Designing a set of communicative english speaking materials for the personnel of Kaban Group Shop.

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vi 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 English speaking materials for the personnel of Kaban Group Shop. The materials consist of eight units, that are1) Greetings and Introducing, 2) Offering Help, 3)

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vii

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.

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viii

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 cara membagi 4 kuisioner kepada empat evaluator yang terdiri dari satu dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma dan kepada tiga instruktur

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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.

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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 theSarjana PendidikanDegree

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

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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

But

don’t quit

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

When you’re in the hard est hit

It’s when things go wrong

That you

mustn’t quit

(anonymous)

I dedicate this thesis to those whom I love much:

My Mom and Dad (+)

My b rothers, Nuel and Tirta

Don

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vi ABSTRACT

Emenina, Eka. 2007. Designing a Set of Communicative English Speaking Materials for the Personnel of Kaban Group Shop. Yogyakarta: Sanata Dharma University.

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vii

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.

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viii

ABSTRAK

Emenina, Eka. 2007. Designing a Set of Communicative English Speaking Materials for the Personnel of Kaban Group Shop. Yogyakarta: Universitas Sanata Dharma.

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bahasa Inggris di Yogyakarta, 8) merevisi rancangan materi pembelajaran berdasarkan masukan yang diperoleh dari para evaluator.

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.

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ACKNOWLEDMENTS

I thankJesus Christfor 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 GintingandJohan 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 toDrs. 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 alllecturers of English Language Education Study Program of Sanata Dharma Universitywho have taught me during my study in Sanata Dharma University. I thank them for the knowledge they have transferred me. I also thank thesecretarial staff of English Language Education Study Program of Sanata Dharma University, Mbak Dani and Mbak Tarifor 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 andMr. Slamet from Stella Duce 2 Senior High School for their time and patience to evaluate the materials.

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I express my gratitude to the personnel ofKaban 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 thankMetty 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 thankAri 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 thankAyufor 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 thankKijang Tiada Duanya Crew:Echi,Sasha,Vivi,Mawar,Ookfor 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.

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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

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xiii

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

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xiv

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

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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

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xvi

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

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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 three fourth of people around the world. Today, English has become an

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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 Indonesia. However, English is not only used by the shopkeepers, but also by

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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 the personnel of Kaban Group Shop.

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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 for the personnel of Kaban Group Shop in Jakarta.

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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 understand utterances which are not so much grammatical but more

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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).

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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 Waters prefer to show “what ESP is not” (1987: 18-19).

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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’ Specific Needs (Hutchinson and Water, 1987: 17)

ESP

EAP EOP

English for the Owners and the Employees of Kaban Group Shop

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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 realization are related to it.

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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 the relation between necessities, lacks and lacks.

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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).

Questionnaires provide information about “Target Situation Analysis (TSA)” and “Present Situation Analysis (PSA)”. It can also be easily distributed to a large number of people. However, questionnaire also has some disadvantages. Not many people will be happy to fill and return it.

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b) Interviews

Mackay as cited by Robinson uses the “structured interview” where the questionnaire is used by the interviewer to guide the interviewee (Robinson, 1991: 12-13). Tarantino as cited by Robinson states that the advantage of interviews is that the interviewer can help the respondents to clarify and record their answers and explanations (Robinson, 1991: 12-13). Mackay adds that the interviewer can elicit interesting information that occurs while having a planned agenda to follow.

c) Observation

Observation is conducted to see the will-be students’ behavior and performances, for instance, in workplace. It is done to complete information in needs analysis.

d) Case studies

Case study is “one particular type of observation, in which each individual is shadowed over a period of time.” According to Schmidt, as cited by Robinson, case study is used to identify difficult linguistic features and provide information to support needs analysis (Robinson, 1991: 13).

Schmidt as quoted by Robinson states some advantages of using case studies as a method in needs analysis. It is explained in the passage below.

Schmidt suggests that the advantages of the case study method are that it gives the ‘possibility of an in-depth study over a period of time, the opportunity to appeal to the student’s intuitions

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about his or her difficulties and needs in more detail than in the oral interview or questionnaires, and the occasion for the curriculum developer to do direct observation of the student in the classroom and study situation to gain insight into the student’s own methods of learning.

(Robinson, 1991: 13-14)

Meanwhile, the disadvantage is it takes much time to conduct and the results may not be generalized.

e) Tests

Students are better being tested before the ESP course to get information about their present English proficiency and their lacks. The test must be reliable and valid, so the scores can be easily interpreted.

f) Authentic data collection

Authentic data collection refers to the making of audio video recordings. The disadvantage of the authentic data collection is it is difficult to determine what is “salient” and “useful” and what is “just interesting” (Robinson: 1991: 14). g) Participatory needs analysis

It involves asking students to be more active by asking them to take part in a discussion about their needs and wants. They are also asked to make recommendations about what should happen in the course.

Students are asked to take part in the next research about, for example, their work or their study. They can inform to the ESP teacher about needs that emerge during the course so the teacher can gather more information about the course.

