105
I. No Statement Degree
of Agreement
Central Tendency
4 3 2 1 N
Mean
A. Learning Indicators
1. The learning indicators are able to support the achievement of the general
purposes. 1 3
4 3.25
2. The learning indicators are specific and
well-formulated. 4
4 4
B. Learning Materials
3. The materials help learners to achieve
the learning indicators. 2 2
4 3.5
4. The materials are suitable with the needs on English for Taman Wisata
Candi Prambanan staff. 2 2
4 3.5
5. The activities are fun and motivating. 3 1
4 3
6. The materials are within the allotted time.
3 1 4
3.75 7.
The discussion on each unit are relevant to the topic.
2 2 4
3.5 8.
The instruction for students are helpful and easy to comprehend.
1 2 1 4
3 9.
The materials are arranged systematically according to the level of
difficulty from the least difficult to the most difficult
1 3 4
3.25
10. The activities are various and encourage learners to speak.
2 2 4
3.5
C. Teacher’s Guide and Teaching Procedure
11. The teacher’s guide is helpful and understandable
2 1 1 4
3.25 12. The lesson plans are able to give clear
picture of how to implement the materials.
1 3 4
3.25 13. The teaching procedure is helpful and
able to give the the overview of the materials.
1 3 1 4
3.25
D. Questions in “Let’s Sum Up”
14. The questions are clear and
understandable. 1 3
4 3.25
15. The questions have encouraged learners to share their feelings freely.
4 4
3 16. The questions have facilitated learners
to connect what they have learned to 4
4 3
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the real world. 17. The questions have facilitated learners
to monitor their own progress. 1 3
4 3.25
F. Overall Evaluation
18. The layout of the materials is attractive and well-designed.
2 1 1 4
3.25 19. The Task Based Language Teaching
framework has been implemented well in the materials.
1 3 4
3.25 20. In overall, the learning materials are
well developed. 4
4 3
II. 1.
Comments on the designed materials
• It provides topics suitable for the target needs and fields • It is good, only in some parts, like the conversations are too long
• Make it simpler still considering the student’s level in English • Add vocabulary list which related to the topic more.
• The lay-out is good. • All units are colorful; this makes the interesting design.
• There are a lot of variations. • The design looks crowded.
• Please consider the layout-some pages are too full. • The font size is too small.
• Get a clear picture. • It is good and well designed.
2. Comments on the Teacher’s Guide:
• The Teacher’s Guide is clear enough.
3. Suggestions to improve the materials:
• If the teacher does not have the Student’s Book, heshe will have no idea what materials teach and how they are arranged. Why not structuring it in
accordance with the Student’s Book and provides it with the materials of the Student’s Book.
• Re-check the grammatical precision in both books. • Add the symbol for listening passage.
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APPENDIX 8
SAMPLE OF THE
QUESTIONNAIRE FOR
EXPERT VALIDATION
AND USER VALIDATION
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APPENDIX 9
STUDENT’S BOOK
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Preface
Why are you learning English? Is it because English is the international language that can help you to communicate with people around the world?
If your answer is yes, you are right. English is the international language of the world. Furthermore, English is used by people who work in tourism
because they will deal with foreigners. English can be the “bridge” among people who speak different languages. By learning English and mastering English, you
will be able to communicate with foreigners and prevent misunderstanding. As a result, you will be able to give the best services for the tourists because you know
what they are saying.
The Communicative English for Prambanan Staff is the book designed for the staff of Taman Wisata Candi Prambanan. There is not a doubt that English
needs to be mastered by the staff of Taman Wisata Candi Prambanan because they will have contact with tourists from many countries. This book will help the
staff of Taman Wisata Candi Prambanan to learn English communicatively. The materials in this book are closely related to the needs of the staff in the working
field. Therefore, this book will help you a lot in learning English. It is hoped that you can practice what you have learned from this book in the real world.
