.

According to Nunan (1989: 320) successful oral commnication involves:

1. The ability to articulate phonological features of the language

comprehensibility;

2. Mastery of stress, rhytm, intonation patterns;

3. An acceptable degree of fluency;

4. Transactional and interpersonal skills;

5. Skills in taking and short and long speaking turns;

6. Skills in the management of interaction;

7. Skills in negotiating meaning;

8. Conversational listening skills (successfull conversations requre good

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9. Skills in knowing about and negotiating purposes for conversation;

10. Using appropriate conversational formulate and fillers.

2.1.3 Communicative Language Teaching (CLT)

The writer introduces communicative approaches as the basis of this study

to design the teaching materials for the staff of Culture and Tourism Department

of Kabupaten Kutai Barat.

Nunan (1989: 194-195) mentions that there are some major components to

be considered in developing communicative approach. They are:

2.1.3.1 Theory of the Language

Language is a system for the expression of meaning language primary

function is for interaction and communication.

2.1.3.2 Theory of Learning

Activities involve real communication; carrying out meaningful to the

learner promotes learning.

2.1.3.3 Types of Classroom Activities

The learning activity engaged learners in communication which involves

the process such as sharing, negotiation of moving and interaction.

2.1.3.4 Teacher’s and Learner’s Roles

Teacher-roles is the facilitator of communication process, participant of

the tasks and texts, needs analysis, counselor, and also manager of the learning

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Learner-roles are treated as negotiator and interactor. They give as well as

take. The learners ha ve a lot of chance to speak and to listen when they do the

communicative activities in the classroom with their partners.

2.1.3.5 The Roles of Communicative Materials

Materials give an influence to the quality of classroom interaction and

language use. According to Richard and Rodger (1986: 79-80), there are three

kinds of communicative materials. They are:

a. Text-based materials

Text-based materials consist of theme, a task analysis (e.g. ordering and

presenting information), a practice situation description, a stimulus

presentation, comprehension questions, and paraphrase exercises.

b. Task-based materials

Task-based materials activities consist of a variety of games, role plays and

simulation in the form of exercise, handbooks, cue cards, activity cards,

practice materials, and student-interaction practice booklets.

c. Realia

Realia or authentic or “from life” material can support communicative

approach classes because the students can transfer their knowledge they got in

the class directly to the real world. The material include language-based

realia, such assigns, magazines, advertisements, newspaper, English radio,

newspaper, and visual sources such as maps, pictures, symbols, graphs and

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The designed materials for the staff of Culture and Tourism Department of

Kabupaten Kutai Barat will use role-plays and simulations (task-based materials)

as the communicative activities. Harmer (1991: 69) states that role-play and

simulation have become very popular in communicative language teaching

(CLT). Those kind of activities will give more opportunities for the learners to

interact with others. Freeman (2005: 129) states that role-play give more

opportunity to the learners to practice communicating in English in a variety of

social contexts and social roles. Harmer (1991: 352) also states that “simulation

and role-play can be used to encourage general oral fluency or to train students for

specific situations, especially where they are studying English for Specific

Purposes (ESP).”

2.1.4 English for Specific Purposes (ESP)

Hutchinson and Waters (1987: 19) states that English for specific purposes

(ESP) is an approach to language teaching in which all the content and method are

based on the learner’s reason for learning. It has now become the most prominent

part of English language teaching because many people from various areas want

to learn English. People want to learn English, not for the pleasure or prestige of

knowing English, but because of the demands of their fields of work or study. It is

necessary to describe English for specific purpose (ESP) here since the designed

materials is for the staff of Culture and Tourism Department of Kabupaten Kutai

Barat. The description of ESP will be divided into four important parts, those are:

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speaking materials for the staff of Culture and Tourism Department of Kabupaten

Kutai Barat.

