i A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
THERESIA ESHA AYU KOENTARI Student Number: 98 1214 034
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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FOR THE TOURIST POLICE OFFICERS
By
Theresia Esha Ayu Koentari Student number: 981214034
Defended before the Board of Examiners on December 14, 2006
and Declared Acceptable
Board of Examiners
Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ______________________ Secretary : Drs. P.G. Purba, M.Pd. ______________________ Member : P. Kuswandono, S.Pd., M.Ed. ______________________ Member : A. Hardi Prasetyo, S.Pd., M.A. ______________________ Member : Markus Budiraharjo, S.Pd., M.Ed. ______________________
v
“You are the fellow who has to decide
whether you will lead or linger behind,
whether you will try or just
be contented to stay where you are.
Take it or leave it!
There’s something to do,
it’s all up to you”
( author unknown )
This thesis is dedicated to
My lord Jesus Christ
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First of all, I would like to dedicate my greatest and deepest gratitude to my Lord Jesus Christ. I praise Him for His endless blessings in giving me strength in passing my times during the completion of my thesis. I would like to express my gratitude to people who have supported me with their kindness so that this thesis could be finished.
My special gratitude goes to Paulus Kuswandono, S.Pd., M.Ed., my major sponsor, for his time, patience, guidance, suggestions, and corrections. I appreciate him for his understanding although it took a long time for me to finish this thesis. My special gratitude also goes to Ag. Hardi Prasetyo, S.Pd., M.A., my co-sponsor, for his time and corrections. In addition, I would like to thank all the respondents for their cooperation in filling out the questionnaires.
My appreciation and special thanks go to Mrs. Ikhlauliyah, for giving me permission to conduct the need analysis and for giving me information about the tourist police officers.
My appreciation and special thanks go to my father Pak Mawang, and my mother, Bu Watik, for their great love, cares, patience, help, prayer, support so that I could finish my study and my thesis.
My special thanks go to my friends: Nana, Innang, Dewi, Nina, Desy, Lia ‘Nat’, Agnes, Yeni for their support, love, and attention to finish this thesis and for their wonderful time and friendship.
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Last but not least, I really thank to my husband, Yoyok, for his great love, attention and support. I thank to my beautiful daughter, Yosa, for her happiness and her smile that make my days more colorful.
Finally, there are many people whom I cannot mention one by one but whose support means a lot to me and encourages me to finish this thesis. My gratitude is also addressed to them.
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TITLE PAGE ... i
PAGE OF APPROVAL ... ii
PAGE OF ACCEPTANCE ... iii
PAGE OF STATEMENT OF WORK ORIGINALITY ... iv
PAGE OF DEDICATION ... v
ACKNOWLEGEMENTS ... vi
TABLE OF CONTENTS ... viii
LIST OF FIGURES ... xi
LIST OF TABLES ... xii
ABSTRACT ... xiii
ABSTRAK ... xiv
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Limitation ... 3
C. Problem Identification ... 3
D. Problem Formulation ... 4
E. Objectives of the Study ... 4
F. Benefits of the Study ... 4
ix
1. English for Specific Purpose ... 7
a. Criteria of ESP ... 7
b. Types of ESP ... 10
c. English for Tourist Police Officers ... 11
2. Communicative Language Teaching ... 12
3. Syllabus ... 16
4. Material Design ... 20
5. Instructional Design Model ... 22
a. Instructional Design Model by Kemp ... 22
b. Instructional Design Model by Yalden... 24
B. Theoretical Framework ... 25
CHAPTER III: METHODOLOGY ... 28
A. Methods of the Study... 28
B. Respondents of the Study ... 29
C. Instruments of the Study ... 30
1. Questionnaires... 30
2. Interview ... 31
D. Data Analysis... 31
x
D. Presentation of the Instructional Material Design ... 44
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 46
A. Conclusions... 46
B. Suggestions ... 48
BIBLIOGRAPHY ... 50
xi
Figure 1: The tree diagram of English language teaching ... 11
Figure 2: The instructional by Kemp ... 23
Figure 3: Yalden’s model of Instructional System ... 24
xii Table 2: The blank data of the respondents’
opinion on the designed materials ... 32 Table 3: The data of the interview with tourist police officers ... 34 Table 4: The data of the questionnaires ... 34 Table 5: Necessities, lacks and wants obtained
from the tourist police officers ... 35 Table 6: The objectives of each language function
xiii Program, Sanata Dharma University.
Yogyakarta is famous as one of the main tourist destinations in Indonesia. In order to promote Yogyakarta as tourist destination, Yogyakarta has tourist police officers who are prepared to keep the city safe and comfortable. Therefore, the tourist police officers need to improve their English communication skills. This study was conducted to design a set of instructional materials that could be used to teach the tourist police officers. The design was aimed to fulfill the needs of English of the tourist police officers in providing a better service to foreign tourists.
There are two problems discussed in this study. The first problem concerns with how a set of English instructional materials was designed. The second problem concerns with how a set of English instructional materials would look like.
In order to answer the first problem, the writer used both library research and survey study. The library research was conducted to provide the theoretical background to the designing of the instructional materials. The writer combined two instructional models, Yalden’s and Kemp’s. There are 7 steps in this design model, they are (1) conducting need analysis, (2) stating goal, topics, and general purpose, (3) specifying the learning objective, (4) selecting a syllabus type, (5) listing the subject content, (6) selecting the teaching or learning activities and instructional resources, and (7) revising. There were two kinds of survey study. The first survey study was a needs analysis, which was conducted by doing interview and distributing questionnaires to 20 tourist police officers. The second survey was conducted by distributing questionnaires to four English teachers and one English lecturer to get feedbacks on the designed materials.
To answer the second problem, the writer presented the final design after making some revision based on the result of the second survey. The set of instructional materials for tourist police officers consists of 8 units. Unit 1, 2, 3, 4, and 8 consist of 6 parts, namely; conversation, expression to learn, words to remember, structure to practice, activities, and extra words. Unit 5, 6, and 7 consist of 5 parts, namely; conversation, expression to learn, structure to practice, activities, and extra words.
