A set of English instructional speaking materials for the students of business administration in polytechnic of Sendawar in Kabupaten Kutai Barat.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRACT
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design a set of English instructional speaking
materials for the students of Business Administration in Polytechnic of Sendawar
in Kabupaten Kutai Barat. This study aims to promote the model materials in
teaching English speaking so the students are able to communicate in English
fluently.
This study focused on two problems: 1) How is a set of English
instructional speaking materials for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat designed? 2) What does a set
of English instructional speaking materials for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat look like?
To solve the first problem the writer did the interview to the English
lecturer of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. The writer also distributed questionnaire for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat. There were
sixteen students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat. In order to design the materials, the writer applied six
steps which adapted from Kemp’s and Yalden’s instructional design model. The
steps were (1) Conducting Needs Survey of (2) Considering the Goals, Listing the
Topics and Stating the General Purposes (3) Specifying the Learning Objectives
(4) Classifying the Subject Content (5) Selecting Teaching and Learning and
Activities (6) Evaluating and Revising the Designed Materials. Based on the result
of conducting evaluation of the designed materials, the writer concluded that the
designed materials were appropriate and acceptable. It was shown from the data
presentation of the descriptive statistics in which the grand mean was 3.9 on scale
of five.
To solve the second problem, the writer presented the final result of the
materials that had been designed using Contextual Teaching and Learning
materials, which consisted of four units. The materials consisted of four units,
namely “Hello! Good Morning!”, “First Say in the Office”, “Excuse Me, Could
You Tell Me”, “and “What Time is It”. Each unit contained three main parts: Preactivity, Whilst-activity, Post-activity.
Key words: Materials, Instructional, Speaking
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PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRAK
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Penelitian ini dilakukan untuk merancang seperangkat pembelajaran
berbahasa Inggris bagi mahasiswa Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penelitian ini bertujuan untuk mempromosikan model
bahan pengajaran berbahasa Inggris sehingga siswa mampu berkomunikasi
dalam bahasa Inggris dengan lancar.
Penelitian ini difokuskan pada dua masalah : 1) Bagaimana satu set
bahan pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat dirancang ? 2) Apa satu set bahan
pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat terlihat seperti ?
Untuk memecahkan masalah pertama, penulis melakukan wawancara
dengan dosen Bahasa Inggris Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penulis juga menyebarkan kuesioner pada mahasiswa
Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai Barat . Ada enam
belas mahasiswa Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai
Barat yang terlibat dalam pengisian kuesioner. Dalam menyusun materi, penulis
menerapkan enam langkah yang diadaptasi dari Kemp dan model desain
instruksional Yalden. Langkah-langkahnya adalah (1) Melakukan Kebutuhan
Survei (2) Menentukan Tujuan, Topik dan Tujuan Umum (3) Menentukan Tujuan
Pembelajaran (4) Mengklasifikasi Isi Materi (5) Menentukan Kegiatan Belajar
Mengajar (6) Mengevaluasi dan Memperbaiki Produk. Berdasarkan hasil
pelaksanaan evaluasi terhadap materi yang telah dirancang, penulis
menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini
ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata
adalah 3.9 dengan skala lima.
Dalam menjawab masalah kedua, penulis mempresentasikan hasil akhir
dari materi yang telah dirancang dengan menggunakan Contextual Teaching
Learning dan bahan , yang terdiri dari empat unit . Materi terdiri dari empat unit,
yaitu “Hello! Good Morning!", “First Day in the Office”, “Excuse Me, Could You
Tell Me“, dan "What Time is It?”. Setiap unit berisi tiga bagian: Pre-activity,
Whilst-activity, Post-activity.
Kata kunci : Materi-materi, Instruksional, Berbicara
viii
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A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STUDENTS OF BUSINESS
ADMINISTRATION IN POLYTECHNIC OF SENDAWAR
IN KABUPATEN KUTAI BARAT
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Jastia Wulandari Hiyang
Student Number: 081214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STUDENTS OF BUSINESS
ADMINISTRATION IN POLYTECHNIC OF SENDAWAR
IN KABUPATEN KUTAI BARAT
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Jastia Wulandari Hiyang
Student Number: 081214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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I dedicate this thesis to Almighty God, Jesus Christ and Mother
Mary,
to my beloved father, mother, Kak Dion.
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STATEMENTS OF WORK’S ORIGINALITY
I honestly declare this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, 10th October 2013
The Writer
Jastia Wulandari Hiyang
081214008
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama: Jastia Wulandari Hiyang
NIM: 081214008
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karyai lmiah saya yang berjudul:
A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STUDENTS OF BUSINESS
ADMINISTRATION IN POLYTECHNIC OF SENDAWAR
IN KABUPATEN KUTAI BARAT
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya
memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk
pangkalan data, medistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin
dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Oktober 2013
Yang menyatakan,
Jastia Wulandari Hiyang
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ABSTRACT
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design a set of English instructional speaking
materials for the students of Business Administration in Polytechnic of Sendawar
in Kabupaten Kutai Barat. This study aims to promote the model materials in
teaching English speaking so the students are able to communicate in English
fluently.
This study focused on two problems: 1) How is a set of English
instructional speaking materials for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat designed? 2) What does a set
of English instructional speaking materials for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat look like?
To solve the first problem the writer did the interview to the English
lecturer of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. The writer also distributed questionnaire for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat. There were
sixteen students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat. In order to design the materials, the writer applied six
steps which adapted from Kemp’s and Yalden’s instructional design model. The
steps were (1) Conducting Needs Survey of (2) Considering the Goals, Listing the
Topics and Stating the General Purposes (3) Specifying the Learning Objectives
(4) Classifying the Subject Content (5) Selecting Teaching and Learning and
Activities (6) Evaluating and Revising the Designed Materials. Based on the result
of conducting evaluation of the designed materials, the writer concluded that the
designed materials were appropriate and acceptable. It was shown from the data
presentation of the descriptive statistics in which the grand mean was 3.9 on scale
of five.
To solve the second problem, the writer presented the final result of the
materials that had been designed using Contextual Teaching and Learning
materials, which consisted of four units. The materials consisted of four units,
namely “Hello! Good Morning!”, “First Say in the Office”, “Excuse Me, Could
You Tell Me”, “and “What Time is It”. Each unit contained three main parts: Preactivity, Whilst-activity, Post-activity.
Key words: Materials, Instructional, Speaking
vii
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PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRAK
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Penelitian ini dilakukan untuk merancang seperangkat pembelajaran
berbahasa Inggris bagi mahasiswa Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penelitian ini bertujuan untuk mempromosikan model
bahan pengajaran berbahasa Inggris sehingga siswa mampu berkomunikasi
dalam bahasa Inggris dengan lancar.
Penelitian ini difokuskan pada dua masalah : 1) Bagaimana satu set
bahan pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat dirancang ? 2) Apa satu set bahan
pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat terlihat seperti ?
Untuk memecahkan masalah pertama, penulis melakukan wawancara
dengan dosen Bahasa Inggris Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penulis juga menyebarkan kuesioner pada mahasiswa
Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai Barat . Ada enam
belas mahasiswa Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai
Barat yang terlibat dalam pengisian kuesioner. Dalam menyusun materi, penulis
menerapkan enam langkah yang diadaptasi dari Kemp dan model desain
instruksional Yalden. Langkah-langkahnya adalah (1) Melakukan Kebutuhan
Survei (2) Menentukan Tujuan, Topik dan Tujuan Umum (3) Menentukan Tujuan
Pembelajaran (4) Mengklasifikasi Isi Materi (5) Menentukan Kegiatan Belajar
Mengajar (6) Mengevaluasi dan Memperbaiki Produk. Berdasarkan hasil
pelaksanaan evaluasi terhadap materi yang telah dirancang, penulis
menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini
ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata
adalah 3.9 dengan skala lima.
Dalam menjawab masalah kedua, penulis mempresentasikan hasil akhir
dari materi yang telah dirancang dengan menggunakan Contextual Teaching
Learning dan bahan , yang terdiri dari empat unit . Materi terdiri dari empat unit,
yaitu “Hello! Good Morning!", “First Day in the Office”, “Excuse Me, Could You
Tell Me“, dan "What Time is It?”. Setiap unit berisi tiga bagian: Pre-activity,
Whilst-activity, Post-activity.
Kata kunci : Materi-materi, Instruksional, Berbicara
viii
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ACKNOWLEDGEMENTS
First of all, I would like to address my greatest gratitude to my Almighty
God for love, grace, and guidance during my whole life. I also would like to send
this gratitude to Jesus Christ due to accompany me through my precious and
meaningful life. I would like to convey my gratitude to Mother Mary for teaching
me how to keep my faith in every meaningful event in my life also in doing this
t he s i s .
