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questions from English speaking guests were the topics about caving and cave tubing activities. To solve learning difficulties of the guides, the researcher made
some activities which triggered learners to solve their difficulties. The summary of
learner’s lacks and wants in open-ended questionnaire helped the researcher in considering the speaking materials.
2. Planning
After gathering the data in research and information collecting, the researcher conducted a framework before designing the speaking materials. There
are three steps before designing the materials; they were write performance objectives, develop assessment instruments, and develop and select instructional
strategy.
a. Write Performance Objectives
The researcher made the suitable speaking materials based on the topics chosen by the learners. The topics were ordered from the easiest one to the most
complicated one according to the learners’ level. The performance objectives were
what learners would be able to do when they complete the goals, especially the goals in each unit. There were 4 units in the designed material. Before the
researcher formulating the specific objectives in each topic, the researcher formulated the general objectives by considering the goals. The general objectives
were created in a form of syllabus which can be seen in Appendix E. After formulating the general objectives, the researcher clarified the
specific objectives of each unit into lesson plans. There were four units in the
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syllabus. The first unit was “Hello, I am Retno” for greeting, leave taking, and
introducing oneself and others. The second unit was “Could you tell me where Kalisuci is?” for asking for and giving directions. The third unit was “It is an
awesome cave” for describing a place. The last unit was “It is for protecting our shinbones” for describing equipment. The researcher made the specific objectives
of learning in each unit which can be seen in Table 4.6 on the following page to indicate the output of learning.
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Table 4.6 The Performance Objectives for Each Unit Unit
Theme General Purposes
Learning Indicators
1 Hello I am Retno
Greeting, Leave taking, Introducing
oneself and others Learners know how to
greet, how to leave take, and how to introduce
oneself and others. Learners are able to:
1. Identify the expressions of
greeting and leave taking.
2. Identify the expressions of
introducing oneself and
others.
3. Use correct pronunciation to
greet and to leave take.
4. Use correct pronunciation to
introduce oneself and others to
guests.
5. Use appropriate expressions to
greet and to leave. 6. Use appropriate
expressions to introduce oneself
and others. 7. Respond to
formal and informal greeting,
leave taking and introducing
oneself and others.
2 Could you tell me
where Kalisuci is? asking
for and
giving directions Learners know how to ask
for and give directions to the guests.
Learners are able to: 1. Identify and
mention the expressions of
asking for and giving directions.
2. Use correct pronunciation in
asking for and giving directions.
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Unit Theme
General Purposes Learning Indicators
3. Use appropriate expressions of
asking for and giving directions.
3 It is an awesome
cave describing a place
Learners know how to describe a place.
Learners are able to:
1. Identify the language features
of describing a place.
2. Describe a place, especially caves,
when doing a cave tubing trip or
caving activity.
3. Using correct pronunciation and
correct language features to
describe a place.
4 It is for protecting
our shinbones describing
equipment Learners know how to
describe the equipment for caving and cave tubing
Learners are able to:
1. Describe the look like of a piece of
safety equipment for caving and
cave tubing.
2. Describe what the material used to
form a piece of safety equipment
for caving and cave tubing.
3. Describe the use of a piece of
safety equipment for caving and
cave tubing.
4. Using correct pronunciation and
correct language features to
describe a piece of safety equipment.
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b. Develop Assessment Instrument