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The Tourist Police Officers. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Yogyakarta terkenal sebagai salah satu tujuan wisata utama di Indonesia. Untuk menunjang Yogyakarta sebagai tempat tujuan wisata, Yogyakarta memiliki para polisi pariwisata yang dipersiapkan untuk menjaga kotanya aman dan nyaman. Oleh karena itu para polisi pariwisata perlu untuk mengembangkan kemampuan berkomunikasi dalam bahasa Inggris. Studi ini bertujuan untuk merancang materi pembelajaran bahasa Inggris yang bisa digunakan untuk mengajar para polisi pariwisata. Rancangan materi bertujuan untuk memenuhi kebutuhan bahasa Inggris para polisi pariwisata dalam penyediaan pelayanan yang lebih baik kepada turis asing.
Ada dua masalah yang dibahas dalam sudi ini. Masalah pertama berhubungan dengan bagaimana merancang pembelajaran bahasa Inggris. Masalah kedua berhubungan dengan penyajian rancangan materi tersebut.
Untuk menjawab masalah pertama, penulis menggunakan penelitian perpustakan dan studi survey. Penelitian perpustakaan bertujuan membahas latar belakang teori materi pembelajaran. Penulis mengkombinasikan tiga perancangan materi pembelajaran, Yalden dan Kemp. Terdapat tujuh langkah dalam penyusunan materi pengajaran ini. Langkah tersebut meliputi (1) melakukan analisa kebutuhan, (2) menetapkan tujuan yang ingin dicapai, membuat daftar topik, dan menentukan tujuan umum, (3) menetapkan tujuan-tujuan khusus pembelajaran, (4) memilih jenis silabus, (5) membuat daftar dari isi materi (6) memilih kegiatan belajar mengajar dan sumber belajar, dan (7) revisi. Dalam survey studi, terdapat dua jenis survey studi. Survey studi pertama adalah analisa kebutuhan, yang dilaksanakan dengan melakukan wawancara dan dengan cara membagikan kuesioner kepada 20 polisi pariwisata. Survey kedua dilaksanakan dengan cara membagikan kuesioner kepada empat guru bahasa Inggris dan satu orang dosen untuk mendapatkan evaluasi pada rancangan materi.
Untuk menjawab pertanyaan kedua, penulis menampilkan rancangan akhir setelah membuat beberapa revisi berdasarkan dari hasil survey kedua. Materi pembelajaran untuk para polisi pariwisata terdiri dari 8 unit. Unit 1, 2, 3, 4, dan 8 terdiri dari 6 bagian, yaitu conversation, expression to learn, words to remember, structure to practice, activities, and extra words. Unit 5, 6, dan 7 terdiri dari 5 bagian, yaitu conversation, expression to learn, structure to practice, activities, and extra words.
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A. Background of the Study
English becomes a very important language nowadays. All of the people in every society need English as International language. People start to learn English because they realize that English is very important for them. It is not really important for their daily life or communication but English is important for their daily activities related to their jobs or for their special purposes.
“English is considered to be the most important language in the world, since a lot of people use it as a means of communication in international society” (Quirk, Randolp, Sidney Greenbaun, Geofrey Leech and Jan Stravik 1972: 2). Moreover, “English was the key to the international currencies of technology and commerce” (Hutchinson and Waters, 1987: 6). Therefore, in this case, English becomes the much needed language for every society and every field of work.
officials, including country leaders and tourists have already visited Yogyakarta. It means that Yogyakarta needs to keep the city safe and comfortable, so that the tourists will feel safe and comfortable when they visit Yogyakarta.
The tourist police officers need to keep Yogyakarta to be a city that is always safe and comfortable for the tourists, especially the foreign ones. Therefore, the tourist police officers need a special skill and knowledge of English for easier communication with the foreign visitors. There are two reasons considered by the writer in choosing the tourist police officers as the subjects of the research. First, Yogyakarta as a tourist resort needs the tourist police officers to keep Yogyakarta as a city that is always safe and comfortable especially for the foreign tourists. Second, the tourist police officers do not have enough skills and knowledge in English, beside they have to communicate with the foreign tourist to make a better service Therefore, the tourist police officers need special skills and knowledge of English for their daily communication with the foreign tourists.
The tourist police officers use English for their specific purpose that is to communicate with the foreign tourists related to their daily jobs, therefore English for tourist police officers is considered as English for Specific Purposes since ESP develops the learners’ communicative competence.
B. Problem Limitation
In this study, the writer took tourist police officers as the research participants because tourist police officers need skills and knowledge in English since they might not have any educational background in English tourism related to their job.
It turns out that they are unable to communicate with foreign tourists since the tourist police officers are expected to mostly speak English when they serve foreign tourists and the tourist police officers are lack of English knowledge and skills. When they serve foreign tourists, they often depend only on those who have the ability to speak English. To avoid that, it is necessary for them to learn foreign languages especially English, so that they can communicate with the foreign tourists easily and properly.
C. Problem Identification
Observation, interviews, and questionnaires will be needed to identify their needs to finally design the materials.
D. Problem Formulation
Here are some questions that would help the writer to reach the goal of the study.
1. How is a set of English instructional materials for the tourist police officers designed?
2. What does a set of English instructional materials for tourist police officers look like?
E. Objectives of the Study
The objectives of the study are formulated as follows.
1. To find out how a set of English speaking instructional materials for the tourist police officers is designed.
2. To present the designed set of English instructional materials for the tourist police officers.
F. Benefits of the Study
1. Tourist police officers
The set of designed materials is intended for tourist police officers and is constructed based on their needs and level. Hopefully, by learning through the designed materials, the tourist police officers can learn English easily since the designed material consists of communicative activities that will encourage the learners to be more enthusiastic and active in learning English. Moreover, the tourist police officers can communicate and give good services to the foreign tourists.
2. The instructor
The designed materials provide activities to teach speaking for the tourist police officers and it can be used both as a reference and a source of teaching learning materials. It is expected that the result of this research, that is the designed materials, can be used not only as a reference but also as a source in teaching speaking for the tourist police officers. Having the designed materials, the instructor will find it easier to teach the subject with various activities in order to avoid the students’ boredom.
3. The researcher
The researcher, who is a student of English Language Education Study Program, can get a lot of benefits from this research because she had to learn how to design an instructional program concerning the English instructional materials for the tourist police officers.
G. Definition of Terms
1. Design
Hutchinson and Waters (1994:106) define it as “creating a new set of materials that fits for the learning objective and specific area of particular learners”. In this study, it means to create a set of materials which fulfills the learners’ need.
