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3 Zero 0 Category There are five techniques for materials adaptation in zero 0 category;
they are a modification, a replacement, a reorganization, a resequencing, and a conversion. The modification means that the teacher may make changes in
instruction. The replacement means that the teacher may swap one activity into another. The reorganization means that the teacher may change the position of the
text and illustrations. The resequencing means that the teacher may change the sequence of activities. The conversion means that the teacher may change the
genre of text such as change a text from narrative into a poem or move the context from one medium to another such as from a printable material into a web page.
In this study, the researcher uses the all three categories to develop the materials because the three categories are possible to be applied to develop the
materials.
B. Theoretical Framework
In this part, the researcher explains how the theories are applied to answer the two research problems, namely, how task-based English speaking materials
for the tour guides of Kalisuci Gunungkidul are designed and the presentation of the design materials. The researcher uses several related theories that have been
explored in the previous subchapters. The several related theories which are important to be considered in designing the speaking materials are the principles
of ESP approach in English language teaching, the theory of speaking, the theory
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of TBL, theory of the systematic design of instruction by Dick Carey to design the speaking materials, and the techniques of materials adaptation.
In particular, there are nine steps which are adapted from Dick and Carey’s
2009 systematical approach for designing materials. However, those nine steps have some changes in the order of steps to be relevant for Indonesian learners.
The relevant steps to design English speaking materials for the tour guides of Kalisuci Gunungkidul using TBL are explained in the following steps.
1. Identify instructional goals This step is observing the tour guides of Kalisuci Gunungkidul to find out
the information related to the skills that the tour guides have to master when they are guiding English speaking guests. This part is giving
the researcher’s point of view to decide the speaking goals as the general objectives by observing the
guides while they are guiding. 2. Conduct instructional analysis
This step is to decide what the guides are doing when they perform the goals and identify the subskills which are needed for achieving the goals. The
researcher determines skills, knowledge, and attitudes which are needed by learners to be successful in the new learning materials. This step is done by
observing the guides while they are guiding to decide the topics needed to be learnt.
3. Analyze learners and contexts This step can be considered as needs analysis. The purpose of analyzing
learners and contexts is to determine suitability with the characteristics of the
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learning objectives and the setting in which the skills is eventually used through learners’ current skills, preferences, and attitudes. This step is done by distributing
questionnaires of needs analysis to the guides. 4. Write performance objectives
This step is to decide the specific objectives of what learners are be able to do when they complete the tasks. This step determines the syllabus as the general
objectives and determines the lesson plans to create the specific objectives of each topic.
5. Develop assessment instruments This step is creating the speaking assessment to measure the learners’
achievements towards the objectives. In this step, the researcher creates self- evaluation in each unit for the learners. This assessment is not an assessment
which measure learners’ score, however, the self-evaluation is like a reflection which provides learners to write their feelings after finishing every unit. The self-
evaluation also provides learners to write their weaknesses such as the unclear tasks and expressions, the difficult things that they face in every unit, and write
the useful expressions in every unit to ensure their understanding. 6. Develop instructional strategy
This step is to determine the effective ways to deliver the speaking materials. Therefore, the learners have a motivation to be active in the learning
activities towards the new learned skills to the real-world application. In this step, the researcher applies
Willis’ task sequence, namely, pre-task, task cycle, and language focus as the strategies to deliver the speaking materials.
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7. Develop and select instructional materials In this step, the researcher is finding, selecting and developing the
speaking materials which are suitable for the learners. The researcher chooses the types of tasks based on
Nunan’s task classification to select the suitable tasks and follow the steps of plus, minus, and zero categories in adapting the materials
proposed by Tomlinson and Masuhara. 8. Design and conduct summative evaluation
The researcher conducts the summative evaluation after developing and selecting materials because it is an important stage before applying the designed
materials in the learning activities. The summative evaluation is experts’
validation or judgements towards the designed materials. Thus, after the designed materials are ready to be tested, the researcher needs to gain some feedback and
suggestions from the experts to revise the designed materials. 9. Revise instruction
This step is to revise the designed materials after gaining the feedback and suggestions from
experts’ validation in the summative evaluation. Revision is not the step that occurs in the end of instructional design process, but revision is an
ongoing process of using feedback related to the effectiveness of the designed materials to reassess the aims.
10. Design and conduct formative evaluation of instruction The purpose of conducting the formative evaluation is to create and improve
instructional products by the learners, because learners are the people who join the course and know how the materials help them to achieve their goals. There are
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three phases of formative evaluation; one-to-one evaluation, small-group evaluation, and field trial evaluation. In this step, after conducting the summative
evaluation and revising the instructional materials, and applying the design materials to be taught to the tour guides, the researcher conducts the formative
evaluation to the tour guides. This evaluation covers learners’ opinions about the
learning materials. The evaluation is more on obtaining learners’ feeling after
joining the course and obtaining learners ’ comments on the appearance of the
design materials. Thus, the steps of systematic design of instruction used in this study can be
seen in Figure 2.3 on the following page.
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: continuing to : feedback
Figure 2.3 The Steps of Designing Materials Adapted from Dick and Carey’s Model Dick Carey, 2009, p.1
Identify Instructional Goals
Develop Instructional Strategy Develop Assessment Instruments
Write Performance Objectives Analyze Learners and Context
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Revise Instruction Conduct Instructional Analysis
Design and Conduct Summative Evaluation of Instruction
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CHAPTER III RESEARCH METHODOLOGY
This chapter focuses on six major parts. The six major parts are research method, research setting, research participants, instruments and data gathering
technique, data analysis technique, and research procedure.
A. Research Method
This study has two aimed. Firstly, the researcher described how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul was
designed. Secondly, the researcher presented English speaking materials using task-based learning for the guides of Kalisuci Cave Tubing Gunungkidul.
The methodology used to answer the two research problems in this study was the procedure of educational research and development R D study.
According to Borg and Gall 1983, an education R D study is “a process to
develop and validate educational products” p. 772. The educational products were the
materials objects such as textbook, procedures and process of learning such as learning activities and teaching methods. Since this study produced the set
of English speaking materials, this study could be categorized as an educational R D study.
According to Borg and Gall 1983 an educational R D study has ten
cycles, namely,
research and information collecting, planning, develop
preliminary form of product, preliminary field testing, main product revision,
