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The content of the preliminary application was gathered by observing the learners’ participation through learning-teaching activities. The designer analyzed
the learners’ reaction to the designed materials, whether the learner is active or passive.
3.7 Research Procedure
This is the main part of this study. The first thing to do after conducting the needs’ analysis is to formulate the objectives of the designed materials, select
and develop the type of syllabus and finalize the materials. 3.7.1 Pre-design Survey
Conducting needs’ analysis .This step is conducted to know what the learners really need and to observe their purpose in acquiring the target language, in
order to establish the teaching-learning objective. Questionnaires and interviews are fulfilling this demand.
3.7.2 Designing Materials
1. Formulating the Goals, Topics and General Purposes of the Designed Materials After the needs analysis is done, the next step is to formulate the
objectives of the materials, what the learners are expected to do, know and feel as a result of their learning experience. Later, the designer formulated several
objectives which then would be presented in the next chapter as the competency standard that the concierge personnel should acquire.
The steps for deciding the objectives of the designed materials were divided into three points; first, deciding the main topics of the materials, second deciding
the topics for each unit which also considered the necessities, lacks and wants of the learners and finally, deciding the objectives of each unit in the form of basic
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competence. These objectives would be the basis of the teaching learning activities during the course process.
2. Selecting and Developing the Syllabus As stated in chapter two, the researcher decided to use the communicative
Yalden’s syllabus to support integrated material that helped the concierge personnel to develop their English speaking ability in real communication
conducted in their work field. The syllabus was developed by considering the skills to be achieved and the language components needed by the learners which
would have been presented in the results of the needs survey. 3. Selecting Subject Content
After formulating the goals, topics and general purposes of the designed materials continued with selecting and developing the syllabus, the researcher
selecting subject content of the materials. 4. Developing the Materials
This stage was intended to find out the most appropriate material based on the syllabus and included competency standard and basic competencies and its
indicator. The designer referred to some books and resources from the Internet. Since this set of integrated English instructional materials emphasized
meaningful and communicative skills, the materials focused on learners’ needs, which were closely related to develop their English skills in listening, speaking,
writing and reading also language components such as vocabulary, grammar and pronunciation in a communicative way of teaching; dialogue, games, role plays.
In this stage, the designer developed 8 well-arranged materials.
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3.7.3 Post-design Survey
