ABSTRACT
Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Kalisuci is an interesting cave tubing place in Semanu, Gunungkidul, which is frequently visited by local visitors and foreign visitors. The tour guides of Kalisuci had realized the importance of English mastery when dealing directly with the English speaking guests. Most of the tour guides have some difficulties in communicating with English speaking guests and this matter is an obstacle to guide English speaking guests well. This study attempted to develop English speaking materials for the tour guides of Kalisuci Gunungkidul based on task-based approach.
This study was aimed to find out the answers to the two research problems. Firstly, how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul are designed. Secondly, what the design materials looks like.
The methodology used in this study to answer the first research problem was adapted from Dick and Carrey’s theory instructionan design model (2009) comprising of ten interrelated steps. Those ten steps, subsequently, were put under
the umbrella of Borg and Gall’s (1986) Educational Research and Development
(R&D) method. Due to time and resource limitations, there were only six out of ten steps of R&D method employed, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, and (6) main field testing.
After carrying out the R&D steps, then, the final version of the designed materials were ready to be used. The final version of the designed materials was presented to answer the second research problem. There are four units in the
designed materials, namely, (1) “Hello! I am Retno”, (2) “Could you tell me
where Kalisuci is?”, (3) “It is an awesome cave”, and (4) “It is for protecting our
shinbones”. Each unit consists of five sections, namely, (1) “Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, and (5) “How Far Am I?” The designed materials were considered as suitable speaking materials for the tour guides of cave tubing activity from experts’ validation. However, there
are some revisions needed to develop the designed materials for the next reseachers who are interested in designing English speaking materials for the tour guides of a cave tubing activity. The revisions were gained from learners’ evaluation after the reseacher implementing the designed materials.
ABSTRAK
Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education Study Program, Sanata Dharma University
Kalisuci adalah tempat wisata susur gua menarik yang terletak di Semanu, Gunungkidul yang sering dikunjungi wisatawan lokal maupun luar negeri. Para pemandu wisata Kalisuci telah menyadari pentingnya penguasaan Bahasa Inggris bagi mereka sebagai orang yang berhubungan langsung dengan wisatawan. Sebagaian besar dari para pemandu mengalami kesulitan untuk berkomunikasi dengan wisatawan asing dan hal tersebut menjadi hambatan untuk memandu wisatawan asing dengan baik. Oleh karena itu, penelitian ini mencoba untuk mengembangkan materi Bahasa Inggris dalam mengolah kemampuan berbicara untuk para pemandu wisata Kalisuci menggunakan pendekatan berbasis tugas.
Penelitian ini bertujuan untuk mencari jawaban atas dua rumusan masalah. Pertama, bagaimana materi berbicara dalam Bahasa Inggris berbasis tugas disusun untuk pemandu wisata Kalisuci di Gunungkidul. Kedua, bagaimanakah bentuk penyajian materi tersebut.
Metode yang digunakan untuk menjawab rumusan masalah pertama adalah dengan mengadaptasi model perancangan materi yang di kembangkan oleh Dick dan Carey (2009) yang mencakup sepuluh langkah yang saling berhubungan. Kemudian, kesepuluh langkah tersebut diletakkan di bawah kerangka model Educational Research and Development (R&D) yang di susun oleh Borg dan Gall (1986). Oleh karena keterbatasan waktu dan sumber, hanya enam dari sepuluh langkah model R & D yang digunakan, yaitu: (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) pengujian awal produk, (5) revisi produk, dan (6) pengujian awal produk di lapangan.
Setelah menjalankan langkah-langkah R&D, terciptalah versi akhir materi yang siap untuk digunakan. Versi akhir materi ditampilkan untuk menjawab rumusan masalah kedua. Ada empat unit didalam seluruh kesatuam desain materi, yaitu (1) “Hello! I am Retno”, (2)“Could you tell me where Kalisuci is?”,
(3) “It is an awesome cave”, dan (4) “It is for protecting our shinbones”. Pada setiap unit desain materi ada lima bagian, yaitu (1)“Get Ready”, (2) “Let’s Do
It”, (3) “Things To Remember”, (4) “Let’s Play”, dan (5) “How Far Am I?”. Materi berbicara yang dibuat dinyatakan cocok untuk pemandu wisata susur gua dari evaluasi para ahli. Namun, masih diperlukan perbaikan untuk menjadi lebih baik bagi peneliti lain yang tertarik untuk mendesain ulang materi ini. Beberapa perbaikan di dapat dari evaluasi para pemandu setelah peneliti mengajarkan materi ini kepada mereka.
i
TASK BASED ENGLISH SPEAKING MATERIALS
FOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dominica Retno Murti Student Number: 091214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
iv
I dedicate this thesis to: My beloved grandmothers, my beloved parents, my beloved siblings, my beloved MO1 Ibi, PBI Sanata Dharma, and the tour guides ofKalisuciGunungkidul.
First, they ignore you , then they laugh at you ,
then they fight you , and then, you WIN
-Mahatma
Gandhi-Our Father
Our Father, Who art in heaven, hallowed be Your
name, Your kingdom come, You will be done on earth as
it is in heaven. Give us this day our daily bread and
forgive us our trespasses, as we forgive those who trespass
against us. And lead us not into temptation but deliver us
vii ABSTRACT
Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Kalisuci is an interesting cave tubing place in Semanu, Gunungkidul, which is frequently visited by local visitors and foreign visitors. The tour guides of Kalisuci had realized the importance of English mastery when dealing directly with the English speaking guests. Most of the tour guides have some difficulties in communicating with English speaking guests and this matter is an obstacle to guide English speaking guests well. This study attempted to develop English speaking materials for the tour guides of Kalisuci Gunungkidul based on task-based approach.
This study was aimed to find out the answers to the two research problems. Firstly, how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul are designed. Secondly, what the design materials looks like.
The methodology used in this study to answer the first research problem was adapted from Dick and Carrey’s theory instructionan design model (2009) comprising of ten interrelated steps. Those ten steps, subsequently, were put under the umbrella of Borg and Gall’s (1986) Educational Research and Development (R&D) method. Due to time and resource limitations, there were only six out of ten steps of R&D method employed, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, and (6) main field testing.
