ABSTRACT
Franciska, Ria.2008. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This study was aimed to design a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta using Task-based Learning. There were two problems discussed in this study. The first problem dealt with how a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta is designed. The second problem dealt with what the designed materials look like.
The research method employed in this study was Research and Development (R&D). There are ten steps in the R&D. The writer only applied the first five steps of the R&D steps. They were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision.
In order to answer the first problem, the writer adapted Yalden’s and Kemp’s instructional design models. There were eight steps conducted by the writer: 1) conducting a needs analysis, 2) deciding goals, topics, and general purposes, 3) specifying the learning objectives, 4) selecting syllabus type, 5) listing the subject content, 6) selecting teaching-learning activities, 7) evaluating the designed materials, and 8) revising the designed materials. These eight steps reflected the first five steps of the R&D steps above.
In order to answer the second problem, the writer presented the final version of the designed materials. The designed materials consist of eight units. They are Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a Meeting, and Preparing Yourself for a Job Interview. Each unit covers three stages of Task-based Learning Framework, namely pre-task, task cycle, and language focus.
The making of the final version of the designed materials was based on the opinion, evaluation, and suggestions of the respondents of the post-design survey. The grand average degree of agreement was 3.4 on four-point scale. Therefore, it could be concluded that the designed materials were good, applicable, and acceptable for the Students of Management Major ofDuta WacanaUniversity.
Finally, the writer hopes that these designed materials help the students of Management Major ofDuta WacanaUniversityYogyakartato improve their English speaking ability. The writer also expects that these designed materials give contributions to the English lecturers and the future researchers.
ABSTRAK
Franciska, Ria.2008. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Studi ini bertujuan untuk merancang seperangkat materi pengajaran berbicara bahasa Inggris untuk mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta menggunakan Task-based Learning. Ada dua permasalahan yang dibahas dalam studi ini. Permasalahan yang pertama adalah bagaimanakah seperangkat materi pelajaran berbicara bahasa Inggris untuk mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta dengan menggunakan Task-based Learning dirancang. Permasalahan yang kedua adalah seperti apakah rancangan materi tersebut.
Metode penelitian yang dipakai dalam studi ini adalah Research and Development (R&D). Terdapat sepuluh langkah dalam R&D. Penulis hanya menerapkan lima langkah pertama. Langkah-langkah tersebut adalah penelitian dan pengumpulan informasi, perencanan, pengembangan produk awal, pengujian awal, pelaksanaan revisi produk utama.
Untuk menjawab permasalahan pertama, penulis mangadapatasi model instruksional Yalden dan Kemp. Ada delapan langkah yang diterapkan oleh penulis, yaitu: 1) melaksanakan analisis kebutuhan, 2) merumuskan tujuan dan topik, 3) membuat spesifikasi tujuan pembelajaran, 4) mengembangkan silabus, 5) mengembangkan isi materi, 6) menyeleksi aktivitas belajar mengajar, 7) mengevaluasi materi, dan 8) memperbaiki materi.
Untuk menjawab permasalahan kedua, penulis mempersembahkan versi akhir dari rancangan materi. Rancangan materi tersebut terdiri dari delapan unit. Unit-unit tersebut adalah Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a Meeting, and Preparing Yourself for a Job Interview. Setiap unit memuat tiga langkah dari kerangka Task-based Learning, yaitu pre-task (sebelum aktivitas utama), task cycle (serangkaian aktivitas), dan language focus (fokus bahasa).
Pembuatan versi akhir dari rancangan materi berdasarkan opini, evaluasi, dan saran- saran dari para responden penelitian. Nilai rata-rata tingkat persetujuan yaitu 3,4 dari skala 4. Maka, penulis dapat menarik kesimpulan bahwa materi yang dirancang sudah baik, dapat diterapkan dan diterima oleh mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta.
Akhirnya, penulis berharap bahwa rancangan materi tersebut dapat mambantu untuk meningkatkan kemampuan berbicara dalam bahasa Inggris mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta. Penulis juga berharap rancangan materi ini memberikan konstribusi pada para dosen bahasa Inggris dan para peneliti yang akan melakukan penelitian lebih lanjut.
TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR
OF DUTA WACANA UNIVERSITY YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Ria Franciska
Student Number: 031214031
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THECHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR
OF DUTA WACANA UNIVERSITY YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Ria Franciska
Student Number: 031214031
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THECHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
ASarjana PendidikanThesis on
TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR
OF DUTA WACANA UNIVERSITY YOGYAKARTA
Prepared and Presented by Ria Franciska
Students Number: 031214031
Approved by
Y. Veniranda, S.Pd., M.Hum. June 3, 2008
Major Sponsor
F.X. Ouda Teda Ena, S.Pd., M.Pd. June 3, 2008
Co- Sponsor
TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR
OF DUTA WACANA UNIVERSITY YOGYAKARTA
By
RIA FRANCISKA Students Number: 031214031
Defended before the Board of Examiners on June 25, 2008
and Declared Acceptable
Board of Examiners
Chair Person: A. Hardi Prasetyo, S.Pd., M.A. _______________ Secretary : Made Frida Yulia, S.Pd., M.Pd. _______________ Member : Y. Veniranda, S.Pd., M.Hum. _______________ Member : F.X. Ouda Teda Ena, S.Pd., M.Pd. _______________ Member : Carla Sih Prabandari, S.Pd., M.Hum. _______________
Yogyakarta, June 25, 2008 Faculty of Teachers Training and Education
Sanata Dharma University Dean,
Drs. Tarsisius Sarkim, M,Ed., Ph.D.
IT'S UP TO YOU
One song can spark a moment
One moment can wake the dream,
One tree can start a forest,
One bird can herald spring,
One smile begins a friendship,
One handclasp lifts a soul,
One star can guide a ship at sea,
One word can frame the goal,
One vote can frame the nation,
One sunbeam lights a room,
One candle wipes out darkness,
One laugh will conquer gloom,
One step must start each journey,
One word must start each prayer,
One hope will raise our spirits,
One touch can show you care,
One voice can speak with wisdom,
One heart can know what's true,
One life can make the difference,
You See, It's Up To You!!!
~Author Unknown~
I dedicate this thesis to:
My beloved parents
My dearest Dave
My lovely brother (Kevin)
My beloved sister (Lia)
STATEMENTS OF WORK’S ORIGINALITY
I honestly declare that the thesis, which I wrote, does not contain the works or part of
works of other people, except those cited in the quotations and references, as a
scientific paper should.
