THE DESIGN OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING TASK-BASED LANGUAGE TEACHING
FOR TAMAN WISATA CANDI PRAMBANAN STAFF
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabet Kurnia Wijayanti
Student Number: 061214022
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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THE DESIGN OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING TASK-BASED LANGUAGE TEACHING
FOR TAMAN WISATA CANDI PRAMBANAN STAFF
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabet Kurnia Wijayanti
Student Number: 061214022
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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Give thanks for what you are
now,
and keep fighting for what you
want to be tomorrow.
~Fernanda Miramontes-Landeros
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`AjA jty|çt{
`ç á|áàxÜáM `ut~ câÜã|? `ut~ Xà|~? tÇw `ut~ lâÄ|
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 20 January 2011
The Writer
Elisabet Kurnia Wijayanti
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Elisabet Kurnia Wijayanti
Nomor Mahasiswa : 061214022
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE DESIGN OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS USING TASK-BASED LANGUAGE TEACHING
FOR TAMAN WISATA CANDI PRAMBANAN STAFF
Dengan demikian saya memberikan kepada 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 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: 20 Januari 2010
Yang menyatakan
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ABSTRACT
Wijayanti, Elisabet Kurnia. 2011. The Design of English Instructional Speaking Materials Using Task-Based Language Teaching for Taman Wisata Candi Prambanan Staff. Yogyakarta: English Education Study Program, Sanata Dharma University.
Taman Wisata Candi Prambanan has widely known as a fascinating
tourist’s destination in Yogyakarta. In order to provide good services for foreigners, the mastery of English for those who work in tourism is considered significant, including for the staff of Taman Wisata Candi Prambanan itself. Hence, the staff of Taman Wisata Candi Prambanan are an important factor for maintaining Taman Wisata Candi Prambanan as a fascinating tourist object for foreign tourists. Based on the informal interview with the head of Personalia, all staff in each section in Taman Wisata Candi Prambanan are required to have enough skill in English although at the beginner level. However they still find difficulties to communicate using English. Therefore, this study attempted to design English instructional speaking materials for Taman Wisata Candi Prambanan staff.
This study was aimed to find out the answer of the following research question: What is the design of English instructional speaking materials using task-based language teaching for Taman Wisata Candi Prambanan staff?
This study was done by conducting the steps of Kemp’s instructional design model which was put under the umbrella of Borg and Gall’s R&D cycle. This study also considered relevant theories related to communicative language teaching, task-based language teaching, and English for specific purposes.
This study has found the answer to the formulated problem above. The design of English speaking materials using task-based language teaching for
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materials were well-designed and applicable, indicated by the means ranging from 3 to 4 from the scale of 1 to 4. Six suggestions were accepted to revise the materials.
In conclusion, due to its means ranging from 3 to 4, the designed materials were considered well-designed and ready to be used by the Taman Wisata Candi Prambanan staff.
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ABSTRAK
Wijayanti, Elisabet Kurnia. 2011. The Design of English Instructional Speaking Materials Using Task-Based Language Teaching for Taman Wisata Candi
Prambanan Staff. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Taman Wisata Candi Prambanan telah terkenal luas sebagai tujuan wisata yang menarik di Yogyakarta. Untuk memberikan pelayanan yang baik bagi wisatawan asing, penguasaan bahasa Inggris bagi mereka yang berkerja di dunia pariwisata dianggap penting, tak terkecuali bagi staff Taman Wisata Candi Prambanan itu sendiri. Maka dari itu, staff Taman Wisata Candi Prambanan merupakan faktor penting untuk menjaga Taman Wisata Candi Prambanan sebagai tempat wisata yang menarik bagi wisatawan asing. Berdasarkan wawancara informal dengan kepala Personalia, semua staff di tiap seksi di Taman Wisata Candi Prambanan dipersyaratkan untuk mempunyai kemampuan berbahasa Inggris meskipun hanya tingkat dasar. Namun, mereka masih menemui kesulitan dalam berbicara menggunakan bahasa Inggris. Oleh karena itu, penelitian ini mencoba mendesain materi instruksional bahasa Inggris Speaking
untuk staff Taman Wisata Candi Prambanan menggunakan prinsip task-based language teaching.
Penelitian ini bertujuan untuk mencari jawaban dari rumusan masalah berikut ini: Seperti apakah design materi instruksional bahasa Inggris Speaking
untuk staff Taman Wisata Candi Prambanan menggunakan prinsip task-based language teaching?
Penelitian ini diselesaikan dengan menerapkan langkah-langkah dari model design materi Kemp yang dimasukkan ke dalam langkah-langkah metode
Educational Research and Development (R&D) Borg dan Gall. Penelitian ini juga menggunakan teori yang berkaitan dengan pengajaran bahasa yang komunikatif, pengajaran bahasa berdasarkan tugas (task), dan bahasa Inggris untuk tujuan khusus.
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design materi mempunyai daftar materi berdasarkan tujuan design dan teori terkait. Kelima, design materi mempunyai kegiatan pembelajaran dan pengajaran serta sumber materi yang berdasarkan prinsip task-based language teaching dan berdasarkan hasil dari analisis kebutuhan. Aktivitas-aktivitas yang ada dalam design adalah rehearsal task sebagai aktivitas awal, activation task, language exercise, dan communicative activities sebagai aktivitas-aktivitas utama dan diakhiri oleh aktivitas akhir. Terakhir, design materi telah divalidasi oleh beberapa ahli dan pengguna materi di dunia pendidikan, serta telah direvisi berdasarkan evaluasi, saran, dan komentar dari produk validasi. Hasil akhir menunjukkan bahwa materi telah didesain dengan baik dan dapat diterapkan, yang diindikasikan dengan nilai rata-rata yang berkisar antara 3 sampai 4 dari skala 1 sampai 4. Enam macam saran diterima untuk merevisi materi.
Sebagai kesimpulan, karena nilai rata-rata yang berkisar antara 3 sampai 4, materi yang telah disusun dianggap telah didesain dengan baik dan siap untuk digunakan oleh staff Taman Wisata Candi Prambanan.
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ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His endless blessing. I thank Him for giving me strenght for the day, light for the way, and grace for the
trails. His mercy, guidance, and blessings so that I was able to finish my thesis.
