Recommendation for ESP Teachers Recommendation for Further Studies

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B. Recommendations

In this part, the researcher would like to give recommendations to ESP teachers and further studies related to the study in this field. The following points are the recommendation for ESP teachers and further studies.

1. Recommendation for ESP Teachers

Task-based learning has not been used for a large number of ESP teachers because the focus is more on learners ’ competencies and creativity. The ESP teacher should change the paradigm from three p’s techniques, namely, presentation, practice, and production. The three p’s techniques give low English exposure to the learners because learners are like copying the teacher or the instruction only. ESP teachers may use the task-based learning by giving the learners a lot of English exposure with authentic materials to dig up learners own competencies and skills. T hrough Willis’ task sequence, namely, pre-task, task-cycle, and language focus, the learners will be more active and find out their mistakes by themselves. However, task-based learning also needs teachers as facilitator to give a lot of encouragement , motivation, and optimal feedback to the learners’ based on self- evaluation. It is suggested that ESP teachers are supposed to read carefully on the teachers’ guide in task based learning to collect as much information as the references. 78

2. Recommendation for Further Studies

For further studies, especially for English language teaching and learning activities for the tour guides of cave tubing or caving activities, the researcher recommends to revise again the designed materials based on the learners’ evaluation in formative evaluation. The researcher did not revised the second revising phase based on formative evaluation. The other researchers can involve other related activities, tasks, and media which are still related to the topics to be more successful in teaching and learning activities. 79 REFERENCES Ary, D., Jacobs, L. C. Razaveih, A. 2002. Introduction to research in education. Belmont: Wadasworth Thomson Learning. Best, J. W. 1983. Research in education. New York: Prentice-Hall, Inc. Borg, W. R Gall, M. D. 1983. Educational research: An introduction. New York: Longman Inc. Brown, J. D. Rodgers, T. S. 2002. Doing second language research. Oxford: Oxford University Press. Carey, J., Carey. R. Dick, W. 2009. The systematic design of instruction. Upper Saddle River, NJ: Pearson Education. Dick, W. Raiser, R. A. 1989. Planning effective instruction. Boston: Allyn and Bacon. Hutchinson, T. Waters, A. 1994. English for specific purposes: A learning centered approach. New York: Cambridge University Press. Johnson, B., Christensen, L. 2012. Educational research: Quantitative, qualitative, and mixed approach. Thousand Oaks, CA: Sage Publications, Inc. Joyce, B. Weil, M. 1986. Models of teaching. New York: Prentice Hall, Inc. Kennedy, C. Bolitho, R. 1990. English for specific purposes. London: Macmillan __________2009. Keputusan Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia Nomor KEP. 57 MEN III 2009 Tentang Penetapan Standar Kompetensi Kerja Nasional Indonesia Sektor Pariwisata Bidang Kepamanduan Wisata [depnakertrans]. Retrieved August 27, 2013, from http:www.parekraf.go.iduserfilesfilekepemanduanwisata.pdf Leedy, P. D. Ormrod, J. E. 2005. Practical research: Planning and design. Toronto: Pearson Education. 80 Louma, S. 2004. Assessing speaking. Cambridge: Cambridge University Press. Munby, J. 1978. Communicative syllabus design. Cambridge: Cambridge University Press. Nunan, D. 1989. Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. 2003. Second language teaching and learning. Boston: Heinle heinle Publishers. Nunan, D. 2004. Task-based language teaching. Cambridge: Cambridge University Press. Richards, J. C. Rodgers, T. S. 2003. Approaches and methods in language teaching. Cambridge: Cambridge University Press. __________ 2010. RPJM Kabupaten Gunungkidul tahun 2010 – 2014 pengembangan kepariwisataan berbasis industri pariwisata. Retrieved August 29, 2013, from http:ticgunungkidul.comhal-visi-dan-misi.html Tomlinson, B. Masuhara, H. 2004. Developing language course materials. Singapore: SAMEO Regional Language Centre. The Official Website of Indonesian Tourists Guide Association Himpunan Pramuwista Indonesia. 2007. Retrieved August 23, 2013 from http:indonesiantouristguide.comhpi-training-centre Ur, P. 1996. A course in language teaching: Practice theory. New York: Cambridge University Press. Widdowson, H. G. 1979. Teaching language as communication. Oxford: Oxford University Press. Willis, J. 1996. A framework for task-based learning. Edinburgh: Pearson Education. 81 82  The Map of Kalisuci Gunungkidul 83 The Map of Kalisuci Gunungkidul 84  Letter of Permission for KPMPT Kabupaten Gunungkidul  Letter of Permission from KPMPT Kabupaten Gunungkidul 85 Letter of Permission for KPMPT Kabupaten Gunungkidul 86 Letter of Permission from KPMPT Kabupaten Gunungkidul 87  Observation Sheet  Questionnaire 1: Needs Analysis Questionnaire or Questionnaire of Research and Information Collecting  Questionnaire 2: Expert Validation Questionnaire or Questionnaire of Preliminary Field Testing  Questionnaire 3: Learners Evaluation Questionnaire or Questionnaire of Main Field Testing 88 Observation Sheet Instructions:  Observe the tour guides while they are guiding  Think about the goal of speaking and the speaking materials needed for the tour guides  Put a thick √ on the scales which are suitable with the guides behaviors No Goal Rating Scale Strongly Needed Needed Not Needed 1 Speak English correctly 2 Speak English fluently 3 Use correct English expressions No Speaking Materials Rating Scale Strongly Needed Needed Not Needed 1 Greeting, Leave taking , and introducing self and others 2 Asking for and giving directions 3 Narrating a myth 4 Procedure of cave tubing 5 Describing a place 6 Describing safety equipment 89 KUESIONER PENELITIAN NEEDS ANALYSIS TASK-BASED ENGLISH SPEAKING MATERIALS FOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL Selamat pagi. Saya adalah mahasiswa Pendidikan Bahasa Inggris, Universitas Sanata Dharma Yogyakarta yang sedang mengumpulkan data untuk keperluan skripsi saya. Oleh karena itu, saya meminta kesediaan saudara untuk mengisi kuesioner ini dengan jujur dan lengkap sesuai dengan keadaan dan kebutuhan anda. Di dalam kuesioner akan diberikan petunjuk untuk menjawab pernyataan dan pertanyaan yang ada. Sebelum mengisi pernyataan dan pertanyaan yang terdapat dalam kuesioner ini diharapkan saudara membaca instruksi yang ada dan memeriksa kembali apakah semua pernyataan telah dijawab. Saya sangat menghargai kejujuran anda dalam mengisi kuisioner ini. Saya menjamin kerahasiaan anda yang terkait dengan kuisioner ini. Hasil dari kuisioner ini akan di gunakan untuk tujuan penelitian dan bukan tujuan komersial. Atas kesediaan saudarai saya ucapkan terima kasih. Yogyakarta, 21 Januari 2014 Hormat saya, Dominica Retno Murti Questionnaire 1 90 KUESIONER

A. Data Responden The guides of Kalisuci Cave Tubing Gunungkidul