Designing a set of English speaking materials for guides and outbound instructors in Banyu Sumilir using communicative language teaching - USD Repository
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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS FOR GUIDES AND OUTBOUND INSTRUCTORS
IN BANYU SUMILIR USING COMMUNICATIVE LANGUAGE TEACHING A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Retno Sukesi
041214026
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DESIGNING A SET OF ENGLISH SPEAKING MATERIALS
FOR GUIDES AND OUTBOUND INSTRUCTORS
IN BANYU SUMILIR
USING COMMUNICATIVE LANGUAGE TEACHING
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Retno Sukesi
041214026
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Yogyakarta, 10 December 2009
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ABSTRACT
Sukesi, Retno. Designing a Set of English Speaking Materials for Guides and
Instructors in Banyu Sumilir Using Communicative Language Teaching.
Yogyakarta: English Language Education Study Program. Sanata Dharma University.In these recent times Indonesian government is trying to promote Indonesia to the world through its tourism. The government gives authority to local governments to explore their potential including the tourism aspects. The promotion works very well and it can be seen trough the increasing the number of foreign tourists who come to Indonesia. Nowadays, there is a tendency where tourists do not merely want to watch and enjoy tourism objects, but they want to be involved in the activities. The government fulfills the demand by developing Tourism Village where the guests can be involved in the villagers’ activity. One of those is Banyu Sumilir, an outbound area which is located in Desa Wisata Sorowulan. Since there are more and more tourists come to Banyu Sumilir, the guides and the instructors should be able to communicate with tourist guests.
They are responsible for giving information to the tourists. That is why being able to communicate using English is badly needed.
The purpose of designing materials in this study is to help the guides and instructors in Banyu Sumilir to improve their English speaking ability so they can communicate with foreign guests.
There were two problems formulated in this study. The first problem deals with how a set of English speaking materials for guides and instructors in Banyu Sumilir using CLT was designed. The second problem deals with how the design materials look like.
In answering the first question the writer combined the instructional models from Kemp and Yalden to determine the step in designing the materials. There were seven steps conducted in this study. Those steps were (1) needs analysis, (2) stating goals, topic and general purpose, (3) stating learning objectives, (4) selecting the syllabus type, (5) listing the subject content, (6) selecting teaching learning activities, (7) evaluation.
The answer of the second question was the presentation of design materials. The materials consisted of seven topics which were presented in eight units. The activities of each unit were divided into five activities called subject content. The subject contents were Brain Storming, Read this dialogue, Expression, Today’s magic words and Time for grouping
The methodology used in this study was R & D. The writer conducted two kinds of survey . The first survey was needs analysis. The writer distributed questionnaires and conducted an interview to identify the learners need and the
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The result of the survey showed that the designed materials were acceptable. It can be seen from the average points of agreements of the respondents’. The average point was 4.1 from the scale 5.0. Since the study only focuses on speaking skill, the writer suggests other researchers exploring Banyu Sumilir more deeply so they can develop materials for other skills.
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ABSTRAK
Sukesi, Retno. Designing a Set of English Speaking Materials for Guides and
Instructors in Banyu Sumilir Using Communicative Language Teaching.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Dewasa ini pemerintah Indonesia sedang berusaha mempromosikan Indonesia melalui bidang pariwisata. Pemerintah memberikan wewenang kepada pemerintah daerah untuk mengembangkan daerahnya termasuk dalam segi pariwisata. Usaha ini mendapat sambutan baik terbukti dengan banyaknya wisatawan asing yang datang ke Indonesia. Sekarang ini ada kecenderungan bahwa turis yang datang ke Indonesia tidak cukup hanya melihat dan menikmati objek wisata, akan tetapi sekarang mereka ingin terlibat dalam kegiatan masyarakat. Pemerintah berusaha memenuhi permintaan itu dengan mengembangkan Desa wisata dimana pengunjung bisa terlibat dalam kegiatan penduduk setempat. Salah satunya adalah Banyu Sumilir yang terletak di Desa Wisata Sorowulan. Seiring dengan semakin banyaknya tamu asing yang datang ke Banyu Sumilir maka pemandu dan instruktur harus bisa berkomunikasi menggunakan Bahasa Inggris. Mereka diharapkan bisa memberikan informasi yang dibutuhkan oleh para tamu termasuk kepada turis asing. Itulah sebabya bahasa Inggris sangat dibutuhkan untuk meendukung pekerjaan mereka.
