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DESIGNING A SET OF INSTRUCTIONAL MATERIALS

FOR THE TOURIST POLICE OFFICERS

  A THESIS Presented as Partial Fulfillment of the Requirements to

  Obtain the Sarjana Pendidikan Degree in English Language Education

  A Thesis on DESIGNING A SET OF INSTRUCTIONAL MATERIALS FOR THE TOURIST POLICE OFFICERS

  By Theresia Esha Ayu Koentari Student number: 981214034

  Defended before the Board of Examiners on December 14, 2006 and Declared Acceptable

  Board of Examiners Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ______________________ Secretary : Drs. P.G. Purba, M.Pd. ______________________

  

“You are the fellow who has to decide

whether you will lead or linger behind,

whether you will try or just

be contented to stay where you are.

  

Take it or leave it!

There’s something to do,

it’s all up to you”

( author unknown )

  

ACKNOWLEDGEMENTS

  First of all, I would like to dedicate my greatest and deepest gratitude to my Lord Jesus Christ. I praise Him for His endless blessings in giving me strength in passing my times during the completion of my thesis. I would like to express my gratitude to people who have supported me with their kindness so that this thesis could be finished.

  My special gratitude goes to Paulus Kuswandono, S.Pd., M.Ed., my major sponsor, for his time, patience, guidance, suggestions, and corrections. I appreciate him for his understanding although it took a long time for me to finish this thesis. My special gratitude also goes to Ag. Hardi Prasetyo, S.Pd., M.A., my co-sponsor, for his time and corrections. In addition, I would like to thank all the respondents for their cooperation in filling out the questionnaires. thanks go to mas Didik Boda for his kindness and patience to help me to finish the design.

  Last but not least, I really thank to my husband, Yoyok, for his great love, attention and support. I thank to my beautiful daughter, Yosa, for her happiness and her smile that make my days more colorful.

  Finally, there are many people whom I cannot mention one by one but whose support means a lot to me and encourages me to finish this thesis. My gratitude is also addressed to them.

  • - Esha Ayu Koentari-

  TABLE OF CONTENTS

  TITLE PAGE .............................................................................................. i PAGE OF APPROVAL .............................................................................. ii PAGE OF ACCEPTANCE ......................................................................... iii PAGE OF STATEMENT OF WORK ORIGINALITY ............................. iv PAGE OF DEDICATION ......................................................................... v ACKNOWLEGEMENTS ........................................................................... vi TABLE OF CONTENTS ........................................................................... viii LIST OF FIGURES .................................................................................... xi LIST OF TABLES ...................................................................................... xii ABSTRACT ............................................................................................... xiii

  ABSTRAK ................................................................................................... xiv

  CHAPTER II: LITERATURE VREVIEW ...............................................

  7 A. Theoretical Description .....................................................................

  7 1. English for Specific Purpose .......................................................

  7 a. Criteria of ESP .......................................................................

  7 b. Types of ESP .........................................................................

  10 c. English for Tourist Police Officers ........................................

  11 2. Communicative Language Teaching ...........................................

  12 3. Syllabus .......................................................................................

  16 4. Material Design ...........................................................................

  20 5. Instructional Design Model .........................................................

  22 a. Instructional Design Model by Kemp ....................................

  22 b. Instructional Design Model by Yalden...................................

  24 B. Theoretical Framework .....................................................................

  25

  B. The Result on Second Survey on the Designed Materials ..............

  40 C. Discussion........................................................................................ 43 D. Presentation of the Instructional Material Design ..........................

  44 CHAPTER V CONCLUSIONS AND SUGGESTIONS ...........................

  46 A. Conclusions...................................................................................... 46 B. Suggestions .....................................................................................

  48 BIBLIOGRAPHY ......................................................................................

  50 APPENDICES ...........................................................................................

  52

  LIST OF FIGURES Figure 1: The tree diagram of English language teaching ..........................

  11 Figure 2: The instructional by Kemp ..........................................................

  23 Figure 3: Yalden’s model of Instructional System .....................................

  24 Figure 4: The Writer’s Adapted Instructional Design Model .....................

  27

  LIST OF TABLES Table 1: Necessities, Lacks and Wants .......................................................

