Task-based english speaking instructional materials for the students of management major of Duta Wacana University Yogyakarta.

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ABSTRACT

Franciska, Ria.2008. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was aimed to design a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta using Task-based Learning. There were two problems discussed in this study. The first problem dealt with how a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta is designed. The second problem dealt with what the designed materials look like.

The research method employed in this study was Research and Development (R&D). There are ten steps in the R&D. The writer only applied the first five steps of the R&D steps. They were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision.

In order to answer the first problem, the writer adapted Yalden’s and Kemp’s instructional design models. There were eight steps conducted by the writer: 1) conducting a needs analysis, 2) deciding goals, topics, and general purposes, 3) specifying the learning objectives, 4) selecting syllabus type, 5) listing the subject content, 6) selecting teaching-learning activities, 7) evaluating the designed materials, and 8) revising the designed materials. These eight steps reflected the first five steps of the R&D steps above.

In order to answer the second problem, the writer presented the final version of the designed materials. The designed materials consist of eight units. They are Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a Meeting, and Preparing Yourself for a Job Interview. Each unit covers three stages of Task-based Learning Framework, namely pre-task, task cycle, and language focus.

The making of the final version of the designed materials was based on the opinion, evaluation, and suggestions of the respondents of the post-design survey. The grand average degree of agreement was 3.4 on four-point scale. Therefore, it could be concluded that the designed materials were good, applicable, and acceptable for the Students of Management Major ofDuta WacanaUniversity.

Finally, the writer hopes that these designed materials help the students of Management Major ofDuta WacanaUniversityYogyakartato improve their English speaking ability. The writer also expects that these designed materials give contributions to the English lecturers and the future researchers.

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ABSTRAK

Studi ini bertujuan untuk merancang seperangkat materi pengajaran berbicara bahasa Inggris untuk mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta menggunakan Task-based Learning. Ada dua permasalahan yang dibahas dalam studi ini. Permasalahan yang pertama adalah bagaimanakah seperangkat materi pelajaran berbicara bahasa Inggris untuk mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta dengan menggunakan Task-based Learning dirancang. Permasalahan yang kedua adalah seperti apakah rancangan materi tersebut.

Metode penelitian yang dipakai dalam studi ini adalah Research and Development (R&D). Terdapat sepuluh langkah dalam R&D. Penulis hanya menerapkan lima langkah pertama. Langkah-langkah tersebut adalah penelitian dan pengumpulan informasi, perencanan, pengembangan produk awal, pengujian awal, pelaksanaan revisi produk utama.

Untuk menjawab permasalahan pertama, penulis mangadapatasi model instruksional Yalden dan Kemp. Ada delapan langkah yang diterapkan oleh penulis, yaitu: 1) melaksanakan analisis kebutuhan, 2) merumuskan tujuan dan topik, 3) membuat spesifikasi tujuan pembelajaran, 4) mengembangkan silabus, 5) mengembangkan isi materi, 6) menyeleksi aktivitas belajar mengajar, 7) mengevaluasi materi, dan 8) memperbaiki materi.

Untuk menjawab permasalahan kedua, penulis mempersembahkan versi akhir dari rancangan materi. Rancangan materi tersebut terdiri dari delapan unit. Unit-unit tersebut adalah Making and Receiving Telephone Calls, Making a Deal, Buying and Selling, Handling Complaints, Having an Overseas Business Trip, Presenting Products, Attending a Meeting, and Preparing Yourself for a Job Interview. Setiap unit memuat tiga langkah dari kerangka Task-based Learning, yaitu pre-task (sebelum aktivitas utama), task cycle (serangkaian aktivitas), dan language focus (fokus bahasa).

Pembuatan versi akhir dari rancangan materi berdasarkan opini, evaluasi, dan saran- saran dari para responden penelitian. Nilai rata-rata tingkat persetujuan yaitu 3,4 dari skala 4. Maka, penulis dapat menarik kesimpulan bahwa materi yang dirancang sudah baik, dapat diterapkan dan diterima oleh mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta.

Akhirnya, penulis berharap bahwa rancangan materi tersebut dapat mambantu untuk meningkatkan kemampuan berbicara dalam bahasa Inggris mahasiswa Program Studi Manajemen Universitas Duta Wacana Yogyakarta. Penulis juga berharap rancangan materi ini memberikan konstribusi pada para dosen bahasa Inggris dan para peneliti yang akan melakukan penelitian lebih lanjut.

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TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR

OF DUTA WACANA UNIVERSITY YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Ria Franciska

Student Number: 031214031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THECHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR

OF DUTA WACANA UNIVERSITY YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Ria Franciska

Student Number: 031214031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THECHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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ASarjana PendidikanThesis on

TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR

OF DUTA WACANA UNIVERSITY YOGYAKARTA

Prepared and Presented by Ria Franciska

Students Number: 031214031

Approved by

Y. Veniranda, S.Pd., M.Hum. June 3, 2008 Major Sponsor

F.X. Ouda Teda Ena, S.Pd., M.Pd. June 3, 2008 Co- Sponsor

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TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR

OF DUTA WACANA UNIVERSITY YOGYAKARTA By

RIA FRANCISKA Students Number: 031214031

Defended before the Board of Examiners on June 25, 2008

and Declared Acceptable

Board of Examiners

Chair Person: A. Hardi Prasetyo, S.Pd., M.A. _______________ Secretary : Made Frida Yulia, S.Pd., M.Pd. _______________ Member : Y. Veniranda, S.Pd., M.Hum. _______________ Member : F.X. Ouda Teda Ena, S.Pd., M.Pd. _______________ Member : Carla Sih Prabandari, S.Pd., M.Hum. _______________

Yogyakarta, June 25, 2008 Faculty of Teachers Training and Education

Sanata Dharma University Dean,

Drs. Tarsisius Sarkim, M,Ed., Ph.D.

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IT'S UP TO YOU

One song can spark a moment

One moment can wake the dream,

One tree can start a forest,

One bird can herald spring,

One smile begins a friendship,

One handclasp lifts a soul,

One star can guide a ship at sea,

One word can frame the goal,

One vote can frame the nation,

One sunbeam lights a room,

One candle wipes out darkness,

One laugh will conquer gloom,

One step must start each journey,

One word must start each prayer,

One hope will raise our spirits,

One touch can show you care,

One voice can speak with wisdom,

One heart can know what's true,

One life can make the difference,

You See, It's Up To You!!!

~Author Unknown~

I dedicate this thesis to:

My beloved parents

My dearest Dave

My lovely brother (Kevin)

My beloved sister (Lia)

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STATEMENTS OF WORK’S ORIGINALITY

I honestly declare that the thesis, which I wrote, does not contain the works or part of works of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, June 3, 2008 The writer

Ria Franciska 031214031

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sana Dharma: Nama : Ria Franciska

Nomor Mahasiswa : 031214031

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

TASK-BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR THE STUDENTS OF MANAGEMENT MAJOR OF DUTA WACANA UNIVERSITY YOGYAKARTA

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 21 Juli 2008 Yang menyatakan

(Ria Franciska)

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ACKNOWLDGEMENTS

First of all, I would like to give my greatest gratitude to my Lord, Jesus Christ, for His endless love, blessings, and grace. I thank Him for always being by my side, giving me strength and guiding me throughout my life.

My deepest gratitude is addressed for my major sponsor, Y. Veniranda, S.Pd., M.Hum. and my co-sponsor, F.X. Ouda Teda Ena, S.Pd., M.Pd. for their kindness and willingness to help me in writing this thesis. I believe that I would have not been able to finish this thesis without their guidance, supports, and patience.