2. Instructional materials
Instructional material is a set of unit that is used by the teacher in the teaching learning process. Instructional materials are materials planned by the teacher for instruction (Dick, Walter and Reicer A, 1989:3)
In this study, instructional material refers to the materials as a set of units of discussion to teach English for the tourist police officers in the teaching learning process.
3. Tourist police officers
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The literature review has two parts. The first part is called the Theoretical Description. It discusses English for Specific Purpose, Communicative Language Teaching, Syllabus, Materials design, and Instructional Design Model. The second part presents the theoretical framework which underlies the research. It covers the framework for the designing of the materials used in the study and the framework of each unit of the materials.
A. Theoretical Description
1. English for Specific Purpose
According to Hutchinson and Water (1987; 5), ESP is very important in English language teaching. ESP is an approach to language learning, which based on learners’ needs. The foundation of ESP is a simple question: Why does this learner need to learn a foreign language? (1987: 19). In brief, ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.
a. Criteria of ESP
Robinson (1991:2) states a number of features, which are considered as the criteria of ESP as follows:
1. ESP is normally goal directed.
People learn English because they really need it for study or work purposes not because they are really interested in English. It means that people intentionally learn English because they want to reach a certain goal. Consequently, the materials and activities must be appropriate with the purpose of their study or work.
2. ESP course is based on need analysis.
Needs analysis is carried out to specify as closely as possible what exactly the people have to do in learning English. Needs analysis as direction in teaching learning process should be obtained first.
3. There is usually clearly specified time period for the course.
Time available depends on and is set after the objectives have been specified.
4. People who learn ESP usually adults rather than children.
Normally, people who learn ESP are not beginners but they have already studied for General English. They relearn English for specific purpose related to their study or work.
5. People who learn ESP in a class should be identical.
ESP characteristic number 2, namely need analysis, is required in order to help the learner to achieve their target in learning. By determining target needs, the sufficient data can be obtained. The target needs can be obtained in three terms (Hutchinson and Waters, 1987:55)
1. Necessities
Necessities are 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. 2. Lacks
Besides knowing the learners’ necessities, it is necessary to recognize what the learners already know in order to see the learners’ lack. The target proficiency in other words, needs to be matched against the existing proficiency of the learners.
3. Wants
The learners have motivation to learn and wants are what the learners want to know and learn about the subject.
The learners’ necessities, lacks, and wants can be represented in the figure below:
OBJECTIVE (i. e. as perceived by course designer)
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
Need analysis is very important to achieve the learners’ target learning. Moreover, needs analysis is used to clarify what people have to do in learning English. It emphasizes target or end of course requirements.
b. Types of ESP
Hutchinson and Waters (1987: 16) classify ESP into two broad divisions based on the learners’ requirement for study and the general nature of the learners’ specialist.
1. Based on the requirement for study. ESP is divided into two main types; they are English for Academic Purposes (EAP) and English for Work/Training (English for Occupational Purposes (EOP)/ English for Vocational Purposes (EVP)/Vocational English as a Second Language (VESL).
2. Based on the general nature of the learners’ specialist. ESP is divided into three large categories, namely English for Science and Technology (EST), English for Business and Economics (EBE) and English for Social Science (ESS)
In this study, English for tourist police officers belongs to English for Occupational/Vocational purposes (EOP/EVP) which is one example of ESP, since tourist police officers need English for their occupational purposes that is to communicate with the foreign tourists. Further explanation about ESP and its relationship with ELT suggested by Hutchinson and Waters is in the following figure (1987:17).
Figure 1: The tree diagram of English language teaching (Hutchinson and Waters, 1987:17)
c. English for Police Tourist Officers
English for Police Tourist Officers is an English program, which is held for Police Tourist Officers. This program has an objective to improve the competence of the Police Tourist Officers in communicating with the foreign tourists’ basic speaking ability so that the learners can communicate with foreign tourists using English.
This program deals with the use of English for the Police Tourist Officers when doing their job. The material is focused on the need of the area of the study. The material is selected under the considerations of the needs of the learners and the reality in their job situation. The learners will practice their English in the situation that is designed as similar as the real situation. This
EVP/EOP
ENGLISH LANGUAGE TEACHING (ELT)
English as a foreign
language (EFL)
English as Mother Tongue (EMT)
English as a Second Language
(ESL)
English for Specific Purpose (ESP) General English
(GE)
English for Business and Economics (EBE) English for Science and Technology (EST)
English for Social Science (ESS)
program prepares the students to be able to communicate using English with the foreign tourists appropriately and correctly.
Communicative is the basic consideration in learning English. moreover, the tourist police officers need English to communicate with the foreign tourists. Therefore, the writer discusses the Communicative Language Teaching below.
2. Communicative Language Teaching
In recent years, Communicative Language Teaching (CLT), simply called communicative approach, becomes the approach in English Teaching. A communicative approach is an approach that is on the view that language is
“a vehicle for expression of functional meaning, it emphasizes the semantics and communicative dimension rather than merely grammatical linguistics of language and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar” (Richards and Rodgers, 1986: 17).
The writer uses the CLT approach because tourist police officers need English for communication. The writer emphasizes the mastery of speaking skill but it also focuses on the grammatical and other language skills. The main goal to be achieved is that they have skills and abilities to make a good communication with the tourists, since their English communication skills are not good enough. Communicative approach also aims to make communicative competence the goal of language teaching and develop procedure for the teaching of four language skills that acknowledge the interdependence and communication.
Hymes, communicative competence is “what a speaker needs to know in order to be able to have communicatively competent in a speech community”. In Hymes view, a person who acquires both the knowledge and ability to use a language is a person who knows when, how and to whom the language form can be appropriately used in the society. In other words, the learners should really understand the aspect of competence that enables them to communicative actively in the real situation.
Littewood (1981: 1) as cited in Richards and Rodgers (2001:155) adds, “One of the most characteristic feature of communicative approach is that it pays systematic attention to functional as well as structural aspects of language”. It means that language teaching should include not only elements of grammars, but also element of communicative function, such as: giving information, showing direction, describing objects and so on.