After carrying out the R&D steps, then, the final version of the designed materials were ready to be used. The final version of the designed materials was presented to answer the second research problem. There are four units in the designed materials, namely, (1) “Hello! I am Retno”, (2) “Could you tell me where Kalisuci is?”, (3) “It is an awesome cave”, and (4) “It is for protecting our shinbones”. Each unit consists of five sections, namely, (1) “Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, and (5) “How Far Am I?” The designed materials were considered as suitable speaking materials for the tour guides of cave tubing activity from experts’ validation. However, there are some revisions needed to develop the designed materials for the next reseachers who are interested in designing English speaking materials for the tour guides of a cave tubing activity. The revisions were gained from learners’ evaluation after the reseacher implementing the designed materials.
viii ABSTRAK
Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education Study Program, Sanata Dharma University
Kalisuci adalah tempat wisata susur gua menarik yang terletak di Semanu, Gunungkidul yang sering dikunjungi wisatawan lokal maupun luar negeri. Para pemandu wisata Kalisuci telah menyadari pentingnya penguasaan Bahasa Inggris bagi mereka sebagai orang yang berhubungan langsung dengan wisatawan. Sebagaian besar dari para pemandu mengalami kesulitan untuk berkomunikasi dengan wisatawan asing dan hal tersebut menjadi hambatan untuk memandu wisatawan asing dengan baik. Oleh karena itu, penelitian ini mencoba untuk mengembangkan materi Bahasa Inggris dalam mengolah kemampuan berbicara untuk para pemandu wisata Kalisuci menggunakan pendekatan berbasis tugas.
Penelitian ini bertujuan untuk mencari jawaban atas dua rumusan masalah. Pertama, bagaimana materi berbicara dalam Bahasa Inggris berbasis tugas disusun untuk pemandu wisata Kalisuci di Gunungkidul. Kedua, bagaimanakah bentuk penyajian materi tersebut.
Metode yang digunakan untuk menjawab rumusan masalah pertama adalah dengan mengadaptasi model perancangan materi yang di kembangkan oleh Dick dan Carey (2009) yang mencakup sepuluh langkah yang saling berhubungan. Kemudian, kesepuluh langkah tersebut diletakkan di bawah kerangka model Educational Research and Development (R&D) yang di susun oleh Borg dan Gall (1986). Oleh karena keterbatasan waktu dan sumber, hanya enam dari sepuluh langkah model R & D yang digunakan, yaitu: (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) pengujian awal produk, (5) revisi produk, dan (6) pengujian awal produk di lapangan.
Setelah menjalankan langkah-langkah R&D, terciptalah versi akhir materi yang siap untuk digunakan. Versi akhir materi ditampilkan untuk menjawab rumusan masalah kedua. Ada empat unit didalam seluruh kesatuam desain materi, yaitu (1)“Hello! I am Retno”, (2)“Could you tell me where Kalisuci is?”, (3) “It is an awesome cave”, dan (4) “It is for protecting our shinbones”. Pada setiap unit desain materi ada lima bagian, yaitu (1)“Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, dan (5) “How Far Am I?”. Materi berbicara yang dibuat dinyatakan cocok untuk pemandu wisata susur gua dari evaluasi para ahli. Namun, masih diperlukan perbaikan untuk menjadi lebih baik bagi peneliti lain yang tertarik untuk mendesain ulang materi ini. Beberapa perbaikan di dapat dari evaluasi para pemandu setelah peneliti mengajarkan materi ini kepada mereka.
ix
ACKNOWLEDGEMENTS
First of all I would like to convey my greatest gratitude to Lord Jesus Christ. Due to His marvelous grace and guidance I was able to finish my thesis.
Secondly, I would like to address my first sincere gratitude to my parents, Bapak dan Ibu Sayekti Joko Triyono and my grandmothers, for their prayer and their never ending love to me as the greatest parents and the greatest grandmothers ever. My second sincere gratitude goes to my brother, Mas Imam, and his family for his support and my sister, Ninis, and her family for their support and kindness to help me in copying the thesis papers for many times for free. The third sincere gratitude goes to my aunt and uncle as my ‘secondparents’, Mama and Om Yanto, for the support and kindness to look after me since I was a kid. The fourth sincere gratitude goes to my cousins as my ‘second sisters’, Yuyuni and Surisely, for sharing their things and wonderful experiences we spent together since we were kids. The last sincere gratitude goes to my best partner, Sebastian Asten Bere, for his kindness, support, and time we spent together to share love, happy and sad moments which made us as the grown up couple.
x
thank all lecturers of PBI Sanata Dharma University for being my teachers to share knowledge and expertise.
Fourthly, my special gratitude goes to Pokdarwis Kalisuci, especially the coordinator, Bapak Muslam Winarto, for the guidance, suggestions, and support to give me a permission to teach the tour guides with my designed materials. I also thank the tour guides of Kalisuci for the cooperation in teaching and learning activities.
