Designing a set of integrated english instructional materials for concierge personnel.

DESIGNING A SET OF INTEGRATED ENGLISH

INSTRUCTIONAL MATERIALS

FOR CONCIERGE PERSONNEL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By

YOHANA ANITA FEBRIANI

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

Student Number : 011214100

DESIGNING A SET OF INTEGRATED ENGLISH

INSTRUCTIONAL MATERIALS

FOR CONCIERGE PERSONNEL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By

YOHANA ANITA FEBRIANI

Student Number : 011214100

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 21 February 2007 The writer

Yohana Anita Febriani

ABSTRACT

Febriani, Yohana Anita. 2007. Designing a Set of Integrated English Instructional Materials for Concierge Personnel. Yogyakarta: Sanata Dharma University.

This research aims at designing a Set of Integrated English Instructional Materials for Concierge Personnel. The principle of integrated materials guides the writer in designing these materials. It was based on the learners’ needs, the concierge personnel, who have to equip themselves with good English skills, not only in speaking but also in writing, reading and listening.

Concierge personnel usually remain in the front office that directly deal with guests. As personal guides, they represent the hotel. Important skills that need to be acquired by hotel staff are to serve guests professionally and to be able to communicate in English.

Based on the interview, most of them did not receive basic English lesson, because they did not learn English formally in schools, therefore their vocabulary mastery also varies. They learnt English from their own daily experience and habits while accompanying guests. Most of the time they spoke English incorrectly because they just translate Indonesian sentences into English without considering the grammar and correct pronunciation. It was not rare for them to use gestures to explain what they wanted to say. Most of them have difficulties of finding correct expressions when they produced words without producing sentences. Their ability and knowledge to enable them to speak good English still needs improvement.

This research was conducted in order to answer two research questions, first is how a set of instructional English speaking materials for concierge personnel is designed and the second research question is what the designed materials look like.

In order to answer the first problem, the writer applied seven steps of the instructional design model which were the combination of Kemp and Yalden’s instruction design models, namely conducting needs’ survey; formulating the goals, topics and general purposes; selecting the type of syllabus and developing the syllabus; selecting subject content; developing the materials; validating the materials and revising the materials.

The writer conducted two survey researches. First, the pre-design research, in the form of questionnaires in order to collect as much information as possible from the learners about their necessities, lacks and wants.

The second survey was post-design survey, to achieve the feedback to gather input in the form of criticism and suggestions on the designed materials. There were three types of methods. The first method was in the form of closed form questions of questionnaires for concierge personnel and non-concierge personnel which was meant to gather academically and non-academically feedback on the designed materials. The second method was in the form of points of agreement, which were computed using descriptive statistics. The statistical data showed the mean is in the points 4.80, it means, the designed materials is good and already fit the learner’s needs as concierge personnel. The third method

used by writer in validating the materials was holding preliminary application. The writer directly proved that the learners were motivated to learn the designed materials.

After improving the designed materials, the writer presented the final set of the materials. This was to answer the second research question. The materials consist of eight units. Each unit contains eight sections: preview, speaking activities, writing activities, listening activities, reading activities, language focus, speech works and vocabulary bank. All was prepared integratedly, to gain and develop communicative English skills in speaking, listening, writing and reading.

ABSTRAK

Febriani, Yohana Anita. 2007. Designing a Set of Integrated English Instructional Materials for Concierge Personnel. Yogyakarta: Sanata Dharma University.

Penelitian ini bertujuan untuk membuat sebuah kumpulan materi pengajaran bahasa Inggris yang menitikberatkan pada pengembangan kemampuan berbicara, mendengar, membaca dan menulis bagi anggota-anggota concierge. Prinsip-prinsip pengajaran itulah yang menuntun penulis untuk membuat kumpulan materi ini. Isi dari materi ini, didasarkan pada kebutuhan anggota-anggota concierge, yang mana mereka harus membekali dirinya dengan kemampuan berbahasa Inggris secara komunikatif, baik dan benar, tidak hanya kemampuan dalam berbicara akan tetapi juga kemampuan dalam menulis, membaca dan mendengar.

Anggota-anggota concierge merupakan bagian dalam Front Office Department sebuah hotel yang melakukan kontak langsung dengan tamu. Sebagai pemandu pribadi atau personal guide, menjadikan mereka sebagai wakil sebuah hotel. Oleh karenanya kemampuan penting yang harus dikuasai oleh seorang pegawai hotel adalah kemampuan untuk melayani tamu secara profesional dan kemampuan untuk berkomunikasi dalam bahasa Inggris.

Berdasarkan tanya jawab yang dilakukan dengan anggota-angggota concierge, kebanyakan dari mereka tidak belajar dasar-dasar bahasa Inggris secara formal lewat jalur pendidikan, sebagai hasilnya perbendaharaan kata mereka sangat bervariasi. Meraka belajar bahasa Inggris dari pengalaman sehari-hari dan faktor kebiasaan saat melayani tamu. Sering sekali mereka tidak berbahasa Inggris secara benar dalam arti kata, mereka hanya menterjemahkan kalimat dalam bahasa Indonesia kedalam bahasa Inggris tanpa mempertimbangangkan pola tata bahasa yang benar dan pengucapan yang benar. Jadi, tidak heran jika mereka mengggunakan gerak isyarat untuk menjelaskan apa yang mereka ingin katakan. Sebagian besar dari mereka menemukan kesulitan untuk memilih ekspresi-ekspresi yang tepat untuk membuat sebuah kalimat. Oleh karena itu, kemampuan dan pengetahuan mereka tentang bahasa Inggris masih perlu untuk diperbaiki dan dikembangkan.

Penelitian ini dilakukan untuk menjawab dua pokok permasalahan, pokok permasalahan yang pertama adalah bagaimana sebuah kumpulan materi pengajaran bahasa Inggris yang menitikberatkan pada penggabungan materi yang mengacu pada perkembangan kemampuan berbicara, mendengar, membaca dan menulis bagi anggota-anggota concierge dibuat dan pokok permasalahan yang kedua adalah bagaimana bentuk dari materi pengajaran itu sendiri.

Untuk menjawab pokok permasalahan yang pertama, penulis menerapkan tujuh langkah-langkah model pengajaran yang merupakan gabungan dari model pengajaran dari Kemp and Yalden. Tujuh langkah-langkah tersebut adalah melakukan survey kebutuhan responden; menetapkan tujuan khusus pengajaran, menentukan topik dan tujuan umum pengajaran; memilih dan mengembangkan silabus yang cocok untuk pengajaran; memilih isi materi pengajaran;

mengembangkan meteri pengajaran; mengevaluasi materi pengajaran dan merevisi materi pengajaran.

Dalam penelitian ini, penulis mengadakan dua buah survey. Survey yang pertama dilakukan sebelum membuat materi pengajaran, hal ini dilakukan dengan tujuan untuk mengumpulkan informasi sebanyak mungkin dari responden tentang kebutuhan, kelemahan dan keinginan responden.

Survey yang kedua dilakukan setelah materi dibuat, dengan tujuan untuk mengevaluasi materi yang telah disusun. Hasil dari survey ini adalah dalam bentuk kritik dan saran. Ada tiga buah metode yang diterapkan untuk mengevaluasi materi tersebut. Metode pertama dalam bentuk kuesioner tertutup yang berisi pertanyaan-petanyaan singkat yang ditujukan untuk anggota-anggota concierge maupun bukan anggota-anggota concierge, untuk mendapatkan hasil secara akademis dan non-akademis. Metode yang kedua dalam bentuk angka, yang didapat dari perhitungan secara statistik. Hasil data dari perhitungan statistik menunjukkan angka rata-rata 4.80 yang berarti bahwa materi pengajaran yang telah disusun adalah baik dan sudah memenuhi kebutuhan anggota-anggota concierge. Mengaplikasikan materi yang telah disusun secara langsung kepada responden kedalam suatu proses pengajaran adalah metode ketiga dalam mengevaluasi materi. Hal ini dilakukan penulis guna membuktikan bahwa materi yang telah disusun adalah materi yang benar-benar sesuai dengan ketutuhan anggota-anggota concierge.

