Designing integrated English materials based on the communicative approach for hotel staffs - USD Repository
DESIGNING INTEGRATED ENGLISH MATERIALS
BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By:
Christina Maya Puspita
041214030
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
DESIGNING INTEGRATED ENGLISH MATERIALS
BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By:
Christina Maya Puspita
041214030
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
A Sarjana Pendidikan Thesis on
DESIGNING INTEGRATED ENGLISH MATERIALS BASED ON THE COMMUNICATIVE APPROACH FOR HOTEL STAFFS
Prepared and Presented by Christina Maya Puspita
041214030 Approved by:
Gregorius Punto Aji, S.Pd., M.Hum. December 11, 2009 Advisor
A Sarjana Pendidikan Thesis on
DESIGNING INTEGRATED ENGLISH MATERIALS
BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
Prepared and Presented by Christina Maya Puspita
041214030 Defended before the Board of Examiners on January 13, 2010 and Declared Acceptable
Board of Examiners
Chairman : A. Hardi Prasetyo, S.Pd., M.A. ____________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________ Member : Gregorius Punto Aji, S Pd., M.Hum. ____________ Member : Dr. Retno Muljani, M.Pd. ____________ Member : Made Frida Yulia, S.Pd., M.Pd. ____________
Yogyakarta, January 13, 2010 Faculty of Teachers Training and Education
Sanata Dharma University Dean,
Rainbow of Love
What you are going through
You might not understand
But one thing you must keep in heart
Beautiful are all that God gives
My Lord will never give a poisonous snake
To those who ask for bread
The obstacles you are going through
Will never go beyond your strength
God’s hand is weaving
A magnificent and glorious masterpiece
The time will eventually come
When you finally see His rainbow of love
[Adapted and translated from song “Pelangi Kasih” by Maria Shandi]
I dedicate this thesis to those, whom I love much,
My incredible father and mother My beloved brothers and sistersMy amazing true love
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, December 11, 2009 The writer,
Christina Maya Puspita 041214030
ABSTRACT
Puspita, Christina Maya. 2009. Designing Integrated English Materials Based
on the Communicative Approach for Hotel Staffs. Yogyakarta: English
Education Study Program, Sanata Dharma University.Hospitality industry is one of working area which needs English mastery. In hotels, there are many foreign guests. The hotel staffs experience direct English communication; it means they need communicative English. However, since the hotel staffs are varied from many divisions, it turned out that writing and reading skills were also needed, not only speaking and listening skills. In fact, almost all of the materials they had learnt were dealing with tenses, vocabulary and focused more on only one language skill. Considering that fact, this study is then aimed at helping to provide interesting and suitable materials and improve their communicative ability both orally and written by designing integrated English materials based on communicative approach for the hotel staffs.
The problem of the study is formulated as: “what is the ideal design of integrated English materials based on the communicative approach for hotel staffs?” This study used Educational Research and Development (R & D) which was adapted into five steps namely research and information collecting, developing preliminary form of product, preliminary field testing, main product revision and main field testing. This study also adapted Kemp’s instructional design model and considered relevant theories related to integrated materials, communicative approach, English for Specific Purposes and learners’ characteristics to design the integrated materials based on the communicative approach for hotel staffs.
Having designed and implemented the materials, conclusions could be drawn. The ideal design of integrated English materials based on the communicative approach for hotel staffs was materials design which was based on data of learners’ needs, relevant and suitable materials, and variety of tasks that reflected the principles of communicative approach, materials evaluation and revision. More importantly, this design is ideal since it was developed through a research in which it was implemented in real classroom and gets feedback from the participants of the real classroom implementation. Finally the writer hopes that the designed materials would inspire English teachers especially English instructors who teach English for Specific Purposes and further researcher to provide more attractive and interesting integrated materials and apply them in real classroom using various techniques.