2.1.4.1Needs Analysis

Hutchins and Waters (1987: 53) states that "what distinguishes ESP from

general English is not existence of a need as such but rather an awareness of the

need”. Therefore, needs analysis is the basis of an ESP program. It is conducted in

order to know the basic needs of the learners in learning English. There are two

kinds of needs here. Those are:

1. Target Needs

Hutchins and Waters (1987: 54-56) states that “target needs are

what the learners need to do in the target situation. ” Target needs consist

of necessities, lacks and wants.

a.) Necessities

Necessities are the type of need determined by the demands of the

target situation and what to be known in order to function effectively

in the target situation.

b.) Lacks

Lacks are the gap between the learners’ target proficiency and the ir

existing or present proficiency.

b.) Wants

Wants are personal, subjective images of needs on the basis of data

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Here the writer shows an example of learners’ necessities, lacks,

and wants of the agricultural and veterinary students. The data presented in

the table below.

Table 2.1: Necessities, Lacks, and Wants (Hutchins and Waters, 1987: 58)

OBJECTIVE (i.e. as perceived

by course designers)

SUBJECTIVE (i.e. as

perceived by learners)

NECESSITIES The English needed for success

in Agricultural or Veterinary

Studies

To reluctantly cope with a

‘second-best’ situation

LACKS (Presumably) areas of English

needed for Agricultural or

Veterinary Studies

Means of doing Medical

Studies

WANTS To succeed in Agricultural or

Veterinary Studies

To undertake Medical Studies

“The analysis of target situation needs is in essence a matter of

asking questions about the various participants in the learning process”

(Hutchins and Waters, 1987: 59). They propose the target situation

analysis framework which contains question that the course designer needs

to gather information from an analysis of target needs. The questions deal

with: the reasons why the language is needed, how the language will be

used, the content areas of the language usage, with whom the learners

use the language, where and when the language will be used.

2. Learning Needs

According to Hutchins and Waters (1987: 60-63), “learning needs

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learning needs, the course designer should pay attention to learning needs,

potential and constraints. They also propose a framework for analysis of

learning needs. The framework consists of questions deal with the reasons

why the learners are taking the course, how the learners learn the

language, what resources are available, who the learners are, where and

when the ESP course will take place. Quite simple, needs analysis plays an

important role in ESP, because all the decisions in ESP should be based on

the learners’ needs.

2.1.4.2Syllabus

According to Richards and Rodgers (1986: 157), the content of a language

teaching involves both subject matters or “what to talk about” and linguistic

matter or “how to talk about it”. The content of language teaching syllabus could

range from the grammatical and lexical forms of a target language.

Robinson (1991: 34) defines a syllabus as a plan of work used by a teacher

as a guideline for teaching content. A syllabus also gives the teacher the idea of

what the course will be and to what direction it should be brought and done.

Robinson (1991: 34-41) mentions three kinds of syllabus, namely Content-based

syllabus, Skill-based syllabus, and Method-based syllabus.

The Content-based syllabus has a purpose to teach some contents using

the language that the learners are also learning. It consists of:

(a.) Structural syllabus which consists of an ordered set of language items graded

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(b.) Notional/functional syllabus in which the content of language teaching is a

collection of the function that is preformed when language is used.

(c.) Situational syllabus is a syllabus in which situation becomes the basis of

activity.

(d.) Topic/informational syllabus is a syllabus which consists of topic relevant to

the learners or to the learners’ content of work.

In this study the writer applied the functional syllabus. Yalden (1987:

114-115) states that functional syllabus as a communicative syllabus and often used in

occupational and vocational ESL (English as a Second Language). The writer also

considered the syllabus matched with the instructional speaking materials because

the content of language teaching in the designed materials is collection of

functions (functional) as those are performed when language is used by the staff

of Culture and Tourism Department of Kabupaten Kutai Barat in the situation

during the tourism activities in the tourism places or traditional ceremonies in

Kutai Barat.