My sincerest gratitude goes to my supervisor, Caecilia Tutyandari, S.Pd.,
M.Pd., for her valuable time, patience, guidance, suggestions and motivation
during the process of doing this research and writing this thesis. I also greatly
thank Valetina S.Pd. the English instructor, who has permitted me to conduct
research in her classroom and give me her time, guidance and suggestions in
finishing my thesis. The next thankfulness goes to the students of Business
Administration of Polytechnic of Sendawar in Kabupaten Kutai Barat 2012/2013
Academic Year for being very friendly and cooperative to get the data of needs
survey.
I would give thanks to all PBI lecturers, especially Drs. Barli Bram,
M.Ed., Ph.D.and Dr. Retno Muljani M.Pd., who have given knowledge to me
during my study in PBI. They do not only give me knowledge in literal meaning
but also give me knowledge how to be a real teacher for my future. I would also
thank PBI staff, Mbak Dhaniek and Mbak Tari for their patience in helping me
to prepare letters, organizes what I need during my study in PBI. It is also
important to thank SanataDhrama librarians for giving best services for me during
my study in PBI. I would like to thank the evaluators of designed materials for
their opinion, feedback, suggestions and comments to have the better final
version.
My sincere and deepest gratitude also goes to my beloved father,
Agustinus Hanye’, and my mother, A.V Tati Nurhayati for their greatest love,
patience, support, pray and advices. Although I never say it to them directly, I
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want everyone know through this thesis that I am proud to be their daughter. I also
give thank to my brother, Dionisius Irang, for his amazing love, care, support and
motivation.
I would also like to thank my beloved friends in PBI, especially, Yuan,
Nala, Ayu, Vita, Wanda, Gilang, Ambar, Adi and Dimas, for giving me such a
wonderful friendship. I thank all my friends in PBI, especially 2008ers in class A,
and also in Sanata Dharma whose name I could not mention one by one. May God
bless them and make their life full of happiness.
Jastia Wulandari Hiyang
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TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………..
i
APPROVAL PAGE …………………………………………………....
ii
DEDICATION PAGE ………………………………………………....
iv
STATEMENT OF WORKS ORIGINALITY …………………………
v
PERNYATAAN PERSETUJUAN PUBLIKASI………………………...
vi
ABSTRACT ……………………………………………………………
vii
ABSTRAK ………………………………………………………………
viii
ACKNOWLEDGEMENTS ……………………………………………
ix
TABLE OF CONTENTS………………………………………………
xi
LIST OF FIGURES …………………………………………………....
xiii
LIST OF TABLES ..…….………………………………………………
xiv
LIST OF APPENDICES ……………………………………………….
xv
CHAPTER I INTRODUCTION ……………………………………..
1
A. Research Background ……………………………………………….
1
B. Research Problems …………………………………………………… 3
C. Problem Limitation ………………………………………………….
3
D. Research Objectives …………………………………………………
4
E. Research Benefits…………………………………………………...
4
F. Definition of Terms…………………………………………………
5
CHAPTER II REVIEW OF RELATED LITERATURE …………
7
A. Theoretical Description ……………………………………………..
7
1. Instructional Design……………………………………………..
7
a. Instructional Design Model by Kemp ………………………..
7
b. Instructional Design by Yalden ………………………….…..
10
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2. Speaking Skill ……………………………………………………
13
a. The Nature Of Speaking ……………………………………….
13
b. Teaching Speaking ………………………….………………….
13
3. Contextual Teaching and Learning (CTL) ………………….…...
14
a. The Nature of CTL ……………………………………………..
15
b. The Characteristic of CTL ………………………….…………..
17
4. English for Specific Purposes (ESP) …………………………….
19
a. Needs Analysis ………………………………………………….
19
b. Syllabus …………………………………………………………
22
c. Materials Design ………………………….…………………….
23
B. Theoretical Framework……………………………………………..
25
CHAPTER III METHODOLOGY…………………………………..
28
A. Research Methods ………………………………..………….……..
28
B. Research Participants………………………………………...……..
31
C. Setting………………………….……………………………………
32
D. Research Instruments and Data Gathering Technique……………..
33
E. Data Analysis Techniques………………………………..…….…...
35
F. Procedure of The Study ………………………….………………….
38
CHAPTER IVRESEARCH RESULTS AND FINDINGS……..…
40
A. The Steps in Designing English Instructional Speaking
Materials………………………….…………………………………… 40
B. The Final Version of the Designed Materials ………………………… 55
CHAPTER V CONCLUSIONS ANDRECOMMENDATIONS……
58
A. Conclusions ……………………………….……….…………………. 58
B. Recommendations ………………………….……………………..….
60
REFERENCES.......................................................................................... 61
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LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model …..……………………………..
11
2.2 Yalden’s model: Language Program Development …..……………
12
2.3 Hutchinson and Waters’ Material Design Model …..……………
28
2.4 Theoretical’s Framework …..……………………………………….
12
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LIST OF TABLES
Table
Page
2.1 Necessities, Lacks and Wants …………………………………..…..
23
3.1 The Description of the Participants (Blank) ………………………..
37
3.2 The result of the questionnaire (Blank) …………………………….
41
3.3 The five options of agreements …………………………………….
41
4.1 Description of the Participants of the Needs Survey …..…………..
47
4.2 Basic Competencies of the Designed Materials …..………………
53
4.3 The Learning Objectives …..………………………………………
54
4.4 The Description of the Respondents …..…………………………..
58
4.5The Results of the Designed Materials Evaluation …..…………....
59
4.6 Lists of Units and Titles of the Designed Materials …..………….
61
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LIST OF APPENDICES
Appendix 1 Letter of Permission ………………………………………... 64
Appendix 2 The Questionnaire of Research and Information Collecting
66
Appendix 3 The Interview Guidance ……………………………………. 69
Appendix 4 The Questionnaire of the Designed Materials Evaluation … 71
Appendix 5 Syllabus ……………………………………………………. 75
Appendix 6 Lesson Plans ……………………………………………….
84
Appendix 7 The Presentation of the Designed Materials …………......... 100
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CHAPTER 1
INTRODUCTION
This chapter contains the research background, research problems,
problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
We have stepped into the 21st century, the era of globalization. People
around the world will interact with other people from different nations to fulfill
their needs. Globalization has demanded people to master English. English is the
first widely used international language in the world. Not only American and
European countries, where English is used, but also many other countries from
other continents, are acquainted with this language as a response to the
globalization and free market era.
The demand of English mastery increases as the development of an era to
open an access to the international world. English becomes the accepted
international language and commerce, it creates a new generation of learners who
want to study English specifically based on their needs of learning English.
Mastering English is not a matter of conquering a wide range of vocabulary; it
also involves the mastery of language skill. People willingly learn English
because they realize that English is meaningful to widen their knowledge in their
working fields.
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Realizing the importance of English, Indonesia's government regulates that
English learning should start at an early stage in formal education. Every layer of
education also demands to put English as one of the main subjects in the teaching
learning activity. Polytechnic of Sendawar also demands that the students be able
to master English, especially in speaking skill. In reality, the spoken language
dominates our life; the ability to speak English is an asset in daily activities and in
working world. English, as a foreign language is considered difficult to learn.
Students have to fulfill the requirements of English stated in the curriculum with
very limited time. As a developed regency, Sendawar needs some qualified human
resources which could handle the natural resources which are already prepared
well.
Therefore, the government built some facilities which can support in
gaining some qualified human resources. One of the facilities is Polytechnic of
Sendawar. Polytechnic of Sendawar is the pillar of education in Sendawar. As the
first university in Sendawar, this polytechnic is hoped to be able to help the next
generation with useful knowledge. Polytechnic of Sendawar is a new institution of
education in Kabupaten Kutai Barat. Polytechnic of Sendawar is located in
Jendral Ahmad Yani street RT. I Sub Barong Tongkok, the capital of Kabupaten
Kutai Barat, Kalimantan Timur. Polytechnic of Sendawar with authorization of
MENDIKNAS No: 117/D/O/2005. Polytechnic of Sendawar itself is supervised
by Yayasan Pembangunan Sendawar Sakti (YPPS).
One of the major faculties in Polytechnic of Sendawar is business
administration. Business administration aims to prepare the students based on the
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competencies are customized from the needs of society or the labor market. As a
new institution, Polytechnic of Sendawar, especially the students of the Business
Administration, needs some materials that can support the students to be able to
master English. It is important to choose materials with suitable condition so that
the main objective of the subject could be achieved.
