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The topics should reflect the general purpose as what learners generally expect to learn. Therefore, goals, topics and general purpose are important aspects
that play important roles in designing instructional materials.
3. Selecting the Syllabus Type
Selecting the syllabus type is the next step after stating goals, topics and general purposes. A syllabus is very crucial for teachers because syllabus is a plan
of work as well as a guideline and content for class content. One of the reasons for having a syllabus in ESP program as stated by Hutchinson and Waters 1994: 83-
84 is managerial management reason. To make the program manageable and learnable, a syllabus provides a practical basis for the division of materials,
assessment, textbooks and learning time. Since the basis of this instructional material is speaking and the content of language teaching is a collection of
language function needed by the staffs in situations during the tourism activities in Culture and Tourism Department and in Tourism exhibition, the appropriate
syllabus type is a combination of functional and situational. The learners are expected to utilize the language as a range of purposeful functions.
4. Listing the Subject Contents
The aim of this step is to clarify the learning objectives. It involves the selection and organization of the specific knowledge, skill step-by-step-
procedures and attitudinal factors. A well-designed subject content will lead to communicative and interactive teaching activities.
5. Selecting TeachingLearning Activities
Activities are a component specification required in the definition of a language learning task Nunan, 1989. The teacher has to provide materials and
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exercises that enable the learners to attain the communicative objectives, engage learners in communication, and required the use of communicative process
Richard and Rodgers, 1986: 76. The activities used frequently in teaching speaking as proposed by Nunan 1989: 68 are questions and answers, dialogue
and role-play, matching activities, communication strategies, pictures and picture stories, puzzles and problems, discussion and decisions. Those activities can be
used to give the learners opportunities to participate in speaking activities. In the study, the writer combines those techniques to be applied in teaching learning
activities.
6. Evaluation
This step measures the overall outcomes of the instructional materials design. Since the writer did not implement the designed materials, the evaluation
was gained from some respondents’ suggestions and recommendations, not from the evaluation of the learners’ achievement. The evaluation was obtained by
distributing some questionnaires to some experts English lecturers and English instructors to judge which parts of the designed materials need to be improved or
revised.
7. Revising
The feedback that is given by the respondents will be used to improve the quality of the materials. This step is important to be conducted in order to provide
the best materials. In order to make the steps of the combination of Kemp’s model and
Yalden’s model clearer, the writer puts the steps into a figure. The figure can be shown in figure 6.
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Figure 6: The Writer’s Instructional Design Model
Conducting Needs Survey
Stating Goals, Topics, and General Purposes
Listing the Subject Contents Selecting the Syllabus Type
Selecting Teaching and Learning Activities
Evaluating Revising
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CHAPTER III METHODOLOGY
This chapter focuses on the study method to solve the problems. There are some important points that will be discussed in details. The discussion involves
the method of study, respondents of the study, instruments, data gathering, and procedures.
A. Research Method
The study was classified into a developmental research. According to Brown and Rodgers 2002:21, developmental research comprises an investigation
of patterns and sequences of growth and change as a function of time. This study aims to answer two questions stated in the problem
formulation. In order to do that the writer uses a survey data. Sprinthall 1991:3 states that survey is conducted to gather information
from samples or even some population by using questionnaires or sometimes interview.
There are two kinds of survey study conducted in this study.
1. Pre-design Survey
The first survey was used in conducting needs survey in order to get data about students’ interest, necessities, wants and lacks in learning English. The
survey was conducted by distributing and gathering questionnaires and also by interviewing the staffs. The pre-design survey in this study was done to get
information about: 36