2.1.4.3 Materials Design

Hutchins and Waters (1987: 108-109) states that materials should provide

stimulus and good materials to encourage learne rs to learn. They also suggests

that good materials should contain interesting texts, enjoyable activities which

engage the learners’ thinking capacities, opportunities for learners to use their

existing knowledge and skill, and content which both learner and teacher can cope

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The model consists of four elements, namely input, content fokus, la nguage focus,

and task.

1. Input

Input may be a text, video-recording, diagram or any piece of

communication data. Input shold provide stimulus material for

activities, new league item, correct models of language, a topic for

communication, oportunities for learners to use their information

processing skills, oportunities for learners to use their existing

knowledge both of the language and the subject matter.

2. Content Focus

Language is a means of conveying information and feelings about

something. Moreover, non- linguistics content shall be exploited to the

generate meaningful communication in the classroom.

3. Language Focus

The aims of language focus are to enable the learners to use language

and the learners have to change to take the language to pieces, study

how it works and practice putting it back togeteher again.However,

communicative tasks and activities for the learners shall be adjusted

with the learners’ language knowledge.

4. Task

Through communicative task, learners are expected to use the content

and language knowledge they have built up through the unit. The

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These four elements combinate in the model as follows:

Figure 2.3: Hutchinson and Waters ’ M aterials Design Model (1987: 109)

2.1.5 Designing English Instructional Speaking Materials for the Staff of

Culture and Tourism Department of Kabupaten Kutai Barat

After ESP program discussed in general, the writer attempted to present the

English instructional speaking materials for the staff of Culture and Tourism

Department of Kabupaten Kutai Barat related to the study. In connection with

ESP, English for the staff of Culture and Tourism Department of Kabupaten Kutai

Barat is classified as English for Occupational Purposes (EOP).

The instructional materials design is focused on speaking skill. The

materials topics are selected after consideration of the learner’s needs. The

learners will be given English speaking activities in the situation in which it is

designed as similar as the real situation in their field s of work (occupation). It is

hoped that at the end of the course the staff would be able to speak in English

fluently and appropriately.

INPUT

TASK

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2.2 Theoretical Framework

In the theoretical framework, the writer will discuss the steps to design the

materials. There will be five steps taken from Kemp’s model. They are:

a.) Learners Characteristics

The writer tries to find the learner’s needs, difficulties, motivations and

interests in learning English language. The writer identified entry behaviors

and characteristics of the learners. The writer should collect information by

distributing the questionnaires to the learners and doing some interviews.

Since this research concern to English for the staff of Culture and Tourism

Department of Kabupaten Kutai Barat the area of the materials will be

restricted to the area relevant to their fields of work (occupation).

b.) Considering Goals, Listing Topics, and Stating General Purposes

Communicative goals are developed as part of curric ulum for the

learners. All of the topics will be based on the situation of the working field

(occupation) of the learners. The general purposes will lead the learners to

know and to understand how to use English fluently and appropriately.

c.) Specifying the Learning Objectives to be Achieved.

The writer is going to formulate objectives based on the goals and the

data from the needs survey. The learning objectives are formulated to measure

the learners’ achievement (behavioral outcomes).

d.) Selecting Teaching Learning Activities and Instructional Resources

This step is preparation of instructional materials, handbooks, and

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analysis. The communicative activities such as role play and simulation will

be the major tasks for the learners. Those activities can be used to give the

learners opportunities to participate in speaking activities.

e.) Evaluating and Revising the Designed Materials

The aim of this step is to evaluate and to revise the designed materials

into the final version after conducting the post-design survey. Since the writer

did not implement the designed materials, the evaluation was gained from

some expert participants’ (English lecturers, teacher, and instructor)

comments, opinions, suggestions and criticisms (feedback). The feedback that

is given by the expert participants’ will be used to improve the quality of the

designed materials.

The framework cycle in this study will be described in figure 2.3 in the

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Figure 2.3: Kemp’s Model Considering the Goals and Listing the Topics, Stating the

General Purposes

Specifying the Learning Objectives

Selecting Teaching Learning Activities and Instructional

Resources

Evaluating and Revising the Designed Materials

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24

CHAPTER III

METHODOLOGY

In this chapter the writer would like to make the methodology more clearly

for the reader. The set of English instructional speaking materials here are

designed based on the results of needs survey.

