Developing a set of integrated english instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar.

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xiv ABSTRACT

Doi Seng. (2008). Developing a Set of Integrated English Instructional Materials for the Advanced Level Students of St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study aims to develop a set of Integrated English Instructional Materials for the Advanced Level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar. This design intends to develop the students’ proficiency of language skills which are listening, reading, speaking, and writing. The design also proposes to interrelate to students’ critical thinking to solve social problems throughout developing the proficiency of language skills in the real contexts.

This study concerns with two problems. The first problem deals with how a set of Integrated English Instructional Materials for the Advanced Level Students of St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar is designed. The second problem is what a set of Integrated Instructional English Materials looks like.

In order to solve the first problem, the writer adapted Kemp’s Instructional Design model and Borg and Gall’s R&D system and implemented them to develop a set of Instructional English Materials. There are five steps: 1) Conducting needs survey, 2) Formulating goals and list of topics, 3) Stating instructional objectives, 4) Developing teaching learning instructional materials and 5) Evaluating the designed materials.

To develop the designed materials which aim to improve the students’ integrated communicative skills, the writer also applied the theories and principles of Communicative Language Teaching and Integrated Language Instruction in developing instructional materials.

To improve the design materials, the writer conducted an evaluation survey study. The evaluation survey aimed to obtain comments and suggestions from the participants in evaluation research. The evaluation research participants were six English teachers from the St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar. The result of the evaluation survey analysis showed that the mean was 4.15 out of 5 degrees of agreement (80% out of 100%). This said that the designed materials were relevant and suitable for the target students. However, some suggestions from the participants were applied to improve the designed materials.

To solve the second question, the writer presented the designed materials which consist of 9 units. Each unit contains four parts in general which properly integrated four skills – listening, reading, speaking, writing and expanding vocabulary and grammar focus/expressions.

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In brief, the writer hopes that this study of developing integrated instructional English materials will enable the students in both senses of developing proficiency of language skills in English and social awareness to be part of the solution in solving problems.

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xvi ABSTRAK

Doi Seng. (2008). Developing a Set of Integrated English Instructional Materials for the Advanced Level Students of St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Studi ini bertujuan untuk mengembangkan seperangkat materi pembelajaran bahasa Inggris terpadu untuk para pelajar tingkat Advanced lembaga bahasa Inggris di St. Aloysius Gonzaga, Taunggyi, Myanmar. Desain ini bertujuan untuk mengembangkan kelancaran keterampilan pelajar dalam bahasa Iggris yaitu mendengarkan, berbicara, membaca, dan menulis. Desain ini juga bertujuan untuk mengembangkan cara berpikir kritis mereka melalui pemecahan masalah dalam konteks pembelajaran yang sebenarnya.

Ada dua pertanyaan yang saling berkaitan dalam studi ini. Yang pertama adalah bagaimana seperangkat materi pembelajaran bahasa Inggris terpadu untuk para pelajar tingkat Advanced lembaga bahasa Inggris di St. Aloysius Gonzaga, Taunggyi, Myanmar dirancang. Pertanyaan kedua adalah seperti apakah tampilan rancangan seperangkat materi pembelajaran bahasa Inggris terpadu untuk mereka.

Untuk mendapatkan jawaban dari pertanyaan pertama, penulis memakai model Kemp’s Instructional Design dan Borg and Gall’s R&D kemudian mengimplementasikan kedua model tersebut untuk mengembangkan meteri pembelajaran. Ada lima langkah yang digunakan penulis dalam pengembangan materi, yaitu: 1) melakukan survey kebutuhan 2) merumuskan tujuan dan topic-topik yang terkait 3) menentukan tujuan pembelajaran 4) mengembangkan materi pembelajaran, dan 5) mengevaluasi rancangan material.

Dalam mengembangkan rancangan material yang dapat memperkaya keterampilan pelajar untuk berkomunikasi dalam bahasa Inggris, penulis juga menerapkan metode-metode dan prinsip-prinsip Communicative Language Teaching and Integrated Language dalam mengembangkan materi pembelajaran.

Pertama-tama penulis melakukan survey evaluasi studi untuk mengembangkan rancangan material. Evaluasi yang dilakukan penulis bertujuan untuk mendapatkan komentar dan masukan dari para peserta. Peserta tersebut adalah enam guru bahasa Inggris dari St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar. Hasil analisa survey evaluasi ini menunjukkan bahwa rata-rata tingkatan persetujuan adalah 4.15 dari 5 yang disediakan (80% dari 100%). Ini dapat berarti bahwa rancangan material ini sudah sesuai dan cocok untuk pelajar yang dimaksudkan. Kemudian beberapa masukan dari keenam peserta diterapkan untuk memperbaiki rancangan material.

Penulis mempresentasikan rancangan material yang terdiri dari 9 unit untuk mendapatkan jawaban dari pertanyaan kedua. Masing-masing unit rata-rata terdiri dari empat bagian yang secara umum memasukkan unsur keterampilan bahasa yaitu mendengarkan, berbicara, membaca, menulis serta perluasan penguasaan kosakata dan tatabahasa bahasa.

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Penulis berharap studi mengenai pengembangan seperangkat materi pembelajaran bahasa Inggris terpadu tidak hanya dapat mendorong para siswa dalam pengembangan keterampilan berbahasa Inggris mereka tetapi juga membuat mereka mampu ikut menyumbangkan ide-ide kritis mereka dalam menyelesaikan masalah sosial disekitarnya.

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DEVELOPING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR THE ADVANCED LEVEL STUDENTS OF ST. ALOYSIUS GONZAGA ENGLISH LANGUAGE INSTITUTE, TAUNGGYI

MYANMAR

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Ma Doi Seng

Student Number: 041214143

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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HOPE

By Emily Dickinson

Hope is t he thing wit h f eat hers That perches in the soul, And sings t he t une wit hout t he words,

And never st ops at all,

And sweetest in t he gale is heard; And sore must be t he st orm That could abash t he lit t le bird

That kept so many warm.