ABSTRAK
Puspita, Christina Maya. 2009. Designing Integrated English Materials Based
on the Communicative Approach for Hotel Staffs. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Hotel adalah salah satu bidang pekerjaan yang memerlukan penguasaan Bahasa Inggris. Banyak tamu luar negeri yang terdapat di hotel. Staf hotel mengalami komunikasi Bahasa Inggris langsung, yang artinya mereka membutuhkan bahasa Inggris yang komunikatif. Bagaimanapun, karena staf hotel terdiri dari bermacam-macam divisi, ternyata diketahui bahwa kemampuan menulis dan membaca juga diperlukan, tidak hanya kemampuan berbicara dan mendengarkan. Kenyataanya, hampir semua materi yang sudah pernah mereka pelajari berhubungan dengan tenses, kosakata dan memusat hanya pada satu ketrampilan berbahasa. Mempertimbangkan hal itu, studi ini bertujuan membantu menyediakan materi yang tepat dan menarik serta meningkatkan kemampuan komunikatif mereka baik secara lisan dan tulisan dengan membuat materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel.
Permasalahan dalam studi ini diformulasikan sebagai berikut: “Seperti apa desain materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel yang ideal itu?” Studi ini menggunakan metode penelitian dan pengembangan (R & D) yang diadaptasi menjadi lima langkah yaitu penelitian dan pengumpulan informasi, mengembangkan persiapan materi, evaluasi, revisi dan penerapan materi di kelas. Studi ini juga mengadaptasi model design materi Kemp dan mempertimbangkan teori yang berhubungan dengan materi terpadu, pendekatan komunikatif, English for Specific Purpose dan karakteristik siswa untuk mendesain materi terpadu berdasarkan pendekatan komunikatif untuk staf hotel.
Setelah membuat dan menerapkan materi, dapat diambil kesimpulan. Desain materi bahasa Inggris terpadu berdasarkan pendekatan komunikatif untuk staf hotel yang ideal adalah desain materi yang berdasarkan kebutuhan siswa, materi yang sesuai, aktivitas yang bervariasi, evaluasi materi dan revisi. Terlebih lagi desain ini dikembangkan berdasarkan data yang diperoleh melalui penelitian dan telah diterapkan di kelas dan memperoleh feedback dari peserta penerapan dikelas. Akhirnya penulis berharap agar studi ini menginspirasi para guru bahasa Inggris khususnya instruktur bahasa Inggris yang mengajar English for Specific
Purposes dan peneliti yang akan datang untuk menyediakan materi terpadu yang
lebih menarik dan menerapkannya di kelas dengan teknik pengajaran yang bervariasi.
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma Nama : Christina Maya Puspita Nomor Mahasiswa : 041214030 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING INTEGRATED ENGLISH MATERIALS
BASED ON THE COMMUNICATIVE APPROACH
FOR HOTEL STAFFS
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 25 Januari 2010 Yang menyatakan Christina Maya Puspita
ACKNOWLEDGEMENTS
I would like to dedicate my first gratitude to the Owner of the greatest love in the universe, my Lord Jesus Christ, for being the most faithful friend of mine and giving me the spirit of love and life, marvelous mercy, amazing miracles, everlasting blessing, and guidance so I can accomplish my thesis.
My special thanks go to my dearest people in my life, my beloved father,
M.A. Suroto and my greatest mother, M.M. Sri Lestari, for their sincere love,
care, prayers, trust, patience, moral and financial supports. I beg them a big forgiveness for making them very worried about my thesis. I also thank to my beloved brothers and sisters, Mas Iwan, Mas Endra, Mbak Itta and Mbak Novi, for their everlasting supports and for always encouraging me during this tough but unforgettable process to finish my study successfully. My sweetest thanks are addressed to my cute nephews, Arlo and Yoza, my cute niece, Karenina, who make my life colorful with their tears and laughter.
I owe great debt to my advisor, Gregorius Punto Aji, S.Pd., M.Hum., who has willingly devoted his time to guide, read, correct and give feedback to improve my thesis. I am deeply grateful to Ag. Hardi Prasetyo, SPd., M.A., the head of English Language Education Study Program for giving me permission to conduct the study. I would also express my appreciation to Christina Lhaksmita
Anandari S.Pd., M.Ed. and Yuseva Ariyani Iswandari S.Pd., M.Ed. for the
suggestion and criticism and to all lecturers and staff of PBI and of Sanata Dharma University.