This chapter discusses the research methods, research participants,

research instruments, data gathering techniques, data analysis techniques, and

research procedures.

3.1 Research Methods

This study aimed to find out a set of English instructional speaking

materials for the staff of Culture and Tourism Department of Kabupaten Kutai

Barat and to present a set ofEnglish instructional speaking materials.

This study used the strategy of educational research and revelopment

(R&D). Borg and Gall (1983: 72) stated that “educational research and

development (R&D) is a process used to develop and validate educational

products”. The steps of this process are usually referred to the R&D cycle. The

cycle will be repeated until the educational products finally reach the objectives.

Educational products in this study is in the form of instructional speaking

materials (course handbook) for the staff of Culture and Tourism Department of

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There are ten major steps in the R&D cycle. The writer only adopt five

steps of the R&D cycle for the materials design ( Borg and Gall, 1983: 775-776).

They are:

1. Research and information collecting—Includes review of literature, classroom

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

2. Planning—includes defining skills, stating objectives, determining course

sequence, and small scale feasibility testing.

3. Develop preliminary form of product—Includes preparation of instructional

materials, handbooks and evaluation devices.

4. Preliminary field testing—conducted in from 1 to 3 schools, using 6 to 12

subjects. Interview, observational and questionnaire data collected and

analyzed.

5. Main product revision—Revision of product as suggested by the preliminary

field-tests results.

The five steps are divided into two parts, namely pre-design survey and

post-design survey. These two kinds of survey will be discussed as follows:

1.) Pre-design Survey

Research and information collecting; planning; and developing

preliminary form of product is included in pre design survey. The first study

was used in conducting needs analysis in order to get data about the students’

interests, necessities, wants and lacks in learning English. The survey was

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2.) Post-design Survey

Preliminary field testing and main product revision is included in

post-design survey. This survey was conducted to gather data from the appropriate

and qualified participants to get opinion and feedback on the designed

materials. The survey was conducted by distributing and gathering

questionnaires.

3.2 Research Participants

The writer used purposive sampling techniques to choose the participants

of the needs survey (post-design survey). Leedy and Ormrod (2005: 206) stated

that “in purposive sampling techniques people or other units are chosen, as the

name implies, for a particular purpose.”

There were two groups of participants of this study. The first group was

chosen to contribute the data fo r needs analysis (pre-design survey). They were

staff and chief officer of Promotion, Data Documentation, and Market Analysis

division of Culture and Tourism Department in Kabupaten Kutai Barat. Total

number of the staff were a hundred and fifty eight (158). Including thirty eight

(38) government officers and a hundred and twenty (120) honorary officers. Total

participants of the needs analysis were 20. The writer only got 17 questionnaires

back because one of the participants did not come to office at the day the writer

took back the questionnaires, two of the participants left the questionnaire in their

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The second participants were two English lecturers in English Language

Education Study Program, one English teacher in SMA Gama Yogyakarta, and

one English instructor in Language Institution of Sanata Dharma University

(Lembaga Bahasa Universitas Sanata Dharma).The participants contributed the

data for materials evaluation (post-design survey). It was done to test the validity

and the effectiveness of the designed materials. They were also asked to give

opinions, suggestio ns, criticisms and comments as the feedback during the

process of materials design.

3.3 Research Instruments

There were two kinds of instruments used in this research. They were

interviews and questionnaires.

3.3.1 Interviews

Interview is an oral questionaire which is the subject or the interviewee

gives the need information verbally in a face to face relationship (Best, 1983:

164).