I 've heard it in t he chilliest land, And on t he st rangest sea;

Yet, never, in ext remity, I t asked a crumb of me.

I grat ef ully dedicat e this t hesis t o

M y beloved parent s, U M aru Yun & D aw L ucia

Who give me lif e, endless love and plant ed hope in my soul to look f orward for t he bet ter lif e.

I also would like to say thank t o all my brot hers and sist ers for t heir love, support , guidance and care. Being all of you is a blessing of happiness f rom God.

Thank you so much f or being wit h me.

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ACKNOWLEDGEMENTS

Many people have contributed to the completion of this undergraduate thesis and my study in Sanata Dharma University.

First of all, I would like to express my great thank to Almighty God for His continuous blessings on me.

My deep gratitude goes to Sanata Dharma University that has granted me a special opportunity to study with a scholarship. My deep gratitude also goes to Fr. Van Opzeeland, the one who is responsible for my sponsorship. At the same time, I would express my gratitude to the sponsor, Peter Mark from Holland.

I would like to express my sincere gratitude to my major thesis sponsor, Ag. Hardi Prasetyo, S.Pd., M.A. for his guidance, priceless time and criticism for my thesis. Without his help, this thesis would not be a complete one.

My deep gratitude goes to St. Aloysius Gonzaga English Language Institute and to all my beloved teachers for giving me a chance to study at Sanata Dharma University. I would like to say my thanks for Ma Daisy Kimu, Mrs. Irene and all teachers for their help and cooperation this study.

My deepest thanks go to my beloved parent, U Maru Yun and Daw Lucia for their everlasting love, support, sacrifice and prayer. I also would like to express great thanks to my big family, Ah Ba, Ah Bawk, Ah Shawng, Mai Mai, Ah Hla, Ah Tu, Brother Michael Tang and my younger sister, Ah Zin for their love, support, guidance and prayer. Without my family, I would not be myself now.

I deeply thank Fr.Clay and family and Fr. Harjanto and family for their care, kindness, help and support. I would not be in Indonesia without both of them. I wish that God’s Blessing of Happiness, Love and Peace are always with both of them. I also would like to thank Fr. Benny Juliawan, Fr. Baskara, Fr. Heru and other members of Society of Jesus for their care, hospitality, help and time.

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I am deeply thankful to my academic advisor, Drs. Concilianus Laos Mbato, M.A and all lecturers of English Language Education Study Program for their guidance, knowledge and care in educating me. I also would like to thank all staffs of PBI department, Yayasan and Sanata Dharma University for their help and hospitality.

My special thanks to Ibu Indri from Semarang for her generosity care and support. I would be in trouble without her help. I also would like to thank to Fr.Baskara, Mbak Monic and friends from Pusdep community for their care, cooperation and hospitality during my part-timer period.

I also would like to acknowledge thanks to Sr. Maryrose FCJ for her kindness, care, encouragement and friendship. My grateful thanks also go to all sisters of the Congregation of Faithful Companion of Jesus (FCJ) for their kindness, care and friendship. My grateful thanks go to Sister Ben CB (Big Boss of Syantikara), Sister Terry CB and all friends from Syantikara for their care, help and friendship. I also would like to express my thanks to Syantikara friends who are by my side especially when I am in need of help and care. It’s unforgettable time being with all of them.

My sincere thanks go to Myanmar friends who are studying in Indonesia. It is really great knowing all of them. I would like to express my deep gratitude to Myanmar friends those who were always by my side when I was hospitalized and sick. I wish my best to all of them for their study and life.

I also thank to all PBI students those from 2004 and 2003 especially my classmates for their friendship and care. I specially thank to Valen for her time being with me, love and friendship. My special gratitude goes to my special friend, JoJo and family for the time we shared together, love, help and encouragement whenever I am in need.

Finally, I would like to thank again to Almighty God for granting me such a merciful blessing of letting me to have all of them (mentioned above) in my life time. May God’s blessing of Happiness, Love, Peace and Healthiness are always with them.

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TABLE OF CONTENTS

Page

PAGE OF TITLE …….………..………... i

APPROVAL PAGES ……….……….... ii

DEDICATION... iv

STATEMENT OF WORK’S ORIGINALITY... v

ACKNOWLEDGEMENTS ……….…... vi

TABLE OF CONTENTS ………....……….. viii

LIST OF FIGURES……….………..….……... xii

LIST OF TABLES ……….…... xiii

ABSTRACT ……….…..……... xiv

ABSTRAK ………... xvi

CHAPTER 1. INTRODUCTION………...…….……….. 1

1.1 Background………...…….…….……….. 1

1.2 Problem Formulation………...………….………… 5

1.3 Problem Limitation………...…....….………... 5

1.4 Objectives of the Research...………..…... 5

1.5 Benefits of the Research……….….…... 6

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CHAPTER 2. LITERATURE REVIEW ………...…….…....… 8

2.1 Theoretical Description ………...……. 8

2.1.1 Instructional Design Models ………...……….. 8

2.1.2 Communicative Language Teaching ………...…... 11

2.1.3 Integrated Language Instruction …………..………... 14

2.1.3.1 Content-Based Instruction……….…….….... 15

2.1.3.2 Task-Based Instruction……….…….…... 16

2.1.3.2.1 Teaching Speaking ………..…...…. 17

2.1.3.2.2 Teaching Listening ………..…...…. 18

2.2 Theoretical Framework……….………….... 19

2.2.1 Conducting Needs Survey …………...…….…….…… 20

2.2.2 Formulating the Goals and List of Topics …..…..…… 21

2.2.3 Stating Instructional Objectives ……….…...…… 21

2.2.4 Developing Instructional Teaching Materials …….….. 21

2.2.5 Evaluating the Designed Instructional Materials …….. 21

CHAPTER 3. METHODOLOGY ……….…...….... 23

3.1 Research Method ………...…… 23

3.1.1 Research and Information Collecting ……...….……... 24

3.1.2 Planning ……….…... 24

3.1.3 Develop Preliminary Form of Product ……..……..…. 25

3.1.4 Preliminary Field Test ……….…...….. 25

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3.2 Research Participants ……….…....….. 26

