Designing a set of instructional speaking materials for D`Cokro Hotel and Homestay staff - USD Repository
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DESIGNING A SET OF INSTRUCTIONAL
SPEAKING MATERIALS FOR D’COKRO HOTEL
AND HOMESTAY STAFF
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Y. Bambang. S. T
Student Number: 05 1214 061
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE ARTS AND EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
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ABSTRACT Triyono, Yoseph Bambang Sulistyanto. 2010. Designing a Set of Instructional
Speaking Material for D’Cokro Hotel and Homestay Staff . Yogyakarta: English
Language Education Study Program. Sanata Dharma University.English mastery is a must for the hotel staff. Nowadays, many foreigners come to visit Yogyakarta and lack of English mastery will dispromote the hotel. This study is attempted to design a set of speaking material that will help hotel staff to learn English.
This research was conducted to design a set of instructional speaking materials for hotel staff. There were two problems in this research. The first is how a set of instructional speaking material for hotel staff is designed. The second is what a set of instructional speaking materials for hotel staff looks like.
To answer the research questions, the researcher applied R&D cycle (Research and development method). There were seven steps applied by the researcher. The first step was conducting need survey. The second step was deciding goals, topics and general purposes. The third step was deciding learning objectives. The fourth step was selecting syllabus type. The fifth step was deciding subject content. The sixth step was selecting activities and developing materials. And the last step was evaluation and revision.
To develop the designed materials, the researcher distributed questionnaires to
12 D’Cokro Hotel and Homestay staff and also interviewed the manager of D’Cokro hotel and Homestay staff. These were done to get the need survey and to design the materials. After the materials designed, the researcher distributed questionnaires to 4 respondents (two lecturers from Sanata Dharma University, one English instructor from ELTI and one Junior High School teacher) to obtain opinions, suggestions and comments towards the designed materials. The data from the respondents then being analyzed. The result showed mean 3,75 from the total points 4, and this means that the designed material was acceptable.
To answer the second question, the researcher presented the final version of the designed materials. This final version is presented after some revisions from opinions, suggestions and comments from the respondents. There are eight units in this designed material. They are “How do you do?”, “Good morning, I want to reserve a room…”, “Would you help me?”, “Do you need some help?”, “He has…”, “What is this?”, “How do you get to…”, “I think there is something wrong with the food…”. There are five sections in each unit, Getting started, Try this out!, Check this
out! , Play the game and Share it out. Since hotel staff have very limited time to study
formally in classroom, the examples of conversations was recordeed in video so that the students can practice it at home.
Finally, the researcher hopes that the designed materials will be beneficial for the students to improve their speaking skills and for teacher to be applied in teaching learning process.
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ABSTRAK
Triyono, Yoseph Bambang Sulistyanto. 2010. Designing a Set of Instructional
Speaking Material for D’Cokro Hotel and Homestay Staff . Yogyakarta: Program
Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Penguasaan bahasa Inggris adalah sebuah keharusan bagi staf hotel. Oleh sebab itu, penelitian ini dimaksudkan untuk merancang seperangkat materi speaking yang akan memudahkan para staf hotel untuk mempelajari Bahasa Inggris.
Penelitian ini dilaksanakan untuk merancang seperangkat materi speaking untuk staf hotel. Ada dua permasalahan yang ingin dijawab melalui penelitian ini, yang pertama adalah bagaimana merancang seperangkat materi speaking untuk staf hotel. Sedangkan yang kedua adalah bagaimana bentuk dari seperangkat materi speaking untuk staf hotel?
Untuk menjawab kedua pertanyaan diatas, peneliti menerapkan langkah- langkah dalam R&D (Research and Development). Dalam penelitian ini peneliti menerapkan tujuh langkah. Langkah yang pertama adalah melakukan survey kebutuhan. Langkah kedua adalah menentukan tujuan, topik dan tujuan umum. Langkah ketiga adalah menentukan tujuan khusus. Langkah keempat adalah menentukan jenis silabus. Langkah kelima adalah menentukan subject content. Langkah keenam adalah menentukan aktivitas dan mengembangkan materi. Langkah terakhir adalah mengevaluasi dan merevisi.
