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DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS

USING TASK-BASED LEARNING FOR HOMESTAY HOSTS

OF DESA WISATA KEMBANG ARUM

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Anastasia Hermawati

  Student Number: 03 1214 071

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

  

DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS

USING TASK-BASED LEARNING FOR HOMESTAY HOSTS

OF DESA WISATA KEMBANG ARUM

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Anastasia Hermawati

  Student Number: 03 1214 071

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

  

In manus Tuus, Domine, commendo spiritum meum

I dedicated this thesis to my beloved parents

  

STATEMENT OF WORK’S ORGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those citied in the quotations and references, as a scientific paper should.

  Yogyakarta, 22 June 20011 The Writer

  Anastasia Hermawati 031214071

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya Mahasiswa Universitas Sanata Dharma: Nama : Anastasia Hermawati Nomor Mahasiswa : 031214071

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS

USING TASK-BASED LEARNING FOR HOMESTAY HOSTS

OF DESA WISATA KEMBANG ARUM

  Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikan pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 27 Juni 2011 Yang menyatakan (Anastasia Hermawati)

  

ACKNOWLEDGEMENTS

  Firstly, I would like to express my greatest gratitude to Jesus Christ for His mercy and blessing so that I can accomplish my thesis. May He always be with me.

  I would like to address my sincere gratitude to my sponsor, Drs. Y.B.

  

Gunawan, M.A. I thank him for giving me guidance, patience, and supports to

finish my thesis.

  Next, I would like to express my gratitude to Ms. Prima, Ms. Dhian, and

  

Mrs. Ajeng for their willingness to help and guide me as well as give me precious

  suggestions for my designed materials. My deepest thanks are addressed to all of the English Language Education Study Program lecturers. I also thank PBI Secretaries, Mbak Dhanik and Mbak Tari for their services when I needed helps.

  My great gratitude goes to my parents, Bapak Paulus Gunarto and Ibu

  

Irine Sudarwanti. I thank them for sincere love, care, patience, guidance,

  supports, and prayers. I would also thank Suster Elina and Romo Gregorius Supriyadi, who always motivate and pray for me.

  I deliver my thanks to my brother, Hoho, who always gives me a hand when I need helps. My thanks also go to Mbak Lia. She always encourages me during this unforgettable process.

  I also extend my gratitude to Pak Hery Kustriyamo for giving me a chance to conduct my survey in his tourism village. I also thank Vika and Dewi for her time and energy in accompanying me to distribute questionnaires.

  I would like to express my gratitude to all friends, who have been so kind and helpful: Ratna, Eti, Ratri, Melani, Bowo, Adit, Krisna, Uri, Ardi, Bayu,

  

Petra, Linda, Shanti, Titin, Retha, and Ayuni. I hope our friendship will be

everlasting.

  I would like to thank and give my deepest love to my beloved friend, Mas

  

Erik. I thank him for his love and supports. He is my greatest inspiration that

encourages me to be a better person.

  I would like to thank those whom I cannot mention by names; I thank them for their support and encouragement.

  Anastasia Hermawati

  

TABLE OF CONTENTS

  Page TITLE PAGE .............................................................................................. i APPROVAL PAGES .................................................................................. ii DEDICATION PAGE ................................................................................. iv STATEMENT OF WORK’S ORIGINALITY ........................................... v

  LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................ vi

  ACKNOWLEDGMENTS .......................................................................... vii TABLE OF CONTENTS ............................................................................ ix LIST OF FIGURES .................................................................................... xiii LIST OF TABLES ...................................................................................... xiv LIST OF APPENDICES .............................................................................. xv ABSTRACT ............................................................................................... xvi

  ABSTRAK ................................................................................................... xvii

  CHAPTER I: INTRODUCTION ............................................................ 1 A. Background of the Study ....................................................................... 1 B. Problem Identification ........................................................................... 3 C. Problem Limitation ............................................................................... 4 D. Problem Formulation ............................................................................ 4 E. Objectives of the Study ......................................................................... 4 F. Benefits of the Study ............................................................................. 5 G. Definition of Terms ............................................................................... 6

  

