On the other hand, some weaknesses were also found in the implementation of the speaking materials using role play, as follows:
1. The researcher found it was hard to ask students to perform their performance without bringing a little note with them.
2. Some students did not pay much attention to their friends who performed their performance in front of class; during the performance
some of them prepared their own performance. 3. Because of lack of preparation and feeling nervous in from of the
class, some students found difficulties in memorizing their dialogue, thus they made a “ridiculous” mistake when they had to perform their
performance.
4.3 The Presentation of the Designed Materials
In order to answer the second questions in the problem formulation, the researcher presents the final version of the designed materials in this part.
The designed materials consist of three units and topics. Those are presented in the table below:
Table 10. List of Units and Topics of the Designed Materials
UNIT 1 HANDLING PROBLEMS AND COMPLAINTS
UNIT 2 PHONE CONVERSATION
UNIT 3 MY DUTIES AS A HOTEL STAFF
Unit 1: Handling Problems and Complaints, it is aimed to provide
an overview to the students of hotel accommodation of the problems that commonly happen in hotel management and how the students as a hotel
staff overcome the problems. This unit is accomplished based on the English lesson syllabus for Vocational School with the basic competence of
understanding simple daily conversation in professional or personal context with a native speaker.
Unit 2: Phone Conversation, it is aimed to provide the students the
example of phone conversation that usually occurs in hotel management. Examples of the dialogue like asking the description of the hotel, making a
reservation by phone, etc. This unit is accomplished based on the English lesson syllabus for Vocational School with the basic competence of taking
note the simple messages in the direct or indirect interaction using devices.
Unit 3: My Duties as a Hotel Staff, it is aimed to provide the students
the understanding of their duty as a hotel staff. Each student has their own role by working in hotel management and they have to have a deep
understanding of those roles. For example as a doorman, he or she has to recognize their role and responsibilit y. This unit accomplished based on the
English lesson syllabus for Vocational School with the basic competence of specifying the duties and education background spoken or written.
The learning process in each unit is divided into three sections,
namely Appetizer, Main Menu, and Dessert, the explanation of each section
is as follow:
1. Appetizer
This section presents the introduction of the unit, picture is the main media in this part. Appetizer lets the students to brainstorm their idea of the
pictures which are related to the topic of each unit. Appetizer takes time 15 minutes in each meeting in the beginning of the class.
2. Main Menu
This section presents the content of the unit, examples of dialogue, expressions and list of vocabulary are the major sections in Main Menu. The
researcher also provides situations that are used to perform role play in the end of this section. After mastering this Main Menu section, the researcher
lets the students to make the script for the role play and the students perform the role play in front of the class the role play is done in group of 2-3
students.
3. Dessert
This section presents the feedback from both the students and the teacher. Each group gives comment and opinion to the performance of
another group. Each group has to speak in front of the class in delivering their comment and opinion. At the end of the meeting the teacher gives
overall comment and the things that must be improved as an input for a better performance.
The detailed and completed version of the design materials can be seen in Appendix 8.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is the conclusion of the study. The conclusion of the study is drawn based on the problem
formulation that is formulated in chapter one and in the analysis in chapter four. The second part of this chapter is suggestion for further researches
dealing with role play.
5.1 Conclusions
The study was conducted to design speaking material using role play for grade XI students of hotel accommodation class Sewon Vocational
School 1. In this study, the researcher formulated two problems. Those problems were 1 how is a set of speaking material using role play for grade
XI students of hotel accommodation class Sewon Vocational School 1 designed?, 2 what does the design of speaking material using role play for
grade XI students of hotel accommodation class Sewon Vocational School 1look like?
In order to answer the first question, the researcher used instructional design model ad
apted from Kemp’s, Banathy’s, and Yalden’s model. The researcher combined these three models to design the material because the
combination of the models produces a complete step in designing the materials. Those steps are 1 conducting need analysis, 2 considering
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