Related to communicative competence, Canale and Swain (1980) as quoted by Richards and Rodgers (2001:160) propose four major components, which support the development of communicative competence.
a. Grammatical Competence
It includes knowledge of vocabulary, rules pronunciation and spelling, word formation, and sentence structure. It enables the learners to use and understand English language structure accurately which contributes to their fluency.
b. Discourse Competence
c. Sociolinguistic Competence
It refers to an understanding of social context in which communication takes place including role relationship between participants. Understanding the social context helps the learners know what comments are appropriate, know how to ask questions during interaction and know how to respond nonverbally according to the purpose of the talk.
d. Strategic Competence
It involves the use of verbal and nonverbal communication strategies to initiate terminate, maintain repair and redirect communication. Strategic competence is the way learners manipulate language in order to meet communicative goals (Brown, 1994: 228).
By understanding the four components of communicative competence the learners can be more understand how to communicate actively in the target language. If the learners cannot understand the four components, they will be unable to communicate in the target language. For example, they are lack of vocabulary (grammatical competence) and they do not know how to ask question (sociolinguistic competence).
It is important to have an additional explanation that relates to what Communicative Language Teaching is, such as, the role of the teacher, the role of the learner, and the role of instructional materials.
1)The role of the learner
Breen and Candlin as cited in Richards and Rodgers (2001:166) describes the learners’ role within the communicative approach in this following aspects:
The role of learner as negotiator-between the self, the learning process, and the object of learning-emerges from and interacts with the classroom procedures and activities which groups undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an independence way. (1980:110)
Communicative approach recommends the use of cooperative learning between the learners in teaching and learning activities. In other words, the learners have to be able to learn independently rather than depend on their teacher.
2) The role of the teacher
“ In many of activities, the teacher creates a situation and sets an activity in motion but it is the learners themselves who are responsible for conducting the interaction to its conclusion” (Littlewood, 1981:18). From the statement above, it is obvious that teacher is not the central attention in the classroom.
There are several roles of teacher in the communicative approach as stated by Breen and Candlin, which is cited in Richards and Rodgers (2001: 167). They describe these roles in the following terms:
The teacher’s role in the communicative approach is mostly how to create communicative atmosphere in the class. It also means that the teacher should always encourage students to speak English in the classroom.
Richards and Rodgers (2001:167) assume other roles for teachers are need analyst, counselor, and group process manager. As a need analyst, teacher is responsible for determining and responding to learner language needs, this may be done informally and personally through one-to-one session with students. While as counselor, teacher is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and nearer interpretation, through the use of paraphrase, confirmation, and feedback. And as group process manager, teacher is responsible to organize the classroom as a setting for communication activities.
3) The Role of instructional materials
According to Richards and Rodgers, “materials have the primary role of promoting communicative language use” (2001: 168). Materials play an important role in determining the learners’ achievement of the objectives. Therefore, materials should provide activities which support the learners to be active and creative. There are three kinds of materials currently used in Communicative Language Teaching, proposed by Richards and Rodgers (2001: 169-170), namely, text-based materials, task-based materials, and realia.
Based on the above theory, it is clear that Communicative Language Teaching promote the active role not only for the teacher but also for the learners.
“A syllabus is a document which says what will or at least what should be learnt” (Hutchinson and Waters, 1987:87). Meanwhile, Widdowson (1984:26) suggested it simply as a framework within which activities were carried out: a teaching device to facilitate learning. From those definitions above, a syllabus is considered necessary in the teaching learning process. Moreover, syllabus is the teacher guidelines as the materials or activities in the teaching learning process.
It is assumed that syllabus, as a guideline, plays an important role in the teaching process. There are eight reasons presented by Hutchinson and Waters (1987: 83-84) that syllabus is very useful in the teaching process. The eight reasons will be summarized in the list below:
a. Language is a complex entity. It cannot be learnt in one go. The syllabus thus provides a practical basis for the division of assessment, textbook and learning time.
b. A syllabus also gives moral support to the teacher and learner. Then it makes the language-learning task appear manageable.
c. A syllabus has a cosmetic role. The syllabus shows that some thought and planning has gone into the development of the course. This aspect is, obviously, of particular importance when there are commercial sponsors involved.
d. A syllabus can be seen as a statement of projected routes. So, teacher and learner not only have an idea of where they are going, but how they might get there.
the most important aspect of language learning. It may say that a syllabus tells the teacher and the student not only what is to be learnt, but, implicitly, why it is to be learnt.
f. A syllabus provides a set of criteria of materials selection and/or writing. It defines the kind of texts to look for or to produce, the items to focus on in exercises etc. This is probably the commonest uses for a syllabus, but it can be the one of the most damaging to the course design, if wrongly used.
g. Uniformity is a necessary condition of any institutionalized activity, such as education. It is deemed to be important that standards within a system are as equal as possible. A syllabus is one way in which standardization is achieved or at least attempted.
h. A syllabus provides a visible basis for testing. Teaching is intended to lead a learner to a particular state of knowledge, there need to be criteria against which success or failure in reaching that state will be assessed.
Syllabus, as a guideline has some types that can be used by the teacher based on the scope of the materials used. Krhanke (1987: 10) suggests six types of syllabus as follows:
1) A Structural Syllabus
The content is a collection of the forms such as pronunciation, morphology and structures; usually grammar includes nouns, verbs and tenses.
2) A Notional/Functional Syllabus
number, color, age. Examples of notions include size, age, color, comparison, time and so on.
3) A Situational Syllabus
The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. For example: seeing the dentist, complaining to the landlord, buying a book in the bookstore, meeting a new student and so on.
4) A Skill-based Syllabus
The language teaching content is a collection of specific ability that may play apart in using language. The primary purpose of skill-based instruction is to learn the specific language skill. A secondary purpose is to develop more general competence in that language, learning only accidentally any information that maybe available while applying the language skill.
5) A Task-based Syllabus
A task based syllabus is one in which the content of the teaching is a series of complex and purposeful tasks the students want or need to perform with the language they are learning. Examples are applying for a job, talking with social works, and collecting information.
6) A Content-based Syllabus
The primary purpose of the instruction is to teach some content or information using the language that the students are also learning. For example, a science class taught in the language that the students need or want to learn, possibly with linguistics adjustment to make the science more comprehensible.
instructional materials for the tourist police officers because the objective is the function of the language that would be performed by the learners in their field of work.
