A set of english speaking instructional material to enhance business presentation skills for managers and supervisors of public facility division II of PT. Wijaya Karya - USD Repository

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A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIAL TO

ENHANCE BUSINESS PRESENTATION SKILLS FOR MANAGERS

AND SUPERVISORS OF PUBLIC FACILITY DIVISION II OF

PT. WIJAYA KARYA

A THESIS

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

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A Thesis on

A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIAL TO ENHANCE

BUSINESS PRESENTATION SKILLS FOR MANAGERS AND SUPERVISORS

OF PUBLIC FACILITY DIVISION II OF PT. WIJAYA KARYA

  By Marinta Agustina Waskita Ati Student Number: 02 1214 128

  Approved by: Major sponsor

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  A Thesis On A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIAL TO ENHANCE BUSINESS PRESENTATION SKILLS FOR MANAGERS AND SUPERVISORS OF PUBLIC FACILITY DIVISION II OF PT. WIJAYA KARYA By Marinta Agustina Waskita Ati

  Student Number: 021214128 Defended before the Board of Examiners on August 28, 2007 and Declared Acceptable

  Board of Examiners Chairperson Ag. Hardi Prasetyo, S.Pd., M.A.

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  I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

  Yogyakarta, August 18, 2007 The writer,

  Marinta Agustina Waskita Ati

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  ACKNOWLEDGEMENTS

  First of all I would present my earnest gratitude to Alloh S.W.T for giving me His blessing and strengths to help me through my difficult times. Also for being my constant companion that never leaves me when there is no one there for me.

  Secondly, I would like to express my appreciation to Ag. Hardi Prasetyo,

  

S.Pd., M.A. as my major sponsor for helping me with his helpful comments,

  suggestions, and criticism on my thesis. Especially, for his patience for allowing me to interrupt so much of his occupied time for correcting my thesis.

  My earnest gratitude goes to Pak Mursyid the chief manager of Public Facility Division II of PT. WIKA for his permission in allowing me to conduct research and design the material for the managers and supervisors in his division. I also would like to thank him for giving valuable information and suggestions to

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  I also dedicated my special thankfulness for ‘My Girls’: Echi, Mawar,

  

Sasha and Vivi for wonderful friendship that we have, Galih. Ardi, Nissa, Itha,

Sari and Sisca ‘chiko’ for the hard time solutions, also for my friends at CIC:

Widha, Ruri, and Lisa, and all the students of English Language Education Study

  Programme of 2002, I am grateful for being the part of this hilarious, fun and solid group. Simply do the best! I also would like to thank Mbak Danik and Mbak Tari for helping me to deal with administrative matters.

  Finally, my special thanks for Lilik Hartono for endless supports and inspirations to help me to move on. I am thankful for the time to share and for giving up his time and energy to accompany me and to stand beside me for all this time. My best hopes and wishes will always be for him.

  May God bless all of them.

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS

  PAGE OF TITLE .................................................................................................... i PAGE OF APPROVAL ......................................................................................... ii PAGE OF ACCEPTANCE .................................................................................... iii DECLARATION OF WORK’S ORIGINALITY ................................................. iv PAGE OF DEDICATION ..................................................................................... v ACKNOWLEDGEMENTS ................................................................................... vi TABLE OF CONTENTS ....................................................................................... viii LIST OF FIGURES ............................................................................................... x LIST OF TABLES ................................................................................................. xi ABSTRACT ........................................................................................................... xii

  

ABSTRAK ............................................................................................................... xiii

  

CHAPTER I: INTRODUCTION ........................................................................ 1

A. Background ..................................................................................................... 1 B. Problem Identification ..................................................................................... 3 C. Problem Limitation ......................................................................................... 3 D. Problem Formulation ....................................................................................... 4 E. Research Objectives ........................................................................................ 4 F. Research Benefits ............................................................................................ 5 G. Definition of Terms ......................................................................................... 6

CHAPTER II: LITERATURE REVIEW .......................................................... 9

A. Theoretical Description ................................................................................... 9

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  B. Theoretical Framework ................................................................................ 35

  

CHAPTER III: METHODOLOGY ................................................................ 39

A. Method ......................................................................................................... 39 B. Research Participants ................................................................................... 40 C. Setting ........................................................................................................... 41 D. Research Instrument ..................................................................................... 41 E. Data Gathering Procedure ............................................................................ 42 F. Data Analysis Procedure .............................................................................. 42 G. Research Procedure ...................................................................................... 43