The writer collected data interview from Mr. Supratman S.Pd., MM., the

chief officer of Promotion, Data Documentation, and Market Analysis division of

Culture and Tourism Department in Kabupaten Kutai Barat. The interview was

held on monday, january 12th, 2009 in the the Culture and Tourism Department

office. The interview will be the data sources for needs analysis (pre-design

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3.3.2 Questionnaires

Elliot (1991: 82) stated that “a questionnaire is a list of questions asking

about people’s opinion.” There were two kinds of questionnaire, first is closed

form and second is open form. The closed form questionnaire provide for marking

a yes or no, a short response, or checking an item from a list of suggested

responses. The open form questionnaire gave a chance to the participants for

giving their free response to the questions (Best, 1983: 168-169). The writer in

this study distributed two kinds of questionnaires, they were questionnaires for

needs analysis (pre-design survey) and questionnaires for materials evaluation

(post-design survey).

3.3.2.1 Questionnaire for Needs Analysis (Pre-design Survey)

The writer distributed the questionnaire to the staff of the Culture and

Tourism Department of Kabupaten Kutai Barat on January, 2009. The questions

for pre-design questionnaire were written in Indonesian language to avoid

misunderstanding. The type of questionnaire is the closed form.

3.3.2.1 Questionnaire for Materials Evaluation (Post-design Survey)

The writer distributed the questionnaire to two English lecturers in English

Language Education Study Program, one English teacher in SMA Gama

Yogyakarta, and one English instructor in Language Institution of Sanata Dharma

University (Lembaga Bahasa Universitas Sanata Dharma). The post-design survey

questionnaires were distributed in order to obtain the opinions, comments, and

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teacher and instructor is gained to revise the designed materials. The type of

questionnaire is the combination of both open- and closed- form.

3.4 Data Gathering Techniques

The data were gathered in two ways. The first way was that the writer

studied the relevant theories which would support the problems in a research and

while creating the designed materials.

The second way was distributing questionnaires and conducting the

interview. From the questionnaire and cond ucting the interview the writer could

have the data for needs analysis and the materials evaluation from the English

lecturers, teacher and instructor.

3.5 Data Analysis Techniques

“The data in qualitative research may be derived from direct observations

of an individual’s behavior, from interviews, from written opinion, or public

documents” (Sprinthall et al, 1991:100). In this study the writer used qualitative

data analysis to describe the result of the interview. The data of the interview will

be used as the basis data for the needs analysis (pre-design). The writer also

distributes questionnaire to the staff of Culture and Tourism Department of

Kabupaten Kutai Barat. The result analysis of the questionnaire will also be the

basis data for the needs analysis (pre-design). The formula to count the percentage

of the pre-design questionnaire:

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Notes: N = The percentage of expected opinion from the learners

X = Number of learners who choose a certain answer.

n = The total number of learners.

Sort of the data were also taken from the questionnaires. It used to verify the

suggestive materials (post-design) presented by the writer. The writer used the Likert

scaling technique suggested by John W. Best (1983: 181-182). The model used 5

criteria on the point of agreements. They are:

1 = Absolutely Disagree

2 = Disagree

3 = Doubt

4 = Agree

5 = Absolutely Agree

In this study, the writer used descriptive statistical method to find out the

validation of the data. Central tendency is regarded as the proper way of

concluding the data because it represents the whole set of measurement. The

measurement of central tendency or averages is known as the mean, median, and

mode (Sprinthal et al, 1991: 114-115).

Mean is the average point that is counted by adding all the points and

divided them by the number of questions. Median is the middle point of the odd

ordered data from the smallest point into the biggest ones or the average to the

middle points from the even ordered data. The mode is the points that frequently

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The formula for getting the central tendency is:

∑

x

X

=

N

Notes:

X =

mean

∑

= the sum

x

= each values in the distribution

N

= number of cases

The total mean from all the participants was used to show whether the

materials designed were good enough. It is acceptable or not. The assessment of

the mean was classified as follows:

1-2 : the designed materials were not appropriate and not

acceptable

2.1-3 : the designed materials needed revisions

3.1-5 : the designed materials were appropriate and acceptable

3.6 Research Procedures

There were six procedural steps in finishing this study. The first was the

writer studying related theories to support the designed materials. Some books

about Instructional Designs, Educational Research and Development (R&D),

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Specific Purposes (ESP) were studied to create instructional speaking materials

for the staff of Culture and Tourism Department of Kabupaten Kutai Barat.

