DESIGNING A SET OF COMMUNICATIVE ENGLISH SPEAKING MATERIALS FOR THE PERSONNEL OF KABAN GROUP SHOP A Thesis Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

DESIGNING A SET OF COMMUNICATIVE ENGLISH SPEAKING

MATERIALS FOR THE PERSONNEL OF KABAN GROUP SHOP

A Thesis

Presented as Partial Fulfillment of Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By:

EKA EMENINA

Student Number: 021214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

  When things go wrong (as they sometimes w ill) When the road you’re trud ging seems all up hill And you w ant to smile b ut you have to sigh When care is p ressing you d ow n a b it Rest if you must don’t quit

  But Success is failure turns insid e out The silver tint of cloud s of d oub t And you never can tell how close you are It may b e near w hen it seems far aw ay stick to the fight

  So When you’re in the hard est hit It’s when things go wrong mustn’t quit

  That you (anonymous) I dedicate this thesis to those whom I love much:

  My Mom and Dad (+) My b rothers, Nuel and Tirta Don

  

ABSTRACT

  Emenina, Eka. 2007. Designing a Set of Communicative English Speaking

  

Materials for the Personnel of Kaban Group Shop . Yogyakarta: Sanata Dharma

University.

  Indonesia has set trading cooperation with many countries in the world. With a strategic position, surrounded by two continents, Asia and Australia, and two oceans, Hindi and Pacific, it becomes the world trading line. Indonesian trading cannot be separated from the role of Jakarta as the busiest trading city in Indonesia. Various goods are traded in this city, including leather goods. Kaban Group Shop, which is located at Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok M Jakarta, is one of lots of the leather goods shops. This shop provides various bags, wallets, shoes, sandals, key tags, and other leather goods. The goods are imported from the district of Guangzhou and Hongkong, China. Most of the costumers are boutique owners and merchants from Malaysia and Singapore, who do not have direct access to the goods’ factory in Guangzhou, China. Other costumers are tourists and foreigners in Indonesia from various countries such as from Asia, America, Australia, Europe, Africa, and Arabian, who buy the products for gifts or personal usage.

  The big amount of foreign customers is the measurement of the need to communicate using English as an international trading language. The personnel of Kaban Group Shop, including the shopkeepers and the shop assistants, considered the need to communicate in English so they will be able to give the best service to their customers. In a matter of fact, they find it difficult to communicate in English. Thus, a set of communicative English speaking materials is designed for the personnel of Kaban Group Shop to improve their communicative skill.

  This study was intended to design a set of communicative English speaking materials for the personnel of Kaban Group Shop. There were two problems formulated in this study. The first problem related to how a set of communicative English speaking materials for the personnel of Kaban Group Shop is designed. The second problem related to what the designed materials look like.

  To answer the first problem, the writer applied seven stages which were adopted from Kamp’s and Yalden’s instructional design models. The stages were as follows: 1) conducting needs Analysis by distributing 30 questionnaires to 30 personnel of Kaban Group Shop, setting an informal interview with the shop keepers and the shop assistants, and holding a direct observation to find out the buying and selling activities in the shop, 2) considering goals, topics, and general purposes, 3) selecting the syllabus types, 4) specifying the learning objectives, 5) designing the materials, 6) selecting the teaching-learning activities, 7) evaluating the designed materials by distributing the evaluation questionnaires to four evaluators, consist of one lecturer from English Education Program of Sanata Dharma University and three English instructors in Yogyakarta, 8) revising the designed materials based on the feedback obtained from the evaluators.

  To answer the second problem, the writer presented a set of communicative

  

Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6) Apologizing,

7) Telephoning, 8) Thanking and Well Wishing . Each unit consists of five

  sections, that are Input, Content Focus, Language Focus, and Communicative

  Activities

  The result of the descriptive statistic shows that the designed materials are acceptable based on the points of agreement which ranged from 3. 3 – 4. 3 out of the scale ranged from 1 – 5.

  Finally, the writer hoped the designed materials would be useful for the personnel of Kaban Group Shop as their learning materials to help them to communicate with their foreign customers.

  

ABSTRAK

  Emenina, Eka. 2007. Designing a Set of Communicative English Speaking

  

Materials for the Personnel of Kaban Group Shop . Yogyakarta: Universitas

Sanata Dharma.