I thank my closest friends, the girls of Itikiwir secret agent, Nuci, Pipi, Icil, Makrin, Mbah Asep, and Alex for sharing every moment in PBI and helping me in every difficult situation. I also thank my other friends, Galih, Rendi, Luis, Wilda, Romo Jack, Lia, for the cooperation in teaching time together and all my friends of class A PBI 2009. Finally, I thank those whom I cannot mention by names. May God give them a lot of happiness in their lives.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENTS OF WORK’SORIGINALITY... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF ABBREVIATIONS ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION 1 A. Research Background ... 1
B. Research Problem... 3
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 4
F. Definition of Terms ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE 7 A. Theoretical Description ... 7
1. English for Specific Purposes ... 7
2. Speaking ... 10
3. Task-Based Learning ... 12
xii
5. Materials Adaptation ... 25
B. Theoretical Framework ... 27
CHAPTER III. RESEARCH METHODOLOGY 33 A. Research Method ... 33
B. Research Setting ... 39
C. Research Participants ... 39
D. Instrument and Data Gathering Technique ... 40
E. Data Analysis Technique ... 44
F. Research Procedure ... 48
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 51 A. The Steps in Designing Task-Based English Speaking Materials ... 51
1. Research and Information Collecting ... 51
2. Planning ... 57
3. Developing Preliminary Form of Product ... 63
4. Preliminary Field Testing ... 65
5. Main Product Revision ... 68
6. Main Field Testing ... 69
B. The Final Presentation of the Designed Materials ... 71
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 73 A. Conclusions ... 73
B. Recommendations ... 77
REFERENCES ... 79
xiii
LIST OF TABLES
Table Page
2.1 Nunan’sTask Classification ... 15
3.1 Observation Sheet (Blank) ... 41
3.2 The Whole Process of Data Collecting ... 44
3.3 Points of Agreement... 46
3.4 The Results of for Summative and Formative Evaluation Questionnaire (Blank) ... 46
4.1 The Results of Observation... 52
4.2Learners’Background... 53
4.3 The Results ofLearners’ Necessities and Interests... 54
4.4 The Resultsof Learners’ Lacks and Wants... 55
4.5 The Summaryof Learners’ Lacks and Wants... 56
4.6 The Performance Objectives for Each Unit ... 59
4.7 The Task-Sequence in Learning Activities ... 62
4.8 The Specification of the Designed Materials ... 65
4.9Experts’ Background... 66
4.10 The Results of Summative Evaluation in Closed-ended Questionnaire ... 66
4.11. The Summary of Summative Evaluation in Open-ended Questionnaire... 68
4.12. The Results of Formative Evaluation in Closed-ended Questionnaire ... 70
4.13 The Summary of Formative Evaluation in Open-ended Questionnaire... 71
xiv
LIST OF FIGURES
Figure Page
2.1 The Branch of English Language Teaching... 9 2.2 Dick andCarey’s SystemApproach Model
for Designing Instructions... 24 2.3 The Steps of Designing Materials Adapted
from Dick & Carey’s Model... 32 3.1 A Combination of Dick and Carey’s ID Model and
xv
LIST OF ABBREVIATIONS ESP : English for Specific Purposes EAP : English for Academic Purposes EOP : English for Occupational Purposes EFL : English as Foreign Language TBL : Task-Based Learning
xvi
LIST OF APPENDICES
Appendix Page
Appendix A ... 82 The Map of Kalisuci Gunungkidul
Appendix B ... 84 Letter of Permission for KPMPT Kabupaten Gunungkidul
Letter of Permission from KPMPT Kabupaten Gunungkidul
Appendix C ... 87 Observation Sheet
Questionnaire for Needs Analysis
Questionnaire for Experts Validation (Summative Evaluation) Questionnaire for Learners Evaluation (Formative Evaluation)
Appendix D ... 98 The Results of Observation
The Results of Needs Analysis
The Results of Experts Validation (Summative Evaluation) The Results of Learners Evaluation (Formative Evaluation)
Appendix E ... 107 General Description
xvii
Appendix F ... 112 Teacher’s Guide
How to Use This Book
The Overview of the Designed Materials Syllabus
Lesson Plans Task Instructions Answer Key to Exercises Video Transcripts
Learners’ Book
Unit 1. Hello! I am Retno
Unit 2. Could you tell me where Kalisuci is? Unit 3. It is an awesome cave
1 CHAPTER I INTRODUCTION
This chapter presents the introduction of this study. There are six major parts, namely, research background, research problem, problem limitation, research objectives, research benefits, and definition of terms which are explained in the following points.
A. Research Background
Indonesia Sektor Pariwisata Bidang Kepamanduan Wisata [depnakertrans], 2009).
In responses to the requirements previously mentioned, the government of Gunungkidul regency has a commitment in its tourism sector, namely, “developing the quality and competency of human resources in culture and
tourism sector (meningkatkan kualitas SDM kebudayaan dan pariwisata)” based on RPJM Kabupaten Gunungkidul tahun 2010 – 2014 pengembangan kepariwisataan berbasis industri pariwisata. A head of tourism business development division or seksi bina usaha wisata states that the tour guides as human resources need to develop their quality and competency of language used in English such as speaking correctly and fluently because nowadays foreign guests frequently come to visit tourism places in Gunungkidul since 2011 (Kurniatul Hirah, personal communication, December 16, 2013). Therefore, in Gunungkidul, a tour guide needs to master some competences of English at basic level in speaking, reading, and writing to support their jobs.
Due to the guides’ every day jobs to explain and describe the trip to the guests. The designed materials focus on the speaking skills. Then, the speaking materials are designed based on the tourguides’ needs as the learners. There is a language training program which based on the learner needs, namely, English for specific purposes (ESP). The ESP program facilitates the tour guides’ needs in learning English speaking skills to support their jobs as the tour guides of Kalisuci Gunungkidul. In order to have a similar simulation in the learning activities, the designed materials employ task-based learning (TBL) approach. TBL approach is an approach which uses the authentic materials in the learning activities. Therefore, the materials in the learning activities are similar to the activities for guiding guests in caving and cave tubing activities. The speaking materials are designed based on the learners’ needs. Thus, TBL approach is the suitable learning approach to be applied in the learning activities for the tour guides of Kalisuci Gunungkidul.
B. Research Problem
Based on the research background that the learner need specific speaking materials related to their jobs, this study addresses two research problems which are formulated as follows:
1. How are task-based English speaking materials for the tour guides of Kalisuci Gunungkidul designed?
C. Problem Limitation
There are some limitations of the study that the researcher needs to mention. Firstly, this research is focused on designing and presenting English speaking materials for the tour guides of Kalisuci Gunungkidul based on task-based approach. Secondly, the English speaking materials are created in four units. Thirdly, the designed materials are taught to the tour guides of Kalisuci Gunungkidul in four meetings.
D. Research Objectives
The objectives of this research are:
1. To design task-based English speaking materials for the tour guides of Kalisuci Gunungkidul.
2. To present task-based English speaking materials for the tour guides of Kalisuci Gunungkidul.
E. Research Benefits
This research is conducted particularly to enhance the speaking skills of the tour guides of Kalisuci Gunungkidul. There are other expected results for ESP teachers and further studies. The benefits of this study are expalined in the following points.
1. For the tour guides of Kalisuci Gunungkidul
2. For ESP teachers
The designed materials can be used as a reference to teach English speaking skills to cave tubing guides.
3. For further studies
The results of this research can be used as a reference for further researchers who are interested in developing related speaking materials.
F. Definition of Terms
In order to avoid misunderstanding, two important terms are explained in the following points.
1. Speaking and English Speaking Materials
Based onJoyce and Weil (1986), speaking is “the process in whichpeople address each other from their communication process” (p. 242). According to
Widdowson (1979) “speaking is a reciprocal exchange in which the speaker
produces the message and the hearer receives as well as response” (p. 38). Thus,
in this study, speaking is a process of exchanging information from a speaker to interlocutor and they both have the same understanding of the topic they discuss and they are able to have extending conversation in similar topics they discuss.
