Designing a set of english speaking materials for tourist guides at Agrowisata Turi - USD Repository
DESIGNING A SET OF ENGLISH SPEAKING MATERIALS FOR TOURIST GUIDES AT AGROWISATA TURI A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By
IGNATIUS GELAR SETIAJI PURNOMO
Student Number: 011214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2008
DEDICATION He set s t he right t im e for everyt hing.
He has given us t he desire
t o know t he fut ure, but never gives us t he sat isfact ion of fully underst anding w hat He does.A dedicat ion for t h ose I lov e: Be by a n d Ba pa k , de Och a , Om W a w a n ( † ) , M y love ly r e la t ive s, I k a , M y Un for ge t t a ble Fr ie n ds…
ACKNOWLEDGEMENTS
I would like to express my greatest gratitude to my savior Jesus Christ and Mother Mary who are always beside me. I thank Them for Their love, blessing and for giving me strength to live my life. I am nothing without Them.
My gratitude is also addressed to FX. Mukarto, Ph.D. as my major sponsor and Drs. Concilianus Laos Mbato, M.A as my co-sponsor. I thank them for their guidance, advice, patience and encouragement in finishing my thesis. I appreciate their kindness and criticism to me. They give me part of their time to read my thesis and guide me patiently in completing this thesis. I would also like to say thanks to the lecturers of English Language Education Study Program who have taught and given many valuable experiences for me. It was a wonderful moment to join their class everyday during my study in Sanata Dharma. My gratitude is also addressed to all secretariat staff members in English Language Education Study Program, especially mbak Danik and mbak Tari for their help in academic matters. I would also like to thank all my respondents for their help and participation.
My sincere thanks are addressed to my beloved mother and father, Beby Dra. Ign Triwantini and Bapak Drs. Ag. Soebagyowoso, my sister MM. Rosaria Patriajati, S.K.M., for their endless love, support and prayers. I dedicate my gratitude to my grandfather Mujikahardjo, my grandmother Mujiyah, Mujikahardjan family, my grandmother Yang Ti and all my relatives in Semarang who always give me endless love, prayer, support and happiness.
My special thanks go to my family in Wisma Bahasa, mas Bagus, Cik Sisca, Mr. Adrian Coen, Fajar, Prima, Ete, Mawar, Niken, Nila, Siwi, mba Tita, mas Sugeng, mas Iman, mas Umar, and mas Agung. I thank them for their support and guidance. It is a great time to have them in my life. Thanks for teaching me how to be mature in society.
I also thank my best friends Fajar, Leo, Bowo, Sandi, Sapto, Son, Brama, Yos in heaven, Porn, Boni and Kur2. Thanks for wonderful friendship. You are the best. I also say thanks to Sinta, Venta, Omik, Ella, Sito, Icha, Niken, Desi, Tuty, Widya, Adis, Asti, Pompom, and Suci for moments we share together.
My deep thanks also go to Diah for all those sweet and bitter moments we had shared together. I hope our friendship will not end. My special thanks go to all KEKL 00-01, especially my best friends Cece,
Bayu, Mbleweh, Benny, Wibis, Rigtie, Wisnu SD, Angga, Seto, Ableh, Udjok, Belek, Yannu, Maxi, Galang, Maestro, Mean, Yogas, Yoonie, Monyong, and Ucup for wonderful friendship and for giving me strength in facing this life. They are the best.
My lovely deep special thanks also go to Ika for her love, supports and for giving me strength to live my life. She was my inspiration in everything I do. How I am really proud and grateful to have had her in my life to face the reality, to be mature in facing this life, to make me “crazy”. I learnt many things from her. She made my world more colorful. I thank God for the great times we shared together. She gave me happiness, you taught me to face the sadness. She is not only a best friend, a sun but also sister of mine. She is the best I ever had. There is an empty place in my heart that only a woman like you could fill.
Finally, I would like to thank to all people who have given me supports, love, guidance and prayers. I cannot mention all the people one by one: my thanks to them from the deepest of my heart.
May God bless and love them ever after.