Tujuan dari pembuatan materi ini adalah untuk membantu pemandu dan instruktur di Banyu Sumilir untuk meningkatken kemampuan mereka berbicara menggunakan Bahasa Inggris sehingga mereka mampu berkomunikasi dengan tamu asing.
Studi ini membahas dua masalah. Masalah yang pertama adalah bagaimana seperangkat materi pembelajaran berbicara bahasa inggris untuk pemandu dan instruktur di banyu Sumilir tersebut dibuat. Masalah kedua adalah seperti apakah materi pembelajaran itu.
Untuk menjawab masalah yang pertama penulis memadukan model pembelajaran Kemp dan Yalden untuk menentukan langkah-langkah penyusunan materi. Langkah-langkah tersebut adalah (1) analisis kebutuhan, (2) menentukan sasaran, topik san tujuan umum, (3) menentukan tujuan pembelajaran, (4) menentukan tipe silabus, (5) menyusun bagian materi, (6) menentukan aktivitas pembelajaran, (7) evaluasi.
Untuk menjawab masalah yang kedua, penulis menampilkan hasil desain materi. Materi pembelajaran terdiri dari tujuh topik yang dikembangkan dalam delapan unit. Aktivitas dalam setiap unitnya dibagi menjadi lima bagian yang disebut “Brain storming”, Read this dialogue”, “expressions”, “today’s magic words” dan “Time for grouping”.
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lapangan yang kedua dilakukan setelah materi selesai dibuat. Penulis membagikan kuisioner kepada guru dan dosen bahasa inggris. Tujuan dari studi lapangan ini adalah untuk mengevaluasi apakah materi yang sudah disusun sudah sesuai dengan kebutuhan siswa.
Hasil dari studi ini menunjukkan bahwa materi pembelajaran diterima dengan baik. Terbukti dengan hasil yang menunjukkan angka dari antara 4,1 dari total 5
Materi ini hanya berfokus pada pembelajaran Speaking, untuk itu penulis menyarankan kepada Peneliti lain untuk melakukan penelitian lebih dalam tentang Banyu Sumilir agar dapat membuat materi pembelajaran untuk skill yang lain.
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I Turn To You When I'm lost in the rain In your eyes I know I'll find the light To light my way, when I'm scared losing ground
When my world is going crazy you can turn it all around And when I'm down you're there pushing me to the top You're always there giving me all you've got For a shield, from the storm for a friend, for a love
To keep me safe and warm, I turn to you For the strength to be strong, for the will to carry on For everything you do, for everything that's true, I turn to you When I lose the will to win
I just reach for you and I can reach the sky again I can do anything 'cause your love is so amazing 'Cause your love inspires me And when I need a friend you're always on my side
Giving me faith taking me through the night For the arms to be my shelter through all the rain For truth that will never change for someone to lean on But for a heart I can rely on through anything
For the one who I can run to I turn to you Warren, Diane; I dedicate this to my father (Sualman), my mother ( Sumarti), my brothers (Danang, Silih, Dono, Rendra), my sisters (Tuti, Susi), Mas Adith and to all my beloved friends
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ACKNOWLEDGEMENTS
My deepest gratitude is addressed to Allah S.W.T who guides me all the time and gives me strength to finish this work, for the blessing by sending me great people and make my life so great and wonderful.