The second step was to get the data for needs analysis by giving

questionnaire to the staff and conducting the interview with the chief officer of

Promotion, Data Documentation, and Market Analysis division of Culture and

Tourism Department in Kabupaten Kutai Barat.

The third step was determining goals, listing topics, stating general Purposes

and specifying objectives. Communicative goals are developed as part of

curriculum for the learners. The topics will be based on learners’ situations and

needs of the occupation. The general purposes will lead the learners to know and

to understand how to use English fluently and appropriately. The learning

objectives are formulated to measure the learners’ achievement (behavioral

outcomes).

The fourth step was designing a set of English instructional speaking

materials. The designed will involve communicative syllabus and activities. The

writer chose functional syllabus for the communicative activities. The

communicative activities will let the learners to work in pairs or in groups.

The fifth step was giving questionnaire to two English lecturers in English

Language Education Study Program, one English teacher in SMA Gama

Yogyakarta, and one English instructor in Language Institution of Sanata Dharma

University (Lembaga Bahasa Universitas Sanata Dharma). The purpose was to

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opinions, criticisms and suggestions (feedback) to improve the quality, to check

the validity and the effectiveness of the designed materials.

The last step was revising the designed materials based on the feedback of

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34

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter gives answers to the questions formulated in Chapter I and an

analysis of the research. It consists of two main parts: the first part is to describe

the steps or processes taken in designing the instructional speaking materials

(Pre-design survey) and the second part is to present the (Pre-designed materials

(Post-design survey).

4.1 The Steps of the Materials Design

This part described processes of conducting this study. The writer took and

adapted some steps from Kemp’s model and Educational Research and

Development (R&D) cycle to design the materials. The steps of the model

conducted in this study consisted of five steps. They were (1) Learners

Characteristics; (2) Considering Goals, Listing Topics, and Stating General

Purposes; (3) Specifying Learning Objectives; (4) Selecting Teaching Learning

Activities and Instructional Resources; and (5) Evaluating and Revising the

Designed Materials.

4.1.1 Learners Characteristics

The learner’s characteristics were very important to be considered for the

writer to design instructional materials. Therefore, the writer needed to know the

learner’s needs. The writer conducted the survey to asses the learner’s

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distributing and gathering questionnaires to the staff of Culture and Tourism

Department of Kabupaten Kutai Barat. There was important information from the

chief officer of Promotion, Data Documentation, and Market Analysis division

about the learners’ needs on learning English. These learners’ needs were used as

a basis to determine the goal of learning English.

4.1.1.1 Description of the Participants

The first participant of the survey research for the target learning needs

was the staff of Culture and Tourism Department of Kabupaten Kutai Barat. Total

numbers of the staff chosen were seventeen (17), and they were described in the

following table:

Table 4.1: Description of the Participants of the Needs Survey

Gender Educational Background Total

M F SMA/SMK/SMEA D3 S1

8 9 12 3 2 17

The second participant was the chief officer of Promotion, Data

Documentation, and Market Analysis division of Culture and Tourism

Department, Mr. Supratman S.Pd., MM.

4.1.1.2 Data Presentation and Analysis

The writer conducted needs survey as the first step in designing the

instructional materials. This step aimed to know what the learners actually need in

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questionnaire. Here is the detailed description of the results of the learning needs

survey.