CHAPTER IV: RESEARCH RESULT AND DISCUSSION ....................... 47

A. The Steps Involved in Designing a Set of Material and Evaluation Instruments ................................................................................. 47

  1. Identifying Learner’s characteristic ....................................................... 47

  2. Consider Goals, Topics and General Purposes ...................................... 51

  3. Specifying Learning Objectives ............................................................. 53

  4. Listing Subject Content .......................................................................... 54

  5. Selecting Teaching and Learning Activities .......................................... 56

  B. The Result of the Preliminary Field Testing to Evaluate the Designed Set of materials ............................................................................. 57

  1. Description of the Respondents .............................................................. 57

  2. Data Presentation in the Form of Descriptive Statistic ........................... 58

  3. Respondent’s Comments on the Designed Set of Material .................... 59

   LIST OF FIGURES

  Page Figure 1 : Kemp’s Instructional Design Model .................................................

  11 Figure 2 : Dick and Carrey’s Instructional Design Model.................................

  12 Figure 3 : Theoretical Framework .....................................................................

  36 Figure 4 : The Research Procedure....................................................................

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LIST OF TABLES

  Page Table 1 : Descriptive Statistic of Respondent’s Opinion (Blank) ........................ 43 Table 2 : The Result of Needs Analysis ............................................................... 48 Table 3 : The Competency Standard, Topics, and Basic Competences ............... 52 Table 4 : The Indicator ......................................................................................... 53 Table 5 : The Description of the Preliminary Field Testing Respondents ........... 57 Table 6 : Descriptive Statistic of Respondent’s opinion ...................................... 58 Table 7 : The List of Topic in Each Unit .............................................................. 58

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  ABSTRACT

Ati, Marinta Agustina Waskita. 2007. A Set of English Speaking Instructional

Material to Enhance Business Presentation Skills for Managers and Supervisors

of Public Facility Division II of PT. Wijaya Karya. Yogyakarta: Sanata

Dharma University.

  English as the international language of business and commerce gives great impact on learner’s motivation to learn English. For business people, especially those who enrol in international business, to be able to deliver a successful business presentation in English is one of the most important skills that they have to master. However, any request to deliver a presentation is frequently thought to be difficult.

  There were two problems discussed in this study. The first problem was how to design a set of English speaking instructional material to enhance business presentation skills for the managers and supervisors of Public Facility Division II of PT. Wijaya Karya. While the second problem concerns with the presentation of the designed set of materials.

  To solve the first problem the writer adapted the small-cycle of Educational Research and Development. The cycles are 1)Research and information collecting, 2)Planning, 3)Develop preliminary form,4)Product Evaluation, and 5)Main Product Revision. The steps in the Educational R&D cycle was clarified and supported in detail by adapting Kemp’s and Dick and Carey’s instructional design models. Therefore, the steps conducted to design the material in details were: 1)Identifying Learner’s Characteristics, 2)Consider goals, topics and general

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  ABSTRAK

Ati, Marinta Agustina Waskita. 2007. A Set of English Speaking Instructional

Material to Enhance Business Presentation Skills for Managers and Supervisors

of Public Facility Division II of PT. Wijaya Karya. Yogyakarta: Universitas

Sanata Dharma

  Bahasa Inggris sebagai bahasa internasional untuk perdagangan dan bisnis telah memberikan dampak yang nyata terhadap motivasi orang untuk mempelajarinya. Untuk orang-orang dalam kalangan bisnis kemampuan untuk memberikan presentasi bisnis dalam Bahasa Inggris merupakan salah satu kemampuan penting yang harus mereka kuasai. Namun sayangnya menyampaikan presentasi bisnis dalam Bahasa Inggris selalu menjadi momok yang paling ditakuti.

  Ada dua pokok permasalahan yang dibahas dalam studi ini. Pokok permasalahan yang pertama adalah bagaimana merancang seperangkat materi Bahasa Inggris untuk meningkatkan kemampuan presentasi bisnis bagi Menejer dan Pengawas Divisi Sarana Umum II PT. Wijaya Karya. Sedangkan permasalahan kedua berkaitan dengan penyajian desain materi tersebut.