I dedicate my deepest gratitude and appreciation to my sponsor, Mr. Y.B
Gunawan, M.A for the guidance, corrections, advice, criticism to improve the
thesis, and for the support and encouragement to finish the thesis soon.I would like to say thank you to my beloved parents, Bapak Sualman and
Ibu Sumarti thanks for struggling very hard and send me to school till I achieve
this degree. For my sisters, Mba Tuti and Mba Susi thanks for being nice friends to share. For my brothers Mas Danang, Mas Silih, Mas Dono, and Rendra thanks for nice jokes support and being good friends so I feel comfortable being at home. I thank to God for sending me to this lovely family.
My high appreciation goes to Mr. Yanto, the Manager of Banyu sumilir. Thanks for giving permission to conduct a research in Banyu Sumilir and let the guides and instructors in Banyu Sumilir be the respondents of my research.
I would like to say thanks to Ms. Murti, Mr. Andre, Ms. Mita, Bu
Yuseve, and Mr. Nugraha for giving opinions and suggestion to my design
materials. It is very useful to improve the materials. I would like to thank other PBI’s teaching staff who educated me, shared their knowledge and guided me during my study. I also address my sincere gratitude to Sr. Margaret SCJ who is willing to correct my grammatical mistakes. For the staff of PBI secretariat, Mba Tari and Mba Dani thank you for the good services related to my study.
My deepest thanks go to my friends in KKN (Riko, Novi, Gustin,
Hendrik, Angga, Duma, Tia, Thomas, Yunika), my friends in PPL (Hening,
Ayu, Herlin, Yanti, Tuti), my friends in SPD (Oki, Maya, Tya, Dian, Joni,
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Deeply from my heart I want to address my gratitude to my best friends (Dita, Tami, and Maya) who are willing to give their time to share happiness, sadness and to support one another. For all my friends in PBI especially from 2004 thank you for the very nice friendship. Every moment we share will be unforgettable.
At last but not the least, I would like to say thank you to Mas Adith, for always giving me support, keeping asking me about the progress of my thesis, giving me unpredictable but brilliant idea, and thanks for being by my side during the hard times.
Finally I would like to say thank you to everyone who helps me during the process of finishing my thesis.
Retno Sukesi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS
TITLE PAGE ................................................................................................. .i APPROVAL PAGES .................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ............................................ iv
LEMBAR PERYNYATAAN PERSETUJUAN PUBLIKASI ............................ v
ABSTRACT.................................................................................................. vi
ABSTRAK .................................................................................................... viii
DEDICATION PAGE................................................................................... .x ACKNOWLEDGMENTS ........................................................................... .xi TABLE OF CONTENTS............................................................................xiii LIST OF TABLES ...................................................................................... xvi LIST OF FIGURES ................................................................................... xvii LIST OF APPENDICES ...........................................................................xviii
CHAPTER I. INTRODUCTION 1 A. Background ..................................................................................... 1 B. Problem Identification ...................................................................... 4 C. Problem Limitation........................................................................... 5 D. Problem Formulation ....................................................................... 5 E. Research Objectives.......................................................................... 6 F. Research Benefits.............................................................................. 6 G. Definition of Terms.......................................................................... 7
CHAPTER II. REVIEW OF RELATED LITERATURE 9
A. Theoretical Description .................................................................... 9a. The Nature of Speaking….................................................. .17
b. The process of Speaking ..................................................... 17
c. The Principles of teaching speaking…................................ 18
d. Activities ............................................................................. 19
3. Communicative Language Teaching........................................ .21
a. Characteristics of CLT ........................................................ 22
b. Learners’ and teacher’s role ................................................ 24
c. The role of Instructional Materials in CLT ......................... 25
d. Theory of Learning ............................................................. 26
e. Types of Learning and Teaching Activities ....................... .26
4. English for Specific Purpose..................................................... 27
a. The reasons that initiate ESP program ................................ 27
b. The characteristics of ESP program.................................... 29
5. Syllabus .................................................................................... .31
B. Theoretical Framework .................................................................. 34
CHAPTER III. METHODOLOGY 38
A. Research Method............................................................................ 38 B. Research Respondent...................................................................... 43 C. Setting............................................................................................. 44 D. Research Instruments ..................................................................... 44 E. Data Gathering Technique.............................................................. 45 F. Research Procedure......................................................................... 46CHAPTER IV. RESULTS AND DISCUSSIONS 49
A. The Elaboration of steps in designing the materials ..................... 49 B. Result of Survey Research.............................................................. 64PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V. CONCLUSIONS AND SUGGESTIONS 75
A. Conclusions ................................................................................... 75 B. Suggestions..................................................................................... 78 REFERENCES79 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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LIST OF TABLES 1.