Table 4.2: The Data Presentation of Needs Analysis

No. Questions Responses Number Percentage (%)

1. The level of my ability on Learning English:

a. Pre Elementary b. Elementary (mastering

basic vocabularies) c. Pre intermediate (able to

follow and to response a conversation) d. Intermediate (fluent)

2 9 6 0 12 53 35 0 2. English media that I

often use:

a. Oral media: direct communication, telephone b. Written media: letter,

e-mail, written text c. Etc... 12 4 1 71 24 6 3. Now, probably in the

future, I will interact with:

a. English native speaker b. Non-native English

speaker c. Etc... 9 8 0 53 47 0

4. I will use English on: a. Informal meeting b. Formal meeting, such as

presentation c. Etc... 15 2 0 88 12 0 5. For the development of

my carrier and the productivity of my department, I absolutely need English: a. Yes b. No 16 1 94 6

6. If the answer is yes, what kind of efforts that you already done to increase your English ability:

a. Independent study b. Attending courses

c. Etc… 12 5 0 71 29 0

7. Another motivation for me to learn English:

a. To continue my study b. To communicate with

colleague/visitor c. To get an easy access

of information which is related to the job

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8. In your opinion, what kind of English skills do you need to master:

a. Speaking b. Listening c. Reading d. Writing 16 1 0 0 94 6 0 0 9. What kind of topics do

you want to learn in English?(You can choose more than one).

a. Greeting b. Introducing Yourself

c. Offering Help d. Describing People e. Describing Things f. Thanking People g. Showing direction h. Etc (Mention) ...

12 12 10 5 7 6 11 0 76 76 58 29 41 35 58 0

The questionnaire was distributed to 20 from 158 staff in the Culture and

Tourism Department of Kabupaten Kutai Barat. Total participant s of the needs

analysis was twenty (20). The writer only get 17 questionnaires back because one

of the participants did not come to office at the day the writer took back the

questionnaires, two of the participants left the questionnaire in the house. The

results of the questionnaires explain some major points which are needed as the

basis for designing the materials.

The writer found that 9 participants (53%) were in the elementary level.

The staff only knew some basic English vocabularies. The results showed that six

(35%) participants were in the advanced level. Total participants in the

pre-elementary level were only 2 (12%).

The writer asked what English media that the staff used in the office. The

results showed that 12 participants (71%) often used oral media, such as direct

communication and telephone. There were only 4 participants (24%) used written

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The writer also asked with whom probably that the participants would use

English to communicate. The results of the questionnaire showed that 9

participants (53%) would use English to English native speaker and 8 participants

(47%) would use English with the non- native English speaker.

The next question was to know when the participants would use English.

The results showed that 15 participants (88%) would use English in the informal

meeting, such as conversation with the foreign tourist who is traveling around the

tourism places. English in formal meeting, suc h as presentation is only used by 2

participants (12%).

The survey data showed that 16 participants (94%) thought that English

training or courses, indeed, would be very useful for the development of their

career.

The writer asked to the participants about their effort to increase their

English skill. The results showed 12 participants (71%) done an independent

study and only 5 participants (29%) attended English course.

The next question asked by the writer what the motivation of the

participant s to learn English. The survey data showed that 8 participants (47%)

answered that mastering English will give them an easy access of getting

information which is related to their job and 7 participants (41%) used English to

communicate with colleague or foreign tourists. The results showed that only 2

participants 12% thought that mastering English were important to continue their

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The writer asked the opinion of the participants about what kind of English

skills they needed to master. The survey data showed 16 participants (94%)

agreed that speaking skill was the most urgent skill to master. The data showed

that only 1 participant (6%) chose listening as the skill that they needed to master.

The high percentage showed the big number of participants who were

interested in certain topic. Based on that, the writer selected the top five topics for

designed materials: Showing direction was 58%, greeting was 76%, introducing

yourself was 76%, showing direction 58%, and offering help was 58%.

The other sources for needs analysis were the interview with Mr.

Supratman S.Pd., MM., the chief officer of Promotion, Data Documentation, and

Market Analysis division of Culture and Tourism Department. According to Mr.