Dalam rangka mengembangkan rancangan materi, peneliti membagikan kuisoner kepada 12 staf hotel D’Cokro Hotel and Homestay dan juga mewawancarai manager D’Cokro Hotel and Homestay. Hal ini dilakukan untuk mengetahui kebutuhan dan untuk merancang materi. Setelah materi dirancang, peneliti kemudian membagikan kuisoner kepada 4 responden (dua orang dosen Universitas Sanata Dharma, seorang pengajar di ELTI dan seorang guru Sekolah Menengah Pertama) dan meminta mereka untuk memberikan pendapat, masukan dan komentar terhadap rancangan materi. Data dari para responden kemudian dianalisa. Hasilnya menunjukkan mean sebesar 3,75 dari total 4 poin dan ini menunjukkan bahwa rancangan materi ini diterima oleh para responden.
Untuk menjawab pertanyaan kedua, peneliti memberikan revisi akhir dari rancangan materi. Revisi akhir ini diberikan setelah dibenahi melalui pendapat, masukan dan komentar dari para responden. Ada delapan unit dalam rancangan materi ini. Kedelapan unit itu adalah “How do you do?”, “Good morning, I want to reserve a room…”, “Would you help me?”, “Do you need some help?”, “He has…”, “What is this?”, “How do you get to…”, “I think there is something wrong with the food…”. Disetiap unit terdapat empat sub unit, Getting started, Try this out!, Check
this out! , Play the game and Share it out. Karena minimnya waktu belajar secara
formal di dalam kelas bagi para staf hotel, maka contoh percakapan yang ada di rincian materi ini direkam dalam bentuk video sehingga para murid dapat mempelajari materi-materi yang ada secara mandiri di rumah.
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Akhir kata, peneliti berharap agar semoga rancangan materi ini akan bermanfaat bagi peningkatkan kemampuan speaking (berbicara) para murid dan juga bagi para guru agar dapat diterapkan dan proses belajar mengajar.
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ACKNOWLEDGEMENTS
I would like to give my biggest and deepest gratitude for the Almighty God in Jesus Christ. Because of His blessing I can finally finish this thesis. I will always belong to Jesus and I will always believe that everything will be beautiful in His time.
I would also like to give my gratitude to Caecilia Tutyandari, S.Pd., M.Pd. who patiently has helped me finish my thesis. I would also to give my appreciation to Fauzi Ardian and D’Cokro Hotel and Homestay, Agustinus Hardi Prasetyo, S.Pd., M.A., Chrisoggonus Sidda Maillilang, S.Pd., Nicholaus Eling Lukman Wijaya, and Josephine Sri Purwaningsih, S.Pd. who helped me in designing and evaluating the designed material.
My best gratitude also to my beloved father Yoseph Triyono and my beloved mother Maria Magdalena Alina Rosni who always support me in every condition, give me never ending prayers, love, affection, motivation and sacrifice everything to make S.Pd. finally attached to my name.
I would also thank my dearest Pipit Ardiani Adhi Atmaja S.Farm., Apt. with whom I share the love, joy, happiness, sadness and failure, and for always being my motivator when I am hopeless, my direction when I am lost, my shoulder to cry on when I fail.
I also thank my sister Maria Yosepha Sulistyawati Triyono and my niece Veronica Andhita Sulistyawati for the love and affection. I thank the big family of
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Ignatius Soewardjo who have been waiting patiently for me to finish “the job” and let me be their future member of the family.
I would also thank my “Mawoet gank” (Iwan, Indra, Aan), “Arimbi 2 gank (Singgih, Apin, mas Yanto, Hiroshi) for the friendship and the laughter we shared together, may the friendship be eternal no matter what happen.
Last but not least I would like to thank Intifo crew, the actors and actress (Iwan, Bangkit, Indra, Eddi, Dida, Lusi) for the video (nice results guys!), HAWKEYE ENGLISH COURSE family, ibu Soewarno, JAGIK family, PPL SMAN 1 (Ella, Mega, Dea, Nita, Dida), my 1997 Honda Grand AA 5423 EK, my guitar, Juventus, Italy, Del Piero, Buffon, pito, and everyone who have made me as I am now. May God be with us now and forever.
