DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING MATERIALS FOR THE STAFF OF CULTURE AND TOURISM DEPARTMENT OF KABUPATEN KUTAI BARAT A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language
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DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STAFF OF CULTURE AND TOURISM
DEPARTMENT OF KABUPATEN KUTAI BARAT
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Valentina
Student Number: 041214127
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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DESIGNING A SET OF ENGLISH INSTRUCTIONAL SPEAKING
MATERIALS FOR THE STAFF OF CULTURE AND TOURISM
DEPARTMENT OF KABUPATEN KUTAI BARAT
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Valentina
Student Number: 041214127
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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OUR FATHER IN HEAVEN, HOLY BE YOUR NAME, YOUR KINGDOM COME, YOU WILL BE DONE,
ON EARTH AS IN HEAVEN. GIVE US TODAY OUR DAILY BREAD. FORGIVE US OUR SINS AS WE FORGIVE THOSE WHO SIN AGAINST US. DO NOT BRING US THE TEST BUT DELIVER US FROM EVIL.
The Lord’ s prayer I dedicate this thesis to: My Beloved Bapak and Mama, My Brothers, Yudi and Rudi And everyone that I love.
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ACKNOWLEDGEMENTS
First of all I would like to convey my greatest gratitude to God. Due to his marvelous grace and guidance I was finally able to finish writing my thesis. It would be wonderful opportunity for me to express my deepest gratitude to all those who have supported and facilitated me in accomplishing this thesis.
My sincerest gratitude goes to my thesis sponsor Drs. Concilianus Laos Mbato,
M.A. who helped, guided and encouraged me to finish my thesis. In addition, I would
like to thank F.X. Ouda Teda Ena S.Pd. M.Pd., Antonius Jody S.Pd., Chrysogonus
Siddha Malilang S.Pd., Punto Febriarry S.Pd. for evaluating the designed materials
and Ria Faksriani S.Pd. for her willingness for correcting my grammatical mistakes.My special gratitude goes to Mr. F.X. Markus S.Pd., the chief officer of Culture and Tourism Department of Kabupaten Kutai Barat for giving me permission to conduct this study. I also thank Mr. Supratman S.Pd. MM., the chief officer of Promotion, Data Documentation, and Market Analysis division of Culture and Tourism Department in Kabupaten Kutai Barat for all facilities that really helped me in the comp letion of the materials design.
My sincere and deepest gratitude also goes to my beloved father, Yulius Leke and my mother, Lusia. My special thank to my father who works from 7 pm to 9 am to make her daughter dream come true. Although I never say it to him directly, I want everyone know through this thesis that I am proud to be his daughter. My deepest gratitude also goes to Dik Wawa. I thank him for supporting me while I am down. My
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special gratitude also addressed to my cousin, Acis, for giving me 22 years wonderful sisterhood and friendship.
My special thanks go to my closest friends Linda, Yora, Ditha, Pebny, and Esty for giving me such a wonderful friendship. I should be grateful to have Y.B. Leo
Bernard Prabowo. I thank him for his love, support and patience. I also would like to
give my gratitude for other friends of PBI 2004. I thank them for all the special memories.
My special deepest gratitude also flies to Alexy Ramano and his family for being brother and accepting me in his family. My deepest gratitude also goes to Mbak
Vita for future life sharing, tips and advices.
Finally, my gratitude goes to those who m I can not mention by names. May God bless them and make their life full of joy.
Valentina
TABLE OF CONTENTS
4 1.7 Definition of Terms.........................................................................
10 2.1.2.1 The Nature of Speaking......................................
7 2.1.2 Speaking Skill.....................................................................
7 2.1.1 Instructional Design………...............................................
2.1 Theoretical Description..................................................................
7
5 CHAPTER 2: LITERATURE REVIEW...............................................
4 1.6 Benefits of the Study.......................................................................