Elisabet Kurnia Wijayanti
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TABLE OF CONTENTS
Preface
………………………………………………………………………………………i
Table of Contents
……………………………………………………………………...ii
Unit 1:
Welcome to Prambanan Temple, I am Your Tour Guide
……………………….1
Unit 2:
Go Straight Ahead
………………………………………………………………………..8
Unit 3:
This is Shiva Temple
……………………………………………………………………...17
Unit 4:
Is there any Problem?
…………………………………………………………………...26
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APPENDIX 10
TEACHER’S GUIDE
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Table of Contents
How to Use This Book …………………………………..1 The Overview of the Designed Materials ……………2
Syllabus and Lesson Plans …………………………….4 Teaching Procedure ……………………………………15
Teacher’s Book ………………………………………….21 Task Instruction ………………………………………..54
Photocopiable Materials ……………………………...58 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1
HOW TO USE THIS BOOK
This book was developed as the complement for the Communicative English for Taman
Wisata Candi Prambanan Staff – Student Book. The Student Book contains various learning
activities which help learners learn English that will be useful in their working field. The materials
inside the Student Book will help the learners to practice English for communicative purpose. The
materials were developed based on the needs of English in tourism, especially in Taman Wisata
Candi Prambanan. The skills are taught in combination, but this book focuses mainly on the
Speaking skill, using Task‐Based Language Teaching.
This book aims to help the teachers implement the materials in the Student’s Book more
effectively. Therefore, there will be six sections elaborated in this book: 1 overview of the
learning materials, 2 syllabus and lesson plans, 3 teaching procedure, 4 task instructions for
the teachers, 5 photocopiable task materials, and 6 Teacher’s Book completed by answer key.
The overview of the materials is given to give insight about the principles of Task‐ Based
Language Teaching underlying the teachinglearning activities in the materials. Furthermore, the
teaching procedure uses as the basis in implementing the materials. It covers the topics, unit
name, indicators, phase, procedure, and tasks that are used in each phase. Syllabus and lesson
plans are provided to give clear illustration on the ideal implementation of the materials. Task
instructions are also given since giving task is one of the most difficult things to do in Task‐Based.
Therefore, this book provides clear task instruction for teachers to do the tasks. In addition, this
book also provides the Teacher’s Book completed by the answer key for each exercise. The
photocopiable task materials were also provided in this book.
The writer does hope that this book will be useful for the users especially for the English
teachers who want to implement the materials.
The writer,
Elisabet Kurnia Wijayanti
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The Overview of the Designed Materials
All of the materials and teaching‐learning activities in the Student Book were developed
based on the principles of Task‐Based Language Teaching TBLT. This part will elaborate the basic
principles of TBLT in order to give the users of this book a clearer description and better
understanding towards the principles underlying the materials and activities in the Student Book.
TBLT, also referred as the Task‐Based Learning or the Task‐Based Instruction, is another
development of the Communicative Language Teaching, a pedagogical approach which sees a
language primarily as a means of communication. In Task‐Based Language Teaching, tasks are used
as the core unit of planning and instruction in language teaching. By engaging learners in tasks
world, it will provide better context for the activation of learning processes than form‐focused
activities. It also provides opportunities for language learning to take place. Tasks also create
opportunities and involve learners in a meaningful communication, a situation in which they can
learn the language best.
Furthermore, in Task‐Based Language Teaching language is primarily a means of making
meaning. Learners do not talk about language; they use the language to deliver their ideas, to
express their feeling and to accomplish the tasks. The focus on form or linguistic element in Task‐
Based Language Teaching is learned after learners experience and explore with the language they
have. This way, the grammatical items to be learned will be more significant and relevant to their
needs, and, would promote learning.
The concepts elaborated above are the foundation of the teachinglearning activities in the
Student Book. There are five important sections:
A. Let’s Get Started
This section aims to introduce the learners to the context. In this part, learners were given
some questions related to the learners’ daily activity that related to the topic as well. The learners
were also introduced to some key vocabularies and expressions that would be used in the next
section.
B. Let’s Experience