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them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for
communication. Moreover, this approach stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead, English
becomes a real means of interaction and sharing among people. This approach allows teachers to track students progress in multiple skills at the same time.
Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether
found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.
With careful reflection and planning, any teacher can integrate the language skills and strengthen the tapestry of language teaching and learning.
When the tapestry is woven well, learners can use English effectively for communication.
2.2 Theoretical Framework
The writer uses some theories in Instructional Design Models: Kemp’s and Yalden’s, English for Specific Purposes, Communicative Language Teaching, and
Integrated Language Learning. Even though the designer cannot apply all theories explained by all the experts in the world, hopefully those theories more or less have
contributed to the process of designing a set of integrated instructional English materials for concierge personnel.
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For the basis of developing the materials, the writer uses Yalden’s and Kemp’s as the main instructional approach since Kemp’s instructional design model
is a flexible process; besides, there is interdependence among the elements. It is supported by Yalden’s instructional model that provides a communicative syllabus
and the recycle process, to ensure that the learners acquire the ability to communicate in a more appropriate and efficient way.
This design is more appropriately included in English for Specific Purpose than in General English, because these design materials consider the needs analysis,
identify the target situation, analyse the target situation and are more aware of the process of learning as the central.
The Communicative Language Teaching method emphasizes that learning involves more than simply learning grammar and rules, but it needs to be able to put
one’s knowledge to communicate effectively, for real communication.
Integrated materials are chosen for instruction because learners can enhance all their skills directly through the one learning process. Moreover, this
approach stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of
interaction and sharing among people. This approach allows teachers to track students progress in multiple skills at the same time. Integrating the language
skills also promotes the learning of real content, not just the dissection of language forms.
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The writer combines and modifies some stages of the models to make a framework to conduct this study. Here are the stages used by the writer:
1. Conducting needs’ survey This step is adopted from the first stage of Yaldens model. The aim of this
stage is to know what the learners really need and to observe their purpose in acquiring the target language, in order to establish the teaching-learning
objective. Questionnaires and interviews are fulfilling this demand. 2. Formulating the goals, topics and general purposes
This step is intended to provide the basis of the whole learning process. It spells out what the learners are expected to do, what they should do and how to
do it by recognizing the necessity, lacks and wants 3. Selecting the type of syllabus and developing the syllabus
There are many types of syllabuses that are considered communicative. Based on the objective and the learners’ needs, the designer chooses the
notional-functional syllabus which supports this design material. After that the writer starts to develop the selected syllabus. The developed syllabus will
provide the learners and teacher with materials. This step helps the teacher and learners to develop the objectives.
4. Selecting subject content
The writer needs to list the subject content to support he objectives of each materials.
5. Selecting teaching learning process
This step is intended to find the most appropriate materials for the learners needs based on the objective of learning. The materials are considered to be
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integrated materials focusing on the mastery of the integrated communicative skills rather than a mere mastery of the rules of the target language Richard
and Rodgers, 1986: 64. The designed materials are focus on the learning process which involves and considers the learners, the situational needs and the
process. The learner is important, but is not the most important. The factors that support the success of these design materials is how all aspects support
each other to promote real communication. 6. Validating the materials
Evaluation and revision are needed in this design, in order to know whether the materials are appropriate for the learners and the objectives of the
learning or not. The writer decides to use two types of validating materials. First, the writer uses questionnaires to evaluate the materials in order to obtain
criticism and suggestions on the designed materials academically and un- academically. The writer asks several respondents to give the input,
suggestions and criticism. Second, the writer conducts a pilot application. It is conducted to observe how the teaching learning activities use the designed
materials. The result of the pilot project would be a contribution to create a final revision of the designed materials.
7. Revising the materials Revising materials provides the most appropriate ones for the learners
based on their needs. Some adjustment is done if it is needed.
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In short, the steps used by the writer can be illustrated in the following diagram.
Conducting needs’ survey
Formulating the goals, topics and general purposes
Selecting the type of syllabus and developing the syllabus
Selecting teaching learning process
Validating the materials
Revising the materials Selecting subject content
Figure 2.6: Steps of Conducting the Study
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology used in this study and also the research method, research respondents, settings, instruments, data analysis and
research procedures. This study was conducted to find out the answers to the first problem question, how a set of Integrated English Instructional Materials for
Concierge Personnel is designed.
3.1 Research Method
Based on the methodology used in this study, this research is Educational Research and Development RD study. It is a process used to develop and
validate educational products
1
Borg and Gall, 1982: 772. The steps of this process are usually pertinent to the product to be developed, developing the
product based on findings, fields testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field testing
stage. According to Borg and Gall 1982: 775 the steps of this process are
usually referred to as the RD cycle. Cates 1985 states that there are eleven steps in RD studies. The first step is identifying the product to be developed.
This description includes an overall narrative of the proposed product, a tentative outline of what the product will include, how it will be used and most important a
1.
T
he term ‘
product’ includes not only material objects, such as textbooks, instructional film, and so forth but is also intended to refer to established procedures and processes such as method of
teaching or a method for organizing instruction.
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