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directions politely, 4 personnel 25 who chose how to tell the time, 3 personnel 18.75 who chose how to tell price and number and only 2 personnel 12.5
who chose how to greet someone politely. Based on the result of the percentage above, the concierge personnel chose
only 14 topics. So, the writer decided on the 14 topics, that have been already chosen, as the materials which were presented in the 8 units of the designed
materials. They were: 1.
Dealing with guest complaints. 2.
Giving information about historical places in the past. 3.
Giving information about hotel facilities. 4.
Giving information about Indonesian culture. 5.
Giving information about local dances. 6.
Giving information about villager’s activities. 7.
Giving information about special souvenirs. 8.
Giving information about places of interest. See the appendix of table 4.4 for the result of the topics chosen and Figure 4.1 for
the process of deciding units in the materials
4.1.1.2.3 The Objectives
After deciding the topic of the study in designed materials, there were the objectives which are divided into two parts; General Instructional Objectives were
stated in terms of Standard Competencies. It covered all the objectives of all units which are stated in general. The standard competency for this designed material
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was, at the end of the program, the learners’ ability to communicate both orally and in written English using an appropriate language style that is fluent and
accurate in order to interact with foreign guests, especially in giving explanations, discussing options, and making suggestions with them. The Standard
Competencies need to be specified. Therefore, the writer formulated Specific Instructional Objectives. Those were stated in terms of indicators.
“Guests are the kings” is the title of Unit 1 in the designed materials. It deals with how to handle complaints. Based on the needs analysis this theme was
placed at the beginning of the designed materials. All other units were placed based on the learners needs. Everyday concierge personnel deal with guests’
complains, so, it was the most important unit of all. It contains some expressions that help the learners in dealing with complaints.
The basic competences of this unit are, first, dealing with guest’s complaints in tape script, so that the learners are able to understand and
comprehend the texts related to dealing with complaints, the learners are able to understand prefixes and terms related to adjectives to describe someone’s
personality, as stated in the text about reading activities. Then, the learners are able to express situations related to dealing with complaints. The learners are able
to understand and comprehend variation of expression in writing about how to handle complaints. The learners are able to understand and comprehend the
infinitive and gerund and use them with the guests when they are handling complaints. Based on the listening script, the learners are able to understand and
comprehend the contrasting stress and express it. While the indicators of this unit
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are at the end of the course the learners are able to describe someone’s personality using adjectives, answer questions based on the texts about Melanie Flowers
talking about a flight she made from London to Dallas. It is all about dealing with complaints, express contrasting stress in the tape script, express ideas orally in a
simple play using appropriate language in handling complaints, and express the idea in writing a letter of apology.
Unit two titled Marketing the Past. Based on the needs analysis this unit placed as the second unit of all. It deals with some temples such as Borobudur,
Mendut and Pawon. It presents many exercises which deals with Bororbudur, Mendut and Pawon wall reliefs. So, the learners were helped to talk about the
story on the wall, which means the history in every temple. It was supported by pictures about the reliefs.
The basic competences of this unit are: the learners are able to understand words and terms related to Borobudur temple, the learners are able to understand
and comprehend the texts related to the places of interest in the past, the learners are able to understand and comprehend the typescript relating to the history of the
places of interest in the past, the learners are able to express and explain situations related to some historical places of interest in the past, the learners are able to
describe some historical pictures of Borobudur relief, the learners are able to understand and comprehend relative clauses, the learners are able to understand
and comprehend the pausing and intonation and express it. The indicators are at the end of the course the learners are able to, answer
questions based on the texts about Borobudur temple, pronounce words according
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to its stress and pause, give explanation which deals with the history of Borobudur, Mendut and Pawon temples, express ideas in writing a letter using a
short meaningful description of the relief at Borobudur temple, make one sentence with two separate statements using a relative clause, make any personal comments
about the shapes of Borobudur temple. Unit three titled Hotel Facilities, because it deals with describing hotel
facilities. The learners were helped to develop their idea about facilities in a hotel with some pictures and exercises that are present in the unit. The learners are also
helped by hotel special terms, such as DnD, ROC, incognito, besides the learners were helped to be a good employer in strategy in keeping your job.
The basic competences of this unit are, the learners are able to understand words and terms related to hotel facilities, the learners are able to understand and
comprehend the texts related to hotel facilities, the learners are able to understand and comprehend the typescript related to the strategy of working, the
learners are able to express ideas related to hotel facilities, the learners are able to understand and express ideas through writing a letter about hotel facilities, the
learners are able to understand and comprehend adjectives and the word order, the learners are able to understand and comprehend the compound adjectives and
express them.
The indicators are at the end of the course the learners are able to, answer questions based on the texts about personal judgment regarding hotel facilities,
pronounce words according to its intonation and stress in the compound adjectives, give a short description which deals with hotel facilities, express ideas
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in writing a letter about hotel facilities, make sentences with categories of adjectives.