Basic Competence…………………………………………… 54 2. Learning Indicators……………………..……………………..56 3. The data of the respondents…………………………………...69 4. Result of the Survey on the designed materials….……………70
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LIST OF FIGURES 1.
Kemp’s Model………………………………………………….13 2. Yalden’s Model………………………………………………...14 3. The similarities between the writer’s model and R & D……….42 4. Unit materials…………………………………………………...63
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Appendix 1: Surat Ijin Penelitian Appendix 2:
Questionnaire for Needs Survey………………………………80
Appendix 3:Questionnaire for Material Evaluation………………………..83
Appendix 4:Overview…………………………………………….………..85
Appendix 5:Syllabus……………………………………………………….90
Appendix 6:Lesson Plan……………………………………………………97
Appendix 7:Presentation of the Designed Materials………………………105
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CHAPTER I INTRODUCTION This chapter covers the background of the study, problem limitation, problem Formulation, Objectives of the study Benefits of the Study, and Definition of the
terms, which includes designing a set of English materials, Speaking, outbound, instructors, and communicative Language Teaching.
A. Background of Study
In these recent years the Indonesian government focuses on developing tourism. Indonesia tries to attract foreigners to come to Indonesia. The latest program is Visit Indonesia 2008. This program shows that the government seriously invites foreigners to come to Indonesia. Attracting people to come means that Indonesia has to provide attractions to satisfy the guests. Right now Indonesia is concerned about developing the tourism aspects.
The government tries to give a stimulus to any region to develop their potential. It is hoped that tourists who come to Indonesia will have many alternative places to visit. The government’s effort shows significant results. The number of foreigners who come to Indonesia has increased tremendously. Foreigners are interested to see tourist objects in Indonesia. In Indonesia there are lots of interesting
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2 and many others. Unfortunately now the interest is not only put on the objects itself. It is not enough for the visitors just to come and see and go back home without any experience of cultures.
Now Sleman, one of the regencies in Yogyakarta, tries to support the government’s effort to invite as many foreigners as possible. Sleman focuses on developing a tourism village as a new innovation of tourism. Tourism village is hoped to offer different attractions for visitors. The area which is located far away from the city and crowd is hoped to be a suitable place for those who want to feel different atmosphere. In tourism village, visitors not only enjoy seeing the object but also get involved in the villagers activities. It will give them new experiences.
Banyu Sumilir, one of the tourism objects which is located in Desa Wisata Sorowulan offers attractions. There visitors are involved in many activities, and one of which is games. Banyu Sumilir provides a lot of challenging games for visitors both for individual and team. The games do not merely give fun to visitors but it has something to learn, such as leadership, concentration, and cooperation. Visitors will be safe because it is completed with security facilities and is guided by professional instructors.
The activities in Banyu Sumilir are not only focused on games but also on villagers’ daily activities. Since Banyu Sumilir is located in Desa Wisata, visitors can enjoy the other tourism objects in this area. Sorowulan is one of the tourism objects in Sleman. It has been developed since 2002. People in this village are trying to develop
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3 (Aseli, Lokal, Unik and Indah). During the past six years there has been lots of visitors come to Sorowulan from both local and International. They can enjoy all the activities and facilities provided in this village at a reasonable price.