4. Material Design
Materials are visible product of activity, regardless of whether activities are useful or even necessary to be taught and generally written by the teacher (Hutchinson and Waters: 1987:106). They also categorize materials design into two, materials objectives and materials design model. Those materials are clarified below:
1. Materials objectives
a. Materials provide a stimulus to learning. In other words, good materials do not teach, they encourage learners to learn. Good materials contain of interesting text, enjoyable activities, and opportunities for learners to use their materials.
b. Good materials should provide a clear and coherent unit structure that will guide teacher and learners through various activities in such away to maximize the change of learning. Therefore, materials will not produce a monotonous pattern of lessons but flexible enough to allow for creativity and variety.
c. Materials embody a view of the nature of language and learning. Materials should reflect what the designer thinks and feels about the learning process. d. Materials reflect the nature of the learning task. Materials writing are a
pattern drills to practice it. Materials should try to create a balanced outlook which both reflects the complexity of the task. Yet makes it appear manageable.
e. Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.
f. Materials provide models of correct and appropriate language use.
The next step to do is choosing a model that provides a coherent framework for the integration of various aspect of learning.
2. Materials design model a. Input
Input might be a text dialogue video recording, diagram or any piece of communication data, depending on the needs we have defined in our analysis. It provides stimulus materials for activities, new language items, correct models of language use, and topics of communication.
b. Content focus
Content focus, which has language, is not an end in itself but as a means of conveying information and feeling about something.
c. Language focus
Language focus is aimed to enable learners to use language. The learners study how language works and practice putting back together again.
d. Task
The materials designed will be used as the basic theory to design the activities in every topic of the material.
5. Instructional Design Model
There are two kinds of model of the instructional design presented by the writer. They are (1) Kemp’s models and (2) Yalden’s models.
a. Instructional Designed by Kemp
Kemp (1977: 8- 9) states that a plan is designed to answer to three questions, which may considered the essential element of instructional technology.
1. What must be learned? (Objectives).
2. What procedures and resources will work best to teach the desired learning levels? (Activities and resource).
3. How will we know when the required learning has taken place? (Evaluation).
In answering that question, this design consists of eight steps that can be summarized as follows:
1. Consider the goals and then list of topics stating the general purpose for teaching each topic.
2. Enumerate the important characteristic of learner for whom the instruction is to be designed.
3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.
4. List the subject content to support each objective.
present level knowledge about the topic.
6. Select teaching or learning activities and instructional resources that will treat the subject content so the students will accomplish the objectives. 7. Coordinate such support service as budget, personnel, facilities, equipment,
and schedules to carry out the instructional.
8. Evaluate student’s learning in terms or their accomplishment of objectives, with a view to revising and re- evaluating any phases of the plan that need improvement.
In order to know the relationship between the eight elements, the diagram of Kemp’s model can be illustrated in figure 2.
From the figure above, we can see that the process is flexible. There is interdependence among these elements, decisions relating to one may affect
Listing the Subject Contents (Kemp)
Goal, Topics and General purpose
Evaluation Learner
Characteristics
Learning Objectives
Subject Content
Pre- Assessment Teaching/ learning
Activities Resources Support
Services Revision
others and we also can start with whatever element then move back to the others step.
b. Instructional Design by Yalden
Yalden (1987:88) proposed the stages in a language program development as follows:
Figure 3: Yalden’s Model of Instructional System (1987: 88) The explanations of the stages are as follows:
1) Holding a need survey to find out the importance of the learners’ need. 2) Describing the purpose of the program.
3) Selecting / developing the syllabus type to be used.
4) Producing a proto syllabus. It consists of general objectives, specific topics, the language function, and the vocabularies.
5) Producing a pedagogical syllabus, in this stage, there will be development of the teaching material.
6) Developing classroom procedures that include the exercises, teaching techniques, lessons plans, and weekly schedules, etc.
7) Evaluating the learners, the program, and the teaching. 8) Evaluating the whole components of the program.
Yalden’s model was chosen to be one of the two models that the writer chose as the references of the design model. The model discusses the communicative
Needs Survey Descrip tion of Purpose Selection /develop ment of syllabus Product ion of a
syllabus in details, a discussion that other models does not have. It would help the designer to choose what type of syllabus that he or she would apply in the designed material.
B. Theoretical Framework
The materials designed in this study are used for the Tourist Police Officers. This study is categorized in ESP program since the tourist police officers need English for their specific purpose related to their job. The first step of the framework of the study is need surveys as the basic of conducting the design. The need surveys will determine the need of English for the tourist police officers related to their job that is to communicate with the foreign tourists to give a better service.
set of materials. The theoretical framework that is employed in this study is as follows:
1. Conducting Needs Analysis
This step is adopted from Yalden’s model. Needs survey was used as the basis step for obtaining the data from the respondents. The writer conducted needs survey by distributing the questionnaires and doing informal interview to the Tourist Police Officers.
2. Deciding Goals, Topics, and General Purpose
This step is adopted from Kemp’s model. The steps are aimed to determine the goals of instructional materials and the topic that should be listed as the basic needs for the instruction. The writer listed the topics based on the result of the needs survey obtained from the tourist police officers. 3. Specifying the learning objectives
This step is adopted from Kemp’s model. The teaching learning process will be more effective if the teacher had stated specified objectives
in terms of activities that will be promote learning. 4. Selecting a Syllabus
This step is adopted from Yalden’s model. The writer decided to choose functional syllabus, because the functional syllabus emphasizes the function of the language.
5. Listing the Subjects Content
6. Selecting the Teaching Learning Activities and Instructional Resources
This step is adopted from Kemp’s model. The writer chose some activities to support the subject contents that are provided in order to help the learners to practice speaking.
7. Revising
This step is adopted from Kemp’s model. The step is to revise the designed materials. Revision in this study is done based on the respondents’ opinions and suggestions in order to know whether the design is appropriate or not.
Thediagram is presented below.
Figure 4: The Writer’s Adapted Instructional Design Model Selecting the Teaching or Learning
Activities and Instructional Resources (Kemp)
Revising (Kemp)
Specifying the learning objectives (Kemp)
Deciding Goals, topic and general purpose
(Kemp)
Selecting a Syllabus type (Yalden)
Listing the Subject Content (Kemp)
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This chapter, presents the discussion of the methods used in this study will be presented. The discussion includes 1) methods of the study, 2) respondents of the study, 3) instruments of the study, and 4) data analysis.