My gratitude also goes to Bapak Edi Sasmita, HRD manager and
Bapak Wulan Y.W., HRD staff of Santika Hotel Yogyakarta, who have
permitted me to do the research, arranged and allowed me to use the available media. My thanks go to all of the respondents for being the subjects of the study and for the participation and cooperation.
My special gratitude is addressed to my beloved best friend, Yasinta
Yerry, who always becomes my true friend to face this life. I thank her for having
accompanied me during my hard times and for having fulfilled my life with joys and laughter. Gratitude also goes to those who have colored my life and supported me, my wonderful friends; Dwi, Diah, for accompanying me through every single beautiful moments, PBI 2004 (Retno, Tami, Dian, Riri, Dita, Rini, Tiwi, Dee
Ndari, Chris, Shinta, Bishop & many others) for always being there whenever I
need. I thank them for giving me motivation, support and unforgettable moments.I deeply thank all my relatives, especially to Vivin, who always forces me to finish my thesis, GARUDA (Oki, Tya, Joni, Putri), KKN (Beni, Jodi, Lukas,
Rusty, Ari, April, Aji, Kenyar). I thank them for the togetherness.
With all my grateful heart, I thank Andreas Budi Wirawan for supporting and encouraging me to finish this thesis and for being my inspiration.
His patience and affection inspire me to be a better and responsible person to pass my hard times.
My gratitude also goes to those whom I cannot mention by names. I would like to thank them for their support, guidance and encouragement.
TABLE OF CONTENTS
page TITLE PAGE………………………………………………………………. i PAGES OF APPROVAL …………………………………………............. iiPAGE OF DEDICATION…………………………………………………. iv
STATEMENT OF WORK’S ORIGINALITY…………………………… vABSTRACT ………………………………………………………………… vi
ABSTRAK …………………………………………………………………… vii
LEMBAR PERSETUJUAN PUBLIKASI…………………………………. viii
ACKNOWLEDGEMENTS………………………………………………… ix
TABLE OF CONTENTS …………………………………………………... xi
LIST OF TABLES …………………………………………………............. xv
LIST OF FIGURES ………………………………………………………… xvi
LIST OF APPENDICES …………………………………………………… xvii
CHAPTER I: INTRODUCTION ……………………………………….... 1 A. Background of the Study ……………………………………………... 1 B. Problem Formulation ……………………………………………….. 3 C. Problem Limitation …………………………………………………. 4 D. Research Objective ………………………………………………...... 5 E. Benefits of the Study ………………………………………………… 5 F. Definition of Terms ……………………………………………......... 6
1. Designing………………………………………………………... 6
3. Communicative Approach ……………………………………… 7
4. Hotel Staffs……………………………………………………… 7 5. Ideal Design……………………………………………………..
8 CHAPTER II: REVIEW OF RELATED LITERATURE ………………. 9
A. Theoretical Description ……………………………………………… 9
1. Instructional Design Model……………………………………… 9
a. Kemp’s Model………………………………………………. 9
b. Educational Research and Development……………………. 15
2. English for Specific Purposes …………………………………… 18
a. The Origins of English for Specific Purposes……………….. 18
b. The Characteristics of English for Specific Purposes ……….. 20
c. The Categorization of English for Specific Purposes……….. 21
d. English for Vocational Purpose ……………………………... 22
e. English for Hotel Staffs…………………………………….... 24
3. Integrated Materials ……………………………………………... 25
4. Nature of Communicative Approach …………………………… 27
5. The Syllabus…………………………………………………….. 30
B. Theoretical Framework ……………………………………………… 34
CHAPTER III: RESEARCH METHODOLOGY ……………………….. 36
A. Research Method ……………………………………………………. 36 B. Research Participants ………………………………………………... 40 C. Research Instruments ………………………………………………... 412. Interview checklist………………………………………………. 42
D. Data Gathering Technique …………………………………………... 42
E. Data Analysis Technique ……………………………………………. 43
F. Research Procedures ………………………………………………… 43
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ………….. 47 A. Learners’ Needs………………………………………………………. 47 B. Goal, General Purposes, Topics and Specific Learning Objectives……………………………………………………………. 54
1. Goal and General Purposes ……………………………………... 54
2. Topics……………………………………………………………. 56
3. Specific Learning Objectives……………………………………. 56
4. Teaching Learning Activities and Instructional Resources……………………………………………………….. 62 C. Feedback from Materials Evaluation………………………………..