CHAPTER II: LITERATURE REVIEW ............................................... 8

A. Theoretical Description ......................................................................... 8

  1. Instructional Design Models ........................................................... 8

  a. Kemp’s model ........................................................................... 8

  b. Yalden’s model ......................................................................... 11

  2. English for Specific Purpose (ESP) ................................................ 14

  a. The Classification of ESP ......................................................... 15

  b. Needs Analysis………………………………………………… 16

  3. Syllabus ........................................................................................... 18

  4. Tasked-based Learning ................................................................... 20

  a. Varieties of Task ....................................................................... 21

  b. Components of Task-Based Learning ....................................... 23

  c. The Role of Teacher ................................................................... 25

  d. The Role of Learners ................................................................. 27

  5. Speaking ........................................................................................... 28

  a. The Nature of Speaking ............................................................. 28

  b. The Process of Speaking ........................................................... 30 c Teaching Speaking ..................................................................... 31 B. Theoretical Framework ......................................................................... 32

  

CHAPTER III: METHODOLOGY ........................................................ 37

A. Research Method ................................................................................... 37

  B. Research Participants ............................................................................ 40

  C. Research Instruments ............................................................................ 42

  1. Questionnaire .................................................................................. 42

  2. Interview ......................................................................................... 44

  D. Data Gathering Technique ..................................................................... 45

  E. Data Analysis Technique ...................................................................... 46

  1. Needs Analysis ................................................................................. 46

  2. Evaluation on the Design ................................................................ 47

  F. Research Procedures ............................................................................. 49

  

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ........... 51

A. The Design process of the English Speaking Instructional Material Using Task-Based Learning ................................................... 51

  1. Conducting Needs Survey ............................................................... 51

  a. Learners’ Needs Based on the Questionnaire for the Learners . 52

  b. Learners’ Needs Based on the Interview with the Learners ..... 54

  2. Determining Goals, Topics, and General Purposes ........................ 55

  3. Specifying Learning Objectives ....................................................... 58

  4. Listing Subject Content .................................................................... 61

  5. Selecting Learning Activities and Resources ................................... 63

  6. Conducting Evaluation Survey ........................................................ 65

  7. Revising the Designed Materials ..................................................... 66

  B. Findings of the Evaluation on the Designed Material ............................ 66

  1. Description of the Respondents ....................................................... 67

  2. Description of the Data .................................................................... 67

  3. Respondents’ Comments and Suggestions on the Designed Materials ................................................................ 68 C. Discussion of the Results of the Analysis and Evaluation ..................... 69

  D. Presentation of the Final Version of the Designed Materials ................ 71

  

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...................... 74

A. Conclusions ........................................................................................... 74 B. Suggestions ............................................................................................ 77

  1. Suggestion for English Teachers ..................................................... 77

  2. Suggestion for Future Researchers .................................................. 77

  

REFERENCES .......................................................................................... 78

APPENDICES ............................................................................................ 80

  LIST OF FIGURES

  Figure Page

  2.1 Kemp’s Model ...................................................................................... 10

  2.2 Yalden’s Language Program Development ......................................... 12

  2.3 The Branches of ELT ............................................................................ 16 2. 4 Components of Task-Based Cycle ...................................................... 25 2. 5 The Process of Communication Diagram ........................................... 30 2. 6 Writer’s Theoretical Model .................................................................. 36 3. 1 The Research and Development Steps and Writer’s Steps ................. 40

  

LIST OF TABLES

  Table Page

  2.1 Stages in Language Program Development ......................................... 13

  3.1 The Presentation of Preliminary Field Testing Respondents (Blank) ................................................................................................ 42

  3.2 The Topics of the Materials (Blank) ..................................................... 46

  3.3 Point of Agreements ............................................................................. 48 3. 4 The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) .................................................................................. 48 4. 1 The Description of Needs Survey Respondents .................................. 52 4. 2 The List of 8 Top Topics ..................................................................... 54 4. 3 The Unit, Topic, and The Title ............................................................ 56 4. 4 The Goal and General Purposes ......................................................... 56 4. 5 The Learning Objectives ..................................................................... 58 4. 6 The Description of the Respondents of the Materials Evaluation ................................................................ 67 4. 7 The Results of the Materials Evaluation Questionnaire ...................... 68 4. 8 The Topic, Titles and Sections ........................................................... 72