Next, I would like to address my greatest gratitude to my thesis sponsor,
Gregorius Punto Aji, S.Pd., M.Hum. for his willingness to share his knowledge and expertise. I thank him for his guidance, criticism, advice, correction, support,
patience, and encouragement in helping me write the thesis.
I would like to thank Ir. H. Djoko Sutono as the head of Unit Taman Wisata Candi Prambanan. I thank him for giving me permission to conduct my
research at Prambanan temple. I also thank Mr. Jumiran, the head of Personalia
for giving me a lot of information in my research. I thank him for his willingness
in helping me during the process of my research. My gratitude also goes to Ms. Estu, and Mr. Wi for their willingnes to do the interview and also 40 staff of Prambanan Temple for their time and willingness to fill the questionnaire so that I can finish my thesis. They have been very kind and friendly to me.
My deep gratitude also goes to C. Tutyandari, S.Pd., M.Pd., and Father L. Suharjanto, S.J., S.S., B.S.T., M.A. I really thank them for the feedback, comments, suggestions, and critics to improve the designed materials.
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Adrian B. Coen, B.Ed. for his willingness in checking my thesis and to all teachers and employers in Wisma Bahasa-English Division.
I am deeply grateful to all lecturers of the English Language Education
Study Program of Sanata Dharma University for their knowledge they have shared
for the past four years. I also thank Mbak Danik and Mbak Tari for their service and patience during my study.
I would like to express my greatest gratitude to my lovely family: Late Heribertus Bonimin, my father who is in heaven, M. W. Wafiyah, my beloved mother, and my sisters: Purwi, Etik, and Yuli, for their everlasting support in everything I do.
I also would like to thank all my beloved friends in PBI 2006 especially
Andang, Eva, Rani, Adis, Sarce, Dita, Prisca, Kristin, Emiko, Dian, In, Oda, Yeyen, Doni, and Jati for their help, support, care, and the encouragement they always gave to me. I also give thank to my close friends at home: Vivin, Disa, Marda, Andang Bayu, Dion, Ocha, and Ireda for giving me happiness, support and care during my time in doing my thesis.
I would also thank the one holding the other part of my soul, Elpidius Aditya Kurniawan, for keeping me sane with his everlasting love and support, particularly during my time of confusion and despairing.
Finally, my deepest thanks go to everybody who has helped me, eiher
directly or indirectly, in writing this thesis.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PUBLICATION PAGE ... vi
ABSTRACT ... vii
ABSTRAK ... ix
ACKNOWLEDGEMENTS ... xi
TABLE OF CONTENTS ... xiii
LIST OF TABLES ... xvii
LIST OF FIGURES ... xix
LIST OF APPENDICES ... xx
CHAPTER I: INTRODUCTION A. Research Background... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objective... 5
E. Research Benefits ... 5
xiv
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description ... 9
1. Kemp’s Instructional Model Design ... 9
2. Research and Development ... 13
3. Communicative Language Teaching ... 16
a. Overview of Communicative Language Teaching ... 16
b. Principles in Communicative Language Teaching (CLT) ... 17
c. Teaching Speaking in Communicative Language Teaching ... 19
4. Task-Based Language Teaching ... 20
a. Overview of Task-Based Language Teaching ... 20
b. Step of the Units in TBLT ... 24
c. Teacher and Learner Roles ... 25
d. Type of Tasks ... 26
5. English for Specific Purposes ... 30
a. Overview of English for Specific Purposes ... 30
b. Needs Analysis ... 31
1) Target Needs ... 31
2) Learning Needs ... 33
B. Theoretical Framework ... 33
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1. Research and Information Collecting... 39
2. Planning ... 40
3. Develop Preliminary Form of Product ... 40
4. Preliminary Field Testing ... 40
5. Main Product Revision ... 41
B. Research Participants ... 42
1. Participants for Conducting Research and Information Gathering ... 42
2. Participants for Conducting Preliminary Field Testing ... 42
C. Research Instrument ... 43
1. Research Instruments for Research and Information Gathering ... 43
2. Research Instrument for Preliminary Field-Testing ... 44
D. Data Gathering Techniques ... 46
E. Data Analyis Techniques ... 47
F. Research Procedure ... 50
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Learners’ Characteristic ... 52
B. Goal, Topics, and General Purpose ... 58
C. Learning Objectives ... 62
D. Subject Content ... 65
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1. Rehearsal Task ... 67
2. Activation Task ... 67
3. Language Exercise ... 68
4. Communicative Activities ... 68
F. Evaluation and Product Revision ... 74
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 83
B. Suggestions ... 86
1. Suggestions for Material Users ... 86
2. Suggestions for Future Research ... 87
REFERENCES ... 88
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LIST OF TABLES
Table Page
2.1 Nunan Task Classification ... 27
2.2 Necessities, Lack, and Want ... 32
3.1 The Writer’s Data Collection ... 45
3.2 The Form of the Description of Expert Validation Questionnaire Participants ... 48
3.3 The Form of the Description of Expert Validation Questionnaire Participants ... 48
3.4 Points of Agreement... 48
3.5 The Form of The Result of Expert and User Validation Questionnaire ... 49
4.1 Learners’ Sex, Age, and Educational Background ... 53
4.2 Summary of Learners’ Characteristics ... 56
4.3 Necessities, Lacks, and Wants ... 57
4.4 The Result of the Chosen Topics ... 59
4.5 Goal, Topics and General Purposes ... 61
4.6 Learning Objectives ... 62
4.7 The Organization of Subject Content... 65
4.8 The Materials Design ... 70
4.9 The Description of Expert Validation Questionnaire Participants ... 74
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Questionnaire Participants ... 74
4.11 The Result of Post-Designed Questionnaire for Expert Validation and User Validation ... 76
4.12 The Result of Essay Questions ... 78
4.13 Revision of the Design ... 82
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LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Model ... 13
2.2 The Framework for TBLT ... 22
2.3 The Writer’s Theoretical Framework ... 37
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LIST OF APPENDICES
Appendix Page
Appendix 1: Permission Letters ... 90
Appendix 2: Questionnaire for Needs Analysis ... 92
Appendix 3: The Result of Needs Analysis Questionnaire ... 95
Appendix 4: Sample of the Questionnaire for Needs Analysis... 97
Appendix 5: List of Questions for Needs Analysis Interview ... 101
Appendix 6: Questionnaire for Expert Validation and User Validation ... 103
Appendix 7: The Result of the Questionnaire for Expert Validation and User Validation ... 105
Appendix 8: Sample of the Questionnaire for Expert Validation And User Validation ... 107
Appendix 9: Student’s Book ... 111
1
CHAPTER I INTRODUCTION
This chapter covers six important parts of the research: research
background, problem formulation, problem limitation, research objective, research
benefits, and definitions of terms.