I would like to express my sincere gratitude to my beloved father for always motivating and supporting me both of spiritually and financially. I would like to thank David for supporting me when I was down, encouraging me, and accompanying me almost all the time. I thank my cute brother, Kevin, because he always supports me, cheers me up, and makes me happy.

I sincerely thank all of the respondents of my survey research. Their opinions, suggestions, evaluation, and feedback are very precious for me. My gratitude also goes to the students of Management Major of Duta Wacana University Yogyakarta who helped me by filling in the questionnaires and answering some questions.

The last, but not the least I would like to express my gratitude to all of my friends, relatives, and many others whose names I cannot mention one by one, for their prayers and supports.

Ria Franciska

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Page TABLE OF CONTENTS

TITLE PAGE ... i

PAGE OF APPROVAL ... ii

PAGE OF DEDICATION ... iv

STATEMENT OF WORK ORIGINALITY ... v

ACKNOWLEDMENTS ... vi

TABLE OF CONTENTS... viii

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

ABSTRACT ... xv

ABSTRAK_... _xvi

CHAPTER I. INTRODUCTION A. Background ... 1

B. Problem Formulation ... 3

C. Problem Limitation ... 3

D. Research Objectives ... 3

E. Research Benefits... 4

F. Definition of Terms ... 4

CHAPTER II. LITERATURE REVIEW A. Theoretical Description ... 7

1. English for Specific Purposes (ESP) ... 7

a. The Origin ... 7

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b. The Definition of ESP ... 8

c. The Criteria of ESP ... 8

d. Categorization ... 9

2. Task-Based... 10

a. Defining Task ... 10

b. The Roles of the Learners ... 11

c. The Roles of the Teacher ... 11

d. The Characteristic of the Teaching-Learning Processes ... 12

e. Language Use in the Tasks ... 13

f. Types of Task ... 13

g. The Teacher’s Respond to the Students’ Errors ... 15

h. The Accomplishment of Evaluation ... 15

3. Speaking ... 16

a. The Characteristics of Successful Speaking Activities ... 16

b. The Problems Occur in Speaking Activities ... 17

c. The Solutions of Speaking Problems ... 17

4. Instructional Design Models ... 18

a. Yalden’s Model ... 19

b. Kemp’s Model ... 22

B. Theoretical Framework ... 24

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Page CHAPTER III. METHODOLOGY

A. Research Method ... 28

B. Research Participants ... 29

1. Participants of the Pre-Design Survey ... 29

2. Participants of the Post-Design Survey ... 29

C. Research Instruments ... 30

1. Questionnaires ... 30

2. Interview ... 31

D. Data Gathering Technique ... 31

a. Data Gathering Technique of the Pre-Design Survey .... 31

b. Data Gathering Technique of the Post-Design Survey .. 31

E. Data Analysis Technique ... 32

a. Data Analysis of the Pre-Design Survey ... 32

b. Data Analysis of the Post-Design Survey ... 32

F. Research Procedures ... 34

1. Finding Research Problem ... 34

2. Research and Information Collecting ... 34

3. Planning ... 34

4. Develop Preliminary Form of Product ... 34

5. Preliminary Field-Testing ... 35

6. Main Product Revision ... 35

7. Writing the Report... 35

CHAPTER IV RESULT AND DISCUSSION A. The Steps of Designing the Instructional Materials ... 36

1. Conducting a Need Analysis ... 36

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a. The Participants of the Pre-Design Survey ... 37

b. The Data of the Pre-Design Survey ... 37

2. Deciding Goals, Topics, and General Purposes ... 41

3. Specifying the Learning Objectives ... 42

4. Selecting Syllabus Type ... 44

5. Listing the Subject Content ... 44

a. Pre-task ... 44

b. Task Cycle ... 44

c. Language Focus ... 45

6. Selecting Teaching-Learning Activities ... 45

7. Evaluating the Designed Materials ... 45

a. Participants of the Post-Design Survey ... 46

b. The Data of the Post- Design Survey ... 46

c. Participants’ Comments and Suggestions on the Designed Material ... 47

8. Revising the Designed Materials ... 48

B. The Discussion on the Designed Materials ... 48

C. The Task-based English Speaking Instructional Materials for the Students of Management Faculty of Duta Wacana University ... 50

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 52

B. Suggestions ... 53

1. For the English Lecturers ... 54

2. For the other Researchers ... 54

BIBLIOGRAPHY ... 55

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LIST OF TABLES

Table 3.1 : The description of Participants of the Pre-Design Survey ... 29

Table 3.2 : The Description of Participants of the Post-Design Survey ... 30

Table 3.3 : The Analyzed Data of the Pre-Design Survey ... 32

Table 3.4 : The Analyzed Data from the Post-Design Survey ... 32

Table 4.1 : The Description of Participants of the Pre-Design Survey ... 37

Table 4.2 : The Results of the Pre-Design Survey (Questions no. 1-5) ... 37

Table 4.3 : The Result of the Pre-Design Survey (Questions no. 6-8) ... 38

Table 4.4 : The Result of the Pre-Design Survey (Question no. 9) ... 39

Table 4.5 : The Result of the Pre-Design Survey (Question no. 10) ... 39

Table 4.6 : The Result of the Pre-Design Survey (Questions no. 11) ... 40

Table 4.7 : The Result of the Pre-Design Survey (Questions no. 12) ... 40

Table 4.8 : The Basic Competencies ... 42

Table 4.9 : The Learning Objectives/ Achievement Indicators ... 42

Table 4.10 : The Description of Participants of Post-Design Survey ... 46

Table 4.11 : The Result of Post-Design Survey ... 47

Table 4.12 : The Topics and the Contents ... 50

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Page LIST OF FIGURES

Figure 2.1: The Branch of English Language Teaching ... 10

Figure 2.2: The Yalden’s Instructional Design Model ... 22

Figure 2.3: The Kemp’s Model ... 23

Figure 2.4: Steps in Designing the Materials ... 27

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Page LIST OF APPENDICES

Appendix A Pre-Design Survey Questionnaire ... 58

Appendix B Post-Design Survey Questionnaire ... 60

Appendix C General Description of the Materials ... 64

Appendix D Syllabus ... 67

Appendix E Students’ Handout ... 81

Appendix F Teacher’s Manuals ... 135

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ABSTRACT

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ABSTRAK

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CHAPTER I INTRODUCTION

This chapter discusses the introduction of this study. This covers the background of the study, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

The globalization demands a better quality of English since many working fields involve people from other nations. It is essential that Indonesia as one of developed countries starts to socialize English early to its society. English is needed in order to compete with other countries and to survive in this globalization era.

Based on the needs of learning, English is divided into two kinds; they are English for general purposes and English for specific purposes. “English for general purposes is English whose contents and aims are given in general ways. English for specific purposes, on the other hand, is English whose contents and aims are determined and specified needs for a particular group of learners” (Hutchinson and Waters, 1987:17). Nowadays, English has become a crucial language to be learned not only as an international language, but also English for specific needs. As Hutchinson and Waters (1987:6) state: “English becomes the accepted international language of technology and commerce, it creates a new generation of learners who knew specifically why they were learning a language-businessmen and-women who wanted to sell their products, mechanics who had to read instruction manuals,

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doctors who needed to keep up with the developments in their fields and a whole range of students whose course of study included textbook and journal only available in English”, the study of English for particular reason connected with people’s studies or their job. They realize that English is meaningful to support their ability in field of work. One of them is the students of Management Major of Duta Wacana University Yogyakarta.

As stated before, within the upsurge of globalization waves, it cannot be denied that many companies dealing with international business have no choice but to acquire human resources with the ability to communicate in English. The students of Management Major of Duta Wacana University Yogyakarta are closely connected to the business and economic world. Their management skill should be supported by English mastery if they want to get a good job.