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If Robinson suggests the use of seven ways that have been described above, Hutchinson and Waters (1987: 58) suggest the use of:

a) Questionnaires b) Interviews c) Observation

d) Data collection, for example gathering texts, and

e) Informal consultations with sponsors, learners, and others

Hutchinson and Waters state that the analysis of target situation needs can be conducted by asking questions about the target situation and their attitudes of learners in the learning process (1987: 59-60). The questions to collect information about target situation needs are:

a) Why is the language needed?

The question is asked to know students’ purposes in learning English. They can learn it for study, for work, for training, for a combination of these, or for some other purposes, for example, status, examination, or promotion. b) How will the language be used?

This question refers to the medium, channel, and types of text or discourse in using the language. The medium means whether the language is used for speaking, reading, writing, etc. The channel means whether the language is used

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through telephone, face to face, etc. The types of text or discourse mean whether the language is used in academic texts, lectures, informal conversations, technical manuals, or catalogues.

c) What will the content areas be?

This question reveals the subjects in which the language will be used and the level of students. The examples of the subjects are medicine, biology, architecture, shipping, commerce, or engineering. Meanwhile, the examples of the level are technician, craftsman, or postgraduate.

d) Who will the learner use the language with?

This question gives information about people whom the students interact with by using the language, whether or not the people are native speakers. The level of knowledge of receiver can also be acquired by asking this question; whether they are experts, laymen, or students. The relationship of the receiver is also elicited from this question, whether the receiver is colleague, teacher, costumer, superior, or subordinate.

e) Where will the language be used?

This question provides information about the place where the language will be used. It includes physical setting (office, lecture theater, hotel, workshop, or library), human context (alone, meetings, demonstrations, or telephone), and linguistic context (in own country or abroad).

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f) When will the language be used?

This question gives information about the time, for example concurrently with the ESP course or subsequently, and about the frequency in using the language.

The characteristics explained above meet the qualifications of Kaban Group Shop. The personnel of Kaban Group, who are adult learners, have a certain goal to follow ESP program; that is to be able to communicate using English effectively. This goal and some other information are attained from the needs analysis that has been conducted via interview.

In this study, the needs analysis will be conducted by setting an informal interview, distributing questionnaires, and holding an observation. These three ways reveal the learners’ necessities, wants and lacks. Questions about the target situation and their attitudes of learners in the learning process will be asked to them to find out their necessities, wants, and lacks.

d. Designing ESP

Designing ESP means thinking about designing course materials since it is one important part in ESP program. It shows the teaching learning process. Here are some principles need to be understood before designing materials as Hutchinson and Waters (1987: 107-208) say:

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a) Good materials means stimulus to learning and encourage students to learn. Good materials contain interesting texts, enjoyable activities, opportunities for learners to use their existing knowledge and skills, and content that is suitable for the teacher and the learners.

b) Materials should help the teaching-learning process. Good materials provides a clear and coherent unit for a guidance by the teacher and the learners in teaching-learning process and can guide the teacher in planning lessons and encourage learners to progress and make achievement in their learning. Avoid the same type of text and illustration, and the same type of number and exercises. The materials must be clear and systematic, but flexible enough for creativity and variety. c) Materials embody a view of the nature of language and

learning. Materials reflect the materials writer’s thought and feeling about the learning process.

d) Materials reflect the nature of the learning task. Materials should create “a balanced outlook” which reflects the complexity of the task and make it appear manageable. The materials writer must realize that learning is a complex process involving different kinds and levels of knowledge.

e) Materials have function to broaden the basis of teacher training by introducing new techniques to him.

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Hutchinson and Waters suggest model for writing materials (1987: 108-109). The model provides “a coherent framework of integration of various aspects of learning” and allows “creativity and variety” to develop. The model consists of four elements, which are (1987: 108-109):

a) Input

It can be in the form of a text, dialogue, video-recording, diagram, or any defined in the analysis. The input provides:

1) Stimulus material for activities 2) New language items

3) Models of language use 4) Topic for communication

5) Opportunities for learners to use their information processing skills

6) Opportunities for learners to use their existing knowledge both of the language and the subject matter

In this study, input consists of a picture and questions related to the topic that will be discussed also two daily-like-situation dialogues complete with language expressions.

b) Content focus

The content focus generates meaningful communication in the classroom since language is used to convey information. In this study, content focus consists of two parts, namely

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language expressions and word list. However some units consist of three parts, for example, unit 1 and unit 5. Time Zone part is added to unit 1 in order to clarify time zone differentiation between Indonesia and Western countries. Meanwhile, Name of the Goods is added to unit 5 to let students familiarize with the English names of leather goods. c) Language focus

It gives the learners the chance to take the language into pieces, study how it woks and practice putting it back. In this study, language focus consists of grammar lessons that support the topic that is discussed and language exercises on grammar. d) Task

Materials lead towards a communicative task, which “the learners can use the content and language knowledge they have built through the unit.” In this study, task consists of some communicative activities that can be used by students to practice English, such as games, role play, simulation, etc.