68
1. Description of the Respondents…………………………………. 69
2. Data Presentation of Materials Evaluation………………………. 70
D. Revision of the Designed Materials…………………………………. 73
E. Feedback from the Classroom Implementation……………………… 74
1. Classroom Implementation………………………………………. 75
2. Description of Participants of Classroom Implementation………. 75
3. Data Presentation of the Feedback from Learners……………….. 77
CHAPTER V: CONCLUSION AND SUGGESTIONS ………………..... 80
A. Conclusions…………………………………………………………… 80
REFERENCES ……………………………………………………………... 84
APPENDICES……………………………………………………………….. 87
LIST OF TABLES
Table pageTable 3.1 Blank Description of the Preliminary Field Testing Participants ....... 41Table 4.1 Summary of HRD Manager’s Interview............................................. 48Table 4.2 Summary of Learners’ Questionnaires (Part 1) .................................. 50Table 4.3 Summary of Learners’ Questionnaires (Part 2) .................................. 51Table 4.4 The General Purposes of the Designed Materials ............................... 55Table 4.5 List of the Topics ................................................................................ 56Table 4.6 The Specific Learning Objectives of the Designed Materials ............ 57Table 4.7 List of Materials Used......................................................................... 63Table 4.8 The Variety of Activities..................................................................... 67Table 4.9 Description of Respondents of the Materials Evaluation.................... 69Table 4.10 Summary of Materials Evaluation Questionnaires (Part 1) .............. 70Table 4.11 Summary of Materials Evaluation Questionnaires (Part 2) .............. 71Table 4.12 Strengths and Weaknesses of the Designed Materials...................... 73Table 4.13 Section Revised and Revision........................................................... 74Table 4.14 Learners’ Personal Data of Santika Hotel Staffs (Part 1) ................. 75Table 4.15 Learners’ Personal Data of Santika Hotel Staffs (Part 1) ................. 76Table 4.16 Summary of Learners’ Feedback ...................................................... 77
LIST OF FIGURES
Figure pageFigure 2.1 Kemp’s Instructional Design Model ................................................. 14Figure 2.2 The Branch of English Language Teaching ..................................... 23Figure 2.3 The Writer’s Theoretical Framework ............................................... 35
LIST OF APPENDICES
Appendix pageAppendix A Letter of Permission ...................................................................... 88 Appendix B List of Questions for Interview ...................................................... 90 Appendix C Needs Analysis Questionnaire ....................................................... 92 Appendix D Materials Evaluation Questionnaires.............................................. 95 Appendix E Main Field Testing Questionnaire (Feedback) ............................... 102 Appendix F Samples of Filled-Instruments ........................................................ 104 Appendix G Syllabus and Lesson Plan ............................................................... 111 Appendix H Integrated English Materials based on the Communicative
Approach for Hotel Staffs .............................................................. 126
CHAPTER I INTRODUCTION A. Background of the Study Indonesia as a developing country is making great effort in developing and
enlarging the use of English as foreign language. Considering the significance of English as international language which facilitates communication among people from different countries, English mastery is also needed for people who work in certain working area, not merely for those who are studying at schools. Hospitality industry is one of working area which needs English mastery. In hotels, there are many foreign guests or tourists from various countries. Therefore, hotel staffs have to be able to overcome the differences by communicating in English.
