5. Selecting Subject Content
In this part, the writer presented the global content preceded in all units. The designed materials consisted of ten sets of language functions and those language
functions were presented in ten units. The content of those ten units can be seen as follows:
Unit Functions Unit
Title 1
Greeting and Saying Goodbye Good Morning, Tom
2 Introducing
My Name Is Michele 3
Asking and Offering Help May I Help You, Madam?
4 Describing Object
It Looks Like Snake Skin 5
Describing Places This Place Is Used For Dancing
6 Giving Direction
It’s Next To The Swimming Pool 7
Giving Instruction First, Dig The Soil
8 Telling History
Agrowisata Turi Was Built In 1970 9
Apologizing Oh, I’m Sorry, Sir
10 Thanking
Thanks For Coming Here Table 4.4. The Content of the Eight Units
Each unit consists of four types of activities. They are Dialogue Practice, Language Focus, Language Focus Exercises, and Communicative Task. Every topic
contained those activities as follows:
a. Conversation
This section presented the examples of dialogues and useful expression. In this activity, the instructor gave at least one example of dialogue between a tourist
guide and a foreign guest using the language function that would be discussed in the unit. By presenting this part, the learner was expected to be familiar with the model
of the dialogue. After presenting the dialogues, the learners then were asked to practice them with their friends. The writer put conversation in the first part because
the students need to be familiar with the context of the situation when the language
focus is used in the real situation. They need to know the model of dialogue before they learn about language focus.
b. Language Focus
The second part of each unit is language focus. This section presented the useful expression and also the formula of grammar. Language focus was aimed to
help the learners produce correct form of utterances. It consisted of all structural aspects that would be necessary to study in order to use the language in the real
communication. From language focus, the learners knew the form of sentences and useful expressions that were used to express ideas or opinions related to the topic. In
this part, the instructor gave some examples of useful expressions that would be discussed in the unit. So after they are familiar with the real situation, the students
know the structural concept in making correct English utterances.
c. Exercise
After giving the language focus, the writer needs to measure the students’ understanding by put exercise in the third part. In this section, the instructor
encouraged the learners to be active in doing exercises. All the language exercises were given within the scope of the language use in the dialogue and language focus.
For examples, all sentences that were presented in language focus exercises lied in the context of interaction between the tourist guides and the foreign guests in
Agrowisata Turi. Types of exercises used in this part were completing dialogues and matching.
d. Role Play
The students need to practice their understanding in the model of real situation. In order to implement their knowledge the writer made some activities
called Role Play. The writer put Role Play in the end of each unit. In this section, many kinds of activities were given such as games and role play. Here the learners
were asked to perform those activities in order to help them communicating in English fluently. These activities encouraged and challenged the learners to be
creative. So, the guides can develop their ability by practicing English in real situation.
6. Selecting TeachingLearning 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 beginners, simple activities like reading and understanding useful expressions shown in the dialogue practice and language focus, doing exercises 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 learner’s need into interesting teaching learning activities.
7. Evaluation
Since the research deals with constructing materials, evaluation is an important step. The term ‘evaluation’ is not meant as the evaluation after the
implementation. Since the designer materials have not been implemented yet, the
evaluation was fulfilled by distributing some questionnaires to lectures and English instructors. It was conducted to find out the whether materials were well developed
or not. The results of the questionnaires were used as a feedback and consideration to
revise and improve the designed set of materials.
B. The Designed Material
This part is aimed to answer the second problem, how the designed set of speaking materials for tourist guides at Agrowisata Turi looks like? This problem
deals with the presentation of the instructional materials design. It consists of the design before evaluation and after evaluation. After making the revision of the
materials, the writer presented the final version of English speaking instructional materials for tourist guides at Agrowisata Turi in appendix E.
1. Before Evaluation
In this part the writer showed the design before evaluation. Based on the need analysis the writer presented the designed material. The writer presented one of ten
units as an example.
GREETING
Jawablah pertanyan dibawah ini 1.
Where do you usually meet people? 2.
What do you say when you meet people?
CONVERSATION
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