Page TITLE PAGE ............................................................................................. i APPROVAL PAGE ................................................................................... ii DEDICATION PAGE ............................................................................... iv STATEMENT OF WORK’S ORIGINALITY........................................... v ACKNOWLEDGEMENTS........................................................................ vii TABLE OF CONTENTS............................................................................ ix LIST OF FIGURES.................................................................................... xii LIST OF TABLES...................................................................................... xiii ABSTRACT................................................................................................ xiv
3 1.5 Objectives of the Study…...............................................................
3 1.4 Problem Formulation.......................................................................
2 1.3 Problem Limitation..........................................................................
1 1.2 Problem Identification.....................................................................
1 1.1 Background of the Study …............................................................
ABSTRAK ..................................................................................................... xv CHAPTER 1: INTRODUCTION............................................................
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10 2.1.2.2 Teaching Speaking..............................................
12 2.1.3 Communicative Language Teaching (CLT)......................
12 2.1.3.1 Theory of the Language......................................
12 2.1.3.2 Theory of Learning.............................................
12 2.1.3.3 Types of Classroom Activities............................
12 2.1.3.4 Teacher’s and Learner’s Roles............................
13 2.1.3.5 The Roles of Communicative Materials..............
2.1.4 English for Specific Purposes (ESP) ....................................
14 2.1.5.1 Needs Analysis..................................................
15 2.1.5.2 Syllabus..............................................................
17 2.1.5.3 Materials Design.................................................
18
2.1.5. Designing English Instructional Speaking Materials for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat
20 Theoretical Framework...................................................................
21
2.2 CHAPTER 3: METHODOLOGY..........................................................
24 Research Methods..........................................................................
24
3.1 Research Participants....................................................................
26
3.2 Research Instruments.....................................................................
27
3.3 Data Gathering Techniques.............................................................
29
3.4 Data Analysis Techniques..............................................................
29
3.5 Research Procedures......................................................................
31
3.6 CHAPTER 4: RESEARCH FINDINGS AND DISCUSSIONS...........
34 The Steps of the Materials Design.............................................
34
4.1 4.1.1 Learners Characteristic....................................................
34 4.1.1.1 Description of the Participants.............................
35 4.1.1.2 Data Presentation and Analysis...........................
35
4.1.2 Considering Goals, Listing Topics, and Stating General Purposes...............................................................................
40 4.1.3 Specifying the Learning Objectives......................................
42
4.1.4 Selecting Teaching Learning Activities and Instructional Resources..............................................................................
51 REFERENCES...........................................................................................
73 Appendix 7 : The Presentation of the Designed Materials.......
69 Appendix 6 : Lesson Plans........................................................
65 Appendix 5 : Syllabus...............................................................
63 Appendix 4 : The Questionnaire for Materials Evaluation.......
58 Appendix 3 : The Interview Guidance......................................
56 Appendix 2 : The Questionnaire for Needs Analysis...............
55 Appendix 1 : Research Permission Letter.................................
53 APPENDICES...........................................................................................
50 5.2 Suggestions..........................................................................................
43 4.1.5 Evaluating and Revising the Designed Materials................
50 5.1 Conclusions..........................................................................................
49 CHAPTER 5: CONCLUSIONS AND SUGGESTIONS...........................
48 4..2.2.3 The Final version of the Designed Materials...........
4.2.2.2 The Revision and Improvement of the Designed Materials....................................................................
47
45 4.2.2.1 Participants’s Feedback.............................................
45 4.2.2 Data Presentation and Analysis.............................................
44 4.2.1 Description of the Participants of the Post-Design Survey...
44 4.2 The Findings of the Designed Materials Evaluation.......................
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LIST OF FIGURES Figure 2.1: Kemp’s Instructional Design Model..................................
9 Figure 2.3: Hutchinson and Waters’ Materials Design Model.............
20 Figure 2.3: The Kemp’s Model...........................................................
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LIST OF TABLES Table 2.1: Necessities, Lacks, and Wants.........................................