In the development of Banyu Sumilir, the owner promotes Banyu Sumilir not only in Indonesia but also in other countries. It brings a new problem since there are no guides or instructors who are able to speak English fluently. It becomes a serious problem because the guides and the instructors are those who are in charge of accompanying and guiding visitors. They have to explain all the activities and things related to the village. If the visitors come from other countries, of course, the explanation is conveyed in English.
In Banyu Sumilir, the guides and instructors have different roles. They become instructors when they have to be facilitators in playing games, and they will change their role as guides when they have to guide tourists. Both instructors and guides have to be able to give clear instructions and explanations to tourists. That is why being able to speak English fluently is very important.
Considering that English is very important for the guides and instructors, the writer is interested to design a set of teaching speaking materials for guides and instructors in Banyu Sumilir. In designing the materials the writer will use Communicative Language Teaching approach. The writer thinks that CLT is a suitable approach since the goal of the program is being able to communicate in English. Brown (1994: 245) offers the interconnected characteristic of CLT:
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4 Communicative competence is the focus of the classroom goals and not restricted to grammatical or linguistic competence.
Communicative Language Teaching is an approach that can be applied in English Language teaching as a second language. Since this study focuses on teaching speaking skill to enable the learners to be able to communicate with foreigners, CLT is the appropriate basic theory for language teaching methodology to be applied in this study.
B. Problem Identification
Being able to speak English is very important. The real world requires that everybody is supposed to be able to speak in English. Those who are not able to communicate in English will lose out in the competition. From the background of this study we can see that a good service is badly needed. In this case, giving a good service means being able to speak English in order to serve foreign tourists during their vacation in the village.
One of the principles of tourism village is that all the services are done by the villagers themselves, including the guides if there are visitors from other countries.
From the background it can be seen that the problem in the development of tourism village and Banyu Sumilir is that the villagers and the instructors are not able to speak English.
From the background above the writer identifies a problem that Banyu
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5 communicate in English. In this study the writer tries to develop materials for guides and instructors in Banyu Sumilir.
C. Problem Limitation
This study is limited to the teaching of speaking materials for instructors in Banyu Sumilir and the materials focus on how to guide tourists to do games and activities conveyed in English..
To be able to give a satisfying service to the guests, the guides should be able to know what the guests need. In this case the ability to communicate in English is much needed. Guides should be able to use English properly. This means that they have to know how to use English in their daily work.
Considering the importance of English for tourist guides, the writer tries to develop speaking materials for guides and instructors in Banyu Sumilir.
D. Problem Formulation
Based on the background, problem identification and problem limitation above, the problems of this study are formulated as follows:
1. How is a set of English speaking materials for guides and outbond instructors in Banyu Sumilir using Communicative Language Teaching designed? 2. What does the designed set of materials look like?
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6
E. Research objectives
The objective of the study is to find out how designing a set of English speaking materials for guides and instructors using Communicative Language Teaching in Banyu Sumilir is designed and to present the designed set of English speaking materials.
F. Research Benefits
The writer hopes that this study will give benefit as follows: 1.
For English teachers This study can be used as a guideline to teach speaking especially for English for specific purpose
2. For guides and the instructors This research can be used as a means to improve English speaking skill
3. For Banyu Sumilir If the instructors and the guides are able to speak English they can promote Banyu Sumilir to other countries.
4. For the writer For the writer herself, this study will give additional knowledge to improve her skills in teaching and material design.
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7
G. Definition of terms
In order to have a clear understanding of the study, the writer includes some definitions of important terms. Those are:
1. Design
Instructional design is a systematic planning of instruction in which attention is given to the related elements (Kusumo & Willis, 1989: 55). Designing also means instruction development. Instruction development is managing the planning, development, and implementation procedure for instruction or training (Kusumo & Willis, 1989: 55).