It is shown that by explaining what to be achieved in Business
Administration, the writer would like to design a set of English instructional
speaking material for the students of Business Administration in Polytechnic of
Sendawar in Kabupaten Kutai Barat.
B. Research Problems
By conducting this research, the writer would like to find the answers to
these major questions.
1. How is a set of English instructional speaking materials for the students of
Business Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat
designed?
2. What does the design look like?
C. Problem Limitation
In order to make a clear boundary, the writer focuses on designing English
instructional speaking material for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat. The writer chooses
Polytechnic of Sendawar because this polytechnic becomes the foundation and the
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only college in Kabupaten Kutai Barat. Since this polytechnic is classified as the
new college in Kabupaten Kutai Barat, the society expects more from this
college. This polytechnic is expected to help the society to widen their knowledge
and skill according to majors which are already offered. Therefore, the designed
materials will be based on the learners’ needs and their occupation. In this study,
the writer concerns with the designing a set of the English instructional speaking
materials. The writer hopes that the instructional materials would be useful in
helping the students of Polytechnic of Sendawar in Kabupaten Kutai Barat to
develop their ability to speak in English fluently and appropriately based on their
major.
D. Research Objectives
There are two objectives in conducting this research:
1. To design a set of English instructional speaking materials for the students of
Business Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat.
2. To present a set of English instructional speaking materials for the students of
Business Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat.
E. Research Benefits
This research is intended to give benefits for:
1. English lecturers or instructors
For the lecturers or the instructors, this design could be a recommendation
for them to encourage the students to speak English fluently.
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2. The students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat
For the students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat, the design material from this study can be used to
develop their speaking material in speaking skill. This design also provides some
examples of conversation that is used in the real work of business administration
to facilitate the students to be accustomed to real work situation.
F. Defintion of Terms
To provide a better understanding of the content of the research, some
terms used in the study are defined as follows.
1. Design
A design is defined as “a developed plan to guide educational activity in a
situation” (Cyril, 1978, p. 203). The plan is to design some materials that will be
used in the classroom. In this study, to design means to make a set of instructional
speaking materials that can be used for students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat.
2. Instructional Material
The term instructional materials as stated by Dick and Reiser (1989, p. 3)
are forms of printed material, computer-assisted instructions and televised
instructions. In this study, the instructional material will be a form of a handbook
for the students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat.
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3. Speaking Skill
Widdowson (1979, p. 58) states that
“speaking skill is a kind of active and productive interaction that makes us
use aural mediums. Aural media means mouth, lips, tongue, and other oral
activities. In speaking, a message is transferred from the speaker to the hearer.
The speaker produces the message and the hearer receives it.”
In this study, speaking will be the major skill used for students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat to
understand the material well. The communicative activities, for example roleplay, will encourage and give more opportunities for the learners to speak English.
4. Contextual Teaching and Learning
Contextual teaching and learning is a learning concept which helps
teachers relating learning material to learners’ real life situation, and encouraging
learners to make a correlation between the knowledge possessed and its
application in their daily life (Muslich, 2007, p. 41). In this study, Contextual
Teaching and Learning is a concept which guides the teacher to design contextual
instructional speaking material, in which the context here refers to the real life
situation related to the learner’ actual experiences and surroundings. Henceforth,
in this study, Contextual Teaching and Learning is shortened as CTL.
5. The Business Administration in Polytechnic of Sendawar in Kabupaten Kutai
Barat
Polytechnic of Sendawar is located in Jendral Ahmad Yani Street RT. I
Sub Barong Tongkok, the capital of Kabupaten Kutai Barat, Kalimantan Timur.
Business Administration is one of the majors that is available in this Polytechnic.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts which are related to this study, namely
theoretical description and theoretical framework.
Theoretical description
explains relevant theories that support this study. Theoretical framework
elaborates the framework synthesized from the discussed theories in the
theoretical description.
A. Theoretical Description
In this chapter, the writer would like to present some theories as the
guideline to conduct the study. To make it clear, this section is divided into five
main parts, namely the models of Instructional design, speaking skill, contextual
language learning, and English for Specific Purposes (ESP).
1. Instructional Design
a. Instructional Design Model by Kemp
Dick and Reiser (1989) state that “a formal definition of instructional
design is: a systematic process of designing, developing, implementing, and
evaluating instruction” (p. 3). Soekamto (1993) also states that in the instructional
design and development, the writer refers to models which function as a guideline
in planning activities (p. 10).
This study uses Kemp’s instructional design model. Kemp’s (1977) model
presents a flexible process and there is interdependence among the eight elements,
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decisions relating to one may affect others (p. 8). In designing an instructional
program, a designer does not need to start from part one, the designer can start
with whichever element they are ready to start with and then move back and forth
to the other steps.
Kemp (1977: p. 8) divides the instructional design plan into the eight parts.
They are:
1) Stating the Goals, Topics and General Purposes
In this step, the designer has to consider goals, and then list topics, stating
the general purposes for teaching each topic.
2) Learner Characteristics
After stating the goals, topics and general purposes, the designer
enumerates the important characteristics of the learners for whom the instruction
is to be designed.
3) Learning Objectives
In this step, the designer specifies the learning objectives to be achieved in
terms of measurable students’ behavioral outcomes.
4) Subject Content
In this step, after specifying the learning objectives, the designer has to list
the subject content that supports each objective.
5) Pre –Assessment
Before selecting teaching learning activities and resources, the designer
has developed pre-assessment to determine the students’ background and present
level of knowledge about the topic.
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6) Teaching and Learning Activities and Resources
After developing pre-assessment, the designer selects teaching and
learning activities and instructional resources that will treat the subject contents so
the students will accomplish the objectives.
7) Support Services
The designer coordinates such support services as budget, personnel,
facilities, equipment and schedules to carry out the instructional plan.
8) Evaluation
This is the last step of the plan to develop instructional design. The
designer has to evaluate the students’ learning in terms of their accomplishment of
objectives, with a review to revising and re-evaluating any phases of the plan that
needs improvement.
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: p. 9)
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This diagram illustrates the relationship of each step in the plan to the
other steps. Kemp (1977) states that we can start from any point and go straight to
anywhere (p. 9). However, it is suggested to start on deciding the goal and finish
on evaluation. This model focuses on the material, goal, function and selecting
references. Nevertheless, this model never gives a clear instruction on what steps
should be done in order to determine the learning task and select the materials to
develop. This model also states that the development activities should be seen as a
dynamic activity in which every step should relate directly with revision and
evaluation.
In this study, the writer chooses some parts from eight parts which are
needed in the instructional material. They are formulating goals, topics, and
general purposes, stating learning objectives, classifying the subject content,
selecting learning activities/resources, evaluating and revising.
b. Instructional Design Model by Yalden
Yalden (1987, p.88) proposes some stages in language program
development which are constructed as follows:
1. Needs survey
Needs survey should be held before stating the purpose to fing the
community or local needs.
2. Description of the purposes
This is the second stage after doing need survey. It is prepared in terms of
the characteristics of the students, and the skill of the students on entry to and on
exit from the program.
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3. Selection and development of the syllabus type
After describing the purpose, the designer selects and develops the
syllabus types in terms of the proto syllabus and physical constraints in the
program.
4. The proto syllabus
After selecting and developing the syllabus type, the designer makes the
proto syllabus. It describes the language itself and language use to be covered in
the program.
5. The pedagogical syllabus
It develops the teaching materials, learning and teaching activities
approaches which consists of testing sequence and decisions on testing
instruments
6. Development of classroom procedures
a) Development of classroom procedures
In this step, the designer selects of exercise types and teaching techniques,
prepares of the lesson plan, and prepares of weekly schedules.
b) Teacher training
In this part, the designer does briefing and workshops on principles,
desired outcomes, and exploitation creation of teaching materials.
7. Evaluation or recycling
This is the final steps on Language Program Development. It describes the
evaluation on the students, the evaluation on program, and the evaluation on
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teaching.
Figure 2.2 Yalden’s model
This model provides a clear order for every element to be followed.
Nevertheless, the elements of proof and pedagogical syllabuses production are not
significant since they have been represented by the selection and development of a
syllabus tape.
Richards & Rodgers (1986) state that an effective instructional material
has some characteristics: (1) it maintains students’ interest, (2) it is appropriate to
the students' need and background, (3) it provides examples of how the language
is used, (4) it provides meaningful activities for students, and (5) it provides
communicative and authentic language use (15).
In this study, the writer uses this model to find out the students’ needs,
interests and difficulties through survey before designing instructional materials.
