to be specified by mentioning detailed time needed for every activity. He also added that it would be better to change
“Bibliography” into “Sources.” c The Level of the Materials
One participant stated that the designed materials were quite difficult for beginners’ level. He said that the materials
were suitable for the first or second semester students’ of English language study. Furthermore, he advised to reduce the
level of the materials. d Content Focus and Language Focus
One participant stated that the Content and the Language
Focus were
merely like
lists of
Language Expressions, Word List, and Grammar since there were no
exercises to facilitate the learning of the three of them. He added that it would be better to include some exercises to
support their learning. Another participant added that it would be better to include Substitution Drills exercises in order to
ease the learners to learn English since this technique is simple. e Grammar
One participant
stated that
there were
some grammatical mistakes that need to be corrected.
f The Order of the Topics One participant suggested putting Describing Leather
Goods before Bargaining. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. The Stages of Development on the Designed Materials
This section discusses about how a set of communicative English speaking materials for the personnel of Kaban Group Shop is designed. There
are some theories used for this study. The first theory is the theory of English Specific Purposes ESP. As a matter of fact, that this study is conducted to
design suitable communicative English speaking materials since there is a need of the personnel of Kaban Group Shop to communicate with their foreign
customers. The second theory is the theory of Communicative Language Teaching
CLT. The writer use this theory since it is the most appropriate theory to improve learners’ communicative competence
since it focuses more on communicative competence than on grammar.
The writer also includes the theories of instructional design models by Kemp and Yalden. The result is formulated into seven stages which are
explained below:
1. Conducting Needs Analysis Yalden
The needs survey was conducted to find students’ needs, interests, and lacks. This step was conducted by distributing questionnaires to 30
personnel of Kaban Group Shop, including the shopkeepers and the shop assistants. Interview was also conducted to acquire detail information that
is not provided in the questionnaires. The necessities, wants and lacks obtained are analyzed using the target needs analysis by Hutchinson and
Waters to give clear information. Below is the table of the Result of the Target Needs Analysis of the Personnel of Kaban Group Shop.
Objective stated by the writer
Subjective stated by the personnel
of Kaban Group Shop Necessities
English needed
for buying
and selling
activity in export import leather goods
To comprehend English, particularly speaking skill
Lacks Knowledge
of English
speaking skill in trading business
Speaking skill to be used as
a mean
of communication
with foreign costumers
Wants To be communicatively
competent in English as a mean of communication
with foreign customers To
be able
to communicate
with foreign customers
Table 8: The Result of the Target Needs Analysis of the Personnel of Kaban Group Shop
2. Considering Goals, Topics, and General Purposes Kemp
The goal of this study was to improve the students’ communicative competence. The topics were chosen from some topics which were
provided in the questionnaires. The personnel of Kaban Group Shop chose them. The writer arranged the topics based on the sequences in daily
situation. The following is the table of the Topics List.
UNIT TOPIC
1 Greeting and Introducing
2 Offering Help
3 Mentioning Price
4 Bargaining
5 Describing Leather Goods
6 Apologizing
7 Telephoning
8 Thanking and Well Wishing
Table 9: The Topics List
After selecting the topics, the General Instructional Objectives were made. The following is the table of General Instructional Objectives.
UNIT General Instructional Objectives
At the end of the course, the students are able to:
1 understand how to greet their foreign customers and understand
how to introduce themselves and someone else to their foreign customers
2 understand how to offer help to their foreign customers
3 understand how to mention price
4 understand how to bargain with their foreign customers
5 understand how to describe their leather goods to their foreign
customers 6
understand how to apologize to their foreign customers 7
understand how to speak through telephone with their foreign customers
8 understand how to thank their foreign customers
Table 10: General Instructional Objectives
3. Selecting the Syllabus Types Yalden
There were three syllabus types in this study, named the Functional Syllabus, the Situational Syllabus and the Structural Syllabus. The
functional syllabus was used because there was a need for the personnel of Kaban Group Shop to use English communicatively in speaking. Their
business in trading export import leather goods require them to be able to use English in greeting and introducing, offering help, mentioning price,
bargaining, describing leather goods, apologizing, telephoning, thanking and offering. The situational syllabus was used since the language
functions were applied in particular situations that were created to support the daily events in trading leather goods. Meanwhile, the Structural
syllabus was used to teach language form to the students.
4. Specifying the Learning Objectives Kemp
The next step is specifying the learning objectives. The writer used the term Specific Instructional Objectives SIO instead of learning
objective. Each topic consists of SIO that hopefully can be obtained after each topic is conducted. The following is the table of Specific Learning
Objectives. UNIT
Specific Instructional Objectives At end of the class, the students are able to:
1 a select appropriate expressions to greet their foreign
customers b use greeting expressions to greet their foreign customers
c select appropriate expressions to introduce themselves and someone else to their foreign customers
d use introducing expressions to introduce and someone else to their foreign customers
2 a identify some expressions used to offer help
b use appropriate helping expressions to offer help to their foreign customers
3 a use mentioning price expressions