  9 Table 2: The blank data of the respondents’ opinion on the designed materials ................................................

  32 Table 3: The data of the interview with tourist police officers ...................

  34 Table 4: The data of the questionnaires ......................................................

  34 Table 5: Necessities, lacks and wants obtained from the tourist police officers ....................................................

  35 Table 6: The objectives of each language function in the designed materials .............................................................

  37 Table 7: Description of the respondents .....................................................

  41 Table 8: The descriptive statistic of the respondents’ opinions ..................

  41

  

ABSTRACT

  Koentari, Theresia Esha Ayu. 2006. Designing a set of Instructional Materials for

  The Tourist Police Officers. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  Yogyakarta is famous as one of the main tourist destinations in Indonesia. In order to promote Yogyakarta as tourist destination, Yogyakarta has tourist police officers who are prepared to keep the city safe and comfortable. Therefore, the tourist police officers need to improve their English communication skills. This study was conducted to design a set of instructional materials that could be used to teach the tourist police officers. The design was aimed to fulfill the needs of English of the tourist police officers in providing a better service to foreign tourists.

  There are two problems discussed in this study. The first problem concerns with how a set of English instructional materials was designed. The second problem concerns with how a set of English instructional materials would look like.

  In order to answer the first problem, the writer used both library research and survey study. The library research was conducted to provide the theoretical background to the designing of the instructional materials. The writer combined two instructional models, Yalden’s and Kemp’s. There are 7 steps in this design model, they are (1) conducting need analysis, (2) stating goal, topics, and general purpose, (3) specifying the learning objective, (4) selecting a syllabus type, (5) listing the subject content, (6) selecting the teaching or learning activities and instructional resources, and (7) revising. There were two kinds of survey study. The first survey study was a needs analysis, which was conducted by doing interview and

  ABSTRAK

  Koentari, Theresia Esha Ayu. 2006. Designing a set of Instructional Materials for

  The Tourist Police Officers. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  Yogyakarta terkenal sebagai salah satu tujuan wisata utama di Indonesia. Untuk menunjang Yogyakarta sebagai tempat tujuan wisata, Yogyakarta memiliki para polisi pariwisata yang dipersiapkan untuk menjaga kotanya aman dan nyaman.

  Oleh karena itu para polisi pariwisata perlu untuk mengembangkan kemampuan berkomunikasi dalam bahasa Inggris. Studi ini bertujuan untuk merancang materi pembelajaran bahasa Inggris yang bisa digunakan untuk mengajar para polisi pariwisata. Rancangan materi bertujuan untuk memenuhi kebutuhan bahasa Inggris para polisi pariwisata dalam penyediaan pelayanan yang lebih baik kepada turis asing.

  Ada dua masalah yang dibahas dalam sudi ini. Masalah pertama berhubungan dengan bagaimana merancang pembelajaran bahasa Inggris. Masalah kedua berhubungan dengan penyajian rancangan materi tersebut.

  Untuk menjawab masalah pertama, penulis menggunakan penelitian perpustakan dan studi survey. Penelitian perpustakaan bertujuan membahas latar belakang teori materi pembelajaran. Penulis mengkombinasikan tiga perancangan materi pembelajaran, Yalden dan Kemp. Terdapat tujuh langkah dalam penyusunan materi pengajaran ini. Langkah tersebut meliputi (1) melakukan analisa kebutuhan, (2) menetapkan tujuan yang ingin dicapai, membuat daftar topik, dan menentukan

CHAPTER I INTRODUCTION A. Background of the Study English becomes a very important language nowadays. All of the people

  in every society need English as International language. People start to learn English because they realize that English is very important for them. It is not really important for their daily life or communication but English is important for their daily activities related to their jobs or for their special purposes.

  “English is considered to be the most important language in the world, since a lot of people use it as a means of communication in international society” (Quirk, Randolp, Sidney Greenbaun, Geofrey Leech and Jan Stravik 1972: 2). Moreover, “English was the key to the international currencies of technology and

  2 officials, including country leaders and tourists have already visited Yogyakarta. It means that Yogyakarta needs to keep the city safe and comfortable, so that the tourists will feel safe and comfortable when they visit Yogyakarta.