Design is the general arrangement of a developed plan to guides educational activity in situation (Howe, 1978:230). In this study it means as an overall plan to facilitate teaching learning activities in the classroom. In this study, designing means a process of making materials, activities which is begun with a theory in order to achieve a certain goal.
2. Speaking
Speaking is the process in which people address each other to form their communication process (Joyce, 1980: 242). In this study speaking is used by tourist guides to communicate with foreigners.
3. Guides and Instructors
Guides and Instructors are those who are responsible to accompany visitors during the trip. They have to give explanation to the visitors about the activities they
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4. Communicative Language Teaching
According to Richards and Rodgers (1986: 64) CLT opens up wider perspective on language. They consider language not only in terms of its structure, but also in terms of communicative function. CLT also opens up wider perspective on language teaching. In particular, it makes us more strongly aware that it is not enough to teach learners how to manipulate the structure of the foreign language.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter reviews the related literature underlying this study. It consists of
theoretical description and theoretical framework. The theoretical description discusses basic theory of instructional material design, communicative language teaching, speaking skill, ESP and syllabus.
A. Theoretical Description
This part discusses theory of Instructional material design. The first discussion is about models of Instructional Material Design which are used in this research. The next discussion is about Communicative Language Teaching because the design uses CLT approach, and the design concern in speaking skill. Since the study is going to provide materials for a certain group, the writer also discusses the theory of ESP to determine the syllabus.
1. Instructional Design model Hutchinson and Waters state that designing material is creating a set of materials that fits the specific subject area of particular learner. This study follows the models presented by Kemp.
a. Kemp’s Instructional Material Design Model.
According to Kemp, an Instructional Material Design should be able to fulfill
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10 1) Goals, Topic, and General Purpose
Determining goals may be the basic aspect for the understanding and skill the society expect .the basis of instructional planning often straight teacher oriented statement of general purpose of topic (Kemp, 1997) 2). Learner characteristic
In making instructional planning, including selecting topic, determining objectives, and choosing learning activities, an instructional designer should consider learners’ capabilities, learners’ interest in order to adjust the instructional material design with learners’ condition.
a) Academic factor
It includes number of students, academic background, grade point average, level of intelligence scores on standard achievement, motivation for studying the subject, expectation of the course.
b) Social Factor It includes age, maturity, special talent, relation among students, socio-economic factor.
3). Learning objectives Learning objectives concerning with learning as the result of instruction. In order to be the learning guideline, all objectives must be stated in the forms of activities that will guide the learning process.
The benefits of objectives are:
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11 b)
Objective helps the planning team to think in specific term and to organize and sequence the subject matter c)
Objectives provide a basis for evaluating both the students’ learning and the effectiveness of the subject matter.
d) Objectives indicate the type and extent of activities that are required for successfully carrying out the learning.
e) Objectives the best means for communicating to your colleagues, parents and others what is to be taught and learned.( Kemp, 1997)
In other words we can say that objectives tell the students the goal they have to achieve.
4). Subject Content.
Determining the subject content is the next step after the goals and the topics have been stated. In details, subject content includes the organization of the content and the organization of the task. (Kemp, 1997:44) 5). Pre Assessment
This step has two kinds of test. The first one is requisite testing. It is done to determine whether the students already have the background and preparation for the topic. The second one is pre testing. It is aimed to measure which objective have already mastered or achieved. (Kemp, 1997: 51-52) 6). Teaching Learning Activities
Teachers have skill and right to decide what kind of activities and methods for
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12 to a group, individualized learning and teacher-students interaction, as the basic method of the learning activities.
There is a development of teaching learning activities.
a) Presenting information to a group of students at one time than to have each student study the materials independently.
b) Many students learn satisfactorily on their own at their own pace, whereas other students prefer highly structured teaching learning situation in which they are systematically guided through lesson.
c) Making small group interaction in order to give opportunity face to face teacher-student relationship.