The writer conducts a study which is aimed at designing English speaking instructional materials for students of Management Major of Duta Wacana University Yogyakarta because their speaking ability is still weak and they do not have sufficient speaking materials which can improve their speaking skill. The writer expects that the materials which are presented in this thesis will fulfill their needs.

The content and the method of this design are based on the learners’ reason for learning. The type of the material here is suitable for learners’ need to improve their skill for the future necessity. The writer uses Task-based Learning. “Task-based Learning aims to provide learners with natural context for language use. As learners work to complete a task, they have abundant opportunity to interact” (Larsen and Freeman, 2000:144). Task-based Learning provides more communicative tasks and more opportunities for the students to practice the target language effectively and

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freely. They are given a lot of chances to say what they think or feel by using whatever words and phrases in the target language without any afraid of making mistakes since task-based learning more emphasizes the meaning than the form.

B. ProblemFormulation

In this study, the two problems are formulated as follows:

1. How is a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta designed?

2. What do the designed materials look like?

C. Problem Limitation

This study is limited to the discussion on the material development and it is not meant to be developed into experimental research. The design focuses on the development of speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta by using Task-based.

D. Research Objectives

The objectives of this research are to answer the problems which are stated in the problem formulation. The first is to find out how a set of English speaking instructional materials for students of Management Major of Duta Wacana University Yogyakarta is designed. The second is to present a set of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta.

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E. Research Benefits

The result of this study should be beneficial for:

1. The students of Management Major of Duta Wacana University Yogyakarta The result of this study hopefully may function as a source of English speaking instructional materials for the students of Management Major of Duta Wacana University Yogyakarta to deepen their understanding of some communicative functions and to improve their abilities to use the language expression appropriately.

2. English Teachers

This study hopefully may useful for the English teachers who will conduct an English training for the students of Management Major. This study may provide them with English speaking instructional materials that fulfill the learners’ needs, so that, by using these materials, the teachers could use their teaching time effectively. 3. Other Researchers

This study is expected to be useful for the other researchers to get more knowledge about how to design and how to develop the appropriate speaking instructional materials. Besides, it is hoped that this study will encourage them to make an elaborate evaluation and revision, so that they can produce the better one in the future.

F. Definition of Terms

There are several terms which need to be clarified to avoid misinterpretation or misunderstanding. The definitions of the terms are as follows:

1. Design

Houle defines that “design is a developed plan to guide educational activity in situation” (Houle, 1978:230). “Designing is as creating a new set of materials that fit

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the learning objectives and specific subject area of particular learners” (Hutchinson and Water, 1994). In this study, designing refers to creating a set of English speaking materials that fit the needs of the students of Management Major of Duta Wacana University Yogyakarta.

2. Instructional Materials

Dick and Reiser define that “instructional materials are materials planned by the teacher for instruction” (Dick and Reiser, 1989:3). In this study they are meant as a set of materials which are planed by designers, to be used by the teachers and learners as the focus of the discussion in the teaching learning process in order to achieve the objectives.

3. Speaking

Widdowson (1979: 58) says that “speaking is a kind of active and productive interaction that makes us use aural mediums”. Aural mediums are mouth, lips, tongue, and other oral cavities. Widdowson also emphasizes face-to-face interaction including dialogue or other forms of verbal exchange as a fact of communication. If people use non-verbal language in face-to-face interaction, then it is not speaking. In this thesis, speaking refers to a kind of active and productive interaction using aural media.

4. The Students of Management Major of Duta Wacana University Yogyakarta Duta Wacana University is located at Jl. Dr. Wahidin Sudirohusodo 5-19 Yogyakarta. The students who study in the Management Major of Duta Wacana University Yogyakarta are persons whose tasks are preparing themselves, especially, to be skilful managers in the future. In this study, 20 students from approximately 200 sixth semester students of Management Major of Duta Wacana University are chosen as the respondents. They are in the intermediate level.

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5. Task-based Learning

Skehan (1998: 95) defines task as:

an activity in which meaning is primary: there is a communicative problem to solve; there is some sort of relationship to compatible real-world activities; task completion has some priority; and the assessment of the task is in terms of outcome.

“Task-based provides the learners with a natural context for language use. Task-based learning is not just about getting learners to do one task and then another task and then another. If that were the case, learners would probably expert at doing tasks, but they wouldn’t be able to communicate fluently” (Willis, 1996:40). As Willis (1996:40) states, “the task cycle offers learners the chance to use whatever language they already know in order to carry out the task, and then to improve that language, under teacher guidance, while planning their reports of the tasks”.

The teaching techniques required for task-based learning are not very different to those of ordinary mainstream language teaching. The differences lie in the ordering and weighting of activities and at the fact that there is a greater amount of student activity, and less direct, up-front teaching (Willis, 1996: 40).

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7 CHAPTER II LITERATURE REVIEW

This chapter discusses the theoretical description and theoretical framework. The theoretical description discusses of some descriptions of the theories related to this study. The theoretical framework concerns with the theories discussed in the descriptions used by the writer in this study.

A. THEORETICAL DESCRIPTION 1. English for Specific Purposes (ESP) a. The Origin

It is believed that ESP grew as a phenomenon out of a number of converging trends. There are three mains reasons of the increasing growth of ESP (Hutchinson and Waters, 1987:6). Those reasons will be discussed briefly below:

1) The demands of a Brave New World

“There was an expansion in scientific, technical, and economic activity on an international scale. This expansion called a world unified and dominated by two forces: technology and commerce, which in their relentless progress soon generated a demand for an international language” (Hutchinson and Waters, 1987:6). Because of this, most people wanted to learn English since English was the key to get involved in international technology and commerce. Finally, it created new generation of learners who knew the specific reason why they were learning language.

2.) A revolution in linguistics

“Traditionally, the aim of linguistics had been to describe the rules of English usage. However, the new study shifted attention away from defining the formal features of language communication” (Hutchinson and Waters, 1987:7).

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3.) Focus on the learner

“New development in educational psychology also contributes to the rise of ESP, by emphasizing the central importance of the learners and their attitudes to learning. Learners were seen to have different needs and interest, which would have an importance of their learning” (Hutchinson and Waters, 1987:8).

All three factors seemed to point towards the need for increased specialization in language learning.

b. The Definition of ESP

Hutchinson and Waters (1987: 21) define that “ESP is an approach to language teaching, which aims to meet the needs of particular learners.” ‘This means in practice that much of the work done by ESP teachers is concerned with designing appropriate courses for various groups of learners’. ‘To create successful performance, ESP design should be based on the learners’ need to develop particular English course, which later can determine the kind of syllabus and material instruction’. Hutchinson and Waters (1987:18) show the definition of ESP as:

First, ESP is not a matter of teaching “specialized varieties” of English. The fact that language is used for specific purpose does not imply that it is not a special form of language. Certainly, there are some features which can be identified as “typical” of particular context of use and which, therefore, the learners is more likely to meet in the target situation. Second, ESP is not just a mater of science words and grammar for scientists, but we need to distinguish between the performance and competence and consider them in the teaching learning process. The last, ESP is not different in content of learning. The foundation of all ESP is the simple question: Why does this learner need to learn a foreign language? Then, the other questions related to the learners will flow down based on the learner’s reason for learning.

c. The Criteria of ESP

Robinson (1991: 2) suggests:

a number of features are often thought as criteria to ESP courses”. First, ESP is normally goal directed. Students learn English because they need English for study or work purposes. Second, an ESP course is based on a need analysis, which aims to specify as loosely as possible what exactly it is that students have to do through the medium of English.

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d. Categorization

According to Hutchinson and Waters (1987: 16-17), ‘the categorization of ESP is according to whether the learner requires English for academic study or for work and based on the general nature of the learners’ purpose and specific needs or specialization’.