  The tourist police officers need to keep Yogyakarta to be a city that is always safe and comfortable for the tourists, especially the foreign ones. Therefore, the tourist police officers need a special skill and knowledge of English for easier communication with the foreign visitors. There are two reasons considered by the writer in choosing the tourist police officers as the subjects of the research. First, Yogyakarta as a tourist resort needs the tourist police officers to keep Yogyakarta as a city that is always safe and comfortable especially for the foreign tourists. Second, the tourist police officers do not have enough skills and knowledge in English, beside they have to communicate with the foreign tourist to make a better service Therefore, the tourist police officers need special skills and knowledge of English

  3 B. Problem Limitation In this study, the writer took tourist police officers as the research participants because tourist police officers need skills and knowledge in English since they might not have any educational background in English tourism related to their job.

  It turns out that they are unable to communicate with foreign tourists since the tourist police officers are expected to mostly speak English when they serve foreign tourists and the tourist police officers are lack of English knowledge and skills. When they serve foreign tourists, they often depend only on those who have the ability to speak English. To avoid that, it is necessary for them to learn foreign languages especially English, so that they can communicate with the foreign tourists easily and properly.

  4 Observation, interviews, and questionnaires will be needed to identify their needs to finally design the materials.

  D. Problem Formulation

  Here are some questions that would help the writer to reach the goal of the study.

  1. How is a set of English instructional materials for the tourist police officers designed?

  2. What does a set of English instructional materials for tourist police officers look like?

  E. Objectives of the Study The objectives of the study are formulated as follows.

  5

  1. Tourist police officers The set of designed materials is intended for tourist police officers and is constructed based on their needs and level. Hopefully, by learning through the designed materials, the tourist police officers can learn English easily since the designed material consists of communicative activities that will encourage the learners to be more enthusiastic and active in learning English. Moreover, the tourist police officers can communicate and give good services to the foreign tourists.

  2. The instructor The designed materials provide activities to teach speaking for the tourist police officers and it can be used both as a reference and a source of teaching learning materials. It is expected that the result of this research, that is the designed materials, can be used not only as a reference but also as a

  6

  1. Design Hutchinson and Waters (1994:106) define it as “creating a new set of materials that fits for the learning objective and specific area of particular learners”. In this study, it means to create a set of materials which fulfills the learners’ need.

  2. Instructional materials Instructional material is a set of unit that is used by the teacher in the teaching learning process. Instructional materials are materials planned by the teacher for instruction (Dick, Walter and Reicer A, 1989:3)

  In this study, instructional material refers to the materials as a set of units of discussion to teach English for the tourist police officers in the teaching learning process.

  3. Tourist police officers

CHAPTER II LITERATURE REVIEW The literature review has two parts. The first part is called the Theoretical Description. It discusses English for Specific Purpose, Communicative Language Teaching, Syllabus, Materials design, and Instructional Design Model. The second

  part presents the theoretical framework which underlies the research. It covers the framework for the designing of the materials used in the study and the framework of each unit of the materials.

A. Theoretical Description

1. English for Specific Purpose

  According to Hutchinson and Water (1987; 5), ESP is very important in

  8 Robinson (1991:2) states a number of features, which are considered as the criteria of ESP as follows:

  1. ESP is normally goal directed.

  People learn English because they really need it for study or work purposes not because they are really interested in English. It means that people intentionally learn English because they want to reach a certain goal. Consequently, the materials and activities must be appropriate with the purpose of their study or work.

  2. ESP course is based on need analysis.

  Needs analysis is carried out to specify as closely as possible what exactly the people have to do in learning English. Needs analysis as direction in teaching learning process should be obtained first.

  3. There is usually clearly specified time period for the course.

  9 ESP characteristic number 2, namely need analysis, is required in order to help the learner to achieve their target in learning. By determining target needs, the sufficient data can be obtained. The target needs can be obtained in three terms (Hutchinson and Waters, 1987:55)

  1. Necessities Necessities are 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.

  2. Lacks Besides knowing the learners’ necessities, it is necessary to recognize what the learners already know in order to see the learners’ lack. The target proficiency in other words, needs to be matched against the existing proficiency of the learners.