Ign. Gelar Setiaji Purnomo
TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………... i APPROVAL PAGE ………………………………………………………… ii
ACCEPTANCE PAGE ……………………………………………………... iii
DEDICATION PAGE ………………………………… …………………… iv STATEMENT OF WORK’S ORIGINALITY …………………………… v ACKNOWLEDGEMENTS ………………………………………………… viTABLE OF CONTENTS …………………………………………………… viii
LIST OF FIGURES ………………………………………………………… xi
LIST OF TABLES ………………………………………………………….. xii
ABSTRACT …………………………………………………………………. xiii
ABSTRAK …………………………………………………………………..... xiv
CHAPTER I INTRODUCTION …………………………………………...1 A. Background of the Study ………………………………………………….. 1 B. Problem Identification …………………………………………………….
3 C. Problem Limitation ………………………………………………………..
3 D. Problem Formulation …………………………………………………..... 4
E. Objectives of the Study ……………………………………………………
4 F. Benefits of the Study ………………………………………………………
4 G. Definition of Terms ...……………………………………………………..
5 CHAPTER II: LITERATURE REVIEW …………………………………
7 A. Theoretical Review Description…………………………………………...
7 1. Instructional Design Models …………………………………………….
7
a. Kemp’s Models ………………………………………………………... 7
b. Yalden’s Models ………………………………………………………. 11
2. ESP Methodology ……………………………………………………….. 14
a. Need Analysis …………………………………………………………. 15
b. Learning Needs ……..…………………………………………………. 16
c. Syllabus …………….. ………………………………………………… 17 1) Content-based syllabus ………..…………………………………….. 17 2) Skill-based syllabus …………………………………………………. 18 3) Method-based syllabus ……………………………………………… 19
d. Material Design ……....………………………………………………..
19 e. English for the Tourist Guide at Agrowisata Turi ……………………..
20
3. Communicative Language Teaching ……………………………………
21
a. The Objective of CLT …………………………………………………
21
b. The Characteristics of CLT ……………………………………………
21
c. The Role of a Teacher in CLT ………………………………………… 22
d. The Role of Students in CLT ………………………………………….. 22
e. The Role of Instructional Material …………………………………….. 23
4. Speaking Skill …………………………………………………………… 24 The Nature of Speaking ………………………………………………….. 24 The Process of Speaking …………………………………………………. 25 Teaching Sepaking ……………………………………………………….. 25
5. Educational Research and Development ………………………………… 26
B. Theoretical Framework …………………………………………………… 28
CHAPTER III METHODOLOGY ………………………………………... 32
A. Research Methods ………………………………………………………… 32 B. Research Setting …………………………………………………………... 33 C. Research Participants ……………………………………………………... 34 D. Research Instruments ………..……………………………………………. 34 E. Data Gathering ………………………………… …………………………. 35 F. Designing Process of the Instructional Materrials ...........………….……… 36 G. Revision of the Designed Material ………………………………………... 36CHAPTER IV RESULTS AND DISCUSSION …………………………... 39
A. Accountability of the Designing Process …………………………………. 391. Need Analysis …………………………………………………………… 40
2. Stating Goals, Topics and General Purposes ……………………………
42
a. Goals ……………………………….…………………………………... 42
b. Topics ……………….…………………………………………………. 42
c. General Purposes ………………………………………………………. 43
3. Stating Learning Objectives ……………………………………………... 44
4. Designing Syllabus ……………………………………………………… 46
5. Selecting Subject Content ……………………………………………….. 47
6. Selecting Teaching/Learning Activities …………………………………
49
7. Evaluation ……………………………………………………………….. 49
B. Designed Material …………….…………………………………………... 50
1. Before Evaluation ………………………………. ……………………… 50
2. After Evaluation …………………………………………. ……………... 53
a. Feedback on the Designed Materials …………………………………. 53
b. Follow Up of the Feedback …………………………………………… 56 CHAPTER V CONCLUSIONS AND SUGGESTIONS ………………….