Setelah memperbaiki materi yang telah disusun, penulis membuat hasil akhir dari materi tadi. Hal ini dilakukan guna menjawab pokok permasalahan yang kedua dalam pokok permasalahan. Hasil akhir dari materi ini terdiri dari delapan unit pengajaran. Setiap unit terdiri dari delapan bagian yaitu preview, speaking activities, writing activities, listening activities, reading activities, language focus, speech works and vocabulary bank. Kesemuanya dibuat untuk mengembangkan kemampuan berbahasa inggris secara komunikatif dalam berbicara, mendengar, menulis dan membaca.

ACKNOWLEDGEMENTS

I dedicated this thesis, especially, to my real Saviour Jesus Christ, who keeping me alive and giving me the strength to dare to step forward and Hail Mary, the mother, who blessing me with her prayers and graces that filled my soul.

I would also like to thank FX. Ouda Teda Ena, S.Pd., M.Pd.,my major sponsor, for all his precious time in guiding me during the process and his commitment to help me finish my thesis. Then, I would like to thank Henny Herawati, S.Pd., M.Hum., my co-sponsor, who has helped me in correcting it and giving suggestions to achieve the best result.

I take this opportunity to express my gratitude to Sr. Maryrose FCJ and

Sr. Margaret FCJ and Fr. “Big” John OMI for all their kindness and willingness in giving me suggestions and advice that is so precious not only for my thesis, but also for my life; they are angels for me.

My deepest gratitude goes to my family, especially, Simbah Putri, Saimahand the late Simbah Kakung, H.J. Saparin Oetojo, for taking care of me and giving all that they have. To be with them, all experiences are miracles. Also, for my late Mommy and Dad for always accompanying me during my bad and good times, I believe. To Pak Edi and Bu Fin and family, who have supported me in many things.

My Ibu-Suster, Sr. Gratia Sunaringsih OP, for her smile and hugs, she is a present from God for me. My Bapak-Romo, Rm. Endro Wijayanto Pr., for

his kindness and teaching me how to be a wise person. They are lively spirited that always kept me awake. My thanks go to Rm. Sapto Nugroho Pr., Rm. Gregorius Heliarko SJ and Rm. A. Wahadi Pr., Mas Pras for supporting me in many things.

My special gratitude goes to Amanjiwo family, especially Pak Agus, who gave me opportunities to do a research there. Mba Tari, for taking care of all the regulations and for making it easier and faster. Pak Anton and Mba Upik, for his precious time and his best suggestion for my thesis. Moreover, for all my friends in concierge personnel; Mas Bambang, Mas Topo, Mas Poyo, Mas Udin, Mas Wisnu, Mas Rohmad, Mas Jack, Mas Fauzi, Mas Hanafi, Mas Supri, Mas Muji, Mas Agusta, and Mas Kirno as the respondents for my research.

My great thank also goes to all my friends in PBI 2001, and also for Flamboyan Crew: Munika, Calista, Mba Ningrum ‘BJ’, ,Yuni, Yenny Ganjuran, Fitri, Melly, Ayu, Putu, Resti, Mba Tin, Bonita, Eta for always supporting me to finish my thesis soon.

My endless thanks go to Dirga, who showed me that friendship and companionship are beautiful.

Finally, I would also like to thank everyone that I cannot name personally.

Yohana Anita Febriani

TABLE OF CONTENTS

Page

TITLE PAGE ……… i

APPROVAL PAGE ……….…… ii

PAGE OF BOARD OF EXAMINERS ……….. iii

STATEMENT OF WORK’S ORIGINALITY ………. iv

ABSTRACT... v

ABSTRAK ………..………… vii

ACKNOWLEDGEMENTS ……….……… ix

TABLE OF CONTENTS ……….. xi

LIST OF TABLES ……….……… xvi

LIST OF FIGURES ……….. xvii

CHAPTER I. INTRODUCTION 1.1 Research Background ……….. 1

1.2 Problem Identification ………. 3

1.3 Problem Limitation ……….. 4

1.4 Problem Formulation ………... 4

1.5 Research Objectives ………. 5

1.6 Research Benefits ………. 5

1.7 Definition of Terms ……….. 6

CHAPTER II. LITERATURE REVIEW 2.1 Theoretical Description ... 10

2.1.1 Instructional Design Models ………. 10

2.1.1.1 Kemp’s Instructional DesignModel ……… 11

2.1.1.2 Yalden's Model ………. 13

2.1.2 English for Specific Purposes (ESP) ……… 16

2.1.2.1 The Definition of ESP ……….. 16

2.1.2.2 The Characters of ESP ……… 17

2.1.2.3 Syllabus ……….……. 18

2.1.2.4 Designing ESP ... 20

2.1.2.5 Classification of ESP ... 24

2.1.2.6 English for Concierge Personnel ... 24

2.1.3 Communicative Language Teaching ... 25

2.1.3.1 The Characteristics of Communicative Language Teaching ... 25

2.1.3.2 The Goal of Communicative Language Teaching ….. 26

2.1.3.3 The Communicative Language Teaching involves the communicative activities ... 27

2.1.3.4 The Learners’ Main Role in CLT ... 28

2.1.3.5 The Teacher's Main Role in CLT ... 29

2.1.4 Integrated Language Learning ... 30

2.1.4.1 Two forms of Integrated-Skills Instruction ... 31

2.1.4.1.1 Content-based Instruction ... 32

2.1.4.1.2 Task-Based Instruction ... 33

2.1.4.2 Advantages of the Integrated-skills Approach ………….. 33

2.2 Theoretical Framework …………..………. 34

CHAPTER III RESEARCH METHODOLOGY

3.1Research Method ... 39

3.2Research Respondents ... 43

3.2.1 The Respondents of the Pre-Design Survey ... 43

3.2.2 The Respondents of the Post-Design Survey ... 44

3.3Research Setting ... 45

3.4Research Instruments ... 46

3.4.1 Questionnaire ... 46

3.4.2 Interview ... 46

3.5Data Gathering ... 47

3.6Data Analysis ... 47

3.6.1 Material Validation ... 48

3.6.2 Preliminary Application ... 49

3.7 Research Procedure ... 50

3.7.1 Pre-design Survey ... 50

3.7.2 Designing Materials ... 50

3.7.3 Post-design Survey ... 52

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1The Results of the Research ……….……….……… 54

4.1.1 The Results of Pre-design Survey ……….... 54

4.1.1.1 Conducting Needs Survey ………... 54

4.1.1.1.1 The Respondents of the Needs Survey in Pre-design Survey ……….... 55

4.1.1.1.2 The Results of Needs Survey ………... 55

4.1.1.2. Stating Goals, Topics and Objectives …………... 59

4.1.1.2.1 The Goal ………... 59

4.1.1.2.2 The Topics ……….. 59

4.1.1.2.3 The Objectives ……… 60

4.1.1.3 Selecting and Developing the Syllabus ………... 68

4.1.1.4 Selecting Subject Content ……… 69

4.1.1.5 Selecting Teaching / Learning Activities ……… 71

4.1.1.6 Evaluating ……… 72

4.1.2 The Results of Post-design Survey ………... 72

4.1.2.1 The Respondents of the Need Survey in Pre-design Survey ……… 73

4.1.2.2 Data Presentation ………. 74

4.1.2.2.1 Descriptive Statistics of Respondent’s Opinions on the Designed Materials ……..……….. 74

4.1.2.2.2 The Respondents’ Comments and Suggestions on the Designed Materials ……… 76

4.1.2.2.3 The Result of Preliminary Application ……… 77

4.2Revising the Materials ……….. 73

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1Conclusions ………. … 81

5.2Suggestions ………... 85

BIBLIOGRAPHY……….. 88

APPENDICES ……… 92

APPENDIX A : Research Permission Letter ……… 92

APPENDIX B : Amanjiwo Official Statement ………. 93

APPENDIX C : The List of Questions of Informal Interview of Pre-Design Survey ………... 94

APPENDIX D : The Answer List of Informal Interview ………. …. 95

APPENDIX E : Pre-Design Survey Questionnaires for the Respondents ……… 97

APPENDIX F : General Description of the Designed Materials …… 102

APPENDIX G : A Notional-Functional Syllabus ……… 105

APPENDIX H : Post-Design Survey Questionnaires ……….. 109

APPENDIX I : Syllabus ……….………... 112

APPENDIX J : Lesson Plans ……….. 120

APPENDIX K : Materials Presentation …………... 166

APPENDIX L : 1. Table 4.3: The Result of interview of Pre-design Survey …..……….. 246