3.2.1 Participants of Needs Survey ………....….... 26

3.2.2 Participants of Evaluation Survey ……….……… 27

3.3 Research Setting ……….…....….. 27

3.4 Research Instrument ………...……… 27

3.5 Data Gathering ………. 28

3.6 Data Analysis……… 29

3.7 Research Procedure……….…....….. 30

CHAPTER 4. RESEARCH FINDINGS AND DISCUSSION ……...…. 31

4.1 The Steps in Designing the Materials ………….…...….. 31

4.1.1 Conducting need survey... 31

4.1.2 Formulating objectives and listing topics... 36

4.1.3 Developing Instructional Materials ... 37

4.2 Discussion ………....………… 40

4.2.1 Conducting Evaluation Research... 41

4.2.2 Presenting Designed Materials Revision... 46

CHAPTER 5. CONCLUSIONS AND SUGGESTIONS ……..….….…... 48

5.1 Summary...………...………. 48

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BIBLIOGRAPHY ………...……….…….. 51

List of Appendices ……….….…...… 53

1. Permission letter to conduct a research survey in St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar 2. A sample of student questionnaire

3. A sample of the questionnaire for the evaluation survey 4. The feedbacks from the participants of evaluation survey 5. The Designed Materials

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LIST OF FIGURES

Page Figure 1. Kemp’s Instructional Design Model ... 11 Figure 2. Steps of Conducting the Study ... 22 Figure 3. Comparison of Kemp’s Instructional Design Model & R&D

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LIST OF TABLES

Page

Table 1. The participants of the need survey... 32

Table 2. Descriptive statistics on the Participants’ opinions of the need Survey ... 33

Table 3. Listing topics and stating objectives ... 37

Table 4. The Participants of the evaluation research ... 42

Table 5. Degree of Agreement on the Designed Materials ... 43

Table 6. Descriptive Statistics of the Participants’ Opinion on the Designed Materials ... 44

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xiv ABSTRACT

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xvi ABSTRAK

Doi Seng. (2008). Developing a Set of Integrated English Instructional Materials for the Advanced Level Students of St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

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1 CHAPTER I INTRODUCTION

This chapter consists of six important parts of the study, namely, the background, problem formulation, objectives of the research, problem limitation of the research and definition of terms.

1.1 Background

As we stepped into the 21st Century – the period of globalization – the importance of language and the ability to communicate with and understand each other is becoming the inevitable need in fields of education, politics, economy, sciences, and so on. With that in mind, people around the world have to interact with others from different nations for their needs. As a result, the demand for an international language, Lingua Franca, which serves as a means of communication among people, is English.

At the same time, as English becomes an international language, many people need to communicate with others successfully in social functions and in different contexts and situations. However, in order to do so, people need to acquire the skills of listening, reading, speaking and writing which facilitate the people to interact with others in the written form or oral form of interaction to exchange their needs.

Most of the people, especially non-native speakers of English, learn the language as an instrument to be able to achieve certain purposes in life for career

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and further education. Sometimes it is inadequate just to learn the language in general. People need to have the knowledge about the language and competence to use the language so that they can attain certain purposes.

Nowadays, people are trying to upgrade their education so that they can have better lives especially in developing countries, including Myanmar. Most of the Myanmarese students know that English is really necessary for their future education as well as carrier. Learning English language for them is a needed instrument to be able to use the language well in various contexts and situations. Among them, students of St. Aloysius Gonzaga English Language Institute are also expected to be proficient in using English effectively after they leave the course.

However, the first main problem is that there is no opportunity to learn and use four skills of English language at schools. In school, students just learn English subject for reading, writing, grammar and vocabulary items. Students have less practice in listening and speaking. They study English language for 11 years beginning from the elementary until secondary school. Students need integrated materials in order to synthesize their English language comprehension and communicative skills. Although listening and speaking skills are essentially needed, those skills can not be divided from writing and reading skills in learning language. Since each skill is correlated to each other to enrich the learners’ language competence and performance, the language learners need integrated materials covering the four skills.

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The second problem for the students in accomplishing the communicative skills is the process of teaching learning activities and facility. For instance, school does not provide integrated materials to learn English. Generally the English subject curriculum used in schools does not help to improve the students’ skills of listening and speaking. Furthermore, teaching learning materials discourages the learners to improve their English which is the effect of non-existence of authentic materials in classroom. Meanwhile, the school facilities are very limited even for listening skill. These facts make the students’ language competence progress slowly.

Third, teaching resources and up-to-date information on teaching methods and techniques are so limited for both learners and teachers. The unavailable factors mentioned are crucial problems in teaching learning English language in Myanmar. Since the information and facilities are limited by the government, the teachers become the central inputs for the language learners. The problem is that the teachers themselves do not have opportunities to develop their language and teaching skills. Consequently, the teachers do teach the students in traditional ways. There is no creativity, neither integrating, or upgrading the language skills nor teaching materials.

These learning teaching learning problems have an effect on the students who are learning to acquire their English language skills in St. Aloysius Gonzaga English Language Institute. It is not a good culture to develop teaching and learning English language. That is the reason why the teachers need to change

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their teaching approach, methods and techniques by creating/using integrated materials in teaching and learning process.

Teaching English helps the students to master their English language skills so that their language mastery supports them in achieving their goals. In other words, mastering the language prepares them to be ready to work in the world of globalization, further education, economy and other aspects of needs. Therefore, the students need to master the skills of reading, listening, and speaking. One way to develop the communicative skills is to practice a set of integrated materials which consists of synthesized reading, listening comprehension and expressing ideas orally and in written forms.

With regard to solve these phenomena above, the researcher wants to develop a set of integrated English instructional materials. The writer conducted this research with two intentions. Firstly, according to the writer’s experience, the Myanmarese learners have difficulties in expressing ideas and opinions in English effectively and efficiently, which makes their communicative skills less fluent. The writer hopes that the integrated English instructional materials would help the advanced learners to succeed in enhancing comprehension effectively as well as communicative abilities of expressing ideas and opinions. The second is that both the teachers and learners are able to access four skills not only in the classroom but also in a modernized or rural area of teaching learning English language program. The writer believes that the students and the teachers will not be left behind and will improve more in comprehensive skill as well as communicative

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ability. This study will enrich the knowledge and language competence of the learners or teachers.