Thus, in this study, English speaking materials are the speaking materials consisting of a series of tasks which are designed by the researcher to improve the learners speaking skills so that they are able to exchange information to answer and or comment on foreignguests’statements and questions.
2. Task-based Learning
According to Richards and Rodgers (2003) task-based learning (TBL) refers to “an approach based on the use of task as the core unit of planning and instruction in language teaching” (p. 223). According to Willis (1979) there are three principles in task-based language learning (as cited in Richards & Rodgers, 2003, p. 223). Firstly, communication activity is the focus of learning. In this study, the focus of learning is how the learners improve their speaking skills. Thus, practicing speaking make learners accustomed to speak in English as the objective. Secondly, communication activity is more on carrying out the meaning when language is used. Thus, the language used should be meaningful, relevant, and comprehensible. Thirdly, task-based learning emphasizes meaningful language that can support the learning process. Meaningful language means that both learners and interlocutors understand about the topic discussed and are not confused about the language used.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two major parts. The first part is the theoretical description. In the theoretical description, there are five major points to be discussed, namely, English for specific purposes (ESP), speaking, task-based learning (TBL), instructional design model, and materials adaptation as the review of the related literatures. The second part is the theoretical framework which is aimed to draw a framework based on the theoretical description that has been discussed in the first part of this chapter.
A. Theoretical Description
In this section, the researcher would like to discuss five parts. The first part is the theory of English for specific purposes (ESP), because this study belongs to ESP course. The second part is the theory of speaking, since the skill that needs to be mastered is the speaking skills. The third part is the theory of task based learning (TBL) to know the approach used to teach speaking skills. The fourth part is the theory of instructional design model to adapt the steps for designing the speaking materials. The fifth part is the theory of materials adaptation to develop the speaking materials.
1. English for Specific Purposes (ESP)
study, the tour guides have their own reason to learn English as a part of their job. The main reason is they want to speak English fluently with the correct expressions to deliver what they want to say to the foreign guests especially as the tour guides of a cave tubing activity. They want to learn the authentic and relevant materials that reflect their real situation in the guiding activities. Therefore, the most appropriate, practical, and applicable speaking materials to their working situation is an English course program named English for Specific Purposes (ESP), particularly English for Kalisuci Cave Tubing, is the language program which can facilitate the suitable English course.
Hutchinson and Waters (1994) state that “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”(p. 19). Munby (1978) also gives clear definition of ESP that ESP programs are those where the syllabus and the materials are determined in all essentials by the prior analysis of the communication need of the learner, rather than by nonlearner-centered criteria such as teacher’s predetermined preference for General English or treating English as a part of general education. (p. 2)
Therefore, in this study, ESP is an approach to teach English based on the learners’ needsin dealing with English on the specific fields of the learners with making the appropriate syllabus to design English materials based on the needs itself.
study English for a specific work field. The branch of English language teaching basedon the learners’ purposescan be seen in Figure 2.1 below.
Figure 2.1 The Branch of English Language Teaching (Hutchinson & Waters, 1994, p. 17)
In this research, English for the tour guides of Kalisuci Gunungkidul belongs to EOP because they learn English to support their occupation as the tour guides of a cave tubing activity. Kennedy and Bolitho (1991) say that EOP is taught in a situation in which learners need to use English as a part of their work or profession. Since ESP is under the domain of EFL and English has its function as a foreign language in Indonesia, Indonesian learners are considered as EFL learners likely to have limited opportunities to practice English outside classroom. This condition also happens to the tour guides of Kalisuci Gunungkidul. Thus, ESP program is the suitable language program to learn English for the tour guides
English Language Teaching
English as a Mother Tongue (EMT)
English for Specific Purposes (ESP)
English for the tour guides of Kalisuci Gunungkidul (EOP) English for Specific
Purposes (ESP)
English for Academic Purposes (EAP)
General English (GE)
English as a Second Language English as a Foreign
of Kalisuci Gunungkidul to support the tour guides’ job as the tour guides of a cave tubing activity.
2. Speaking
In this section, the researcher discusses the theories of speaking. This section consists of three parts, namely, the definition of speaking and English speaking materials, teaching speaking, and assessing speaking.
a. The Definition of Speaking and English Speaking Materials
Joyce and Weil (1986) state that “speaking is the process in which people address each other from their communication process” (p. 242). According to Widdowson (1979) “speaking is a reciprocal exchange in which the speaker produces the message and the hearer receives as well as response” (p. 38). Thus, in this study, speaking is a process of exchanging information from a speaker to interlocutor and they both have the same understanding of the topic they discuss and they are able to have extending conversation in similar topics they discuss.
According to Richards and Rodgers (2003), materials or instructional materials generally serve as the basis of the language input learners receive the language practice that occurs in the classroom. The materials are designed to provide the learners with some instructions to be practiced in the classroom as their input.
improve the learners speaking skills so that they are able to exchange information to answer and or comment on foreign guests’ statements and questions.
b. Teaching Speaking
There are five principles stated by Nunan (2003) for teaching speaking. The five principles are (1) being aware of the differences between second language and foreign language learning context, (2) giving the learners practice with both fluency and accuracy, (3) providing opportunities for learners to talk by using group or pair work and limiting teacher talk, (4) planning speaking tasks should involve negotiating for meaning, and (5) designing classroom activities should involve guidance and practice in both transactional and interactional speaking (pp. 54-56). Therefore, by understanding the five principles to have a successful speaking class, the researcher can create suitable activities by applying the principles for teaching speaking into consideration.
experiment, it is concluded that task-based activities create active learning atmosphere.
Therefore, the researcher decides the suitable learning activities from Nunan’s five principles of teaching in teaching speaking are task-based activities. Task-based activities can create, prepare, and apply the most appropriate tasks for the learners so that they are motivated to do the activities by completing the task. c. Assessing Speaking
Louma (2004) states that the focus on designing the speaking assessments is often on the task. The tasks are important because the learners’ experience of the test is based on them, but the validity of the scores depends equally much on the rating criteria and also the criteria of the task itself (p. 171). In this study, there is no test. Therefore, the speaking assessment is not about gaining how many scores the learners get to check the validity score of test by using rating criteria. However, this study uses self-evaluation as the assessment and it is more on reflecting what they have learnt. The self-evaluation provides rating scales to reflect learners’ feeling after carrying out the tasks.