2. Table 4.4: The Result of the Topics Chosen ………... 250

3. Table 4.5: The Result of the Elements of Language Chosen …………...……….. 251

4. Table 4.6: The Result of the needs survey of necessities, wants and lack on Pre-Design Survey ………. 252 5. Table 4.9: The descriptive statistics of the respondent’s

opinion on the Designed materials ………. 252 6. Figure 4.1: The process of deciding units in

the materials ……….. 255

LIST OF TABLES

Page

Table 4.1 : Respondents of Pre-design Survey ……….. 55

Table 4.2 : Respondent’s English background ……….. 56

Table 4.7 : First Respondents of Post-design Survey ……… 73

Table 4.8 : Second Respondents of Post-design Survey ……….... 73

Table 4.10: Analysis of the Pilot Application of the Designed Materials ….. 78

LIST OF FIGURES

Page

Figure 2.1 : Kemp's Instructional Design Model ... 11

Figure 2.2 : Yalden’s Language Program Development ... 13

Figure 2.3 : A Material Design Model ... 20

Figure 2.4 : Factors affecting ESP Course Design ... 22

Figure 2.5 : The ESP ‘family tree’ ... 23

Figure 2.6 : Steps of Conducting the Study ... 37

Figure 3.1 : Research Procedures ... 50

CHAPTER I INTRODUCTION

In this study, the writer intends to design a set of Integrated English Instructional Materials for Concierge Personnel.

In order to achieve the purpose of the above study, the first chapter presents a brief description of the background, problem identification, problem limitations, problem formulations, research objectives, research benefits and definition of terms.

1.1 Background

Since Indonesia is known as an incredible mosaic of sights, sounds and impressions, as cited in Jakarta, Java- kini magazine (February 2006), Indonesia has become a pleasurable heaven to visit by tourists (Soegondo, 2006). However, nowadays, terrorism and bomb threats in many public areas in Indonesia, especially in tourist resorts such as beaches, cafés, hotels and malls, have resulted in many foreigners losing their interest in visiting or staying in this heavenly land. Kompas (March 2006) says that the situation has made development in tourism decrease. The problem, of course, causes bad effects in so many sectors, mostly, the sectors that directly deal with tourism and the situation has become a challenge for everybody.

A hotel, as one facility that supports tourism needs more professional as well as better management and services than before. By improving the management and services which requires professional staff, Indonesia may

interest more tourists, especially foreign tourists in visiting and staying longer in its tourist resorts. Therefore, one important skill that needs to be acquired by hotel staff is to serve guests professionally and the ability to communicate in English. This is supported by the annual data from the Province Tourism Department that most of the tourists visiting Indonesia can communicate in English well. Therefore, everybody has to equip themselves with English if they want to improve and develop science, technology, art and culture to maintain a relationship with other countries (Indonesian Education and Culture Department, 1994:2)

This material is prepared for concierge personnel to develop their English skills. There is no special supplementary book to support their work in the market. According to Bambang, the concierge captain of Amanjiwo resort in Borobudur (interview, 20 June 2006) concierge personnel are persons who have the same job and the same responsibility as a personnel guide. His job is guiding the way, giving information and explaining about the tourism attractions (Silih, 2002: 7). They are important persons to represent the hotel, so, they have to be professional and qualified in communicating in English. As a result, concierge personnel, have to equip themselves with good English skills.

A good command of English contributes to the creation of a pleasant atmosphere between the guests and the hotel staff. Such a pleasant atmosphere maintains the relationships, achieves a measure of cooperation, keeps the channels open for further relationships and so on (Wardhaugh, 1992:282).

As concierge personnel who deals in hospitality, learning a language is not only learning a set of grammatical structures but also a set of functions. Furthermore, language is used to communicate with people and to cause things to be done, to describe and explain events. To communicate with people, to cause things to be done, to describe and explain events are among the functions of language (Halliday, 1978). In conclusion, being able to use language appropriately in communication means that the hotel staff are likely to be able to create a pleasant atmosphere, which maintains the relationship with the guests.

1.2 Problem Identification

Concierge personnel usually remain in the front office that directly deals with guests. As personal guides, they represent the hotel. According to the interview most of them do not receive basic English lessons, because they did not learn formally through special English schools, therefore their vocabulary mastery also varies. They learnt English from their own daily experience and habitually while accompanying guests. Sometimes they speak English according to their own version and sometimes the way they speak is just translating Indonesian sentences into English ones without considering grammar and correct pronunciation. It is not rare for them to use gestures to explain what they want to say. Most of them have difficulty finding correct expressions when they produce words without producing sentences. Their ability and knowledge to enable them to speak good English still needs improvement. One example is leaving a sentence incomplete, such as ‘Sir, name?’, ‘there the water, Mom’. To improve this, a

course, which emphasizes the needs of the learners to acquire the functions of language, should be established. This research, nevertheless, concerns a design for integrated materials based on learners’ needs to meet guests’ demands for English proficiency as a personal guide.

1.3 Problem Limitation

A hotel company has a complex organization of management. Nevertheless, one division, which plays an outstanding role, is that of the hotel front office, which consists of the front office manager, desk representative, night manager, cashier, reservationists, telephone operator, bell-boy and especially, concierge personnel which only exist in five star hotels as personal guides (Foster, 1992: 22). However, the main focus of the study is only on the concierge personnel, because they, as personal guides, convey personality of the hotel to the guests and handle the guests’ needs during their stay. Therefore, it is necessary for them to acquire sufficient communication ability.

The language used by the concierge personnel is one important factor in communication. This is due to the concierge personnel duties, which directly deal with the public as hotel guides.

The writer chooses integrated English instructional materials, according to their needs, for the concierge personnel who have to equip themselves with good English skills, not only in speaking but also in writing, reading and listening.

1.4 Problem Formulation

Based on the background of the study, there are two research questions formulated in this study:

1. How a set of instructional English speaking materials for concierge personnel in five stars hotel is designed?

2. What do the designed materials look like?

1.5 Research Objectives

This study is conducted in order to find out how a set of integrated English instructional materials for concierge personnel is designed. All the theories presented in Chapter II are explained, in order to answer the first question. The second objective is to answer the second question which asks what a set of integrated English instructional materials for concierge personnel will look like.

1.6 Research Benefits

This designed material is intended to give some benefits to: 1. Concierge personnel

The result of the design may become one of the sources of integrated English instructional materials for concierge personnel. These designed materials may help them to learn English more easily and to know the simple daily expressions in order to be able to communicate with foreign guests.

2. Tourism Academy Students

The result of the design may become one of the sources of integrated English instructional materials for Tourism Academy Students. 3. English Instructors

The result of this designed material may also help English instructors to teach integrated skills to other concierge personnel at other resorts. They will have a set of instructional materials that can be used as a guidance book in teaching-learning activities.

4. Other designers

This designed material will also give information to those who are interested in designing English materials. It may be used as a supplement book to do other designs.

1.7 Definition of the Terms

To make the design clear and avoid ambiguous interpretations, some important terms are defined as follows:

1. Design

The Oxford Advanced Learner’s Dictionary (Hornby, 2000: 340) defines “to design” as the art or process of deciding how something will look, work, etc., especially by making plans or drawing models of it. It also means to think and plan a system.

In this thesis, design, means creating a new set of materials that fits the learners’ needs based on the learning objectives or target language. 2. Instructional Materials

Instructional materials mean a set of units, which are used by the teacher or instructors and the learners as the focus of discussion in the teaching-learning process (Sarigon, 1983:32)

In this thesis, instructional materials mean designed materials that contain a set of information, ideas, pictures, games, questions that will be used in teaching and learning activities, inside and outside the class, which support the target language.

3. Concierge

The Longman Dictionary of English Language and Culture (2002: 264) concierge as a person working in a hotel who looks after the special needs of the guests. The Dictionarie de la langue francaise (Arifin and

Soemargono, 2001: 196) defines concierge as a guard or a person who works in a big company and/or his characteristic is talking. While

Bambang (interview, 20 June 2006) bell captain of Amanjiwo defines, concierge as a person who works in a hotel whose jobs are to pick up and drop guests’ luggage, and drive them by car to the tourism resorts.

