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syllabus type, listing the subject contents, selecting teachinglearning activities, evaluation and revising. Furthermore, the explanation of each step is presented as
follows:
1. Need Survey
The writer conducted needs survey as the first step in designing the speaking instructional materials in order to get sufficient data from the
respondents. In conducting need survey, the writer used target needs analysis that included necessities, lacks and wants. The results can be seen in table 4. 1.
Table 4. 1. The Result of the Target Needs Analysis
Objective Perceived by the writer
Subjective Perceived by the staffs
Necessities English speaking ability to be
used when they have to communicate to foreign
tourists. Need to master English in
order to be able to serve foreign tourists.
Lacks The ability to communicate in
English with foreign tourists. The ability to communicate in
English with foreign tourists. Wants
To be able to communicate in English well so that they can
serve foreign tourist well. To be able to speak English in
order to serve foreign tourist well.
2. Stating the Goals, Topics and General Purposes
After conducting needs survey, the writer determined the goals, topics and general purposes for teaching each topic.
a. Goals
The goals of the designed set of instructional speaking materials for the staffs of Culture and Tourism Department in Sleman were to:
1 Help the learners to understand how to communicate appropriately with
foreign tourists.
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2 Help the learners to be able to serve foreign tourists using appropriate English
expressions related to their work field.
b. Topics
After determining the goals, the writer made a list of topics that was based on the students’ need. The list consisted of eight topics. The eight topics are
Greeting and Introductions, Offering Services, Telephoning, Giving Direction of Tourist Destinations, Describing Tourist Destinations, Describing Cultural Events,
Giving Tourism Information, and Telling History.
c. General Purposes
The general purposes for teaching each topic would be stated in table 4. 2.
Table 4. 2. The General Purposes of Each Topic
No Unit
General purposes for each topic
1 Greeting and Introductions
1. The learners understand how to greet foreign
tourist and introduce themselves appropriately. 2.
The learners understand how to respond to foreign tourists’ greeting and introducing.
3. The learners recognize the expressions of greeting
and introducing used in the dialogues. 4.
The learners know how to ask personal information to foreign tourists.
2 Offering Services
1. The learners understand how to offer service to
foreign tourists appropriately. 2.
The learners recognize the expressions of offering services used in the dialogues.
3. The learners handle the complaint appropriately.
3 Telephoning 1.
The learners know how to make a telephone conversation, take and leave message, and write a
memo correctly 2.
The learners recognize the expressions of making a telephone conversation, taking and leaving a
message and writing a memo. 4
Giving Direction of Tourist Destinations
1. The learners understand how to give direction to
foreign tourists appropriately. 2.
The learners recognize the expressions of Giving Direction of Tourist Destinations used in the
dialogues. 3.
The learners know the pattern of Giving Direction of Tourist Destinations and use the pattern
correctly.
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5 Describing Tourist
Destinations 1.
The learners understand how to describe the places especially tourism spots in Sleman
appropriately. 2.
The learners recognize the expressions of Describing Tourist Destinations used in the
dialogues. 3.
The learners know the pattern of Describing Tourist Destinations and use the pattern correctly.
6 Describing Cultural Events
1. The learners understand how to give describe
events clearly and appropriately. 2.
The learners recognize the pattern of describe events places appropriately.
7 Giving Tourism
Information 1. The learners understand how to give information
about tourism villages and tourism objects appropriately.
2. The learners recognize the pattern of Giving
Tourism Information about tourism villages used in dialogues.
8 Telling History
1. The learners understand how to give information
about the history of the places clearly and appropriately.
2. The learners recognize the pattern of giving
information about the history of the places appropriately.
3. Syllabus Type
The type of syllabus that was applied in this study was combination of functional and situational syllabus. The reason of choosing those syllabuses types
was because the writer considered that those syllabuses matched with the speaking instructional materials designed. The content of language teaching in the designed
materials is a collection of language functions which are performed when language is used by staffs in the situations during tourism activities.
4. The Subject Contents
In this part, the writer clarified the learning objectives in all units. The designed materials consisted of eight units.
The contents of those eight units can be seen in table 4. 3.
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Table 4. 3 The content of eight units and general purposes
No Unit Learning
Objectives
1 Greeting and
Introductions 1.
The learners can read the dialogue. 2.
The learners can great the tourists using appropriate expression of greeting.