16 Table 4.1: Description of the Participants of the Needs Survey......
35 Table 4.2: The Data Presentation of Needs Analysis......................
36 Table 4.3: Basic Competencies of the Designed Materials...............
41 Table 4.4: Indicators of the Materials Design..................................
42 Table 4.5: Description of the Participants of the Materials Evaluation......................................................................
45 Table 4.6: The Results of the Designed Materials Evaluations........
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ABSTRACT
Valentina. 2009. Designing a Set of English Instructional Speaking Materials for the
Staff of Culture and Tourism Department of Kabupaten Kutai Barat. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
This study was conducted to design a set of English instructional speaking materials for the staff of Culture and Touris m Department of Kabupaten Kutai Barat. The purpose of this design was to help the staff so they are able to communicate in English.
There were two problems in this study. First, how is a set of English instructional speaking materials for the staff of Cult ure and Tourism Department of
Kabupaten Kutai Barat designed? and Second, what does a set of English instructional
speaking materials look like? To solve the first problem the writer did the interview to the chief officer of
Data, Promotion Documentation, and Market Analysis division of Culture and Tourism Department in Kabupaten Kutai Barat. The writer also distributed questionnaire for the staff of Culture and Tourism Department of Kabupaten Kutai Barat. There were seventeen staff involved in the questionna ire. All of the participants were placed in the elementary level. In order to design the materials, the writer applied five steps which were adapted from Kemp’s instructional design model. The steps were (1) Learners Characteristic; (2) Considering Goals, Listing Topics, and Stating the General Purposes; (3) Specifying the Learning Objectives; (4) Selecting Teaching Learning Activities and Instructional Resources; and (5) Evaluating and Revising the Designed Materials
To solve the second problem, the writer presented the materials, which consisted of eight units. Each unit contained four parts: Input, Content Focus, Language Focus,
and Communicative Activity.
Based on the results of the post-designed survey, the writer concluded that the designed materials were appropriate and acceptable. It was shown from the data presentation of the descriptive statistics data in which the grand mean was 3.9 on scale of five. However, some revisions and improvements were still made to present better designed materials.
The writer hopes that the designed materials can be applied in teaching- learning situation to help the staff of Culture and Tourism Department of Kabupaten Kutai Barat in communicating with foreign tourists fluently and appropriately.
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ABSTRAK
Valentina. 2009. Designing a Set of English Instructional Speaking Materials for the
Staff of Culture and Tourism Department of Kabupaten Kutai Barat. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini dilaksanakan untuk menyusun seperangkat materi pengajaran berbicara bahasa Inggris bagi pegawai Dinas Kebudayaan dan Pariwisata Kabupaten Kutai Barat. Tujuan dari materi ini adalah untuk membantu pegawai dinas kebudayaan dan pariwisata sehingga mereka mampu berkomunikasi menggunakan bahasa Inggris.
Ada dua permaslahan yang dirumuskan dalam studi ini. Masalah pertama berhubungan dengan bagaimana seperangkat instruksi materi berbicara untuk karyawan Dinas Kebudayaan dan Pariwisata Kabupaten Kutai Barat dapat dipertanggungjawabkan. Masalah kedua berhubungan dengan bentuk dari seperangkat materi pengajaran berbicara dalam Bahasa Inggris.
Untuk memecahkan permasalahan pertama, penulis melakukan wawancara dengan kepala bagian pemasaran Departemen Kebudayaan dan Pariwisata Kutai Barat. Penulis juga menyebarkan kuesioner kepada karyawan Departemen Kebudayaan dan Pariwisata Kutai Barat. Ada tujuhbelas (17) orang karyawan yang terlibat dalam pengisian kuesioner. Semua peserta masuk dalam level dasar. Dalam menyusun materi, penulis menerapkan lima langkah yang diadaptasi dari model instruksi Kemp. Langkah- langkah tersebut adalah: (1) Karakter Pelajar, (2) Menentukan Tujuan, topik, dan tujuan umum (3) Perumusan pencapaian tujuan pembelajaran, (4) Penyeleksian aktivitas belajar mengajar, (5) Evaluasi dan perbaikan.