There are two main types of ESP differentiated according to whether the learner requires English for academic study or for work. The first type is English for Academic Purposes (EAP).The examples of EAP are English for Medical Studies, English for Economics, and English for Psychology. The second type is English for Occupational Purposes (EOP). EOP is also known as English for Vocational Purposes (EVP), and Vocational English as a Second Language (VESL). The examples of EOP are English for Technician, English for Secretaries, and English for Teaching.

There are three large categories identified based on the general nature of the learners’ purpose and specific needs or specialization. The first is English for Science and Technology (EST). The second is English for Business and Economics (EBE), and the last is English for the Social Sciences (ESS). This categorization is made based on the assumption that people can work and study simultaneously, and it is also possible that the language learnt for intermediate use in a study environment will be used later when the student takes up, or returns to a job.

The categorization of ESP according to Hutchinson and Waters (1987:17) can be seen in the figure 2.1.

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Figure 2.1: The Branch of English Language Teaching, taken from ESP by Hutchinson and Waters (1987:17)

2. Task-Based

It is a natural approach, an approach which provides learners with natural context of language use. Task- based facilitates the learner with the activities where the target language is used by the learner for a communicate purpose in order to achieve an outcome (Willis, 1996:23).

The following are some of the principles of task-based: a. Defining Task

Nunan (1989:10) states that “a task is a piece of work which involves learners comprehending, manipulating, or interacting in the target language while their attention is principally focused on meaning rather than form”. Tasks in the Task-based Learning are not defined as various activities including grammar exercises, practice activities, and role plays. Willis (Willis, 1996: 23) says that tasks in

task-English for Teaching English for Medical Studies English for Technician English for Economics English for Secretaries English for Psychology English for Academic Purposes (EAP) English for Occupational Purposes (EOP)

EAP EOP EAP EOP

English for Science and Technology (EST) English for Business and Economics (EBE) English for Social Sciences (ESS)

English as a Foreign Language (EFL) English for Specific Purposes (ESP) General English (GE) English Language Teaching (ELT)

English as a Second Language

(ESL) English as a

Mother Tongue (EMT)

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based are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.

b. The Roles of the Learners

Richard and Rodgers (2001: 235) state that there are three roles for learners in Task-based Learning. The first role is the learners as group participants. Many tasks will be done in pairs or small groups therefore the learners play a role as group participants. The second role is the learners as monitors. The learners should notice how language is used in communication. The third role is the learners as risk-takers and innovators. “The learners will be required to create and interpret message for which they lack full linguistics resources and prior experience. The skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners may also need to be developed” (Richard and Rodgers, 2001: 235). c. The Roles of the Teacher

The central role of the teacher is as the selector and sequencer of tasks. “The teacher selects, adapts, and/or creates the tasks themselves and then form these into an instructional sequence in keeping with learner needs, interests, and language skill level” (Richards and Rodgers, 2001: 236). The teacher also has the role to prepare learners for tasks. The teacher begins the lesson by using pre-task which is including topic introduction, clarifying task instructions, helping students learn or recall useful words and phrases to facilitate task accomplishment, and providing demonstration of task procedures. The last role of the teacher is as the consciousness-raising. “The teacher employs a variety of form-focusing techniques, including attention- focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of highlighted material” (Richards and Rodgers, 2001: 236).

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d. The Characteristic of the Teaching-Learning Processes

The class activities have an explicit purpose and a clear outcome. They are goal oriented. The emphasis is on understanding and conveying meanings in order to complete the task successfully. “While learners are doing tasks, they are using language in meaningful way” (Willis, 1996:24). According to Willis (Willis, 1996:40) the activities are divided into three phases:

1) Pre-task

In the pre-task, the teacher will introduce the topic and define the topic and tasks to the learners, present what the students are going to do in the task phase, provide the students with key vocabulary or grammatical constructs. The teacher may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task. In short, in this phase, the teacher brainstorm the topic to the students in order to make they think clearly and sensibly. 2) Task Cycle

“In the task cycle phase, the learners have a chance to use whatever language they already know in order to carry out the task, then to improve that language, under teaching guidance, while planning their reports of the tasks” (Willis, 1996: ). The task cycle phase consists of three components. They are task, planning and report. 3) Language focus

“Language Focus provides the learners chance to study some of the specific features naturally occurring in the language used during the task cycle” (Willis, 1996: 40). This phase consists of Planning and Practice. In the analysis part, the learners are asked to recognize grammar and expressions. In the practice part, the learners do the practice activities in the form of exercises or game. Most of the

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activities are planned to be done in pairs or group because it has a number of advantages. It gives learners confidence to try out whatever language they know, or think they know, in pairs or small groups without fear of being wrong or being corrected in front of the class. Besides, it gives learners experience of spontaneous interaction while listening to what is being said. It also gives all learners a chance to notice how others express similar meanings.

e. Language Use in the Tasks

The language which used in spoken and written is different. Willis (1966: 32) states that “when speaking spontaneously, we compose in real time and often resort to lexical phrases, rather than building complete sentences word by word.” It follows that in task-based, the learners should not expected to speak in full sentences when doing tasks in small group.

f. Types of Task

Willis 1996:26-28 categorizes six types of tasks. The first is listing. This task tends to make the learners produce a lot of talks while explaining their ideas. “The processes involved in listing are brainstorming, in which learners draw on their own knowledge and experience either as a class or in pairs/ groups and fact-finding, in which learners finding things out by asking each other or other people and referring to books, etc. The outcome would be the completed list or a draft mind map. The second is ordering and sorting. This task involves four main processes: sequencing items, actions or events in a logical or chronological order, ranking items according to personal values or specified criteria, categorizing items in given groups or grouping them under given headings and classifying items in different way. The third is comparing. In this task, the learners have to compare information that

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actually similar but from different sources or version. They have to identify the common points or the differences. “The processes in the comparing task are matching to identify the specific points and relate them to each other, finding the similarities and things in common and finding the differences” (Willis, 1996:27).

The fourth is problem solving. Willis (996:27) explains:

Problem-solving task made demands upon people’s intellectual and reasoning powers, and, though challenging, they are engaging and often satisfying to solve. The real life problems involve expressing hypotheses, describing experiences, comparing alternatives and evaluating, and agreeing on solutions.

The process and the time will vary depending on the type and complexity of the problem. The fifth is sharing personal experiences. This task encourages learners to talk more freely about themselves and share their experiences with others. The result of this task is casual social conversation. The last is creative tasks. These tasks are often called project and involve pairs or groups of learners in some kind of free creative work. They have stages than other tasks, and can involve combination of task types: listing, ordering, and sorting, comparing, and problem solving. Doing research outside the class is sometimes needed. Two important things which should be considered to carry out and finish this task are organizational skills and team-work.

Pica, Kanagy, and Falodun (1993) as cite by Richards and Rodgers (2001:234) classify tasks according to the interaction that occurs in task accomplishment. They categorize five types of tasks. The first is jigsaw task. In this task the learners have to combine pieces of information into whole or complete information. Learners read/listen/view their part and report to the others what it

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contains. They then discuss how it all fits together. “The final product is either the reassembled text or a new piece containing the synthesized information written by the group or presented orally” (Richards and Rodgers, 2001:234). The second is information-gap task. In this task one student or groups of students has one set of information and another student or group has a complementary set of information. In order to complete an activity they must negotiate and find out what the other’s student information is. The third is problem solving task. Here, the students are given a problem and a set of information. They must find the best solution to the problem. There is only one resolution of the outcome. The fourth task is decision–making task. In this task the students are given a problem which has a number of possible outcomes and they must choose one through negotiation and discussion. It makes the students think critically and cooperatively to find the best solution. The last task is opinion-exchange task. Learners will be encouraged to discuss and exchange the ideas. They do not need to reach agreement. Each of them just should tell what their own opinion is.

g. The teacher’s Respond to the Students’ Errors

The teacher shouldn’t give any comment, advice, or correction before learners finish doing the task. Even, the teacher should explain to them that it is better for them to get a risk saying something wrong than not to say anything. h. The Accomplishment of Evaluation

Evaluation is usually conducted on students’ normal in class performance and not through formal test. The students are evaluated when they do the task in pair or groups.