  Indonesia telah menjalin kerjasama perdagangan dengan banyak negara di dunia. Dengan letak yang strategis, dikelilingi oleh dua benua, Asia dan Australia, dan dua samudra, Hindia dan Pasifik, Indonesia menjadi jalur perdagangan dunia. Perdagangan di Indonesia tidaklah lepas dari peran ibukata negara Jakarta sebagai kota perdagangan tersibuk di Indonesia. Berbagai jenis barang diperdagangkan di kota ini, termasuk di dalamnya barang-barang berbahan dasar kulit. Toko Kaban Grup yang terletak di Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok M Jakarta, adalah salah satu diantara banyak toko yang bergerak dalam bisnis perdagangan barang-barang berbahan dasar kulit. Toko ini menyediakan aneka macam tas, dompet, sepatu, sandal, gantungan kunci, dan lain-lain. Barang- barangnya didatangkan dari Provinsi Guangzhou and Hongkong, Cina. Kebanyakan pelanggannya adalah para pemilik butik dan pedagang dari Malaysia dan Singapura yang tidak memiliki akses langsung dengan pabrik pembuatnya di Guangzhou, China. Pelanggan lainnya adalah para turis dan orang asing di Indonesia, yang berasal dari berbagai negara di Asia, Amerika, Australia, Eropa, dan Africa, yang membeli barang-barang tersebut sebagai hadiah atau digunakan sendiri.

  Banyaknya orang asing yang menjadi pelanggan toko tersebut menjadi tolak ukur mengenai adanya kebutuhan berkomunikasi dengan menggunakan bahasa Inggris sebagai bahasa perdagangan dunia. Personel Toko Kaban Grup, termasuk di dalamnya para pemilik dan karyawan, memandang perlunya berkomunikasi dengan bahasa Inggris agar dapat memberi pelayanan terbaik bagi para pelanggannya. Tetapi pada kenyataanya mereka menemui kesulitan untuk berkomunikasi dengan bahasa tersebut. Oleh karena itu, seperangkat pembelajaran bahasa Inggris dirancang bagi personel Toko Kaban Grup untuk meningkatkan kemampuan berkomunikasi mereka.

  Studi ini bertujuan untuk merancang pembelajaran bahasa Inggris bagi personel Toko Kaban Grup. Ada dua permasalahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana materi pembelajaran bahasa Inggris bagi personel Toko Kaban Grup dirancang. Masalah kedua berhubungan dengan penyajian materi tersebut.

  Untuk menjawab permasalahan pertama, penulis menerapkan 7 langkah yang diadaptasi dari model perancangan materi pembelajaran dari Kemp dan Yalden. Langkah-langkahnya adalah sebagai berikut: 1) melakukan survei kebutuhan siswa dengan cara membagi 30 kuisioner kepada para personel Toko Kaban Grup, melakukan wawancara informal dengan salah satu pemilik toko, dan melakukan observasi langsung untuk melihat kegiatan jual-beli di toko tersebut, 2) merumuskan tujuan dan topik, 3) menentukan silabus, 4) memilih daftar pokok isi, 5) mendesain materi, 6) menentukan aktivitas belajar-mengajar, 7) mengevaluasi rancangan materi pembelajaran dengan mengadakan survei dengan bahasa Inggris di Yogyakarta, 8) merevisi rancangan materi pembelajaran berdasarkan masukan yang diperoleh dari para evaluator.

  Untuk menjawab permasalahan kedua, penulis menyajikan seperangkat materi pembelajaran bahasa Inggris bagi personel Toko Kaban Grup. Materi pembelajaran terdiri dari 8 unit, yaitu 1) Greetings and Introducing, 2) Offering

  

Help, 3) Mentioning Price, 4) Bargaining, 5) Describing Leather Goods, 6)

Apologizing, 7) Telephoning, 8) Thanking and Well Wishing . Setiap unitnya

  terdiri dari lima bagian, yaitu Input, Content Focus, Language Focus, dan Communicative Activities.

  Hasil studi menunjukkan bahwa rancangan materi pembelajaran ini dapat diterima berdasarkan nilai rata-rata persetujuan yang berkisar antara 3,3 – 4,3 dari skala 1 – 5.

  Akhir kata, penulis mengharapkan materi pembelajaran ini dapat bermanfaat bagi pera personel Toko Kaban Group untuk dapat digunakan sebagai alat pembelajaran agar dapat berkomunikasi dengan para pelanggan asing mereka.