Yogyakarta, June 3, 2008 The writer
Ria Franciska 031214031
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sana Dharma:
Nama : Ria Franciska
Nomor Mahasiswa : 031214031
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR OF DUTA WACANA UNIVERSITY YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 21 Juli 2008
Yang menyatakan
(Ria Franciska)
ACKNOWLDGEMENTS
First of all, I would like to give my greatest gratitude to my Lord, Jesus
Christ, for His endless love, blessings, and grace. I thank Him for always being by
my side, giving me strength and guiding me throughout my life.
My deepest gratitude is addressed for my major sponsor, Y. Veniranda, S.Pd.,
M.Hum. and my co-sponsor, F.X. Ouda Teda Ena, S.Pd., M.Pd. for their kindness
and willingness to help me in writing this thesis. I believe that I would have not been
able to finish this thesis without their guidance, supports, and patience.
I would like to express my sincere gratitude to my beloved father for always
motivating and supporting me both of spiritually and financially. I would like to
thank David for supporting me when I was down, encouraging me, and
accompanying me almost all the time. I thank my cute brother, Kevin, because he
always supports me, cheers me up, and makes me happy.
I sincerely thank all of the respondents of my survey research. Their
opinions, suggestions, evaluation, and feedback are very precious for me. My
gratitude also goes to the students of Management Major of Duta Wacana University
Yogyakarta who helped me by filling in the questionnaires and answering some
questions.
The last, but not the least I would like to express my gratitude to all of my
friends, relatives, and many others whose names I cannot mention one by one, for
their prayers and supports.
Ria Franciska
Page TABLE OF CONTENTS
TITLE PAGE ... i
PAGE OF APPROVAL ... ii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK ORIGINALITY ... v
ACKNOWLEDMENTS ... vi
TABLE OF CONTENTS... viii
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT ... xv
ABSTRAK... xvi
CHAPTER I. INTRODUCTION A. Background ... 1
B. Problem Formulation ... 3
C. Problem Limitation ... 3
D. Research Objectives ... 3
E. Research Benefits... 4
F. Definition of Terms ... 4
CHAPTER II. LITERATURE REVIEW A. Theoretical Description ... 7
1. English for Specific Purposes (ESP) ... 7
a. The Origin ... 7
b. The Definition of ESP ... 8
c. The Criteria of ESP ... 8
d. Categorization ... 9
2. Task-Based... 10
a. Defining Task ... 10
b. The Roles of the Learners ... 11
c. The Roles of the Teacher ... 11
d. The Characteristic of the Teaching-Learning Processes ... 12
e. Language Use in the Tasks ... 13
f. Types of Task ... 13
g. The Teacher’s Respond to the Students’ Errors ... 15
h. The Accomplishment of Evaluation ... 15
3. Speaking ... 16
a. The Characteristics of Successful Speaking Activities ... 16
b. The Problems Occur in Speaking Activities ... 17
c. The Solutions of Speaking Problems ... 17
4. Instructional Design Models ... 18
a. Yalden’s Model ... 19
b. Kemp’s Model ... 22
B. Theoretical Framework ... 24
Page CHAPTER III. METHODOLOGY
A. Research Method ... 28
B. Research Participants ... 29
1. Participants of the Pre-Design Survey ... 29
2. Participants of the Post-Design Survey ... 29
C. Research Instruments ... 30
1. Questionnaires ... 30
2. Interview ... 31
D. Data Gathering Technique ... 31
a. Data Gathering Technique of the Pre-Design Survey .... 31
b. Data Gathering Technique of the Post-Design Survey .. 31
E. Data Analysis Technique ... 32
a. Data Analysis of the Pre-Design Survey ... 32
b. Data Analysis of the Post-Design Survey ... 32
F. Research Procedures ... 34
1. Finding Research Problem ... 34
2. Research and Information Collecting ... 34
3. Planning ... 34
4. Develop Preliminary Form of Product ... 34
5. Preliminary Field-Testing ... 35
6. Main Product Revision ... 35
7. Writing the Report... 35
CHAPTER IV RESULT AND DISCUSSION A. The Steps of Designing the Instructional Materials ... 36
1. Conducting a Need Analysis ... 36
a. The Participants of the Pre-Design Survey ... 37
b. The Data of the Pre-Design Survey ... 37
2. Deciding Goals, Topics, and General Purposes ... 41
3. Specifying the Learning Objectives ... 42
4. Selecting Syllabus Type ... 44
5. Listing the Subject Content ... 44
a. Pre-task ... 44
b. Task Cycle ... 44
c. Language Focus ... 45
6. Selecting Teaching-Learning Activities ... 45
7. Evaluating the Designed Materials ... 45
a. Participants of the Post-Design Survey ... 46
b. The Data of the Post- Design Survey ... 46
c. Participants’ Comments and Suggestions on the Designed Material ... 47
8. Revising the Designed Materials ... 48
B. The Discussion on the Designed Materials ... 48
C. The Task-based English Speaking Instructional Materials for the Students of Management Faculty of Duta Wacana University ... 50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 52
B. Suggestions ... 53
1. For the English Lecturers ... 54
2. For the other Researchers ... 54
BIBLIOGRAPHY ... 55
LIST OF TABLES
Table 3.1 : The description of Participants of the Pre-Design Survey ... 29
Table 3.2 : The Description of Participants of the Post-Design Survey ... 30
Table 3.3 : The Analyzed Data of the Pre-Design Survey ... 32
Table 3.4 : The Analyzed Data from the Post-Design Survey ... 32
Table 4.1 : The Description of Participants of the Pre-Design Survey ... 37
Table 4.2 : The Results of the Pre-Design Survey (Questions no. 1-5) ... 37
Table 4.3 : The Result of the Pre-Design Survey (Questions no. 6-8) ... 38
Table 4.4 : The Result of the Pre-Design Survey (Question no. 9) ... 39
Table 4.5 : The Result of the Pre-Design Survey (Question no. 10) ... 39
Table 4.6 : The Result of the Pre-Design Survey (Questions no. 11) ... 40
Table 4.7 : The Result of the Pre-Design Survey (Questions no. 12) ... 40
Table 4.8 : The Basic Competencies ... 42
Table 4.9 : The Learning Objectives/ Achievement Indicators ... 42
Table 4.10 : The Description of Participants of Post-Design Survey ... 46
Table 4.11 : The Result of Post-Design Survey ... 47
Table 4.12 : The Topics and the Contents ... 50
Page LIST OF FIGURES
Figure 2.1: The Branch of English Language Teaching ... 10
Figure 2.2: The Yalden’s Instructional Design Model ... 22
Figure 2.3: The Kemp’s Model ... 23
Figure 2.4: Steps in Designing the Materials ... 27
Page LIST OF APPENDICES
Appendix A Pre-Design Survey Questionnaire ... 58
Appendix B Post-Design Survey Questionnaire ... 60
Appendix C General Description of the Materials ... 64
Appendix D Syllabus ... 67
Appendix E Students’ Handout ... 81
Appendix F Teacher’s Manuals ... 135
ABSTRACT
Franciska, Ria.2008. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This study was aimed to design a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta using Task-based Learning. There were two problems discussed in this study. The first problem dealt with how a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta is designed. The second problem dealt with what the designed materials look like.