3. Task-Based Learning (TBL)
a. The Definition of TBL
According to Richards and Rodgers (2003) task-based learning (TBL) refers to “an approach based on the use of task as the core unit of planning and
instruction in language teaching” (p. 223). According to Willis there are three
principles in task-based language learning (as cited in Richards & Rodgers, 2003, p. 223). Firstly, communication activity is the focus of learning. In this study, the focus of learning is how the learners improve their speaking skills. Thus, practicing speaking make learners accustomed to speak in English as the objective. Secondly, communication activity is more on carrying out the meaning when language is used. Thus, the language used should be meaningful, relevant, and comprehensible. Thirdly, task-based learning emphasizes meaningful language that can support the learning process. Meaningful language means that both learners and interlocutors understand about the topic discussed and are not confused about the language used.
Therefore, the task-based approach in this study is the approach in the process of teaching and learning of the tour guides in Kalisuci Gunungkidul which mostly uses communication activities to encounter speaking expressions to be captured and used, so that the guides are able to speak in English to carry out the speaking tasks in dealing with their every day jobs.
b. The procedures of TBL
This study applies the task sequence proposed by Willis (1996). Willis’
1) Pre-task
The learners are introduced to the task. Then, the learners carry out the pre-task. The teacher or instructor may highlight useful words and phrases but do not pre-teach new language structures. The learners may hear a recording of others in doing a similar task.
2) The task cycle
The activities in this stage are task, planning, and report. In the task phase, the learners carry out the task in pairs or small groups and teacher monitors from a distance. In planning phase, the learners prepare to report to the whole class on how they did the tasks. In report phase, some pairs or small groups present their reports to the whole class and compare the results.
3) The language focus
In this stage, the learners underline the language items used and practice it using communicative tasks. The students analyze, examine, and discuss the specific features of the texts or transcripts in the task stage. Then, the learners practice the tasks. However, either during or after analyzing the tasks, the teacher conducts practice of new words, phrases, and patterns occurring in the tasks.
The researcher agrees with Willis’ three phases of task because in pre-task,
task cycle, and language focus phases provide a lot of English exposure and make learners to be more active in class. In Willis’ task-sequence, the learners should
c. Types of Tasks in TBL
Nunan (2004) proposes five different five types of task based on the strategy. The five types of tasks are cognitive, interpersonal, linguistic, affective, and creative (p. 59). Each task has the examples of the learning activities. The example of the learning activities proposed by Nunan can be seen in Table 2.1.
Table 2.1 Nunan’sTask Classification (Nunan, 2004, pp. 59-61)
Cognitive
Classifying Putting similar things together in groups
Predicting Predicting what is to come in the learning process Inducing Looking for patterns and regularities
Taking Notes Writing down the important things in own words Concept
mapping
Showing the main ideas in a text in the form of 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 students Role playing Pretending to be someone else and act like them
Linguistic
Conversational patterns
Using expressions to start conversations and keep them going
Practicing Doing controlled exercise 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
summary form from a text Selective
listening
Listening to key information without trying to understand all
Skimming Reading quickly to get a general idea of a text
Affective
Personalizing Sharing own opinions, feelings, and ideas about something
Self-evaluation Thinking about how well in studying and rate on a scale
Reflecting Thinking about ways to learn best
In this study, the five types of task are included in the classroom activities. The descriptions of Nunan’s (2004) five types of task are explained in the following paragraphs.
Firstly, cognitive tasks are used to measure learners’ competencies in understanding the new knowledge and to analyze and describe the new knowledge using their own language. In this study, the researcher applies three kinds of cognitive task, namely, predicting, inferencing, and taking notes. The researcher designs the pre-task to introduce learners with the new topic. The pre-task provides learners with some tasks such as describing something with their own language and finding the information on the related videos. Thus, to complete the task, the learners should predict, inference, and take notes to carry out the pre-task.
Secondly, interpersonal skill is used to dig up performance competencies that they have to be reflected in a real world. The researcher provides a role playing task since the design materials are all about speaking skills. Then, the learners creates role playing task with the situation provided. Role playing task is included in every unit because it facilities the learners to face the real world condition when they are guiding. In role playing task, the learners act to pretend as the tour guides and English speaking guests. In role playing task, the learners should co-operate with their friends so that they are able to share ideas to carry out the role playing task.
to the language focus task. In using context, the learners try to understand the context of the tasks. Then, selective listening is used to accept the key information they have to carry out the tasks in watching a related video. After that, learners practice the key information to be applied in the next tasks. Finally, after the learners have all knowledge needed in the language focus, learners are able to use conversational pattern to start new conversations and keep the conversations going naturally.
Fourthly, affective tasks are to find their errors and to revise the errors. Personalizing and self-evaluation are the two things which are carried out by learners to sharelearners’’feelings about the errors they have done and then think how well they understand the topic by self-evaluation.
Fifthly, creative task is used to dig up as much knowledge as they have and then select the correct and incorrect things related to. In this study, brainstorming is a creative task which is suitable to be used in the pre-task, task-cycle, and language focus to think as many new words and ideas as learners can to carry out the task.
d. The Learner Roles in TBL
According to Richards and Rodgers (2003), there are three roles that are implied by a task; they are group participant, monitor, and risk-taker and innovator (p. 235). The three learner roles ere explained in the following points. 1) Group participant
learners in a group of three people or in pairs so that learners are able to share ideas one another and be active in learning activities.
2) Monitor
Class activities have to be designed to show the language forms so that the learners have the opportunity to notice how language is used in a communication. Learners as the monitor means that they are able to notice the language use in the tasks and analyze the language. After that, they are able to use the language forms in the next activities to carry out the next tasks. If learners are confused with the language forms, it is possible to them to ask the teacher about the problems while they are monitoring the language forms.
3) Risk-taker and innovator
The skills of guessing from linguistics and contextual clues and asking for clarification and consulting with other learners may also need to be developed in this role. This role provides learners to use their own understanding to answer some language forms problems or ask their friends to find out the expected answer of the problems before asking the problems to the teacher.
e. The Teacher Roles in TBL
According to Richards and Rodgers (2003), there are three roles of teacher in TBL; they are selector and sequencer of tasks, preparing learners for tasks, and consciousness-raising (p. 235).