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3. Speaking

Speaking is the concern of this study, therefore the writer assure that the theory of speaking must be discussed here.

a. The Characteristics of Successful Speaking Activities

According to Ur (1996:120), there are some characteristics of successful speaking activities. The first characteristic is learners talk a lot. Bushman (1986:25) states that the general purpose for speech study in English class is to develop learners who can participate satisfactorily in everyday situations that demands oral work. Therefore, the teacher should give many opportunities for the students to speak in the speaking class. The teacher should provide the speaking activities which encourage the students to talk a lot. The class is dominated by students’ talk not by teacher’s talk.

The second one is participation is even. The classroom discussion is not dominated by talk active students. All of the students must have the same opportunity to speak. The teacher should distribute the question fairly equal to each student.

The third one is motivation is high. The teacher should provide the interesting and challenging topics and activities in speaking class to motivate the students. If the students interested in the topics and the activities they will eager to speak.

The last one is language is of an acceptable level. The learners express themselves in utterances that relevant, easily comprehensible each other and of an acceptable level of language accuracy. Therefore, the level of speaking activities should match with the students’ level.

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b. The Problems Occur in Speaking Activities

Ur (1996:121) states that there are four problems in speaking activities. The first one is inhibition. The speaking activities require some degree of real-time exposure to an audience. The learners are often inhibited about trying to say things in a foreign language in the classroom. They are often afraid of making mistake. They feel shy to speak. They are also afraid of criticism. The second is nothing to say. The learners cannot think anything to say. The third is low or uneven participant. The students get a very little talking time or none at all. This happens because some students dominate the class. The fourth is the mother- tongue use. The students often use the mother tongue in the classroom rather than the target language, especially when most of them share the same mother tongue. They tend to use the mother tongue because it is easier than the target language.

c. The Solutions of Speaking Problems

Ur (1996:122) offers some solutions to overcome the problems in speaking activities. The first solution is use group work. The use of group work lowers the inhibitions of the learners who are unwilling to speak in front of the class. The group work also gives the learners opportunities to talk in a limited period of time.

The second is base the activity on easy language. The level of a language needed for a discussion should be easily recalled and produced by the learners therefore they can speak fluently. It is better for the teacher to teach or review essential vocabulary before the activity starts.

The third solution is make careful choice of topic and task to stimulate interest. The teacher should choose the appropriate and suitable topics and tasks in order to increase the learners’ interest. As Gaudart states (1992:51), “materials which

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are not suitable and interesting will make the students unable to perform well and will make the students uninterested and get bored”.

The forth is give some instructions or training in discussion skills. The teacher should give clear instruction to the learners before doing the activities. It is important to make sure that the learners understand the activity and know what they have to do in the activity.

The last one is keep the students speaking in the target language. The best way to keep the learners speaking in the target language can be done simply by the teacher. The teacher must speak the target language as much as possible, reminding the students and modeling the language use him/herself.

4. Instructional Design Models

Instructional design is an integral part of instructional program design. As state by Gagne and Briggs (1979: 3), “instructional is a set of event, which affects learners in such a way that learning is facilitated”. Choosing the appropriate design model for an instructional material is not easy. A simple and flexible model would be an advantage for the material, because it will be easier to be understood.

Soekamto (1993:11) suggests three criteria to be considered in choosing instructional design model. First, a design model should be simple and does not contain many specific terms so that the model will be easy to understand. Second, a model should contain all the steps that need to be implemented in the process of instructional system in order to be well functioned. Third, a model should be flexible so that the designers are able to do the adaptation between the instructional objectives and strategy to achieve them.

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There are two models of instructional material designs that are discussed. They are chosen because their models support this study and easier to understand. a. Yalden’s Model

Yalden (1987:88) proposes eight stages in a language program development. The first stage is the needs survey. “When needs survey is being undertaken, there is a potential great deal of information to be gathered. The information includes communication requirement, personnel needs and motivations, and relevant characteristics of learners as well as those of their partners for learning” (Yalden, 1987:88). According to Hutchinson and Waters (1987:54), there are two elements in needs analysis; target needs and learning needs. Hutchinson and Waters define target needs as what the learner needs to do in the target situation. The target needs include necessities, lacks, and wants. Necessities is “the type of need determined by the demands of the target situation, that is, what the learner has to know in order to function effectively in the target situation”, Hutchinson and Waters (1987:55). Lacks, according to Hutchinson and Waters (1987:56) is the gap between the target proficiency and the existing proficiency of the learners. Because of that definition, it is not enough if a course designer is only understand the necessities to identify the learners’ lacks, but also ha to know what the learners already know (the learners’ background knowledge). Hutchinson and Waters define wants as what learners want to learn and know.

The second stage is description of purpose. Description of the purpose is to be prepared by considering the students’ characteristics and skills on entry and on exit on the program. By identifying the purpose of their needs, the designer could form the appropriate language content from simplest thing to the wider one. It can be

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said that understanding the learners’ purpose will guide the teacher to design the instructional materials that is suitable in learners’ field.

The third stage is selection/ development of syllabus type. “A syllabus is defined as a document or statement of what will (or at least what should) be learned and taught” (Hutchinson and Waters, 1994: 80). Yalden (1987: 108) describes the syllabus as an instrument by which the teacher can achieve a degree between the needs and aims of the learners and activities that will take place in the classroom. “Syllabus is very crucial for teachers because syllabus is a plan of work used by a teacher as a guideline for teaching content” (Robinson, 1991: 35). Besides, a syllabus gives the teacher idea of what the course will be and to what direction it should be brought and done. Yalden (1987: 114) proposes a communicative syllabus which consists of six types. The first type is structural-functional syllabus. This type maintains a separation of forms and communicative function. It suggests that the linguistics forms precede the communicative functions. The second type is structure and function syllabus. It enables the learners to study the linguistics forms and communicative function simultaneously. The third is variable focus syllabus. It means that the emphasis of the language program shifts is according to the level of proficiency. This implies that the shifts follow the learners’ need. The fourth is functional syllabus. According to Nunan (1988:35), function is described as the communicative purposes (e.g. agreeing, apologizing, promising, and advising). The objective that is stated in this type of syllabus is in term of communicative function, but the linguistics forms, however, are not abandoned. The fifth is notional syllabus. This type is suggested to the learners who have been in adequate proficiency of English but still need to be specified in a very particular purpose. The last type is

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fully communicative syllabus. It is also called a learner-generated syllabus. The learners can be called as the source of input.

The fourth stage is production of a proto syllabus. Selection and combination of contents are conducted according to the type of syllabus. The description of language and language use will be covered in this program. “The teacher has to start mapping out the syllabus content, which is usually inventing a list of topics and functions. The result of mapping out will serve as the guidelines for the teacher in preparing and compiling the syllabus for the learners easier” (Yalden, 1987: 139).

The fifth stage is production of a pedagogical syllabus. “The pedagogical syllabus provides a repertoire of words and phrases chosen as exponents of function and suitable to the topics identified as important to the learners” (Yalden, 1987: 144). The sixth stage is the development and implementation of classroom procedure. The communicative syllabus brings a significant change in the teachers’ role. The teachers should regard themselves as a facilitator than a leader. The classroom procedures, therefore, are conducted based on the learners’ activities rather than a teacher. According to Yalden (1987: 89) the development and implementation of classroom procedure covers selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of weekly schedules. Those three procedures should be monitored weekly by the teacher in order to see the classroom development.