The hotel staffs experience direct English communication; it means they need communicative English. Although each of them had already learnt English, it seems that their ability to communicate in English still needs improvements to face their daily works. The materials given for learning English are not enough to prepare and survive in their working area. Most of the materials that had been given are dealing with tenses and drilling vocabulary. The learners are not encouraged to speak in English. Therefore, when they have to communicate in English, they still face difficulties.
The writer taught English to Santika Hotel staffs twice in the past two years. From that experience, the writer feels the urgency of a better material and their needs. Then the writer investigated more with interviewing the Human Resource Development manager of Santika Hotel Yogyakarta on 25 February 2009. The learners came from several divisions, such as: Front Office, Public Relation, Accounting, Food and Beverages, Housekeeping, Security and Engineering with different English course, they were put in one class. The materials given were focused more on speaking and listening skills. However, since the course participants varied from many divisions, it turned out that writing and reading skills were also needed, for example when public relation staffs had to send emails to the customers.
From this phenomenon, the writer thinks that an integrated material might fit the learners’ needs. By learning all four English skills (listening, speaking, reading, writing), the distinctive needs of all divisions should be fulfilled. For example, front office, food and beverages, housekeeping, security and engineering deal with guests directly which requires the ability to communicate well orally, so the most skills that they need are speaking and listening. On the other hand, public relation, accounting, and front office do not need only speaking and listening skill, but also reading and writing if they need to make an advertisement, website, send and reply email, send facsimile, etc.
Even though some hotel staffs do not really need some of the four skills in their daily work, but with integrated materials, they will have a complete understanding of English which will enable them to communicate with foreign guests both orally and written.
The writer proposes an integrated material as a new breakthrough, since most of the existing designs made for hotel staffs focused more on only one language skill or one job division such as those in the previous study Designing a
Set of Instructional Materials for a Small Hotel Staff to Develop Their Speaking
Ability, Using The Communicative Approach . It was aimed at helping the small
hotel staff only to develop their speaking ability, whereas this study are aimed at helping the learners to develop their all English language skills (listening, reading, speaking, writing) Since the writer here deals with a variety of learners who came from different departments as mentioned above, it is obvious that more than one language skills are required. Therefore, it leads to the importance of an integrated material.
Since most hotel staffs deal with foreign guests in their daily work, thus, the communicate approach might be the most suitable to apply in the design. The writer puts an emphasis on the learners’ ability to communicate in the target language in their daily work. It means that the designed materials are intended to help the learners have the productive skills supported with receptive skills and finally are able to communicate well orally and written as what the communicative approach expects to.
B. Problem Formulation
Considering the background presented above, the problem of this research is formulated as “What is the ideal design of integrated English materials based on
C. Problem Limitation
This study limits the discussion on designing and developing integrated English materials based on the communicative approach for hotel staffs. The use of integrated materials can cover the ability and knowledge to acquire four skills of language. It enables the learners to comprehend and use language in balance, between receptive and productive skills. In addition, using integrated materials can implicate all hotel staffs since the subjects of this study are hotel staffs from various divisions (such as; front office, guest relation officer, accountant, public relation, housekeeping, food and beverage, security, marketing, HRD etc). The consideration is that there is not only just one division plays the most important role in hotel and their needs of English are various, it means that they need all language skills mastery.
This study also limits the discussion on language teaching approach which is focused on the communicative approach. It is such language teaching approach that allows the teachers to apply and use various types of teaching/learning activities so long as it enables learners to attain the communicative objectives. It can make the learners more motivated since the teaching/learning activities including the materials can be selected based on their needs and interests.
This study concerns with four-star Premiere Santika Hotel staffs that often experience direct communication with foreign guests. The four-star hotel is chosen because from the entire hotel exists in Yogyakarta, most tourists who came to Yogyakarta stayed in four-star hotels.
Hopefully, the materials will facilitate the hotel staffs to improve their communicative ability in their daily work.