Untuk memecahkan permasalahn kedua, pemulis menyajikan materi yang terdiri atas delapan unit. Setiap unit terdiri atas: Input, Content Focus, Language Focus, and
Communicative Activity.
Berdasarkan hasil penelitian paska perancangan materi, penulis menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai. Hal ini ditunjukkan dari sajian data statistik deskriptif di mana nilai total rata-rata adalah 3,9 dengan skala lima. Namun demikian, beberapa perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.
Penulis berharap materi- materi ini dapat diterpakan dalam situasi belajar mengajar sehingga dapat membantu para karyawan di Dinas Kebudayaan dan Pariwisata Kabupaten Kutai Barat dalam berkomunikasi secara lancar dan sesuai dengan wisatawan-wisatawan asing.
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CHAPTER I INTRODUCTION In this chapter, the writer would like to present the background of the
study, problem identification, problem limitation, problem formulation, objectives of the study, research benefits, and the definition of important terms in this study.
1.1 Background of the Study
st Nowadays we stepped into the 21 century, the era of globalization.
People around the world will interact with others from different nations for their needs to be easier. The Globalization has demanded people to master an international language, English, is not only serves as means of communication among people in this world but also is a language for specific needs. People willingly learn English because they realize that English is meaningful to widen their knowledge in their fields of work.
As one of the demands of globalization, many working fields in our country require their staff to master English language either spoken or written form. The Culture and Tourism Department of Kabupaten Kutai Barat as a government institution also demands their staff to be able to master English language in order to fulfill the needs of the globalization. is new regency in East Kalimantan. The Culture
Kabupaten Kutai Barat
and Tourism Department is one of a new department in Kabupaten Kutai Barat and it is still lack staff who is able to communicate in English. Whereas, the duty
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2 of the department is to promote the tourism not only domestic but also international tourism. In fact, there isn’t any course or program for the Culture and Tourism Department of Kabupaten Kutai Barat. Because of those reason, the writer would like to design a set of English instructional speaking materials especially for the staff of Culture and Tourism Department of Kabupaten Kutai
Barat . The writer chooses the Culture and Tourism Department of Kabupaten
Kutai Barat because the department needs more human resources who are able to
communicate in English fluently and appropriately. Through mastering English language, the quality of the human resources will be better.
The activities in the instructional materials and in this level will be based on the learner’s specific needs. These specific needs will be categorized in a certain program, called English for Specific Purposes (ESP). ESP is designed for workers in which it will lead to specification of the purpose namely Occupational Purpose. Therefore, language training program design for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat is considered as English for Occupational Purposes (EOP).
1.2 Problem Identification
This study is conducted to develop English instructional speaking materials for the staff of Culture and Tourism Department of Kabupaten Kutai
Barat. The learners (staff) don’t have enough skill in speaking English. The
problem is they never have English course that train them to use a specific/special English expression related to their occupation.
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3 Therefore, the writer tries to design a set of English instructional speaking materials that fit to adult learners (staff) and to fulfill their needs on communicating in English based on their occupation.
1.3 Problem Limitation
Because of the limited time, resources and experience, the study will be limited in introducing a set of English instructional speaking materials for the staff of Culture and Tourism Department of Kabupaten Kutai Barat. The writer chooses Kabupaten Kutai Barat because this regency has been visited by foreign tourists and has been developed as foreign tourists’ destination. Therefore, the designed materials will be based on the learners’ needs and their occupation. In this study, the writer concern about the designing of the English instructional speaking materials. The writer hopes that the instructional materials would be useful in helping the staff of Culture and Tourism Department of Kabupaten Kutai to develop their ability to speak in English fluently and appropriately based
Barat on their occupation.