60 A. Conclusions ……………………………………………………………….
60 B. Suggestions ……………………………………………………………….
61 BIBLIOGRAPHY …………………………………………………………..
63 APPENDICES Appendix A: List of Questions for Interview for Need Analysis ……………
65 Appendix B: Questionnaires for Post-design Survey ………………………... 66 Appendix C: General Description of Agrowisata Turi ………………………. 68 Appendix D: Syllabus and Lesson Plan of the Designed Materials………….. 69 Appendix E: Presentation on the Designed Materials ……………………….. 76
LIST OF FIGURES
Page
Figure 2.1 Kemp’s Instructional Model …………………………………… 8Figure 2.2 Yalden’s Instructional Model ………………………………….. 12Figure 2.3 A Material Design Model by Hutchison and Waters ………….. 20Figure 2.4 The Writer’s Design Models …………………………………... 31
LIST OF TABLES
Page
Table 3.1 The Descriptive Statistic of the Respondent Opinions on the Designed Materials ……………………………………………...37 Table 4.1 The Result of the Target Need Analysis ………………………... 40
Table 4.2 The General Purposes of Each Topic …………………………... 43Table 4.3 The Learning Objectives of Each Topic ………………………... 44Table 4.4 The Content of the Ten Units …………………………………... 47Table 4.6 The Description of the Respondents ……………………………. 53Table 4.7 The Descriptive Statistics of the Respondents’ Opinion ……….. 54
ABSTRACT
Purnomo, Ign. Gelar Setiaji. 2008. Designing a Set of English Speaking Materials for
Tourist Guides at Agrowisata Turi . Yogyakarta: English Education Study Program.
Sanata Dharma University.This study was conducted to design a set of English speaking materials for tourist guides in Agrowisata Turi. The purpose of this design was to help the tourist guides so that they are able to communicate using English.
There were two problems formulated in this study. The first problem dealt with the accountability of English speaking instructional materials for tourist guides in Agrowisata Turi. The second problem concerned with what a set of speaking instructional materials for tourist guides in Agrowisata Turi looks like.
To solve the first problem the writer did interview to the tourist guides. It was aimed at gaining information about guides need. There were four guides involved in this interview. Two of the respondents are placed on the intermediate level and the other persons are on beginner level. Based on this survey, the writer designed a set of materials. In order to design the materials, the writer applied seven steps which were adapted from Yalden’s and Kemp’s instructional design model. The steps were (1) Need Analysis, (2) Stating Goals, Topics and General Purposes, (3) Stating Learning Objectives, (4) Stating Syllabus, (5) Selecting Subject Content, (6) Selecting Teaching/Learning Activities, (7) Evaluation.
To solve the second problem, the writer presented the materials, which consisted of ten units. Each unit contained four parts: Conversation, Language Focus, Exercise, and Role Play.
The writer conducted a survey which aimed to evaluate and revise the designed materials. This survey was done by distributing questionnaires to one English lecturer, six English instructors and one native speaker who has experiences in teaching English. Those instructors are from Wisma Bahasa Yogyakarta. The writer used Likert scale five points agreement to assess respondents’ opinion on the designed materials. The descriptive statistics of respondents’ opinion were calculated using central tendency. The grand mean: 3.72. It meant that the designed materials were acceptable and appropriate for the target students (the tourist guides).
The writer hopes that the materials can be applied in teaching-learning situation to help the tourist guides in Agrowisata Turi in communicating with foreign tourists specifically and increase the quality of Indonesian human resources.
ABSTRAK
Purnomo, Ign. Gelar Setiaji. 2007. Designing a Set of English Speaking Materials
for Tourist Guides in Agrowisata Turi . Yogyakarta: Pendidikan Bahasa Inggris.
Universitas Sanata Dharma.Studi ini dilaksanakan untuk menyusun seperangkat materi pengajaran berbicara bahasa Inggris bagi pemandu wisata di Agrowisata Turi. Tujuan dari materi ini adalah untuk membantu pemandu wisata sehingga mereka mampu berkomunikasi menggunakan bahasa Inggris.
Ada dua permasalahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana seperangkat instruksi materi berbicara dalam bahasa Inggris di Agrowisata Turi dapat dipertanggungjawabkan. Masalah kedua berhubungan dengan bentuk dari seperangkat materi pengajaran berbicara dalam bahasa Inggris.