Yoseph Bambang Sulistyanto Triyono
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS
TITLE PAGE……………………………………………………………………. i PAGES OF APPROVAL………………………………………………………... ii STATEMENT OF WORK’S ORIGINALITY……………………………..….. iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………..….……..… v
ABSTRACT…………………………………………………………………….. vi
ABSTRAK ……………………………………………………………………..… vii
ACKNOWLEDGEMENTS……...………………………………………….….. ix TABLE OF CONTENTS………………………………………………………... xi LIST OF FIGURES……………………………………………………………. . xv LIST OF TABLES……………………………………………………………… xvi
CHAPTER I: INTRODUCTION A. Research Background……………………………………………………... 1 B. Problem Formulation……………………………………………………… 4 C. Problem Limitation………………………………………………………... 4 D. Research Objectives……………………………………………………….. 5 E. Research Benefits………………………………………………………….. 5 F. Definition of Terms………………………………………………………... 5
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1. Model of Instructional Design…………………………………… 8
F. Research Procedures……………………………………………………. 33
E. Data Analysis Technique……………………………………………….. 31
D. Data Gathering Technique..…………………………………………….. 30
C. Research Instruments…………………………………………………… 28
B. Research Participants…………………………………………………… 27
5. Conducting Main Revisions……………………………………. 26
4. Conducting Preliminary Field Test…………………………….. 26
CHAPTER II: REVIEW ON RELATED LITERATURE A. Review On Related Theories……...……………………………………….. 8
2. Planning………………………………………………………… 25
1. Conducting Research and Information Collecting…………….. 25
B. Theoretical Framework…………………………………………………. 21
4. Syllabus…………………………………………………………. 19
3. Task Based Language Teaching………………………………… 17
2. Communicative Language Teaching……………………………. 14
b. Yalden’s Model……………………………………….. 11
a. Kemp’s Model…………………………………………. 8
CHAPTER III: METHODOLOGY A. Research Method…….………………………………………………… 24
3. Developing Preliminary Form of Product....…………………… 26
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CHAPTER IV: RESEARCH RESULTS AND DISCUSSIONS A. Research Results…….……………………………………………………. 35
1. Conducting Research and Information Collecting……………… 35
2. Planning…………………………………………………………… 37
3. Developing Preliminary Form of Product....……………………... 39
4. Conducting Preliminary Field Test……………………………...... 43
5. Conducting Main Revisions…………………………………….... 46
B. Discussions……………………………………………………………….. 47
C. Presentation of the Instructional Material Design………………...…….. 48
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions….………………………………………………………….. 51 B. Suggestions....…………………………………………………………… 52 REFERENCES…..…..………………………………………………………….. 54 APPENDICES………………………………………………………………….. 55 Appendix A: Letter of Permission……………………………………………....56 Appendix B: Transkrip wawancara…………………………………………....58 Appendix C: Kuisioner untuk Karyawan Hotel……………………………….61 Appendix D: Lesson Plan……………………………………………………….64 Appendix E: Syllabus…………………………………………………………...83
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Appendix F: Material Evaluation Questionnaire……………………………..87 Appendix G: Teacher’s Handbook……………………………………………93 Appendix H: Presentation of The Materials………………………………….108
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LIST OF FIGURES
Figure 2.1 Kemp’s Model of Instructional Development…………………11Figure 2.2 Yalden’s Model………………………………………………….14Figure 2.3 Dave and Willis TBT Framework……………………………….17Figure 2.4 Adapted Procedures on DesigningA Set of Instructional Speaking Materials for Hotel Staff……..23
Figure 3.1 the Relation between R&D andInstructional Design Models……………………………………27
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LIST OF TABLES
Table 3.1 Points of Agreements………………………………………31Table 3.2 The Descriptive Statistic of Respondents’ Opinion……….32Table 4.1 Learning Objectives………………………………………..43Table 4.2 The Respondents’ Data……………………………………46Table 4.3 The Respondents’ Opinion on the Designed Material……46Table 4.4 The Overall Presentation of the Designed Material………50PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER I INTRODUCTION In this chapter, the writer would like to present the background of the study,
problem formulation, problem limitation, research objectives, the benefits of the study, and the definition of terms.