The research method employed in this study was Research and Development (R&D). There are ten steps in the R&D. The writer only applied the first five steps of the R&D steps. They were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision.
In order to answer the first problem, the writer adapted Yalden’s and Kemp’s instructional design models. There were eight steps conducted by the writer: 1) conducting a needs analysis, 2) deciding goals, topics, and general purposes, 3) specifying the learning objectives, 4) selecting syllabus type, 5) listing the subject content, 6) selecting teaching-learning activities, 7) evaluating the designed materials, and 8) revising the designed materials. These eight steps reflected the first five steps of the R&D steps above.
In order to answer the second problem, the writer presented the final version of the designed materials. The designed materials consist of eight units. They are Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a Meeting, and Preparing Yourself for a Job Interview. Each unit covers three stages of Task-based Learning Framework, namely pre-task, task cycle, and language focus.
The making of the final version of the designed materials was based on the opinion, evaluation, and suggestions of the respondents of the post-design survey. The grand average degree of agreement was 3.4 on four-point scale. Therefore, it could be concluded that the designed materials were good, applicable, and acceptable for the Students of Management Major ofDuta WacanaUniversity.
Finally, the writer hopes that these designed materials help the students of Management Major ofDuta WacanaUniversityYogyakartato improve their English speaking ability. The writer also expects that these designed materials give contributions to the English lecturers and the future researchers.
ABSTRAK
Franciska, Ria.2008. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Studi ini bertujuan untuk merancang seperangkat materi pengajaran berbicara bahasa Inggris untuk mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta menggunakan Task-based Learning. Ada dua permasalahan yang dibahas dalam studi ini. Permasalahan yang pertama adalah bagaimanakah seperangkat materi pelajaran berbicara bahasa Inggris untuk mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta dengan menggunakan Task-based Learning dirancang. Permasalahan yang kedua adalah seperti apakah rancangan materi tersebut.
Metode penelitian yang dipakai dalam studi ini adalah Research and Development (R&D). Terdapat sepuluh langkah dalam R&D. Penulis hanya menerapkan lima langkah pertama. Langkah-langkah tersebut adalah penelitian dan pengumpulan informasi, perencanan, pengembangan produk awal, pengujian awal, pelaksanaan revisi produk utama.
Untuk menjawab permasalahan pertama, penulis mangadapatasi model instruksional Yalden dan Kemp. Ada delapan langkah yang diterapkan oleh penulis, yaitu: 1) melaksanakan analisis kebutuhan, 2) merumuskan tujuan dan topik, 3) membuat spesifikasi tujuan pembelajaran, 4) mengembangkan silabus, 5) mengembangkan isi materi, 6) menyeleksi aktivitas belajar mengajar, 7) mengevaluasi materi, dan 8) memperbaiki materi.
Untuk menjawab permasalahan kedua, penulis mempersembahkan versi akhir dari rancangan materi. Rancangan materi tersebut terdiri dari delapan unit. Unit-unit tersebut adalah Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a Meeting, and Preparing Yourself for a Job Interview. Setiap unit memuat tiga langkah dari kerangka Task-based Learning, yaitu pre-task (sebelum aktivitas utama), task cycle (serangkaian aktivitas), dan language focus (fokus bahasa).
Pembuatan versi akhir dari rancangan materi berdasarkan opini, evaluasi, dan saran- saran dari para responden penelitian. Nilai rata-rata tingkat persetujuan yaitu 3,4 dari skala 4. Maka, penulis dapat menarik kesimpulan bahwa materi yang dirancang sudah baik, dapat diterapkan dan diterima oleh mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta.
Akhirnya, penulis berharap bahwa rancangan materi tersebut dapat mambantu untuk meningkatkan kemampuan berbicara dalam bahasa Inggris mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta. Penulis juga berharap rancangan materi ini memberikan konstribusi pada para dosen bahasa Inggris dan para peneliti yang akan melakukan penelitian lebih lanjut.
CHAPTER I
INTRODUCTION
This chapter discusses the introduction of this study. This covers the
background of the study, problem formulation, problem limitation, research
objectives, research benefits, and definition of terms.
A. Research Background
The globalization demands a better quality of English since many working
fields involve people from other nations. It is essential that Indonesia as one of
developed countries starts to socialize English early to its society. English is needed
in order to compete with other countries and to survive in this globalization era.
Based on the needs of learning, English is divided into two kinds; they are
English for general purposes and English for specific purposes. “English for general
purposes is English whose contents and aims are given in general ways. English for
specific purposes, on the other hand, is English whose contents and aims are
determined and specified needs for a particular group of learners” (Hutchinson and
Waters, 1987:17). Nowadays, English has become a crucial language to be learned
not only as an international language, but also English for specific needs. As
Hutchinson and Waters (1987:6) state: “English becomes the accepted international
language of technology and commerce, it creates a new generation of learners who
knew specifically why they were learning a language-businessmen and-women who
wanted to sell their products, mechanics who had to read instruction manuals,
doctors who needed to keep up with the developments in their fields and a whole
range of students whose course of study included textbook and journal only available
in English”, the study of English for particular reason connected with people’s
studies or their job. They realize that English is meaningful to support their ability in
field of work. One of them is the students of Management Major of Duta Wacana
University Yogyakarta.
As stated before, within the upsurge of globalization waves, it cannot be
denied that many companies dealing with international business have no choice but
to acquire human resources with the ability to communicate in English. The
students of Management Major of Duta Wacana University Yogyakarta are closely
connected to the business and economic world. Their management skill should be
supported by English mastery if they want to get a good job.
The writer conducts a study which is aimed at designing English speaking
instructional materials for students of Management Major of Duta Wacana
University Yogyakarta because their speaking ability is still weak and they do not
have sufficient speaking materials which can improve their speaking skill. The writer
expects that the materials which are presented in this thesis will fulfill their needs.