Untuk memecahkan permasalahan pertama, penulis melakukan wawancara kepada pemandu wisata. Ini dimaksudkan untuk memperoleh informasi tentang kebutuhan para pemandu. Ada empat pemandu yang tercakup dalam wawancara ini. Dua dari empat pemandu termasuk dalam kelas menengah dan dua lainnya adalah kelas dasar. Berdasarkan hasil survey, penulis menyusun seperangkat materi pengajaran. Dalam menyusun materi, penulis menerapkan tujuh langkah yang diadaptasi dari model instruksi Yalden dan Kemp. Langkah-langkah tersebut adalah: 1) Analisa-analisis kebutuhan; 2) Perumusan topic dan tujuan umum; 3) Perumusan pencapaian tujuan pembelajaran; 4) Perancangan Syllabus; 5) Penyeleksian isi materi; 6) Penyeleksian aktivitas belajar dan mengajar; 7) Evaluasi
Untuk memecahkan permasalahan kedua, penulis menyajikan materi yang terdiri atas sepuluh unit. Setiap unit terdiri atas empat bagian: Conversation,
Language Focus, Exercise dan Role Play.
Penulis membagikan kuesioner kepada satu dosen bahasa Inggris, enam instruktur bahasa Inggris dan satu penutur asing yang mempunyai pengalaman dalam mengajar Bahasa Inggris. Mereka adalah instruktur dari Wisma Bahasa Yogyakarta. Penulis menggunakan lima point persetujuan untuk mengukur opini- opini dari para responden terhadap desain materi. Hasil survei dari opini-opini para responden diukur menggunakan kecenderungan nilai tengah. Rata-rata keseluruhan adalah 3,72. Ini berarti bahwa materi yang didesain dapat diterima dan sesuai untuk para pemandu wisata.
Penulis berharap materi-materi ini dapat diterapkan dalam situasi belajar mengajar sehingga dapat membantu para pemandu wisata di Agrowisata Turi dalam berkomunikasi dengan wisatawan-wisatawan asing khususnya dan dapat meningkatkan sumber daya manusia Indonesia pada umumnya.
CHAPTER I INTRODUCTION This chapter presents the background of the study, problem identification,
problem limitation, problem formulation, objectives of the studies, benefits of the studies and definitions of terms.
A. Background of the Study
English has become an international language. In many countries English is used for social interaction, communication, science and technology and also tourism.
Tourism in the world has become very important. It plays essential roles in developing a country. In developing the tourist destinations, a country has to attract the foreigners to come. It means a country should have a good promotion and satisfying service to the foreigners. Besides that, it also needs well communication to make the foreigners feel comfortable. Thus, English is very important in the field of tourism.
Many tourists say that Yogyakarta is a beautiful tourism town which has many interesting tourism objects. There are a lot of places that can be tourism objects like historical places, beaches, malls and natural tourism objects. Many of them have been much improved. However, they have their own characteristics. They are famous with Javanese culture. Many domestic and foreign tourists come to Yogyakarta to spend money or just travel around the city.
Yogyakarta is not only popular with the culture but also the agriculture product. The people set their places combining with their agriculture products to be a place to visit, a tourism object. One of the interesting places in Yogyakarta is
Agrowisata Turi. The local residents set their places to be an agro-tourism object. It
is located on the north of Yogyakarta. Not only domestic tourists but also foreigners like to come to this place. This makes English as an international language plays an important role here. Foreigners from different countries use English to communicate. That is why in order to give a good service, especially for foreigners, the tourist guides need to acquire English, especially spoken English. The guides play an important role because they guide the guests and provide information for them. In order to communicate with the guests, especially the foreigners, the guides have to use English. They have to master English well.
They need English to have a spoken communication with the tourists. Each guide has different educational background. They have known English before so that they have enough knowledge in English. At least they are able to speak and learn English without any designed instruction. It will be better for them to have designed instruction materials.