  LIST OF APPENDICES

  Page Appendix A: Surat Permohonan Ijin Penelitian ......................................... 80 Appendix B: Surat Keterangan ................................................................... 81 Appendix C: Questionnaire on the Needs Survey ....................................... 82 Appendix D: The Result of the Questionnaire on the Needs Survey .......... 84 Appendix E: The Result of the Interview on the Needs Survey ................. 86 Appendix F: Questionnaire on the Evaluation ............................................ 88 Appendix G: General Description of the Designed Materials .................... 92 Appendix H: Syllabus ................................................................................. 98 Appendix I: Lesson Plans Unit 1, 2, 3, and 4 ............................................... 122 Appendix J: Presentation of the Designed Materials .................................. 130

  ABSTRACT

  Hermawati, Anastasia. 2011. Designing a Set of English Speaking Instructional

  

Materials using Task-Based Learning for Homestay Hosts of Desa Wisata

Kembang Arum . Yogyakarta: English Language Education Study Program, Sanata

  Dharma University.

  Being able to speak English well will help homestay hosts of Desa Wisata

  

Kembang Arum to communicate with foreign guests and improve their quality in

  serving the guests. Without having good ability to speak, they will not be able to communicate well since they do not know how to say something to the foreign guests. Therefore, they need to learn speaking related to the context of serving homestay guests. Task-based learning is an appropriate approach applied to teach speaking since it facilitates the learners to learn English with natural context.

  This study was conducted to design a set of English speaking learning materials using task-based learning for homestay hosts of Desa Wisata Kembang

  

Arum. The study was concerned with two research questions. They are: 1). How is

  a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum designed? and 2). What does a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum look like?

  To answer the research questions above the writer employed the adaptation of R & D cycle (Research and Development method). The writer applied five first steps of R & D. They were: (1) Research and information collecting, (2) Planning, (3) Development and preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

  To answer the first research question, the writer adopted and combined Kemp’s and Yalden’s models. There were seven steps applied by the writer: (1) Conducting needs survey, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting learning activities and resources, (6) Conducting evaluation survey, and (7) Revising the designed materials.

  The second research questions is answered by presenting the final version of the designed materials. The writer presented the final version materials after making some revisions based on the results of the evaluation from the respondents. The designed materials consist of eight units. Each unit contains five sections, namely: Warming-Up, Practice, Language Focus, Communicative Activities, and Language Exercise.

  Finally, the writer hopes the design is applied in the teaching learning activity to help the learners to develop their speaking skill.

  

ABSTRAK

  Hermawati, Anastasia. 2011. Designing a set of English Speaking Instructional

  

Materials Using Task-Based Learning for Homestay Hosts of Desa Wisata

Kembang Arum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

  Universitas Sanata Dharma.

  Dengan mampu berbicara dalam bahasa Inggris secara baik, tuan rumah

  

homestay di Desa Wisata Kembang Arum akan terbantu dalam berkomunikasi

  dengan tamu homestay dari luar negeri serta meningkatkan kualitas mereka dalam melayani tamu homestay. Tanpa penguasaan yang bagus dalam speaking (berbicara), tuan rumah homestay tidak akan mampu berkomunikasi dengan baik karena mereka tidak tahu bagaimana mengatakan suatu hal kepada tamu asing. Oleh karena itu, mereka perlu belajar speaking yang berhubungan dengan konteks/ situasi melayani tamu homestay. Task-based learning merupakan metode yang tepat diterapkan untuk mengajar speaking karena metode ini mefasilitasi para siswa untuk mempelajari bahasa Inggris dalam situasi yang nyata.

  Studi ini dilaksanakan untuk merancang seperangkat materi speaking dengan menggunakan metode task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum, Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi pembelajaran

  

speaking dengan task-based learning untuk tuan rumah homestay di Desa Wisata

  Kembang Arum dirancang?, dan 2) Bagaimanakah bentuk seperangkat materi

  

speaking dengan task-based learning untuk tuan rumah homestay di Desa Wisata

  Kembang Arum tersebut? Untuk menjawab pertanyan penelitian di atas, penulis mengadaptasi metode R & D (Research and Development). Penulis menerapkan lima langkah pertama dari metode R & D. Langkah-langkah itu adalah: (1) Mengumpulkan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan utama produk.

