8. Operational field testing
Testing and revision will continue until the products meets its objectives. Therefore, the second revision of the product is then tested to determine whether
the product is already complete. Similar to the first testing, data is also analyzed. Usually, new information that might be get from this step is not as much as te
previous. 9.
Final product revision When the data has been analyzed and the product is considered complete, the
final product is the carried out. The final result of the revision can be used in the teaching learning process.
10. Dissemination and implementation
If the final version of the product will be used to teach, dissemination and implementation are needed. However, there is always possibility that not all
people can use the product. Therefore, demonstration is done, so the product can be used.
B. Theoretical Framework
Some steps are required to make a set of instructional materials to teach speaking to the tourist guides in Agrowisata Turi. Soekamto 1993, 11 suggest three
criteria as the requirements for choosing the suitable model. They are: 1.
A design model should be simple and should not contain any specific terms, so that the model will be easy to understand.
2. A model should contain all steps that need to be implemented in process of
instructional system in order to be well functioned.
3. A model should be flexible so that the designers are able to adapt between the
instructional objectives and strategy to achieve them. In order to set an effective instructional material, the writer uses two models –
Kemp’s and Yalden’s – are the guidelines in designing materials for the tourist guides in Agrowisata Turi.
1. Need Analysis Yalden
ESP course should be based on need analysis. It means that the aims of the course are first identified by the learners need analysis. Need analysis is also
important in developing ESP instructional materials. It is applied to know the students’ competence, educational background and also their motivation in learning.
2. Stating Goals, Topics and General Purposes Kemp
After conducting need analysis, the next step is determining goals, topics and general purposes. This step is aimed to determine the intended goals of instructional
materials design and provide a base of the course and learning process. 3.
Stating Learning Objectives Kemp One of the characteristics of ESP program is that the program usually has a
clear specified period of the course. Stating the learning objectives in terms of activities will arise to the students’ effort during the learning process. It is used as a
learning guideline in the forms of activities that will guide the learning process. 4.
Designing Syllabus Yalden The next step is stating syllabus type in which the plan of work stated as well
as a guidance of designing materials. Having a syllabus in ESP program is managerialmanagement reason Hutchison and Waters 1994: 83-84. To make the
program manageable and learnable, a syllabus provides a practical basis for the division of materials, assessment, textbooks and learning time.
5. Selecting Subject Content Kemp
The next step is selecting subject content. The aim of this step is to clarify and support the learning objectives.
6. Selecting TeachingLearning Activities Kemp
The teacher has to provide materials and exercises that enable the learners to attain the communicative objectives, engage learners in communication and required
the use of communicative process Richard and Rodgers, 1986: 76. This step is used to accomplish the objectives.
7. Evaluation Yalden
This step is aimed to evaluate the instructional materials design whether the materials can be implemented or not. If it is not, the writer will ask some
respondents’ suggestions and recommendations. The evaluation was obtained by distributing some questionnaires to some experts English lecturers and English
instructors.