1.2 Problem Formulation

The problems are formulated as follows:

1. How is a set of integrated English instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar designed?

2. What will a set of integrated English instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar look like?

1.3 Problem Limitation

This study focuses on designing a set of integrated English instructional materials for teaching reading, listening, speaking and writing skills specifically for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar.

1.4 Objectives of the Research

The objectives of this study are to design a set of integrated English instructional materials for the students of St. Aloysius Gonzaga English Language Institute and to present a set of integrated English instructional materials for the students of St. Aloysius Gonzaga English Language Institute.

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6 1.5 Benefits of the Research

This study will be beneficial for those who want to improve their English language competence and communicative ability in English. The benefits of this study can be clarified as follows:

1.5.1. For the students of St. Aloysius Gonzaga English Language Institute: Hopefully, this study is expected to help the students to develop their communicative skills in English.

1.5.2. For the teachers in St. Aloysius Gonzaga English Language Institute: The designed materials in this study will be as references for teachers in teaching at English language teaching program.

1.5.3. For further researchers:

This study will also be helpful for other writers who make research on this area of designing integrated English instructional materials. This study can be helpful source for those who want to design integrated English instructional materials so that they can highly structure to produce more effective design for students who need integrated English instructional materials.

1.6 Definition of Terms 1.6.1 Instructional materials

In this study, the term Instructional materials are “forms of printed materials, computer-assisted instructions and televised instructions”, and “planned or designed materials for the use of teacher and students in carrying out the teaching learning process” (Dick & Reiser, 1989, p. 3).

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7 1.6.2 Integrated Materials

Richard & Rodgers, (2001, p.64) states that “Integrated Materials mean a set of instructional materials that contains of all four skills language” (reading, listening, speaking and writing are integrative).

1.6.3 Advanced Level Students

In this study, the advanced level students are the students who had already passed the three levels (Beginner Level, Intermediate Level and Upper Intermediate Level) in St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar.

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CHAPTER II

Literature Review

In this chapter, there are two sections: a theoretical description and a theoretical framework. The first part evaluates the related theories implemented in this study. The second part makes relation between the implemented theories and the study.

2.1 Theoretical Description

In this section, the important and useful elements for designing instructional materials will be illustrated. The elements for designing instructional materials are relevant to the target needs and interest of the target students in order to acquire, learn and build up English communication.

2.1.1 Instructional Design Models

In this part, the instructional design models related to the materials are going to be applied for the target students’ needs. The materials will be developed as instructional materials that can stimulate the students to develop their oral skills and written skills, and which assist the teachers in preparing for teaching English listening, reading, speaking and writing skills.

The instructional design is very crucial. It needs some consideration in choosing a design model which was adapted in this study. A model should be simple in order to be understood easily. Then, a model should have all steps that

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require to be implemented. Third, a model should be flexible in order to facilitate the designers to be able to do the adaptation between the instructional objectives and the strategy, to accomplish the objectives.

There are several instructional program design models. Yet, in this study, the writer adapts Kemp’s models because it mostly fits with the writer’s purpose for designing the instructional materials.

a. Kemp’s Instructional Design Model

According to Kemp (1977, p.8), “instructional design is the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, supplies, applies them and then evaluates the results”. Kemp also argues that the instructional design plan is designed to supply answers to the three questions which can be considered the important elements of instructional technology. Those are:

1) What must be learnt? (objectives)

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

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

There are eight sections in Kemp’s instructional design model. Firstly the instructional designer considers goals, and then lists the topics and states the general purposes for teaching each topic. Secondly, he enumerates the important characteristics of the learners for whom the instruction is to be designed. In third part, he specifies the learning objectives to be achieved in terms of measurable

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students’ behavioral outcomes. In the firth section, he develops a pre-assessment test to determine the students’ background and present the level of knowledge about the topic. In the sixth step, he selects learning or teaching activities and instructional resources that will treat the subject content so that the students will accomplish the objectives. Seventhly, he coordinates support services such as budget, personnel, facilities, equipment and schedules to carry out the instructional plan. In the last step, he evaluates students’ learning in terms of their accomplishment of objectives; with a view to reviewing and reevaluating any phases of the plan that need improvement.

Additionally, Kemp’s instructional model is a flexible process. There is interdependence among the eight elements: decisions related to one can affect others. There are two obvious benefits of using Kemp’s model. The first one is that Kemp’s model can be implemented at all educational levels, from elementary school up to university. The second benefit is that Kemp’s model can be applied for an instructional unit or for a single subject. The design can begin with any element.

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11 Evaluation

Support services

Teaching/lea rning activities/res

ources

Pre-assessment

Subject content

Learning objectives Learner’s characteristi

c purposes

Revision

Figure 1: Kemp’s Instructional Design Model (1977, p.9)

To see the changing improvement of this system, it should be applied and to be tested. Changing to improve the system needs the evaluation of whole system. If any of the evaluation of whole system is encountered to change, it should consider some other instructional language teaching approaches.

After designing the instructional design model, the writer is going to discuss the approaches of Communicative Language Teaching (CLT) in the following section. Typically, CLT views the instructional materials as a way of influencing the quality of classroom interaction and language use.

2.1.2 Communicative Language Teaching

Since learning a language means how to communicate with others in that language, the relevant approach, Communicative Language Teaching (CLT), is

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applied in this study. The reason is that this approach focuses on language functions and uses in communication and stresses on communicative competence which is the objective of the advanced level learners of St. Aloysius Gonzaga English Language Institute and which meet the learners’ target needs. In addition, Communicative Language Teaching framework moderately encounters with the principles of learner-centered, cooperative, interactive, whole language based, content-based, task-based and communicative teaching.