In this thesis, concierge, means a person who works in a hotel and whose jobs are picking up from and dropping off to the airport, guests. They also handle guests’ luggage and their most important job is handle guests as personal guides when they visit tourism resorts.

6. Personal Guide

Warni (2004) defines a personal guide as a person who is hired by a guest personally to show him/her the way to different places. It means especially somebody employed to show tourists around interesting places.

In this thesis, personal guide, means a person who works as guests’ assistant, who accompanies guests to tourism destinations, and explains about the places of interest and the potential things about surrounding area. 7. Integrated Materials

The Integrated Materials (Enright and McCloskey, 1988) serves as a basis for the integrated curriculum. This model has seven basic research-based assumptions. Language is best learned: (1) collaboratively, involving students working with both peers and adults (Ramírez, 1991; Brumfit, 1984; Goodlad, 1984); (2) in a socially supportive environment (Ventriglia, 1982); (3) in a holistic manner, integrating reading, writing, listening, and speaking; and integrating language and content (Rigg, 1991; Goodman, Bird, and Goodman, 1991); (4) when new learning is built upon, and takes advantage of student's previous cultural and learning experiences (California State Department of Education, 1987); (5) when teachers develop curriculum around student interests (Moring, 1986); (6) when students feel ownership of classroom projects and experiences (Cummins, 1989); and (7) when teachers provide a wide variety of materials, instructional strategies, and ways for students to participate (First et al., 1991; Hawkins, 1973. The Webster’s New College Dictionary (Merriam, 1957: 437) defines integrated materials as unite or become united to form a complete or perfect whole; unify. The Oxford Advanced Learner’s Dictionary (Horby, 1989: 651) defines integrated materials as various things fitting well together. Integrated materials refer to a set of

instructional materials that cover all four skills of language (Richards and Rogers, 1988: 64)

In this thesis, integrated materials mean a set of instructional materials that develop learners’ English skills, listening, reading, speaking and writing and link topics, to develop their language component in grammar, vocabulary and pronunciation.

CHAPTER II THEORETICAL REVIEW

This chapter presents the description of the theories which underlie this study. This chapter is divided into two main areas, namely, theoretical description and theoretical framework. Theoretical description presents the underlying theories related to designing a set of Integrated English Instructional Materials for Concierge Personnel. Theoretical framework describes the framework based on theoretical description that has been discussed.

2.1 Theoretical Description

In theoretical description, the writer presents the theory of Instructional Design Models, English for Specific Purposes (ESP), Communicative Language Teaching (CLT) and Integrated Language Instructions.

2.1.1 Instructional Design Models

In order to intelligently relate all elements of the instructional program, there are many instructional design models, which are used to support the teaching and learning activities of the students successfully, as a system approach. However, in this study the writer refers to Kemp's (1977: 9) and Yalden's (1983:88) models to develop the materials. The writer combines these two models to design the integrated English instructional materials for the concierge personnel. Since they have their own strengths and weaknesses, hopefully these two Instructional design models support and complete each other.

Kemp’s instructional design model is a flexible process and there is an interdependence among the elements; decisions relating to one may affect others. We can begin with whichever element we are ready to and then move back and forth to other steps. The sequence and order are our choice (Kemp, 1977:9). While in Yalden’s instructional design model, she states the possibility to include consideration of socially appropriate and communicative use of language, as well as linguistic structure and general usage (Yalden, 1987: 85).

She uses a communicative syllabus since Yalden’s instructional design model is to ensure that the learners acquire the ability to communicate in a more appropriate and efficient way (Yalden, 1987:86)

2.1.1.1 Kemp’s Instructional DesignModel

Kemp (1977: 6-8) states that the system approachinvolves the development of an overall plan, incorporating the interrelated parts of an instructional process in a sequential pattern. When problem solving is applied to instructional planning, the term of instructional technology which contains resources of instruction and materialis used. It means the systematic design of instruction, based on knowledge of the learning process and on communications theory, taking into consideration as many factors and variables of the particular situation as possible, so that successful learning will result. Besides, something that is more important is understanding the term as the process of systematic planning, that establishes a way to examine an instructional problem, needs and sets a procedure for solving them, then evaluates the results.

According to Kemp (1977: 8), an instructional design plan is designed to answer three questions, which may be considered the essential elements. They are: something that must be learnt and it deals with the objectives of the program, then, procedure and resources which work best to reach the desired learning level, it deals with activities and resources, next is evaluation about the required program.

The figure 2.1 illustrates the relationship of each step in the plan to the other step.

Figure 2.1: Kemp's Instructional Design Model (Kemp, 1977: 9)

Kemp (1977: 8) suggests eight steps that are included in the instructional design. The eight steps are: first are considering goals, a goal means something that someone expected to achieve. The educational program is developed to serve

those goals. Next steps is listing the topics, topics are usually sequenced according to logical organisation from simple to complex or from concrete to more abstract level. After that, stating the general purpose for teaching each topic is needed. Second, enumerate the important characteristics of the learners for whom the instruction is to be designed. The information can be obtained from students’ cumulative record and from consultations with other teachers, students’ counsellors and adviser.

Third, specify the learning objectives to be achieved in terms of measurable students’ behavioural outcomes. List the subject content that supports each objective is the fourth step. Continued with developing pre-assessments to determine the students’ background and presenting the level knowledge about the topic as the fifth step and select the teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives as the sixth step of Kemp’s models.

It is important to co-ordinate the support services as the seventh step and the last is evaluating of learners' learning in terms of their accomplishments of objectives, with a view to revising and revaluating any phases of the plan that need improvement.

2.1.1.2 Yalden's Model

Yalden suggests the design of a communicative syllabus that considers the communicative needs of the learning. It means the syllabus is designed for describing a classroom as in real situation where the language is used. The principle, on which a syllabus is structured, is different from those to selecting

the linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more appropriate and efficient way (1987: 86).

Need survey

Description of purpose

Selection development

of syllabus type

Production of a porto

syllabus Production of a pedagogical syllabus Development and Implementation of classroom procedure Evaluation

Figure 2.2: Yalden's Language Program Development (1983: 88)

In order to understand the process of constructing this type of syllabus, it is best to start at the next level in the language learning teaching process, that is by examining the overall process of planning a second-language program. Within this framework, the syllabus is seen as only one part of the whole, although a very important one.

Yalden suggests the eight stages of language program development, namely; needs survey. It is taken to gather the learners’ needs, motivations and characteristics of learners in order to establish realistic and acceptable objectives. Next, is description of purpose to be prepared in terms of student characteristics and student skills on entry to and on exit from the program. Selection or development of syllabus type in terms of production of a porto syllabus and physical constraint on the program.

The proto-syllabus description of language and language use to be covered in the program are the third and fourth stage which chain each other. The pedagogical syllabus development of teaching, learning and testing approaches which include the development of teaching materials and development of testing sequence and decision on testing instruments is considered as the fifth stage of Yalden’s.

The sixth stage contains development of classroom procedures as the first one which includes selection of exercise types, teaching techniques and preparation of lesson plan and preparation of weekly schedules. The second one of the sixth stage is teacher training, that is briefing or workshops on principles, desired outcome and exploitation/creating of teaching material.

Evaluation which is undertaken in its learners, program and teaching is important in Yalden’s. The last but not least is recycling stage in Yalden’s, those are congruence or “fit” between goals set and learners’ performance is determined, content is reassessed and materials also methodological procedures are revised.

According to her, to develop a syllabus we need to consider components of communicative syllabus as follows: the purposes, the setting, the roles, the communicative events, the language functions, the notions, the skills involved discourse and rhetorical skills, the varieties, the grammatical contents and the lexical contentsthat is needed.

The main point of Yalden’s model is the emphasis on needs’ analysis and develop of communicative syllabus. The developing of a communicative syllabus is done step by step in order to get the appropriate material in the designed materials.

The teacher is a guide of the teaching and learning process while learner needs, wants and desires are the focus of the models (Yalden 1987: 89).

2.1.2 English for Specific Purposes (ESP)

The writer presents the definition of ESP, the criteria of ESP, the syllabus in ESP, ESP materials design model, and classification of ESP, the definition of English for Concierge Personnel in order to give an overall view of how English for the concierge personnel becomes part of ESP.

2.1.2.1 The Definition of ESP

ESP is considered to be an important approach not a product of language teaching, in which all decisions as to content and method are based on the learner’s reason for learning. ESP is not a particular type of teaching material but is an approach to language learning, based on learner needs.

