30 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 that the language that is taught is not a special form of the language. It is also
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31 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 situation. It is what the learner has to know in order to function effectively in the
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32 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.
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 To undertake Medical
Studies
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33
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 RD,
Communicative Language Teaching CLT, Task-Based Language Teaching TBLT, and English for Specific Purposes ESP, the next part is about the
theoretical framework that is used to design the materials.
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34 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
selectorsequencer of tasks, preparing learners for each task and consciousness-
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35 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 RD. 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 objectives.
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36 5. Selecting teachinglearning 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. The writer theoretical framework is presented in figure 2.3.
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37
Figure 2.3: The Writer’s Theoretical Framework
Identifying learners’ characteristics
Considering goals, topics and general purposes
Specifying Learning Objectives
Selecting teachinglearning activities and resources
Developing and designing materials
Evaluating the materials Listing Subject Content
Revising the materials
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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 RD. They stated that
Educational Research and Development R D is processes used to develop and validate educational product.
There are ten steps in RD 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 used five steps of RD because the writer would not implement the designed
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