Task and Activity Types

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B. Review of Related Study

In this section, the writer discusses a relevant study related to the implementation of English for Specific Purposes in education field. The study is taken from Theory and Practical in Language Studies journal. English for Specific Purposes had developed as a program to meet the needs of particular groups more effective than general English programs or courses. In ESP class the content of the materials are based on learners’ needs, while in general English class the materials are school centered-based. Su 2011 in that journal states that ESP course is designed to meet both communicative and linguistic needs of the students. In other words, learners ’ needs become the first criteria in designing the materials. It is clearly explained that ESP is a program learners-centered where all the elements of ESP are suited with the learners as discussed in the previous theoretical description. Su 2011 in her study makes an ESP course to teach listening and speaking for EFL senior college students in hospitality disciplines in Taiwan. The ESP class is given in order to encourage students in practicing their English listening and speaking skills. During a semester the students followed ESP program designed for them. Fun games and cooperative team work offered for them to reduce the level of intimidation. At the end of the class, the students showed significant development in their performances in listening and speaking. The students were motivated to learn and to increase their performances in communication. Hence, ESP program may be used to others learners in order to help them in learning English based on their needs. 31

C. Theoretical Framework

Learning a certain language relates how to use the language for communication. In order to have an ability to communicate well in society, speaking skill is important to be developed. Therefore, the writer designs a set of instructional English speaking materials for the Junior Sisters of KYM Congregation. In designing the materials, the writer uses the theories of Instructional Design Models, Speaking Skill, English for Specific Purposes, and Task-Based Language Teaching as discussed in the theoretical description. The theory of speaking skill is used to understand the characteristics of second language learners in speaking proses. English for specific purposes is used as guideline in designing the contents of the materials. The principles of task- based language teaching are used to create learning activities in the design materials. The writer uses the combination of instructional design model proposed by Dick and Carey 2009 and also Morrison et al. 2011 in designing a set of instructional English speaking material for the Junior Sisters of KYM Congregation. The writer combines the two models to find out flexible and effective stages in designing the materials. The writer combines and modifies the two models into to six stages. The combination of these two models is presented as follows: 1. Conducting Instructional Problem Morrison et al. This step requires the writer to identify learners’ needs or problem. It is also necessary to identify learners’ characteristics and backgrounds. The writer 32 chooses first step from the Morrison et al. because they suggest the writer to search first the problem of the learners. This step is relevant to the characteristics of ESP which the materials should be based on learners’ needs. 2. Listing the Topics as a Part of Task Analysis Morrison et al. The second step is the writer identifies subject content for learners. This step aims to decide topics or knowledge will be taught for the learners. The writer chooses this step because Morrison et al. define clearly what the designer should do in determine a topic. Also, they suggest the designer to use a topic analysis to identify objectives, design the instructional strategies, and create instructions. 3. Writing Instructional Objective Morrison et al. The next step is the writer has to write the objectives or what learners will be able to do after the learning process in a clear statement. In this step, the writer should consider cognitive, psychomotor, and affective domains. The reason in choosing this step is also to use the domain aspects as a guideline to create the content of the materials. 4. Developing Instructional Material Strategy Dick Carey This step is used to determine what kind of learning activity will be used to teach the materials. It is important in order to help learners practice during the learning process. The writer chooses this step because Dick and Carey give steps to develop instructional material strategy to teach the materials for learners. 5. Designing the Message Morrison et al. In this step, the writer decides to design the materials in the pattern of words. The reason in choosing this step is because the writer is suggested to