  Untuk menjawab pokok permasalahan yang pertama penulis mengadaptasi rangkaian langkah dari Educational R & D dalam skala kecil. Langkah-langkah tersebut adalah:1)Melakukan riset dan mengumpulkan informasi yang berkaitan dengan studi, 2)Perencanaan, 3)Mengembangkan materi, 4)Melakukan evaluasi materi dan 5)Merevisi materi. Detail dari langkah ini diperjelas dan didukung oleh teori perancangan materi instruksional yang dikemukakan oleh Kemp dan

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CHAPTER I INTRODUCTION In this chapter, the writer intends to present the basic notion of this study. Systematically, it consists of the background of the study, problem identification,

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

A. Background

  In this globalization era, English as an international language becomes one of the main connectors for the spread of information and knowledge all over the world. English emerges as the international language of business and commerce, which affects the needs of learners to learn English. There are learners who

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  2 Construction field is an important area that has a large influence on the development of urban and sub-urban infrastructure; the result is significant and can be felt immediately. People can use many facilities built by

  PT. Wijaya Karya . For instance, railways, highways, and airports. As a local

  company, the employees of PT. Wijaya Karya are Indonesians, and when this company cooperates with a foreign company the employees have to communicate in English. If they have errors in their English use, there will be misunderstandings and they cannot complete their work well.

  The employees, particularly the managers and supervisors are often assigned to deliver presentations for their foreign colleagues. Frequently, they have to deliver presentations in proposing site-plans, explaining progress reports, informing recent financial updates and so on. Unfortunately, delivering a

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B. Problem Identification

  English is the international language of business and commerce and it influences the demand PT. Wijaya Karya towards the English proficiency of the managers and supervisors. However, there is a consideration of the chief manager of public Facility Division II about the business presentation skills of his supervisors including the managers. The reason in choosing the supervisors and managers is because in these positions they are obliged to interact directly with foreigners. Therefore, the chief manager decided to have an English course for the managers and supervisors of public facility division II, which consists of twenty people. The positions of managers and supervisors are periodic. The persons who hold these positions are changing in every new period based on the company policy.

  It is necessary for the managers and supervisors, to communicate in

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  4 and commerce. To speak is not only to socialize, but also to deal with their job to speak in front of other colleagues for presentation of coordination, oral reports, interviews and negotiations.

  This study is limited to designing a set of English instructional speaking material to enhance business presentation skills for managers and supervisors of Public Facility Division II of PT. Wijaya Karya. The appropriate English skills and knowledge that are given to the managers and supervisors will support their competence and performance when they deliver business presentations in various contexts and functions.

D. Problem Formulation

  In this research, the researcher intends to find out the answers to the following formulated questions.

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  1. To find out how a set of English speaking instructional materials to enhance business presentation skills for managers and supervisors of of PT. Wijaya Karya is designed.

  Public Facility Division

  2. To present the designed set of English speaking instructional materials to enhance business presentation skills for managers and supervisors of

  Public Facility Division of PT. Wijaya Karya.

F. Research Benefits

  The expected result of this thesis in general is a set of English speaking instructional material that is designed to enhance the learner’s business presentations skill. However, there are some other expected results meant for the teachers, material designers, learners, other researchers and for the company itself.

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  4. For Other Researchers It can give more information for further research. The future researchers may implement the material and observe the results.

  5. For the Company ( Public Facility Division II of PT. Wijaya Karya) The material design can be used as the reference in a sustainable manner to train the managers and supervisors in every period. Therefore, this company will be able to increase progressively the quality of the managers and supervisors.

G. Definition of Terms

  There are terms that need to be clarified in this study to avoid misunderstanding. Those terms are:

  1. Instructional materials

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  7 study, speaking is communicating information or ideas to foreigners by giving business presentation in a meeting or other formal situations.

  3. Business presentation In Collins Cobuild English dictionary (2001:1211) presentation is “a formal talk often used in order to sell or get support for a proposal”, while according to Bailey, (1992:4) “a business presentation is a situation where a speaker standing facing a group or small group of people talking about work, informing them about something or persuading them to do something”. The managers and supervisors need to do business presentation to succeed a tender with foreign companies, to be actively involved in meetings with foreign colleagues, and to maintain professional accountability when delivering project’s reports. In this study, business presentation is a presentation in front of a group of people and the presentation can be argumentative, persuasive and informative.