A. Research Background
As the tourist destination, Yogyakarta has a lot of tourist attractions such
as beaches, Keraton Ngayogyakarta and several beautiful temples. One of the
beautiful temples in Yogyakarta is Prambanan Temple or Taman Wisata Candi
Prambanan. It is located in Prambanan, about 16 km from the centre of
Yogyakarta. Prambanan Temple is widely known because of the history and the
beauty inside it. People from both home and abroad come to this place to see the
beauty of Prambanan Temple.
Till now, English has been the bridge between people from different
countries. As the international language, English can break the barrier between
people who speak different languages, specifically in tourism. Therefore, the
ability in mastering English for those who work in tourism is significant,
including for the staff of Taman Wisata Candi Prambanan itself. The ability in
English is the one of the requirements for the staff of Taman Wisata Candi
Prambanan since English is used to communicate with foreigners. They will be
Hence, the staff of Taman Wisata Candi Prambanan are an important
factor for maintaining Taman Wisata Candi Prambanan as a fascinating tourist
object for foreigners. There is not a doubt that mastery of English is needed by the
staff of Taman Wisata Candi Prambanan. There are nine sections in Taman
WisataCandi Prambanan. Those are the Head of Unit PT. Taman Wisata Candi
Prambanan, the Deputy of Unit PT. Taman Wisata Candi Prambanan, security
section, operational section, marketing (aneka usaha) section, gardening section,
general section, financial section and maintenance section. They believe that
English is the language connector between staff of Taman Wisata Candi
Prambanan and foreigners. Moreover, based on the informal interview with the
Head of Personalia section, having ability in English is one of the requirements
for Taman Wisata Candi Prambanan staff. All staff in each section are required
to have enough skill in English although at the beginner level. It is because all
staff of Taman Wisata Candi Prambanan will use English, although they will use
it in different frequency. Some sections may use it frequently, but others may use
it infrequently. However, English remains necessary for them.
Up till now, the staff of Taman Wisata Candi Prambanan has used
English according to their ability. During the interview with them, the writer
found that they had some difficulties in communicating with the foreigners. Some
of the difficulties are lack of vocabularies, not knowing English grammar well,
not knowing how to pronounce words, and not knowing how to arrange good
sentences in English. Besides, they used English minimally based on their ability.
respond to it well using English. Furthermore, speaking skill is the skill that needs
to be mastered by the staff because they will use it a lot more than their writing
skill. Good ability in speaking will make the relationship work smoothly, in this
case the relationship between the staff of Taman Wisata Candi Prambanan and
foreigners. Every problem that is faced can be finished well if both sides can
understand each other. Information can be transferred well if the ability in
speaking English can also be mastered well.
Based on the circumstances described above, a set of English instructional
material has been designed in order to help the staff of Taman Wisata Candi
Prambanan develop their speaking skill for when they are communicating with
foreigners. However, the material should be suited to their needs. Not only the
material, but the approach to teaching the staff of Taman Wisata Candi
Prambanan should also be suitable. In this study, the writer would like to propose
an approach to teaching English communicatively, namely Task-Based Language
Teaching.
There is, of course, a specific reason why this study focuses on designing
instructional material based on Task-Based Language Teaching. According to
Richard and Rogers (2001:223), Task-Based Language Teaching (TBLT) is an
approach based on the use of tasks as the core unit of planning and instruction in
language teaching. There are two types of tasks. Those are real world task and
pedagogical tasks. Moreover, according to Nunan (1989), real world tasks are
designed to practice or rehearse those tasks that are found to be important in need
pedagogical tasks, are designed to have pedagogical purpose specific to the
classroom and do not necessarily reflect the real world. Furthermore, tasks involve
communicative language use since tasks provide a variety of activities for the
learners. Therefore, the real world tasks will be employed in the teaching
materials that have been designed since the tasks that are found are useful in the
real world. However, the real world tasks should be transformed into pedagogical
tasks when it is taken into account in the classroom. The various activities will
also be employed since it will support and give engagement for learners to
practice language in a real communicative purpose.
B. Problem Formulation
The writer formulates the problem addressed by this research as the following
question:
What is the design of English Instructional Speaking Materials Using Task-Based
Language Teaching for the Taman Wisata Candi Prambanan Staff?
C. Problem Limitation
This research is focused on the design of English Instructional Speaking
Materials Using Task-Based Language Teaching for the Taman Wisata Candi
Prambanan Staff. The materials are designed for the staff of Taman Wisata Candi
Prambanan whose English proficiency is at beginner level. They need English for
their daily work activity because they often meet with foreigners. The reason for
English because they work in tourism and they will meet with the foreigners
frequently or infrequently. Therefore, the materials focus on the speaking skill. It
is noted that the ages of the staff of Taman Wisata Candi Prambanan are about
20-50. Since they are adult and have already worked as the staff of Taman Wisata
Candi Prambanan, English is important for them.
D. Research Objective
The research is conducted in order to design a set of English instructional
speaking materials using Task-Based Language Teaching for the Taman Wisata
Candi Prambanan Staff.
E. Research Benefits
This research is intended to give benefits to:
1. English instructor
This study hopefully will help English instructor who wants to teach for the
staff of Taman Wisata Candi Prambanan. The materials designed will help
English instructor to teach speaking and it is based on the staff’s needs.
2. Staff of Taman Wisata Candi Prambanan
The materials will help them in learning English communicatively. Since they
learn English for specific purpose, the materials designed are suited to their needs
3. Writers
This study will give insights for writers who are interested in ESP. It will
hopefully give useful information about designing English materials for specific
purposes.
F. Definition of Terms
1. Instructional materials
According to Dick and Reiser, Instructional materials are materials
planned or designed for the use of teacher (Dick and Reiser, 1989:3). According
to Briggs and Gagne (1979:3), instruction is a set of events which affect learners
in such a way that learning is facilitated. Instructional material is a set of unit
which is used to teach student in order to achieve the goals of teaching and
learning
2. Speaking
Speaking means an interaction between two people or more, with a
purpose to convey a particular message (Widdowson, 1979:59). In this research,
speaking is defined as interaction between staff of Taman Wisata Candi
Prambanan and foreigners using English as the means of communication.