  

ACKNOWLEDMENTS

  I thank Jesus Christ for being my true friend through all happy and tender moments. His companion is my greatest blessing. He is my savior when I am in the worst conditions. Just like I believe beautiful things occur at the right time, this thesis also occurs at the right time because of His plan.

  My greatest gratitude goes to my parents. I thank my mom, the most beautiful woman in my life, Dra. Sehati Kaban, for every single prayer, love, tear, hope, and guidance. Her courage and hard work inspire me to be tough in facing the world. She shows me how to be a true woman. I also thank my late dad,

  

Drs. Tambun Ginting, for all the beautiful moments he and I have shared

together. The time when he was alive is the most valuable moments in my life.

  The time when he was gone is the time when I realized that I loved him so much. His memories will always remain in my heart.

  I am indebted to my brothers, Immanuel Abadi Ginting and Johan Tirta

  

Ginting for their care, love and motivation. I thank them for becoming my

  guardians who give me protection and affection at the same time. They are my candles in the dark who also inspire every step I take to be valuable.

  My deepest gratitude goes to Drs. Concilianus Laos Mbato, M.A. as my major sponsor and to Christina Lhaksmita Anandari, S.Pd., M.Ed. as my co- sponsor. I thank them for the time and advice they have given to me to read, correct and improve my thesis. I also thank to all lecturers of English Language

  

Education Study Program of Sanata Dharma University who have taught me

  during my study in Sanata Dharma University. I thank them for the knowledge they have transferred me. I also thank the secretarial staff of English Language Education Study Program of Sanata Dharma University, Mbak Dani and Mbak Tari for their help in arranging my thesis defense schedule.

  My gratitude goes to Drs. JB. Gunawan MA. from English Education Program of Sanata Dharma University, Mr. Joko Wicoyo from SMKN 5 Yogyakarta, Mr. Banu and Mr. Slamet from Stella Duce 2 Senior High School for their time and patience to evaluate the materials.

  I express my gratitude to the personnel of Kaban Group Shop who have given me permission to do the research at their shop. I thank all members of Silva Botanica Boarding House for supporting and helping me to do the research up to the completion of this thesis. I thank

  

Neni, Lulu, Anik, Rista, Wulan, Fitri, Efli, Asti, Esti, Tika, Tutik, Nunik, Dea

and her little baby Christian. I thank them for the motorbikes and being models

  for the materials. I thank them for keeping that spirit and smiles for me.

  I would like to thank my best friends, Metty, Ari and Ayu. I thank Metty and her family for keeping my sanity and encouraging me to finish the thesis. Someday, we will be able stand on our feet, Met! I thank her family for showing me the humble ways of life. I thank Ari for giving me example of how to be an independent girl. She is my most outstanding friend who really understands me. She has been inspiring me since senior high school. I would like to thank Ayu for sharing our dream together. I thank her for being my long-life friend who is able to accept me just as the way I am. They are my true friends who give me a lesson about the true friendship.

  I thank Kijang Tiada Duanya Crew: Echi, Sasha, Vivi, Mawar, Ook for the moments we have shared together to share stories and laughs. Many thanks are addressed to all friends in Sanata Dharma University,

  

Kristian, Frans, ND, Andre, Regi, Wisnu, Galih, Wida, Udjo, Ucil, Vivin,

Sandra, Woro, Hariana, Ruri, Marinta, Grace, Andi Ekonomi, Dewi

Farmasi, and others who cannot be mentioned one by one for being friendly

friends. It was wonderful to spend time with friends like them.

  My special gratitude goes to Donald Wayne Fontenot for encouraging me to be an independent girl. I also thank him for patiently convincing me that everything is going to be all right in the end. Hopefully, best things happen in our lives.

  God bless them all.