The content and the method of this design are based on the learners’ reason
for learning. The type of the material here is suitable for learners’ need to improve
their skill for the future necessity. The writer uses Task-based Learning.
“Task-based Learning aims to provide learners with natural context for language use. As
learners work to complete a task, they have abundant opportunity to interact” (Larsen
and Freeman, 2000:144). Task-based Learning provides more communicative tasks
freely. They are given a lot of chances to say what they think or feel by using
whatever words and phrases in the target language without any afraid of making
mistakes since task-based learning more emphasizes the meaning than the form.
B. ProblemFormulation
In this study, the two problems are formulated as follows:
1. How is a set of English speaking instructional materials for the students of
Management Major of Duta Wacana University Yogyakarta designed?
2. What do the designed materials look like?
C. Problem Limitation
This study is limited to the discussion on the material development and it is
not meant to be developed into experimental research. The design focuses on the
development of speaking instructional materials for the students of Management
Major of Duta Wacana University Yogyakarta by using Task-based.
D. Research Objectives
The objectives of this research are to answer the problems which are stated in
the problem formulation. The first is to find out how a set of English speaking
instructional materials for students of Management Major of Duta Wacana
University Yogyakarta is designed. The second is to present a set of English
speaking instructional materials for the students of Management Major of Duta
E. Research Benefits
The result of this study should be beneficial for:
1. The students of Management Major of Duta Wacana University Yogyakarta
The result of this study hopefully may function as a source of English speaking instructional materials for the students of Management Major of Duta
Wacana University Yogyakarta to deepen their understanding of some communicative functions and to improve their abilities to use the language expression appropriately.
2. English Teachers
This study hopefully may useful for the English teachers who will conduct an English training for the students of Management Major. This study may provide them with English speaking instructional materials that fulfill the learners’ needs, so
that, by using these materials, the teachers could use their teaching time effectively.
3. Other Researchers
This study is expected to be useful for the other researchers to get more
knowledge about how to design and how to develop the appropriate speaking instructional materials. Besides, it is hoped that this study will encourage them to make an elaborate evaluation and revision, so that they can produce the better one in the future.
F. Definition of Terms
There are several terms which need to be clarified to avoid misinterpretation
or misunderstanding. The definitions of the terms are as follows:
1. Design
the learning objectives and specific subject area of particular learners” (Hutchinson
and Water, 1994). In this study, designing refers to creating a set of English speaking materials that fit the needs of the students of Management Major of Duta Wacana University Yogyakarta.
2. Instructional Materials
Dick and Reiser define that “instructional materials are materials planned by
the teacher for instruction” (Dick and Reiser, 1989:3). In this study they are meant as
a set of materials which are planed by designers, to be used by the teachers and
learners as the focus of the discussion in the teaching learning process in order to
achieve the objectives.
3. Speaking
Widdowson (1979: 58) says that “speaking is a kind of active and productive
interaction that makes us use aural mediums”. Aural mediums are mouth, lips,
tongue, and other oral cavities. Widdowson also emphasizes face-to-face interaction
including dialogue or other forms of verbal exchange as a fact of communication. If
people use non-verbal language in face-to-face interaction, then it is not speaking. In
this thesis, speaking refers to a kind of active and productive interaction using aural
media.
4. The Students of Management Major of Duta Wacana University Yogyakarta
Duta Wacana University is located at Jl. Dr. Wahidin Sudirohusodo 5-19
Yogyakarta. The students who study in the Management Major of Duta Wacana
University Yogyakarta are persons whose tasks are preparing themselves, especially,
to be skilful managers in the future. In this study, 20 students from approximately
200 sixth semester students of Management Major of Duta Wacana University are
5. Task-based Learning
Skehan (1998: 95) defines task as:
an activity in which meaning is primary: there is a communicative problem to solve; there is some sort of relationship to compatible real-world activities; task completion has some priority; and the assessment of the task is in terms of outcome.
“Task-based provides the learners with a natural context for language use.
Task-based learning is not just about getting learners to do one task and then another
task and then another. If that were the case, learners would probably expert at doing
tasks, but they wouldn’t be able to communicate fluently” (Willis, 1996:40). As
Willis (1996:40) states, “the task cycle offers learners the chance to use whatever
language they already know in order to carry out the task, and then to improve that
language, under teacher guidance, while planning their reports of the tasks”.
7 CHAPTER II
LITERATURE REVIEW
This chapter discusses the theoretical description and theoretical framework. The theoretical description discusses of some descriptions of the theories related to this study. The theoretical framework concerns with the theories discussed in the descriptions used by the writer in this study.
A. THEORETICAL DESCRIPTION
1. English for Specific Purposes (ESP)
a. The Origin
It is believed that ESP grew as a phenomenon out of a number of converging trends. There are three mains reasons of the increasing growth of ESP (Hutchinson and Waters, 1987:6). Those reasons will be discussed briefly below:
1) The demands of a Brave New World
“There was an expansion in scientific, technical, and economic activity on an international scale. This expansion called a world unified and dominated by two forces: technology and commerce, which in their relentless progress soon generated a demand for an international language” (Hutchinson and Waters, 1987:6). Because of this, most people wanted to learn English since English was the key to get involved in international technology and commerce. Finally, it created new generation of learners who knew the specific reason why they were learning language.
2.) A revolution in linguistics
3.) Focus on the learner
“New development in educational psychology also contributes to the rise of ESP, by emphasizing the central importance of the learners and their attitudes to
learning. Learners were seen to have different needs and interest, which would have an importance of their learning” (Hutchinson and Waters, 1987:8).
All three factors seemed to point towards the need for increased specialization in language learning.
b. The Definition of ESP
Hutchinson and Waters (1987: 21) define that “ESP is an approach to language teaching, which aims to meet the needs of particular learners.” ‘This means
in practice that much of the work done by ESP teachers is concerned with designing appropriate courses for various groups of learners’. ‘To create successful performance, ESP design should be based on the learners’ need to develop particular English course, which later can determine the kind of syllabus and material
instruction’. Hutchinson and Waters (1987:18) show the definition of ESP as:
First, ESP is not a matter of teaching “specialized varieties” of English. The fact that language is used for specific purpose does not imply that it is not a special form of language. Certainly, there are some features which can be identified as “typical” of particular context of use and which, therefore, the learners is more likely to meet in the target situation. Second, ESP is not just a mater of science words and grammar for scientists, but we need to distinguish between the performance and competence and consider them in the teaching learning process. The last, ESP is not different in content of learning. The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language? Then, the other questions related to the learners will flow down based on the learner’s reason for learning.
c. The Criteria of ESP
Robinson (1991: 2) suggests:
d. Categorization
According to Hutchinson and Waters (1987: 16-17), ‘the categorization of
ESP is according to whether the learner requires English for academic study or for
work and based on the general nature of the learners’ purpose and specific needs or
specialization’.