1.4 Problem Formulation
Referring to the background and the problem limitation above, the writer formulates the following questions:
1. How is a set of English instructional speaking materials for the staff of Culture and Tourism Department of Kabupaten Kutai Barat designed?
2. What does the designed set of materials look like?
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4
1.5 Objectives of the Study
The objectives of this study are:
1. To design a set of English instructional speaking materials for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat.
2. To present a set of English instructional speaking materials for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat.
1.5 Benefits of the Study
This research is expected to give valuable contribution to the people below:
1. English Teacher or Instructors
It is hoped that the English teachers or English instructors can use the instructional materials to teach in an English course for the staff of Culture and Tourism Department of Kabupaten Kutai Barat. The instructional speaking materials can be used as a guidance or handbook in the teaching learning activities.
2. The Staff of Culture and Tourism Department of Kabupaten Kutai Barat
The staff of Culture and Tourism Department of Kabupaten Kutai Barat may use the designed materials to develop their speaking skill. They can use their ability to develop their department and regency.
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1.6 Definition of Terms
1. Design
A design is defined as “a developed plan to guide educational activity in a situation" (Cyril O Houle, 1978: 230). The plan in this case is the design that will be used in the classroom. It has something to do with the instruction given by the teacher or instructor to the learners. In the educational field the teacher or the instructor designing a lesson plan or a teaching material. In this study, design means to make a set of English instructional speaking materials that can be applied for teaching the staff of Culture and Tourism Department of Kabupaten .
Kutai Barat
2. Instructional Materials
The term instructional materials as stated by Dick & Reiser (1989: 3) are forms of printed materials, computer-assisted instructions and televised instructions.
In this study Instructional materials will be in a form of an English course book for the staff of Culture and Tourism Department of Kabupaten Kutai Barat.
3. Speaking Skill
Widdowson (1978: 59) in his book states that “speaking is a kind of active and productive interaction that makes use of the aural medium. Aural media mean mouth, lips, tongue and other oral cavities. In speaking, a message is transferred from the speaker to the hearer. The speaker produces the message and the hearer receives it.”
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6 In this study, speaking will be the major skill that used for the staff of
Culture and Tourism Department of Kabupaten Kutai Barat to communicate with foreign tourists. The communicative activities, for example role-play, will encourage and give more opportunities for the learners to speak in English
4. The Culture and Tourism Department of Kabupaten Kutai Barat
The Culture and Tourism Department of Kabupaten Kutai Barat is a section in Kutai Barat government in which the job as a media for the regency to help people. The people in this case is doing the traveling for experiencing a chance in their life by learning the knowledge, belief, art, morals, law, custom, and any other capabilities in a certain societies. In this study the society is Kabupaten Kutai Barat.
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CHAPTER II LITERATURE REVIEW In this chapter, the writer would like to present the theories related to the
research and the theoretical framework of the research. The theoretical description presents the main theories which are used as the references in this study. The theoretical framework presents outline of the materials design of this study.
2.1 Theoretical Description
In this chapter, the writer would like to present some theories as the guideline to conduct the study. To make it clear, this section is divided into five main parts. They are models of Instructional Design, Speaking Skill, Communicative Language Theories (CLT), and English for Specific Purposes (ESP), and Designing English Instructional Speaking Materials for the Staff of Culture and Tourism Department of Kabupaten Kutai Barat.
2.1.1 Instructional Design
Dick and Reiser (1989: 3) states that “a formal definition of instructional design is: a systematic process of designing, developing, implementing, and evaluating instruction.” Soekamto (1993: 10) also states that in instructional design and development, the writer refers to models which function as a guideline in activities planning.
This study uses Kemp’s instructional design model. Kemp’s (1977: 8-9) model presents a flexible process and there is interdependence among the eight elements, decisions relating to one my affect others. In designing an instructional
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8 program, a designer does not need to start from part one, the designer can start with whichever element they are ready to start with and then move back and forth to the other steps.
