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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
A syllabus is important in the teaching and learning process as a guideline of a plan and context for class content. For students, syllabus is a
‘route-map’ of the course.
As stated in chapter two, in this study, the designer decides that the notional-functional syllabus is the most appropriate syllabus to teach integrated
English instructional materials, since in this syllabus the basic units of this
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syllabus are notions, or concepts and functions and these materials are used in real activity, while they are working. So, these materials provide communicative
function that would help concierge personnel to develop their English ability in real communication conducted in their work field.
4.1.1.4 Selecting Subject Content
Next step after stating syllabus, selecting subject content is important to give specific area to the learners. Therefore, the integrated materials were
compiled in eight units which support the development of concierge personnel in speaking, listening, writing and reading.
Each unit supported by eight parts as follows: 1.
Preview Preview is used to start the learner thinking about the theme that they are
going to study. This part also aims to focus the learner’s attention. It is in the form of a few questions about the theme andor in the form of pictures, and the
questions based on the pictures. 2.
Speaking Speaking activities present realistic and motivating situations where the
learners can practice the language which they have studied. The learners make presentations, negotiate the terms of contracts, discuss key issue, give advice
and information, deal with complaints and perform many other tourism-related tasks.
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3. Listening
Listening activities present real situations in the form of conversation and discussion between people when dealing with complaints, temple guide and
students, information about tourism attractions with American, Australian, British andor other international accents are featured, to help the learners
understand how people speak English in different parts of the world. 4.
Language Focus Language focus presents the key aspects of grammar that are essential for the
progress of concierge personnel to understand and use the language effectively. The language focus section also provides some exercises with
clear explanations and examples that are aimed to review whether they have understood the above theory or not.
5. Vocabulary
The aim of the vocabulary sections is to help the learners to develop a richer vocabulary. These sections introduce many words and expressions required in
the tourist industry. This activity helps the learners to practice making new sentences with the same vocabulary that is provided. Vocabulary section also
gives them a deeper understanding of the words because they are equipped with a dictionary.
6. Speech work
Speech work activity helps the learners to practice how to pronounce a word according to the word intonation andor stress. Good pronunciation gives the
learners greater confidence, whether they are dealing with customer, taking
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part in discussion or guiding groups of visitors. The speech work sections will give them systematic, regular practice which is the key to progress.
7. Reading
Reading activities presents a variety of authentic texts from tourism publications and have designed practical exercises. The aim of this section is
to help the learners to improve reading skill, to check their understanding about the text and to add some information about what written in the text.
8. Writing
Writing sections present real tasks from the tourism work place. The learners are asked to reply by fax, email and write their own experiences while
accompanying guests. The motivating situations based on their own daily activities, the learners can develop their ideas freely. For example: writing
letters, press release, brochures and reports. 9.
Learning Tips Learning tips presents advice and information on how to improve the learners’
learning strategies and become more independent when the learners study. It is because the teacher is the facilitator and motivator of the teaching and learning
process and the learners are the focus of the process.
4.1.1.5 Selecting Teaching Learning Activities
