Why is the language needed?

244 The 3 rd International Language and Language Teaching Conference 4. Whom will the leaner use the language with? Course designers also should know whom the learner will use the language with whether they will use it to adult or children, native or non-native speakers, or they will use it to communicate with their friends, teachers, participants, customers, tourists, collegues, or for others. In this case, the learners will use the language to communicate with foreign guests. 5. Where will the language be used? Course designers also need to consider the physical setting of the learners. The physical setting is about where the learners will use the language. They will use it whether in the classroom, seminar, office, conference, workshop, hotel, tourism object, or for others. The observation of human context is also needed to know whether the learners will use the language in meetings or demonstrations. In this case, they will use the language in hotel. 6. When will the language be used? The last framework is about when the learners use the language whether they will use it frequently or rarely, in small or in large amounts. In this case, the language will be used frequently in small amounts. Based on the result of the need analysis and target situation, we decided to design a special program for them which is based on their level of English proficiency. The program focuses on the speaking as their working goal oriented which is communicating with the foreign guests. In addition, since they are working in the hotel industry, hotel receptionist should learn not only the language vocabulary, grammar, pronunciation but also the culture of the language. Brown 1994, p. 165 describes the relation between language and culture as follows: ‘A language is a part of a culture and a culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture’ as cited in Choudhury, 2014, p. 3. In other words, language and culture are inseparable. They are closely connected that they cannot be considered separately. Moreover, the important of learning the culture of the language is to avoid cultural misunderstandings, for instance, the sociocultural of the language; the expression used should avoid asking some personal information marriage, political status, age, etc.. Therefore, it is important to give them knowledge how to speak English politely to the guests. In order that the materials design can be understood effectively and easily, we decided to adopt Communicative Language Teaching CLT approach. CLT emphasizes its principles on the productive skill and its main purpose is developing learners’ communicative competence. Thus, it is suitable for the goal of the program in which they will learn mostly about how to speak English confidently and properly. Communicative Language Teaching Approach The need of English as a media of communication is crucial for hotel staffs of Inna Garuda Yogyakarta for its great number of foreign guests coming to stay. Able to communicate in English would be one of the demands they should have, especially for those who interact directly with the foreign guests. Among them, receptionists are considered to be the most prominent position as they are the first who deal with the foreign guests. Therefore, they have to learn English to support their ability in communicating with the foreign guests. Beginning with the background mentioned above, the need to learn English as a means of communication leads to the use of effective approach so that the goal of learning can be achieved. In order to fulfill such kind of need, Communicative Language Teaching CLT can be applied during the process of learning. Richards and Rodgers The 3 rd International Language and Language Teaching Conference 245 2001 have mentioned that CLT in language teaching starts form a theory of language as communication. The goal of language teaching itself is to develop communicative competence. Furthermore, Widdowson 1978 said that CLT focuses on the communicative acts underlying the ability to use language for different purposes. Briefly, it can be inferred that CLT focuses the language teaching on communicative proficiency rather than on mere mastery of structures. In designing the course, we firstly conduct need assessment to know the real context and to find out the information about learners’ needs. Hutchinson and Waters 1987 argued that learners were seen to have different needs and interests, which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning. As English for hotel staff, in this case receptionist, belongs to English for Specific Purposes ESP, therefore knowing about the real context and their particular needs are important to determine what kind of material that will be taught, how it will be taught and how it is evaluated Graves, 2000. Considering the result of needs assessment which reveals that receptionists in Inna Garuda Hotel are still lack of speaking English ability in which they are demanded to be fluent, therefore we decide to employ CLT as the guidance in designing the course. CLT itself is deemed to be the most appropriate approach to adopt as it focuses the learning in communicative purposes. Richards and Rodgers 2001 mentioned that CLT views language as a system for the expression of meaning that aims to allow interaction and communication. The structure of language reflects its functional and communicative uses. Hence, these characteristics of CLT have underlain us in adopting this approach. In terms of learning and teaching activities, it is important to design the types of activities and exercises which demand the learners to practice their speaking skill as the goal of the course is to make the learners able to speak English fluently. In this case, Richards and Rodgers 2001 emphasize that CLT provides various types of activities and exercises that enable the learners to attain the communicative purposes, engage them in communication and require the use of such communicative processes as information sharing, negotiation of meaning and interaction. As the context is hotel conversation, therefore it is a must for us to design the course which enables the learners to experience the similar situation in which they are working in. Littlewood 1981 had distinguished two major types of activities in CLT, functional communication activities and social interaction activities. In relation with our course, we mostly focus on the second type which is social interaction activities as it includes conversation, dialogues and role plays, simulations, and improvisations. These types of activities are counted to be done within the course as they enhance the learners to practice their English speaking skill in the target context. The emphasis in CLT on the processes of communication rather than mastery of language forms leads to different role for learners, teachers and materials. Breen and Candlin 1980 describe the role of learners as negotiator in which they will negotiate with themselves and other learners within the classroom activities. In other words, the learning is focused on the learners as they are demanded to be involved directly and taking apart during the learning process through practices. Moreover the teacher’s role is to facilitate the communication process between all participants in the classroom and between the participants and the various activities and texts. It can be inferred that teacher here is seen as assistance where he or she will guide the learners to learn. In terms of material, its role is to promote communicative language use, meaning that material here is used as the object to learn the language. In relation with the course that we design, we employ task-based materials of CLT as it is prepared to support CLT classes in which the goal is to use the language in