Kemp (1977: 8-9) divides the instructional design plan into eight parts. They are:
Step 1 : The first is considering goals, and then listing topics, stating the general
purposes for teaching each topic.
Step 2 : The second is enumerating the important characteristics of the students
for whom the instruction is to be designed.: The third is specifying the learning objectives to be achieved in terms of
Step 3 measurable student behavioral outcomes.
Step 4 : The fourth is listing the subject contents that support each objectives.
Step 5 : The fifth is developing pre-assessment to determine the students’
background and present level of knowledge about the topic.: The sixth is selecting teaching/learning activities and instructional
Step 6
resources that will treat the subject contents so the students will accomplish the objectives.
Step 7 : The seventh is coordinating supportive services such as budget,
personnel, facilities, equipment, and schedules to carry out the instructional plan.
Step 8 : The eight is evaluating the students’ learning in terms of their
accomplishment of objectives, with a view to revising and re- evaluating any phases of the plan that needs improvement.
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9 Kemp (1977: 9) states that we can start from any point and go straightly to anywhere. However, it is suggested to start on deciding the goal and finish on evaluation. Kemp’s model focuses on the material, goal, function and selecting references. Nevertheless, this model does not give a clear instruction on what steps should be done in order to determine the learning task and to select the materials to develop. Kemp ’s also states that the development activities should be seen as a dynamic activity in which every step should relate directly with revision and evaluation. The figure is presented below.
Goals, Topics, and General
Purposes
Learner characterist Evaluation ics
Support Learning Services
Objectives Teaching/ Subject Learning
Content Actvities, Resources Pre-
Assessment
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
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2.1.2 Speaking Skill
This part will talk about the basic theory of speaking skill. The writer would like to talk about the nature of speaking; the process of speaking; and some techniques in teaching speaking.
2.1.2.1 The Nature of Speaking
Luoma (2004: 9) sees linguistically spoken language from two different perspectives. First, speaking as interaction. Second, speaking as a social and situation-based activity. All these perspectives see speaking as an integral part of people’s daily life. Luoma (2004: 27) says that “speaking activity is not a matter of conveying or transmitting vocabulary or grammar, but it is a meaningful interaction between two people.” Learner’s should have more opportunities to practice speaking English. The learner’s can practice in pairs or in groups. As the result the learners don’t just memorize components (vocabulary/grammar) of the language but more important they interact to each other.
2.1.2.2 Teaching Speaking
Nunan (1989: 32) says that There are two nature of speaking. First, the bottom- up approach. The approach to speaking suggests that we start with the smallest units of the language, i.e. individual sounds, and move through mastery of words and sentences to discourse. Second, the top-down view, on the other hand, suggests that we start with the larger chunks of language, which are embedded in meaningful contexts, and use our knowledge of these context to comprehend and use correctly the smaller elements of language.
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11 Nunan (2003: 56-58) also mentions some kind of techniques and tasks that teacher or trainer can use in a classroom. Theye are:
1.) Information gap, 2.) Jigsaw activities, 3.) Role-plays, 4.) Simulations, and 5.) Contact assignments.
Nevertheless, teacher should be wise to manage their speaking class if they use techniques such as role-play. It will be very risky if they cannot manage the class well. The students can be very noisy when they start to talk to each other without any guidance. The other problems that will appear that is the passive students will be just silent if the teachers don’t supervise them.
According to Nunan (1989: 320) successful oral commnication involves: 1.
The ability to articulate phonological features of the language comprehensibility;
2. Mastery of stress, rhytm, intonation patterns; 3.
An acceptable degree of fluency; 4. Transactional and interpersonal skills; 5. Skills in taking and short and long speaking turns; 6. Skills in the management of interaction; 7. Skills in negotiating meaning; 8. Conversational listening skills (successfull conversations requre good listeners as well as good speakers);
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12 Skills in knowing about and negotiating purposes for conversation; 9. Using appropriate conversational formulate and fillers.