1) Selector and sequencer of tasks
A central role of a teacher in TBL is selecting, adapting, and or creating the tasks themselves and forming into an instructional sequence in keeping with learner’ needs, interests, and language skill level. Thus, a teacher in TBL is the responsible person to create learning materials which is suitable for the learners. 2) Preparing learners for tasks
The teacher is responsible to check tasks’readiness such as stated the topic introduction, clarify task instructions, help learn or recall useful words and phrases to facilitate task accomplishment, and provide partial demonstration of task procedures. Therefore, the teacher is the facilitator to lead the learners in a situation where the tasks have to be carried out.
3) Consciousness-raising
The roles of the teacher are important to achieve the successful classroom activities in TBL class. In this study, the researcher agrees with the three roles of the teacher in TBL. Firstly, the teacher plans the task, and this means the teacher should select and create the suitable speaking materials based on the learners’ needs and skill levels. Secondly, the teacher is the facilitator to lead the learners in a situation where the tasks have to be carried out. Thirdly, the teacher is the responsible person to bring back the learners to the expected situation or activity if the learners are confused with the task instruction.
f. Syllabus in TBL
There are two kinds of syllabus design which are appropriate for task-based materials according to Nunan (2004); they two syllabus are theme-based syllabus and task-based syllabus (p. 25). In the theme-based syllabus, the contents are organized into topics. The themes provide contexts for doing the tasks using meaningful language. In the task-based syllabus, the contents are organized based on the task difficulties. This study uses the combination syllabus of both theme-based and task-theme-based. In this study, the topics are arranged from the easiest topic to the most complicated topic.
4. Instructional Design Model
culminating evaluation which is not included in a part of the design process to design instructions (pp. 6-8). The steps are elaborated as follows:
1. Identify instructional goal(s)
This step is aimed to find out new information and skills that learners have to master when they have completed the instruction. The instructional goals can be derived from a list of goals, a performance analysis, needs assessment, practical experience with learning difficulties of students, the analysis of people who are doing a job, or from some other requirements for the new instruction. 2. Conduct instructional analysis
This step is to determine what skills, knowledge, and attitudes which are needed by learners to be successful in the new instruction. This step is to find out the appropriate learning topics for the learners.
3. Analyze learners and context
It is a parallel analysis of the learners. This step analyzes the context in which they will learn the skills and analyze the context in which they will use them. This step is knownas needs analysis to find out the learners’ needs.
4. Write performance objectives
This step creates specific objectives of what learners will be able to do when they complete the tasks. This step is to determine the learning objectives. 5. Develop assessment instruments
This step is aimed to measure learners’ ability to perform what the
the time include objective test, live performances, measures of attitude formation, and portfolios.
6. Develop instructional strategy
This step emphasizes the components to foster learners’ in learning activities including pre-instructional activities as stimulating motivation and focusing attention, presentation of new content with examples and demonstrations, active learner participation and assessment, and follow-through activities that relate the newly learned skills to real-world applications. This step is to find out the suitable learning phases.
7. Develop and select instructional materials
This step is using the instructional strategy to produce instructions. This typically includes the guidance for learners, instructional materials, and assessments. Therefore, this step is to select and create the suitable learning materials.
8. Design and conduct formative evaluation of instruction
9. Revise instruction
The final step in the design materials and development process is revising the instructions. The data from formative evaluation are used to reexamine the validity of the instructional analysis and the assumptions about the entry skills and characteristics of learners.
10. Design and conduct summative evaluation
: continuing to : feedback
Figure 2.2 Dick and Carey’sSystem Approach Model for Designing Instructions (Dick & Carey, 2009, p. 1)
Identify Instructional Goal(s)
Write Performance Objectives
Develop Assessment Instruments
Conduct Instructional Analysis Analyze Learners
and Contexts
Revise Instruction
Design and Conduct Formative Evaluation of Instruction
Develop and Select Instructional Materials Develop Instructional
Strategy
5. Materials Adaptation
In this section, the researcher discusses the theory of materials adaptation proposed by Tomlinson and Masuhara which consists of the definition of materials adaptation, principles of materials adaptation, and techniques of materials adaptation.
a. The Definition of Materials Adaptation
The definition of materials adaptation according to Tomlinson and Masuhara (2004) is “making change to materials in order to improve them or to make them more suitable for a particular type of learners”. Thus, in this study, materials adaptation is developing materials by changing, adding, and or reducing the materials in order to make more appropriate to the learner needs. Tomlinson also states that materials development refers to
anything which is done by the researchers, teachers, or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake; in other words the supplying of information about and or experience of the language in ways designed to promote language learning. (p. 2)
Therefore, in this study, developing materials is needed to create various language input by the researcher to maximize the appropriateness language learning.
b. Principles of Materials Adaptation
There are two principles in material adaptation according to Tomlinson and Masuhara (2004). The first is “deep processing of language is required for
effective and durable learning and second is the learners’ attention should be
important things in learning are on the process of learning the ability to use the meaningful language. The second principle means that the learning activities can be listen to or read a text for the sake of understanding the meaning before their attention is drawn to the linguistic features in analyzing the tasks.
c. Techniques for Materials Adaptation
The researcher applies the materials adaptation in developing the materials. There are some techniques to adapt the materials. Tomlinson and Masuhara (2004) present three main categories in terms of quantity; they are plus (+), minus (-), and zero (0) (pp. 15-16). The three categories are described in the following points.
1) Plus (+) Category
There two techniques for materials adaptation in plus (+) category; they are an addition and an expansion. The addition means that the teacher may add different texts and/ or activities, whereas the expansion means that the teacher may expand texts and activities by increasing length, difficulty, and or depth. 2) Minus (-) Category
3) Zero (0) Category
There are five techniques for materials adaptation in zero (0) category; they are a modification, a replacement, a reorganization, a resequencing, and a conversion. The modification means that the teacher may make changes in instruction. The replacement means that the teacher may swap one activity into another. The reorganization means that the teacher may change the position of the text and illustrations. The resequencing means that the teacher may change the sequence of activities. The conversion means that the teacher may change the genre of text such as change a text from narrative into a poem or move the context from one medium to another such as from a printable material into a web page.