The figure A Material Design Model shows the relation between input, content focus, language focus, and task.

Figure 2: A Materials Design Model (Hutchinson and Waters, 1987: 109)

INPUT

LANGUAGE

TASK CONTENT

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e. English for the Personnel of Kaban Group Shop

This main objective of this ESP program is to improve the learners’ communicative competence since they need English to communicate with their foreign customers.

The materials are selected based on needs analysis. The learners will be asked to practice their speaking competence as closely as in the real-life situation. Thus, the exercises will be focused on the communicative tasks, such as role play, games, short dialogues, etc.

2. Communicative Language Teaching (CLT) a. The Definition of CLT

Nunan defines CLT as the belief that learning a language is to be communicatively competent rather than just comprehend the language grammatical pattern and rules (1988: 20). Other experts; for examples, Richards and Rodgers state that errors may happen and the correction of errors are tolerated (1986: 77). Learners are necessary to understand the grammatical pattern of the language; however, it is not the concern of the learning. The primary goal is to make learners to be able to communicate using the target language. Meanwhile, Brown (1987:213) provides four characteristics as a definition of CLT, which are:

1) Classroom goal are not restricted to grammatical competence. 2) Form is not the major framework of the lesson, but function is the

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3) Fluency is more important than accuracy in conveying a message. 4) Students have to use the target language both productively and

receptively.

Related to the definition of CLT above, in this study, the goal of the course is to make the learners able to speak English communicatively with their foreign customers.

b. The Theory of Language

CLT cannot be separated from communicative competence. Savignon (1997:14-15) defines communicative competence as:

1) Communicative competence is a dynamic rather than a static concept. It means that communicative competence depends on the understanding between people who communicate, whether or not they can understand each other.

2) Communicative competence occurs in written and oral language. 3) Communicative competence is context specific. Communication

takes place in different context and the success of it depends on the speakers’ understanding of the context.

4) Competence and performance are different. Competence is the knowledge of language, what one knows about the language. Meanwhile, performance is the manifestation of the knowledge, means what one does with the knowledge.

5) Communicative competence is relative and depends on the cooperation of all participants.

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Further, she tries to explain some competencies, which were introduced by Canale and Swain, interrelated in CLT.

1) Grammatical competence

The learners have to be able to use the correct and accurate speech, including vocabulary, grammar, pronunciation, and spelling.

2) Socio-linguistic competence

In this competence, the learners have to be able to use the target language in varied social settings. The social settings include the role relationship, the shared information of the participants, and the communicative purposes.

3) Discourse competence

The learners must be able to combine and connect phrases and sentences to form meaningful whole.

4) Strategic competence

The learners must be able to find way to convey meaning or send their message, though they have imperfect knowledge of rules of the language and face factors that give disadvantage in sending their message, such as fatigue, distraction, or inattention.

Related to the principles of CLT, in this study, the learners are hoped to be able to have communicative competence. They are also hoped to be able to use it in an appropriate social context with appropriate structural pattern.

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c. The Communicative Task

CLT contains a set of communicative task. Nunan defines the communicative task as classroom work which focuses on meaning rather than form (Nunan, 1988: 18). Learners first need to understand the structural pattern of English as the target language, then to be able to perform English in a communicative way using the appropriate structural pattern. The goal of the course is to make the learners to be able to use English communicatively, not to comprehend English structural pattern. A task minimally consists of input, related activities, goals, roles of teachers, and learners, and a setting. “Input refers to the data that learners work on.” Meanwhile, “activity refers to the work that the learners will do on the task.” It demands the learners to practice the target language. They are set out in the figure A Framework for Analyzing Communicative Task as can be seen on page 25.

Goals Teacher role

Input TASK Learner role

Activities Setting

Figure 3: A Framework for Analyzing Communicative Task (Nunan, 1988: 18 )

Related to the communicative task, in this study, the learners are given communicative tasks that can be used to support the goal of the course, which is to make the learners communicatively competent using English with their foreign customers.

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d. The Curriculum Development and Leaning Task

Curriculum is sometimes misinterpreted as syllabus. However, these two terms are different. Syllabus refers to “the selecting and grading of content” (Nunan, 1988: 21). Meanwhile, curriculum refers to “all aspects of planning, implementing, evaluating, and managing an educational program” (Nunan, 1988: 21). Richards, Platt, and Weber as quoted by Nunan define curriculum as:

Curriculum as an educational program which sets out:

a) the educational purpose of the program (the ends)

b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means)

c) some means for assessing whether or not the educational ends have been achieved

(Nunan, 1988: 21)

In communicative curriculum, means and ends are related to each other. The “content and learning experiences (including communicative task) are developed in tandem and in which tasks can suggest content and vice versa.” Nunan describes the relationship in the figure An Integrated Approach to Curriculum Development (1988: 22).

--- Content

Goals --- Evaluation

---- Tasks

Figure 4: An Integrated Approach to Curriculum Development (Nunan, 1988: 22)

The course for the personnel of Kaban Group Shop will also be conducted by using communicative tasks and will be taught

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in communicative ways. Hopefully, the learners can learn and practice their speaking skill effectively and happily by using those strategies.