The writer tries to design an instructional material for the tourist guides to provide them with an opportunity to learn English more productively than they have learned before. It will be based on the needs and interests of the learners. By knowing the learner’s needs and interests in learning English, hopefully the materials will be appropriate for them. As, tourist guides, the purpose of learning is to enable them to speak English so that they can serve the guests well. This study focuses on improving speaking ability of the tourist guides. Hopefully, by having such kind of material, this design will help them to improve communication skills and give service to the guests better.
B. Problem Identification
This study focuses on the development of English instructional materials for the tourist guides in Agrowisata-Turi. Tourist guides have an important role to provide some information and explanations for the tourists in the place where they work. They are the persons who have the direct contact with the tourists. They have a job to guide and welcome the tourists and provide information for them. To give the best and satisfying service, the guides should be clear and communicative in giving the explanation. It means having a good ability to communicate in English is important. The importance of English speaking skill for tourist guides is needed here.
In order to improve their ability, the writer would like to give designed materials that are appropriate for tourist guides in Agrowisata Turi.
C. Problem Limitation
This study is limited to designing instructional materials for the tourist guides. It aims to improve their English speaking ability. The subjects are the tourist guides. They have an important role for giving services to the tourists. The designed materials are limited to the needs of the tourist guides where they often use English in welcoming the tourists such as conversation and explanation and giving clear information about Agrowisata Turi. The writer chooses Agrowisata Turi because this place has been visited by foreign tourists and has been developed as foreign tourist destination. I hope this design will help the tourist guides to improve their speaking ability.
D. Problem Formulation
In this study, there are two problems formulated as follows:
1. What is the accountability of English speaking instructional materials for tourist guides at Agrowisata Turi?
2. What does the designed set of speaking instructional materials for tourist guides at Agrowisata Turi look like?
E. Objectives of the Study
In general, this study aims to design a set of English speaking instructional materials for guide at Agrowisata Turi. Particularly, the objectives of the study are to answer the problems that are stated in the problem formulation. They are:
1. To find out what the accountability of English speaking instructional materials for tourist guides in Agrowisata Turi is.
2. To find out how a set of English speaking instructional materials for tourist guides at Agrowisata Turi is designed.
3. a. To construct what the designed set of speaking instructional materials for guide at Agrowisata Turi.
b. To present the designed set of materials.
F. Benefits of the Study
1. English teachers/instructors For the English teachers who teach speaking for tourists guide, it is expected that they will apply it to teach speaking for tourist guides in Agrowisata-Turi.
2. Guides at Agrowisata Turi
They can use this design to learn speaking skills better and use it to communicate.
3. Other researchers It is expected that they can use this research to be a guideline to develop and attempt to be more creative in designing instructional materials. They may use his design as a basis to improve the next design.
G. Definitions of Terms
There are several terms that need to be clarified to avoid misinterpretation or misunderstanding. The definitions of the terms are as follows:
1. Design To design means to draw or outline from which something may be made
(Hornby 1974: 234). Design in this context means to make a set of materials that can be applied for teaching the guides.
2. Instructional Materials Instructional materials are materials planned or designed by the teacher for instruction (Dick, Walter and Reiser, 1989: 3). In this context, it refers to a set of materials, textbook or handout that had been selected by the teacher.
3. Speaking To speak in this context means to speak another language. According to
Nunan in Second Language Teaching and Learning, to speak in another language, some one needs to know how to articulate sounds in a comprehensible manner and have mastery of syntax and an adequate vocabulary. Speaking is the process in which people address each other to form their communication process (Joyce, 1980: 242). In this study speaking is used by tourist guides at Agrowisata-Turi to communicate with foreign tourists.
4. Tourist Guide A tourist guide is a person who does tourism guiding. His jobs are guiding the way, giving information, guidance and explanation about the tourism activities (Purwanggono, 2002: 7) In this context, tourist guide is a person who guides, gives information about tourism objects to the guides at Agrowisata Turi.
CHAPTER II LITERATURE REVIEW This chapter discusses related literature as a theoretical base in doing the
study in chapter I. This chapter is divided into two sections, theoretical description and theoretical framework.