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  6. Managers According to Whelan and Hunger (2000:31) “manager is someone who is in charge of running the daily activities”. The managers of Public Facility

  Division have the responsibility in handling the work. The position of manager is higher than supervisors.

  7. Supervisors The most popular application of the term supervisors is the people to whom the workers report (Ray and Eison, 1983:4). In this study, supervisors are the executors of the project and they also plan and supervise the workers.

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CHAPTER II LITERATURE REVIEW There are two parts that will be discussed in this chapter. They are theoretical description and theoretical framework. A. Theoretical Description In this section, the writer will discuss instructional design theories

  supporting the instructional design material, also Business English, Business Presentation, Teaching Speaking, feedbacks in language classes and Communicative Language Teaching, which underlies the method.

1. Instructional Design Models

  In order to design appropriate instructional material to teach speaking for

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  10 Kemp proposed eight stages of instructional design model. The stages in the instructional design are: 1) Consider goals, and then list topics, stating the general purposes for teaching each topic.

  2) Enumerate the important characteristics of the learners for whom the instruction is to be designed. Learner’s characteristics include the academic background, needs and interests. 3) Specify the learning objectives to be achieved in terms of measurable student behavioural outcomes.

  4) List the subject content that supports each objective. Subject content refers to the organisation of the material, which deals with the sections presented in each unit.

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  11 8) Evaluate student/s learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that need improvement. The diagram below illustrates those stages described above

  Goals, topics Evaluation Learner‘s and characteris general tic

  

Support Learning

Services Revise Objectives

Teaching Subject

/learning Content activities,

Pre

assessment

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  12 b.

   Dick and Carey’s Model

  The second instructional design model is taken from Dick and Carey’s model. In designing an instructional material, Dick and Carey (1985) mention ten steps. These steps are illustrated in this chart below.

  Revise Instruction Construct Instruction al Analysis

  Design Identify Instruction al Goal(s)

  Write Performance Objective Develop

  Criterion

Reference

Test Develop

  Instructio nal Strategy Develop

  Instructio nal Materials and

  Conduct Formati- ve Evalua- tion Identify

  Entry

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  a. A clear and general statement of learner outcomes

  b. A description of what the learner will achieve

  c. Clearly related to the need identified

  d. Can be addressed by instruction rather than by some other means 2) Conducting Instructional Analysis After the instructional goals are identified, the types of learning for the students are identified. The goals will be analyzed to identify the subordinate procedural steps that must be followed to learn a particular process. The process will be presented in a chart or a diagram so that the relationship among them is obvious.

  3) Identify Entry Behaviours and Characteristic It is necessary to recognize the specific skills that the students have before the instruction is implemented. The instructor should know what the learner can

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  14 6) Developing an Instructional Strategy Given information from the five preceding steps, strategy that will be used in the instructional is identified and the preferred media to be used to achieve the terminal objective is determined. The strategy will include sections on pre- instruction activities, presentation of information, practice and feedback, testing, and follow-through activities. The strategy will be based upon current outcomes of learning research, current knowledge of the learning process to be taught and the characteristics of the learner who will use the materials. These features are used to develop or select materials, or to develop a strategy for interactive classroom instruction.

  7) Developing and Selecting Instruction Here the instructional strategy to produce the instruction is used. Usually this includes a learner’s manual, instructional materials, test, and an instructor’s

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  15 10) Conducting Summative Evaluation It is an evaluation of the absolute and or relative value or worth of the instruction, and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standard of the designer. This component is not considered as an integral part of the instructional design process.

  In this case design is focused on English for business and it will be developed in teaching learning process. Reflecting on the need of the managers and supervisors at public facility division II the writer needs to know more about business English, which is the environment of business presentation and also about the business presentation itself.

2. Business English

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  16 business context it can be two colleagues talking about an important deadline, which makes it become business English.

  Feuille (1984) explained that the learners of business English are looking forward in having a course that is relevant to their present or future jobs.

  Moreover, Feuille also explained that usually Business English are not influenced by the intrinsic interests of the target language but more to a desire for employment or promotion. In this case, the managers and supervisors of PT.

  WIKA wanted to enhance their business presentation skills in order to accomplish the demand of their job.

