goals of this study. Furthermore, the process of developing instructional materials include the process of unit development. The steps mentioned by Nunan 2004
are used in this study as the basis for unit development. In addition, unit development covers the steps in tasks grading and sequencing. The decision of
task grading and sequencing of unit development in this study refers to the principles proposed by Nunan 2004.
In the process of developing materials, developing tasks within units is one of the most important points. In this study, tasks can be seen as the useful
components to involve the real–world communication into the classroom. The concept of tasks, based on TBLT, represents the integration of goals, input,
teacher and learners’ role, procedure and setting. It would present activities which should be done by the students. Therefore, in designing appropriate tasks, the
principles of developing tasks proposed by Nunan 2004 should be considered. After finishing developing tasks and units, evaluation of the materials
will be conducted in order to check whether the purposes and goals have been achieved or not. Steps proposed by Ellis in Tomlinson 1998: 229 became the
guideline in conducting the evaluation. They are description of the task, planning the evaluation, collecting information, analysis of the information collected, and
conclusions and recommendation.
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CHAPTER III RESEARCH METHOD
In this chapter, methodological steps which underlie this study will be discussed. The research design, research subject, research setting, research
instruments, data collection techniques, data analysis techniques and research
procedure will be presented further. A.
Type of Study
The objective of this research was to create an appropriate model of English learning materials for the reception staff of Vidi hotel Yogyakarta.
Therefore, this study was classified as Research and Development since its purpose was to develop a finished product that can be used appropriately in an
educational programme Borg, 2003: 772. B.
Research Setting
The research was conducted from May 2013–2014 at Vidi hotel II
Yogyakarta located in Jln. Kaliurang Km. 5. The research involved the Human Resources Development Manager of the Vidi Hotel and the reception staff of Vidi
Hotel who worked in both Vidi Hotel I and Vidi Hotel II in shifts.
C. Research Subject
The subjects of this research were the reception staff receptionists of Vidi hotel I–II Yogyakarta as many as 16 people.
D. Research Procedure
The procedure of this research reffers to the systems approach model proposed by Dick Carey 1996. However, the systems approach model was
very long to be applied in this research. Therefore, there was an adaptation to make the procedures simpler.
Figure 6. The Simplified Model of the Research Procedure
The figure above was the simplified model used in this research. The procedures of the research were described as follows.
Step 1
: Needs analysis
Step 4
: Experts judgements
Step 5 :
revising writing the final draft
Step 2 :
planning writing the course grid
Step 3
: designing the materials
writing the first draft
1. Needs analysis
The needs analysis was administered on Vidi hotel I-II. Its purpose was to gather the infromation of learners’ needs and learning needs, as well as their
learning preferences. The data were analysed as the basis of developing English learning materials for the reception staff of Vidi hotel Yogyakarta.
2. Planning
In this stage, the course grid was developed based on the learners’ needs and preferences which were previously assessed through a set of needs
assessment questionnaires. The course grid consisted of topics, unit titles, language functions, input text, language focus that covered vocabulary and
grammar, and learning procedure activities. 3.
Developing the materials The English materials were developed based on the course grid. There
were three units, each of which consisted of about 12 tasks. The materials covered four English skills, i.e listening, speaking, reading and writing. Therefore, each
unit was divided into two cycles, spoken listening and speaking and written reading and writing.
4. Expert Judgement
The materials were evaluated by the experts to assess the appropriateness of the materials. The process of assessment was using expert
judgement questionnaire. The expert were also provided some spaces to write down their opinion and suggestion.