10.
2.1.3 Communicative Language Teaching (CLT)
The writer introduces communicative approaches as the basis of this study to design the teaching materials for the staff of Culture and Tourism Department of Kabupaten Kutai Barat.
Nunan (1989: 194-195) mentions that there are some major components to be considered in developing communicative approach. They are:
2.1.3.1 Theory of the Language
Language is a system for the expression of meaning language primary function is for interaction and communication.
2.1.3.2 Theory of Learning
Activities involve real communication; carrying out meaningful to the learner promotes learning.
2.1.3.3 Types of Classroom Activities
The learning activity engaged learners in communication which involves the process such as sharing, negotiation of moving and interaction.
2.1.3.4 Teacher’s and Learner’s Roles
is the facilitator of communication process, participant of
Teacher-roles
the tasks and texts, needs analysis, counselor, and also manager of the learning process.
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13
Learner-roles are treated as negotiator and interactor. They give as well as
take. The learners ha ve a lot of chance to speak and to listen when they do the communicative activities in the classroom with their partners.
2.1.3.5 The Roles of Communicative Materials
Materials give an influence to the quality of classroom interaction and language use. According to Richard and Rodger (1986: 79-80), there are three kinds of communicative materials. They are:
a. Text-based materials Text-based materials consist of theme, a task analysis (e.g. ordering and presenting information), a practice situation description, a stimulus presentation, comprehension questions, and paraphrase exercises.
b. Task-based materials Task-based materials activities consist of a variety of games, role plays and simulation in the form of exercise, handbooks, cue cards, activity cards, practice materials, and student-interaction practice booklets.
c. Realia Realia or authentic or “from life” material can support communicative approach classes because the students can transfer their knowledge they got in the class directly to the real world. The material include language-based realia, such assigns, magazines, advertisements, newspaper, English radio, newspaper, and visual sources such as maps, pictures, symbols, graphs and charts in which communicative materials can be built.
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14 The designed materials for the staff of Culture and Tourism Department of
Kabupaten Kutai Barat will use role-plays and simulations (task-based materials) as the communicative activities. Harmer (1991: 69) states that role-play and simulation have become very popular in communicative language teaching (CLT). Those kind of activities will give more opportunities for the learners to interact with others. Freeman (2005: 129) states that role-play give more opportunity to the learners to practice communicating in English in a variety of social contexts and social roles. Harmer (1991: 352) also states that “simulation and role-play can be used to encourage general oral fluency or to train students for specific situations, especially where they are studying English for Specific Purposes (ESP).”
2.1.4 English for Specific Purposes (ESP)
Hutchinson and Waters (1987: 19) states that English for specific purposes (ESP) is an approach to language teaching in which all the content and method are based on the learner’s reason for learning. It has now become the most prominent part of English language teaching because many people from various areas want to learn English. People want to learn English, not for the pleasure or prestige of knowing English, but because of the demands of their fields of work or study. It is necessary to describe English for specific purpose (ESP) here since the designed materials is for the staff of Culture and Tourism Department of Kabupaten Kutai
Barat. The description of ESP will be divided into four important parts, those are:
needs analysis, syllabus, materials design, and designing English instructional
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15 speaking materials for the staff of Culture and Tourism Department of Kabupaten Kutai Barat.
2.1.4.1 Needs Analysis
Hutchins and Waters (1987: 53) states that "what distinguishes ESP from general English is not existence of a need as such but rather an awareness of the need”. Therefore, needs analysis is the basis of an ESP program. It is conducted in order to know the basic needs of the learners in learning English. There are two kinds of needs here. Those are: 1.