  Additionally, to enable effectiveness in designing the material the writer needs to find out more about the learners of Business English Frendo (2005) described Business English learners according to different categories. They are:

a. According To Learner’s Experience

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  17 job, and they are also very critical towards the material and with their own performance, just as what they do in their business life. 3) General Business-experienced

  The General Business-experienced learners are between those two categories above. “It comprises learners who may already have a certain amount of work experience, but who are learning English in order to move into a new job or for a particular purpose” (Frendo, 2005:1-2)

  b. According To The Level In The Organization’s Hierarchy

  In this category learners are separated based on the level of seniority in their company. Junior staff may not be able to influence the management of the language training. It is likely that the class is separated for the senior managers and the junior staff.

  c. According To National Culture

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  18 learners may be learners with particular roles or functions. They may work in different companies but they share the same needs.

e. According To Learner’s Language Level In this category learners are classified based on their language proficiency.

  Learners may be identified as “beginners”, “level four” and so on depending on how well they pass a test or fit in some standards.

  The managers and supervisors of PT. Wijaya Karya can be classified into job Experienced learners. They have a great deal of experience in their job and need to learn Business English in order to fulfil the demands of their job, which is to enhance their speaking ability in business presentation.

  After knowing about Business English and the types of the learners the writer needs to know further about the specific needs of managers and supervisors of Public Facility Division II of PT. Wijaya Karya, which is business

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  19 a.

   Making an outline.

  In this phase, there are three main things which have to be carefully considered. They are the opening words, the body, the closing words, and the transition between topics. 1) The opening words

  Creating an opener is about gaining audience’s attention. In creating an opener the speaker should announce the topic so that the audience knows where the speaker is leading them.

  In a business presentation everything must be clear and straight forward because if the speaker does not get the main point in the opening words and not mentioning the purpose of the presentation, the audience, who are business people, will feel like they are wasting time for nothing. Therefore, in opening words the speaker should say what he or she is going to speak about. Though it by no means

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  20 understand the content easily. Moreover, attractive visual aids enable the presentation to be more alive.

  Further suggestions in designing the visual aids that contain the body of the presentation according to Kasihani (2003) the speaker needs to consider that the visual aid should:

  a. contain simple or shot message

  b. be written clearly in big letters

  c. be relevant to the purposes

  d. show contrasted colours Below is the example of the body written in the visual aids.

  Buying Computers for Our Office

• How fast should they be?
• How much memory should they have?

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  21 Emphasizing transition can also be done by moving to another platform or by using visual aids. Frequent changes in the phase enables the audience always ready to hear and be interested.

b. Remembering what to say

  It is a great fear for a speaker to go blank when the audience looks at him or her. Therefore, in order to avoid being in this kind of situation a speaker needs to find a way of remembering the content. Here are some ways to remember the content.

  1) Memorizing. Memorization is the most practical way to remember the content.

  The speaker does not need to look up any notes and totally rely on the speaker’s memory.

  2) Reading from complete text. By reading, there is little chance for the speaker to forget or miss something that he or she wanted to say. However, the speaker

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  22 which will be said. The speaker just needs to turn on it when he is ready and the speaker also can move freely around the room. Moreover, the speaker will be able to have good eye contact, and look at the audience all the time except when he has to look briefly at the visual aid. However, it will look natural because the audience is also looking at it.

c. Delivering the Presentation

  After the preparation is completed, the speaker then enters the stage of the actual presentation. Bailey (1992: 104) also suggests some aspect that the speaker needs to pay attention in delivering the presentation.

  1) Voice.

  The speaker has to speak with appropriate loudness and breathing space. It is important because the speaker has to make sure that the audience can hear

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  23 2) Avoiding distraction.

  When the speaker does something distracting, for example, distraction by “verbal mannerism” such as “um and uh.” it will be difficult for the audience to concentrate. The speaker must keep the “verbal mannerism” under control so as to avoid distraction. Another distraction is by “excessive manners”, for example moving back and forth many times. This makes the audience confused and therefore cannot focus on the content.

  Therefore, after knowing what a business presentation is and how a good business presentation is delivered the writer needs to know about the theory of teaching speaking.

4. Teaching Speaking

  Teaching business people is difficult because they have an occupied

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  24 2) Participation is even

  Every student gets an opportunity to speak and contribute something in the classroom. Their chance should be equally distributed. It is important to prevent a minority of talkative participants in dominating the discussion activity.

  3) Motivation is high If learners are interested in the topic and this encourages them to speak.

  They do this because they have something to say about the topic, or something to share about.