The purpose of Communicative Language Teaching is to develop ‘communicative competence’. Hymes (1972, cited by Richards & Rodgers, 2001, p. 159) states that communicative competence is “what speakers need to know in order to be able to communicate competently in a speech community.” A learner acquires communicative competence both knowledge and ability for language use. Brown (2001, p.69) says that “communicative goals are best achieved by giving due attention to language use and not just usage, to fluency not to just accuracy, to authentic language and context and students’ eventual need to apply classroom learning to previously unrehearsed contexts in the real world”.

It is necessarily needed for the learners to be able to maintain social relationships in their real life communication. Since the functions of spoken language are interactional and transitional, it is to convey information and ideas. Meaningful communicative behavior about relevant topics or contexts by using learner-learner interaction is a key for the learners to be able to interact with others in the real world.

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Based on the Richards and Rodgers statement (2001), the characteristics of this communicative view of language - Communicative Language Teaching views language is a system for expressing meaning and its primary function is for interaction and communication. The structure of language is for functional and communicative uses. The main components of language are not merely its grammatical and structural features but types of functional and communicative meaning.

Johnson (1982, as cited in Richards & Rodgers, 2001) gives some fundamentals that should be considered in some Communicative Language Teaching practices. The first one is the communication principle: Activities that involve real communication promote learning such as pair and group work. The second is the task principle: Activities in which language is used for carrying our meaningful tasks support learning like discussions, games, problems and so on. The third one is the meaningful principle: Language that is meaningful to the learner supports the learning process. For example, the tasks to analyze and practice the features of transcripts and recordings or to interview are meaningful activities to support the learners’ learning process.

Littlewood (1981) states that there are two major types of communicative activities - functional activities and social activities. The learners are placed in a situation where they must perform a task by communicating as best as they can in functional communication activities. In social interaction activities, the learners are encouraged to take account of the social context in which communication takes place like in conversation, debates, dialogues, and discussion activities. The

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learners are demanded to interact with others by the teaching/learning activities of communicative activities in classroom.

In interactive language teaching classroom, group work is the main activity. Group work means more than two members in group or just two in pair. Consequently group work in interactive language teaching encourages the learners to take responsibility to participate in language learning. This is one of the main benefits of interactive language teaching in Communicative Language Teaching.

In Communicative Language Teaching, there are three types of teaching materials to promote communicative language use: authentic, content-based, task-based materials.

After knowing the nature of Communicative Language Teaching, the writer comes to the approaches on Integrated Language Instruction. In the following section, the writer is going to describe the method of Integrated Language Instruction itself and its sub-components like Content-Based Instruction and Task-Based Instruction.

2.1.3 Integrated Language Instruction

The language arts—speaking, listening, writing and reading are interrelated and interdependent processes. These must be integrated in ways that allow each process to support and extend learning in the others. The language process can be learnt more effectively in connection with each other, rather than in isolation, because each skill extends for the other. Students are encouraged to transfer the knowledge and skills learned to everyday situation by integrating

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language processes within a context in and out of school. (Regina, cited from Saskatchewan Education, 1997)

To extend each student’s ability to understand and communicate meaning effectively is the goal of integrated language study. In students’ daily language use and experiences, there should be an instruction about language knowledge and skills, spelling, grammar, usage and mechanics. It is essential to come up with giving opportunities to students to engage in each skill process in an interrelated, but effectively balanced manner. (Regina, cited from Saskatchewan Education, 1997)

To construct integrated units, Oxford (2001) describes that there are two types of integrated-skill instruction: content-based language instruction and task-based instruction. The first instruction focuses on learning content through language, while the second one emphasizes doing tasks that require communicative language use.

2.1.3.1 Content-Based Instruction

In Content-Based Instruction, Oxford states that there are three models of content-based language instruction: theme based, adjunct and sheltered. In theme-based program, Crandall (1994) affirms that the purpose is to assist learners in developing general academic language skills through interesting and relevant content. A language curriculum is developed around selected topics drawn from one content area (e.g., marketing) or from across the curriculum (e.g., pollution and environment).

Crandall (1994) affirms that “Adjunct model links a specific language learning course with a content course in which both second

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language learners and native English speakers are enrolled. This model requires substantial coordination between the language and content. An adjunct program is usually limited to cases where students have language skills that are sufficiently advanced to enable them to participate in content instruction with English speaking students.” The planned separation of second/foreign language students from native speakers of the target language for the purpose of content instruction forms sheltered model. In sheltered model, all the materials and references are taught by the using target language. This instruction accommodates the learners to be able to gain the mastery of the content course materials by using various instructional strategies and material, curriculum instruction of the content. Moreover, this model encourages the learners to use the target language with great self-confidence.

Among three models of content-based language instruction, only theme-based is going to be implemented in this study. With the reason, theme-theme-based model has a purpose to help learners in developing general academic language skills through interesting and relevant contents.

2.1.3.2 Task-based Instruction

In task-based instruction, students are aimed to participate in communicative tasks in English. Tasks are defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form (Nunan, 1989 as cited in Richards & Rodgers, 2001, p.224). In task-based teaching, engaging learners in real language use in the classroom is the most effective way to teach a language. It can be in the form of

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tasks – discussions, problems, games and so on, which involve learners to use the language for themselves.

Integrating the language skills is a determination of a teacher’s reflection and systematic planning in developing language teaching and learning. When the language teaching and learning plan is interwoven well, learners can communicate with others in English.

It is not sufficient to make language teaching learning plans without knowing the nature of teaching speaking and listening skills. In order to develop the integrated language teaching and learning, the writer has some considerations about the nature of teaching speaking and listening.

2.1.3.2.1 Teaching Speaking

Nowadays, teaching English is not only focusing on developing grammatical competence of the students. Kang Shumin (cited in Richards & Renandya, 2002, p.204) stated that “it is necessary to examine the factors affecting adult learners’ oral communication, components underlying speaking proficiency, and specific skill or strategies used in communication.” For instance, knowing how the language is used in social context enables the learners to use the language usages appropriately. It can be said that knowing the rules of language usages is necessary for the learners to speak that language.