Need survey is used by the writer as the foundation in making the syllabus of the
designed materials. The writer also combines Yalden’s model and Kemp’s model
to design the materials.
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2. Speaking Skill
This part will explain about the basic theories of speaking skill. The writer
would like to talk about the nature of speaking; the process of speaking; and some
techniques in teaching speaking.
a. The Nature of Speaking
Luoma (2004) sees linguistically spoken language from two different
perspectives. First, speaking as interaction. Second, speaking as social and
situation-based activity (p. 9). All these perspectives determine speaking as an
integral part of people’s daily life. Luoma (2004) says that “speaking activity is
not a matter of conveying or transmitting vocabulary or grammar, but it is a
meaningful interaction between two people.” “Learner’s should have more
opportunities to practice speaking English (p. 27).” The learner’s can practice in
pairs or groups. As the result the learners not only just memorize components
(vocabulary/grammar) of the language but also they interact each other.
b. Teaching Speaking
Nunan (1989) says that there are two nature of speaking.
First, the bottom-up approach. The approach to speaking suggests that we
start with the smallest units of the language, i.e. individuals sounds, and
move through mastery of words and sentences to discourse. Second, the
top-down, on the other hand, suggests that we start with the larger chunks,
which are embedded in meaningful contexts. And use our knowledge of
these contexts to comprehend and use correctly the smaller elements of
language (p. 32).
Nunan (2003) also mentions some kind of technique and tasks that teacher
or trainer can use in a classroom. They are information gap, jigsaw activities, roleplays, simulations, and contact assignments (p. 56).
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Nevertheless, the teacher should be wise to manage their speaking class if
they use techniques such as role-play. It will be very risky if they cannot manage
the class well. The students can be very noisy when they start to talk to each other
without any guidance. The other problems that will appear that the passive
students will be just silent if the teachers do not supervise them.
According to Nunan (1989, p. 32) successful oral communication
involves:
1) The
ability
to
articulate
phonological
features
of
the
language
comprehensibility;
2) Mastery of stress, rhythm, intonation patterns;
3) An acceptable degree of fluency;
4) Transactional and interpersonal skills;
5) Skills in taking short and long speaking turns;
6) Skills in the management of interaction
7) Skills in negotiating meaning;
8) Conversational listening skills (successful conversation require good listeners
as well as good speakers);
9) Skills in knowing about and negotiating purposes for conversation;
10) Using appropriate conversational formulate and fillers.
3. Contextual Teaching and Learning (CTL)
The understanding about CTL is exposed through the following two
scopes; namely the nature of CTL and the characteristic of CTL.
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a. The Nature of CTL
Muslich (2007) defines CTL as a learning concept that helps the teacher to
create a relation between learning materials presented and learners’ real life
environment, and to encourage the learners to relate their existing knowledge to
its application in their daily life (p. 41). As Muslich states the philosophical basis
of CTL is Constructivism, which emphasizes that learning is not merely a matter
of memorizing, but reconstructing or developing knowledge and skills through
facts and proportions the learners’ experience in their real life.
COR (Center for Occupational Research) in America formulates five
concepts of CTL with abbreviation REACT (Muslich, 2007, pp. 41-42).The first
is relating. Relating is learning has to correlate real life with new information to
be understood or with problems to be solved. The second is experiencing.
Experiencing is the knowledge that attained through learning by giving priority to
thinking process with inquiry cycle. The third is applying. Applying is learning in
which implementing the result of learning to the practical use and need. Next
concept is cooperating. Cooperating is learning in the concept of sharing
information and experience, responding, and communicating. Cooperating is
consistent to the contextual learning. The last is transferring. Transferring is
exploiting knowledge and experience to gain new knowledge and learning
experience based on new context.
According to Johnson (2002), CTL is a comprehensive system which
consists of interrelated parts. If those parts are united, the result of those will be
better than that of being given by each part (p. 65). CTL is a system of learning
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which is based on philosophy that the students will be able to absorb the learning
if they are able to catch the meaning in the given academic materials and they will
be able to catch the meaning in the learning tasks if they are able to correlate the
new information with their existing knowledge and experiences (Johnson, 2002,
p. 14).
Based on contextual teaching and learning point of view, meaning appears
from the connection between content and context. The context gives meaning to
the content. The more connections students find in a wide context, the more
meaningful the content for them. Contextual teaching and learning involves the
learners in a significant activity that helps them to relate academic learning to
their real life context.
The science of nervous system ascertains between human’s brains with
meaning. The brain creates meaning of new information by connecting it with the
existing knowledge and skills. The brain searches for meaning and keeps it
continuously. This is why the learning process needs to involve the students in
finding meaning by understanding what they are learning. Because of its
framework that invites learners to make connections to find meaning, CTL is a
potential to gain students’ interest which base for the attention and understanding
to the learning (Johnson, 2002, p. 37).
In addition, Johnson (2002) says that CTL has three scientific principles
which make contextual teaching and learning move towards academic superiority,
namely
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1) Interdependent principle
Language is an interdependent principle unit. Without interdependence,
language would stop, together with other connections in the human brain since we
would not be able to think and to communicate. This interdependent principle
guides human to the creation of relationship, not to the isolation. This principle is
in line with CTL, which enables the language learners to make connections to find
meaning.
2) Differentiation principle
Differentiation refers to the continual stimulus from the universe to
produce unlimited diversity and uniqueness. Differentiation principle contributes
creativity. The teacher of CTL applies this principle in classroom to present
creativity, uniqueness, diversity, and cooperation. In CTL, the students are
challenged to think creatively to increase cooperation with their classmates to
carry out their self-regulated learning and to develop by their own steps.
3) Self-regulation principle
In the self-regulation principle, all the things are regulated, defended, and
realized by self. According to this principle, the teachers encourage the students to
explore their potencies by relating the tasks to their personal experience and
knowledge. When the learners create relationship between the academic context
and their personal life, they are involved in the self-regulation principle.
b. The Characteristic of CTL
Referring to the definition of REACT, Muslich (2007, p. 42) formulates
seven characteristics of CTL, as follows.
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1) Learning in real life setting
Learning is in the authentic context. It is aimed at skill achievement which
is carried out in the natural environment.
2) Meaningful learning
Learning provides students with the meaningful tasks.
3) Learning by doing
Learning is carried out by presenting meaningful experience to the
students.
4) Learning in a group
Learning is conducted through working in a group and peer assessment.
5) Learning to know each other deeply
Learning provides students with opportunity to create togetherness, to
cooperate, and to have mutual understanding.
6) Learning to ask, to inquire, to work together
Learning
is
carried
out
actively,
creatively,
productively,
and
cooperatively.
7) Learning as an enjoyable activity
Learning is carried out in an enjoyable situation.
In language learning, CTL is applied as an approach in conducting
teaching learning process. Contextual teaching and learning is considered to be
effective for the language learning since its framework follows brain’s framework
which drives a connection between information or stimulus received and language
transmitted. In addition, the brain’s function follows the principles of
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interdependence, self-organization, and differentiation which are the scientific
principles of CTL. These principles are needed in language learning to gain the
learners’ enthusiasm.
Some of the characteristics of CTL are relevant to this study. The material
design in this study reveals learning in real life setting. The learning materials are
related to learners’ real life context through providing meaningful tasks and the
enjoyable activities which involve their cooperation in group. Therefore, a
meaningful and an enjoyable learning condition is created.
4. English for Specific Purposes (ESP)
Hutchinson and Waters (1987) state that English for Specific Purposes
(ESP) is an approach to language teaching in which all the content and method are
based on the learner’s reason for learning (p. 19). It has now become the most
prominent part of English language teaching because many people from the
various areas want to learn English. People want to learn English, not for the
pleasure or prestige of known English, but because of the demands of their field
work or study. It is necessary to describe English for Specific Purposes (ESP) here
since the designed materials are for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat. The description of ESP will
be divided into four important parts, namely: needs analysis, syllabus, and
materials design.
a. Needs Analysis
Hutchinson and Waters (1987, p. 53) state that “what distinguish ESP
from general English is not existence of a need as such but rather than an
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awareness of the need” (sic). Therefore, the needs analysis is the basis of an ESP
program. It is conducted in order to know the basic needs of the
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ABSTRACT
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design a set of English instructional speaking
materials for the students of Business Administration in Polytechnic of Sendawar
in Kabupaten Kutai Barat. This study aims to promote the model materials in
teaching English speaking so the students are able to communicate in English
fluently.