Hutchinson and Waters state that ESP was not a planned and coherent movement, but rather a phenomenon that grew (1987: 6-7). They identify three main reasons for the emergence of ESP as follows: the demand of a brave new world, revolution in linguistics and focus on learners.

The last reason is the same reason for the writer to design a set of integrated English instructional materials for concierge personnel. The designed materials are focused on learners, meaning to say that the assumption underlying this design was the clear relevance of the course itself to the learner’s needs that would improve the learner’s motivation and thereby make learning better and faster. If learning motivation is high, learning process will be

effective. In this design material, ESP, then, is an approach to language teaching in which all decisions as to content and method are based on learner’s reason for learning. The aims and objectives of these designed materials emphasize what they need and want, and how they use English to support their jobs.

2.1.2.2 The Characters of ESP

The designer considers this part an important one, because it explains the characters of ESP that becomes the basis for designing the materials which have specific goals and focus on the learners' needs. Robinson (1991: 2-5) suggests the characteristics of ESP, as follows: ESP is ordinarily goal directed; people study English not because they are interested in the English language as such but because they need English for study or work purpose; they want to achieve a certain goal for study. Consequently, the materials and activities must be appropriate to their study area or work purposes.

Second, an ESP course is based on a needs’ analysis, which should be obtained first before planning any material. It is important to specify exactly what the learners have to do in learning English. It formerly focused rather exclusively on target or end course requirements. In ESP, the role of a needs’ analysis is so important to give a view of what the learners should do, or their initial needs in the target situation. There is usually a clearly specified period for the course, which means that objectives should be specified and their realisation related to the time available.

Third, people who learn ESP in class should be identical. They should work in the same field. All students in a class should be involved in the same kind of

work or specialist study. People who study ESP are usually adult rather than children; usually people who study ESP have studied general English, so they need ESP to continue their learning of English in more a specific way, related to their study or work.

2.1.2.3 Syllabus

According to Robinson (1991: 34-41), a syllabus is important in teaching and learning process as a guideline of a plan and context for class content. For students, syllabus is a ‘route-map’ of the course. Robinson shows kinds of syllabus, those are:

2.1.2.3.1 The content-based syllabus

This syllabus focuses on the product of the learning. It is divided into four kinds, namely: language-form syllabus which consists of an ordered set of language items, which are typically graded by supposed difficult of learning. Situational-contextual focus syllabus, which organized according to the sequenced situation in the chronological order, while in topic-based syllabus, this syllabus emphases the focus on the contents of the learners’ work or study, the specialized content is used to motivate learners. The last is notional-functional syllabus, which the basic units of this syllabus are notion or concept, e.g. expressing time, frequency, number and functions, e.g. greeting, asking, seeking clarification.

2.1.2.3.2. The skill-based syllabus

The focus on this syllabus is on the skills that are necessary mastered to facilitate the learning. Robinson states that the development of skills have come

not from considering just four-way division of listening, reading, speaking and writing, but from looking at the constituent of these four skills, such as macro-skills and micro-macro-skills (1991: 37). There are two kinds of syllabus, namely: language-skills syllabus, which emphasises the development exclusively a new of the four traditional language skills. The skills are productive skills; speaking and writing, and receptive skills; listening and reading. The second one is learning-skills syllabus, the development of this syllabus does not only for the division of language skills but also the constituent of two skills; macro-skills, e.g. making an oral presentation and micro skills, e.g. controlling of gestures and body language, effective use of visual aids.

2.1.2.3.3 The method-based syllabus

It consists of process syllabus, which refers to the method and process of language learning. Its focus is on something that happens on the classroom as a mater of negotiation between teacher and the students. While, task syllabus focuses on students who understand the tasks and activity that they do during teaching and learning process.

In this study, the researcher decides that the notional-functional syllabus is the most appropriate syllabus to teach integrated English instructional materials, since in this syllabus language is used according to its function regarding that the learners are concierge personnel that have to develop language functions and have to be able to speak communicatively.

2.1.2.4 Designing ESP

What distinguishes designing ESP materials from General English materials is not the existence of a need as such, but rather an awareness of the need. That awareness will have an influence on what will be acceptable as reasonable content in the language course.

According to Hutchinson and Waters (1987: 107-108), there are several principles in designing the materials. Materials provide a stimulus to learning, so they can help the designer to organize teaching learning process. The materials include the learning tasks that can broaden the basis of teacher training by introducing the teacher to new techniques. Besides, the materials provide models and appropriate language use since learning language is not learning the form but the use of it.

The designing model consists of four elements: input, content focus, language focus and task. According to Hutchinson and Waters (1987: 109), input can be a text, dialogue, video recording, diagram or any piece of comunication data.

Input provides a number of things: stimulus material for activity, new language items, correct models of language use, a topic for communication, and opportunities for learners to use their information processing skill and opportunities for learners to use their existing knowledge both of language and of subject matter.

Content focus consists of non-linguistic content that should be exploited to generate meaningful communication and language is not an end in itself, but a means of conveying information and feeling about something.

Language focus is presented with the aim of enabling learners to use language. In language focus, good materials should involve both opportunities for analysis and synthesis. The learners have the opportunity to learn language in the more specific form of linguistics.

The task is the heart of the teaching learning rnaterials since in this part the learners use the content and language knowledge. The tasks should be designed to lead towards communication in which the learners use the content and the language knowledge they have built up through the unit.

The four elements are combined in the model as follows:

INPUT CONTENT

TASK

LANGUAGE

Figure 2.3: A Material Design Model (Hutchinson and Waters, 1987:109)

Designing a course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching and evaluation (Hutchinson and Waters, 1987: 21). This part gives a view of the preparation of organizing ESP course. It will help the

writer to understand better of something that should do while starting to design the materials.

Hutchinson and Waters’ (1987: 22) investigate these basic factors affecting ESP course design questions more thoroughly, by considering them under three main headings, language descriptions, theories of learning, and needs analysis in designing materials.

The language descriptionis the way in which the language system is broken down and described, for the purpose of learning. Terms such as ‘structural’, ‘notional’, ‘functional’, belong to this area and they refer to ways of analysing and describing language.

The learning theoryprovides the theoretical basis of methodology, not only by helping to understand how people learn language, but by referring equally to the learning of any kind of knowledge. In this area, the relevant terms that can be considered are ‘behaviourist’, ‘cognitive’ and ‘affective’.

The needs’ analysis is carried out to specify what exactly the learners have to do in learning English. It emphasizes the target of ESP. According to Hutchinsom and Waters (1987: 55-58), the target needs consist of terms of necessities, lacks and wants that the learner needs to do in the target situation.

We can call ‘necessities’ the type of need determined by the demands of the target situation; that is, what the learner has to know in order to function effectively in the target situation. To identify necessities alone, however, is not enough, since the concern in ESP is with the needs of particular learners. We also need to know the learner knows already, so that we can then decide which of the necessities of the

learner lack. The target proficiency in other words, needs to be matched against the existing proficiency of the learners. The gap between the two can be referred to as the learner’s lacks. (Hutchinson, Waters and Breen, 1979:59). Wants are the awareness of need that characterises the ESP situation.

ESP

course

WHAT?

Language descriptions

HOW? Learning

theories

WHO? WHY? WHERE? WHEN? Need analysis

syllabus methodology

Nature of particular target

and learning situation

Figure 2.4: Factors affecting ESP course design (Hutchinson and Waters’ book (1987: 22)

There are a number of ways in which information can be gathered about needs, the most frequently used are: questionnaires; interviews; observation; data collection e.g. gathering texts; informal consultations with sponsors, learners and other. The simple framework below outlines the kind of information that the course designer needs to gather from an analysis of target needs are why is the language needed?, how will the language be used?, what will the content areas be?, who will the learner use the language with?, where will the language be used? and when will the language be used?

2.1.2.5 Classification of ESP

A major distinction by Robinson (1991:2) is drawn in Figure 2.5 between EOP (English for Occupational Purposes), involving work-related needs and training also EAP (English for Academic Purposes) involving academic study needs.

ESP

EOP

EAP/EEP

Pre-experience Simultaneous/ in-service Post-experience

For study in a specific disciple

As a school subject

Figure 2.5: The ESP ‘family tree’

2.1.2.6 English for Concierge Personnel

After explaining the classification of ESP and why English for concierge personnel is seen as a specialist study, the designer attempts to present the discussion of English for concierge personnel. This section is useful in giving a description of English for concierge personnel and why it is different from other programs.