A. Research Background
Nowadays, people are accustomed to English. English is not only a supplementary subject, but has become a major subject, even in elementary school.
This phenomena is not strange because English now has become an international language and everybody should master it. It means that English not only deals with general use, but also for specific needs. Hutchinson and Waters (1987) state that “as English becomes the accepted international language of technology and commerce, it creates a new generation of learners who wants to study English specifically based on their needs of learning English.” This new generation of English learners is the person who has no need of learning general English, but they only need specific English. This new generation of English learners realizes that they need English as their ability to help them in their job. One of the fields which need specific English is tourism.
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2 Yogyakarta is one of the tourist destinations in Indonesia. Many foreigners spend their time in Indonesia to study, have holiday or even conduct cultural research.
Foreigners have their own reasons to be in Yogyakarta, but they will always need a place to stay. Hotel is a common place for the foreigners to stay while they are in Yogyakarta.
Because of this reason, it will be very important for hotel staff to master English conversation. English will not be matters for five stars hotel but for three stars hotel it will be matter because many of the staff hotel know English very little.
In order to understand English well, the hotel staff need to learn specific English that will only give them examples of common conversation in hotel situation. For the reason above, the writer needs to analyze the needs of English in order to provide English speaking materials for staff hotel.
D'Cokro Hotel is a three stars boutique hotel which is located in Yogyakarta downtown. It is located in Jl. Taman Siswa 56 Yogyakarta 51151. D'Cokro Hotel was built with the European classic and modern interior design. D'Cokro Hotel has 24 rooms in 2 buildings, which are 12 Arjuna Rooms, 10 Yudhistira Rooms, and 2 Kresna Rooms. Every room is facilitated with AC, Satellite TV, and IDD Phone, and in certain rooms, there are also comfortable balconies and terrace. There is also a lobby lounge that can be used to relax with the family or to serve business colleagues.
Based on the survey that the writer conducted in D’Cokro hotel it was found that the staff had difficulties when they had to interact with foreign guests. The difficulties occured because of their lack of English mastery, especially the speaking
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3 skill. Sometimes the staff knew what the guest asked them, but they did not know how to reply it. But mostly, they did not know what the guest asked them. This would be a major obstacle for the staff because they could not give the best service to the foreign guest.
The situation mentioned previously makes the foreign guests unsatisfied and this could dispromote the hotel. In order to minimize the situation, the hotel staff needs to improve their English, especially their speaking ability. Considering the situation, the writer conducted a study in designing a set of Instructional speaking materials for Hotel staff.
In designing a set of Instructional Speaking material for hotel staff, the writer applied an approach called English for Specific Purposes (ESP). The writer decided to use the approach because the situation was the same as what Hutchinson and Waters (1994:19) proposed that is “English for Specific Purpose is an approach to language teaching in which all decisions, as to content and method, are based on the learners’ reason for learning.” The writer also apply Task based language teaching to accomodate the learning materials.
From the fact in the last paragraph of page 2, it is clear that Hotel staff really need to master English language. There were two problems that can be identified from the situation.
First is the difference of academic background among D’Cokro Hotel and Home stay staff. Most of the staff graduated from hotel and tourism school, but they came from different background. Some of them were from food and beverages,
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4 hospitality, front officer, etc. This is why they have different abilities to speak in English. The front officers, who have to face the guest, are better in speaking, but the rest of the staff is difficult to communicate in English.
The second problem that occurs is the difficulties to find the time to learn English. Hotel staff are busy with their responsibility, so it will be difficult for them have time to learn English formally. So, what they need is an instructional speaking material to help them practice anytime and anywhere. In order to make the hotel staff easier in the learning process, the writer offers a new way in learning English through video. The staff are asked to watch a certain video that illustrates daily situation in hotel which deals with foreigners. The purpose is to give the staff example of English conversation and situation that would help the staff easier in the learning. Video is chosen because it is very useful and enjoyable.
B. Problem Formulation
In this study, the two problems are formulated as follows:
1. How a set of Instructional Speaking Materials for Hotel Staff is designed?
2. What the designed set of materials looks like?
C. Problem Limitation
The problem of this study is limited to the discussion of designing a set of Instructional speaking material for Hotel Staff.