Unit four titled Culture Spots, because it deals with giving information about Indonesian culture. There was much information about Indonesian culture,
such as Javanese wedding, the Waicak ceremonies, the biggest religion process in the world, etc. The learners were helped to develop their ideas on it. Besides, there
was some information about western culture that was different from eastern culture, something that can be happening here but cannot be happening there in
culture check quiz. The basic competences of this unit are, the learners are able to understand
special terms about Indonesian culture, the learners are able to understand and comprehend the texts related to Javanese culture wedding, the learners are able
to understand and comprehend the typescript related to the Indonesian culture, the learners are able to expressing ideas related to Indonesian culture, the learners are
able to understand and express situations by writing a letter which deals with Indonesian culture, the learners are able to understand and comprehend the
passive voice, the learners are able to understand and comprehend words contractions and express it.
The indicators are, at the end of the course the learners are able to, tell the story about a Javanese wedding ceremony, answer questions based on the texts
about Javanese wedding ceremony, fill in the blanks related to vocabulary about one Indonesian culture, the initiation, give short description which deals with the
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process of making “penjor”, express ideas in writing a letter about the Waicak, make contraction in a sentence.
Unit five titled Traditional Charms, because it deals with giving information about traditional performances in Magelang and Yogyakarta. Unit
five clearly presents special terms in Jatilan, the Javanese traditional trance dance, such as dukun. The learners also recognized some other Javanese traditional dance
based on local folk, such as Joko Tarub, Babad Tanah Djawa. Clear pictures helped the learners to recognize the plot of the dance, so the learners have
references about those dances. The basic competences of this unit are, the learners are able to understand
words and terms about traditional performance, the learners are able to understand and comprehend the texts related to traditional performance, the learners are
able to understand and comprehend the typescript related to traditional performances, the learners are able to express ideas related to traditional
performances, the learners are able to understand and express ideas by writing a narration dealing with traditional performances, the learners are able to understand
and comprehend the sentences that refer to the future, the learners are able to understand and comprehend pausing and rhythm and express it.
The indicators, at the end of the course are: that the learners are able to, tell story about Jatilan performance. Answer questions based on the texts about
Jatilandance, decide statements whether they are true false based on the typescripts, express ideas in the form of narration consist of the act following a
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sequence of actions or events in time in order to inform or to instruct, express pauses and rhythm in a sentence, make sentences that referring to the future.
Unit six titled Let’s Sweat…, deals with villager’s activities as a farmer and local food producers. The content of this unit was based on the needs analysis,
the learners need some materials that will help them to discuss about farming andor the process of plating rice. The writer challenges the learners to give
explanation about the process of planting rice, so the writer presents pictures of it. Besides, the writer also discusses the process of planting tobacco based on the
needs analysis. The basic competences of this unit are, the learners are able to understand
words and terms song “Leaving on the Jet Plane”, the learners are able to understand and comprehend the texts related to villagers’ activities, the learners
are able to understand and comprehend the typescript related to villagers’ activities, the learners are able to express ideas related to villagers’ activities, the
learners are able to understand and express ideas by writing a letter dealing with villagers’ activities, the learners are able to understand and comprehend the
sentences dealing with a request using modals, the learners are able to understand and comprehend word boundaries: linkage and express it.
The indicators, at the end of the course are: that the learners are able to, tell the story about the process of planting rice, answer questions based on the
texts about farming, fill in the blanks about farming, express ideas in writing about planting tobacco, express word linkage in a sentence, make sentences
referring to a request.
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Unit seven title Things to do…, because it deals with something to do with local crafts. Based on the exercises that are given, the learners were challenged to
develop their ideas and give information about local crafts in Magelang. Pottery was a subject that requested by the learners in order to gain information on the
process of making pottery. Besides, the process of oil distillation and the process of making the red bricks were also presented by the writer with clear explanation
and clear pictures. The basic competences of this unit are: that the learners are able to
understand words and terms about local craft in Magelang, the learners are able to understand and comprehend the texts related to the information about local craft
in Magelang, the learners are able to understand and comprehend the typescript related to local craft in Magelang, the learners are able to express ideas related to
information about the process of making oil in Magelang, the learners are able to understand and express ideas by writing a letter dealing with information about
process making red bricks in Magelang, the learners are able to understand and comprehend the sentences dealing with a request using modals.
The indicators, at the end of the course are: that the learners are able to, tell the story about the process of making oil, answer questions based on the texts
about pottery, fill in the blanks about local craft, express ideas in writing about how to make red bricks, make sentences referring to a request.
Unit eight titled Selecting Locations, deals with giving information about some places of interest around the town. In this unit, the writer presented tourist
attractions and its clear pictures. The writer presented an article about Kota Gede,
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which is the centre of silver jewellery. It can be used to give the learner’s information about this place.
The basic competences of this unit are: the learners are able to understand words and terms about massage and art, the learners are able to understand and
comprehend the texts related to places of interest in Yogyakarta, the learners are able to understand and comprehend the typescript related to places of interest in
Yogyakarta and Magelang, the learners are able to express ideas related to places of interest in Yogyakarta and Magelang, the learners are able to understand and
express ideas by writing, dealing with places of interest in Yogyakarta and Magelang, the learners are able to understand and comprehend the sentences
dealing with the position of adverbs, the learners are able to understand and comprehend falling intonation in question tags and express it.
The indicators, at the end of the course are: that the learners are able to, answer questions based on the texts about Kota Gede, match the pictures between
people and their favourite places to visit, express ideas about personal experience, express sentences with its intonation.
4.1.1.3 Selecting and Developing the Syllabus