This study focused on two problems: 1) How is a set of English
instructional speaking materials for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat designed? 2) What does a set
of English instructional speaking materials for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat look like?
To solve the first problem the writer did the interview to the English
lecturer of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. The writer also distributed questionnaire for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat. There were
sixteen students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat. In order to design the materials, the writer applied six
steps which adapted from Kemp’s and Yalden’s instructional design model. The
steps were (1) Conducting Needs Survey of (2) Considering the Goals, Listing the
Topics and Stating the General Purposes (3) Specifying the Learning Objectives
(4) Classifying the Subject Content (5) Selecting Teaching and Learning and
Activities (6) Evaluating and Revising the Designed Materials. Based on the result
of conducting evaluation of the designed materials, the writer concluded that the
designed materials were appropriate and acceptable. It was shown from the data
presentation of the descriptive statistics in which the grand mean was 3.9 on scale
of five.
To solve the second problem, the writer presented the final result of the
materials that had been designed using Contextual Teaching and Learning
materials, which consisted of four units. The materials consisted of four units,
namely “Hello! Good Morning!”, “First Say in the Office”, “Excuse Me, Could
You Tell Me”, “and “What Time is It”. Each unit contained three main parts: Preactivity, Whilst-activity, Post-activity.
Key words: Materials, Instructional, Speaking
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ABSTRAK
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Penelitian ini dilakukan untuk merancang seperangkat pembelajaran
berbahasa Inggris bagi mahasiswa Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penelitian ini bertujuan untuk mempromosikan model
bahan pengajaran berbahasa Inggris sehingga siswa mampu berkomunikasi
dalam bahasa Inggris dengan lancar.
Penelitian ini difokuskan pada dua masalah : 1) Bagaimana satu set
bahan pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat dirancang ? 2) Apa satu set bahan
pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat terlihat seperti ?
Untuk memecahkan masalah pertama, penulis melakukan wawancara
dengan dosen Bahasa Inggris Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penulis juga menyebarkan kuesioner pada mahasiswa
Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai Barat . Ada enam
belas mahasiswa Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai
Barat yang terlibat dalam pengisian kuesioner. Dalam menyusun materi, penulis
menerapkan enam langkah yang diadaptasi dari Kemp dan model desain
instruksional Yalden. Langkah-langkahnya adalah (1) Melakukan Kebutuhan
Survei (2) Menentukan Tujuan, Topik dan Tujuan Umum (3) Menentukan Tujuan
Pembelajaran (4) Mengklasifikasi Isi Materi (5) Menentukan Kegiatan Belajar
Mengajar (6) Mengevaluasi dan Memperbaiki Produk. Berdasarkan hasil
pelaksanaan evaluasi terhadap materi yang telah dirancang, penulis
menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini
ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata
adalah 3.9 dengan skala lima.
Dalam menjawab masalah kedua, penulis mempresentasikan hasil akhir
dari materi yang telah dirancang dengan menggunakan Contextual Teaching
Learning dan bahan , yang terdiri dari empat unit . Materi terdiri dari empat unit,
yaitu “Hello! Good Morning!", “First Day in the Office”, “Excuse Me, Could You
Tell Me“, dan "What Time is It?”. Setiap unit berisi tiga bagian: Pre-activity,
Whilst-activity, Post-activity.
Kata kunci : Materi-materi, Instruksional, Berbicara
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A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STUDENTS OF BUSINESS
ADMINISTRATION IN POLYTECHNIC OF SENDAWAR
IN KABUPATEN KUTAI BARAT
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Jastia Wulandari Hiyang
Student Number: 081214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STUDENTS OF BUSINESS
ADMINISTRATION IN POLYTECHNIC OF SENDAWAR
IN KABUPATEN KUTAI BARAT
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Jastia Wulandari Hiyang
Student Number: 081214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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TERPUJI
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I dedicate this thesis to Almighty God, Jesus Christ and Mother
Mary,
to my beloved father, mother, Kak Dion.
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STATEMENTS OF WORK’S ORIGINALITY
I honestly declare this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, 10th October 2013
The Writer
Jastia Wulandari Hiyang
081214008
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama: Jastia Wulandari Hiyang
NIM: 081214008
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karyai lmiah saya yang berjudul:
A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STUDENTS OF BUSINESS
ADMINISTRATION IN POLYTECHNIC OF SENDAWAR
IN KABUPATEN KUTAI BARAT
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya
memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk
pangkalan data, medistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin
dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Oktober 2013
Yang menyatakan,
Jastia Wulandari Hiyang
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ABSTRACT
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study was conducted to design a set of English instructional speaking
materials for the students of Business Administration in Polytechnic of Sendawar
in Kabupaten Kutai Barat. This study aims to promote the model materials in
teaching English speaking so the students are able to communicate in English
fluently.
This study focused on two problems: 1) How is a set of English
instructional speaking materials for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat designed? 2) What does a set
of English instructional speaking materials for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat look like?
To solve the first problem the writer did the interview to the English
lecturer of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. The writer also distributed questionnaire for the students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat. There were
sixteen students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat. In order to design the materials, the writer applied six
steps which adapted from Kemp’s and Yalden’s instructional design model. The
steps were (1) Conducting Needs Survey of (2) Considering the Goals, Listing the
Topics and Stating the General Purposes (3) Specifying the Learning Objectives
(4) Classifying the Subject Content (5) Selecting Teaching and Learning and
Activities (6) Evaluating and Revising the Designed Materials. Based on the result
of conducting evaluation of the designed materials, the writer concluded that the
designed materials were appropriate and acceptable. It was shown from the data
presentation of the descriptive statistics in which the grand mean was 3.9 on scale
of five.
To solve the second problem, the writer presented the final result of the
materials that had been designed using Contextual Teaching and Learning
materials, which consisted of four units. The materials consisted of four units,
namely “Hello! Good Morning!”, “First Say in the Office”, “Excuse Me, Could
You Tell Me”, “and “What Time is It”. Each unit contained three main parts: Preactivity, Whilst-activity, Post-activity.
Key words: Materials, Instructional, Speaking
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ABSTRAK
Hiyang, J. W. 2013. A Set of English Instructional Speaking Materials for the
Students of Business Administration in Polytechnic of Sendawar in Kabupaten
Kutai Barat. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Penelitian ini dilakukan untuk merancang seperangkat pembelajaran
berbahasa Inggris bagi mahasiswa Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penelitian ini bertujuan untuk mempromosikan model
bahan pengajaran berbahasa Inggris sehingga siswa mampu berkomunikasi
dalam bahasa Inggris dengan lancar.
Penelitian ini difokuskan pada dua masalah : 1) Bagaimana satu set
bahan pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat dirancang ? 2) Apa satu set bahan
pembelajaran berbahasa Inggris bagi mahasiswa Administrasi Bisnis di
Politeknik Sendawar Kabupaten Kutai Barat terlihat seperti ?
Untuk memecahkan masalah pertama, penulis melakukan wawancara
dengan dosen Bahasa Inggris Administrasi Bisnis di Politeknik Sendawar
Kabupaten Kutai Barat. Penulis juga menyebarkan kuesioner pada mahasiswa
Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai Barat . Ada enam
belas mahasiswa Administrasi Bisnis di Politeknik Sendawar Kabupaten Kutai
Barat yang terlibat dalam pengisian kuesioner. Dalam menyusun materi, penulis
menerapkan enam langkah yang diadaptasi dari Kemp dan model desain
instruksional Yalden. Langkah-langkahnya adalah (1) Melakukan Kebutuhan
Survei (2) Menentukan Tujuan, Topik dan Tujuan Umum (3) Menentukan Tujuan
Pembelajaran (4) Mengklasifikasi Isi Materi (5) Menentukan Kegiatan Belajar
Mengajar (6) Mengevaluasi dan Memperbaiki Produk. Berdasarkan hasil
pelaksanaan evaluasi terhadap materi yang telah dirancang, penulis
menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini
ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata
adalah 3.9 dengan skala lima.
Dalam menjawab masalah kedua, penulis mempresentasikan hasil akhir
dari materi yang telah dirancang dengan menggunakan Contextual Teaching
Learning dan bahan , yang terdiri dari empat unit . Materi terdiri dari empat unit,
yaitu “Hello! Good Morning!", “First Day in the Office”, “Excuse Me, Could You
Tell Me“, dan "What Time is It?”. Setiap unit berisi tiga bagian: Pre-activity,
Whilst-activity, Post-activity.