  4) Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language

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  25 3) A small number of learners dominate the speaking activity and the others speak very little and sometimes they do not speak at all. this is where uneven participation happens. 4) The use of mother tongue. This is because it makes them easier to speak and express their ideas, often it is felt unnatural to speak to the others in a foreign language and they are more confident if they speak in their mother tongue.

  Considering that there may be several problems occurred in the speaking class, Ur also suggests some answers.

c. The solutions of the problems in the speaking class.

  After revealing some problems that might occur in speaking class Ur recommends some solutions as follows: 1) Using group works. Group work increases the capacity of learners to talk to

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  26 contributes in the discussion; appoint a chairperson in each group who will monitor and regulate participation. 5) Keeping students speaking the target language. The teacher can do this by appointing one of the group members as a monitor, whose job is to remind participants to use the target language. In order to make a realization of the above theories teachers need some techniques to make the communicative interaction in class. Next, Ur also mentioned kinds of interaction in the classroom

  1) Interactional talks Interactional talk deals with learner’s cultural knowledge and common sense which become their basis in carrying it out. In the

  Interactional talk learners have to think about politeness so that what they

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  27 In addition, discussion is also a good activity in challenging learner’s prior knowledge.

  The writer adapts Ur’s techniques in make a communicative activity in the speaking class by using activities such as role-plays, simulations and discussions.

  Therefore, it is necessary to discuss further about these activities.

  1) Role-play Role-play and simulation techniques are suitable techniques to teach those interactions in the classroom because they are included in varied contexts and situations. According to Golebiowska (1990) role-play is a communicative activity in which the learners are given a task to complete. They are told who they are, what their opinions are, and what they know that is unknown to others. Ur pointed out that role play is used

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  28 ROLE CARD B: you are a shop assistant in a cake shop. You have many kinds of cake, but not chocolate cake.

  2) Discussion Ur suggested that using discussion activities means that the activities must be selected from the simplicity of form and appropriateness for the class. In a discussion learners will recall their prior knowledge, retain their own personalities and views. The purpose is to draw arguments and agreement based on the issue or case introduced by the teacher.

  3) Simulation Besides role-play, simulation is also appropriate for developing

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5. Feedback in Language Class

  The use of feedback in language class is of a great importance. If there is no feedback it is most likely that the learners will do the same error without knowing that it is wrong and they do not know how to correct it. Therefore in order to avoid this problem the writer needs to provide learners with feedback on their performance. Subsequently the writer will discuss the purpose, forms and source of feedback in speaking class to support the importance of providing feedback in the material

a. The purpose of feedback

  According to Lewis (2002) some of the purposes of feedback in language class are motivational and some have to do with providing students with information . These are some purposes of feedback according to Lewis (2002).

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  30 3) Feedback provides students with language input

  The choice of words that the teacher might use in the feedback is a very effective way to extend learner’s language. In writing the comments teachers may a level slightly higher than the student’s own current language use to enable students to learn new vocabulary and structures in context. 4) Feedback is a form of motivation

  As explained before feedback is more motivating than grades and marks. Therefore, it can encourage learners to study and to use the language at best of their ability by taking into account all of the constructive suggestions given.

  5) Feedback can lead students towards autonomy According to Lewis (2002) the long term purpose of feedback is to

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  a) Acknowledging a correct answer. Positive responses toward learner’s correct answer by saying, for example, “good”, “yes, that’s right”, or “fine”.

  b) Indicating an incorrect answer. Teachers can give some indicators of an incorrect answer by saying “no, that’s not quite right” or “Mmm.”

  c) Praising. Some responses toward learner’s performance or answers would be in form of appraisal, for instance “yes, an excellent answer”, or “excellent.”

  d) Expanding or modifying a student’s answer. It can be used to complete student’s vague answer by providing more information.

  e) Repeating. The teacher repeats the learner’s answer.

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  32 c.

   The source of feedback

  In order to define errors and to motivate learning the source of feedback is not merely rely on the teacher. The source of feedback can be from peers students and self-correcting. Lewis (2002) described the source of feedback as follows.

  1) Teacher feedback Teachers are still considered as the main source of feedback. The strongest feedback of teachers is the marks or scores, Lewis (2002) explained that the problem of traditional marking that the teacher spend more time correcting than their students spend looking at the correction.