  3. Wants

  10 Need analysis is very important to achieve the learners’ target learning.

  Moreover, needs analysis is used to clarify what people have to do in learning English. It emphasizes target or end of course requirements.

b. Types of ESP

  Hutchinson and Waters (1987: 16) classify ESP into two broad divisions based on the learners’ requirement for study and the general nature of the learners’ specialist.

  1. Based on the requirement for study. ESP is divided into two main types; they are English for Academic Purposes (EAP) and English for Work/Training (English for Occupational Purposes (EOP)/ English for Vocational Purposes (EVP)/Vocational English as a Second Language (VESL).

  2. Based on the general nature of the learners’ specialist. ESP is divided into three

  11 ENGLISH LANGUAGE TEACHING (ELT)

  English as a foreign English as a English as Mother Second Language

  Tongue (EMT)

  language (EFL)

  (ESL) General English English for Specific (GE) Purpose (ESP) English for

  

English for Business English for Social

Science and

and Economics Science (ESS)

Technology

  (EBE)

  (EST) AEP EAP EAP EVP/EOP EOP / EVP EOP / EVP

  Figure 1: The tree diagram of English language teaching (Hutchinson and Waters, 1987:17)

  12 program prepares the students to be able to communicate using English with the foreign tourists appropriately and correctly.

  Communicative is the basic consideration in learning English. moreover, the tourist police officers need English to communicate with the foreign tourists.

  Therefore, the writer discusses the Communicative Language Teaching below.

2. Communicative Language Teaching

  In recent years, Communicative Language Teaching (CLT), simply called communicative approach, becomes the approach in English Teaching. A communicative approach is an approach that is on the view that language is

  “a vehicle for expression of functional meaning, it emphasizes the semantics and communicative dimension rather than merely grammatical linguistics of language and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar” (Richards

  13 Hymes, communicative competence is “what a speaker needs to know in order to be able to have communicatively competent in a speech community”. In Hymes view, a person who acquires both the knowledge and ability to use a language is a person who knows when, how and to whom the language form can be appropriately used in the society. In other words, the learners should really understand the aspect of competence that enables them to communicative actively in the real situation.

  Littewood (1981: 1) as cited in Richards and Rodgers (2001:155) adds, “One of the most characteristic feature of communicative approach is that it pays systematic attention to functional as well as structural aspects of language”. It means that language teaching should include not only elements of grammars, but also element of communicative function, such as: giving information, showing direction, describing objects and so on.

  Related to communicative competence, Canale and Swain (1980) as

  14

  c. Sociolinguistic Competence It refers to an understanding of social context in which communication takes place including role relationship between participants. Understanding the social context helps the learners know what comments are appropriate, know how to ask questions during interaction and know how to respond nonverbally according to the purpose of the talk.

  d. Strategic Competence It involves the use of verbal and nonverbal communication strategies to initiate terminate, maintain repair and redirect communication. Strategic competence is the way learners manipulate language in order to meet communicative goals (Brown, 1994: 228).

  By understanding the four components of communicative competence the learners can be more understand how to communicate actively in the target

  15 Breen and Candlin as cited in Richards and Rodgers (2001:166) describes the learners’ role within the communicative approach in this following aspects:

  The role of learner as negotiator-between the self, the learning process, and the object of learning-emerges from and interacts with the classroom procedures and activities which groups undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an independence way. (1980:110) Communicative approach recommends the use of cooperative learning between the learners in teaching and learning activities. In other words, the learners have to be able to learn independently rather than depend on their teacher.

  2) The role of the teacher “ In many of activities, the teacher creates a situation and sets an activity in motion but it is the learners themselves who are responsible for conducting the

  16 The teacher’s role in the communicative approach is mostly how to create communicative atmosphere in the class. It also means that the teacher should always encourage students to speak English in the classroom.

  Richards and Rodgers (2001:167) assume other roles for teachers are need analyst, counselor, and group process manager. As a need analyst, teacher is responsible for determining and responding to learner language needs, this may be done informally and personally through one-to-one session with students.

