The steps of designing the instructional materials were arranged as follows: 1.
Need Analysis 2.
Stating Goals, Topics and General Purposes 3.
Stating Learning Objectives 4.
Designing Syllabus 5.
Selecting Subject Content 6.
Selecting TeachingLearning Activities 7.
Evaluation Furthermore, the explanation of each step is presented as follows:
1. Need analysis
The writer conducted needs survey as the first step in designing the speaking instructional materials in order to get sufficient data from the respondents. Needs
survey was the first step done in this because it was a means to know what the learners actually need in learning the language. In this study, needs survey was
conducted through interview. In conducting needs survey, the writer used target needs analysis that included necessities, lacks, and wants.
The results of target needs analysis were stated below: Objective
perceived by the writer Subjective
Perceived by the tourist guides
Necessities English speaking ability to be used
when there is a tourist coming to the Agrowisata Turi
Need to master English in order to be able to serve the
tourist. Lacks
The ability to communicate in English with the tourist.
The ability to communicate in English with the tourist.
Wants To be able to communicate in
English well so that they can serve the tourist well
To be able to speak English in order to serve the tourist well.
Table 4.1. The result of the Target Need Analysis
Need analysis was done to find the learners need that would be used as the basis to design the materials. Four tourist guides in Agrowisata Turi were
interviewed by the writer. Four respondents consist of two persons placed on the intermediate level and the other persons are on beginner level.
Based on the interview, all of the respondents were Senior High School graduates. They thought that English was important for them to support their job.
They wanted to be able to speak English fluently and correctly. Most of them said that they found it difficult to speak English with foreign tourists. They used English
when they communicate with tourists at Agrowisata Turi. The writer asked what they usually do when they serve the tourists from the
beginning until the tourists finish visiting Agrowisata Turi. The writer also asked what kind of terms of language function that they find it difficult when they
communicate with the tourist. The writer did the interview more than once. The result of the interview was
recorded in the form of cassette. It was aimed to get the accurate data. The writer did the interview to four tourists guide. Based on the interview, the writer can conclude
that all of them are in the beginner level. And, they thought that English was important for them, and they wanted to be able to speak English fluently and
correctly. Most of them said that they found it difficult to speak English with foreign guests.
2. Stating the goals, topics and general purposes
After conducting needs survey, the writer determined the goals, topics and general purposes for teaching each topic.
a. Goals
The goals of the designed set of instructional speaking materials for tourist guides in Agrowisata-Turi were aimed to:
1. Help the students to understand how to communicate appropriately with the
tourists. 2.
Help the students to be able to serve the tourists using appropriately English expressions related to their work field.
b. Topics
After determining the goals, the writer made a list of topics that was based on the students’ need. The lists consisted of ten topics. The ten topics could be seen as
follows: 1.
Greeting and Saying Goodbye 2.
Introducing 3.
Asking and Offering Help 4.
Describing Object 5.
Describing Places 6.
Giving Direction 7.
Giving Instruction 8.
Telling History 9.
Apologizing 10.
Thanking
c. General purposes
The general purposes for teaching each topic would be stated below: Unit
Topics and Functions General purposes for each topic
1 GREETING and
SAYING GOODBYE The students understand how to greet foreign
guests. The students understand how to respond to foreign guests’ greeting.
The students recognize the vocabularies and expressions of greeting and introducing used
in the dialogues.
2 INTRODUCING The
students understand how introduce
themselves appropriately. The students understand how to respond to
foreign guests’ introducing. The students recognize the vocabularies and
expressions of introducing used in the dialogues.
The students know how to ask personal information to foreign guests.
3 ASKING and
OFFERING HELP The students understand how to offer help to
foreign guests appropriately. The students recognize the expressions of
offering help used in the dialogue.
4 DESCRIBING OBJECT
The students understand how to describe the objects in the plantationfield and garden to
the foreign guests. The students recognize the vocabularies and
expressions of describing objects used in the dialogues.
The students know the patterns of describing objects and use the patterns correctly.
5 DESCRIBING PLACES
The students understand how to describe places in Agrowisata-Turi.
The students recognize the vocabularies and expressions of describing places used un the
dialogues The students know the patterns of describing
places and use the patterns correctly
6 GIVING DIRECTION
The students understand how to give direction to foreign guests appropriately.
The students recognize the vocabularies and expressions of giving direction used in the
dialogue. The students know the pattern of giving
direction and use the pattern correctly.