English for concierge personnel is an English program, which is held for the concierge personnel’s needs in their work. This material deals with the use of English to support their job. The program prepares the learners to be able to speak English actively and appropriately especially with foreign guests; the program

consists of some activities that give opportunities for the learners to practice their English in real situations.

The designed materials also focus on their responsibilities in the hospitality industry (Herlina, 2005: 47). Generally, they are responsible for introductions, greetings and goodbyes; invitations, apologies and condolences, gratitude, compliments and congratulations, requests, commands, warnings and directions, offers and seeking permissions, advice and intention, pleasure and displeasure, expressing opinions, asking people to repeat themselves, interrupting someone and changing the topic of conversation (Coffey, 1983). The other duties of concierge personnel are giving information about hotel services and facilities (Weissinger, 1989: 38).

2.1.3 Communicative Language Teaching

The writer decided on this method, since it works and involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on the meaning rather than the form.

2.1.3.1The Characteristics of Communicative Language Teaching

Richards and Rogers (1986: 64), say that the nature of Communicative Language Teaching is as follows: make communicative competence the goal of language teaching and developing procedures for the teaching of the four language skills for interdependence language and communication.

In the same book, Richards and Rodgers mention some of the characteristics of the communicative view of language as follows: Language is a system for the

expression of meaning; the primary function of language is for interaction and communication; this structure of language reflects its functional and communicative uses; the primary units of language are not merely grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse (1986: 71-72).

Communicative Language Teaching basically sees language as primary in communication. It emphasizes not just the rules of the language, but also its meaning. Language description is the way in which the language system is broken down and explained for the purpose of learning.

2.1.3.2The Goal of Communicative Language Teaching

Communicative language teaching was the new wave of interest which characterizes the 1980s, that is teaching second languages for the ultimate goal of communication with native speakers of the second language (Brown, 1987: 198). The basic idea that communicative ability is the goal of foreign language learning. Celce Murcia (1991: 6) claims that in the communicative approach, the goal of language teaching is to develop learners' ability to communicate in the target language. It is supported by Littlewood ( 1983, x-xi) stating that the communicative approach opens up a wider perspective on language learning, meaning to say, it makes us more strongly aware that language teaching is not only teaching how to manipulate the sentences of the foreign language, but also teaching structures which must relate to the communicative function in real situations and real time. The basis of Communicative Language Teaching (CLT) is a belief that learning a language involves not only learning grammar

and rules, but also learning to be able to put one’s knowledge to communicative effect. So, communicative competence or fluency and acceptable language are the primary goals (Nunan, 2003: 55).

2.1.3.3 The Communicative Language Teaching involves the communicative activities

The range of exercise types and activities based on communicative approach is unlimited, as long as such exercises enable learners to engage in communication and require the use of such communicative process as information sharing and interaction (Herlina, 2005:32)

Taylor (1967: 47) states that communicative activities should be to encourage the acquisition of communication skills and to foster real communication in and out of the classroom. The teacher present activities which are meaningful to the students and which will motivate them to become commited to sustaining that communication to accomplish specific goals.

Marton (1988) states the characteristics of a communicative classroom, are as follows: most of the class time is spent on speaking activities; only the target language is used in the class; the focus of all classroom activities is on negotiation of meaning and exchange of information and not on the language and its forms; most of the speaking activities practiced in class are spontaneous exchange in unplanned discourse; the structure of the target language is not taught explicitly; learners’ errors, particularly grammatical ones are not corrected by the teacher in any direct and explicit way; it can be easily observed that the teacher does not try to be the central figure in the

classroom and the only provider of feedback; quite often speaking activities may be structured in such a way that learners have to solve a problem; in performing communicative task in class; the learner often resorts to communication strategies.

Communicative competence is ultimately concerned with developing the learners’ ability to take part in the process of communicating through language. In other words, the communicative approach encourages us to go beyond the structures and take account of other aspects of communication. Brown also states that in Communicative Language Teaching, means for "real life" communication in the classroom.

2.1.3.4 The Learners’ Main Role in CLT

Communicative activities develop learners’ ability to express themselves through speech and would therefore seem an important component of a language course.

Breen and Cadlin, as quoted in Approaches and Methods in Language Teaching by Richards and Rodgers (1986: 77) describe the learners' role as a negotiator within group negotiation and within the classroom procedures and activities, which the group undertakes. Learning is as an interdependent way where the learner has to be actively involved in communication within the group. Brown (1983: 120) describes the characteristics of a successful speaking activity: Learners talk a lot; participation is even; motivation is high and language is of an acceptable level. So, in CLT, the learners, hopefully, learn through their experience how to make a success of communication.

2.1.3.5 The Teacher's Main Role in CLT

It is also important to know the role of the teacher in Communicative Language Teaching. The teacher is needed only to facilitate teaching learning activities. Teachers are no longer the centre of the teaching learning activity. He/ she acts as a participant in the class, not as a person who masters the material and gives it to the learners. The teacher presents activities which are meaningful to the students and which will motivate them to become committed to sustaining that communication to accomplish a specific goal (Celce-Murcia and Hilles, 1988)

The teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group (Breen and Cadlin as quoted by Richards and Rodgers, 1986: 77).

The teacher’s function becomes less dominant but no less important. Firstly he/she is available as a source of guidance and help; secondly the teacher can monitor the student’s strengths and weaknesses; he/she can maintain a constant link between pre-communicative and communicative activities in the course, each type reinforcing and providing input to the other; thirdly he/she may need to discourage learners from resorting to their mother tongue in moments of difficulty. He/she may also decide that a particular error is important and he/she must correct it at once, to prevent it from becoming fix in the learners’ speech. He/she needs to analyse the learners' needs, and

become a counsellor of the class and also a group process manager (Littlewood, 1983: 19)

Finally, in communicative language teaching the learners play an important role and the teacher becomes the facilitator in the activity. Learners in the communicative approach produce meaningful words rather than focusing on the language rules since in this approach is aimed to enable the learners to use language in real communication.

2.1.4 Integrated Language Learning

According to Oxford (2001) a traditional ESL/EFL program offer classes focusing on segregated language skills that are primary, listening, reading, speaking and writing and also includes associated or related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. Teaching rules is not relevant anymore to the development of learners needs in an ESP class nowadays. Creative methods, in which the teacher is innovative, are needed as they actually involve multiple, integrated skills. For example, in a course on intermediate reading, the teacher probably gives all of the directions orally in English, thus causing students to use their listening ability to understand the assignment. In this course, students might discuss their reading, thus employing speaking and listening skills and certain associated skills, such as pronunciation, syntax, and social usage. Students might be asked to summarize or analyze readings in written form, thus activating their writing skills. In a real sense, then, some courses that are labelled according to one specific skill might

actually reflect an integrated-skill approach after all; people use language skills in normal communication.

Oxford says (2001) even if it were possible to fully develop one or two skills in the absence of all the others, such an approach would not ensure adequate preparation for later success in academic communication, career-related language use, or everyday interaction in the language. She gave an example of the grammar-translation method, which teaches students to analyze grammar and to translate, usually in writing, from one language to another. This method restricts language learning to a very narrow, non-communicative range that does not prepare students to use the language in everyday life.

Very frequently, experts demonstrate strategies as though they were linked to only one particular skill, such as reading or writing (Peregoy & Boyle, 2001).. However, it can be confusing or misleading to believe that a given strategy is associated with only one specific language skill. Many strategies, such as paying selective attention, self-evaluating, asking questions, analyzing, synthesizing, planning, and predicting, are applicable across many skill areas (Oxford, 1990). Common strategies help weave the skills together. Teaching students to improve their learning strategies in one skill area can often enhances performance in all language skills (Oxford, 1996).

2.1.4.1 Two Forms of Integrated-Skill Instruction

Two types of integrated-skill instruction are content-based language instruction and task-based instruction. The first of these emphasizes learning content through language, while the second stresses doing tasks that require

communicative language use. Both of these benefit from a diverse range of materials, textbooks, and technologies for the ESL or EFL classroom.