Kata kunci : Materi-materi, Instruksional, Berbicara
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ACKNOWLEDGEMENTS
First of all, I would like to address my greatest gratitude to my Almighty
God for love, grace, and guidance during my whole life. I also would like to send
this gratitude to Jesus Christ due to accompany me through my precious and
meaningful life. I would like to convey my gratitude to Mother Mary for teaching
me how to keep my faith in every meaningful event in my life also in doing this
t he s i s .
My sincerest gratitude goes to my supervisor, Caecilia Tutyandari, S.Pd.,
M.Pd., for her valuable time, patience, guidance, suggestions and motivation
during the process of doing this research and writing this thesis. I also greatly
thank Valetina S.Pd. the English instructor, who has permitted me to conduct
research in her classroom and give me her time, guidance and suggestions in
finishing my thesis. The next thankfulness goes to the students of Business
Administration of Polytechnic of Sendawar in Kabupaten Kutai Barat 2012/2013
Academic Year for being very friendly and cooperative to get the data of needs
survey.
I would give thanks to all PBI lecturers, especially Drs. Barli Bram,
M.Ed., Ph.D.and Dr. Retno Muljani M.Pd., who have given knowledge to me
during my study in PBI. They do not only give me knowledge in literal meaning
but also give me knowledge how to be a real teacher for my future. I would also
thank PBI staff, Mbak Dhaniek and Mbak Tari for their patience in helping me
to prepare letters, organizes what I need during my study in PBI. It is also
important to thank SanataDhrama librarians for giving best services for me during
my study in PBI. I would like to thank the evaluators of designed materials for
their opinion, feedback, suggestions and comments to have the better final
version.
My sincere and deepest gratitude also goes to my beloved father,
Agustinus Hanye’, and my mother, A.V Tati Nurhayati for their greatest love,
patience, support, pray and advices. Although I never say it to them directly, I
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want everyone know through this thesis that I am proud to be their daughter. I also
give thank to my brother, Dionisius Irang, for his amazing love, care, support and
motivation.
I would also like to thank my beloved friends in PBI, especially, Yuan,
Nala, Ayu, Vita, Wanda, Gilang, Ambar, Adi and Dimas, for giving me such a
wonderful friendship. I thank all my friends in PBI, especially 2008ers in class A,
and also in Sanata Dharma whose name I could not mention one by one. May God
bless them and make their life full of happiness.
Jastia Wulandari Hiyang
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TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………..
i
APPROVAL PAGE …………………………………………………....
ii
DEDICATION PAGE ………………………………………………....
iv
STATEMENT OF WORKS ORIGINALITY …………………………
v
PERNYATAAN PERSETUJUAN PUBLIKASI………………………...
vi
ABSTRACT ……………………………………………………………
vii
ABSTRAK ………………………………………………………………
viii
ACKNOWLEDGEMENTS ……………………………………………
ix
TABLE OF CONTENTS………………………………………………
xi
LIST OF FIGURES …………………………………………………....
xiii
LIST OF TABLES ..…….………………………………………………
xiv
LIST OF APPENDICES ……………………………………………….
xv
CHAPTER I INTRODUCTION ……………………………………..
1
A. Research Background ……………………………………………….
1
B. Research Problems …………………………………………………… 3
C. Problem Limitation ………………………………………………….
3
D. Research Objectives …………………………………………………
4
E. Research Benefits…………………………………………………...
4
F. Definition of Terms…………………………………………………
5
CHAPTER II REVIEW OF RELATED LITERATURE …………
7
A. Theoretical Description ……………………………………………..
7
1. Instructional Design……………………………………………..
7
a. Instructional Design Model by Kemp ………………………..
7
b. Instructional Design by Yalden ………………………….…..
10
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2. Speaking Skill ……………………………………………………
13
a. The Nature Of Speaking ……………………………………….
13
b. Teaching Speaking ………………………….………………….
13
3. Contextual Teaching and Learning (CTL) ………………….…...
14
a. The Nature of CTL ……………………………………………..
15
b. The Characteristic of CTL ………………………….…………..
17
4. English for Specific Purposes (ESP) …………………………….
19
a. Needs Analysis ………………………………………………….
19
b. Syllabus …………………………………………………………
22
c. Materials Design ………………………….…………………….
23
B. Theoretical Framework……………………………………………..
25
CHAPTER III METHODOLOGY…………………………………..
28
A. Research Methods ………………………………..………….……..
28
B. Research Participants………………………………………...……..
31
C. Setting………………………….……………………………………
32
D. Research Instruments and Data Gathering Technique……………..
33
E. Data Analysis Techniques………………………………..…….…...
35
F. Procedure of The Study ………………………….………………….
38
CHAPTER IVRESEARCH RESULTS AND FINDINGS……..…
40
A. The Steps in Designing English Instructional Speaking
Materials………………………….…………………………………… 40
B. The Final Version of the Designed Materials ………………………… 55
CHAPTER V CONCLUSIONS ANDRECOMMENDATIONS……
58
A. Conclusions ……………………………….……….…………………. 58
B. Recommendations ………………………….……………………..….
60
REFERENCES.......................................................................................... 61
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LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model …..……………………………..
11
2.2 Yalden’s model: Language Program Development …..……………
12
2.3 Hutchinson and Waters’ Material Design Model …..……………
28
2.4 Theoretical’s Framework …..……………………………………….
12
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LIST OF TABLES
Table
Page
2.1 Necessities, Lacks and Wants …………………………………..…..
23
3.1 The Description of the Participants (Blank) ………………………..
37
3.2 The result of the questionnaire (Blank) …………………………….
41
3.3 The five options of agreements …………………………………….
41
4.1 Description of the Participants of the Needs Survey …..…………..
47
4.2 Basic Competencies of the Designed Materials …..………………
53
4.3 The Learning Objectives …..………………………………………
54
4.4 The Description of the Respondents …..…………………………..
58
4.5The Results of the Designed Materials Evaluation …..…………....
59
4.6 Lists of Units and Titles of the Designed Materials …..………….
61
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LIST OF APPENDICES
Appendix 1 Letter of Permission ………………………………………... 64
Appendix 2 The Questionnaire of Research and Information Collecting
66
Appendix 3 The Interview Guidance ……………………………………. 69
Appendix 4 The Questionnaire of the Designed Materials Evaluation … 71
Appendix 5 Syllabus ……………………………………………………. 75
Appendix 6 Lesson Plans ……………………………………………….
84
Appendix 7 The Presentation of the Designed Materials …………......... 100
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CHAPTER 1
INTRODUCTION
This chapter contains the research background, research problems,
problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
We have stepped into the 21st century, the era of globalization. People
around the world will interact with other people from different nations to fulfill
their needs. Globalization has demanded people to master English. English is the
first widely used international language in the world. Not only American and
European countries, where English is used, but also many other countries from
other continents, are acquainted with this language as a response to the
globalization and free market era.
The demand of English mastery increases as the development of an era to
open an access to the international world. English becomes the accepted
international language and commerce, it creates a new generation of learners who
want to study English specifically based on their needs of learning English.
Mastering English is not a matter of conquering a wide range of vocabulary; it
also involves the mastery of language skill. People willingly learn English
because they realize that English is meaningful to widen their knowledge in their
working fields.
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Realizing the importance of English, Indonesia's government regulates that
English learning should start at an early stage in formal education. Every layer of
education also demands to put English as one of the main subjects in the teaching
learning activity. Polytechnic of Sendawar also demands that the students be able
to master English, especially in speaking skill. In reality, the spoken language
dominates our life; the ability to speak English is an asset in daily activities and in
working world. English, as a foreign language is considered difficult to learn.
Students have to fulfill the requirements of English stated in the curriculum with
very limited time. As a developed regency, Sendawar needs some qualified human
resources which could handle the natural resources which are already prepared
well.
Therefore, the government built some facilities which can support in
gaining some qualified human resources. One of the facilities is Polytechnic of
Sendawar. Polytechnic of Sendawar is the pillar of education in Sendawar. As the
first university in Sendawar, this polytechnic is hoped to be able to help the next
generation with useful knowledge. Polytechnic of Sendawar is a new institution of
education in Kabupaten Kutai Barat. Polytechnic of Sendawar is located in
Jendral Ahmad Yani street RT. I Sub Barong Tongkok, the capital of Kabupaten
Kutai Barat, Kalimantan Timur. Polytechnic of Sendawar with authorization of
MENDIKNAS No: 117/D/O/2005. Polytechnic of Sendawar itself is supervised
by Yayasan Pembangunan Sendawar Sakti (YPPS).
One of the major faculties in Polytechnic of Sendawar is business
administration. Business administration aims to prepare the students based on the
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competencies are customized from the needs of society or the labor market. As a
new institution, Polytechnic of Sendawar, especially the students of the Business
Administration, needs some materials that can support the students to be able to
master English. It is important to choose materials with suitable condition so that
the main objective of the subject could be achieved.