  While as counselor, teacher is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and nearer interpretation, through the use of paraphrase, confirmation, and feedback. And as group process manager, teacher is responsible to organize the classroom as a setting for communication activities. 3) The Role of instructional materials

  17 “A syllabus is a document which says what will or at least what should be learnt” (Hutchinson and Waters, 1987:87). Meanwhile, Widdowson (1984:26) suggested it simply as a framework within which activities were carried out: a teaching device to facilitate learning. From those definitions above, a syllabus is considered necessary in the teaching learning process. Moreover, syllabus is the teacher guidelines as the materials or activities in the teaching learning process.

  It is assumed that syllabus, as a guideline, plays an important role in the teaching process. There are eight reasons presented by Hutchinson and Waters (1987: 83-84) that syllabus is very useful in the teaching process. The eight reasons will be summarized in the list below: a. Language is a complex entity. It cannot be learnt in one go. The syllabus thus provides a practical basis for the division of assessment, textbook and learning time.

  18 the most important aspect of language learning. It may say that a syllabus tells the teacher and the student not only what is to be learnt, but, implicitly, why it is to be learnt.

  f. A syllabus provides a set of criteria of materials selection and/or writing. It defines the kind of texts to look for or to produce, the items to focus on in exercises etc. This is probably the commonest uses for a syllabus, but it can be the one of the most damaging to the course design, if wrongly used.

  g. Uniformity is a necessary condition of any institutionalized activity, such as education. It is deemed to be important that standards within a system are as equal as possible. A syllabus is one way in which standardization is achieved or at least attempted.

  h. A syllabus provides a visible basis for testing. Teaching is intended to lead a learner to a particular state of knowledge, there need to be criteria against

  19 number, color, age. Examples of notions include size, age, color, comparison, time and so on. 3) A Situational Syllabus

  The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. For example: seeing the dentist, complaining to the landlord, buying a book in the bookstore, meeting a new student and so on.

  4) A Skill-based Syllabus The language teaching content is a collection of specific ability that may play apart in using language. The primary purpose of skill-based instruction is to learn the specific language skill. A secondary purpose is to develop more general competence in that language, learning only accidentally any information that maybe available while applying the language skill.

  20 instructional materials for the tourist police officers because the objective is the function of the language that would be performed by the learners in their field of work.

4. Material Design

  Materials are visible product of activity, regardless of whether activities are useful or even necessary to be taught and generally written by the teacher (Hutchinson and Waters: 1987:106). They also categorize materials design into two, materials objectives and materials design model. Those materials are clarified below:

  1. Materials objectives

  a. Materials provide a stimulus to learning. In other words, good materials do not teach, they encourage learners to learn. Good materials contain of

  21 pattern drills to practice it. Materials should try to create a balanced outlook which both reflects the complexity of the task. Yet makes it appear manageable.

  e. Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.

  f. Materials provide models of correct and appropriate language use.

  The next step to do is choosing a model that provides a coherent framework for the integration of various aspect of learning.

  2. Materials design model

  a. Input Input might be a text dialogue video recording, diagram or any piece of communication data, depending on the needs we have defined in our analysis. It provides stimulus materials for activities, new language items,

  22 The materials designed will be used as the basic theory to design the activities in every topic of the material.

5. Instructional Design Model

  There are two kinds of model of the instructional design presented by the writer. They are (1) Kemp’s models and (2) Yalden’s models.

a. Instructional Designed by Kemp

  Kemp (1977: 8- 9) states that a plan is designed to answer to three questions, which may considered the essential element of instructional technology.

  1. What must be learned? (Objectives).

  2. What procedures and resources will work best to teach the desired learning levels? (Activities and resource).

  3. How will we know when the required learning has taken place?

  23 present level knowledge about the topic.

  6. Select teaching or learning activities and instructional resources that will treat the subject content so the students will accomplish the objectives.

  7. Coordinate such support service as budget, personnel, facilities, equipment, and schedules to carry out the instructional.

  8. Evaluate student’s learning in terms or their accomplishment of objectives, with a view to revising and re- evaluating any phases of the plan that need improvement.