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D. Research Objectives
There are two objectives of this study: 1. to describe the process of designing a set of Instructional speaking materials for
Hotel Staff, 2. to present a set of Instructional speaking materials for Hotel staff.
E. The Benefits of the Study
This study may contribute some benefits for the teaching learning process. It is expected to give benefits to:
1. D’Cokro Hotel and Homestay staff The result of this study may function as a source of learning for D’Cokro Hotel and Homestay Staff to develop their speaking ability and help them to become better in serving their guest, especially foreigners.
2. English Teachers and instructors The result of this study may help the English teachers or instructor as the source of learning.
F. Definition of Terms
To avoid misunderstanding for the readers, there are some terms that are needed to be clarified.
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1. Designing
According to Hutchinson and Waters (1994) designing is “creating a new set of materials that fit the learning objectives and specific subject area of particular learners.” In this study, the materials are designed to be fit to three stars Hotel staff.
2. Instructional Materials
“Instructional materials are materials planned by the teacher for instruction” (Dick and Reiser, 1989:3). In this study, the instructional materials are designed by the designer to help the teacher or instructor focus on the learning objectives.
3. Speaking
Widdowson (1979: 58) says that “speaking is a kind of active and productive interaction that makes us use aural mediums”. Aural mediums are mouth, lips, tongue, and the other oral cavities. Widdowson also emphasizes face-to-face interaction including dialogue or other forms of verbal exchange as an act of communication. If people use non-verbal language in face-to-face interaction, then it is not speaking. In this study, speaking refers to active interaction using aural mediums.
4. D’Cokro Hotel and Homestay D'Cokro Hotel is a boutique hotel which is located in the Yogyakarta downtown.
It is located in Jl. Taman Siswa 56 Yogyakarta 51151.
D'Cokro Hotel is built with the European classic and modern interior design. D'Cokro Hotel has 24 rooms in 2 buildings, which are 12 Arjuna Rooms, 10
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7 Yudhistira Rooms, and 2 Kresna Rooms. Every room is facilitated with AC, Satellite TV, and IDD Phone, and in certain rooms. There are also comfortable balconies and terrace. In certain rooms there is also a lobby lounge that can be used to relax with the family or to serve business colleagues.
5. D’Cokro Hotel and Homestay Staff
D’Cokro Hotel and Homestay has eighteen staff. They are four front officers, seven housekeepers, and two securities, two people in food and beverages service and three people in food and beverages product. Most of them graduated from tourism academy, but three of them are graduated from Senior High School and one of them has S1 degree. Their English mastery is very poor, only the front officers who can speak English while the rest only knows very limited vocabulary.
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CHAPTER II REVIEW ON RELATED LITERATURE This chapter deals with some theories that become the basis for the
discussion. The purpose of this chapter is to obtain the understanding of what the basic principles of the study are, so that the problems stated in the previous chapter can be answered.
In this chapter, there are two major points are discussed. First, the review of related theories that discusses the relevant theories underlying the study. Second is theoretical framework that focuses on the steps in developing a set of English listening materials.
A. Review on Related Theories
1. Models of Instructional Design In this study, there are two models of instructional design which are presented.
The first is Kemp’s model and the second is Yalden’s model.
a. Kemp’s Model The first model of the instructional materials design is proposed by Kemp.
Kemp offers a flexible model. This is the strength of Kemp’s model. It lies on the existence of the concept that design and development process may start from any step and then move back and forth to the other steps whenever the designer is ready.
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9 There are three important questions which are needed in instructional design as stated by Kemp (1977: 68), namely:
1. What must be learned? (the objectives)
2. What procedures and resources will work best to reach the desired learning levels? (activities and resources)
3. How will we know the required learning has taken place? (evaluation) The designer should consider those three elements as the basic of creating an instructional design. If one of them is missed, then the designer fails to make a good design. In Kemp’s model (1977), there are eight interdependent elements that must be considered in designing instructional materials:
1. Determining the Goals, Topics, and General Purposes for Teaching Each Topic In determining the instructional design, a designer should decide the goals of the system, select the topic to be taught, and then specify the general purposes of each topic. The selection of each topic should consider the items from the simple to complex level, the correlation with subject content, and the students’ characteristics.