3. Task-Based Language Teaching
Task-Based Language Teaching (TBLT) is an approach which provides
learners in completing the tasks. According to Richard and Rogers (2001:223),
learning processes than form-focused activities, and hence ultimately provides
better opportunities for language learning to take place.
4. Task
There are definitions of task. Richard and Rogers (2001:223) as cited in
Nunan (1989:10) suggested that the communicative task is a piece of classroom
work which involves learners in comprehending, manipulating, producing or
interacting in the target language which focuses on meaning rather than form.
Another definition according to Skehan (1996:20) as cited in Richard and Rogers
(2001:223), tasks are activities which have meaning as their primary focus. It has
some similarities to the language in the real use. Furthermore, it also takes a
strong view of communicative language teaching. There are two types of tasks as
suggested by Nunan:
1. Real-world tasks, which are designed to practice or rehearse those tasks that
are found to be important in a needs analysis and turn out to be important and
useful in the real world
2. Pedagogical tasks, which have a psycholinguistic basis in SLA theory and
research but do not necessarily reflect real-world tasks
In this study, the writer uses real-world tasks which are transformed into
pedagogical tasks in designing the materials. Therefore, the materials will be
sufficient enough in their real world.
5. Staff
According to Longman Dictionary of Contemporary English, staff means
are the people who work in Taman Wisata Candi Prambanan. They are people
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two parts; they are theoretical description and
theoretical framework. Theoretical Description describes the theories of related
literature that are needed to design the materials. Theoretical framework is
concerned with the concept in designing the materials.
A. Theoretical Description
This theoretical description discusses some theories which will be used as
the guidance in designing the materials based on Task-Based Language Teaching.
They are Kemp’s Instructional Model Design, Research and Development (R&D),
Communicative Language Teaching (CLT), Task-Based Language Teaching
(TBLT), and English for Specific Purposes (ESP).
1. Kemp’s Instructional Design Model
According to Kemp (1977:8) “instructional design is the process of
systematic planning that establishes a way to examine instructional problems and
needs, sets a procedure for solving them, supplies, applies them and then evaluates
the result. In his model, the design follows the system approach where the goal
and evaluation are used for adjustment and improvement. Moreover, Kemp also
states that there are three questions that must be answered by the designer if he or
1. What must be learned?
2. What procedures and resources will work best to reach the desired learning
levels?
3. How will we know when the required learning has taken place?
The first question, what to learn, reflects the objectives of the design. The
second question, what procedures and resources work best to reach the desired
learning reflects the activities and resources of the design. The last question, how
we know when the required learning has taken place, reflects the evaluation of the
design.
There are eight parts as proposed by Kemp in his model.
1. Consider goals and then list the topics and states the general purposes for
teaching each topic.
Instructional design planning starts with the recognition of the broad goals
of a school system or institution. The goals may be derived from the society,
learners, and subject area. Then, the teacher should list the major topics to be
treated within the content area.
2. Identify learners’ characteristic
In making the design appropriate for the learners and answer their needs,
the designer should identify learners’ characteristic. This is used to know the
learners needs, interest, and problems. There are two factors that should be
determined in finding out the learners’ characteristics; those are academic and
social factors. Academic factors include academic background, level of
scores in standardized achievement and aptitude tests, ability to work alone,
motivation to study the subject, background in the subject or topic, expectation
of the course, vocational and cultural aspiration. Social factors include age,
maturity, attention span, special talent, physical and emotional handicaps, relation
between learners and socioeconomic situation. Still in Kemp (1977:19), learning
conditions refer to “groups of factors that can affect a person’s ability to
concentrate, absorb, and retain information”.
3. Specify the learning objectives
Learning objectives should be stated clearly in order to promote the
learning itself. According to Kemp, learning objectives can be categorized into
three: cognitive, psychomotor, and affective. The cognitive domain includes
objectives concerning knowledge and information. The psychomotor domain
includes objectives that care for the skills requiring the use and coordination of
skeleton muscles, as in the physical activities of performing, manipulating and
constructing. The affective domain includes objectives such as attitudes,
appreciation, values and all emotion.
4. List the subject content that support each objective
Subject content is important in learners’ learning experiences. Moreover,
the subject content should support each objective of the materials. According to
Kemp (1977), subject content is the selection and organizing of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions,
and requirements), and attitudinal factors of any topics. Most importantly, subject
5. Develop pre-assessment to determine learners’ background and present level
of knowledge about the topic.
Pre assessment aims to know two major points. First is to determine the
learners’ background and present level of knowledge about the topic being
presented. Second is to determine which of the objectives that the learners have
already achieved.
6. Select teaching-learning activities and resources
Next, the designer should select teaching and learning activities that is
suitable with the materials and the objectives. The designer should also determine
the media and resources. According to Kemp (1977), there are three reasons why
selecting media is complicated. First, there are many audiovisual resources from
which to choose. Second, there are no clearcut guidelines in making the selection.
Third, few educators have had broad enough experiences with the resources
available to have a sound basis for selecting an appropriate medium or
combination of media for communicating content or providing student
experiences, in terms of an objective within the chosen teaching/learning pattern.
7. Specify support services for implementing activities and producing materials
Support services for implementing activities and producing materials
includes matters related to budget, facilities, equipment and personnel whose time
must be scheduled for the participation in instructional plan (Kemp, 1977:84).
8. Evaluate learners learning in terms of their accomplishment of objectives
In this step, the designer is ready to evaluate learners in accomplishing the
Kemp (1977:98), there are several ways to evaluate the developed program,
namely (1) test result, (2) reactions from learners, (3) observations of learners at
work, (4) suggestion from colleagues. In this study, the evaluation step is the
evaluation of the designed materials, not evaluation of the learners. The step of
[image:34.612.69.539.206.639.2]Kemp’s model is presented in figure 2.1.