3. Theories of Teaching Speaking

Speaking is an oral skill which produces systematic verbal utterances in order to covey meaning (Bailey, 2003: 48). Learners use language to speak up their mind.

a. Principles of Teaching Speaking

There are five principles that need to be understood before teaching speaking. Bailey explains the principles as follow (2003: 53-56).

1) Be aware of the differences between second language and foreign language learning contexts.

A foreign language context takes place when the target language is not the language of communication in the society, e.g. learning English in Indonesia.

A second language context takes place where when the target language is the language of communication of the society, e.g. learning English in Australia.

2) Give students practice with both fluency and accuracy

3) Teacher needs to allow the learners to practice their English with fluency and accuracy. In this case, they are allowed to make mistakes in order to find out their ability to communicate.

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4) Provide chances for students to talk by limiting the teacher’s talk. 5) Group work and pair work provides opportunities for students to

practice their speaking.

6) Plan speaking tasks that involve negotiation for meaning

7) Negotiation of meaning takes place when students practice speaking because by speaking they try to understand each other. 8) Prepare speaking guidance and practice in both transactional and

interactional speaking.

9) Interactional speech is communicating with someone for social context; meanwhile, transactional speech is communicating to get something done including the exchange of goods and/or service. Speaking activities must cover both transactional and interactional purposes because students use the language for both purposes.

b. Classroom Techniques and Tasks

There are some techniques and tasks that can be used to teach speaking (Bailey, 2003: 56-58).

1) Information gap

It is an activity where someone has information which the others do not have. Then hey share the information using the target language. 2) Jigsaw activity

It is bidirectional or multidirectional information gap where each person in a pair or group has some information the other persons need. Then they share the information using target language.

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3) Role play

Learners are given certain roles in the target language, e.g. one as tourist and the other as native. Then the tourist pretends to get lost and ask the way to native. They have to practice speaking using English.

4) Simulation

In a simulation, props and documents provide realistic environment for language practice. For example, a student who act as a doctor bring his own stethoscope and medicine, while the other act as his patient and have to wear thick cloth while the weather is warm to practice doctor-patient check up.

5) Contact assignment

In foreign language context, there can be found tourist for students to talk to in the target language. For example, the students have to search for the tourists and interview them. Then they report what they have learned.

4. Instructional Design Model

The designed instructional materials are taken from Kemp’s and Yalden’s design models.

a. Kemp’s Design Model

Kemp (1977: 8) states that instructional design plan is meant to answer three important questions. They are:

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2) What procedures and resources will work best to reach the desired learning levels? (activities and resources)

3) How will we know when the required learning has taken place? (evaluation)

Then, Kemp (1977:9-10) adds that the instructional design plan consists of eight parts. They are:

1) Consider goals, list topic, and state the general purposes for teaching each topic.

2) Enumerate the important characteristics of the learners. 3) Specify the learning objectives.

4) List the subject content that support each objectives.

5) Develop pre-assessment to determine the student’s background and present level of knowledge about the topic.

6) Select teaching/learning activities and instructional resources. 7) Coordinate support services to conduct the instructional plan. The

support services can be budget, personnel, facilities, equipment, and schedules.

8) Evaluate students’ learning based on their achievement of objectives, revise and reevaluate their weaknesses that need to be improved.

The Kemp’s Design Diagram on page 31 will show the relationship between the eight parts that have been explained above. The diagram also shows a flexible process between the eight parts.

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There is interdependence among them since each part influences the continuity of part next to it.

In this study, the three questions will also be used as considerations in planning the course materials. The eight elements that must be carried out in the design process are used as means to answer the three questions as mentioned in Kemp’s instructional design plan.

Figure 5: The Kemp’s Model Diagram (1977: 9)

b. Yalden’s Design Model

Yalden (1987: 109) defines a communicative syllabus as a syllabus which purpose is to describe classroom experience with a real language use environment. It means that the syllabus provides

Goals, Topics, and

General Purpose

Learning Objectives

Learner Character

istics

Support Services

Teaching/ Leaning Activities, Resources

Pre-assessment Evaluation

Subject Content Revise

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the learners with a change to practice the target language in a real language situation to make them familiar with the use of the language. Yalden’s communicative syllabus consists of eight stages of instructional design. They are:

1) Needs Survey

It is conducted to gather information about the learners’ needs. The gathered information will be used to consider the whole course.

2) The Description of Purposes

Conducting needs analysis will give the course designer to choose the purpose of the course, whether it is for occupational or educational purpose.

3) Choice of Syllabus Type

It is done when the general category of the course has been decided. At this stage, the course designer chooses the proper syllabus to be implemented in the course. Yalden provides several types of syllabus as following:

a) Type I: Structural-Functional

It separates the structural and communicative function. The linguistic form precedes the communicative function. b) Type II: Structures and Function

This type involves a structure in a communicative function; thus, it enables learners to study the linguistic forms and communicative function in a line.