Having proficiency in speaking means that learners need to have fluency in communicative skills as well as the culturally acceptable ways of interacting with others in different situations and relationships. Reflecting the use of the linguistic system and the functional aspects of communication which consist of

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grammatical competence, discourse competence, sociolinguistic competence and strategic competence is the effective way for the learners. It shows that the learners are able to communicate with others by having the abilities underlying speaking proficiency. (Hymes 1971, cited in Richards & Renandya, 2002, p.206) 2.1.3.2.2 Teaching Listening

The role of listening comprehension in second language acquisition can be very powerful by implementing the appropriate approaches to teaching listening skills. Understanding input at the right level is the fundamental requirement to speaking. So the appropriate approaches to teaching listening skills need to be developed since it is the most important skill for language input in learning.

According to Nunan, the two methods - bottom-up and top-down processing models are good to be applied in teaching listening. The bottom-up processing is a data-driven process. In this method, the listener’s comprehension happens to the extent that they are successful in decoding the spoken text. While the top-down processing engages the listeners’ prior knowledge, expectations, inferences, and intentions in actively constructing meaning.

There is standard format for the teaching of listening. John Field developed relative format for the listening lesson which involves three steps in a listening activity: pre-listening, listening and post-listening. This three-step listening activity can be designed by using the two methods: Bottom-up and Top-down processing listening models.

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19 2.2 Theoretical Framework

In this section, the writer illustrates the theories reviewed and presents the steps in designing the instructional materials of this study.

Learning to speak a language is basically a task of learning to listen to it first. Comprehending a speaker’s message as the internal reproduction of that at message in the listener’s mind is listening comprehension, so that successful listening replicates the meaning much as the speaker intended. Listening comprehension is now considered to be a prerequisite for oral proficiency as well as an important skill in its own right.

However, to have good communicative skill and comprehensive skill is merely inadequate with listening and speaking. Celce-Murcia (2001, p.301) acknowledges that Integrated language teaching approaches encourage the teaching of all four skills within the general framework of using language for learning as well as for communication.

Thus, the writer is going to implement the two language teaching approaches in designing a set of instructional materials; Communicative Language Teaching and Integrated Language Instruction. The communicative language teaching approach encourages achieving the objectives of the target learners’ needs because it focuses on language functions and uses and emphasis on communicative competence.

Based on the communicative language teaching framework, the materials are going to be designed in a way that encourages the learners to engage and use English in communication and interaction, focusing on its functions and uses. The

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materials are related with learner’s purposes and daily situations linked to expansion of personal, social, professional and academic background. It is designed to develop the learners’ communicative competence.

The writer also applies Integrated Language Instruction in this study to design a set of integrated materials especially for listening and speaking skills which consists of other language skills. It gives the benefits to the students by practicing all the language skills in an integrated, natural and communicative way. Mostly the instructions in the materials will be based on content-based and task-based which encourage authentic use of language.

Having Integrated Language Instruction in this design, the teaching/learning activities, instructional resource used pair/group work are to motivate the learners to use language to create interaction with others, to express personal ideas, opinions, feelings, experiences, to learn, to communicate, to exchange information and to solve problems. Therefore, this is the best approach to maximize the target learners’ acquisition and learning of language and knowledge, skills, values and personalities.

Moreover, a writer needs to have knowledge of instruction design in order to develop a set of instructional materials. Referring to Kemp’s Instructional Design Model, the writer decided to adapt some steps in designing materials that will be simplified below.

2.2.1 Conducting needs survey

The first step is to conduct need analysis to the learners about their needs, difficulties and interests in learning English language especially in four skills –

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listening, reading, speaking and writing skills. It will be conducted to the advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.

2.2.2 Formulating the goals and list of topics

The second step is purposed to determine the goal of the course and lists the topics to be designed based of the learners’ target needs.

2.2.3 Stating instructional objectives

In the third step, the writer is going to formulate general and specific learning objectives based on the goal of course and data from the need survey. 2.2.4 Developing teaching learning instructional materials

The fourth step is time to design instructional materials based on the need survey to achieve the goals. Designing materials means to consider content, to develop types of instructional teaching/learning activities and tasks.

2.2.5 Evaluating the designed instructional materials

At the last step, the writer is going to conduct evaluation survey to the teachers of the institute after designing the materials. The writer is going to revise or improve the designed materials based the feedback of the teachers to the materials. The steps in designing a set of integrated instructional materials are simplified as below:

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The model adapted from Kemp’s Instructional Design Figure 2: Steps of Materials Development

Conducting needs survey

Formulating the goals and list of topics

Stating instructional objectives

Evaluating the designed instructional materials Developing teaching learning instructional materials

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CHAPTER III METHODOLOGY

In this section, the writer clarifies the methodology used in the research. There are seven sections in the methodology – research method, research participants, research setting, research instruments, data gathering technique, data analysis and research procedure.

3.1 Research Method

The writer used an educational research and development (R & D) method in order to answer the first question stated in the Problem Formulation in Chapter I.

Research and Development method (R & D) was applied in this study. According to Borg and Gall (1983), it consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data. It also attempts to develop research knowledge and incorporate it into a product by becoming a bridge so that the gap between educational research and educational practice can disappear. Moreover, it can be defined “as a process used to develop and validate educational products” such as teaching materials, teaching methods and method for organizing instruction.

In Borg and Gall’s R & D cycle, there are ten major steps to develop the products (1983). They are research and information collecting, planning, development of preliminary form of product, preliminary field testing, main

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product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. Yet, the writer applied just five steps in this study as it has similarity with the steps of the theoretical framework in chapter II. The steps are explicated as follows:

3.1.1 Research and information collecting

Research and information collecting included review of literature, classroom observations, and preparation of report of state of the art (Brog and Gall 1983). Therefore, the writer conducted needs survey. The writer carried out the survey to obtain information about the learners’ purposes and needs in learning English. The survey was done through questionnaires. The questionnaires were distributed to the advanced level students of St. Aloysius Gonzaga English Language Institute.