  In order to know the relationship between the eight elements, the diagram of Kemp’s model can be illustrated in figure 2.

  

Goal, Topics and

General purpose

  Listing the Subject Contents

  Evaluation Learner

  (Kemp)

  Characteristics

  24 others and we also can start with whatever element then move back to the others step.

b. Instructional Design by Yalden

  Yalden (1987:88) proposed the stages in a language program development as follows:

  Needs Descrip Selection Product Product Developme Evalu Survey tion of /develop ion of a ion of nt/impleme ation

  

Purpose ment of proto pedago ntation of

syllabus syllabus gical classroom syllabus procedures

  Figure 3: Yalden’s Model of Instructional System (1987: 88) The explanations of the stages are as follows: 1) Holding a need survey to find out the importance of the learners’ need.

  2) Describing the purpose of the program.

  25 syllabus in details, a discussion that other models does not have. It would help the designer to choose what type of syllabus that he or she would apply in the designed material.

B. Theoretical Framework

  The materials designed in this study are used for the Tourist Police Officers. This study is categorized in ESP program since the tourist police officers need English for their specific purpose related to their job. The first step of the framework of the study is need surveys as the basic of conducting the design. The need surveys will determine the need of English for the tourist police officers related to their job that is to communicate with the foreign tourists to give a better service.

  In designing the instructional materials for the Tourist Police Officers, the writer combined the instructional materials designed by Kemp and Yalden, which

  26 set of materials. The theoretical framework that is employed in this study is as follows:

  1. Conducting Needs Analysis This step is adopted from Yalden’s model. Needs survey was used as the basis step for obtaining the data from the respondents. The writer conducted needs survey by distributing the questionnaires and doing informal interview to the Tourist Police Officers.

  2. Deciding Goals, Topics, and General Purpose This step is adopted from Kemp’s model. The steps are aimed to determine the goals of instructional materials and the topic that should be listed as the basic needs for the instruction. The writer listed the topics based on the result of the needs survey obtained from the tourist police officers.

  3. Specifying the learning objectives

  27

  6. Selecting the Teaching Learning Activities and Instructional Resources This step is adopted from Kemp’s model. The writer chose some activities to support the subject contents that are provided in order to help the learners to practice speaking.

  7. Revising This step is adopted from Kemp’s model. The step is to revise the designed materials. Revision in this study is done based on the respondents’ opinions and suggestions in order to know whether the design is appropriate or not.

  The diagram is presented below.

  Conducting needs survey (Yalden) Deciding Goals, topic and general purpose

CHAPTER III METHODOLOGY This chapter, presents the discussion of the methods used in this study

  will be presented. The discussion includes 1) methods of the study, 2) respondents of the study, 3) instruments of the study, and 4) data analysis.

A. Methods of the Study This study was intended to find the answers to the two major problems.

  Firstly, how a set of English speaking instructional materials for tourist police officers is designed. Secondly, how the design of a set of English speaking instructional materials for police tourist officers look like.

  In order to solve the two problems, the study used survey study based on

  29 theories were English for specific purposes, communicative language teaching, syllabus, materials design, and instructional design model. Those theories were discussed as the review of the related literature.

  In order to solve the second question, the writer conducted two survey studies. The first survey was to gather data that supported the designed materials.

  This kind of study was conducted to get data from appropriate respondents. The participants were the police tourist officers and the respondents were 4 English teachers and 1 lecturer. The first survey was to gain data about the learners’ need. The second survey provided suggestions and recommendations from respondents. It was aimed to get feedbacks of the designed materials from the respondents in the form of opinions, criticisms, suggestions and recommendations. The writer would also like to get information from the tourist police officers about their interest, needs and lack in learning English. The information was focused on:

  30 tourist police officers’ opinions were gathered to find information on the kind of materials needed by the tourist police officers. The set of materials then was designed based on their needs.

  2. Respondents of the Second Survey There were 4 English teachers and 1 English lecturer that became the respondents of the survey. They were chosen in this study because they are considered as being familiar with the English materials and had experiences in teaching English. They were supposed to be evaluators of the material designed and to judge whether or not the materials designed were suitable for the tourist police officers.