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c) Type III: Variable Focus

This type shifts the language program based on the learners’ proficiency

d) Type IV: Functional

The communicative function is the objective in this type. However, the structural pattern is not ignored.

e) Type V: Fully Notional

This type of syllabus is appropriate for learners who have adequate English proficiency, but still need to be specified in a particular purpose.

f) Type VI: Fully Communicative

It is also called as learner-generated syllabus where learners are the input source.

4) Proto-syllabus Design

The course syllabus specifies the content of the syllabus. 5) The Pedagogical Syllabus

The course designer designs the pedagogical syllabus. This syllabus provides material presentation and interpretation about how learning is achieved.

6) The Development and Implementation in Classroom

The course designer sets the materials from the pedagogical syllabus and organizes them through the lesson plan. At this stage, teacher deals with the teaching techniques and applies the syllabus in form of teaching the materials.

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7) Evaluation

Evaluating the learners, the teaching techniques and the program are done at this stage.

8) Recycling Stage

At this stage, goals and final performances are set up. If there are differences from the syllabus, the materials and the teaching approaches will be revised.

Below is the figure of the stages of Yalden’s design model.

Figure 6: Stages in Language Program Development (Yalden, 1987: 88)

In this study, the writer will omit the development and implementation of classroom procedures. It is because the two parts are not the concern of the materials design.

B. The Theoretical Framework

The designed materials use the combination of Kemp’s and Yalden’s instructional design models. The theoretical framework consists of eight stages which are closely related to each other. The figure of the Rationale of the Framework illustrates the process of making the designed materials. Need Survey Descripti on of Purposes Choice of Syllabus Type Producti on of Proto Syllabus Producti on of Pedagogi cal Syllabus Developme nt and Implementa tion of Classroom Procedure Evalua tion

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Figure 7: The Rationale of the Framework

The explanation of the figure is as follows: Stage 1: Conducting needs Analysis (Yalden)

It is aimed to find learners’ needs, interests, and lacks by distributing questionnaires to 30 personnel of Kaban Group Shop. Interviews are conducted to acquire detailed information that is not provided in the questionnaires.

Stage 2: Considering goals, topics, and general purposes (Kemp)

The data from the needs analysis is computed. Then goal, topics, and general purposes of the course are set up.

Designing the materials Conducting needs survey

Selecting the syllabus types

Considering goals, topics, and general purposes

Specifying the learning objectives

Selecting the teaching-learning activities

Evaluating the designed materials

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Stage 3: Selecting the syllabus types (Yalden)

The data from the needs analysis is computed to elicit information needed to design the material.

Stage 4: Specifying the learning objectives (Kemp)

This stage is aimed to discuss the indicators to achieve the intended competence, which is communicative speaking competence.

Stage 5: Designing the materials

This stage is not mentioned in both Kemp and Yalden’s Design Model. But this stage is needed to create the materials. Therefore, it is added to complete the stages to obtain the final version of the designed materials.

Stage 6: Selecting the teaching-learning activities (Kemp)

It relates to the selection of teaching and learning activities that will be conducted in the course. This stage also relates to the selection of appropriate resources for the materials. Stage 7: Evaluating the materials (Kemp)

It is done by the distributing the evaluation questionnaires to several evaluators conducted to get the evaluators’ feedback to be used as guidelines to improve and revise the designed materials.

Stage 8: Revising the designed materials (Kemp)

It is to find any weaknesses of each stage and make a revision to improve it.

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35 CHAPTER III METHODOLOGY

This chapter focuses on the discussion of Research Method, Research Participants, Setting, Research Instruments, Data Gathering Techniques, Data Analysis, and Research Procedures.

A. Research Method

This study is a descriptive study. Whitney as quoted in Nasir states that research is classified into descriptive when the intention of the research is to find facts with an accurate interpretation (Nasir 1988: 63). Meanwhile, Sprinthall states that the main purpose of descriptive research is description. It is applied to particular types of population to measure one or more variables which be used to describe the interests of the group (1991:98).

Descriptive study deals with current situation (Nasir, 1988: 64). It is conducted to attain as much information from the learners and textbooks as the foundation to design the materials.

The study approach of this research is descriptive survey. Descriptive survey involves asking the same set of questions to a large number of individuals by mail, telephone, or in person (Fraenkel and Wallen, 1993: 342). Meanwhile, Sprinthall adds that the intention of the survey is to get information from samples (occasionally, even some populations) by using questionnaires or interview (1991: 3).

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1. Survey Study for Needs Survey

The first survey is used in conducting needs survey in order to elicit information about the learners’ wants, lacks, and necessities in learning English. It was conducted by observing, distributing and gathering questionnaires, and interviewing the personnel of Kaban Group Shop. The information is focused on:

a. The personnel information about the research participants b. The use of English for the research participants

c. The topic of the materials that are related to their work

d. The participants’ opinions about English course and time available 2. Survey Study for Evaluation on the Designed Materials

The second survey is conducted to gather information from the appropriate and qualified participants to get opinions and feedback on the designed materials. It was conducted by distributing and gathering questionnaires and interviewing one English lecturer and four English instructors who have experience in teaching ESP.