The general purposes are derived from the topics and explicitly express students’ expectation and teachers’ accomplishment.
2. Mentioning the Learners’ Characteristics The designer has to find information about students’ needs, interests, and ability.
This is a crucial step because the students’ characteristics influence the emphasis in deciding the instructional design.
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3. Specifying the Learning Objectives The designer determines the learning objectives in order to achieve certain students’ performances. The objectives should be measurable and ambiguous so that the students are able to do the objectives.
4. Listing the Subject Content The designer lists the subject content such as selecting and organizing the specific knowledge and skill to support each objective.
5. Developing Pre-Assessment The aim of developing pre-assessment is to determine the learners’ background and to present level of knowledge about topic. The pre-assessment may be done in the form of a formal test and questionnaires.
6. Selecting the Teaching/ learning Activities and Instructional Resources The designer selects the teaching or learning activities and instructional resources that will treat to the subject content, so learners will accomplish the objectives.
7. Coordinating Support Services The support services include budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. If one of the elements is missed, it will affect the other elements. This shows that those elements have to be prepared to prevent any possible constraints in designing the plan.
8. Evaluating the Students’ Learning The evaluation is conducted to test whether the materials are successfully implemented for the students. The figure is presented below:
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11 Revise
Figure 2.1 Kemp’s Model of Instructional Development (Kemp, 1977:9)b. Yalden’s Model
In order to understand the process of constructing this type of syllabus, the writer should examine the overall process of planning a second language program. Yalden stages of instructional plan can be divided into seven stages.
1. Need Survey Yalden (1987 :101) gives a brief description that relates to the needs survey. When a needs survey is being undertaken, there is potentially a great deal of information to be gathered. The information includes communication, requirements, personal needs and motivation, and relevant characteristic of learners as well as those of their
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12 “partners of learning.” The reason of this information gathering is to understand as much information about the learner as possible prior of the beginning of the program. in order to establish realistic and acceptable objectives (Yalden, 1987 : 101). The needs survey can be applied in “survival course”. It can be given to individuals who need a basic command of the language of immediate, everyday requirements. 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).
2. Description of purpose After the information of needs survey is collected, the next step is to get expected and specific purpose of the learners. By identifying the purpose of their needs, a writer could form the appropriate language content from simplest case to the wider scope. Robinson (1980) divides general purposes into two kinds of purposes namely educational and occupational purposes (Yalden, 1987:107). Understanding the learners’ purpose will guide the teacher to design the instructional materials that is suitable for the learners’ field.
3. Selection or development of syllabus type Yalden describes the syllabus as the 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 has also classified a number of communicative syllabus types, such as notional or structural syllabus that involves developing skill
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13 and structural-functional syllabus that involves combination between grammar and skill development (Yalden, 1987 :108).
4. Production of a proto syllabus In the communicative syllabus type, there would be a lot of elements to be considered. Those elements are general notions and specific topics, communicate functions, discourse and rhetorical skills, variety of language, role sets and communicative events as well as grammar and lexis. The work which involved in selecting and combining items in each category is somewhat complicated. It is suggested for the teacher to start mapping up the syllabus content which is usually inventing a list of topics or functions (Yalden, 1987:139). The result of mapping up will serve as the guidelines for the teacher in preparing and compiling the syllabus for the learners easier.
5. Production of a pedagogical syllabus The pedagogical syllabus provides a repertoire of words and phrases which were chosen as exponent of function and suitable to the topics identified as important to the learners (Yalden, 1987:144). Such syllabus combines the knowledge and appropriate content and teaching techniques, the learners’ actual purposes and needs in the classroom.
6. Development and implementation of classroom procedures Yalden (1987: 89) gives a brief description of the development and implementation of classroom procedure that can be divided into:
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14 a. Selection of exercise types and teaching techniques
b. Preparing of lesson plans c. Preparation of weekly schedules.
Those three procedures are meant to be weekly monitor for the teacher to see the classroom development.
7. Evaluation According to Yalden evaluation/recycling stage relates to the students program and teaching. Those elements refer to the students’ performance, reassessment of the content and revised of the materials and methodological procedures.