  Untuk pertanyaan pertama, penulis mengadaptasi dan menggabungkan model pengajaran dari Kemp dan Yalden. Terdapat tujuh langkah yang diterapkan oleh penulis: (1) Mengadakan survey untuk menganalisis kebutuhan siswa, (2) Menetapkan tujuan yang akan dicapai, menentukan topik-topik yang akan dibahas dan tujuan umumnya, (3) Menetapkan tujuan khusus, (4) Merinci isi materi, (5) Memilih kegiatan pembelajaran dan sumbernya, (6) Mengevaluasi materi, dan (7) Memperbaiki materi.

  Pertanyaan studi yang kedua dijawab dengan menyajikan versi akhir materi yang dirancang. Penulis menyajikan versi akhir materi setelah melakukan beberapa revisi berdasarkan hasil evaluasi dari responden. Materi yang didesain terdiri dari delapan unit. Setiap unit terdiri dari lima bagian, yaitu: Warming-Up,

  Practice, Language Focus, Communicative Activities , dan Language Exercise.

  Akhirnya, penulis berharap desain ini dapat diterapkan pada kegiatan pembelajaran untuk membantu siswa meningkatkan kemampuan speaking mereka.

CHAPTER I INTRODUCTION In this chapter, the writer discusses seven parts. They are background of the

  study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

  In this globalization era, English plays a crucial role in communication. This language is used not only for general communication but also for specific communication. Hutchinson and Waters (1994) say that since English is accepted as international language of technology and commerce, this language creates a new generation of learners who want to learn English specifically based on what they need of learning English. Therefore, more people realize that learning English is needed to develop themselves in their working field.

  English is important in many working fields, especially in tourism field. The tourism field demands more people to speak English. English is needed to communicate with foreign tourists. As a tourism city, Yogyakarta has many attractions and characteristics which invite many foreign tourists to visit.

  Yogyakarta is famous because of its culture and tradition. A tourism village is one of tourism objects in Yogyakarta which presents the culture and traditional life for the tourists.

    Desa Wisata Kembang Arum is one of tourism villages in Yogyakarta. This

  tourism village is built to enable the tourists to enjoy nature, culture, and traditional life. In this tourism village, the tourists have choices either to stay or just to visit it. If they want to stay for a several days, they can stay in a homestay. The homestay in Desa Wisata Kembang Arum is a villager’s house. The tourists will be served by hosts of the homestay. The homestay hosts serve not only domestic but also foreign guests. This situation demands the homestay hosts to speak English as international language to serve the foreign guests

  Their lack of speaking ability makes the foreign guests feel uncomfortable. Being able to speak English well will help the homestay hosts to create a good atmosphere in the homestay. Therefore, in order to give the best service, the homestay hosts need to be able to speak English to communicate with the foreign guests.

  In serving the foreign guests, speaking skill is important for the homestay hosts. In order to increase their speaking skill, they need to learn it. When learning speaking skill, learners need materials that facilitate them to improve their speaking ability effectively. Since the learners are expected to be able to communicate in a target language, they need to learn communicative English.

  Task-based learning is an approach that enables the learners to learn speaking skill in a real situation. Task-based learning provides the learners with a natural context for real language use (Larsen-Freeman: 2000). This approach helps them to increase their speaking ability because it stimulates real communication in the target language.

   

  Considering the need of the homestay hosts of Desa Wisata Kembang Arum for speaking materials, the writer intends to design a set of English speaking instructional materials using task-based learning for the homestay hosts. It is expected that the designed materials are able to develop the speaking ability of the homestay hosts.

B. Problem Identification

  From the explanation above, it is clear that English speaking skill is important to be mastered for homestay hosts of Desa Wisata Kembang Arum in order to give a better service to the foreign guests. Since developing their speaking ability is a need for them to increase their quality to work in the homestay, appropriate materials are designed to help them to develop their English speaking ability.

  These English speaking instructional materials are expected to help them to improve their speaking competence so that they are able to communicate with their guests actively and also give the best service when they face them. The materials should be related to their work field, that is, communication for serving guests in the homestay hosts of Desa Wisata Kembang Arum. Besides, it is hoped that the learners enjoy the activities when they learn English. Therefore the designed materials should also be interesting for them.