B. Research Participants

There are two kinds of participants. The first is the participants of needs survey and the second is the participants of materials evaluation survey. 1. The Participants of Needs Survey

The method of sampling for the participants of needs survey is quota method. The participants of needs survey were 30 people, including the shopkeepers and the shop assistants of Kaban Group Shop.

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2. The Participants of Materials Evaluation Survey

The method of sampling for the participants of the designed materials evaluation survey is purposive method. The participants of materials evaluation survey were one lecturer from English Language Education Study Program of Sanata Dharma University and three English instructors from several English courses in Yogyakarta. This method is chosen based on the perspective that the participants of materials evaluation survey have the necessary knowledge and understanding about the appropriate English materials of ESP since they have taught ESP for more than 5 years.

C. Setting

The study was conducted in Kaban Group Shop that is located at Pusat Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 76-77, Jakarta. The study was also conducted at the branches of Kaban Group Shop. The first branch is Ruhi Jaya Kaban Shop, located in ITC Mangga Dua, Lantai Dasar, Blok C, No: 1, Jakarta. The second branch is Eva Kaban Shop, located in Pusat Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok C, No: 78-80, Jakarta. The third branch is Kevin Brema Shop, located in Pusat Grosir Pasar Pagi Mangga Dua, Lantai Dasar, Blok B, No: 185, Jakarta.

The time needed for the observation and interviews was around 3 weeks from 8th – 30thof April 2006. The specific time for the observation was on Fridays, Saturdays, and Sundays from 1 to 4 pm. The specific time for distributing questionnaires was on 28th– 30thof April 2006.

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D. Research Instruments

Research instruments are tools which are used to gather information. Research instruments used in this study is interview guide and questionnaire. 1. Interview

Seliger and Shohamy state that an interview is conducted to obtain information by actually talking to the subject (1989: 166). In this study, interviews were conducted with the 5 personnel of Kaban Group Shop. 2. Questionnaire

Seliger and Shohamy state that questionnaire is a printed list for the data collection, which contain questions or statement for the subject to response (1989: 172). In short, it is a list of questions and answers. The questionnaires were distributed to gain participants’ opinions on the course. Based on the questionnaires result, some revisions and improvements were conducted. In this study, the questionnaires were given by using Indonesian, so the learners could understand the questions.

Best (1970: 179) classifies the range of the point of agreement from 1 – 5. He also provides the interpretation of point of agreement, which is presented below.

Range Meaning

1.00 – 1.99 Replace the rejected part of the design

2.00 – 2.99 Add more part or modify part of the design based on the lack on the statement

3.00 – 3.99 Conduct more exploration on the existing part of the design based on the statement

4.00 – 5.00 No revision

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E. Data Gathering Techniques

Hutchinson and Waters suggest the use of questionnaires, interviews, observations, data collections e.g. gathering texts, and informal consultations with sponsors, learners, and others in gathering data (1987: 58). Schroder as quoted by Robinson suggests the use of questionnaires, the detailed interview, participating observation, and press adds as data gathering techniques (Robinson, 1991: 12). Robinson suggests the use of questionnaires, interviews, observations, case studies, tests, authentic data collection, and participatory needs analysis as data gathering techniques (1991: 12-14). In this study, the writer uses 3 data gathering techniques. They are:

1. Questionnaires

In this study, 30 closed-form questionnaires were distributed to 30 personnel of Kaban Group Shop.

2. Interview

The writer chose interview to get data that cannot be achieved from questionnaires. It is recorded on tape recorder and on written form. Mackay as quoted by Robinson suggests the use of structured interview where the interviewer is guided by the interviewer by a questionnaire. Further, the interviewer can catch any interesting information occurred in the interview while applying the interview agenda (Robinson, 1991: 12-13). Tarantino as quoted by Robinson adds that the advantage of using the structured interview is that the interviewer is able to help participants to make clarification and to record the answers and explanation (Robinson, 1991: 13).

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In this study, the interview is applied for two kinds of participants. The first is conducted with the shopkeepers and the second is conducted with the shop assistants of Kaban Group Shop.

a. Interview with the shopkeeper of Kaban Group Shop

The interview was conducted with Mr. Indra Bastanta Kaban since he is the one who really understands the situation of the shop. He runs the business; therefore, they he knows the real need of English for the business.

The interview questions which were used were semi-structured questions. The interviewer first prepared some questions for the interview; but, the questions can be extended during the interview if there is new interesting information that needed to improve designed the materials.

b. Interview with the shop assistants of Kaban Group Shop

The interview was conducted with 5 shop assistants of Kaban Group Shop because to record their opinions, criticisms, and suggestions on the learning processes they need.