Figure 2.1: Kemp’s Instructional Model (Kemp, 1977:9)
2. Research and Development (R&D)
According to Borg and Gall (1983:771), Educational Research and
product. The product here includes not only physical materials, such as textbook,
instructional film and so forth, but it also intended to refer to established
procedures and processes. It consists of studying research findings pertinent to the
product to be developed, developing the product based on these findings, field
testing it in the setting where it will be used eventually, and revising it to correct
the deficiencies found in the field-testing stage. There are 10 steps in developing
the product. Those are:
1. Research and information collecting
It includes:
• Review of related literature to find some information to support the
development of the product.
• Classroom observation
• Preparation
2. Planning
It includes
• Defining skills
• Stating objectives
• Small scale feasibility testing
3. Develop preliminary form of product
It includes preparation of instructional materials, handbooks and evaluation
tools. An important principle that should be observed in developing the
preliminary form of an educational product is to structure the product so as to
4. Preliminary Field Testing
In preliminary field testing, the product is conducted in 1 to 3 schools, using 6
to 12 subjects. Here, the data will be collected using instruments such as
interview, observational and questionnaire data collected and analyzed. The
purpose of the preliminary field test is to obtain an initial qualitative evaluation of
the new educational product.
5. Main Product Revision
The product is revised as suggested by the preliminary field-test result.
6. Main Field testing
In main field testing, the product is conducted in 5 to 15 schools with 30 to
100 subjects. The purpose of the main field testing is to determine whether the
educational product under development meets its performance objectives.
7. Operational Product Revision
The product is revised as suggested by main field testing. The purpose of the
operational field test is to determine whether an educational product is ready for
use in the schools without the presence of the developer or his staff.
8. Operational field testing
It is conducted in 10 to 30 schools involving 40 to 200 subjects. Here, the
interview, observational and questionnaire data are collected and analyzed.
9. Final Product Revision
10.Dissemination and implementation
The final product is reported at professional meeting and in journal. It can be
reported in the seminar or written in a paper.
3. Communicative Language Teaching
In this part, the writer discusses the theories about Communicative Language
Teaching. Those are (a) the overview, (b) the principles, and (c) teaching speaking
in CLT.
a. Overview of Communicative Language Teaching (CLT)
Communicative Language Teaching is an approach that aims to make
communicative competence the goal of language teaching. The term
“communicative competence” means knowing how to use language for real
communication. According to Richard, communicative competence includes the
following aspects of language knowledge:
1. Knowing how to use language for a range of different purposes and functions
2. Knowing how to vary our use of language according to the setting and the
participants (e.g. knowing when to use formal and informal speech or when to
language appropriately for written as opposed to spoken communication)
3. Knowing how to produce and understand different types of texts (e.g. narrative,
4. Knowing how to maintain communication despite having limitations in one’s
language knowledge (e.g. through using different kinds of communication
strategies)
Richard also stated that one of the goals of CLT is to develop fluency in
language use.
Fluency is natural language use occurring when a speaker engages in meaningful interaction and maintains comprehensible and ongoing communication despite limitations in his or her communicative competence. Fluency is developed by creating classroom activities, in which learners must negotiate meaning, use communication strategies, correct misunderstanding and work to avoid communication breakdowns.
Fluency in speaking is one of the goals for people who learn English. It is
one of the criteria that must be mastered for people who learn English. When
people are scored on their speaking, fluency is one of the criteria that is
considered. It shows that fluency is an important part in speaking.
Moreover, according to Brumfit and Johnson (1979) and also Littlewood
(1981) as cited in Richard and Rogers (2001:161), there are three elements of
learning theory in CLT, namely communication principle, task principle and
meaningfulness. First is communication principle. It refers to the kind of activities
that involve real communication to promote learning. Second is task principle. It
refers to activities in which language is used for carrying out and supporting
meaningful tasks to promote learning. Third is meaningfulness. It refers to the
language which is meaningful to the learner that supports the learning process.
b. Principles in CLT
1. Whenever possible, authentic language (language as it is used in the real
context) should be introduced.
2. Being able to figure out the speaker’s or writer’s intention is part of being
communicatively competent.
3. The target language is the vehicle for classroom communication. It is not just
the object of the study. It means the teaching-learning activities are focused on
the process of communication rather than just mastery the language forms.
4. Games are important because the learners have certain features in common
with real communicative events. Through this way, learners can negotiate
meaning. Besides, having learners work in small group maximizes the amount
of communicative practice they receive.
5. Learners should be given an opportunity to express their ideas and opinion.
6. Errors are tolerated and seen as a natural outcome of the development of
communication skill.
7. One of the teacher’s responsibilities is to establish the situations likely to
promote communication.
8. Communicative interaction encourages cooperative relationship among
learners. It gives an opportunity to work on negotiating meaning. The social
context of the communicative event is also essential in giving meaning to the
utterances.
9. The teacher acts as the facilitator in setting up communicative activities and as
10.In communicating, the speaker has a choice not only about what to say
something but also how to say it.
11.Learning to use language forms appropriately is an important part of
communicative competence.
12.Grammar and vocabulary that the learners learn follow from the function,
situational context, and the roles of the interlocutors.
c. Teaching Speaking in Communicative Language Teaching
Since the designed materials will be focused on speaking skill, it is
important to know about speaking in depth. Speaking is one of the skills along
with four other skills, namely listening, reading and writing. As speaker,
consciously or unconsciously, people use their speech to create an image of
themselves to others. By using speed and pausing, and variations in pitch, volume
and intonation, they also create a texture for their talk that supports and enhances
what they are saying (Luoma, 2004). It means that speaking is the skill that need
to be mastered by people who learn language. However, Nunan (2003) states that
in learning a language, speaking can be considered the hardest skill to learn
among all skills for two reasons. First, the person to whom we are talking is
waiting for our response right then. Second, we cannot edit and revise what we
wish to say, as we can do writing. Therefore, the writer needs to know the
characteristics of speaking in order to be able to select appropriate activities to
improve speaking ability.
In CLT, learners will have opportunity to speak because in this approach
the goal of the approach. In order to make the teaching learning activities
conform to the principles of CLT, the writers also needs to know the principles in
teaching speaking.
There are five principles for teaching speaking as stated by Nunan (2003):
(a) be aware of the differences between second language and foreign language
learning contexts; (b) give learners practice with both fluency and accuracy; (c)
provide opportunities for learners to talk by using group or pair work, and limiting
teacher talk; (d) plan speaking tasks that involve negotiation for meaning; (e)
design classroom activities that involve guidence and practice in both
transactional and interactional speaking. After knowing the principles for teaching
speaking go along with the communicative language teaching approach, the writer
can now design suitable activities for the materials.