D. Research Objective
The objective of this research is to make an ideal design of integrated English materials based on the communicative approach for hotel staffs.
E. Benefits of the Study
It is hoped that the results of the research can provide some description about the kind of proper English Instructional Materials for the hotel staffs to support their daily duties.
Finally, the results of the research are expected to bring worth contribution to future teachers, next researchers, and anybody who is interested in communication in hotel industry. And it is especially to facilitate English teachers and the hotel staffs.
1. The English Instructors
This research is expected to be useful for those who want to compose English for Occupational Purpose program for the hotel staffs. Hopefully, the results of this research can be used as an input to create a better program in order to get better results. Furthermore, the English instructors can use the materials to facilitate, teach and guide the hotel staffs in communicative English.
2. The hotel staffs
The hotel staffs will get benefits of the designed materials. It will provide them with English instructional materials that match their needs to communicate with foreign guests in the hotel. By applying these designed materials, it is expected that they can learn, practice and develop their English properly especially in communication with foreign guests.
3. The writer
This study helps her to learn and to know better on how to apply her knowledge and ability to develop teaching and learning activities especially on her concern on appropriate materials for hotel staffs.
F. Definition of terms In this section, some terms used in this study will be defined.
1. Designing It means deciding how something will look like, work, etc, especially by making plans or giving model of it (Oxford Advanced Learner’s Dictionary, 1989:325). According to Hutchinson and Waters (1994:106), designing is defined as creating a now set of materials that fits the learning objectives and specific subject area of particular learners. Design must be purposeful and made firstly before one is doing something. In this study, designing means creating a new set of materials that is appropriate with the learners’ specific needs.
2. Integrated materials Integrated materials refer to a set of instructional materials that cover all four skills of language (Richard & Rodgers, 1988:64). In this study, integrated materials are defined as instructional materials that cover multi- skills, communicative function and expressions that are employed as a means by the teacher to help the learners develop all four skills and to foster English communicative competence.
3. Communicative Approach The term focuses on one approach used in language teaching.
Communicative teaching intends to put communicative competence as the goal of language teaching. To obtain the goal, teaching procedures of four language skills must be developed in such a way that the language learners may acknowledge the language interdependence and communication (Richard and Rogers, 1986: 66). As cited by Madya (1989) the application of communicative approach leads one to consider language in the sense of its structure and of the communicative function it performs (Littlewood, 1981). In this study, communicative approach means approach used in language teaching that puts communicative competence as the goal of language teaching with the development of four language skills.
4. Hotel staffs Hotel staff means a group of people who works in the hotel. It consists of front office, public relation, accounting, food and beverages, housekeeping, security and engineering, guest relation officer, secretary, marketing, human resources development.
5. Ideal design Ideal means a perfect example of something should be like (Longman Advanced American Dictionary). In this study, ideal design does not mean the design which is the best, but the most suitable design because it was made through a research with several steps and also has been implemented in a real classroom with good feedback from the research participants.
CHAPTER II LITERATURE REVIEW The aim of this study is to design integrated materials based on the
communicative approach for hotel staffs. In this chapter, the discussion will be divided into two main parts namely, theoretical description and theoretical framework. The theoretical description is aimed to give foundation in designing the material by reviewing related literature. This section consists of four subchapters, which will discuss (1) Instructional Design Model, (2) English for Specific Purpose, (3) Integrated Materials, (4) Communicative Approach and (5) Syllabus.
The theoretical framework will contain information about the framework in designing the materials.
A. THEORETICAL DESCRIPTION
1. Instructional Design Model
a. Kemp’s Model Kemp (1977:8-9) states that a plan is designed to answer to three questions, which may considered the essential element. The three questions are:
(a) What must be learned? (Objectives) (b) What procedures and resources will work best to reach the desired learning levels? (Activities and resources), and (c) How will we know when this required learning has taken place? (Evaluation)
In this study, the theory of instructional design is needed as the guidance to design the materials. Knowing the theory of instructional design will help the writer to conduct some steps in order to design and develop the materials. The writer would consider this instructional design to design and develop integrated materials based on communicative approach for hotel staffs.