C. Instruments of the Study

  In gathering the data, the writer used two kinds of instruments. They

  31 questionnaires were distributed to both the tourist police officers and the respondents of the survey study. The first questionnaire was distributed to the police officers as the first respondents in order to get information on how far their knowledge about English was, the material that they needed to learn in class, and also their interest in learning English. The questionnaire was stated in Indonesian to avoid misunderstanding that might occur on the interpretation of the questions stated in the questionnaires (see Appendix 1 and 2). The second one was distributed to the second respondents of this research, who were 4 English teachers and 1 English Lecturer, in order to give feedbacks about the designed material that had been constructed (see Appendix 4).

2. Interview

  The writer interviewed the tourist police officers using Indonesian in order to build a good relationship to them and also to get their detailed

  32 points of agreements as listed below.

  1 = if the evaluator strongly disagree with the statement 2 = if the evaluator disagree with the statement 3 = if the evaluator doubt with the statement 4 = if the evaluator agree with the statement 5 = if the strongly agree with the statement Descriptive statistics was employed to analyze data. The type of the descriptive statistics being used was the Central Tendency or Average. According to

  Ary et al (2002: 126-128) the term average means the sum of the scores divided by the number of the scores, and it is known as the Mean. It was employed here because this study was intended to measure the score of the respondents' opinions of the study.

  The following table is a matrix that would be used to show the central

CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS This chapter presents a discussion on the research findings. It covers two

  main parts, namely the steps of designing the instructional materials and the second is the results of the second survey on the designed materials. In the first part the writer would like to discuss the answer to the first problem that is how a set of English instructional materials for the tourist police officers is designed, and in the second part the writer would like to discuss the answer of the second problem that is how the designed set of English instructional materials for the tourist police officers look like.

A. Designing the Instructional Materials for the Tourist Police Officers.

  34 Sex Age Educational background Total

  Female Male 21-30 31-40 41-50 S2 S1 STM SMU 15 5 13 3 4 1 3 2 14

  20 Table 3: The data of the interview with tourist police officers

  The survey was conducted by distributing questionnaires to the subject of the study. The writer also presented the data of the questionnaires obtained from the tourist police officers in the table 4 below.

  Information set Classification Number of Respondents

  Frequency of serving the foreign tourists The language used to serve the foreign tourist. The difficulties in speaking English The difficulties in learning English

  Yes No English Indonesian Yes No Sometimes Speaking

  12

  8

  17

  3

  6

  3

  11

  11

  35 in English are not sufficient to communicate with the foreign tourists, but eventually they have willingness to learn English as they realize the importance of learning to speak English well and correctly to support their duty to serve and communicate with the foreign tourists. They realize that English ability is very important to support their duty.

  In conducting needs survey, the writer used target needs analysis which included necessities, lacks and wants. The writer found that the tourist police officers are lacks of knowledge and ability to speak English since English is very important for them to communicate with the foreign tourists to give a better service.

  In fact, they need to learn English as a second language related to their job since they have to be able to speak English in order to provide a better service to foreign tourists. The result of the target needs analysis is presented below.

  Objective Subjective

  36 expected that at the end of the program the learners are able to communicate with the foreign tourists actively and correctly by applying the functional expressions needed in the conversation.

  After determining the goal, the writer made a list of topics which was considered fit the learners’ need. They are:

  1. Greeting

  2. Introducing

  3. Telling Time

  4. Giving Direction

  5. Describing Places

  6. Describing Special Events or Festivals

  7. Talking about transportation

  8. Describing People

  37

3. Specifying the learning objectives

  Considering the general objectives in designing the materials, specific instructional objectives were formulated for each language function. They were also formulated based on the results of the needs survey. The teaching objectives can be seen as follows (see Appendix 6).