3. Observation

Direct observation was conducted in order to understand the real usage of English in trading situation. By understanding the real usage of English in trading situation, the writer would be able to design the materials. The specific time to do observation was around 3 weeks from 8th – 30th of April 2006. The specific time for observation was done on Fridays, Saturdays, and Sundays from 1 to 4 pm.

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F. Data Analysis

The weaknesses and the strengths of the designed materials are measured by using the Central Tendency. The Central Tendency consists of mean, median, and mode. But in this study, only Mean is used to elicit data about whether or not the designed materials are acceptable. The interpretation of the degree of agreement from Best (1970: 179) is used to achieve that purpose. The Central Tendency is presented in the following table:

N Opinions Central Tendency

N Mn

Table 3: The Central Tendency of Participants’ Opinion Notes:

N : Number of participants Mn : Mean

The formula to get the Central Tendency is:

Notes:

Σ: the sum of x : Raw score

N : the number of cases : Mean

G. Research Procedures

The procedures used in this research are: 1. Conducting needs survey

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2. Analyzing the data from the needs survey 3. Formulating goals, topics, and general purposes 4. Selecting the syllabus types

5. Specifying the learning objectives 6. Designing the materials

7. Selecting teaching-learning activities 8. Designing the materials

9. Conducting evaluation by distributing about the designed materials to 4 evaluators in order to elicit feedback from them. One evaluator is the lecture from English Language Education Study Program of Sanata Dharma; meanwhile, the rest are English instructors in Yogyakarta

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43 CHAPTER IV

RESULTS AND ANALYSIS

This chapter consists of the Results of the Survey Study, the Stages of Development on the Designed Materials, and the Presentation of the Materials.

A. The Results of the Survey Study

This section presents the analysis of the data gathered from the questionnaires and interview. There are two types of data presented in this section. The first type is the Result of the Survey Study for the Needs Survey. Thirty questionnaires were distributed to thirty personnel of Kaban Group Shop; consist of the shopkeepers and the shop assistants. The writer gathered the data to gain information about the topics and themes related to the job of Kaban Group Shop personnel, the skill used in the materials, and the characteristics of the learners. The second type is the Result of the Survey Study on the Designed Materials. Four questionnaires were distributed to four evaluators; consist of one lecturer from English Language Study Program of Sanata Dharma University and three English instructors in Yogyakarta. In the second survey study, the writer gathered the evaluators’ opinions and suggestions for the materials development.

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

This section is divided into two subsections. They are the Description of the Personnel of Kaban Group Shop and the Data Presentation. The first subsection discusses the general characteristics of

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the participants; meanwhile, the second subsection discusses the findings of the survey study.

a. The Description of Kaban Group Personnel

The participants of this survey were 30 personnel of Kaban Group Shop, consisting of 4 (13%) shopkeepers and 26 (87%) shop assistants of Kaban Group Shop. Kaban Group Shop itself is the main shop, which has three branches and is run by the Kaban family, who originated from Medan, North Sumatera. Most of the shop assistants still have family relationship with the shopkeepers of Kaban Group Shop. Nineteen (63%) personnel of Kaban Group Shop came from Medan, 3 (10%) personnel came from East Java, and 8 (27%) came from Central Java. Their places of origin influence the types of language they usually speak. All of Kaban Group, 30 (100%) personnel spoke Indonesian to communicate, 14 (29%) personnel spoke Karonese (one of the local languages in North Sumatera, usually used among Karonese tribe), 4 (8%) personnel spoke Javanese, and 1 (2%) spoke Sundanese as daily language.

Kaban Group Shop runs leather goods business, such as men and women’s bags, sandals, shoes, wallets, belts, and key tags. Most of these goods are imported from Guangzhou and Hongkong, China; meanwhile, the rest of the goods are local high quality goods. Kaban Group Shop acts both as a wholesaler and retailer. Their customers come from domestic and international markets. For international market, their customers are merchants who do not have any channel to

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Role Play: Codes for the customer

Code: DO 2370 Quantity: 6 Shoes no: 40, 41, 42, 43 (2 items), 44, 45

Code: NA 2370 Quantity: 3 Shoes no: 42, 43 (2 items)

Code: LD 7424 Quantity: 10 Shoes no: 40, 41, 42, 43, 44 (every no 2 items)

Code: NN 745 Quantity: 5

Code: IN 690 A Quantity: 3

Game: Card for the customer

Code: FO 795 N Quantity: 12

Code: TE 539 N Quantity: 5

Code: OT 8467 G Quantity: 4 Sandals no: 38, 39, 40

Code: IN 7458 T Quantity: 8 Shoes no: 36, 37, 38, 39 (3 items), 40 (2 items)

Code: IN 7843 G Quantity: 4 Shoes no: 42, 43 (2 items), 44

(2)

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Unit 8

Thanking and Well Wishing

Input

Pay attention to the picture and answer the questions below. 1. What do you usually say after your customer

finished shopping?

2. When do you thank someone else?

3. How do you feel when someone you help does not say thanks to you?

Find a partner and practice the two dialogs below.

Dialog 1

Fani : Morning, Sir. What can I do to help you?