    C.

   Problem Limitation

  This study is limited to how to design a set of speaking instructional materials using the tasked based learning for homestay hosts of Desa Wisata

  

Kembang Arum. Task-based learning is chosen because it provides the learners

  with a natural context for real language use (Larsen-Freeman: 2000). Moreover, this study focuses on speaking materials.

D. Problem Formulation In this study, the two problems are formulated as follows.

  1. How is a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum designed?

  2. What does the designed set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum look like? E.

   Objectives of the study

  In relation of the problem formulation, the objectives of this study are:

  1. To design a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.

  2. To present a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.

  Those objectives become the goal of this study through the discussion in the following chapter.

    F.

   Benefits of the study

  The instructional materials using task-based learning approach give the learners an opportunity to learn speaking effectively. In task-based learning, the learners learn speaking through the given tasks. When the learners work to complete a task, they have abundant opportunities to interact. The interaction facilitates language acquisition because they have to work to understand each other and express their own meaning. Furthermore, this approach encourages the learners to learn the language in a real situation.

  For target learners, homestay hosts of Desa Wisata Kembang Arum, this study provides them with task-based materials which are useful for them in learning speaking. The learners are encouraged to improve their speaking skill by using the language in the given tasks. The materials motivate the learners to learn and to use the target language.

  For English teachers, this study gives benefits on teaching speaking English using task-based learning for homestay hosts. It is hoped that the result of this study will provide English teachers who will conduct an English training for the homestay hosts with English instructional materials that fulfill the learners’ needs.

  By reading this study, the teacher may broaden their knowledge about teaching speaking.

  For future researchers, this study can be used as references to conduct research related to the topic. By reading the study, they may get description about designing a set of English speaking instructional materials based on task-based

   

  learning for homestay hosts. Moreover, they may gain beneficial information that can support their research.

G. Definition of Terms

  There are several definitions of the terms that need to be clarified to avoid misunderstanding. The terms are:

  1. Designing

  Hutchinson and Waters (1994: 106) define that designing is creating a new set of materials that fits learning objective and specific subject area of particular learners. The designed materials should be made purposefully. In this study, designing is creating a set of English speaking materials using task based learning for homestay hosts.

  2. Instructional Materials

  Instructional materials are defined as the materials planned by the teacher for instruction (Dick and Reiser, 1989:3). In this study, instructional speaking materials means a set of unit speaking materials planned by the teacher for instruction to make the learners at ease in improving their speaking ability for a communicative purpose.

  3. Speaking According to Orwig (1999), speaking is a productive skill in the oral mode.

  Besides, speaking is also defined as a part of reciprocal exchange in which the production and reception happens (Widdowson, 1979: 5). In this study, speaking

   

  refers to a part of reciprocal exchange in which the production and reception happen and use oral mode.

  4. Tourism village

  Tourism village is defined as a tourism object which is built by the society in a village to achieve prosperity of that society itself (Arison, 2007). He adds that tourism village is complete if the guests can enjoy the daily life of the villagers and interact with them together, taste the food and beverage served, feel the place they live, watch the attractions, and enjoy the nature of the village.   Furthermore, Nuryanti (1993) says that there is integration among attraction, accommodation, and supporting facility that presented in a structure of life society. In this study, the tourism village is Desa Wisata Kembang Arum. In this tourism village, people have two choices either just visit the village or stay in a homestay.

  5. Homestay

  A homestay is a villager’s house which is used for guests to stay for several days (Arison, 2007). In a homestay, hosts of the homestay serve the guests and consider the guests as their friends or relatives. The hosts have responsibility to serve their breakfast, lunch, dinner, and snack. In addition, they also serve the guests by cleaning guests’ rooms, shopping for guests’ needs, accompanying the guests to walk around the village, etc. In this study, homestay is the homestay in

  Desa Wisata Kembang Arum .

CHAPTER II LITERATURE REVIEW This chapter deals with some theories that become the bases for the

  discussion. The discussion will be divided into two major parts as the bases for the design of a set of English speaking instructional materials. They are theoretical description and theoretical framework.