4. Task-Based Language Teaching
This part discusses theories about Task-Based Language Teaching. Those are (a)
the overview, (b) step of the unit, (c) teacher and learner roles, and (d) type of
task.
a. Overview of Task-Based Language Teaching
Task-Based Language Teaching is the approach that was used in designing
the materials. Task-Based Language Teaching (TBLT), also commonly known as
Task-Based Learning and Task-Based Instruction, is a pedagogical approach
characterized by the use of task as the core unit of planning and instruction in
In TBLT, tasks are central in immersing learners in a meaningful
communication using the target language, which as a result, promotes learning.
There are some definitions of task from experts. According to Willis (1996), tasks
are always activities where the target language is used by the learners for
communicative purpose (goal) in order to achieve an outcome. It means that the
learners use English to learn it. The communicative competence, then, becomes
the goal. Nunan (2004:4) defines task into two; real world task/target task and
pedagogical task.
1) Real world task/target task
Real world task/target task is related to non-technical and non-linguistic field. It is
a piece of work that is done by someone for oneself or for other. The examples of
real world tasks are filling out a form, taking a driving license, and making a hotel
reservation.
2) Pedagogical task
Pedagogical task is related to activities that are done by learners in the classroom.
It is briefly defined as an activity attained by learners in a classroom rather than
outside world as a result of processing language. Furthermore, it is the result of
the transformation real world task to the classroom. Brown (2007) also says that
pedagogical tasks include any series of techniques designed ultimately to teach
learners to perform the target task. The example of pedagogical tasks are listening
Hence, in creating learning opportunities in the classroom, the real world
task must be transformed into a pedagogical task. Therefore, the tasks have
linguistic purpose. The framework for TBLT is presented in figure 2.2.
Real world/target task
Pedagogical task Enabling skill
Rehearsal activation Language communicative
[image:43.612.70.533.169.615.2]Tasks tasks exercise activities
Figure 2.2: The Framework for TBLT
As stated in the previous paragraph, the real world task must transform
into a pedagogical task when it is taken into account in the classroom. Then, the
first task is called rehearsal task and the second tasks is called activation tasks.
1) Rehearsal task
Rehearsal is the practice task for learners before they jump into activation task. It
is to rehearse something that the learners need to do outside the classroom. It has a
clear and obvious relationship with its corresponding real-world counterpart.
In this task, learners will be able to get feedback and advice from the teacher and
work with a partner.
2) Activation task
The purpose of this task is to activate the emerging of language skills of the
learners. It is not designed to provide learners with an opportunity to rehearse
some of out-of-class performance. Nunan (2004:20) said that in performing such
tasks, learners begin to move from reproductive language use-in which they are
reproducing and manipulating language models provided by teacher.
In TBLT, the focus on form is presented in the form of enabling skills.
What is meant by enabling skill here is that the tasks that are designed to make the
learners able to communicate. Moreover, they are designed to develop skills and
knowledge that will facilitate the process of authentic communication. There are
two kinds of tasks to enable skill in the framework of TBLT, those are:
1) Language exercise
In this task, learners are provided with a language exercise that has lexical and
grammatical focus. In TBLT, the focus on form is still significant because learners
need to have the right basic of grammar.
2) Communicative activities
Communicative activities provide manipulative practice of a restricted set of
language item. Here, the learners are given chances to communicate with others
using the target language. Since the focuses of TBLT are communication ability
and language form, learners are expected to implement what they have learned in
b. Steps of the Unit in TBLT
There are six steps of developing units of work in TBLT as proposed by Nunan
(2004:31). Those steps are:
1) Step 1: Schema building
The schema building step is to introduce the topic that is going to be
discussed. In this step, the learners are introduced some key vocabulary that will
be used in the topic. This step also has a function as the step to build up the
context. For example, learners are given a number of newspaper advertisements.
2) Step 2: Controlled practice
The next step is to practice the language item which emphasizes the form.
In this step, learners practice the target language vocabulary, structures and
functions. Example of controlled practice is by giving a brief conversation and ask
student to practice the conversation in pair.
3) Step 3: Authentic listening practice
The next step is to provide learners with authentic listening practice.
Learners listen to speakers who talk about one topic. The function of this step is to
show learners with authentic or simulated conversation.
4) Step 4: Focus on linguistic elements
In this step, learners are asked to focus on linguistic elements that occur in
the conversation. Here, learners may practice using the language focus that they
have got. The function of this step is to make the learner easier to see the
5) Step 5: Provide freer practice
After having a presentation from the teacher and doing some exercises, in
this step the learners are ready to practice their own understanding about the topic.
The learners are asked to make their freer practice. It can be individually, work in
pair or work in group.
6) Step 6: Introduce the pedagogical task
The last step is the introduction of the pedagogical task. Here, the learners
are given real situation or problem. Learners can have discussion in group and
make their own decision.
c. Teacher and Learner Roles
1) Teacher Roles
The teacher has important roles in class in making the teaching and learning
activities go well. Each approach in language teaching has different roles for
teacher. According to Richards and Rogers, there are three roles of the teacher in
Task-Based Language Teaching (TBLT). Those are:
1. Selector and sequencer of tasks
The teacher should select, adapt, and/or create tasks that are suitable with
learner needs, interest and language skill level.
2. Preparing learners for tasks
The teacher helps learners in introducing topic, clarifying task instruction,
helping learner learn or recall words and phrases to facilitate task
3. Consciousness-raising
Teacher helps learners in the process of learning to make learners more
understand by employing a variety of form-focusing techniques, including
attention-focusing pre-task activities, text exploration, guided exposure to parallel
tasks, and use of highlighted materials.
2) Learner Roles
There are three roles of the learner according to Richard and Rogers.
Those are:
1. Group participant
Learners will do the tasks individually, in pair or in group.
2. Monitor
Learners need to notice how language is used in communication because
tasks are designed as a means of facilitating learning.