The seventh stage is evaluation. It can be done in every stage, so that it enables the program designer to revise the type and the content of the syllabus. The evaluation/ recycling stage relates to the students program and teaching.

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The last stage is the recycling. It is intended to determine the harmony between goal set and students’ performance to reassess the content and to revise the materials and the methodological procedures used in the course.

These stages are presented in the following figure 2.2.

Figure 2.2: The Yalden’s Instructional Design Model (1987:88)

b. Kemp’s Model

Kemp (1977:4) says that instructional design plan is important since it will help the instructional designer get familiar with the design. Kemp’s instructional design model is offered to supply answers to the three questions. The questions are what must be learned, what procedures and resources will work best to reach the designed learning levels (activities and resources), and how will we know when he required learning has taken places (evaluation).

Kemp’s program development consists of eight steps (Kemp, 1977:8-9). The first step is determining goals, listing topics, and stating the general purposes for teaching each topic. Goals related to society, students, and subject area, which are used as the basis for developing more description. The second step is enumerating learners’ characteristics useful for the determination of instructions. There are four factors, which are considered in this part. Those are academic factors, social factors, learning condition, and learning style. The third step is specifying the learning objectives to be achieved by the students as the behavioral learning outcomes. The

Needs Survey

Description of Purposes

Selection/ Development

of Syllabus Type

Evaluation Development and

Implementation of Classroom

Procedures Production

of a Proto Syllabus

Production of a Pedagogical

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objectives must be unambiguous and measurable. The fourth step is listing the subject content in order to clarify the learning objectives since subject contents support the objectives.

The fifth step is developing pre-assessment which plays the same role with criterion reference test which purpose is to determine students’ present level of knowledge. The sixth step is selecting teaching and learning activities and instructional resources. The activities and resources help the students to accomplish the learning objectives through the subject content. The seventh step is supporting services such as budget, personnel, facilities, equipment, and schedules should be coordinated in order to put the instructional materials into effect. The last step is giving evaluation to the students toward their accomplishment of objectives, which lead the instructional material designer to revise any phrases of the plan that need improvement.

Kemp’s model has flexible process since it allows the designer to start from any elements and move back to any steps.

Figure 2.3: The Kemp’s Model (1977:9)

Revise Goal, Topics, and

General Purposes

Learners’ Characteristics

Learning Objectives Support

Service

Evaluation

Teaching/ Learning Activities

Subject Content

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B. THEORICAL FRAMEWORK

Based on the general nature of the learners’ purpose and specific needs or specialization, ESP can be categorized to three branches; English for Science and Technology (EST), English for Business and Economics (EBE), and the last is English for the Social Sciences (ESS). This categorization is made based on the assumption that people can work and study simultaneously, and it is also possible that the language learnt for intermediate use in a study environment will be used later when the student takes up, or returns to a job. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University belongs to the second category of ESP, English for Business and Economics (EBE) since the students of Management Major of Duta Wacana University learn the language for intermediate use in a study environment will be used later when the students enter the work field.

The writer uses the speaking theory proposed by Ur (1996) because Ur provides clear explanations about the characteristics of the successful speaking activities, the problem occur in speaking activities, and the solution of speaking problem.

To design Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University, the writer adapts and combines some steps of two models, which are: Yalden’s models and Kemp’s models as guidelines to create a new model. Both of them chosen because they are simple therefore easier to apply. The framework of this design model consists of eight steps. The first step is conducting needs analysis. It is adapted from Yalden’s model. Yalden (1987:101) states that the learners’ communications requirement,

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personal needs and motivations, level proficiency, and their education background can be obtained through needs analysis. This needs analysis is conducted using questionnaires and interviews. The second step is deciding goal, topics, and general purposes. It is adapted from Kemp’s model. It describes the requirements of ability the students are supposed to have, so that both of the teacher and students will know how the learning- teaching processes will be and how the progression has done. The third step is specifying the learning objectives. It is taken from Kemp’s model. The aim is to specify the learning objectives on each topic to be achieved in terms of measurable of students’ behavior outcomes. The fourth step is selecting syllabus type. It is adapted from Yalden’s model. Yalden (1987: 114) proposes a communicative syllabus which consists of six types. Here, the writer uses the functional syllabus because the objective that is stated in this type of syllabus is in term of communicative function. The linguistics form, however, are not abandoned. The fifth step is listing the subject content. This step is adapted from Kemp’s model. The subject content comprises the selection and organization of the specific knowledge (facts and information), skill (step-by-step procedures, conditions, and requirements) and attitudinal factor of any topic (Kemp, 1977: 43). The contents must be closely connected to the objectives and the students’ needs. There are three elements of subject contents; they are Pre-Task, Task Cycle, and Language Focus. The sixth step is selecting teaching-learning activities. Taken from Kemp’s model, although the teaching-learning activities are almost the same in each topic, but they are selected in accordance with the subject content. The writer will design the activities using Task- Based. The activities are arranged to provide learners with the

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natural language use. The seventh is evaluating the designed materials. This step is adapted from Yalden’s and Kemp’s model. It is done in order to get feedback, suggestions, criticism on the designed materials by distributing questionnaires to some of the lecturers of English Education Study Program of Sanata Dharma University and some lecturers of Management Major of Duta Wacana University. The last step is revising the designed materials. It is purposed to revise and improve the developed materials after having feedback from the respondents in order to produce the final version which is more complete and better and for the students.

Learning methodology is evidently important for learners to acquire the target language. Task-based Learning (TBL) is a method of instruction in the field of language aquicition. It focuses on the use of authentic tasks using the target language, such as conducting an interview, calling customer services for help, and presenting product. Assessment is primarily based on task outcome (ie: the appropriate completion of tasks) rather than simply accuracy of language forms. This makes TBL especially popular for developing target language fluency and student confidence. Task-based learning is advantageous to the student because it is more student-centered. Although the teacher may present language in the pre-task, the students are free to use what they want. This allows them to use all the language they know and are learning,. Furthermore, Task-based Learning provides more communicative tasks and more opportunities for the students to practice the target language effectively and freely.

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Figure 2.4: Steps in Designing the Materials

Conducting a needs analysis

Deciding goal, topics, and general purposes

Specifying the learning objectives

Selecting syllabus type

Listing the subject content

Selecting teaching-learning activities

Evaluating

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CHAPTER III METHODOLOGY

In this chapter, the writer would like to discuss the methodology used in this study. This study involves research method which deals with the method carried out by the writer, research participants, research instruments, data gathering techniques, data analysis, and research procedures.

A. Research Method

This research is a Research and Development (R&D). According to Borg (1963: 772), R&D is a process used to develop and validate educational products. The goal of R&D is to take the research knowledge and incorporate it into a product that can be used in school.

According to Borg and Gall (1983:73), there are ten major steps used to develop courses. The first step is research and information collecting. It includes review of literature, classroom observations, and preparation of report of state of the art. The second step is planning which includes defining skills, stating objectives determining course sequence, and scale feasibility testing. The third step is developing preliminary form of product. It includes preparation of instructional materials, handbooks, and evaluation devices. The fourth step is preliminary field testing. The fifth step is main product revision. It is done based on the preliminary field-test result. The sixth step is main field testing. Its purpose is to determine whether the educational product under development meets its performance objectives. The seventh step is operational product revision. The product is revised

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by main field-test result. The eighth step is operational field testing. Its purpose is to determine whether an educational product is fully ready for use in the schools without the presence of the developer or his staff. The ninth step is final product revision. The new product is revised based on the results of operational field-testing. The last step is dissemination and implementation. It includes report on product at professional meetings and in journals.