A. Methods of the Study
This study was intended to find the answers to the two major problems. Firstly, how a set of English speaking instructional materials for tourist police officers is designed. Secondly, how the design of a set of English speaking instructional materials for police tourist officers look like.
In order to solve the two problems, the study used survey study based on the questionnaires distributed to the respondents and the participants of the study and was categorized into a descriptive study. According to Sprinthall (1991:98), a research is typically called descriptive research when the primary purpose of the research is description rather than other basic goals such as looking for differences between groups and the relationship among variables. On the other hand, this study was categorized as a descriptive one since it has a purpose to propose a set of instructional materials based on the description of people, events, opinions, attitude, and environment, or combination of those. The data may be derived from direct observation, written opinions or from public documents (Sprinthall, 1991: 100-101)
theories were English for specific purposes, communicative language teaching, syllabus, materials design, and instructional design model. Those theories were discussed as the review of the related literature.
In order to solve the second question, the writer conducted two survey studies. The first survey was to gather data that supported the designed materials. This kind of study was conducted to get data from appropriate respondents. The participants were the police tourist officers and the respondents were 4 English teachers and 1 lecturer. The first survey was to gain data about the learners’ need. The second survey provided suggestions and recommendations from respondents. It was aimed to get feedbacks of the designed materials from the respondents in the form of opinions, criticisms, suggestions and recommendations. The writer would also like to get information from the tourist police officers about their interest, needs and lack in learning English. The information was focused on:
− The topics related to the tourist police officers.
− The content of the materials, which was appropriate with the tourist police officers
− The kind of goals, objectives and instructions, which are suitable for teaching English for the tourist police officers.
− The kind of skills mostly needed by the tourist police officers. − The English competence level of the tourist police officers.
B. Respondents of the Study
1. The Participants of the First Survey
tourist police officers’ opinions were gathered to find information on the kind of materials needed by the tourist police officers. The set of materials then was designed based on their needs.
2. Respondents of the Second Survey
There were 4 English teachers and 1 English lecturer that became the respondents of the survey. They were chosen in this study because they are considered as being familiar with the English materials and had experiences in teaching English. They were supposed to be evaluators of the material designed and to judge whether or not the materials designed were suitable for the tourist police officers.
C. Instruments of the Study
In gathering the data, the writer used two kinds of instruments. They were interview and questionnaire.
1. Questionnaire
According to Ary, Donal, Cheser, Jacobs, Lucy, and Asghar Razaviech (2002: 390-391) there are two types of questionnaires, namely, structured or close form and unstructured or open form. The close form questionnaire contains the questions accompanied with some alternative answers. The respondents will only have to choose the answer from the options given. On the other hand, the open form of the questionnaires is in the form of questions for criticisms or suggestions and the respondents are free to use their own sentences to give the answer to the questions.
questionnaires were distributed to both the tourist police officers and the respondents of the survey study. The first questionnaire was distributed to the police officers as the first respondents in order to get information on how far their knowledge about English was, the material that they needed to learn in class, and also their interest in learning English. The questionnaire was stated in Indonesian to avoid misunderstanding that might occur on the interpretation of the questions stated in the questionnaires (see Appendix 1 and 2). The second one was distributed to the second respondents of this research, who were 4 English teachers and 1 English Lecturer, in order to give feedbacks about the designed material that had been constructed (see Appendix 4).
2. Interview
The writer interviewed the tourist police officers using Indonesian in order to build a good relationship to them and also to get their detailed information. The interview was conducted informally to create familiarity and intimacy between the writer and the respondents (see Appendix 3).
D. Data Analysis
points of agreements as listed below.
1 = if the evaluator strongly disagree with the statement 2 = if the evaluator disagree with the statement
3 = if the evaluator doubt with the statement 4 = if the evaluator agree with the statement 5 = if the strongly agree with the statement
Descriptive statistics was employed to analyze data. The type of the descriptive statistics being used was the Central Tendency or Average. According to Ary et al (2002: 126-128) the term average means the sum of the scores divided by the number of the scores, and it is known as the Mean. It was employed here because this study was intended to measure the score of the respondents' opinions of the study.
The following table is a matrix that would be used to show the central tendency of the respondent opinions on the designed materials.
Central Tendency No Respondents’ opinions
N Mn Mdn Md
Table 2: The blank data of the respondents’ opinion on the designed material
Notes:
N : Number of respondents
Mn : Mean; indicators of central tendency of the set of scores Mdn : Median; middle point that occurs in the set of scores
33
This chapter presents a discussion on the research findings. It covers two main parts, namely the steps of designing the instructional materials and the second is the results of the second survey on the designed materials. In the first part the writer would like to discuss the answer to the first problem that is how a set of English instructional materials for the tourist police officers is designed, and in the second part the writer would like to discuss the answer of the second problem that is how the designed set of English instructional materials for the tourist police officers look like.
A. Designing the Instructional Materials for the Tourist Police Officers.
This part is to answer the first question of the study about how a set of English instructional materials for the tourist police officers was designed. In order to answer the question, the writer adapted Kemp’s and Yalden’s models in designing the instructional materials. However, the writer only combined and modified some stages from each model that were considered appropriate for this study.
The steps of designing the instructional materials were as follows:
1. Conducting need survey.
Sex Age Educational background
Total Female Male 21-30 31-40 41-50 S2 S1 STM SMU
15 5 13 3 4 1 3 2 14 20
Table 3: The data of the interview with tourist police officers
The survey was conducted by distributing questionnaires to the subject of the study. The writer also presented the data of the questionnaires obtained from the tourist police officers in the table 4 below.
Information set Classification Number of Respondents Frequency of serving the foreign tourists
The language used to serve the foreign tourist.
The difficulties in speaking English
The difficulties in learning English
The English ability in supporting the duty
The willingness to speak English well and correctly
The importance to learn English
Yes No English Indonesian Yes No Sometimes Speaking Listening Reading Very important Important Yes No Yes No 12 8 17 3 6 3 11 11 4 5 15 5 19 1 19 1 Table 4: The data of the questionnaires
in English are not sufficient to communicate with the foreign tourists, but eventually they have willingness to learn English as they realize the importance of learning to speak English well and correctly to support their duty to serve and communicate with the foreign tourists. They realize that English ability is very important to support their duty.