In this study, the researcher uses the all three categories to develop the materials because the three categories are possible to be applied to develop the materials.
B. Theoretical Framework
of TBL, theory of the systematic design of instruction by Dick & Carey to design the speaking materials, and the techniques of materials adaptation.
In particular, there are nine steps which are adaptedfrom Dick and Carey’s (2009) systematical approach for designing materials. However, those nine steps have some changes in the order of steps to be relevant for Indonesian learners. The relevant steps to design English speaking materials for the tour guides of Kalisuci Gunungkidul using TBL are explained in the following steps.
1. Identify instructional goal(s)
This step is observing the tour guides of Kalisuci Gunungkidul to find out the information related to the skills that the tour guides have to master when they are guiding English speaking guests. This part is giving the researcher’s point of view to decide the speaking goals as the general objectives by observing the guides while they are guiding.
2. Conduct instructional analysis
This step is to decide what the guides are doing when they perform the goals and identify the subskills which are needed for achieving the goals. The researcher determines skills, knowledge, and attitudes which are needed by learners to be successful in the new learning materials. This step is done by observing the guides while they are guiding to decide the topics needed to be learnt.
3. Analyze learners and contexts
learning objectives and the setting in which the skills is eventually used through learners’ current skills, preferences, and attitudes.This step is done by distributing questionnaires of needs analysis to the guides.
4. Write performance objectives
This step is to decide the specific objectives of what learners are be able to do when they complete the tasks. This step determines the syllabus as the general objectives and determines the lesson plans to create the specific objectives of each topic.
5. Develop assessment instruments
This step is creating the speaking assessment to measure the learners’
achievements towards the objectives. In this step, the researcher creates self-evaluation in each unit for the learners. This assessment is not an assessment which measure learners’ score, however, the self-evaluation is like a reflection which provides learners to write their feelings after finishing every unit. The self-evaluation also provides learners to write their weaknesses such as the unclear tasks and expressions, the difficult things that they face in every unit, and write the useful expressions in every unit to ensure their understanding.
6. Develop instructional strategy
7. Develop and select instructional materials
In this step, the researcher is finding, selecting and developing the speaking materials which are suitable for the learners. The researcher chooses the types of tasks based onNunan’s task classification to select the suitable tasks and follow the steps of plus, minus, and zero categories in adapting the materials proposed by Tomlinson and Masuhara.
8. Design and conduct summative evaluation
The researcher conducts the summative evaluation after developing and selecting materials because it is an important stage before applying the designed materials in the learning activities. The summative evaluation is experts’ validation or judgements towards the designed materials. Thus, after the designed materials are ready to be tested, the researcher needs to gain some feedback and suggestions from the experts to revise the designed materials.
9. Revise instruction
This step is to revise the designed materials after gaining the feedback and suggestions from experts’validation in the summative evaluation. Revision is not the step that occurs in the end of instructional design process, but revision is an ongoing process of using feedback related to the effectiveness of the designed materials to reassess the aims.
10. Design and conduct formative evaluation of instruction
three phases of formative evaluation; one-to-one evaluation, small-group evaluation, and field trial evaluation. In this step, after conducting the summative evaluation and revising the instructional materials, and applying the design materials to be taught to the tour guides, the researcher conducts the formative evaluation to the tour guides. This evaluation covers learners’ opinions about the learning materials. The evaluation is more on obtaining learners’ feeling after joining the course and obtaining learners’ comments on the appearance of the design materials.
: continuing to : feedback
Figure 2.3 The Steps of Designing Materials Adapted from Dick and Carey’s Model (Dick & Carey, 2009, p.1)
Identify Instructional Goal(s)
Develop Instructional Strategy Develop Assessment Instruments
Write Performance Objectives Analyze Learners and Context
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Revise Instruction Conduct Instructional Analysis
33 CHAPTER III
RESEARCH METHODOLOGY
This chapter focuses on six major parts. The six major parts are research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
This study has two aimed. Firstly, the researcher described how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul was designed. Secondly, the researcher presented English speaking materials using task-based learning for the guides of Kalisuci Cave Tubing Gunungkidul.
The methodology used to answer the two research problems in this study was the procedure of educational research and development (R & D) study. According to Borg and Gall (1983), an education R & D study is “a process to develop and validate educational products” (p. 772). The educational products
were the materials objects such as textbook, procedures and process of learning such as learning activities and teaching methods. Since this study produced the set
of English speaking materials, this study could be categorized as an educational R
& D study.
main field testing, operational product revision, operational field testing, final product revision, and the last is dissemination and implementation (pp. 775-776). In this study, the researcher only conducted six steps of educational R & D because the aim of this study was to design the materials to gain feedback and suggestions of the designed materials after being implemented once to the target learners and also because of the time limit and money. Therefore, the researcher did not employ the complete cycle. The six steps are explained in the following points.
1. Research and Information Collecting
Research and information collecting was to obtain the information needed for planning what to design. This step employed the first three steps of Dick and Carey’s (2009) instructional design, namely,identify the goal(s), conduct learning materials analysis, and analyzing learners’ needs. The researcher conducted observation to identify the goal(s) and topics needed. After that, the researcher conducted needs analysis in analyzing learners and context step to find out the learners’needs by distributing questionnaires to the tour guides as the learners. 2. Planning
its lesson plan. In developing assessment instrument, the researcher made a self-evaluation assessment for the learners in every unit. In developing instructional strategy, the researcher adopted Willis’ task sequence (1996), namely, pre-task, task cycle, and language focus to make the suitable phases strategies for creating speaking materials.
3. Developing Preliminary Form of Product
In this phase, the researcher employed the seventh step of Dick and Carey’s (2009) instructional design model, namely, develop and select instructional resources. The organized subject content was developed into learning materials. Tasks and instructional resources were selected based on their appropriateness with the available support service, learners’ characteristics and skills. In developing preliminary form of product, the researcher selected the subject contents and made the preliminary design based on the syllabus used. The researcher adapted the authentic speaking materials by applying the principles of materials adaptation by Tomlinson and Masuhara (2004); they are plus, minus, and zero categories (p. 16).
4. Preliminary Field Testing
the summative evaluation first than formative evaluation, because it could help the researcher to develop and improve the designed materials before applying the designed materials to the target learners.