A. Theoretical Description
This section concerns with the theories that are used to the accomplishment of the study. This section is divided into four parts; they are Instructional Design Model, English for Specific Purposes, Communicative Language Teaching and Speaking Skill.
1. Instructional Design Models
In designing an instructional material, the writer needs some models of instructional material design. This study applies the models presented by Kemp and Yalden. The writer chooses these three models because they are flexible and communicative. After discussing the models, the writer combines them by considering the strengths and weaknesses of each model.
a. Kemp’s Model Instructional process is complex. It is composed of parts and functions that operate in a coherent manner in order to achieve success.
This method can be applied on any educational level – elementary, secondary or college. An instructional design plan is designed to supply answer to the following three questions which are considered as the essential elements of instructional technology (Kemp 1977:8)
1. What must be learned? (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) The diagram that follows illustrates the relationship of each step in the plan to the other steps.
Goals, topics and general purposes
Evaluation Learners’ characteristics
Revise Support
Learning service objectives
T/L activities
Subject
resources
content Pre- assessment
Figure 2.1 Kemp’s Instructional Models (Kemp, 1977: 9)Based on the diagram, it is a flexible process. There is interdependence among the eight elements; decisions relating to one may affect each others. A teacher may start with whichever element he/she is ready to start with and then moves back and forth to other steps. The sequence and the order are his/her choice.
However, Kemp reminds us that wherever the elements started the first thing to be considered must be the objectives as a starting point and the evaluation as the final points. The broken line in the diagram indicate revisions of elements made necessary by evaluation data gathered on students accomplishment of objectives (Kemp, 1997: 9)
1. Goals, Topics and General Purposes A goal means something that someone expected to achieve. The educational program is developed to serve those goals. Within curriculum areas, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (Kemp, 1997: 13). General purposes means what students generally expected to learn as a result of instruction.
Goals may be derived from three sources – society, students and subject areas (Kemp, 1997: 14). After establishing goals, the next step is listing the topics. Topics are usually sequenced according to a logical organization, from simple to complex level or from concrete to more abstract levels.
2. Learner Characteristics Serving both group and individual means obtaining information about the learners’ capabilities, needs and interests. There are two factors of learners’ characteristics (Kemp. 1997: 19). They are academic factors and social factors.
Besides the characteristics, we should know about the learning styles and learning condition. Learning refers to groups of factors that can affect a person’s ability to concentrate, absorb and retain information.
This kind of information can be obtained of from students’ cumulative records and from consultations with other teachers, students’ counsellors and advisers.
3. Learning Objectives Learning objectives concern to learning as the outcome of instruction.
Objectives for learning can be grouped into three major categories – cognitive, psychomotor and effective (Kemp. 1977: 24) In stating objectives, a teacher should use two essential parts and two optional parts. The two essential parts are action verbs and content
references (Kemp, 1977: 29). The optional parts are a performances standard and criteria/condition.
4. Subject Content Students’ learning experience must involve subject content. The content, in turn, must closely relate to the objectives and to the students’ needs. Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (procedures, condition requirements) and attitudinal factors of any topic (Kemp, 1977: 44).
5. Pre-Assessment Through data gathered about learner characteristic, a teacher has already acquired general knowledge about the background of individual students. In order to get the information, you can conduct prerequisite and
pre-testing (Kemp, 1977: 51). Prerequisite testing determines whether
students have appropriate background preparation for topic. While pre- testing determines which objective students may have already achieved.
6. Teaching/Learning Actives, Resources A teacher should determine the most efficient and effective methods.
Then select materials to provide learning that will relate with each objectives. As a matter of fact, there is no exact formula for matching activities to objectives (Kemp, 1997: 56). A teacher needs to know the strength and weakness of alternative methods that he/she will use.
7. Support Services These services include funds, facilities, equipment and personnel whose time must be scheduled for participation in the instructional plan
(Kemp, 1977: 84).
8. Evaluation It is a payoff step in instructional design plan (Kemp, 1977: 91). A teacher should be ready to measure the learning outcomes of the students.