  The theoretical description discusses some related theories concerning instructional design models, English for Specific Purpose (ESP), syllabus, task- based learning, and speaking. The theoretical framework discusses a framework based on the theoretical description that has been discussed.

A. Theoretical Description

  This section discusses the instructional design models, English for Specific Purpose (ESP), syllabus, task- based learning, and speaking.

1. Instructional Design Models

  Instructional design is very important as the basic steps to develop the instructional materials. There are two models of instructional design presented.

  First is Kemp’s model, and second is Yalden’s model.

a. Kemp’s Model

  According to Kemp (1977:8), the instructional design plan is a design to answer three questions as the important elements of instructional technology.

  Those questions are:

   

  1) What must be learnt? (Objectives) 2) What procedures and resources will work best to reach the desired learning levels? (Activities and resources) 3) How will we know when the required learning has taken place? (Evaluation)

  In order to answer those three questions, which are considered as the essential elements of instructional technology, there are eight parts of program development that must be accomplished in the design plan of Kemp (Kemp, 1977:8-9). The eight parts of Kemp’s program development are: 1) Consider the goal, list the topics, and state the general purposes for teaching each topic.

  2) Enumerate the important characteristics of the learners for whom the instructional materials are to be designed.

  3) Specify the learning objectives in terms of behavioral outcomes. 4) List the subject contents that support each objective. 5) Develop the pre-assessment to determine the students’ background and to present the level of knowledge about the topic.

  6) Select the teaching-learning activities and the instructional resources that will be treated as subject contents so that the students accomplish the objective.

   

  7) Coordinate such support services as budget, personnel-facilities, equipment, and schedule to carry out the instructional plan.

  8) Evaluate the students’ learning in terms of their accomplishment of the objectives with view to revise and reevaluate any phases of the plan that need an improvement.

  

Figure: 2.1. Kemp’s Model (Kemp, 1977: 9)

  Kemp’s model provides a flexible process (1987:9). The designer may start with whichever element he or she is ready to start and then move back and forth to the other steps. The oval shape of Kemp’s model figure shows that there is

   

  interdependence among the eight elements. The decisions relating to one element may affect other elements. Kemp’s model can be applied in all educational levels, from the elementary school up to the university (Kemp’s, 1977: 8).

b. Yalden’s Model

  Yalden (1987) offers eight stages in language program development, which are as follows. 1) Needs survey

  Conducting a needs survey is done in order to know learners’ needs and their purposes of learning the target language. From the needs survey, a designer may gain information about the communication requirements, personal needs, motivations, learners’ characteristics, and physical resources of the learners. It is conducted before stating the purposes of the program. 2) Description of purpose

  The needs survey will provide direction for the syllabus designer to explain the purpose of language program. In this stage, the designer clarifies the purpose of the program. This will establish the foundation for the major decision facing the language designer when he or she arrives at the next stage. 3) Selection of syllabus type

  In this stage, the designer selects or develops a syllabus type to be carried out in the program. The selection of the syllabus types is determined based on the needs and characteristics of the learners. 4) Production of a proto-syllabus

  In this stage, the syllabus designer needs to describe and determine the content of the syllabus. The production of a syllabus that describes the language and language use should be covered in the program.

   

  5) Production of a pedagogical syllabus The pedagogical syllabus is the development of overall approaches for the teaching, learning, and testing of the program. The intension of this stage is to provide the designer with knowledge about the learners, the learners’ purpose in learning English, and to match this knowledge with appropriate content and teaching technique. 6) Development and implementation of classroom procedures

  There are three procedures on the development and implementation of classroom procedures. They are selecting of exercise types and teaching techniques, preparing of lesson plans, and preparing of weekly schedules. 7) Evaluation

  This stage is to evaluate all components in the program such as the students, program, and the teaching. 8) Recycling stage

  There are three procedures in recycling stage. They are fitting the goals set and learners’ performances, reassessing content, and revising the materials and teaching approaches.

  The Yalden’s Language Program Development is shown in Figure 2.2 and Table 2.1 below.