7). Support Service This step includes funding, personal, facilities, equipment, tools and time, for the schedule of the instructional plan. (Kemp, 1997:85) Support service should be well prepared to avoid any possible constrain in designing the plan. 8). Evaluation
The test is used to measure whether the materials are successfully implemented for the students or not (Kemp,1997: 91). The teacher should have the criteria of making the test item in order to measure the learning outcome.
In order to know the relationship between the eight elements, the diagram of Kemp’s model can be illustrated in the Figure 1.
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13
Goals, topics and general purpose Learner
Evaluation Characteristics Support Learning Revision
Services Objectives Teaching/
Subject learning Contents activities, resources Pre-
Assessment Figure 1: Kemp’s Instructional Design Model
b. Yalden’s Instructional Materials Design Model In order to understand the process of constructing this type of syllabus, it is by examining the overall process planning a second-language program. Yalden’s stages for the instructional plan can be divided into seven stages (Yalden, 1987: 100).
1. Need survey
2. Description of purpose
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14
4. Production of proto-syllabus
5. Production of pedagogical syllabus
6. Development and implementation of classroom procedures
7. Evaluation
Selec- Prod. of Prod. of
Des-Dev. of
Eva-
tion of cription class proto- pedag.
Need luation
sylla bus room of
pur- syll syll survey type proc. pose
Figure 2: Yalden’s model of language development program (1987: 88)
The explanation of each step is in the following: 1.
Need survey When a need survey is being undertaken there is potentially great deal of information to be gathered (Yalden, 1987: 101). The information includes communication requirements, personal need and motivation and relevant characteristics of learners as well as those of their “partners of learning”. The reason for this information gathering is to understand as much about the learners as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives (Yalden, 1987: 101).
The teacher may make decision on behalf of the learners concerning what interests are general enough for them all, or in which situation the learners will have to survive (Yalden, 1987: 92). One of the instruments that can be used to get specific
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15 information is face-to-face interview. The writer conducts this kind of interview to understand the variety of learners’ expectation.
2. Description of purpose After information of the needs survey was collected, the next step is getting expected and specific purpose of the learners. By identifying the purpose of their needs, the writer could form the appropriate language content from simplest till the wider scope. Robinson (1980) divided general purpose into two kinds of purposes, namely educational and occupational purpose (Yalden, 187: 107). Understanding the learner’s purpose will guide the teacher to design the instructional materials that is suitable in the learner’s field.
3. Selection of development of syllabus type Yalden describes the syllabus as an instrument by which the teacher can achieve a degree of fit between the needs and aims of the learner and the activities that will take place in the classroom. Yalden also has classified as number of communicative syllabus types, such as notional or structural syllabus that focus on the grammar understanding, functional syllabus that involves developing skill and structural- functional syllabus that involves combination between grammar and skill development (Yalden, 1987: 108).
4. Production of Proto-Syllabus In the communication syllabus type there would be a lot of elements to be
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16 functions, discourse and rhetorical skill, variety of language, role sets and communicative events as well as grammar and lexis.
5. Production of Pedagogical syllabus The pedagogical syllabus provides a repertoire of words and phrases chosen as exponents of functional and suitable to the topics identified as important to the learners (Yalden, 1987: 143-144). Such syllabus creates a convenience in terms of the matched between the knowledge and appropriate content and teaching technique, the learner’s actual purpose and needs in the classroom.
6. Development and Implementation of Classroom Procedure Yalden (1987: 89) gave a brief description on the development and implementation of classroom procedure that can be divided into: a.
Selection of exercise type and teaching techniques b. Preparation of lesson plans c. Preparation of weekly schedules
Those three procedures are meant to be monitored weekly by the teacher to assess the classroom progress.
7. Evaluation Evaluation stage relates to the students, program and teaching according to
Yalden. These elements refer to students’ performance, reassessment of the content and revised of the material and methodological procedures.