The objectives indicate what the evaluation should be.
b. Yalden’s Model Yalden offers a communicative syllabus in designing a set of instructional materials. The kind of syllabus that incorporates a consideration of all ten components is increasingly referred to as communicative (Yalden, 1987: 87). The principle on which a syllabus is structured is different from those for selecting the linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more In order to understand the process of constructing this type of syllabus, it is the best to start at the next higher level in the language learning/language-teaching process that is by examining the overall process of planning a second-language program. The diagram that follows illustrates the planning of instructional system.
Dev. and Needs Descrip Select Prod. of Prod.
Evalu implement
Survey tion of ion of proto- of ation ation of purpose syllabus syllabus pedago classroom gical type procedure syllabu
Figure 2.2 Yalden’s Instructional Model (Yalden, 1987: 88)1. Needs Survey It entails carrying out a survey of the communicative needs of the learners for whom the program is being prepared (Yalden, 1987: 88). This stage is conducted to obtain as much information as possible about the learners in order to establish the objectives of teaching learning activities.
2. Description of the Purpose It is for to be prepared in terms of students, characteristic and students skill on entry to and on exit and from the program.
3. Selection of Syllabus Types It is in terms of proto syllabus and physical constraint on the program
(Yalden, 1987: 96). The syllabus does not only concern with anything to be taught and the way to do it. It also concerns with the teaching materials such as textbook and exercise as the realization of syllabus itself.
4. Proto Syllabus In this stage, the content of the syllabus will be decided. It means the description of language use to be covered in the program (Yalden, 1987:
96). The designer specified the description of the content of the syllabus. Selection and combination of contents are designed in line with the type of the syllabus.
5. Pedagogical Syllabus It means the development of teaching, learning and testing approaches. It consists of development of teaching materials and testing sequence and decision on testing instrument (Yalden, 1987: 96). The specification of every single words and phrase will be conducted in this step. Therefore, the production of proto-syllabus will be developed completely.
6. Development and implementation of classroom procedures It consists of selection of exercise types and teaching techniques, preparation of lesson plans and preparation of weekly schedules (Yalden,
1987: 89). Then the teacher implements the materials to the learners in the classroom.
7. Evaluation It consists of two broad aspects. The first one is testing the students in the program. The second aspect is the teaching as well as the overall design of the course should be assessed (Yalden, 1987: 96)
2. English for Specific Purposes Methodology
Method has always something to do with approach. Richards and Rodgers (1986: 15) says the relationship between method and approach as follows:
`“Method is an overall plan for the orderly presentation of language materials, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic and method is procedural.” According to Hutchinson and Waters (1987: 5), ESP is very important in English language teaching. ESP is an approach to language learning, which based on learner need. The foundation of ESP is a simple question: Why does this learner need to learn a foreign language? (1987: 19) In brief, ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.
According to Hutchinson and Waters (1987: 128-130), there are some basic principles of language learning which provide the bases for learning-centered methodology of ESP:
1. Second language learning is a development process The existing knowledge is the foundation of comprehending new information.
It is the teacher’s task to establish and develop it. If the teacher is able to develop the existing knowledge of the students, the process of second language learning will be successful.
2. Language learning is an active process Having the knowledge without trying to use it would not result in maximum success of language learning.
3. Language learning is a decision-making process There must be an internal process inside the learners when learning takes place. Using knowledge and the ability the learners’ posses, the new information is processed so it would be understandable. Understanding means the learners have reached some predetermined points of measurement. It implies the role of target; to what degree learning is successful.
4. Language learning is not the learners’ first experience with language According to Swan as quoted by Hutchison and Waters (1994: 129), each of the second language learners is already competent in mastering a language.
The students do not know the specific forms or words in the target language, but they know what communication is and how it is used. Therefore, learners’ knowledge of communication should be exploited in second language learning by asking students to predict before reading.
5. Learning is an emotional experience Our concern is to develop positive emotions, for example: put more emphasis on the process of giving an answer rather than the product of giving the correct answer.
a. Need Analysis It is the most important characteristic feature of ESP course design.
Needs analysis means a complex process, involving much more than simply looking at what the learners will have to do in the target situation.