It is shown that by explaining what to be achieved in Business
Administration, the writer would like to design a set of English instructional
speaking material for the students of Business Administration in Polytechnic of
Sendawar in Kabupaten Kutai Barat.
B. Research Problems
By conducting this research, the writer would like to find the answers to
these major questions.
1. How is a set of English instructional speaking materials for the students of
Business Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat
designed?
2. What does the design look like?
C. Problem Limitation
In order to make a clear boundary, the writer focuses on designing English
instructional speaking material for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat. The writer chooses
Polytechnic of Sendawar because this polytechnic becomes the foundation and the
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only college in Kabupaten Kutai Barat. Since this polytechnic is classified as the
new college in Kabupaten Kutai Barat, the society expects more from this
college. This polytechnic is expected to help the society to widen their knowledge
and skill according to majors which are already offered. Therefore, the designed
materials will be based on the learners’ needs and their occupation. In this study,
the writer concerns with the designing a set of the English instructional speaking
materials. The writer hopes that the instructional materials would be useful in
helping the students of Polytechnic of Sendawar in Kabupaten Kutai Barat to
develop their ability to speak in English fluently and appropriately based on their
major.
D. Research Objectives
There are two objectives in conducting this research:
1. To design a set of English instructional speaking materials for the students of
Business Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat.
2. To present a set of English instructional speaking materials for the students of
Business Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat.
E. Research Benefits
This research is intended to give benefits for:
1. English lecturers or instructors
For the lecturers or the instructors, this design could be a recommendation
for them to encourage the students to speak English fluently.
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2. The students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat
For the students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat, the design material from this study can be used to
develop their speaking material in speaking skill. This design also provides some
examples of conversation that is used in the real work of business administration
to facilitate the students to be accustomed to real work situation.
F. Defintion of Terms
To provide a better understanding of the content of the research, some
terms used in the study are defined as follows.
1. Design
A design is defined as “a developed plan to guide educational activity in a
situation” (Cyril, 1978, p. 203). The plan is to design some materials that will be
used in the classroom. In this study, to design means to make a set of instructional
speaking materials that can be used for students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat.
2. Instructional Material
The term instructional materials as stated by Dick and Reiser (1989, p. 3)
are forms of printed material, computer-assisted instructions and televised
instructions. In this study, the instructional material will be a form of a handbook
for the students of Business Administration in Polytechnic of Sendawar in
Kabupaten Kutai Barat.
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3. Speaking Skill
Widdowson (1979, p. 58) states that
“speaking skill is a kind of active and productive interaction that makes us
use aural mediums. Aural media means mouth, lips, tongue, and other oral
activities. In speaking, a message is transferred from the speaker to the hearer.
The speaker produces the message and the hearer receives it.”
In this study, speaking will be the major skill used for students of Business
Administration in Polytechnic of Sendawar in Kabupaten Kutai Barat to
understand the material well. The communicative activities, for example roleplay, will encourage and give more opportunities for the learners to speak English.
4. Contextual Teaching and Learning
Contextual teaching and learning is a learning concept which helps
teachers relating learning material to learners’ real life situation, and encouraging
learners to make a correlation between the knowledge possessed and its
application in their daily life (Muslich, 2007, p. 41). In this study, Contextual
Teaching and Learning is a concept which guides the teacher to design contextual
instructional speaking material, in which the context here refers to the real life
situation related to the learner’ actual experiences and surroundings. Henceforth,
in this study, Contextual Teaching and Learning is shortened as CTL.
5. The Business Administration in Polytechnic of Sendawar in Kabupaten Kutai
Barat
Polytechnic of Sendawar is located in Jendral Ahmad Yani Street RT. I
Sub Barong Tongkok, the capital of Kabupaten Kutai Barat, Kalimantan Timur.
Business Administration is one of the majors that is available in this Polytechnic.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts which are related to this study, namely
theoretical description and theoretical framework.
Theoretical description
explains relevant theories that support this study. Theoretical framework
elaborates the framework synthesized from the discussed theories in the
theoretical description.
A. Theoretical Description
In this chapter, the writer would like to present some theories as the
guideline to conduct the study. To make it clear, this section is divided into five
main parts, namely the models of Instructional design, speaking skill, contextual
language learning, and English for Specific Purposes (ESP).
1. Instructional Design
a. Instructional Design Model by Kemp
Dick and Reiser (1989) state that “a formal definition of instructional
design is: a systematic process of designing, developing, implementing, and
evaluating instruction” (p. 3). Soekamto (1993) also states that in the instructional
design and development, the writer refers to models which function as a guideline
in planning activities (p. 10).
This study uses Kemp’s instructional design model. Kemp’s (1977) model
presents a flexible process and there is interdependence among the eight elements,
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decisions relating to one may affect others (p. 8). In designing an instructional
program, a designer does not need to start from part one, the designer can start
with whichever element they are ready to start with and then move back and forth
to the other steps.
Kemp (1977: p. 8) divides the instructional design plan into the eight parts.
They are:
1) Stating the Goals, Topics and General Purposes
In this step, the designer has to consider goals, and then list topics, stating
the general purposes for teaching each topic.
2) Learner Characteristics
After stating the goals, topics and general purposes, the designer
enumerates the important characteristics of the learners for whom the instruction
is to be designed.
3) Learning Objectives
In this step, the designer specifies the learning objectives to be achieved in
terms of measurable students’ behavioral outcomes.
4) Subject Content
In this step, after specifying the learning objectives, the designer has to list
the subject content that supports each objective.
5) Pre –Assessment
Before selecting teaching learning activities and resources, the designer
has developed pre-assessment to determine the students’ background and present
level of knowledge about the topic.
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6) Teaching and Learning Activities and Resources
After developing pre-assessment, the designer selects teaching and
learning activities and instructional resources that will treat the subject contents so
the students will accomplish the objectives.
7) Support Services
The designer coordinates such support services as budget, personnel,
facilities, equipment and schedules to carry out the instructional plan.
8) Evaluation
This is the last step of the plan to develop instructional design. The
designer has to evaluate the students’ learning in terms of their accomplishment of
objectives, with a review to revising and re-evaluating any phases of the plan that
needs improvement.
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: p. 9)
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This diagram illustrates the relationship of each step in the plan to the
other steps. Kemp (1977) states that we can start from any point and go straight to
anywhere (p. 9). However, it is suggested to start on deciding the goal and finish
on evaluation. This model focuses on the material, goal, function and selecting
references. Nevertheless, this model never gives a clear instruction on what steps
should be done in order to determine the learning task and select the materials to
develop. This model also states that the development activities should be seen as a
dynamic activity in which every step should relate directly with revision and
evaluation.
In this study, the writer chooses some parts from eight parts which are
needed in the instructional material. They are formulating goals, topics, and
general purposes, stating learning objectives, classifying the subject content,
selecting learning activities/resources, evaluating and revising.
b. Instructional Design Model by Yalden
Yalden (1987, p.88) proposes some stages in language program
development which are constructed as follows:
1. Needs survey
Needs survey should be held before stating the purpose to fing the
community or local needs.
2. Description of the purposes
This is the second stage after doing need survey. It is prepared in terms of
the characteristics of the students, and the skill of the students on entry to and on
exit from the program.
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3. Selection and development of the syllabus type
After describing the purpose, the designer selects and develops the
syllabus types in terms of the proto syllabus and physical constraints in the
program.
4. The proto syllabus
After selecting and developing the syllabus type, the designer makes the
proto syllabus. It describes the language itself and language use to be covered in
the program.
5. The pedagogical syllabus
It develops the teaching materials, learning and teaching activities
approaches which consists of testing sequence and decisions on testing
instruments
6. Development of classroom procedures
a) Development of classroom procedures
In this step, the designer selects of exercise types and teaching techniques,
prepares of the lesson plan, and prepares of weekly schedules.
b) Teacher training
In this part, the designer does briefing and workshops on principles,
desired outcomes, and exploitation creation of teaching materials.
7. Evaluation or recycling
This is the final steps on Language Program Development. It describes the
evaluation on the students, the evaluation on program, and the evaluation on
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teaching.
Figure 2.2 Yalden’s model
This model provides a clear order for every element to be followed.
Nevertheless, the elements of proof and pedagogical syllabuses production are not
significant since they have been represented by the selection and development of a
syllabus tape.