  Eka Emenina

  

TABLE OF CONTENTS

TITLE PAGE ……………………………………………………….………… i

APPROVAL PAGE …………………………………………………..….…... ii

EXAMINATION BOARD PAGE …………………………………………… iii

PAGE OF DEDICATION …………..……..…………….…………………... iv

STATEMENT OF WORK’S ORIGINALITY ……...………...… ………… v

ABSTRACT …………………………………………………………………… vi

ABSTRAK ……………………………………………………………………… viii

ACKNOWLEDGMENTS …...………………………..……………………… x

TABLE OF CONTENTS ……....…………………………………………….. xii

LIST OF FIGURES ….………………….……………………………………. xv

LIST OF TABLES ….………………………………………………………… xvi

  CHAPTER I: INTRODUCTION A. Background of the Study …………………………………………….…

  1 B. Problem Limitation …………………………….…………………..……

  4 C. Problem Formulation ...……………………………………..…….. ……

  4 D. Objectives of the Research ……………….……………………..………

  4 E. Benefits of the Research ...………………………………………..……..

  5 F. Definitions of Terms ..……………………………………..……….…...

  5 CHAPTER II: LITERATURE REVIEW A. The Theoretical Description …...…….…………………………...……..

  7 1. English for Specific Purposes …..…………………….………..…...

  7 a. The Definition of ESP ……………………………………............

  7 b. The Categorization of ESP …………………….……………..…..

  8 c. The Characteristics of ESP Program …………….……………….

  9 d. Designing ESP …...……………………………….………….…..

  16 e. English for the Personnel of Kaban Group Shop ……………..….

  20 2. Communicative English Teaching (CLT) …………………………....

  20 a. The Definition of CLT ...………………………………………....

  20

  c. The Communicative Task ………………………………………..

  23

  d. The Curriculum Development and Learning Task ...........…….…

  24

  3. Theories of Teaching Speaking ...……………………………………

  25

  a. Principles of Teaching Speaking …………………………………

  25 b. Classroom Techniques and Tasks ………………………………..

  26

  4. Instructional Design Models ...…………………………………….…

  27

  a. Kemp’s Design Model …...………………………………………

  27 b. Yalden’s Design Model ...………………………………….…….

  29 B. The Theoretical Framework …………………………………………….

  32 CHAPTER III: METHODOLOGY A. Research Method ...……………………………………………………..

  35 1. Survey Study for Needs Survey …..…………………...…………….

  36 2. Survey Study for Evaluation on the Designed Materials …………….

  36 B. Research Participants ...…………………………………………………

  36

  1. The Participants of Needs Survey ……………………………………

  36 2. The Participants of the Designed Materials Evaluation Survey ……..

  37 C. Setting …...……………………………………………………………...

  37 D. Research Instruments …...………………………………………………

  38 1. Interview …..……………….………………………………………...

  38 2. Questionnaire …..………….………….……………………………...

  38 E. Data Gathering Techniques …....………………………………………..

  39 1. Questionnaires ………………………………………………………..

  39 2. Interview ……………………………………………………………..

  39 3. Observation ………………………….……………………………….

  39 F. Data Analysis …...………………………………………………………

  41 G. Research Procedures ……………………………………………………

  41 CHAPTER IV: RESULTS AND ANALYSIS A. The Result of the Survey Study …..……………………………….…...

  43

  1. The Result of the Survey Study for the Needs Survey ………...……

  43

  2. The Result of the Survey Study on the Designed Materials ……...…

  51 B. The Stages of Development on the Designed Materials …….…..……..

  56

  2. Considering Goals, Topics, and General Purposes (Kemp) ……...….

  57 3. Selecting the Syllabus Types (Yalden) …..…………………….…….

  58

  4. Specifying the Learning Objectives (Kemp) …...……………………

  59

  5. Designing the Materials …..……………………………………….…

  60 6. Selecting the Teaching-Learning Activities (Kemp) ………….…......

  60 7. Evaluating the Designed Materials (Kemp) ………………………….

  61 8. Revising the Designed Materials Kemp) …...………………………..

  61 C. The Presentation of the Instructional Materials ………………………...

  62 1. Input ………………………………………………………………….

  62 2. Content Focus ...…….…………………………………….…………..

  62

  3. Language Focus …...………………………………….………………

  63 4. Communicative Tasks ....…………………………….……………….

  63 CHAPTER V: CONCLUSIONS AND SUGGESTIONS

  A. Conclusions ……………………………………………………….…….. 64 B. Suggestions …...………………………………….……………………...

  67

  1. Suggestions for English Teachers and Instructors …............………… 67 2. Suggestions for Further Researchers …..……………….…………….

  67 BIBLIOGRAPHY ...……...…………………………………….……………… 69

  APPENDICES

  Questionnaires for Needs Survey …………….………………….……………… 70 General Description and Questionnaires for Materials Evaluation ……….…….