This study only applied the first five steps of R&D. They are research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision.

B. Research Participants

1. Participants of the Pre-Design Survey

The participants of pre-design survey were the students of Management Major of Duta Wacana University Yogyakarta. The number of participants was 20.

Table 3.1: The Description ofParticipantsof the Pre-Design Survey

2. Participants of the Post-Design Survey

The participants of the survey on the designed materials were two lecturers of English Language Education Study Program of Sanata Dharma University and two English lecturers of Management Major of Duta Wacana University. They were supposed to be evaluators of the designed materials. In this case, the writer distributed the designed materials to get feedback as the foundation in doing the

F/M Age

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revision. The description of the participants could be summarized in the table 3.2 below.

Table 3.2: The Description ofParticipantsof the Post-Design Survey

F/M Education Background

Teaching Experiences ( in year ) Group

of Participants

F M S1 S2 S3 1-5 6-10 11-15

Lecturers of English Language Education Study Program of Sanata Dharma University English lecturers of Management Major of Duta Wacana University

C. Research Instruments

Several instruments were used in this study. The instruments used in this study are:

1. Questionnaires

According to Elliot (1988: 8), “a questionnaire is one way to elicit other’s people observations and interpretations of situations and events as well as their attitudes towards them.” There are two types of questionnaires were used in this study: structured and unstructured. The structured questionnaires or closed form contain the question and alternative answers. The participants chose the answers that had already been provided. On the other hand, the unstructured questionnaires or open form were given to the participants in the form of questions for criticisms or suggestions.

The first questionnaires which were distributed to the students of Management Major of Duta Wacana University Yogyakarta were structured or closed questionnaires. The purpose was to obtain information about the learner’s

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need, interest, and characteristic. The second one was distributed to the lecturers of the English Education Study Program of Sanata Dharma University and lecturers of Management Major of Duta Wacana University. The forms of the questions in the questionnaires were structured or closed form and unstructured or open form.

2. Interview

According to Elliot (1988: 80), “interview is a good way to find out about what the situation looks like from other points of view.” The writer conducted the unstructured or open form interview because it was aimed to get more information from the participants. It was conducted informally to the students of Management Major of Duta Wacana University Yogyakarta. The writer interviewed the participants by using Indonesian so they would easy catch the point of the question.

D. Data Gathering Technique

1. Data Gathering Technique of the Pre-Design Survey

In this study, the writer did the pre-design survey by distributing and gathering questionnaires to some of the sixth semester students of Management Major of Duta Wacana University Yogyakarta and interviewed some of them informally.

2. Data Gathering Technique of the Post-Design Survey

The writer also did the post-design survey by distributing the questionnaires and the designed materials to two English lecturers of English Education Study Program of Sanata Dharma University and two lectures of Management Major of Duta Wacana University in order to get evaluation and feedback in which later on used as the basis to revise or improve the designed materials.

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E. Data Analysis Technique

1. Data Analysis of the Pre-Design Survey

The data of the pre-design survey were analyzed as the table 3.3.

Table 3.3: The Analyzed Data of the Pre-Design Survey

NO CASES OPTIONS NUMBER PERCENTAGE

1. 2.

The data were calculated as follows:

N N

 x 100%

N : the number of participants who choose the certain answer

∑N : the total number of the participants 2. Data Analysis of the Post-Design Survey

The results of the lecturers of English Education Study Program of Sanata Dharma University’ and the lecturers of Management Major of Duta Wacana University’ opinions about the designed materials consisted of 4 points of agreement:

1: strongly disagree 2: disagree

3: agree

4: strongly agree

The following table shows the central tendency of the participants’ opinion and they were presented in the table 3.4.

Table 3.4: The Analyzed Data from the Post-Design Survey

CENTRAL TENDENCY

NO. PARTICIPANTS’ OPINION

N Mn

1. 2.

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Brown (1988:66) states there are three indicators which are used to see the central tendency. They are the mean, median, and mode. According to Brown, the mean is probably the single most commonly reported indicator of central tendency. The mean is the average score. The formula to get the mean is:

1. X = N ΣX Notes: X = mean

∑ = the sum of X = raw score

N = number of scores

The assessment of the mean was classified as follows: 1.01-2.1 : poorly designed and not acceptable

2.01-3 : fairly designed but needs a lot of revisions 3.01-4 : good designed, applicable, and acceptable

If the average means was 1.01-2, the designed materials were considered poor and unacceptable because only 25%-50% of the statements in the questionnaire were judged positively by the participants. If the average means was 2.01-3, the designed materials were considered fair but still needs a lot of revisions since only 50%-75% of the statements in the questionnaire were judged positively by the participants. The designed materials were considered good, applicable, and acceptable if the average means was above 3.01 because it showed that more than 75% of the statements in the questionnaire were judged positively by the participants.

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F. Research Procedures

Several steps are conducted in this study as follows: 1. Finding Research Problem

The writer tried to seek out the problem related to English learning which existed in the writer’s surrounding. As the result, the writer found that the students of Management Major of Duta Wacana University should have a good ability in English to support their future job, but could not meet this requirement yet. That was why the writer decided to help solving their problem by designing English speaking materials which suit with their needs.

2. Research and Information Collecting

The writer distributed questionnaires to the sixth semester Students of Management Major of Duta Wacana University and interviewed some of them informally in order to get students’ interest, lacks, and needs in learning English. The writer also searched the models of instructional material design and the other theories related to this study. Many experts had created models of instructional material design and each model has different steps. Therefore, the writer chose and modified the appropriate model for this material design.

3. Planning

The writer set goal, topics, and general purposes, specified the objective, selected syllabus type, listed the subject contents, and selected the teaching learning activities.

4. Develop Preliminary Form of Product

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5. Preliminary Field-testing

The writer distributed the designed materials and questionnaires to some of English lecturers of Sanata Dharma University and the lecturers of Management Major of Duta Wacana University. After reading and analyzing the designed materials, they should give evaluations, comments, and suggestions by filling the questionnaires given.

6. Main Product Revision

The writer revise the material designs based on the result of the preliminary field-testing in order to make the final version of the designed materials.

7. Writing the Report

The writer wrote everything related to this study and presented them in a sequence.

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CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the answers of the questions stated in the problem formulation in the chapter 1. This chapter is divided into three parts. The first part discusses the steps in designing Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University. The second part describes the discussion on the designed materials. The third part describes the presentation of Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University Yogyakarta.

A. The Steps of Designing the Instructional Materials

This part provided the discussion on the step in designing Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University. The writer adapted and combined some steps of two models, which are: Yalden’s models and Kemp’s models as guidelines to create a new model. The model consisted of eight steps, namely conducting a needs analysis, deciding goal, topics, and general purposes, specifying the learning objectives, selecting syllabus type, listing the subject content, selecting teaching-learning activities, evaluating the designed materials, and revising the designed materials. The steps in designing the materials were presented as follows:

1. Conducting a Need Analysis

The writer conducted a needs analysis in order to gather data from the participants. The need analysis is called design survey. The writer did the pre-design survey by distributing and gathering questionnaires to some of the sixth

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semester students of Management Major of Duta Wacana University Yogyakarta and interviewed some of them informally.

a. The Participants of the Pre-Design Survey

The participants of the pre-design survey were the students of Management Major of Duta Wacana University Yogyakarta. The number of participants was 20.

Table 4.1: The Description of Participants of the Pre-Design Survey

b. The Data of the Pre-Design Survey

The results of the questionnaires are listed in table 4.2-4.7.

Table 4.2: The Results of the Pre-Design Survey (Questions no. 1-5)

NO CASES OPTION NUMBER PERCEN

TAGE 1. Have you been able

to speak English?

A. Yes B. No 2 18 10% 90% 2. When did you start

learning English?