Kemp (1977:8-9) suggests eight elements in designing a program. This model is a flexible process. Interdependence is found among the eight elements.
Damayanti (in Totie Soekamto, 1993:28) states that in Kemp’s model the eight parts become a unity and a designer does not have to start from part one. The eight elements can be started with and then move back and forth to the other steps, so the writer can set her own pattern and in some instances it is unnecessary to treat all eight elements.
They are: Step 1. Consider goal, and then list topics, stating the general purpose for teaching each topic.
The designer should consider goals, list topics, and state general purposes of each topic in the textbook he designs. The goals may be derived from the society, the learners, or the subject areas (in Kemp, 1977:14). The topics should be listed and sequenced from simple or concrete levels to complex and more abstract levels. The general purposes should state precise learning objectives. Step 2. Enumerate the important characteristics of the learners for whom the
In this step, the designer should enumerate the important characteristics of the learners for whom the instruction is to be designed. Relating to the characteristics of the learners, Kemp (1977:15) argues that each student should be recognized and respected as an individual learner. Even ideally, each person should be assisted in pursuing learning at his or her own pace, and with his or her own selection of learning experiences and materials. And to serve both the group and individual learner, the designer must obtain information about the learner’s capabilities, needs, and interests. These considerations should affect the emphasis in instructional planning, including the selection of topics and the level at which topics are introduced, the choice and sequence of objectives, the depth of treatment, and the variety of learning activities.
Step 3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.
The designer should specify the learning objectives to be achieved in terms of measurable student behavioral outcomes. Kemp (1977:23) conveys that all objectives must be stated in terms of activities that will best promote learning. There are three categories of objectives for learning that can be grouped. The first is cognitive domain. This category includes objectives which concerning knowledge and information. The second is psychomotor domain. This category includes objectives that care for the skills requiring use and coordination of manipulating and constructing. The third is affective domain. This category involves objectives which concerning attitudes, appreciations, values, and all emotions. Step 4. List the subject content to support each objective.
In this step, the designer should list the subject contents that support each objective. The subject contents, according to Kemp (1977:44), must be closely related to the objectives and the students’ needs. The subject contents comprise the selection or organization of the specific knowledge (fact and information), skills (step-by-step procedures, conditioning, and requirements), and attitudinal factors of any topics.
Step 5. Develop pre-assessment to determine the student’s background and present level of knowledge about the topic.
The designer develops pre-assessments to determine the learner’s background and preset level of knowledge about the topic. The pre- assessment consists of a prerequisite test that “determines whether learners have appropriate background preparation for the topic” and pretest that “determines which of the objectives learners may have already achieved” (Kemp 1987:51). Besides, there is a final evaluation test called a posttest. Kemp further finds that some authorities recommend using the actual evaluation tests (or modified forms of the) for both pretest and final evaluation. Step 6. Select teaching or learning activities and instructional resources that will
The designer selects teaching/learning activities and instructional media that will treat the subject contents so that the learners will accomplish the objectives. Kemp suggests that the designer must determine the most efficient and effective method and then select the materials to provide learning experiences that will utilize the content associated with each objective.
Step 7. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
In this study, support services for implementing activities and producing materials include matter related to budget, facilities, equipment and personnel whose time must be scheduled for participation in the instructional plan (Kemp, 1977: 84). These support services must be considered at the same time when the instructional plan is made and the materials is selected.
Step 8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that need improvement. The designer evaluates learner’s learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plans that need improvement.
In order to know the relationship between the eight elements, the diagram
Goal, topic, general purposes Learners’
Evaluation characteristics Learning Supporting
Revision
objectives services Learning
Subject activities, content resources
Pre- assessment
Figure 2.1 Kemp’s Instructional Design Model:
The Relationship of Each Step in the Plan to the Other Step
(Kemp, 1977:9)
From the figure above, we can see that there are two types of lines. The first type is the normal lines show interdependences among the eight elements.