content or information using the language whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to the content
learning. The content teaching is not organized around the language learning, but vice versa. Content-based language teaching is concerned with communicative and
cognitive processes. An example of content-based language teaching is a science class, which is taught in the language that students need or want to learn. It is
possibly with linguistics adjustments to make the science more comprehensible. From the elaborations of the syllabus types above the writer would like to
choose the most appropriate one. Since the content of the language teaching in this study is a collection of functions, the writer would apply a functional syllabus as the
syllabus type in this study.
B. Theoretical Framework
Some steps are required to make a set of instructional design materials to teach speaking to the guides and instructors in Banyu Sumilir. In order to make an effective
instructional material for tourist guides and instructors in Banyu Sumilir, the writer adapts the steps of Kemp’s model and Yalden’s model.
It also refers to Research and Development R D theories. The Research and Development is a process used to develop and validate educational products Borg
and Gall 1987: 772. The steps in the research and development are research and information collecting It includes collecting information about the theories and
collecting information about the learners, planning, development preliminary form of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
product, preliminary field testing and main product revision. The following are the writer’s model.
1. Needs analysis
Usually a group of learners do not need general English. They learn English for a particular reason. Since this study is concerned with English for tourist guides in
tourism village, the material will be relevant to the learner’s need and purpose. It means that the aim of the study is first identified by learners need analysis. The writer
conducted needs analysis based on the theory of ESP. ESP emphasizes the central importance of the learners and their attitudes to learning Rodgers, 1969.
2. Stating Goals, Topic and General Purpose
This step is aimed to determine the goals of instructional material design. After stating the goals, the topics should be listed as the scope of the course and the basic
needs of instruction. The topics in the instructional materials should be selected based on the situation.
The topics should express the general purpose as to what the learners’ expect as a result of instruction. So topics, goals, and general purpose are an important aspect
in making instructional material. 3.
Stating Learning objectives Stating the learning objectives will raise the learner’s efforts during the learning
process. Considering that, the learning objectives should be specified and related to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the students needs. It implies the collaboration and negotiation among those who are involved in the course, for example, students, teacher and organizer.
4. Selecting the syllabus type Selecting the syllabus type used in this study is the next step after stating
learning objectives. Since the basis of these instructional materials is speaking, so the appropriate syllabus type is functional syllabus. The content of the language teaching
in this study is a collection of function. 5. Listing the subject content
The aim of this step is to clarify the learning objectives. It involves the selection and the organization of the specific knowledge, skill, and attitudinal factors. Well-
designed subject content will lead to communicative and interactive teaching learning activities. The writer selected the subject content based on the sequence of activities
in CLT. The activities were divided into two sections, Pre- Communicative activities and Communicative activities. Teaching points are introduced in dialogue form,
grammatical items are isolated for controlled practice, and then freer activities are provided. Pair and group work are suggested to encourage the students to use and
practice functions and forms Richards and Rodgers, 1986. 6. Selecting Teaching Learning Activities.
The teachers are required to be creative in selecting the activities. They have to provide the activities that enable the learners to enrich the materials, to encourage the
learners to be actively involved in the learning activities. Since the materials are concerned with speaking skills, the teacher should be able to make activities that give
the learners chances to speak in order to be able to speak communicatively in the target language. The writer applied the activities in teaching speaking theory in
designed materials. Those activities were questions and answers, dialogue and role- play, matching activities, communicative activities, pictures and pictures stories,
puzzle and problems, and discussions. 7. Evaluation
The writer adapted this step from Kemp’s model since the writer did not apply the designed materials. This step measures the overall outcomes of the instructional
materials design. So, the evaluation is expected to be a consideration to improve and develop the instructional material design. The writer conducted opinion and feedback
survey from English teachers and English lecturers, and English instructors. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
CHAPTER III METHODOLOGY
There are seven sections discussed in this chapter. They are research method, research instruments, research respondent, research setting, data gathering technique,
data analysis and research procedure.
A. Research Method
This research was carried out based on Research and Development R D theories. In this theory “the Research and Development is a process used to develop
and validate the educational product” Borg and Gall 1983: 772. These were the steps in Research and Development:
1. Research and Information Collecting
This step was about collecting information from many sources which was related to the research. According to R D, this step included review of literature,
classroom observation, and preparation of report of state of the art. The researcher tries to collect information about the learners by distributing questionnaires and
interviewing the learners. The researcher collected information for two things: a.
Collecting information about related theory Library study was done by the researcher in order to get information about the
theory as the basic of the research. The researcher found the information in books, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