A. Elementary School B. Junior High

School C. Senior High

School D. University/ Academy 14 3 3 0 70% 15% 15% 0% 3. Have you ever taken

an English course?

A. Yes B. No 8 12 40% 60% 4. What is the language

that usually used in your study? A. English B. Indonesian C. Others (both English and Indonesia) 2 14 4 10% 70% 20%

5. Related to the English skill, what level are you now?

A. Beginner B. Intermediate C. Advanced 4 10 6 20% 50% 30% F/M Age

F M 19-20 21-22 23-24

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UNIT 8

PREPARING YOURSELF FOR

A JOB INTERVIEW

PRE–TASK

 Greet the students and introduce the topics.

 Brainstorm the students by asking them to answer the following questions orally: 1. What is job interview?

2. Do you think that job interview is complicated? Why? 3. What is the meaning of each term below :

 A full time job: 30-40 hours work per week.

 A part time job: intermittent day (Monday, Wednesday, Friday.)

 A half time job: at least 15 hours a week.

 A permanent job: for several years.

 A temporary job: only a few weeks or months.

TASK CYCLE

Task Cycle 1

 Ask the students to make groups of four.

 Give the students handout of Task Cycle 1 and ask them to answer the question. The question and the answers are as follows:

1. What are the questions that commonly asked by interviewer in job interview?

 Overall

o Tell us about yourself.

o Tell us about your strength and weaknesses. o What is your biggest weakness?

o Why should we hire you?  Education

o Why did you choose to study this major? o What aspect of….. interest you?

o Have you ever received any award for special achievements

academically?

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o Who financed your education in the university?

o Did you take in internship program in university? When, where, what? o What was the title of your thesis? Did you face any obstacle? How did

you overcome them?

o How long did it take to finish your education in the university?  Work Experience

o Do you have any work experience?

o D you have work experience directly related to this position? o What did you in that position?

o Did you work in a team or individually? o Who supervised you in that work?

o What did you learn from that experience?  Organizational Experience

o Do you have any organizational experience? o What was your position in that organization? o What were your responsibilities?

o How long did you stay in that organization? Why? o What did you learn from this organization?

 Skill and Training

o Have you had any training directly related to this work? o What other training have you had?

o Tell us about your skills.

o Where did you acquire these skills?

o In scale 1 to 10, which level is your competency of the skill? o Do you need training before you can work properly?

 About the Job

o What are the duties ad responsibilities of the job holder? o What kind of person is deal to do this job successfully? o Do you think you can successfully in this job? Why?

o Why do you prefer to apply for this job if you are accepted? o What will you do in this job if you are accepted?

o How much salary do you want?  About the company

o What do you know about this company?

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o What is your impression for our office so far? o Name three biggest competitors for this company. o What do you think about the product of this company? o What makes you want to work in our company?  Personality

o Please describe your personality to us. o What kind of person you like to work with? o What kind of person you don’t like to work with?

o What aspect of your personality will be most supportive to do this job? o If you have to choose one animal to represent yourself, what animal will

you pick?

 Future Planning

o What will you do if you are not accepted here?

o What is your biggest ambition for the next three years? o What position would you like to have in five years time?

o If you have another offer with much bigger salary, what will you do?  Work Situation

o What will you do if your supervisor criticizes you? o What will you do if your teammate being an obstacle?

o How would you handle if your partner steal your smart ideas and your

supervisor promote him / her to a higher position?

2. At most interviews, you will be invited to ask questions of your employer. What are the good questions that should be asked by interviewee in job interview?

o Could you pleas tell me how your career has developed in this company?

Would someone entering the firm today have similar opportunities?

o If I work hard and prove my value to the firm, where might in five years? o What is a typical day (assignment) for a (position you are applying for) in

your company?

o What are the opportunities for advancement?

o Does this position offer exposure the other facets of your organization?  Observe the students activities and help them if they have any difficulties in

doing the task.

 Ask groups to prepare their answers.

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 Give the students the handout which contains suggested answers.

Task Cycle 2

 Ask the students to work in pairs.

 Give the students the handout of Task Cycle 2 and ask them to read the instruction carefully. Explain as needed.

 Ask pairs to conduct job interview. Don’t forget to ask them to take turns.

 Distribute grading sheet to each student and ask each of them to give evaluation to the interviewee while they are interviewing the interviewee, by put a thick in the column 1,2,3, or 4 of the following sheet while

POINTS

NO STATEMENTS

1 2 3 4

1. Use a firm handshake. √

2. Maintain good eye contact. 3. Use good posture.

4. Express enthusiasm. 5. Act confident.

6. Answer the questions politely and confidently. 7. Speak not too fast.

1: Poor 2: Fair 3: Good 4: Very Good

 Observe the students activities and help them if they have any difficulties in doing the task.

 Ask pairs to prepare reporting the result of their job interview.

 Invite groups to report the result of their job interview in front of the class.

LANGUAGE FOCUS

 Give the students the copy of strategies that ensure the successful outcomes of a job interview and ask them to read it. Explain as needed.

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 Recall the students’ memory using the following question: “Did you use them when you did the task cycle 2? What are they?”

 Ask the students to do the exercises. The following are the questions and the answer:

…T…. 1. The place of the interview should be found before the interview. …T…. 2. You have to try to develop a good relationship with the interviewer. …F…. 3. It is important to take a big breakfast before coming to the interview. …F…. 4. You may sometimes tell a lie to the interviewer.

…F…. 5. Your answers should make the interviewer happy.

F….6. It is not polite to look the interviewer in the eye. …F….7. It is not allowed to be nervous in the interview.

F 8. It is good to show that you pretend to be uninterested in the job offer. …T…. 9. You are allowed to ask questions related to your career prospect with the

company.

…T….10. Afterwards, it is better not to forget everything that happened at the interview.

 Ask the students to complete the Group Self Assessment Sheet.

Sources:English for Professional Accommodation Servicesby Sutanto Leo-2001 &Business English 1 by Suzan Davis and Richard West-1993

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Group Self Assessment Sheet

Assignment:……… Name:………

Date:……….

Did you

- listen to other people? ………..

- respond to other people’s ideas? ………..

- help to organize the talk? ………..

- help others in the group? ………..

- explain your idea clearly? ………..

- understand the ideas. ………..

- enjoy the discussion. ………..

Has the talk helped you to understand the subject? Has the group work made you think?

What parts of the assignment did you do best? What parts of the assignment did the group do best?

How would you improve your assignment if you had to do it again? How could you improve your own group work?

How could your group work improve its work?

Please use the back of the paper to add further comments if you wish.

(Taken fromA Framework for Task-Based Learning)

Task-based english speaking instructional materials for the students of management major of Duta Wacana University Yogyakarta.

ABSTRACT

ABSTRAK

IT'S UP TO YOU

One song can spark a moment

One moment can wake the dream,

One tree can start a forest,

One bird can herald spring,

One smile begins a friendship,

One handclasp lifts a soul,

One star can guide a ship at sea,

One word can frame the goal,

One vote can frame the nation,

One sunbeam lights a room,

One candle wipes out darkness,

One laugh will conquer gloom,

One step must start each journey,

One word must start each prayer,

One hope will raise our spirits,

One touch can show you care,

One voice can speak with wisdom,

One heart can know what's true,

One life can make the difference,

You See, It's Up To You!!!

~Author Unknown~

I dedicate this thesis to:

My beloved parents

My dearest Dave

My lovely brother (Kevin)

My beloved sister (Lia)

ABSTRACT

ABSTRAK

UNIT 8

PREPARING YOURSELF FOR

A JOB INTERVIEW

PRE–TASK

TASK CYCLE

Task Cycle 1

Task Cycle 2

LANGUAGE FOCUS

Group Self Assessment Sheet

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