2.1.4.1.1 Content-Based Instruction.

In content-based instruction, students practice all the language skills in a highly integrated, communicative fashion while learning content such as science, mathematics, and social studies. Content-based language instruction is valuable at all levels of proficiency, but the nature of the content might differ by proficiency level. For beginners, the content often involves basic social and interpersonal communication skills, but past the beginning level, the content can become increasingly academic and complex.

Oxford (1992) describes three general models of content-based language instruction exist: theme-based, adjunct, and sheltered. The theme-based model integrates the language skills into the study of a theme (e.g., urban violence, cross-cultural differences in marriage practices, natural wonders of the world, or a broad topic such as change). The theme must be very interesting to students and must allow a wide variety of language skills to be practiced, always in the service of communicating about the theme. This is the most useful and widespread form of content-based instruction today and it is found in many innovative ESL and EFL textbooks. She describes that in the adjunct model, language and content courses are taught separately but are carefully coordinated. In the sheltered model, the subject matter is taught in simplified English, tailored to students' English proficiency level.

2.1.4.1.2 Task-Based Instruction.

In task-based instruction, students participate in communicative tasks in English. Tasks are defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form (Nunan, 1989).

The task-based model is beginning to influence the measurement of learning strategies, not just the teaching of ESL and EFL. In task-based instruction, basic pair work and group work are often used to increase student interaction and collaboration. For instance, students work together to write and edit a class newspaper, develop a television commercial, enact scenes from a play, or take part in other joint tasks. More structured cooperative learning formats can also be used in task-based instruction. Task-based instruction is relevant to all levels of language proficiency, but the nature of the task varies from one level to the other. Tasks become increasingly complex at higher proficiency levels. For instance, beginners might be asked to introduce each other and share one item of information about each other. More advanced students might do more intricate and demanding tasks, such as taking a public opinion poll at school, the university, or a shopping mall (Oxford, 2001)

2.1.4.2 Advantages of the Integrated-Skill Approach

The integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges

them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. Moreover, this approach stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track students' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.

With careful reflection and planning, any teacher can integrate the language skills and strengthen the tapestry of language teaching and learning. When the tapestry is woven well, learners can use English effectively for communication.

2.2 Theoretical Framework

The writer uses some theories in Instructional Design Models: Kemp’s and Yalden’s, English for Specific Purposes, Communicative Language Teaching, and Integrated Language Learning. Even though the designer cannot apply all theories explained by all the experts in the world, hopefully those theories more or less have contributed to the process of designing a set of integrated instructional English materials for concierge personnel.

For the basis of developing the materials, the writer uses Yalden’s and Kemp’s as the main instructional approach since Kemp’s instructional design model is a flexible process; besides, there is interdependence among the elements. It is supported by Yalden’s instructional model that provides a communicative syllabus and the recycle process, to ensure that the learners acquire the ability to communicate in a more appropriate and efficient way.

This design is more appropriately included in English for Specific Purpose than in General English, because these design materials consider the needs analysis, identify the target situation, analyse the target situation and are more aware of the process of learning as the central.

The Communicative Language Teaching method emphasizes that learning involves more than simply learning grammar and rules, but it needs to be able to put one’s knowledge to communicate effectively, for real communication.

Integrated materials are chosen for instruction because learners can enhance all their skills directly through the one learning process. Moreover, this approach stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track students' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms.

The writer combines and modifies some stages of the models to make a framework to conduct this study. Here are the stages used by the writer:

1. Conducting needs’ survey

This step is adopted from the first stage of Yalden's model. The aim of this stage is to know what the learners really need and to observe their purpose in acquiring the target language, in order to establish the teaching-learning objective. Questionnaires and interviews are fulfilling this demand.

2. Formulating the goals, topics and general purposes

This step is intended to provide the basis of the whole learning process. It spells out what the learners are expected to do, what they should do and how to do it by recognizing the necessity, lacks and wants

3. Selecting the type of syllabus and developing the syllabus

There are many types of syllabuses that are considered communicative. Based on the objective and the learners’ needs, the designer chooses the notional-functional syllabus which supports this design material. After that the writer starts to develop the selected syllabus. The developed syllabus will provide the learners and teacher with materials. This step helps the teacher and learners to develop the objectives.

4. Selecting subject content

The writer needs to list the subject content to support he objectives of each materials.

5.Selecting teaching / learning process

This step is intended to find the most appropriate materials for the learners needs based on the objective of learning. The materials are considered to be

integrated materials focusing on the mastery of the integrated communicative skills rather than a mere mastery of the rules of the target language (Richard and Rodgers, 1986: 64). The designed materials are focus on the learning process which involves and considers the learners, the situational needs and the process. The learner is important, but is not the most important. The factors that support the success of these design materials is how all aspects support each other to promote real communication.

6. Validating the materials

Evaluation and revision are needed in this design, in order to know whether the materials are appropriate for the learners and the objectives of the learning or not. The writer decides to use two types of validating materials. First, the writer uses questionnaires to evaluate the materials in order to obtain criticism and suggestions on the designed materials academically and un-academically. The writer asks several respondents to give the input, suggestions and criticism. Second, the writer conducts a pilot application. It is conducted to observe how the teaching learning activities use the designed materials. The result of the pilot project would be a contribution to create a final revision of the designed materials.

7. Revising the materials

Revising materials provides the most appropriate ones for the learners based on their needs. Some adjustment is done if it is needed.

In short, the steps used by the writer can be illustrated in the following diagram.

Conducting needs’ survey

Formulating the goals, topics and general purposes

Selecting the type of syllabus and developing the syllabus

Selecting teaching / learning process

Validating the materials

Revising the materials Selecting subject content

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology used in this study and also the research method, research respondents, settings, instruments, data analysis and research procedures. This study was conducted to find out the answers to the first problem question, how a set of Integrated English Instructional Materials for Concierge Personnel is designed.

3.1 Research Method

Based on the methodology used in this study, this research is Educational Research and Development (R&D) study. It is a process used to develop and validate educational products1 (Borg and Gall, 1982: 772). The steps of this process are usually pertinent to the product to be developed, developing the product based on findings, fields testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field testing stage.

According to Borg and Gall (1982: 775) the steps of this process are usually referred to as the R&D cycle. Cates (1985) states that there are eleven steps in R&D studies. The first step is identifying the product to be developed. This description includes an overall narrative of the proposed product, a tentative outline of what the product will include, how it will be used and most important a

1.

The term ‘product’ includes not only material objects, such as textbooks, instructional film, and so forth but is also intended to refer to established procedures and processes such as method of teaching or a method for organizing instruction.

specific statement of the objectives of the product (Borg and Gall 1982: 776). The second is reviewing the literature. A literature review is undertaken to collect research findings and other information pertinent to the planned development. One purpose of the literature review is to determine the state of knowledge in the area of concern (Borg and Gall 1982: 776).

The third step is planning the development program. The most important aspect of planning a research-based educational product is the statement of the specific objectives to be achieved by the product. The fourth step is developing a prototype of the product. The fifth step is conducting a preliminary field test. The purpose of the preliminary field test is to obtain an initial qualitative evaluation of the new educational product (Borg and Gall 1982: 782).

The sixth step is revising the product in keeping with the findings of the preliminary field test. Therefore, questionnaire and interview data should be obtained from all participants in the main field test. The seventh step is conducting a main field test. According to Borg and Gall (1982: 84) the primary purpose of the main field test, is to determine the success of the new product in meeting its objectives, and to collect information that can be used to improve the course in its next revision. The eighth step is revising the product in keeping with the findings of the main field test.

The ninth step is conducting an operational field test, the purpose of operational field test is to determine whether an educational product is fully ready for use in the schools without the presence of the developer or staff (Borg and Gall 1982: 784). The tenth step is revising the product in keeping with the

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20 The instruction in each activity, each unit is clear enough to be

understood by the learners. 25 4.52

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Figure 4.1: The process of deciding units in the materials

Giving information about hotel activities

Giving information about places of interest

Giving information about local crafts Responding to guest’s

complaints

Giving information about local dances Giving information about house production

Giving information about Indonesian

cultures

Giving information about historical places in

the past

Giving information about local food

Requesting politely Offering something

using English Giving information about special souvenirs

Offering service to the foreign guests Giving information Requesting something Offering something Handling guests’ complaints

Giving information about historical places in the past

Giving information about hotel facilities

Giving information about Indonesian cultures

Giving information about local dances

Giving information about villager’s activities

Giving information about special souvenirs

Giving information about places of interest Dealing with guest’s

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ABSTRACT

Febriani, Yohana Anita. 2007. Designing a Set of Integrated English Instructional

Materials for Concierge Personnel. Yogyakarta: Sanata Dharma University.