  72 Syllabus …...…………………………………………..…………….………...… 76 Lesson Plans …………………………………………………………………….

  80 Presentation of the Designed Materials …………………………………………

  98

  LIST OF FIGURES

  Figure 1: The Classification of ESP Based on the Learners’ Specific Needs ......……………… …….………………………………….......

  8 Figure 2: A Materials Design Model ....………………………….………….….

  19 Figure 3: A Framework for Analyzing Communicative Task …...….……….….

  23 Figure 4: An Integrated Approach to Curriculum Development ….……….…...

  24 Figure 5: The Kemp’s Model Diagram …..………………………………..........

  29 Figure 6: Stages in Language Program Development .......……………….….….

  32 Figure 7: The Rationale of the Framework ….………………………………….

  33 Figure 8: The Graph of the Personnel of Kaban Group Shop Educational Background .....………………………………………….. 46

  Figure 9: The Graph of the Personnel of Kaban Group Shop Experiences in Learning English ....………………….……………….

  47 Figure 10: The Graph of the Frequency of the Personnel of Kaban Group Shop in Using English to Communicate with Foreign Customers ....……………………………………………………....…

  48 Figure 11: The Graph of the Importance of the Personnel of Kaban Group Shop in Learning English ....…………………………….……

  49 Figure 12: The Graph of English Skills the Personnel of Kaban Group Shop Want to Improve ....……………………………………………. 50

  Figure 13: The Graph of the Difficulties of the Personnel of Kaban Group Shop in Learning English …………….………………….…… 51

  

LISTS OF TABLES

Table 1: Necessities, lacks, and wants ...……………...…………………….….

  11 Table 2: The Interpretation of the Degree of Agreement ...……………….…….

  38 Table 3: The Central Tendency of Participants’ Opinion …..…………………..

  41 Table 4: The Description of the Needs Survey Participants …..………………..

  45 Table 5: The Description of the Second Survey Participants ………...…………

  51 Table 6: Point of Agreement on the Designed Materials …......…………...…....

  52 Table 7: The Descriptive Statistics of Participants’ Opinions on the Designed Materials ….....…………………………………………......

  52 Table 8: The Result of the Target Needs Analysis of the Personnel of Kaban Group Shop …...………………………………………….….…

  57 Table 9: The Topics List ......…………………………………………….…..….

  57 Table 10: General Instructional Objectives ......…………………………….......

  58 Table 11: Specific Instructional Objectives ..…….……………………….…….

  59 Table 12: The Presentation of the Instructional Materials Design ..........…….....

  63

CHAPTER I INTRODUCTION This chapter presents the introduction of the study. Within this chapter, the

  discussion will include the Background of the Study, the Problem Limitation, the Problem Formulation, the Benefits of the Study, and the Definition of Terms.

A. Background

  Indonesia has a strategic position in the world. It is surrounded by two continents, Asia and Australia, and two oceans, Hindi and Pacific. The strategic position has given enormous benefits to Indonesia, particularly in trading sector because it can be easily reached by land, sea, and air transportation. The history of Indonesia has proved that Indonesia has developed trading relationship with many countries from five continents.

  Trading with people from different countries which have various languages is definitely difficult. There is a great effort needed particularly in communication. The fast growth of trading demands people to have an international trading language, which is hoped to ease communication among people who deal with trading system. For various reasons, mostly because of the economic power of the United States, this role fell to English (Hutchinson and Waters, 1994: 6).

  English is believed as the most prominent international language among other international languages because it has been used by almost the international language used by many countries from all over the world. As the most prominent international language, English is used as an international trading language in Indonesia.

  Kaban Group Shop, where the writer gathered her data for this research, is an export import shop that act as a buyer, a wholesaler and as a retailer in leather goods business. This family shop, that is located at Pusat Grosir Pasar Pagi Mangga Dua, Blok C, No. 76-77, North Jakarta, focuses on the trade of various kinds of bags, shoes, sandals, wallets, belts, key cases, and key tags. Most of the products are directly imported from some factories in Guangzhou District and Hongkong, China. The shopkeepers, who act as buyers, have to go by themselves to China to hunt and order the products.