3.1.2 Planning

In this step, planning includes defining skills, stating objectives determining course sequence, and small scale feasibility testing. Those aspects were implemented to determine the goal of the course and lists the topics to be designed based of the learners’ target needs. Borg & Gall (1983, p.779) stated that “the most important aspect of planning a research-based educational product is the statement of the specific objectives to be achieved by the products”. As the objective is the best way to develop the instructional materials, the writer formulate general and specific learning objectives based on the goal of course and data from the need survey.

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25 3.1.3 Develop preliminary form of product

After accomplishing the second step, the third step was to develop the preliminary form of product. This step was preparation of instructional materials, handbooks, and evaluation devices. In this step, the writer had to design instructional materials based on the need survey to achieve the goals. Designing materials meant to consider content, to develop types of instructional teaching/learning activities and tasks.

3.1.4 Preliminary field testing

This step was applied to get the evaluation for the instructional materials. In this study, the writer conducted an evaluation survey research in order to gather the data of the teachers’ judgment, suggestion on the designed materials. The writer conducted evaluation survey to the teachers of the institute after designing the materials. The writer used questionnaire as an instrument for the evaluation research of the study. The feedback from the teachers was very useful to improve and modify the designed materials in order to produce proper designed materials. 3.1.5 Main Product revision

After gathering the evaluation from the preliminary field testing, the writer applied the evaluation, feedback, suggestions and comments to revise the materials based on the recommendation of the teachers and lecturers.

The writer illustrates the comparison of the two designed materials models used in this study: Kemp’s Instructional Design Model & R&D system. The following figure is “Comparison of Kemp’s Instructional Design Model & R&D system used in this study”

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Figure 3: Comparison of Kemp’s Instructional Design Model & R&D system used in this study

3.2 Research Participants

This part illustrates the participants of the study and of those who evaluated the designed materials.

3.2.1 Participants of Needs Survey

The writer conducted the survey to get the information of the students’ interests and difficulties in learning English especially for listening and speaking comprehension. The respondents were the advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.

Research and information collecting

Planning

Develop preliminary form of product

Preliminary field testing

Main product revision Conducting needs survey

Formulating the goals and list of topics

Stating instructional objectives

Developing teaching learning instructional materials

Evaluating the designed instructional materials

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27 3.2.2 Participants of the Evaluation Survey

This survey was aimed to obtain the opinions and attitudes toward the designed materials. The participants of the survey research on this project were the teachers of St. Aloysius Gonzaga English Language Institute. This survey research was really needed so that the writer could revise and evaluate the designed materials.

3.3 Research Setting

The survey was carried out in St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.

3.4 Research Instrument

In this research, the writer used questionnaires as a research tool. According to Seliger and Schohamy (1989), a questionnaire should be a printed form of data collection containing statements to which subjects respond. There were two kinds of questionnaires. First one was distributed to the advanced level students of St. Aloysius Gonzaga English language Institute in Taunggyi, Myanmar and the second was given out to the teachers in that Institute and some lecturers from English Language Education Study Program of Sanata Dharma University. In this study, the writer used a closed form of questionnaire in which the options were provided in order to get the accurate information of the participants’ opinions based on the provided options.

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The questionnaires consisted of three parts. The first part was the introduction about the questionnaire and its instruction. Then second part was the participant’s profile – name, age, education, gender, occupation and future goal. In addition, there were more items in participant’ profile for evaluators like name, age, gender, future goal, educational background, teaching experiences and opinions on learning English. Overall, two different questionnaires were to acquire the data of participants’ opinions about the importance of language learning.

3.5 Data Gathering

The questionnaire for the target needs analysis was distributed to the advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar. According to the writer’s condition, the writer was not able to go to the field to conduct survey research. It was distributed on 12th March 2008. It was sent through e-mail and it will be operated under corporation of the rector of the institute.

For the evaluation survey research, the writer sent the designed materials and questionnaire to the rector of the institute through e-mail. With the help of rector, he distributed both questionnaires and designed materials to the teachers of the Institute and the results of their evaluation were sent back to writer through e-mail.

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29 3.6 Data Analysis

After gathering the questionnaires, the data was documented in the columns as raw data. Then the data from the needs survey was analyzed and presented in the form of table. Descriptive statistics was used for the survey study to describe or summarize the data. Descriptive statistics was one of the analyses to describe the measures of central tendency. It was applied to find the tendency of the respondents’ opinions about the study in this research. The result of the survey study was presented by using descriptive statistics to show the central tendency of the participants’ opinion.

There are three statistics to calculate the data. They are “mean, median and mode”. Yet only “mean” index was used in this study in order to get the “average” scores. The reason of applying “mean” index was to find the average point of the total numbering data. The mean is the sum of all the scores divided by the number of scores. To arrange the data into a frequency distribution, the sum of the scores was divided by multiplying each score by its frequency. The formula as the following:

M ═∑X /N Where: M = mean

∑ = sum of (or add up) X = values

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30 3.7 Research Procedure

The writer explored the following procedures in the study:  Conducting a need survey

 Searching the resources from books and internet  Formulating the purposes and listing the topics  Designing materials

 Conduction an evaluation survey to the teachers and lectures.  Revising the materials

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31 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter deals with the answer to the first question formulated in Chapter I, how to design a set of integrated instructional English materials. It consists of two sections: the first section describes the survey result of Pre-design Survey and the second part discusses the result of evaluation research for Post-design of the study.

4.1 The Steps in Designing the Materials

This section presents the processes of conducting this study. The writer adapted some steps from Kemp’s and Borg & Gall’s models to design the materials. In this study, there are five steps – 1) conducting need survey 2) formulating objectives and listing topics and 3) developing instructional materials 4) field testing, and 5) main product revision. In the first part, the explanation of three steps is as follows:

4.1.1 Conducting need survey/research and information collecting

It was very crucial to figure out the target learning needs of the learners for designing materials. With that reason, the writer considered a need survey as a first step of this study. In this section, the writer is going to explain

The need survey was conducted in order to assess the learners’ needs, interests, difficulties of learning English. The survey was conducted through distributing and gathering questionnaires. The questionnaire for the learners included two sections. The first section began with the participants’ profile – age,

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gender, education, present occupation, future career. The second section inquired the participants’ agreement on the statements about the target learning needs. 4.1.1.1 Description of the Participants

The participants of the survey research for target learning needs were the advanced level students of St. Aloysius Gonzaga English Language Institute. The total number of the participants was 10, and the description is as follows:

Participants Gender Age Education Total

Male Female U.S G

10 6 4

18-28

18 - 28 7 3 10 10 Table 1: Description of the participants of the need survey

In this survey, there were six male learners and four female learners. The ages range from 18 to 28, and six learners were university students from different department and 4 learners were graduates. Among graduates, three learners were teacher, engineer and accountant in profession.