Mr. White : I’m looking a suitcase. Do you have the brown one? Fani : Yes. We have a lot. You can have a look in the catalogue. Mr. White : Yes. I like this one. How much this one cost?

Fani : That one costs you three hundred thousand, but you’ll get twenty percent discount. So the fixed price is two hundred and sixty thousand. Mr. White : Reasonable. I’ll take it.

Fani : Alright. Do you need something else? Mr. White : No, thank you.

Fani :Thank you for buying.Hope you’ll like it.Have a nice day.

Mr. White :Thanks.

Dialog 2

Panji : Good morning, Ma’am. Can I help you? Mrs. Jackson : Morning. I need a coin purse.

Panji : We have some. Let’s have a look.

Mrs. Jackson : I like this one. But do you have another color? Orange for example. Panji : Yes. Here you are.

Thank you

(4)

Mrs. Jackson : Thank you. How much is it? Panji : It’s thirty thousand rupiahs. Mrs Jackson : What about twenty five? Panji : I’m sorry. It’s fixed price. Mrs. Jackson : OK. I’ll take it.

Panji : Here you are.Thank you.

Mrs. Jackson :Thank you too.

Content Focus Useful Expressions

The phrases near the top of the list are generally more formal than the ones near the bottom.

FORMALITY EXPRESSING THANKS RESPONSES More formal

Less formal

I’m very grateful for… I’m so grateful for… Thank you very much for… Thank you so much for… Thank you for…

That was nice of you. Thank you. That was nice of you.

Thank you. But you really shouldn’t have.

They’re beautiful! But you didn’t need to (give me anything)

Thanks a lot for…

I really appreciate (the invitation). Thanks!

Thanks a million! Thanks a million!

You’re very welcome. You’re entirely welcome. Don’t mention it.

You’re welcome. It was my pleasure. Don’t mention it. You’re welcome.

Well, I just wanted to show my appreciation for… But I wanted to.

You’re welcome. Sure.

It was nothing. Don’t worry about it. Forget it.

(5)

Word List

English Indonesian

Broken Rusak

Catalogue Katalog Conditions Syarat-syarat Descriptions Gambaran Fixed price Harga pas

Have fun Selamat bersenang-senang Including Termasuk

In charge Bertanggung jawab Mentions Menyebutkan Reasonable Masuk akal Reparation Perbaikan Replies Membalas Stuff Barang-barang Zipper Ritsliting

Language Focus Imperative

Pattern:V1 + Noun phrase

Have a nice day! Enjoy your day! Have fun!

Language Exercise

Complete this conversation by using appropriate expressions Mr. Fontenot : Honey, I’m home. Look what I’ve got for you.

Ms. Fontenot : Welcome home, honey. Oh, it’s a beautiful clutch. _____________. Where did you get it?

Mr. Fontenot : It’s a secret. You like black color, right? I’ve searched every place. Ms. Fontenot : ___________________once again for the gift. It’s really lovely.

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Mr. Fontenot : ______________________. I like buying something you like. Happy birthday. I know it’s your birthday.

Communicative Tasks Role Play

Find a partner and make a dialogue below based on the situations below! Take turn!

Situation 1:

A has brought a bag yesterday but the bag’s zipper is broken. So she comes back to the shop the next day to have the bag repaired. A is the shop assistant. He is in charge to repair broken stuff.

B A

1. greets A 1. replies the greeting

2. offers help 2. complains the bag’s quality 3. checks the bag’s zipper 3. asks for reparation

4. explains the reparation conditions, 4. accepts the conditions, thanks A, including time needed for reparation and says good-bye

5. replies the thank and good-bye.

Situation 2:

A is a costumer looking for a wallet. B is the shop assistant.

B A

1. greets A 1. replies the greeting 2. offers help 2. describes the wallet s/he is

looking for

3. offers some types of wallet based 3. chooses one wallet and asks the price on A’s descriptions price

4. mentions the price 4. bargains

5. bargains and gives the last price 5. accepts the price 6. says thank and give well-wishing 6. replies the thank

Designing a set of communicative english speaking materials for the personnel of Kaban Group Shop.

When things go wrong

Rest if you must

But

don’t quit

stick to the fight

It’s when things go wrong

mustn’t quit

I dedicate this thesis to those whom I love much:

My Mom and Dad (+)

My b rothers, Nuel and Tirta

Don

CHAPTER I

INTRODUCTION

CHAPTER II

LITERATURE REVIEW

Unit 8

Thanking and Well Wishing

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Dukungan

Links

Designing a set of communicative english speaking materials for the personnel of Kaban Group Shop.

When things go wrong

Rest if you must

But

don’t quit

stick to the fight

It’s when things go wrong

mustn’t quit

I dedicate this thesis to those whom I love much:

My Mom and Dad (+)

My b rothers, Nuel and Tirta

Don

CHAPTER I

INTRODUCTION

CHAPTER II

LITERATURE REVIEW

Unit 8

Thanking and Well Wishing

Parts

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DESIGNING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR CONCIERGE PERSONNEL

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