These stages of instructional plan can be seen as follows.
Development of Selection/De Production implementation velopment of a of classroom of syllabus Need Description Production of a pedagogical
Evaluation procedures types syllabus
Survey of purpose proto syllabus
Figure 2.2 The Yalden’s Model (Yalden, 1987:88)2. COMMUNICATIVE LANGUAGE TEACHING (CLT)
A communicative approach is an approach that is based on the view that language is “a vehicle for the expression of functional meaning, it is emphasizes the semantics
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15 and communicative dimension rather than merely grammatical characteristics of language.” (Richard and Rodgers, 1986: 17)
Communicative approach aims to make communicative competence the goal of language teaching and develop procedures for teaching the four language skills that acknowledge the interdependence of language and communication (Richard and Rodgers, 1986: 66). Littlewood (1981 : 1) as cited in Richard and Rodgers (1986 : 66) states that “One of the most characteristic features of communicative approach is that it pays systematic attention to functional as well as structural aspect of language.” It means that language teaching should include not only elements of grammar, but also elements of communicative function.
a. The Role of the Learner
Breen and Candlin (1980 : 77) as quoted by Richard and Rodgers (1986 : 77) describe the learners’ role in communicative Language Teaching are as negotiators between the self, the learning process and the learning objectives. The implication of the learners is that they should contribute as much as they gain, and thereby learn in an interdependent way. To promote successful communication, the learner should have an active, negotiative role, and contribute as well as receive as much as possible.
b. The Role of the Teacher
There are two roles of teacher in communicative language teaching. The first role is to facilitate the communication process between all participants in the classroom and the activities as well as the texts. The second role is to act as an interdependent participant within the teaching learning group. This role is closely related to the first
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16 role and arose from it. This role implies a set of secondary roles for the teacher; as an organizer of resources and a guide within the classroom procedures and activities (Richard and Rodgers, 1986 : 77-78)
c. The Role of Instructional Materials
The instructional materials should help the learners in achieving the objectives of the program. The materials should encourage the learners to be creative and inventive. Materials have the primary roles in promoting communicative language use. There are three kind of materials considered in communicative language teaching according to Richard and Rodgers (1986 : 79), namely:
1. Text-based Materials Text-based Materials are materials that based on the text. The examples of these materials are pictures, visual cues and sentence fragment. These materials help the teacher to initiate conversation. Other examples that employ pair work such as role play and discussion based on texts promote the process of learners’ language learning.
2. Task-based Material Task-based materials cover a variety of games, role play, simulations and in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication, practice materials, and students’ interaction practice booklets.
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3. Realia Realia is authentic materials taken from the real life. The realia might include language-based realia such as signs, magazines, advertisements, newspapers, graphics and tables. It is also suggested that the teacher use visual sources around which communicative activities can be built such as maps, pictures, graphs, charts, and symbols.
3. TASK BASED LANGUAGE LEARNING
Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language (Dave and Jane Willis, 2007). Example of the tasks include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.
There may be several effective frameworks for creating a task-based learning lesson according to Dave and Jane Willis (2007). They can be seen as follows: Pre-task priming activities/ mini-task Task Planning a report
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18 Reporting back Form Focus Task repetition and/or evaluation
Figure 2.3 Dave and Jane Willis TBT Framework ( Willis, 2003:75)Here are the explanation of the figure
A. Pre-task In the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, the teacher may prime the students with key vocabulary or grammatical constructs, although, in "pure" task-based learning lessons, these will be presented as suggestions and the students would be encouraged to use what they are comfortable with in order to complete the task. The instructor may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.
B. Task During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teacher's role is typically limited to one of an observer or counselor—thus the reason for it being a more student-centered methodology.
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19 C. Planning
Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students.
D. Report The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.
E. Analysis (Form Focus) Here the focus returns to the teacher who reviews what happened in the task, in regards to language. It may include language forms that the students were using, problems that students had, and perhaps forms that need to be covered more or were not used enough.
F. Task repetition/evaluation This stage stage may be used to cover material mentioned by the teacher in the analysis stage. It is an opportunity for the teacher to emphasize key language.