In conducting needs survey, the writer used target needs analysis which included necessities, lacks and wants. The writer found that the tourist police officers are lacks of knowledge and ability to speak English since English is very important for them to communicate with the foreign tourists to give a better service. In fact, they need to learn English as a second language related to their job since they have to be able to speak English in order to provide a better service to foreign tourists. The result of the target needs analysis is presented below.
Objective Subjective
Necessities The kind of English related to their job as tourist police officer who has to serve the foreign tourist.
The need to learn the second language situation related to their job
Lacks The knowledge and ability to use English related to their job as tourist police officers.
The knowledge and ability to use English related to their job as tourist police officers.
Wants To provide better service to foreign tourists.
To be able to speak English in order to serve the foreign tourists appropriately.
Table 5: Necessities, lacks, and wants obtained from the tourist police officers
2. Deciding Goals, Topics, and General Purpose
expected that at the end of the program the learners are able to communicate with the foreign tourists actively and correctly by applying the functional expressions needed in the conversation.
After determining the goal, the writer made a list of topics which was considered fit the learners’ need. They are:
1. Greeting 2. Introducing 3. Telling Time 4. Giving Direction 5. Describing Places
6. Describing Special Events or Festivals 7. Talking about transportation
8. Describing People
The next step was formulating the general objectives of the designed materials. The general objectives are:
At the end of the course, the learners are able to: 1. Read the dialogues
2. Identify some useful expressions correctly in the conversation 3. Apply some useful expressions appropriately in the conversation 4. Understand the structure related to the topic
5. Know how to pronounce the English words correctly 6. Use proper vocabulary related to the topic
7. Do the activities correctly
3. Specifying the learning objectives
Considering the general objectives in designing the materials, specific instructional objectives were formulated for each language function. They were also formulated based on the results of the needs survey. The teaching objectives can be seen as follows (see Appendix 6).
Unit Topic Basic Competency
1. Greeting At the end of the lessons, the learners are able to: 1. Identify some useful expressions used in greeting 2. Do exercises in greeting correctly
3. Greet to foreign tourists in English
4. End a conversation in English to foreign tourists 5. Respond the greeting in English
2. Introduc ting
At the end of the lessons, the learners are able to:
1. Identify some useful expressions used in introducing themselves.
2. Do the activities in greeting correctly.
3. Introduce themselves to foreign tourists in English. 4. Tell their personal identity in English to foreign tourists. 3. Telling
time
At the end of the lessons, the learners are able to: 1. Identify some useful expressions used in telling time. 2. Do the exercises in telling time correctly.
3. Express time in English.
4. Tell information about time in English. 4. Giving
direction.
At the end of the lessons, the learners are able to:
1. Identify some useful expressions used in giving direction. 2. Mention direction to places usually visited by foreign
tourists.
3. Do the activities in giving direction correctly.
4. Give direction to places in English to foreign tourists. 5. Describi
ng places
At the end of the lessons, the learners are able to:
1. Identify some useful expressions used in describing places.
2. Describe the general description of interesting places in Yogyakarta.
3. Do the activities in describing places correctly.
4. Describe in English the general description of interesting places to foreign tourists.
6. Describi ng special
At the end of the lessons, the learners are able to:
events or festivals
2. Mention the kind of special events or festival in Yogyakarta.
2. Do the activities in describing special events or festivals correctly.
3. Describe in English the general story of special events or festivals to foreign tourists.
7. Transpor tation.
At the end of the lessons, the learners are able to:
1. Identify some useful expressions used in giving information about transportation.
2. Mention the kind of transportation in Yogyakarta.
3. Do the activities in giving information about transportation correctly.
4. Give information in English about transportation in Yogyakarta to foreign tourists.
8. Describi ng people
At the end of the lessons, the learners are able to:
1. Identify some useful expressions used in describing people.
2. Mention the physical appearance in describing people. 3. Do the activities in describing people correctly.
4. Describe people appearance in appropriate ways. 5. Describe people in English to foreign tourists.
Table 6: The objectives of each language function in the designed materials
4. Selecting a Syllabus Type
This study focuses on the designing a set of English instructional materials to teach conversation, thus the writer chose a functional syllabus for these designed materials because the functional syllabus emphasized the functions of the language that would be performed by the learners in the real situation in their field of work (see Appendix 5).
5. Listing the Subject Contents
of the previous step. Beside that, the writer constructed the materials based on the needs analysis of the learners. The materials were arranged into 8 units. Each unit was clarified below:
a). Conversation
This part consists of a conversation model, which aims to introduce the topic to the learners. The conversation is constructed based on the topic bring discussed. The conversation also stimulates the learners to be more familiar with the topic and language being discussed.
b). Expression to learn
This part is introducing the primary expressions mostly used in language function based on the topic. In this part the writer gave example of useful expressions and responses.
c). Words to Remember
This part is introducing the primary words usually used in the language function. The words to remember do not provide in all units since it is given in some units which really need more essential words to remember.
d). Structure to practice
This part informs the correct form or pattern of sentences in the language function being discussed.
e). Activities
It was an activity to improve the learners’ ability in speaking in the real situation based on the language function used in the topic.
f). Extra words
in Indonesian.
The writer compiles on integrated English materials such as grammar and vocabulary. However, the speaking skill is the focus and the main skill that is needed by the tourist police officers to communicate with foreign tourists.
6. Selecting the Teaching or Learning Activities and Instructional Resources
The writer chose activities which will help and support the learners to be enthusiastic and active in practicing speaking. The writer combined and created the instructional materials gathered from various books to promote the teaching learning activities.
7. Revising
The last step in designing the material is the revision of the materials. To evaluate the designed materials, the writer distributed the set of materials to 5 respondents. The writer conducted a survey to the respondents of the designed materials in order to know whether the design was appropriate or not. The respondents were 4 English teachers and 1 English lecturer. The steps discussed above really helped the writer in designing the materials for the tourist police officers.