Richards & Rodgers (1986) state that an effective instructional material
has some characteristics: (1) it maintains students’ interest, (2) it is appropriate to
the students' need and background, (3) it provides examples of how the language
is used, (4) it provides meaningful activities for students, and (5) it provides
communicative and authentic language use (15).
In this study, the writer uses this model to find out the students’ needs,
interests and difficulties through survey before designing instructional materials.
Need survey is used by the writer as the foundation in making the syllabus of the
designed materials. The writer also combines Yalden’s model and Kemp’s model
to design the materials.
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2. Speaking Skill
This part will explain about the basic theories of speaking skill. The writer
would like to talk about the nature of speaking; the process of speaking; and some
techniques in teaching speaking.
a. The Nature of Speaking
Luoma (2004) sees linguistically spoken language from two different
perspectives. First, speaking as interaction. Second, speaking as social and
situation-based activity (p. 9). All these perspectives determine speaking as an
integral part of people’s daily life. Luoma (2004) says that “speaking activity is
not a matter of conveying or transmitting vocabulary or grammar, but it is a
meaningful interaction between two people.” “Learner’s should have more
opportunities to practice speaking English (p. 27).” The learner’s can practice in
pairs or groups. As the result the learners not only just memorize components
(vocabulary/grammar) of the language but also they interact each other.
b. Teaching Speaking
Nunan (1989) says that there are two nature of speaking.
First, the bottom-up approach. The approach to speaking suggests that we
start with the smallest units of the language, i.e. individuals sounds, and
move through mastery of words and sentences to discourse. Second, the
top-down, on the other hand, suggests that we start with the larger chunks,
which are embedded in meaningful contexts. And use our knowledge of
these contexts to comprehend and use correctly the smaller elements of
language (p. 32).
Nunan (2003) also mentions some kind of technique and tasks that teacher
or trainer can use in a classroom. They are information gap, jigsaw activities, roleplays, simulations, and contact assignments (p. 56).
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Nevertheless, the teacher should be wise to manage their speaking class if
they use techniques such as role-play. It will be very risky if they cannot manage
the class well. The students can be very noisy when they start to talk to each other
without any guidance. The other problems that will appear that the passive
students will be just silent if the teachers do not supervise them.
According to Nunan (1989, p. 32) successful oral communication
involves:
1) The
ability
to
articulate
phonological
features
of
the
language
comprehensibility;
2) Mastery of stress, rhythm, intonation patterns;
3) An acceptable degree of fluency;
4) Transactional and interpersonal skills;
5) Skills in taking short and long speaking turns;
6) Skills in the management of interaction
7) Skills in negotiating meaning;
8) Conversational listening skills (successful conversation require good listeners
as well as good speakers);
9) Skills in knowing about and negotiating purposes for conversation;
10) Using appropriate conversational formulate and fillers.
3. Contextual Teaching and Learning (CTL)
The understanding about CTL is exposed through the following two
scopes; namely the nature of CTL and the characteristic of CTL.
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a. The Nature of CTL
Muslich (2007) defines CTL as a learning concept that helps the teacher to
create a relation between learning materials presented and learners’ real life
environment, and to encourage the learners to relate their existing knowledge to
its application in their daily life (p. 41). As Muslich states the philosophical basis
of CTL is Constructivism, which emphasizes that learning is not merely a matter
of memorizing, but reconstructing or developing knowledge and skills through
facts and proportions the learners’ experience in their real life.
COR (Center for Occupational Research) in America formulates five
concepts of CTL with abbreviation REACT (Muslich, 2007, pp. 41-42).The first
is relating. Relating is learning has to correlate real life with new information to
be understood or with problems to be solved. The second is experiencing.
Experiencing is the knowledge that attained through learning by giving priority to
thinking process with inquiry cycle. The third is applying. Applying is learning in
which implementing the result of learning to the practical use and need. Next
concept is cooperating. Cooperating is learning in the concept of sharing
information and experience, responding, and communicating. Cooperating is
consistent to the contextual learning. The last is transferring. Transferring is
exploiting knowledge and experience to gain new knowledge and learning
experience based on new context.
According to Johnson (2002), CTL is a comprehensive system which
consists of interrelated parts. If those parts are united, the result of those will be
better than that of being given by each part (p. 65). CTL is a system of learning
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which is based on philosophy that the students will be able to absorb the learning
if they are able to catch the meaning in the given academic materials and they will
be able to catch the meaning in the learning tasks if they are able to correlate the
new information with their existing knowledge and experiences (Johnson, 2002,
p. 14).
Based on contextual teaching and learning point of view, meaning appears
from the connection between content and context. The context gives meaning to
the content. The more connections students find in a wide context, the more
meaningful the content for them. Contextual teaching and learning involves the
learners in a significant activity that helps them to relate academic learning to
their real life context.
The science of nervous system ascertains between human’s brains with
meaning. The brain creates meaning of new information by connecting it with the
existing knowledge and skills. The brain searches for meaning and keeps it
continuously. This is why the learning process needs to involve the students in
finding meaning by understanding what they are learning. Because of its
framework that invites learners to make connections to find meaning, CTL is a
potential to gain students’ interest which base for the attention and understanding
to the learning (Johnson, 2002, p. 37).
In addition, Johnson (2002) says that CTL has three scientific principles
which make contextual teaching and learning move towards academic superiority,
namely
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1) Interdependent principle
Language is an interdependent principle unit. Without interdependence,
language would stop, together with other connections in the human brain since we
would not be able to think and to communicate. This interdependent principle
guides human to the creation of relationship, not to the isolation. This principle is
in line with CTL, which enables the language learners to make connections to find
meaning.
2) Differentiation principle
Differentiation refers to the continual stimulus from the universe to
produce unlimited diversity and uniqueness. Differentiation principle contributes
creativity. The teacher of CTL applies this principle in classroom to present
creativity, uniqueness, diversity, and cooperation. In CTL, the students are
challenged to think creatively to increase cooperation with their classmates to
carry out their self-regulated learning and to develop by their own steps.
3) Self-regulation principle
In the self-regulation principle, all the things are regulated, defended, and
realized by self. According to this principle, the teachers encourage the students to
explore their potencies by relating the tasks to their personal experience and
knowledge. When the learners create relationship between the academic context
and their personal life, they are involved in the self-regulation principle.
b. The Characteristic of CTL
Referring to the definition of REACT, Muslich (2007, p. 42) formulates
seven characteristics of CTL, as follows.
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1) Learning in real life setting
Learning is in the authentic context. It is aimed at skill achievement which
is carried out in the natural environment.
2) Meaningful learning
Learning provides students with the meaningful tasks.
3) Learning by doing
Learning is carried out by presenting meaningful experience to the
students.
4) Learning in a group
Learning is conducted through working in a group and peer assessment.
5) Learning to know each other deeply
Learning provides students with opportunity to create togetherness, to
cooperate, and to have mutual understanding.
6) Learning to ask, to inquire, to work together
Learning
is
carried
out
actively,
creatively,
productively,
and
cooperatively.
7) Learning as an enjoyable activity
Learning is carried out in an enjoyable situation.
In language learning, CTL is applied as an approach in conducting
teaching learning process. Contextual teaching and learning is considered to be
effective for the language learning since its framework follows brain’s framework
which drives a connection between information or stimulus received and language
transmitted. In addition, the brain’s function follows the principles of
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interdependence, self-organization, and differentiation which are the scientific
principles of CTL. These principles are needed in language learning to gain the
learners’ enthusiasm.
Some of the characteristics of CTL are relevant to this study. The material
design in this study reveals learning in real life setting. The learning materials are
related to learners’ real life context through providing meaningful tasks and the
enjoyable activities which involve their cooperation in group. Therefore, a
meaningful and an enjoyable learning condition is created.
4. English for Specific Purposes (ESP)
Hutchinson and Waters (1987) state that English for Specific Purposes
(ESP) is an approach to language teaching in which all the content and method are
based on the learner’s reason for learning (p. 19). It has now become the most
prominent part of English language teaching because many people from the
various areas want to learn English. People want to learn English, not for the
pleasure or prestige of known English, but because of the demands of their field
work or study. It is necessary to describe English for Specific Purposes (ESP) here
since the designed materials are for the students of Business Administration in
Polytechnic of Sendawar in Kabupaten Kutai Barat. The description of ESP will
be divided into four important parts, namely: needs analysis, syllabus, and
materials design.
a. Needs Analysis
Hutchinson and Waters (1987, p. 53) state that “what distinguish ESP
from general English is not existence of a need as such but rather than an
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awareness of the need” (sic). Therefore, the needs analysis is the basis of an ESP
program. It is conducted in order to know the basic needs of the