3. The learners can introduce themselves using
appropriate expressions of introducing. 4.
The learners can complete the dialogue with appropriate expression of greeting and
introducing. 5.
The learners can ask questions about others’ personal information.
6. The learners can introduce others to the tourists.
2 Offering Services
1. The learners can read the dialogue.
2. The learners can offer services using appropriate
expression of offering service. 3.
The learners can complete the dialogue with appropriate expression of offering service.
4. The learners can practice the dialogue in front of
the class. 5.
The learners can make a short dialogue based on the situation given.
3 Telephoning 1.
The learners can read the dialogue. 2.
The learners can complete the dialogue with appropriate expression of making a telephone
conversation, taking and leaving a message and writing a memo.
3. The learners can practice the dialogue in front of
the class. 4.
The learners can make a short dialogue based on the situation given.
4 Giving Direction
of Tourist Destinations
1. The learners can read the dialogue.
2. The learners can give directions using appropriate
expression of Giving Direction of Tourist Destinations.
3. The learners can complete the dialogue with
appropriate expression of Giving Direction of Tourist Destinations.
4. The learners can practice the dialogue in front of
the class. 5.
The learners can follow the directions given in the game.
5 Describing Tourist
Destinations 1.
The learners can read the dialogue. 2.
The learners can describe places using appropriate expression of Describing Tourist Destinations.
3. The learners can complete the dialogue with
appropriate expression of Describing Tourist Destinations.
4. The learners can practice the dialogue with a
partner. 5.
The learners can match the words with their description.
6. The learners can give some descriptions about a
place.
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6 Describing Cultural
Events 1.
The learners can read the dialogue. 2.
The learners can describe events using expression of Describing Cultural Events Events.
3. The learners can complete the dialogue with
appropriate expression of Describing Cultural Events Events.
4. The learners can practice the dialogue with a
partner. 5.
The learners can make a dialogue based on the cues given.
7 Giving Tourism
Information 1.
The learners can read the dialogue. 2.
The learners can give information about tourism objects and tourism village using expression of
Giving Tourism Information. 3.
The learners can complete the dialogue with appropriate expression of Giving Tourism
Information. 4.
The learners can practice the dialogue with a partner.
5. The learners can make a dialogue based on the
cues given. 6.
The learners can act as a tourist guide in a role play.
8 Telling History
1. The learners can read the dialogue.
2. The learners can give information about the
history of the places using expression of giving information.
3. The learners can complete the dialogue with
appropriate expression of telling history 4.
The learners can practice the dialogue with a partner.
5. The learners can make a dialogue based on the
cues given.
Each unit consisted of four types of activities. They were dialogue practice, language focus, language focus exercise, and communication task. All
types of activities are based on Communicative Language Teaching Approach because those four activities contain the principles of CLT. Every topic contained
those activities. The list of the subject content would be clarified as follows:
a. Be Familiar
This section presented the examples of dialogues. In this activity, the instructor gave at least one example of dialogue between a staff and a foreign
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tourist using language function that would be discussed in the unit. By presenting this part, the learners were expected to be familiar with the model of the
dialogues. After presenting the dialogues, the learners then were asked to practice them with their friends.
b. Keep In Your Mind
Keep In Your Mind was aimed to help the learners produce correct form of utterance. It consisted of all structural aspects that would be necessary to study in
order to use the language in the real communication. From Keep In Your mind, the learners know the form of sentences and useful expressions that were used to
express ideas or opinion related to the topic.
c. Use It Correctly
In this section, the instructor encouraged the learners to be active in doing the exercises. All the language exercises were given within the scope of language
use in dialogues. For example, all sentences that were presented in language focus exercises lied in the context of interaction between the staffs and the foreign
tourists. Types of exercise used in this part were completing and matching.
d. Speak Up
In this section, many kinds of activities were given such as games, role- play, and discussions. Here, the learners were asked to perform those activities in
order to help them communicate in English fluently.
5. Teaching Learning Activities
In selecting the teaching learning activities, the writer selected simple activities, so the learners will not be confused with the activities given. Since the
learners were beginner, simple activities like reading and understanding useful
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expression shown in the dialogue practice and Keep in Your Mind, doing exercise and doing communicative tasks such as role-play and game were used. The
sources of the materials were taken from some English textbooks. Those materials were taken, modified and adapted to the learners’ need into interesting teaching
learning activities.
6. Evaluation