  After arriving in Indonesia, the products will be distributed to the shop’s branches in Jakarta, which are spread at Pasar Pagi Mangga Dua, ITC Mangga Dua, and Blok M Jakarta. The products are provided for domestic and international demands. The shop’s foreign customers that deal in big scale trading are mostly boutique owners and merchants from Malaysia and Singapore. Meanwhile, as a retailer, the shop’s foreign customers are tourists and foreigners in Indonesia, such as from Asia, America, Australia, Europe, Africa, and Arabian countries, who buy the products for gifts or for personal usage.

  The use of English is obviously important in running the shop’s trading business. The shopkeepers use English as a communication tool when hunting products in China and when dealing with foreign customers in the shop assistants. They use English to interact with their foreign customers. So, the shop also needs employees with adequate English competence so they can give the best service to their foreign customers. Thus, both the shop keepers and the shop assistants need to learn English, particularly speaking skill, which is essentially used in verbal communication with foreign customers.

  The shopkeepers, who still have family relationship, are university graduates with ages between 22-60 years old. On the other side, all of their shop assistants are junior up to college graduates with ages between 17-37 years old. Therefore, English is not a new language for them who take part in the business because they have learned English in their formal education. The reason for this is because English is taught as a compulsory subject from primary school up to college or university level. They have learned it long ago, but they rarely use it for communication in their working field since they mostly use Indonesian except if they interact with foreign customers.

  Having the rare opportunity to practice English speaking skill makes the personnel of Kaban Group Shop lack of speaking skill. They do not have adequate English competency to communicate with their customers. Sometimes the lack of English speaking proficiency gives bad effects in the business. Misunderstanding in communicating could make financial loss.

  Based on the discussion above, this research intends to design a set of communicative English speaking materials for the personnel of Kaban Group Shop Jakarta. Hopefully, this research will develop the English competency of

  B. Problem Limitation

  The research is conducted to design a set of communicative English speaking materials for the personnel of Kaban Group Shop Jakarta, including the shopkeepers and the shop assistants. The shopkeepers are university graduates. Meanwhile, the shop assistants are junior up to university graduates.

  The description above will be considered in designing the materials. The research focuses on the materials design.

  C. Problem Formulation

  There are two problems related to the use of English in Kaban Group Shop. They are:

  1. How is a set of communicative English speaking materials for the personnel of Kaban Group Shop designed?

  2. What does the designed set of communicative English speaking materials look like?

  D. Objectives of the Research

  Related to the problem formulation, the objectives of this research are mentioned below:

  1. To find out how a set of communicative English speaking materials for the personnel of Kaban Group Shop in Jakarta is designed.

  2. To present the designed set of communicative English speaking materials

  E. Benefits of the Research

  The research will give some benefits for:

  1. Teachers Teachers will have communicative English speaking materials that are suitable to be taught to the personnel of Kaban Group Shop Jakarta.

  2. The learners The learners, the personnel of Kaban Group Shop Jakarta, can have proper English speaking materials that can be used to help them develop their English communicative skill.

  3. Further studies Hopefully, this research can give contribution to further studies related to the development of communicative English speaking materials for the personnel of other export import leather goods shops.

  F. Definitions of Terms

  1. Speaking Bailey states speaking is the productive oral skill, in which the person needs to produce systematic verbal utterances to convey meaning

  (Bailey, 2003: 48). In this study, the writer defines speaking as interactive oral processes between the personnel of Kaban Group Shop and their foreign customers.

  2. Communicative speaking materials Communicative speaking is regarded as the ability to produce or important, appropriate to the context in which they are made (Campbell and Wales, 1970: 247).

  In this study, communicative speaking materials are speaking materials that mostly focus on the context of language usage rather than the grammatical structure of the language.

  Richard and Rodgers (1986) classify three kinds of communicative speaking materials. They are text-based materials (games and role play), task-based materials (communicative activities, cue cards and activity cards) and realia (signs, magazines, and pictures).

  The communicative speaking materials in this study are text-based materials (games and role play), task-based materials (communicative activities, cue cards and activity cards) and realia (pictures).