There are two main types of ESP differentiated according to whether the
learner requires English for academic study or for work. The first type is English for
Academic Purposes (EAP).The examples of EAP are English for Medical Studies,
English for Economics, and English for Psychology. The second type is English for
Occupational Purposes (EOP). EOP is also known as English for Vocational
Purposes (EVP), and Vocational English as a Second Language (VESL). The
examples of EOP are English for Technician, English for Secretaries, and English for
Teaching.
There are three large categories identified based on the general nature of the
learners’ purpose and specific needs or specialization. The first is English for Science
and Technology (EST). The second is English for Business and Economics (EBE),
and the last is English for the Social Sciences (ESS). This categorization is made
based on the assumption that people can work and study simultaneously, and it is
also possible that the language learnt for intermediate use in a study environment will
be used later when the student takes up, or returns to a job.
The categorization of ESP according to Hutchinson and Waters (1987:17) can
Figure 2.1: The Branch of English Language Teaching, taken from ESP by Hutchinson and Waters (1987:17)
2. Task-Based
It is a natural approach, an approach which provides learners with natural context of language use. Task- based facilitates the learner with the activities where the target language is used by the learner for a communicate purpose in order to achieve an outcome (Willis, 1996:23).
The following are some of the principles of task-based:
a. Defining Task
Nunan (1989:10) states that “a task is a piece of work which involves learners
comprehending, manipulating, or interacting in the target language while their
attention is principally focused on meaning rather than form”. Tasks in the
Task-based Learning are not defined as various activities including grammar exercises,
practice activities, and role plays. Willis (Willis, 1996: 23) says that tasks in
task-English for Teaching English for Medical Studies English for Technician English for Economics English for Secretaries English for Psychology English for Academic Purposes (EAP) English for Occupational Purposes (EOP)
EAP EOP EAP EOP
English for Science and Technology (EST) English for Business and Economics (EBE) English for Social Sciences (ESS)
English as a Foreign Language (EFL) English for Specific Purposes (ESP) General English (GE) English Language Teaching (ELT)
English as a Second Language
(ESL) English as a
based are always activities where the target language is used by the learner for a
communicative purpose (goal) in order to achieve an outcome.
b. The Roles of the Learners
Richard and Rodgers (2001: 235) state that there are three roles for learners in
Task-based Learning. The first role is the learners as group participants. Many tasks
will be done in pairs or small groups therefore the learners play a role as group
participants. The second role is the learners as monitors. The learners should notice
how language is used in communication. The third role is the learners as risk-takers
and innovators. “The learners will be required to create and interpret message for
which they lack full linguistics resources and prior experience. The skills of guessing
from linguistic and contextual clues, asking for clarification, and consulting with
other learners may also need to be developed” (Richard and Rodgers, 2001: 235).
c. The Roles of the Teacher
The central role of the teacher is as the selector and sequencer of tasks. “The
teacher selects, adapts, and/or creates the tasks themselves and then form these into
an instructional sequence in keeping with learner needs, interests, and language skill
level” (Richards and Rodgers, 2001: 236). The teacher also has the role to prepare
learners for tasks. The teacher begins the lesson by using pre-task which is including
topic introduction, clarifying task instructions, helping students learn or recall useful
words and phrases to facilitate task accomplishment, and providing demonstration of
task procedures. The last role of the teacher is as the consciousness-raising. “The
teacher employs a variety of form-focusing techniques, including attention- focusing
pre-task activities, text exploration, guided exposure to parallel tasks, and use of
d. The Characteristic of the Teaching-Learning Processes
The class activities have an explicit purpose and a clear outcome. They are
goal oriented. The emphasis is on understanding and conveying meanings in order to
complete the task successfully. “While learners are doing tasks, they are using
language in meaningful way” (Willis, 1996:24). According to Willis (Willis,
1996:40) the activities are divided into three phases:
1) Pre-task
In the pre-task, the teacher will introduce the topic and define the topic and
tasks to the learners, present what the students are going to do in the task phase,
provide the students with key vocabulary or grammatical constructs. The teacher
may also present a model of the task by either doing it themselves or by presenting
picture, audio, or video demonstrating the task. In short, in this phase, the teacher
brainstorm the topic to the students in order to make they think clearly and sensibly.
2) Task Cycle
“In the task cycle phase, the learners have a chance to use whatever language
they already know in order to carry out the task, then to improve that language, under
teaching guidance, while planning their reports of the tasks” (Willis, 1996: ). The
task cycle phase consists of three components. They are task, planning and report.
3) Language focus
“Language Focus provides the learners chance to study some of the specific
features naturally occurring in the language used during the task cycle” (Willis,
1996: 40). This phase consists of Planning and Practice. In the analysis part, the
learners are asked to recognize grammar and expressions. In the practice part, the
activities are planned to be done in pairs or group because it has a number of
advantages. It gives learners confidence to try out whatever language they know, or
think they know, in pairs or small groups without fear of being wrong or being
corrected in front of the class. Besides, it gives learners experience of spontaneous
interaction while listening to what is being said. It also gives all learners a chance to
notice how others express similar meanings.
e. Language Use in the Tasks
The language which used in spoken and written is different. Willis (1966: 32)
states that “when speaking spontaneously, we compose in real time and often resort
to lexical phrases, rather than building complete sentences word by word.” It follows
that in task-based, the learners should not expected to speak in full sentences when
doing tasks in small group.
f. Types of Task
Willis 1996:26-28 categorizes six types of tasks. The first is listing. This task
tends to make the learners produce a lot of talks while explaining their ideas. “The
processes involved in listing are brainstorming, in which learners draw on their own
knowledge and experience either as a class or in pairs/ groups and fact-finding, in
which learners finding things out by asking each other or other people and referring
to books, etc. The outcome would be the completed list or a draft mind map. The
second is ordering and sorting. This task involves four main processes: sequencing
items, actions or events in a logical or chronological order, ranking items according
to personal values or specified criteria, categorizing items in given groups or
grouping them under given headings and classifying items in different way. The
actually similar but from different sources or version. They have to identify the
common points or the differences. “The processes in the comparing task are
matching to identify the specific points and relate them to each other, finding the
similarities and things in common and finding the differences” (Willis, 1996:27).