3. Risk-taker and innovator
Learners are required to create and interpret messages for which they lack
full linguistic resources and prior experiences. Learners need to practice in
restating, paraphrasing and using paralinguistic signals.
d. Type of Tasks
There are many types of tasks proposed by experts. Nunan (2004:59)
classifies the tasks according to the strategies underpinning them. There are five
different strategies types: cognitive, interpersonal, linguistic, affective, and
Table 2.1: The classification of tasks proposed by Nunan
COGNITIVE
Classifying Putting things that are similar in groups
Predicting Predicting what is to come in the learning process Inducing Looking for patterns and regularities
Taking notes Writing down the important information in a text in your own words
Concept Mapping Showing the main idea in a text in the form of a map Inferencing Using what you know to learn something new
Discriminating Distinguishing between the main idea and supporting information
Diagramming Using information from a text to label a diagram
INTERPERSONAL
Co-operating Sharing ideas and learning with other learners
Role Playing Pretending to be somebody else and using the language for the situation you are in
LINGUISTIC
Conversational Patterns
Using expressions to start conversation and keep them going
Practicing Doing controlled exercises to improve knowledge and skills
Using Context Using the surrounding context to guess the meaning of an unknown word, phrase, or concept
Summarizing Picking out and presenting the major points in a text in summary form
Selective Listening Listening for key information without trying to understand every word
Skimming Reading quickly to get a general idea of a text
AFFECTIVE
Personalizing Learners share their own opinion, feeling and ideas about a subject
Self-Evaluating Thinking about how well you did on a learning task, and rating yourself on a scale
Reflecting Thinking about ways you learn best
CREATIVE
Brainstorming Thinking of as many new words and ideas as one can
1. Listing
The tasks involve processes of brainstorming and fact-finding. In
brainstorming, learners draw on their own knowledge either as a class or in
pairs/groups. In fact-finding, learners find things out by asking each other or other
people and referring to books, etc.
2. Ordering and sorting
There are four main processes in this type of tasks:
1) Sequencing items, actions or events in a logical or chronological order
2) Ranking items according to personal values or specified criteria
3) Categorising items in given groups or grouping them under given headings
4) Classifying items in different ways, where the categories themselves are not
given
3. Comparing
There are three processes in this type of tasks:
1) Matching to identify specific points and relate them to each other
2) Finding similarities and things in common
3) Finding differences
4. Problem solving
The tasks may involve real life problems such as expressing hypotheses,
describing experiences, comparing alternatives and evaluating and agreeing a
5. Sharing personal experiences
In this type of tasks, learners are required to talk about their experiences
and share them with others.
6. Creative tasks
These types of tasks are also called projects and it involves pairs or group
work. The tasks can involve combination of some tasks and it also can be an
out-of-class research.
While Pica, Kanagy, and Falodun (1993, as cited in Richard and Rogers,
2001:234), classify tasks according to the type of interaction:
1. Jigsaw tasks: The tasks require learners to combine different pieces of
information to form a whole, for example: learners are asked to arrange
different parts of a story into a good order.
2. Information-gap tasks: The tasks require learners to negotiate and find out the
information that they need in order to complete an activity. For example: a
group of learners has one set of information and another group of learners has
a complementary set of information. They must find what the other party’s
information.
3. Problem-solving tasks: The tasks require learners to find a solution to the
problem that is given based on the information that they have. There is
generally a single resolution as the outcome.
4. Decision-Making tasks: Learners are given a problem with a number of
possible outcomes and they must choose one through negotiation and
5. Opinion-exchange tasks: The tasks require learners to engage in discussion
and exchange of ideas, but they do not need to reach agreement.
Having understood the various kinds of tasks as proposed by Nunan,
Willis, and Pica et al, the designer designed the tasks based on those types of
tasks. The designer would have a lot of options that kind be used in designing the
tasks based on the learner needs and characteristics.
5. English for Specific Purposes
Since the learners targeted by this research are the staff of Taman Wisata
Candi Prambanan, the design of the materials will be based on English for
Specific Purposes. This part will discuss theories about English for Specific
Purposes. Those are (a) the overview, (b) needs analysis, (c) designing ESP.
a. Overview of English for Specific Purposes
From the name itself, English for Specific Purposes, people can
understand that English is taught for a specific purpose, not the general one.
People can learn English according to their needs, such as to be able to
communicate in their working field where English is the language to
communicate. Hutchinson and Waters (1987) state that ESP is an approach to
language teaching in which all decision about content and method are based on
the learners’ reason for learning. It is not the product. It is the approach, the theory
that can be used to design a product. Moreover, Hutchinson and Waters also say
that ESP is not a matter of teaching ‘specialized varieties’ of English. It means
necessary to distinguish between performance and competence, which is between
what people actually do with the language and the range of knowledge and
abilities which enable them to do it. In addition, Hutchinson and Waters also say
that there is no reason to suppose that the processes of learning should be any
different for the ESP learner than for the General English learner.
b. Needs Analysis
What distinguishes ESP from General English is not the existence of a
need as such but rather an awareness of the need (Hutchinson and Waters,
1987:53). It is significant that ESP program have such need analysis before
teacher conducts the course. The teacher and learner need to know why the learner
needs English. Hence, it will influence on the content of the materials, which is
reasonable and acceptable in the course.
Need analysis itself is the analysis of the awareness of a target situation – a
definable need to communicate in English – that distinguishes the ESP learner
from the learner of General English (Hutchinson and Waters, 1987:54).
1) Target Needs
“Target needs” are what the learners’ need to do in the target situation
((Hutchinson and Waters, 1987:54). It is distinguished into three terms:
necessities, lacks, and wants.
1. Necessities
Necessities are the type of needs determined by the demands of the target
target situation. For example: a businessman needs to understand business letters
or communicate at sales conferences.
2. Lacks
After knowing what the learner knows already, teacher can find the lack. It
is the gap between target proficiency (necessities) and the existing proficiency
(what the learner knows already).
3. Wants
Wants is the needs from the point of view of the learner. Learners may
have their own idea or needs to be learned in the course.
[image:53.612.73.534.217.684.2]The necessities, lacks and wants can be presented in Table 2.2 below:
Table 2.2: Necessities, Lack, and Want
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 Studies
Means of doing Medical Studies
WANTS To succeed in Agricultural or Veterinary Studies
2) Learning Needs
After knowing the target need, which is only in term of target situation, it
is important to consider the learning needs. Learning needs are the knowledge and
abilities that the learners require in order to be able to perform to the required
degree of competence in the target situation.