CHAPTER II LITERATURE REVIEW This chapter consists of two parts. The first part is the Theoretical Description. It includes the discussion on the theories of English for Specific Purposes, Communicative Language Teaching, the Theories of Teaching Speaking and Instructional Design Models. The second part is the Theoretical Framework. It discusses the stages in designing the set of English speaking materials. A. The Theoretical Description

1. English for Specific Purposes

  The designed materials in this study will be based on the theory of English for Specific Purposes (ESP) because the designed materials are constructed according to the needs of the learners, the shopkeepers and the shop assistants of Kaban Group Shop, as buyer, wholesaler and retailer of leather goods. Theory in ESP will support the design materials.

a. The definition of ESP

  Strevens as quoted by Robinson states that “a definition of ESP that is both simple and watertight is not easy to produce” (Robinson, 1991: 1). Meanwhile, Robinson defines ESP as “protean, as it is responsive to developments in all three realms of language, pedagogy and content studies” (1991: 1). On the other hand, Hutchinson and

  1) ESP is not a matter of teaching ‘specialized varieties’ of English. 2) ESP is not just a matter of Science words and grammar for Scientists,

Hotel words and grammar for Hotel staff and so on.

  3) ESP is not different from any other form of language teaching, in that it should be based in the first instance on principles of effective and efficient learning.

  (Hutchinson and Waters, 1987: 18-19)

  They state that ESP has to be seen as an “approach” to language leaning based on learners’ needs rather than as a “product”. It is “an approach to language teaching ….. based on the learner’s reason for learning” (1987: 19).

b. The Categorization of ESP

  Hutchinson and Waters categorize ESP based on learners’ need and on “learners’ specialism” (1987: 16).

  1). ESP Based on Learners’ Needs There are two types of ESP, which are English for

  Academic Purposes (EAP) and English for Occupational Purposes (EOP). In this study, the personnel of Kaban Group Shops are learners who need English to support their job. Thus, they are categorized as people who learn English for occupational purposes.

  Figure 1: The Classification of ESP Based on the Learners’

  

ESP

EAP EOP English for the Owners and the

  Employees of Kaban Group Shop

  2). ESP Based on Learners’ Specialism There are three categories of ESP based on learners’ specislism, they are English for Science and Technology (EST),

  English for Business and Economics (EBE), and English for the Social and Science (ESS) (Hutchinson and Waters, 1987: 16). In this study, the personnel of Kaban Group Shop mostly involve in trading activities. Therefore, based on their specialism, they are categorized into EBE.

c. The Characteristics of ESP Program

  Robinson describes the characteristics of ESP (1991: 2-5) as follows: 1) ESP is goal directed

  ESP is goal directed because students follow ESP program to achieve particular goals that related to their need for study or work purposes. 2) An ESP course is based on a needs analysis

  Needs analysis is conducted before starting ESP course to elicit what students have to do with the medium of English. Needs analysis will reveal students’ necessities, wants, and lacks that are used to consider the designing of the ESP program.

  3) An ESP course has a clear specified time period Time period needs the specified objectives and the

  4) ESP students are likely to be adults rather than children It is assumed that ESP students are not beginners but people who have already learned EGP (English for General Purposes) before. 5) An ESP course consists of identical students

  All the students in a class come from the same kind of work or specialist studies.

  One characteristic of ESP program is the existence of needs analysis to get information about the would-be-students.

  Hutchinson and Waters state the urgency of conducting needs analysis by considering “necessities, lacks, and wants” (1987: 55- 58).

  a) Necessities It is what the learners need in order to ease their purpose. It can be the reasons why they need to learn the target language.

  b) Lacks It is the gap between the target proficiency and the existing proficiency of the learners.

  c) Wants It is what the learners want to learn.

  The table of Necessities, lacks and wants below illustrates

  OBJECTIVE (i.e. as perceived by course design) SUBJECTIVE (i.e. as perceived by learners)

  NECESSTIES The English needed for success in Aglicultural or Veterinary Studies

  To reluctantly cope with a ‘second-best’ situation

  LACKS (Presumably) areas of English needed for Aglicultural or Veterinary Studies

  Means of doing Medical Studies

  WANTS To succeed in Aglicultural or Veterinary Studies

  To undertake Medical Studies

  Table 1: Necessities, lacks and wants (Hutchinson and Waters, 1987: 58)

  There are a number of ways to gather information about needs. Robinson (1991: 12-15) mentions the use of: a) Questionnaires

  Richterich and Chancerel as quoted by Robinson state that the aims to use questionnaires are to find out whether the questions are comprehensible and the answers can be easily analyzed and compared (Robinson, 1991: 12). Meanwhile, Lonnfors as cited by Robinson states that questionnaires should be easily understood by common people. She adds that “questionnaires can be used at short notice for certain types of course and easily modified for others” (Robinson, 1991: 12).