This research aims at designing a Set of Integrated English Instructional Materials for Concierge Personnel. The principle of integrated materials guides the writer in designing these materials. It was based on the learners’ needs, the concierge personnel, who have to equip themselves with good English skills, not only in speaking but also in writing, reading and listening.

Concierge personnel usually remain in the front office that directly deal with guests. As personal guides, they represent the hotel. Important skills that need to be acquired by hotel staff are to serve guests professionally and to be able to communicate in English.

Based on the interview, most of them did not receive basic English lesson, because they did not learn English formally in schools, therefore their vocabulary mastery also varies. They learnt English from their own daily experience and habits while accompanying guests. Most of the time they spoke English incorrectly because they just translate Indonesian sentences into English without considering the grammar and correct pronunciation. It was not rare for them to use gestures to explain what they wanted to say. Most of them have difficulties of finding correct expressions when they produced words without producing sentences. Their ability and knowledge to enable them to speak good English still needs improvement.

This research was conducted in order to answer two research questions, first is how a set of instructional English speaking materials for concierge personnel is designed and the second research question is what the designed materials look like.

In order to answer the first problem, the writer applied seven steps of the instructional design model which were the combination of Kemp and Yalden’s instruction design models, namely conducting needs’ survey; formulating the goals, topics and general purposes; selecting the type of syllabus and developing the syllabus; selecting subject content; developing the materials; validating the materials and revising the materials.

The writer conducted two survey researches. First, the pre-design research, in the form of questionnaires in order to collect as much information as possible from the learners about their necessities, lacks and wants.

The second survey was post-design survey, to achieve the feedback to gather input in the form of criticism and suggestions on the designed materials. There were three types of methods. The first method was in the form of closed form questions of questionnaires for concierge personnel and non-concierge personnel which was meant to gather academically and non-academically feedback on the designed materials. The second method was in the form of points of agreement, which were computed using descriptive statistics. The statistical data showed the mean is in the points 4.80, it means, the designed materials is good and already fit the learner’s needs as concierge personnel. The third method

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used by writer in validating the materials was holding preliminary application. The writer directly proved that the learners were motivated to learn the designed materials.

After improving the designed materials, the writer presented the final set of the materials. This was to answer the second research question. The materials consist of eight units. Each unit contains eight sections: preview, speaking activities, writing activities, listening activities, reading activities, language focus, speech works and vocabulary bank. All was prepared integratedly, to gain and develop communicative English skills in speaking, listening, writing and reading.

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ABSTRAK

Febriani, Yohana Anita. 2007. Designing a Set of Integrated English Instructional

Materials for Concierge Personnel. Yogyakarta: Sanata Dharma University.

Penelitian ini bertujuan untuk membuat sebuah kumpulan materi pengajaran bahasa Inggris yang menitikberatkan pada pengembangan kemampuan berbicara, mendengar, membaca dan menulis bagi anggota-anggota concierge.

Prinsip-prinsip pengajaran itulah yang menuntun penulis untuk membuat kumpulan materi ini. Isi dari materi ini, didasarkan pada kebutuhan anggota-anggota concierge, yang mana mereka harus membekali dirinya dengan kemampuan berbahasa Inggris secara komunikatif, baik dan benar, tidak hanya kemampuan dalam berbicara akan tetapi juga kemampuan dalam menulis, membaca dan mendengar.

Anggota-anggota concierge merupakan bagian dalam Front Office

Department sebuah hotel yang melakukan kontak langsung dengan tamu. Sebagai

pemandu pribadi atau personal guide, menjadikan mereka sebagai wakil sebuah hotel. Oleh karenanya kemampuan penting yang harus dikuasai oleh seorang pegawai hotel adalah kemampuan untuk melayani tamu secara profesional dan kemampuan untuk berkomunikasi dalam bahasa Inggris.

Berdasarkan tanya jawab yang dilakukan dengan anggota-angggota

concierge, kebanyakan dari mereka tidak belajar dasar-dasar bahasa Inggris secara

formal lewat jalur pendidikan, sebagai hasilnya perbendaharaan kata mereka sangat bervariasi. Meraka belajar bahasa Inggris dari pengalaman sehari-hari dan faktor kebiasaan saat melayani tamu. Sering sekali mereka tidak berbahasa Inggris secara benar dalam arti kata, mereka hanya menterjemahkan kalimat dalam bahasa Indonesia kedalam bahasa Inggris tanpa mempertimbangangkan pola tata bahasa yang benar dan pengucapan yang benar. Jadi, tidak heran jika mereka mengggunakan gerak isyarat untuk menjelaskan apa yang mereka ingin katakan. Sebagian besar dari mereka menemukan kesulitan untuk memilih ekspresi-ekspresi yang tepat untuk membuat sebuah kalimat. Oleh karena itu, kemampuan dan pengetahuan mereka tentang bahasa Inggris masih perlu untuk diperbaiki dan dikembangkan.

Penelitian ini dilakukan untuk menjawab dua pokok permasalahan, pokok permasalahan yang pertama adalah bagaimana sebuah kumpulan materi pengajaran bahasa Inggris yang menitikberatkan pada penggabungan materi yang mengacu pada perkembangan kemampuan berbicara, mendengar, membaca dan menulis bagi anggota-anggota concierge dibuat dan pokok permasalahan yang kedua adalah bagaimana bentuk dari materi pengajaran itu sendiri.

Untuk menjawab pokok permasalahan yang pertama, penulis menerapkan tujuh langkah-langkah model pengajaran yang merupakan gabungan dari model pengajaran dari Kemp and Yalden. Tujuh langkah-langkah tersebut adalah melakukan survey kebutuhan responden; menetapkan tujuan khusus pengajaran, menentukan topik dan tujuan umum pengajaran; memilih dan mengembangkan silabus yang cocok untuk pengajaran; memilih isi materi pengajaran;

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mengembangkan meteri pengajaran; mengevaluasi materi pengajaran dan merevisi materi pengajaran.

Dalam penelitian ini, penulis mengadakan dua buah survey. Survey yang pertama dilakukan sebelum membuat materi pengajaran, hal ini dilakukan dengan tujuan untuk mengumpulkan informasi sebanyak mungkin dari responden tentang kebutuhan, kelemahan dan keinginan responden.

Survey yang kedua dilakukan setelah materi dibuat, dengan tujuan untuk mengevaluasi materi yang telah disusun. Hasil dari survey ini adalah dalam bentuk kritik dan saran. Ada tiga buah metode yang diterapkan untuk mengevaluasi materi tersebut. Metode pertama dalam bentuk kuesioner tertutup yang berisi pertanyaan-petanyaan singkat yang ditujukan untuk anggota-anggota

concierge maupun bukan anggota-anggota concierge, untuk mendapatkan hasil

secara akademis dan non-akademis. Metode yang kedua dalam bentuk angka, yang didapat dari perhitungan secara statistik. Hasil data dari perhitungan statistik menunjukkan angka rata-rata 4.80 yang berarti bahwa materi pengajaran yang telah disusun adalah baik dan sudah memenuhi kebutuhan anggota-anggota

concierge. Mengaplikasikan materi yang telah disusun secara langsung kepada

responden kedalam suatu proses pengajaran adalah metode ketiga dalam mengevaluasi materi. Hal ini dilakukan penulis guna membuktikan bahwa materi yang telah disusun adalah materi yang benar-benar sesuai dengan ketutuhan anggota-anggota concierge.

Setelah memperbaiki materi yang telah disusun, penulis membuat hasil akhir dari materi tadi. Hal ini dilakukan guna menjawab pokok permasalahan yang kedua dalam pokok permasalahan. Hasil akhir dari materi ini terdiri dari delapan unit pengajaran. Setiap unit terdiri dari delapan bagian yaitu preview, speaking activities, writing activities, listening activities, reading activities,

language focus, speech works and vocabulary bank. Kesemuanya dibuat untuk

mengembangkan kemampuan berbahasa inggris secara komunikatif dalam berbicara, mendengar, menulis dan membaca.