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17 From the above points, Yalden stages are started from the importance of conducting communicative need survey from whom the program is prepared. Those stages represent discrete operations for the sake of clarity in Yalden’s model.
In this study the writer combined those two models to determine the steps in designing the materials. The writer took some steps from Kemp’s model and some steps from Yalden’s model.
2. Teaching Speaking Skill This part will discuss the basic theory of speaking skill. There are three parts that are going to be discussed in this section. Those are: a. The Nature of Speaking
First of all, spoken language and written language are different basically. Brown and Yule as quoted by Nunan (1989:26-27) discuss the difference between them.
Written language is characterized by well-formed sentences, which are integrated into highly structured paragraphs. On the other hand, spoken language consists of short, often fragmentary utterances, in a range of pronunciations. It is a skill that generally has to be learned and practiced.
b. The process of speaking Rivers (1968: 158) states that learning a foreign language is more than learning a description of it. Instead the process of speaking and listening are involved.
Therefore we have to know what is involved in speaking process.
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18 Through speech, someone expresses his emotion, communicates his intention, reacts to other persons situation, influences other people, and finally enables him to examine, and rearrange impression and association so that he involves new relationships and purposes. ( Rivers, 1986: 162) c. The Principle of Teaching Speaking
Teaching speaking skill can not be separated from the idea of teaching communicative ability. Communicative ability is the production of specifies ability to communicate in target language. (Paulston and Bruder, 1976: 56)
The principles of teaching speaking will be clarified as follows: 1)
Be aware of the differences between second language and foreign language learning context.
A foreign language context is one where the target language is not the language of communication in the society, while a second language context is one where the target language is the language of communication in the society. Learning speaking is very challenging for the students in Foreign Language because they have very few opportunities to use the target language outside the class.
2) Give students practice with both fluency and accuracy.
Accuracy is the extent to which students’ speech matches what people actually say when they use the target language. Fluency is the extent to which speakers use the language quickly and confidently with few hesitation and unnatural pauses. In this principle the teacher can not constantly interrupt the learners to correct their errors.
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19 3)
Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.
Pair work and group work activities can be used to increase the amount of time that learners get to speak in the target language during the lessons.
4) Plan speaking tasks that involve negotiation for meaning
Research suggests that learners make progress by communicating in the target language because interaction necessarily involves trying to understand and make your self understood. It involves checking to see if you’ve understood what someone has said, clarifying your understanding, and confirming that someone has understood your meaning. 5)
Designing classroom activities that involves guidance and practice in both transactional and interactional speaking.
Interactional speech is communicating with someone for social purpose. Transactional speech involves communicating to get something done. According to Nunan, interactional speech is much more fluid and unpredictable than transactional speech.
The writer needs to understand the principles of teaching speaking to be bale to apply suitable method in conducting teaching learning process. These principles will be used as a guide in conducting the lesson.
d. Activities 1)
Questions and answers
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20 The aim of this activity is for the learners to discover their classmates’ secret choices. This activity can be used to practice almost any structure, function or notion. 2)
Dialogue and role-play By doing role-play the learners may participate more willingly and learn more thoroughly than when they are told to repeat a given dialogue in pairs or in a group.
3) Matching activities.
The task for the learners is to recognize matching items, or to complete pairs or sets.
4) Communicative activities
This activity is designed to encourage the learners to practice communication strategies like paraphrasing, using gesture, and asking for feedback.
5) Pictures and picture stories Communication activities can be stimulated through the use of pictures.
6) Puzzles and problems
This requires the learners to make guess, draw from their general knowledge and personal experience, use their imagination and test their power of logical reasoning. 7) discussion and decision This requires the learners to collect and share information to reach a decision.
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21 The writer will apply most of these activities in the design materials since the focus of the study is to teach speaking skill. Questions and answers activity will be applied in information gap activity. The learners need to ask questions to their friends to complete the information. Dialogue and role-play is very useful to be applied. The learners will practice some of the activities similarly with the real situation.