Learning needs can be analyzed using the checklist that contains some questions
below:
1. Why are the learners taking the course?
2. How do the learners learn?
3. What resources are available?
4. Who are the learners?
5. Where will the ESP course take place?
6. When will the ESP course take place?
Those questions can be used as a guide to analyze the learning needs
before the ESP course is conducted.
Theoretical Framework
After discussing the theories that are used in designing the materials, such
as Kemp instructional model design, Research and Development (R&D),
Communicative Language Teaching (CLT), Task-Based Language Teaching
(TBLT), and English for Specific Purposes (ESP), the next part is about the
To find out the answer of the problem addressed by this study, the writer
has to understand the underlying principles of ESP, speaking, and Task-Based
Language Teaching. ESP is an approach which is based on learners’ needs. It
means that all the decisions related to the designing of the materials will be based
on learners’ needs and interest. Consequently, ESP materials are based on their
needs and interests and really can be applied in the workplace.
The materials are designed for communicative purposes, so this research
will use Communicative Language Teaching. There are some principles in CLT
including the principle of teaching speaking in CLT. Therefore, those principles
become the basis for designing the materials.
The approach that is going to be used in designing the materials is
Task-Based Language Teaching. The writer would like to use this approach because it
is suitable for making the materials for communicative purposes. It is also suitable
for learning English for Specific Purposes because in TBLT, the learners work
around tasks and the tasks will correlate with their needs in the real world. In
Task-Based Language Teaching, tasks are considered as the core unit of planning
and instruction. Tasks enable learners to discern, manipulate, and interact using
authentic language while their attention is principally paid to meaning rather than
to form. The framework of TBLT consists of four components namely rehearsal
task, activation task, language exercise and communicative activities. In these
phases both teacher and learners play various roles. The teacher functions as
consciousness-raising. While learners functions as group participants, monitors and risk-takers
and innovators.
This research uses adapted Kemp’s model. The Kemp model is put under
the umbrella of R&D. Since the materials are not going to be implemented, the
writer used seven steps of Kemp Model. However, there are changes of order in
the step of designing the materials based on Kemp’s model because of the
flexibility of this model. The steps are explained as follow:
1. Identifying learners’ characteristics
In this step, the writer found out the information about the learners’
characteristics, learning conditions, learner’s needs, learners’ difficulties and
learners’ interests. The writer distributed questionnaire to the Taman Wisata
Candi Prambanan staff and also conducted interviews with some staff.
2. Considering goals, topic and general purposes
After obtaining the necessary data, the writer stated the goals, listed the
learning topics and general purposes of the designed materials.
3. Specifying Learning Objectives
In this step, the writer specified the learning objectives from each general
purposes. Specifying the learning objectives was important because learning
objectives should be stated clearly in order to promote learning. Therefore, the
writer specified each general purpose in several learning objectives.
4. Listing subject content
The writer made a list of subject content based on the identified learning
5. Selecting teaching/learning activities and resources
The writer then selected the learning resources and tasks, designed
appropriate learning activities and tasks that are suited to the learners’ level. It
was based on the information on learners’ characteristics and proficiency. The
tasks and the activities were based on various tasks in Task-Based.
6. Developing and designing the materials
Next, the writer developed the materials based on the learners’ needs,
lacks, and interests. The writer developed four units from the eight units.
7. Evaluating and revising the materials
Once the materials had been developed, the writer conducted expert
validation and user validation. The writer asked for the suggestion from the
lecturers of English Education Study Program of Sanata Dharma University and
two English teachers of Wisma Bahasa-English Division using a questionnare.
Then, the writer made revisions to the materials to improve the design.
[image:58.612.70.538.100.637.2]
Figure 2.3: The Writer’s Theoretical Framework Identifying learners’ characteristics
Considering goals, topics and general purposes
Specifying Learning Objectives
Selecting teaching/learning activities and resources
Developing and designing materials
Evaluating the materials Listing Subject Content
38
CHAPTER III METHODOLOGY
This chapter presents detailed information about the methodology used to
conduct the study. There are six sections in this chapter. They are research
method, research participants, research instruments, data gathering techniques,
data analysis techniques, and research procedures.
A. Research Method
There is one major problem as stated in Chapter I. The research was
conducted to know the design of English Speaking Materials for the Taman
Wisata Candi Prambanan Staff Based on Task-Based Language Teaching.
To answer the question in the problem formulation, the writer used a
method that was proposed by Walter R. Borg and Meredith Damien Gall
(1983:771), namely Research and Development (R&D). They stated that Educational Research and Development (R & D) is processes used to develop and
validate educational product.
There are ten steps in R&D as proposed by Walter R. Borg and Meredith
Gall (1983:771). However, in this study the writer only used five steps of R & D
due to the limitation of time and resources. The names of those steps are (1)
research and information collecting, (2) planning, (3) develop preliminary form of
product, (4) preliminary field testing, and (5) main product revision. The writer
materials after it had been revised based on the result of the materials evaluation
questionnaire. Furthermore, this study adapted R&D cycle as the framework to
decide the ideal order for Kemp’s steps. Due to the flexibility of Kemp’s steps, the
steps suggested in this study are not meant to be obligatory. The writer would not
use all the eight steps of Kemp’s model but the writer would adapt the steps of
Kemp’s model design.
Each step is elaborated on the following explanation. The explanation is
as follows:
1. Research and Information Collecting
Research and information collecting aimed to obtain as much information
as possible. The information gathering involved one of Kemp’s steps, which is
identifying learners’ characteristics. In this step, the writer collected the
underlying theories in the field of ESP, Communicative Language Teaching,
Task-Based Language Teaching, and the learners’ characteristics as well as their
needs in order to support the study. The writer collected all the data from books,
internet, and theses. Then, the writer moved toward the literature review through
questionnaire and interview. The writer collected the information by giving
questionnaire to, and interviewing the staff of Taman Wisata Candi Prambanan.
The pre-design questionnaire aimed to ascertain learners’ needs, lacks, interests of
the topics in learning English, and learners’ characteristics. The interview was
also conducted to know learners’ needs, lacks, interests in terms of the topics in
learning English, learners’ characteristics, and some information related to Taman
2. Planning
After the writer got information from the first step, the writer made a plan
to develop the materials. This included making the framework of the design based
on Task-Based Language Teaching as the approach. This step invol