Supratman, S.Pd., MM., the staff of culture and tourism department needed to

master English language to support the development of their fields of work. The

skill that the staff really needed to master was speaking. In fact, this department

did not have any kind of English training or courses for their staff. He really

hoped there would be an English course for the staff. The reason was in 2009 the

department would have a project which will involve English language as part of

their tourism promotion. The increasing amount of the foreign tourists became

one of the reasons why Culture and Tourism Department of Kabupaten Kutai

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4.1.2 Considering Goals, Listing Topics, and Stating General Purposes

The goals of this materials design were derived from the result of the

needs analysis. In this study, the goals are stated as the standard competencies.

Therefore, the goals of teaching English for the staff of Culture and Tourism

Department of Kabupaten Kutai Barat could be determined as follows:

1. The learners are able to speak in English fluently with the foreign tourists.

2. The learners are able to use appropriate tourism expressions in English so they

can assist the foreign tourists.

There were eight topics in the designed materials and each topic was

developed into one unit. Each topic related to their fields of works (occupation).

The topics/units in the designed materials are followed:

1. Greeting and Introducing

2. Offering Help

3. Showing Time

4. Telephoning

5. Describing Places

6. Describing Events

7. Showing Directions

8. Telling History

The writer also determines the general purposes for each topic. In this

study, the general purposes are stated as the basic competencies which are given

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Table 4.3: Basic Competencies of the Designe d Materials

No. Topics Basic Competencies

1. Greeting and Introducing _§ The learners understand how to greet

foreign tourists.

§ The learners understand how to introduce

their selves and others to foreign tourists.

2. Offering Help _§ The learners understand how to offer and to

response help to the foreign tourists.

3. Showing Time _§ The learners understand how to tell time in

English appropriately.

§ The learners understand how to tell date in

4. Telephoning _§ The learners understand how to make a

phone call and answer a phone call.

§ The learners know how to make a memo based on the phone call.

5. Describing Places _§ The learners know the appropriate

expression to describe tourism places.

6. Describing Events _§ The learners know the appropriate expression to describe an event, for example

a traditional ceremony.

7. Showing Directions _§ The learners know how to respond the

expressions about asking directions.

§ The learners know how to show directions to tourism places.

8. Telling History _§ The learners know how to ask information

about ancient history.

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4.1.3 Specifying the Learning Objectives

The writer stated the objectives after determining the goals. The writer

formulated the objectives based on the goals. In this study, the specific learning

objectives were stated as the indicators. The complete formulation of the

objectives could be shown below:

Table 4.4: Indicators of the Designe d Materials

No. Topics Indicators

1. Greeting and Introducing § The learners are able to greet foreign

tourists greeting.

§ The learners are able to introduce their selves and others to foreign tourists.

2. Offering Help § The learners are able to offer and to

response help to the foreign tourists.

3. Showing Time § The learners are able to mention time in

§ The learners are able to mention date in

4. Telephoning § The learners are able to make a phone call

and answer a phone call.

§ The learners are able to write a memo based on the phone call.

5. Describing Places _§ The learners are able to use the appropriate

expression to describe tourism places.

6. Describing Events _§ The learners are able to use the appropriate

expression to describe an event, for example a traditional ceremony.

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§ The learners are able to show directions to tourism places

8. Telling History _§ The learners are able to ask information

§ The learners are able to give information

4.1.4 Selecting Teaching Learning Activities and Instructional Resources

The writer started designing the materials after choosing the appropriate

syllabus, it was functional syllabus. Since, the teaching approach used in this

study was communicative language teaching, the materials were taken from some

text books, task-based activities and realia which were related to the target

learner’s fields of works. The activities will be based on the communicative

activities, such as: information gap, role-plays and simulations. The activities will

be divided into four main parts, those are:

A. Input

This part included some dialogue or conversation models, used as stimulus

materials for the activities.

B. Content Focus

This part was divided into two parts:

v Vocabulary List

This sub-part discussed some important vocabularies which are found in

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS FOR THE STAFF OF CULTURE AND TOURISM DEPARTMENT OF KABUPATEN KUTAI BARAT A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language