  Unit Topic Basic Competency

  1. Greeting At the end of the lessons, the learners are able to:

  1. Identify some useful expressions used in greeting

  2. Do exercises in greeting correctly

  3. Greet to foreign tourists in English

  4. End a conversation in English to foreign tourists

  5. Respond the greeting in English

  2. Introduc At the end of the lessons, the learners are able to: ting

  1. Identify some useful expressions used in introducing themselves.

  2. Do the activities in greeting correctly.

  3. Introduce themselves to foreign tourists in English.

  4. Tell their personal identity in English to foreign tourists.

  3. Telling At the end of the lessons, the learners are able to: time

  1. Identify some useful expressions used in telling time.

  38 events or

  2. Mention the kind of special events or festival in festivals Yogyakarta.

  2. Do the activities in describing special events or festivals correctly.

  3. Describe in English the general story of special events or festivals to foreign tourists.

  7. Transpor At the end of the lessons, the learners are able to: tation.

  1. Identify some useful expressions used in giving information about transportation.

  2. Mention the kind of transportation in Yogyakarta.

  3. Do the activities in giving information about transportation correctly.

  4. Give information in English about transportation in Yogyakarta to foreign tourists.

  8. Describi At the end of the lessons, the learners are able to: ng

  1. Identify some useful expressions used in describing people people.

  2. Mention the physical appearance in describing people.

  3. Do the activities in describing people correctly.

  4. Describe people appearance in appropriate ways.

  5. Describe people in English to foreign tourists. Table 6: The objectives of each language function in the designed materials

4. Selecting a Syllabus Type

  39 of the previous step. Beside that, the writer constructed the materials based on the needs analysis of the learners. The materials were arranged into 8 units. Each unit was clarified below: a). Conversation

  This part consists of a conversation model, which aims to introduce the topic to the learners. The conversation is constructed based on the topic bring discussed. The conversation also stimulates the learners to be more familiar with the topic and language being discussed.

  b). Expression to learn This part is introducing the primary expressions mostly used in language function based on the topic. In this part the writer gave example of useful expressions and responses.

  c). Words to Remember

  40 in Indonesian.

  The writer compiles on integrated English materials such as grammar and vocabulary. However, the speaking skill is the focus and the main skill that is needed by the tourist police officers to communicate with foreign tourists.

  6. Selecting the Teaching or Learning Activities and Instructional Resources

  The writer chose activities which will help and support the learners to be enthusiastic and active in practicing speaking. The writer combined and created the instructional materials gathered from various books to promote the teaching learning activities.

  7. Revising

  The last step in designing the material is the revision of the materials. To

  41 English more than four years. The following table will show the description of the respondents: Sex Educational

  Background Teaching Experience Total Group of respondents female Male S1 S2 1-5 6-10 11-20

  English teacher English lecturer

  4

  1

  4

  2

  1

  • 2
  • 1
  • 5

  Table 7: Description of the respondents

2. Descriptive Statistics of the Respondents Opinions

  The descriptive statistics data of the respondents’ opinions of the designed materials were obtained from the questionnaires. The respondents gave their evaluation by choosing the representative number, which indicates the degree of agreement as listed below:

  42

  3 The vocabulary used is already related to the 5 3,8 4 4 topic and understandable

  4 The structure in structure to learn is already 5 3,8 4 4 fulfill the need of English to the tourist police officers

  5 The activities already help and support the 5 3,8 4 4 tourist police officers to practice speaking

  6 The materials designed for the tourist police 5 3,8 4 4 officers already fulfill the need of English to the tourist police officers to serve the foreign tourists

  Table 8: The descriptive statistic of the respondents’ opinions Mn: X =

  Σx N x = scores

  N = number of respondents Σ = Sum X = mean

  From the data above, the writer found that the average scores of the

  43 vocabularies were too difficult to the tourist police officers since they are in the basic level.

  3. There were some mistakes in writing the capital letter.

  4. The contents were not consistent.

  5. There were some mistakes in capitalization and punctuation.

  6. Authentic exposure was not available to practice listening, pronunciation and intonation.

  7. There were some minor grammatical mistakes in some sentences.

  8. Rechecking was important to make the design better. The opinions, criticisms, and suggestions from the respondents will give the feedbacks to the materials designed and will make the designed better.

C. Discussion

  44 It could be concluded from the descriptive statistics that the average degree of agreement on the evaluation of the designed set of materials was ranged about 4.

  It means that the designed set of materials was good and acceptable.