In this study, expert validation was conducted by distributing evaluative questionnaires to two English lecturers from English Language Education Study Program background of Sanata Dharma University to assess the designed materials. Then, the feedback and suggestions would be used as the consideration to improve the designed materials.
5. Main Product Revision
This step was to revise the designed materials as the ninth step of Dick and Carey’s (2009) instructional design model based on the results of preliminary field testing as experts’ validation. After gaining the results of preliminary field testing, the researcher made the final version of the designed materials.
6. Main Field Testing
This step employed the eighth step of Dick and Carey’s (2009)
: continuing to : feedback
Figure 3.1 A Combination of Dick and Carey’sID Model and the Six Steps of R&D Cycle
Identify Instructional Goal(s)
Conduct Instructional Analysis
Analyze Learners and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instructional Materials
Research and Information Collecting
Planning
Developing Preliminary Form of Product
Preliminary Field Testing
Main Product Revision
Main Field Testing Design and Conduct Summative
Evaluation of Instruction
Revise Instruction
B. Research Setting
This study was conducted in two places. The first was in the target place, Kalisuci, Semanu, Gunungkidul, to gather data by conducting observation and needs analysis to design the materials and to gather formative evaluation of the designed materials. The second place was in the Sanata Dharma University Yogyakarta to gather summative evaluation on the design materials by the two lecturers who considered as experts in English language teaching.
C. Research Participants
In this study, there were three groups of participants. The first group was the participants of research and information collecting. The second group was the participants of preliminary field testing. Then, the third group was the participants of main field testing.
1. Participants of Research and Information Collecting
To collect information, the researcher used two kinds of instruments, namely, observation sheet and questionnaire. In the observation, the researcher observed seven tour guides while they were guiding and concluded the results of the observation using the rating scales on three criteria in the observation sheet. After conducting the observation, the researcher distributed questionnaires to the fifteen tour guides of Kalisuci Gunungkidul to collect the data oflearners’ needs. 2. Participants of Preliminary Field Testing
their experience and expertise in English language teaching for more than ten years. They were a female lecturer and a male lecturer who have more than ten years experience in English language teaching. The female lecturer was the postgraduate lecturer of Kajian Bahasa Inggris of Sanata Dharma University. The male lecturer has experienced in teaching English for undergraduate students in some universities and has ever taught in a well-known English course. Thus, they were chosen to evaluate the designed materials as summative evaluation before applying the designed materials to the learners. The feedback and suggestions from the lecturers were used to revise the designed materials.
3. Participants of Main Field Testing
Participants of main field testing were the fifteen tour guides of Kalisuci Gunungkidul. They were chosen to evaluate the designed materials as the formative evaluation to check whether or not the learners’ enjoyed joining the course and helped toachieve learners’ needsor not.
D. Instruments and Data Gathering Technique
1. Observation
Observation can be used in both quantitative and qualitative research. This study used direct observation and the purpose of direct observation according to Ary et al (2002) is “to determine the extent to which a particular behavior(s) is present” (p. 216). In direct observation, the observer is like a camera to record the
occurrence of the behavior. The device used in this study to record the observation was rating scales. According to Ary et al (2002) rating scales are often used by the observer to indicate the behavior. Usually, rating scale consists of three to five categories (p. 217). This study used three rating scales, namely, strongly needed, needed, and not needed to measure the behavior of the participants to the statements of the researcher as the observer.
The observation was conducted on January 19, 2014 by observing the seven tour guides while the guides were guiding. The observation was conducted to observe seven tour guides to identify the goals and topics needed in learning speaking skills. The observation sheet can be seen in Table 3.1 on the following page. The complete observation sheet can be seen in Appendix B.
Table 3.1 Observation Sheet (Blank)
No Goal
Rating Scale Strongly
Needed
Needed Not
Needed
No Speaking Materials
Rating Scale Strongly
Needed
Needed Not
2. Questionnaire
According to Elliot (1991) “a questionnaire is a list of questions asking
about people’s opinion” (p. 82). Johnson and Christensen (2012) state that the purpose of using questionnaire is to obtain information about the thought, attitudes, beliefs, values, perceptions, personality and behavioral intentions of research participants (p. 163). Thus, the questionnaires which were used in this study were to collect learners’ opinion about their perceptions, beliefs, and personality towards the statements and questions.
There were two forms of questionnaire. They were closed form and open form questions. Best (1983) states that the closed form questionnaire provides the answer of a“yes or no” answer, short response, or checking an item form a list of suggested responses, while the open form questionnaire gave chance to the participants for giving their free response to the questions (pp. 168-169). In this study, the researcher used both closed form and open form questionnaires to obtain complete information in research and information collecting, preliminary field testing, and in main field testing. The following points are the description about the three questionnaires.
a. Questionnaire for Research and Information Collecting
interests, lacks, and wants. The questionnaires were written in Indonesian language to avoid misunderstanding. The questionnaire for research and information collecting can be seen in Appendix C.
b. Questionnaire for Preliminary Field Testing
The questionnaire for preliminary field testing was the second questionnaire and also known as experts’ validation. The researcher distributed the questionnaires to two lecturers at Sanata Dharma University on February 18, 2014. The questionnaires were distributed in order to obtain the feedback and suggestions of the designed materials. The feedback is gained to revise the designed materials. The questionnaires were in closed form and open form for collecting the data. The complete questionnaire of preliminary field testing can be seen in Appendix C.
c. Questionnaire for Main Field Testing
The questionnaire for main field testing was the third questionnaire and also known as learners’ evaluation. The researcher used both closed and open form questionnaire. The researcher distributed the questionnaire to the fifteen tour guides of Kalisuci Gunungkidul who joined the speaking course on April 3, 2014. The questionnaires were distributed in order to check whether or not the designed materials really helped the tour guides in increasing their speaking skills. The questionnaire of main field testing can be seen in Appendix C.
Table 3.2 The Whole Process of Data Collecting
Instruments Participants Data Gathered Time
Observation for research and information collecting.
Seven tour guides of Kalisuci Gunungkidul.
Goals and Topics of Speaking Materials. January 19, 2014 Questionnaire 1: Questionnaire for research and information collecting. Fifteen tour guides of Kalisuci Gunungkidul. Learners’ characteristics, learners’ necessities, learners’ interest, learners’ wants, learners’ lacks in English speaking related to their job.
January 21, 2014 Questionnaire 2: Questionnaire for preliminary field testing