The fourth is problem solving. Willis (996:27) explains:
Problem-solving task made demands upon people’s intellectual and reasoning powers, and, though challenging, they are engaging and often satisfying to solve. The real life problems involve expressing hypotheses, describing experiences, comparing alternatives and evaluating, and agreeing on solutions.
The process and the time will vary depending on the type and complexity of
the problem. The fifth is sharing personal experiences. This task encourages learners
to talk more freely about themselves and share their experiences with others. The
result of this task is casual social conversation. The last is creative tasks. These tasks
are often called project and involve pairs or groups of learners in some kind of free
creative work. They have stages than other tasks, and can involve combination of
task types: listing, ordering, and sorting, comparing, and problem solving. Doing
research outside the class is sometimes needed. Two important things which should
be considered to carry out and finish this task are organizational skills and
team-work.
Pica, Kanagy, and Falodun (1993) as cite by Richards and Rodgers
(2001:234) classify tasks according to the interaction that occurs in task
accomplishment. They categorize five types of tasks. The first is jigsaw task. In this
task the learners have to combine pieces of information into whole or complete
contains. They then discuss how it all fits together. “The final product is either the
reassembled text or a new piece containing the synthesized information written by
the group or presented orally” (Richards and Rodgers, 2001:234). The second is
information-gap task. In this task one student or groups of students has one set of
information and another student or group has a complementary set of information. In
order to complete an activity they must negotiate and find out what the other’s
student information is. The third is problem solving task. Here, the students are given
a problem and a set of information. They must find the best solution to the problem.
There is only one resolution of the outcome. The fourth task is decision–making task.
In this task the students are given a problem which has a number of possible
outcomes and they must choose one through negotiation and discussion. It makes the
students think critically and cooperatively to find the best solution. The last task is
opinion-exchange task. Learners will be encouraged to discuss and exchange the
ideas. They do not need to reach agreement. Each of them just should tell what their
own opinion is.
g. The teacher’s Respond to the Students’ Errors
The teacher shouldn’t give any comment, advice, or correction before
learners finish doing the task. Even, the teacher should explain to them that it is
better for them to get a risk saying something wrong than not to say anything.
h. The Accomplishment of Evaluation
Evaluation is usually conducted on students’ normal in class performance and
not through formal test. The students are evaluated when they do the task in pair or
3. Speaking
Speaking is the concern of this study, therefore the writer assure that the
theory of speaking must be discussed here.
a. The Characteristics of Successful Speaking Activities
According to Ur (1996:120), there are some characteristics of successful
speaking activities. The first characteristic is learners talk a lot. Bushman (1986:25)
states that the general purpose for speech study in English class is to develop learners
who can participate satisfactorily in everyday situations that demands oral work.
Therefore, the teacher should give many opportunities for the students to speak in the
speaking class. The teacher should provide the speaking activities which encourage
the students to talk a lot. The class is dominated by students’ talk not by teacher’s
talk.
The second one is participation is even. The classroom discussion is not
dominated by talk active students. All of the students must have the same
opportunity to speak. The teacher should distribute the question fairly equal to each
student.
The third one is motivation is high. The teacher should provide the interesting
and challenging topics and activities in speaking class to motivate the students. If the
students interested in the topics and the activities they will eager to speak.
The last one is language is of an acceptable level. The learners express
themselves in utterances that relevant, easily comprehensible each other and of an
acceptable level of language accuracy. Therefore, the level of speaking activities
b. The Problems Occur in Speaking Activities
Ur (1996:121) states that there are four problems in speaking activities. The
first one is inhibition. The speaking activities require some degree of real-time
exposure to an audience. The learners are often inhibited about trying to say things in
a foreign language in the classroom. They are often afraid of making mistake. They
feel shy to speak. They are also afraid of criticism. The second is nothing to say. The
learners cannot think anything to say. The third is low or uneven participant. The
students get a very little talking time or none at all. This happens because some
students dominate the class. The fourth is the mother- tongue use. The students often
use the mother tongue in the classroom rather than the target language, especially
when most of them share the same mother tongue. They tend to use the mother
tongue because it is easier than the target language.
c. The Solutions of Speaking Problems
Ur (1996:122) offers some solutions to overcome the problems in speaking
activities. The first solution is use group work. The use of group work lowers the
inhibitions of the learners who are unwilling to speak in front of the class. The group
work also gives the learners opportunities to talk in a limited period of time.
The second is base the activity on easy language. The level of a language
needed for a discussion should be easily recalled and produced by the learners
therefore they can speak fluently. It is better for the teacher to teach or review
essential vocabulary before the activity starts.
The third solution is make careful choice of topic and task to stimulate
interest. The teacher should choose the appropriate and suitable topics and tasks in
are not suitable and interesting will make the students unable to perform well and
will make the students uninterested and get bored”.
The forth is give some instructions or training in discussion skills. The
teacher should give clear instruction to the learners before doing the activities. It is
important to make sure that the learners understand the activity and know what they
have to do in the activity.
The last one is keep the students speaking in the target language. The best
way to keep the learners speaking in the target language can be done simply by the
teacher. The teacher must speak the target language as much as possible, reminding
the students and modeling the language use him/herself.
4. Instructional Design Models
Instructional design is an integral part of instructional program design. As
state by Gagne and Briggs (1979: 3), “instructional is a set of event, which affects
learners in such a way that learning is facilitated”. Choosing the appropriate design
model for an instructional material is not easy. A simple and flexible model would be
an advantage for the material, because it will be easier to be understood.
Soekamto (1993:11) suggests three criteria to be considered in choosing
instructional design model. First, a design model should be simple and does not
contain many specific terms so that the model will be easy to understand. Second, a
model should contain all the steps that need to be implemented in the process of
instructional system in order to be well functioned. Third, a model should be flexible
so that the designers are able to do the adaptation between the instructional
There are two models of instructional material designs that are discussed.
They are chosen because their models support this study and easier to understand.
a. Yalden’s Model
Yalden (1987:88) proposes eight stages in a language program development.
The first stage is the needs survey. “When needs survey is being undertaken, there is
a potential great deal of information to be gathered. The information includes
communication requirement, personnel needs and motivations, and relevant
characteristics of learners as well as those of their partners for learning” (Yalden,
1987:88). According to Hutchinson and Waters (1987:54), there are two elements in
needs analysis; target needs and learning needs. Hutchinson and Waters define target
needs as what the learner needs to do in the target situation. The target needs include
necessities, lacks, and wants. Necessities is “the type of need determined by the
demands of the target situation, that is, what the learner has to know in order to
function effectively in the target situation”, Hutchinson and Waters (1987:55).