  Another way of providing feedback with the teacher as the source is by giving feedback sheet for each student along with the mark or score so

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  33 correct and evaluate their own performance it can gives some advantages.

  They are:

  a) It increases student’s independence from the teacher

  b) Students remember better if they have discovered their own mistakes.

  c) It save times in large classes Regarding that there are many advantages in using feedback to improve learner’s performance the designer includes feedback in the material. So that learners will be able to define their mistakes as well as their strengths and then they can correct it and then they will be able to improve their performance.

  In order to provide feedback for the learners and also to support learners towards autonomy of learning, the writer creates a section in each unit which

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  34

6. Communicative Language Teaching (CLT)

  According to Brown (1994), CLT is better to be called an approach not a method. CLT was a response to changes in teaching resulting from a focus on communication as the underlying principle rather than grammar mastery. The characteristics of CLT are: a. Classroom goals are focused on all of the components of communicative competence and not restricted by grammatical or linguistic competence.

  b. Pragmatic, authentic, and functional use of language for meaningful purposes become the main considerations in designing the language techniques.

  Moreover, organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.

  c. Fluency and accuracy are the underlying communicative techniques, though

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  35 36). Rather than relying on the teacher as a model, learners listen to their peers in group work or pair work tasks. Consequently, teachers should no longer become the models of correct speech. They need to allow the learners to make errors and they also need to develop a different point of view towards learner’s errors and on the way they facilitate language learning.

  Related to discussion, role-play and simulation activities discussed previously, these activities can fit with the characteristics of Communicative Language Teaching because these activities demand that the learners use the target language productivity. Moreover, the material will be suited with the working world in which learners endure in their real life. Furthermore, these activities emphasize fluency rather than accuracy and language function rather than grammar.

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  36 Identifying Learner’s

  Characteristics Consider goal, topics and general purposes Specify learning objectives

  Listing subject content Select teaching learning activities Conducting Formative

  Evaluation Revision

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  37

  2. Consider goal, topics and general purposes (adapted from Kemp’s) After knowing the learner’s characteristics and needs, the writer considers the goal, topics and general purposes. Goal always becomes the basis in a course. Goal is determined by three sources namely: society, students, and subject areas. Goals can be identified from the Learner’s Characteristic result.

  By doing the Learner’s Characteristic the designer will be able to find out the learners need, about the society and conditions that place demand on them, also the subject areas that they need to fulfil the demand. After the goals are listed the next step is selecting topics. The topics will become the extent of the program. Subsequently, when listing the general purposes on one topic, there could be several purposes. Therefore, the writer needs to write objectives which according to Kemp will serve as specific learning outcomes.

  3. Specify learning objectives (adapted from Kemp’s)

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  38 and feedback to draw arguments together and also to improve their speaking ability. Then they will be able to deliver business presentation in front of the audiences using formal expressions in business context.

  5. Select teaching/learning activities (adapted form Kemp’s) In this step, according to Kemp, the writer must choose activities which will best support the learning objectives. The designer needs to choose the teaching and learning activities which are able to stimulate the learners to speak. In this stage of teaching and learning patterns of the designed material was formulated. In this study the activity emphasizes the learner’s needs of English in negotiation, meetings, speaking to persuade and speaking to inform.

  6. Conducting Formative Evaluation (adapted from Dick and Carey’s) In this stage of design, the designed material was tested to make sure that it is already appropriate and meets the learner’s need. The designed

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CHAPTER III METHODOLOGY This chapter primarily discussed the methodology, which was used in

  order to answer the questions concerning the problem formulation. Systematically, it consists of the method, research participants, setting, research instruments, data gathering technique, data analysis procedures, and research procedure which elaborates the method employed in this study including the stages of material design.

A. Method

  The aim of this research is to design a set of instructional speaking material for managers and supervisors of Public Facility Division II at PT. Wijaya

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  40

  1. Research and information collecting

  2. Planning

  3. Develop preliminary form of product

  4. Product Evaluation

  5. Main product revision These steps based on the R & D cycle employed in this study will be discussed further in the Research Procedure.

B. Research Participants

  There were two groups of participants in this study. The respondents of the survey were the managers and supervisors of Public Facility Division of PT.

  . There were 4 managers, and 16 supervisors in this division. All of

  Wijaya Karya

  them are male. Their ages were between 25 to 40 years old. Most of them are S1

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  41 C.

   Setting