Target Needs
Hutchins and Waters (1987: 54-56) states that “target needs are what the learners need to do in the target situation. ” Target needs consist of necessities, lacks and wants.
a.) Necessities
Necessities are the type of need determined by the demands of the target situation and what to be known in order to function effectively in the target situation.
b.) Lacks Lacks are the gap between the learners’ target proficiency and the ir existing or present proficiency.
b.) Wants
Wants are personal, subjective images of needs on the basis of data relating to themselves and their environment.
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16 Here the writer shows an example of learners’ necessities, lacks, and wants of the agricultural and veterinary students. The data presented in the table below.
Table 2.1: Necessities, Lacks, and Wants (Hutchins and Waters, 1987: 58)
OBJECTIVE (i.e. as perceived by course designers) SUBJECTIVE (i.e. as perceived by learners)
NECESSITIES The English needed for success in Agricultural or Veterinary Studies
To reluctantly cope with a ‘second-best’ situation
LACKS (Presumably) areas of English needed for Agricultural or Veterinary Studies
Means of doing Medical Studies
WANTS To succeed in Agricultural or Veterinary Studies
To undertake Medical Studies “The analysis of target situation needs is in essence a matter of asking questions about the various participants in the learning process”
(Hutchins and Waters, 1987: 59). They propose the target situation analysis framework which contains question that the course designer needs to gather information from an analysis of target needs. The questions deal with: the reasons why the language is needed, how the language will be used, the content areas of the language usage, with whom the learners use the language, where and when the language will be used.
2. Learning Needs
According to Hutchins and Waters (1987: 60-63), “learning needs is what the learners need to do in order to learn.” To do analysis of
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17 learning needs, the course designer should pay attention to learning needs, potential and constraints. They also propose a framework for analysis of learning needs. The framework consists of questions deal with the reasons why the learners are taking the course, how the learners learn the language, what resources are available, who the learners are, where and when the ESP course will take place. Quite simple, needs analysis plays an important role in ESP, because all the decisions in ESP should be based on the learners’ needs.
2.1.4.2 Syllabus
According to Richards and Rodgers (1986: 157), the content of a language teaching involves both subject matters or “what to talk about” and linguistic matter or “how to talk about it”. The content of language teaching syllabus could range from the grammatical and lexical forms of a target language.
Robinson (1991: 34) defines a syllabus as a plan of work used by a teacher as a guideline for teaching content. A syllabus also gives the teacher the idea of what the course will be and to what direction it should be brought and done. Robinson (1991: 34-41) mentions three kinds of syllabus, namely Content-based syllabus, Skill-based syllabus, and Method-based syllabus.
The Content-based syllabus has a purpose to teach some contents using the language that the learners are also learning. It consists of: (a.) Structural syllabus which consists of an ordered set of language items graded by supposed difficulty of learning.
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18 (b.) Notional/functional syllabus in which the content of language teaching is a collection of the function that is preformed when language is used.
(c.) Situational syllabus is a syllabus in which situation becomes the basis of activity.
(d.) Topic/informational syllabus is a syllabus which consists of topic relevant to the learners or to the learners’ content of work.
In this study the writer applied the functional syllabus. Yalden (1987: 114- 115) states that functional syllabus as a communicative syllabus and often used in occupational and vocational ESL (English as a Second Language). The writer also considered the syllabus matched with the instructional speaking materials because the content of language teaching in the designed materials is collection of functions (functional) as those are performed when language is used by the staff of Culture and Tourism Department of Kabupaten Kutai Barat in the situation during the tourism activities in the tourism places or traditional ceremonies in Kutai Barat.
2.1.4.3 Materials Design
Hutchins and Waters (1987: 108-109) states that materials should provide stimulus and good materials to encourage learne rs to learn. They also suggests that good materials should contain interesting texts, enjoyable activities which engage the learners’ thinking capacities, opportunities for learners to use their existing knowledge and skill, and content which both learner and teacher can cope with. They propose a materials design model that is suitable with the ESP course.
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19 The model consists of four elements, namely input, content fokus, la nguage focus, and task.
1. Input