Lacks, according to Hutchinson and Waters (1987:56) is the gap between the target
proficiency and the existing proficiency of the learners. Because of that definition, it
is not enough if a course designer is only understand the necessities to identify the
learners’ lacks, but also ha to know what the learners already know (the learners’
background knowledge). Hutchinson and Waters define wants as what learners want
to learn and know.
The second stage is description of purpose. Description of the purpose is to
be prepared by considering the students’ characteristics and skills on entry and on
exit on the program. By identifying the purpose of their needs, the designer could
said that understanding the learners’ purpose will guide the teacher to design the
instructional materials that is suitable in learners’ field.
The third stage is selection/ development of syllabus type. “A syllabus is
defined as a document or statement of what will (or at least what should) be learned
and taught” (Hutchinson and Waters, 1994: 80). Yalden (1987: 108) describes the
syllabus as an instrument by which the teacher can achieve a degree between the
needs and aims of the learners and activities that will take place in the classroom.
“Syllabus is very crucial for teachers because syllabus is a plan of work used by a
teacher as a guideline for teaching content” (Robinson, 1991: 35). Besides, a syllabus
gives the teacher idea of what the course will be and to what direction it should be
brought and done. Yalden (1987: 114) proposes a communicative syllabus which
consists of six types. The first type is structural-functional syllabus. This type
maintains a separation of forms and communicative function. It suggests that the
linguistics forms precede the communicative functions. The second type is structure
and function syllabus. It enables the learners to study the linguistics forms and
communicative function simultaneously. The third is variable focus syllabus. It
means that the emphasis of the language program shifts is according to the level of
proficiency. This implies that the shifts follow the learners’ need. The fourth is
functional syllabus. According to Nunan (1988:35), function is described as the
communicative purposes (e.g. agreeing, apologizing, promising, and advising). The
objective that is stated in this type of syllabus is in term of communicative function,
but the linguistics forms, however, are not abandoned. The fifth is notional syllabus.
This type is suggested to the learners who have been in adequate proficiency of
fully communicative syllabus. It is also called a learner-generated syllabus. The
learners can be called as the source of input.
The fourth stage is production of a proto syllabus. Selection and combination
of contents are conducted according to the type of syllabus. The description of
language and language use will be covered in this program. “The teacher has to start
mapping out the syllabus content, which is usually inventing a list of topics and
functions. The result of mapping out will serve as the guidelines for the teacher in
preparing and compiling the syllabus for the learners easier” (Yalden, 1987: 139).
The fifth stage is production of a pedagogical syllabus. “The pedagogical
syllabus provides a repertoire of words and phrases chosen as exponents of function
and suitable to the topics identified as important to the learners” (Yalden, 1987: 144).
The sixth stage is the development and implementation of classroom
procedure. The communicative syllabus brings a significant change in the teachers’
role. The teachers should regard themselves as a facilitator than a leader. The
classroom procedures, therefore, are conducted based on the learners’ activities
rather than a teacher. According to Yalden (1987: 89) the development and
implementation of classroom procedure covers selection of exercise types and
teaching techniques, preparation of lesson plans, and preparation of weekly
schedules. Those three procedures should be monitored weekly by the teacher in
order to see the classroom development.
The seventh stage is evaluation. It can be done in every stage, so that it
enables the program designer to revise the type and the content of the syllabus. The
The last stage is the recycling. It is intended to determine the harmony
between goal set and students’ performance to reassess the content and to revise the
materials and the methodological procedures used in the course.
These stages are presented in the following figure 2.2.
Figure 2.2: The Yalden’s Instructional Design Model (1987:88)
b. Kemp’s Model
Kemp (1977:4) says that instructional design plan is important since it will
help the instructional designer get familiar with the design. Kemp’s instructional
design model is offered to supply answers to the three questions. The questions are
what must be learned, what procedures and resources will work best to reach the
designed learning levels (activities and resources), and how will we know when he
required learning has taken places (evaluation).
Kemp’s program development consists of eight steps (Kemp, 1977:8-9). The
first step is determining goals, listing topics, and stating the general purposes for
teaching each topic. Goals related to society, students, and subject area, which are
used as the basis for developing more description. The second step is enumerating
learners’ characteristics useful for the determination of instructions. There are four
factors, which are considered in this part. Those are academic factors, social factors,
learning condition, and learning style. The third step is specifying the learning
objectives to be achieved by the students as the behavioral learning outcomes. The
objectives must be unambiguous and measurable. The fourth step is listing the
subject content in order to clarify the learning objectives since subject contents
support the objectives.
The fifth step is developing pre-assessment which plays the same role with
criterion reference test which purpose is to determine students’ present level of
knowledge. The sixth step is selecting teaching and learning activities and
instructional resources. The activities and resources help the students to accomplish
the learning objectives through the subject content. The seventh step is supporting
services such as budget, personnel, facilities, equipment, and schedules should be
coordinated in order to put the instructional materials into effect. The last step is
giving evaluation to the students toward their accomplishment of objectives, which
lead the instructional material designer to revise any phrases of the plan that need
improvement.
Kemp’s model has flexible process since it allows the designer to start from
any elements and move back to any steps.
Figure 2.3: The Kemp’s Model (1977:9)
Revise Goal, Topics, and
General Purposes
Learners’ Characteristics
Learning Objectives Support
Service
Evaluation
Teaching/ Learning Activities
Subject Content
B. THEORICAL FRAMEWORK
Based on the general nature of the learners’ purpose and specific needs or
specialization, ESP can be categorized to three branches; English for Science and
Technology (EST), English for Business and Economics (EBE), and the last is
English for the Social Sciences (ESS). This categorization is made based on the
assumption that people can work and study simultaneously, and it is also possible
that the language learnt for intermediate use in a study environment will be used later
when the student takes up, or returns to a job. Task-based English Speaking
Instructional Materials for the Students of Management Major of Duta Wacana
University belongs to the second category of ESP, English for Business and
Economics (EBE) since the students of Management Major of Duta Wacana
University learn the language for intermediate use in a study environment will be
used later when the students enter the work field.
The writer uses the speaking theory proposed by Ur (1996) because Ur
provides clear explanations about the characteristics of the successful speaking
activities, the problem occur in speaking activities, and the solution of speaking
problem.