  

Figure: 2.2 . Yalden’s Language Program Development (Yalden, 1987:88)

   

  Stage Description

  I Needs Survey

  II Description of purposes to be prepared in terms of:

  1. Students characteristics 2. Students’ skills on entry to and on exit from the program.

  III Selection or development of syllabus types in terms of stage and physical constraints on the program.

  IV The proto – syllabus description of language and language use to be covered in the program.

  V The pedagogical syllabus: development of teaching, learning, and testing approaches

  1. Development of teaching materials (as far as possible)

  2. Development of testing sequence and decision on testing instruments

  VI

  a) Development of classroom procedures 1. selection of exercise types and teaching techniques 2. preparation of lesson plans 3. preparation of weekly schedules

  b) Teacher training: briefings or workshops on 1. principles 2. desired outcome 3. exploitation on / creation of teaching materials

  VII Evaluation: 1. of students 2. of program 3. of teaching

  VIII Recycling stage 1. congruence or ‘fit’ between goal set and students’ performance is determined 2. content is reassessed 3. materials and methodological procedures are revised

  

Table: 2.1. Stages in Language Program Development (Yalden, 1987:89)

  Yalden’s model gives benefits for the designers since it provides needs survey in the first step. From the needs survey, the designer knows the learners’ needs in learning. The designer uses the data from the needs survey as the bases to develop a language program. Furthermore, this model also provides recycling

   

  stage. It enables the designer to fit between goal and learners’ performance, reassess the content, and revise the materials and methodological procedures.

  In this design, the writer combines the steps from two instructional models. The first step taken from Yalden model is needs survey. The needs survey is necessary to be used to fit the materials with the learners’ need. It is also used to know the learners’ needs for the learning. Then, the writer uses the first step from Kemp’s model, namely, goals, topics, and general purposes to determine learning goals. Kemp’s third step is also used to determine learning objectives of the designed materials. The next step is from the forth step of Kemp’s model, that is subject contents. It is used to support each objective in the design. After that the writer takes the sixth step from Kemp’s model. The activity in this material is designed based on the task-based learning for homestay hosts in the tourism village. After finishing in selecting the activities, evaluation is conducted. Both Kemp and Yalden provide evaluation step in their model. The evaluation is conducted in order to know whether the designed material is well designed or not.

  The aim of evaluation step is to make a revision before applying the materials. Making a revision is very important to construct an appropriate material for the learners. Therefore, revising the materials will be conducted after evaluating the design.

2. English for Specific Purpose (ESP)

  Since the study is to design a set of English speaking instructional materials for hosts of homestay in Desa Wisata Kembang Arum, it is important to discuss

   

  ESP. In this part, the writer would like to discuss some theories, concerning the classification of ESP and needs analysis. By discussing those theories, the writer would like to give a view that English for homestay hosts of Desa Wisata Kembang Arum is a part of ESP.

a. The Classification of ESP

  ESP is defined as an approach rather than a product to language learning (Hutchinson and Waters, 1994: 16). Hutchinson and Waters (1994: 16) proposed two categorizations of ESP. The categorizations are based on the general nature of the learners’ purpose and learners’ specialism. The explanation of the two categorizations would be explained as follows.

  1) On the learners’ specialism Based on the learners’ specialism, ESP is divided into three main categories. They are usually known as English for Science and Technology

  (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS).

  2) On the Learners’ purpose Based on the learners’ purpose, Hutchinson and Waters (1994: 16) divide

  ESP into two main types. The first type is English for Academic Purpose (EAP) that is the purpose of learning English is for study. The examples of it are English for medical studies, English for economics, English for psychology, etc. The second type is English for Occupational Purposes (EOP). The purpose of EOP is learning English is for work. English for technicians,

   

  English for secretaries, and English for hosts of homestay are examples of EOP.

  We can see the branches of English Language Teaching as follows.

  English Language Teaching (ELT) English as a Foreign Language English as a Second Language English as a Mother Tongue

  (EFL) (ESL) (EMT) English for Specific Purposes General English

  (ESP) (GE) English for Academic Purposes English for Occupational Purposes (EAP) (EOP)

  English for Hosts of the Homestay

Figure: 2.3. The Branches of ELT (Hutchinson and Waters, 1994: 17)

b.

   Needs Analysis Needs analysis is an important characteristic feature in ESP course.