B. The Result of Second Survey of the Designed Materials
1. Description of the Respondents
English more than four years. The following table will show the description of the respondents:
Sex Educational Background
Teaching Experience Total Group of
respondents
female Male S1 S2 1-5 6-10 11-20
English teacher English lecturer 4 1 - - 4 - - 1 2 - 2 - 1 - 5
Table 7: Description of the respondents
2. Descriptive Statistics of the Respondents Opinions
The descriptive statistics data of the respondents’ opinions of the designed materials were obtained from the questionnaires. The respondents gave their evaluation by choosing the representative number, which indicates the degree of agreement as listed below:
1 = absolutely disagree 2 = disagree
3 = doubt 4 = agree
5 = absolutely agree
The descriptive statistic of the respondents’ opinions was presented in the table below.
Central Tendency
No Point of Evaluation
N Mn Mdn Md
1 The expressions to practice already fulfill the need of English to the tourist police officers
5 3,8 4 4 2 The examples of dialogue in every unit already
fulfill the need of English for the tourist police officers
3 The vocabulary used is already related to the topic and understandable
5 3,8 4 4 4 The structure in structure to learn is already
fulfill the need of English to the tourist police officers
5 3,8 4 4
5 The activities already help and support the tourist police officers to practice speaking
5 3,8 4 4 6 The materials designed for the tourist police
officers already fulfill the need of English to the tourist police officers to serve the foreign tourists
5 3,8 4 4
Table 8: The descriptive statistic of the respondents’ opinions Mn: X = Σx
N x = scores
N = number of respondents
Σ = Sum X = mean
From the data above, the writer found that the average scores of the materials designed is ranged about 3,8-4. It shows that the respondents agree with the materials designed and the set of the materials designed is already considered acceptable to be implemented to the tourist police officers. The respondents also gave their opinions, suggestions, and criticisms to make the design better.
3. The Respondents’ Opinions, Criticisms, and Suggestions.
There were some opinions, criticisms, and suggestions given by the respondents in the questionnaires. They were:
1. There were some pictures that cover the writing.
vocabularies were too difficult to the tourist police officers since they are in the basic level.
3. There were some mistakes in writing the capital letter. 4. The contents were not consistent.
5. There were some mistakes in capitalization and punctuation.
6. Authentic exposure was not available to practice listening, pronunciation and intonation.
7. There were some minor grammatical mistakes in some sentences. 8. Rechecking was important to make the design better.
The opinions, criticisms, and suggestions from the respondents will give the feedbacks to the materials designed and will make the designed better.
C. Discussion
This part concerns with two processes, the first is the process of designing the materials and the second is the process of revising and improving the evaluated materials. As stated previously, the writer carried out 7 steps which were adopted from two design models, namely Yalden’s, and Kemp’s. Those were:
1. Conducting need survey
2. Deciding goal, topics, and general purposes 3. Specifying learning objectives
4. Selecting a syllabus type 5. Listing the subject contents
It could be concluded from the descriptive statistics that the average degree of agreement on the evaluation of the designed set of materials was ranged about 4. It means that the designed set of materials was good and acceptable.
Nevertheless, to get a better instructional material, the writer conducted some revisions and improvements which were based on the respondents’ evaluation. The revisions and the improvements on the designed materials were as follows:
1. The writer revised the lay out some pictures. 2. The reading text in unit 1 and 2 was not included. 3. The writer revised some capital letter mistakes.
4. The contents in every unit are not the same. It would depend on the need of the materials in every unit. Therefore, the writer did not make any revision.
5. The writer revised some mistakes in punctuation and capitalization. 6. The writer enclosed the listening script to support the listening activities. 7. The writer rechecked all the materials designed to make the design
better.
D. Presentation of the Instructional Materials Design
After finishing the revisions and improvements, the writer finally presented the final version of the set of English instructional material for the tourist police officers. The materials were presented briefly as follows;
I. Unit 1: Good Morning!
IV. Unit 4: Can you tell me the way to...? V. Unit 5: Do you know “Krebet” village? VI. Unit 6: What is “Sekaten”?
VII. Unit 7: You could go by taxi VIII. Unit 8: She is tall
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This section consists of two sections. The first section is the conclusions of the overall study, and the second covers the suggestions for the tourist police officers, English instructors, and future researchers.
A. Conclusions
This study was intended to design a set of English instructional materials for the tourist police officers. There were two questions answered in this study. The first was how a set of speaking instructional materials for tourist police officers was designed and the second question was how a set of English instructional materials for the tourist police officers would look like.
In order to answer the first question, the writer adopted and combined some steps from Kemp’s and Yalden’s instructional models to design the materials. Those steps were:
1. Conducting the Needs Analysis
The writer conducted a need survey by distributing questionnaires to the Tourist Police Officers. By using the target needs analysis, the writer explored the respondents' necessities, lacks, and wants.
2. Stating Goals, Topics, and General Purposes
3. Stating the Learning Objectives
The teacher stated specified objectives in terms of activities that would promote learning.
4. Selecting a syllabus type
The writer decided to choose functional syllabus, because the functional syllabus emphasizes the function of the language.
5. Listing the subject contents
The writer listed some subject contents that would be used to facilitate the learners to achieve the objectives for the designed materials.
6. Selecting the teaching or learning activities and instructional resources
The writer chose some activities to support the subject contents which were provided in order to help the learners to practice speaking.
7. Revising
Revision in this study was done based on the respondents’ opinions and suggestions in order to know whether the design is appropriate and acceptable or not.
In answering the second question, the writer presents the final version of the designed set of materials. The set of English instructional materials consists of eight units. They are:
Unit 1: Good Morning!
Unit 2: Hello, my name is John! Unit 3: What time is it?
Unit 6: What is “Sekaten”? Unit 7: You could go by taxi Unit 8: She is tall
The materials presentation was revised based on the feedback of the designed evaluation before it is eventually presented as the final version of the materials.
B. Suggestions
Based on the conclusions above, the writer would like to give suggestions to the tourist police officers, English instructors and future researchers.
1. For the tourist police officers
The writer suggests that the tourist police officers learn English using the instructional materials designed that the writer has arranged. Hopefully, the participation of the learners will determine the success of the teaching learning process. Meanwhile, the tourist police officers should participate actively in the teaching learning activities in order to improve their communicative competence. It will make the tourist police officers speak English better and appropriately to the foreign tourists.
2. For English instructors
3. For Future Researchers
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