To design Task-based English Speaking Instructional Materials for the
Students of Management Major of Duta Wacana University, the writer adapts and
combines some steps of two models, which are: Yalden’s models and Kemp’s
models as guidelines to create a new model. Both of them chosen because they are
simple therefore easier to apply. The framework of this design model consists of
eight steps. The first step is conducting needs analysis. It is adapted from Yalden’s
personal needs and motivations, level proficiency, and their education background
can be obtained through needs analysis. This needs analysis is conducted using
questionnaires and interviews. The second step is deciding goal, topics, and general
purposes. It is adapted from Kemp’s model. It describes the requirements of ability
the students are supposed to have, so that both of the teacher and students will know
how the learning- teaching processes will be and how the progression has done. The
third step is specifying the learning objectives. It is taken from Kemp’s model. The
aim is to specify the learning objectives on each topic to be achieved in terms of
measurable of students’ behavior outcomes. The fourth step is selecting syllabus
type. It is adapted from Yalden’s model. Yalden (1987: 114) proposes a
communicative syllabus which consists of six types. Here, the writer uses the
functional syllabus because the objective that is stated in this type of syllabus is in
term of communicative function. The linguistics form, however, are not abandoned.
The fifth step is listing the subject content. This step is adapted from Kemp’s model.
The subject content comprises the selection and organization of the specific
knowledge (facts and information), skill (step-by-step procedures, conditions, and
requirements) and attitudinal factor of any topic (Kemp, 1977: 43). The contents
must be closely connected to the objectives and the students’ needs. There are three
elements of subject contents; they are Pre-Task, Task Cycle, and Language Focus.
The sixth step is selecting teaching-learning activities. Taken from Kemp’s model,
although the teaching-learning activities are almost the same in each topic, but they
are selected in accordance with the subject content. The writer will design the
natural language use. The seventh is evaluating the designed materials. This step is
adapted from Yalden’s and Kemp’s model. It is done in order to get feedback,
suggestions, criticism on the designed materials by distributing questionnaires to
some of the lecturers of English Education Study Program of Sanata Dharma
University and some lecturers of Management Major of Duta Wacana University.
The last step is revising the designed materials. It is purposed to revise and improve
the developed materials after having feedback from the respondents in order to
produce the final version which is more complete and better and for the students.
Learning methodology is evidently important for learners to acquire the target
language. Task-based Learning (TBL) is a method of instruction in the field of
language aquicition. It focuses on the use of authentic tasks using the target
language, such as conducting an interview, calling customer services for help, and
presenting product. Assessment is primarily based on task outcome (ie: the
appropriate completion of tasks) rather than simply accuracy of language forms. This
makes TBL especially popular for developing target language fluency and student
confidence. Task-based learning is advantageous to the student because it is more
student-centered. Although the teacher may present language in the pre-task, the
students are free to use what they want. This allows them to use all the language they
know and are learning,. Furthermore, Task-based Learning provides more
communicative tasks and more opportunities for the students to practice the target
Figure 2.4: Steps in Designing the Materials
Conducting a needs analysis
Deciding goal, topics, and general purposes
Specifying the learning objectives
Selecting syllabus type
Listing the subject content
Selecting teaching-learning activities
Evaluating
CHAPTER III
METHODOLOGY
In this chapter, the writer would like to discuss the methodology used in this
study. This study involves research method which deals with the method carried out
by the writer, research participants, research instruments, data gathering techniques,
data analysis, and research procedures.
A. Research Method
This research is a Research and Development (R&D). According to Borg
(1963: 772), R&D is a process used to develop and validate educational products.
The goal of R&D is to take the research knowledge and incorporate it into a product
that can be used in school.
According to Borg and Gall (1983:73), there are ten major steps used to
develop courses. The first step is research and information collecting. It includes
review of literature, classroom observations, and preparation of report of state of the
art. The second step is planning which includes defining skills, stating objectives
determining course sequence, and scale feasibility testing. The third step is
developing preliminary form of product. It includes preparation of instructional
materials, handbooks, and evaluation devices. The fourth step is preliminary field
testing. The fifth step is main product revision. It is done based on the preliminary
field-test result. The sixth step is main field testing. Its purpose is to determine
whether the educational product under development meets its performance
objectives. The seventh step is operational product revision. The product is revised
by main field-test result. The eighth step is operational field testing. Its purpose is to
determine whether an educational product is fully ready for use in the schools
without the presence of the developer or his staff. The ninth step is final product
revision. The new product is revised based on the results of operational field-testing.
The last step is dissemination and implementation. It includes report on product at
professional meetings and in journals.
This study only applied the first five steps of R&D. They are research and
information collecting, planning, developing preliminary form of product,
preliminary field testing, and main product revision.
B. Research Participants
1. Participants of the Pre-Design Survey
The participants of pre-design survey were the students of Management
Major of Duta Wacana University Yogyakarta. The number of participants was 20.
Table 3.1: The Description ofParticipantsof the Pre-Design Survey
2. Participants of the Post-Design Survey
The participants of the survey on the designed materials were two lecturers of
English Language Education Study Program of Sanata Dharma University and two
English lecturers of Management Major of Duta Wacana University. They were
supposed to be evaluators of the designed materials. In this case, the writer
distributed the designed materials to get feedback as the foundation in doing the
F/M Age
revision. The description of the participants could be summarized in the table 3.2
below.
Table 3.2: The Description ofParticipantsof the Post-Design Survey
F/M Education
Background
Teaching Experiences ( in year ) Group
of Participants
F M S1 S2 S3 1-5 6-10 11-15
Lecturers of English Language Education Study Program of Sanata Dharma University English lecturers of Management Major of Duta Wacana University
C. Research Instruments
Several instruments were used in this study. The instruments used in this
study are:
1. Questionnaires
According to Elliot (1988: 8), “a questionnaire is one way to elicit other’s
people observations and interpretations of situations and events as well as their
attitudes towards them.” There are two types of questionnaires were used in this
study: structured and unstructured. The structured questionnaires or closed form
contain the question and alternative answers. The participants chose the answers that
had already been provided. On the other hand, the unstructured questionnaires or
open form were given to the participants in the form of questions for criticisms or
suggestions.
The first questionnaires which were distributed to the students of
Management Major of Duta Wacana University Yogyakarta were structured or
need, interest, and characteristic. The second one was distributed to the lecturers of
the English Education Study Program of Sanata Dharma University and lecturers of
Management Major of Duta Wacana University. The forms of the questions in the
questionnaires were structured or closed form and unstructured or open form.