4.1.1.2 Data Presentation and Analysis

Of the participants, ten persons (80%) aimed to learn English for both future career and further education. Other 20% of the participants learned English for career or future profession. The writer found that 100% of the participants aware of the importance of mastering English as an essential instrument for their career and professional fields. Every participant assumed that learning English is interesting and a big challenge for them. The detailed description of the results of the learning needs survey is as follows:

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No Questions Responses Number Raw Data

1. Do you think that learning English is important?

SA: Strongly Agree A: Agree D: Disagree SD:Strongly Disagree 8 2 - - 80 20 - - 2. Does proficiency of English

language take a big role for your future career or further education?

SA: Strongly Agree A: Agree D: Disagree SD:Strongly Disagree 8 2 - - 80 20 - - 3. Do you think that language

input is important in improving four skills of language?

SA: Strongly Agree A: Agree D: Disagree SD:Strongly Disagree 2 7 1 - 20 70 10 - 4. Is learning English

interesting and challenging?

SA: Strongly Agree A: Agree D: Disagree SD:Strongly Disagree 5 5 - - 50 50 - - 5. Is it important to learn

updated vocabulary/terms?

SA: Strongly Agree A: Agree D: Disagree SD:Strongly Disagree 3 7 - - 30 70 - - 6. Is it important to learn

pronunciation?

SA: Strongly Agree A: Agree D: Disagree SD:Strongly Disagree 6 2 2 - 60 20 20 7. What kinds of language

input are more effective in your learning process?

a. Listening/oral passages

b. Written texts c. Conversational texts

d. All of them

1 3 1 6 10 30 10 60 8. Which skill/s is/are difficult

for you in learning English?

a. Listening b. Speaking c. Reading d. Writing 4 5 - 3 40 50 - 30 9. From your experiences,

what

is/are the important skill/s needed to improve your English? a. Listening b. Reading c. Speaking d. Writing 5 4 3 3 50 40 30 30 10. What kind of listening level

is difficult for you?

a. Comprehending main idea

b. Synthesizing c. Understanding idioms

d. Getting the idea of - 3 6 2 - 30 60 20

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specific expressions 11. What kinds of reading texts

are important for you?

a. Information texts b. History texts c. Scientific publication texts d. All of them

4 2 1 6 40 20 10 60 12. What kinds of speaking

skills need to be improved?

a. Presentation b. Discussion c. Debate

d. Public speaking

3 4 1 6 30 40 10 60 13. What kinds of writing skills

are difficult for you?

a. News report b. Biography c. Persuasive d. Analytical exposition 1 - 4 6 10 - 40 60 14. What kinds of teaching

learning activities help you to improve your English?

a. Individual b. Group work c. Lecturing d. Games 3 7 3 2 30 70 30 20 15. What is/are your purpose(s)

for studying English?

a. Further education b. Professional/career c. Personal

d. All of them

1 3 - 8 10 30 - 80 Table 2: Descriptive statistics on the Participants’ opinions of the need survey

According to the survey data, 90 % of the participants agreed that the language input is very important in improving language skills. It is very significant that every participant agreed to learn updated vocabularies. Moreover, 80 % of the participants considered the significance of learning the right pronunciation. Still half of the participants considered that listening skill is the importance skill to improve their English while 40 % of the participants considered that speaking skill is also the importance skill to improve their English.

Furthermore, 50 % of the participants found that they have difficulty in improving speaking skill while more than 30% of the participants have difficulty in improving listening and writing skills. It was remarkable that no one found

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difficulty in reading skill. More than 50 % of the participants found difficulty in identifying the meaning of the idioms, terms or expressions in listening skill. More than half of the participants (60%) found that public speaking is a big deal for them to be improved as well as especially in analytical exposition writing. The persuasive writing type was also hard job for 40% of the participants.

The participants in average (60%) preferred conversational texts, oral listening texts and written texts as the effective language input in learning process. The participants (60%) also preferred information texts, history texts and scientific publication texts as effective texts for their reading skill. For the teaching learning activities, the participants (70%) chose group work as the effective way to improve their English. The participants (30%) preferred individual work and lecturing for their learning activities. Only few chose games learning activities.

From the data analysis, the writer found out that all the participants agreed English is important to learn for different purposes – further education, career and professional. They found that learning is English is interesting and challenging. Nevertheless, they also thought that mastering all skills of English language is hard especially in listening, speaking, writing and expressions or idioms. The learners preferred to learn English with various activities in group work.

The result from the needs analysis is the fundamental core for developing a set of integrated English instructional materials for advanced level students of St. Aloysius Gonzaga English Language Institute.

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4.1.2 Formulating objectives and listing topics/planning

After the writer analyzed the data of the need survey, the second step was to accomplish the objectives of the course. The objectives of the course for the advanced level are to facilitate the learners to interact and communicate with other people accurately, appropriately and fluently in English language. In addition, the purpose of this course is to enrich their knowledge, skills and ability to communicate in English along with the situations, purposes, contexts and roles of the participants. Consequently, the writer intended to develop a set of materials that would empower the target learners’ communicative ability in English. In order to develop the materials that meet the learners’ needs of learning English, it was necessary for the writer to consider the target learners’ reasons and purposes of learning English. Most of the learners learn English for the higher education and the requirement of professional career for their future.

From their different interests and purposes of learning English, the writer had to list the topics that suit to their needs of the future career and education. There were nine topics in the material design and each topic developed into one unit. The topics consisted of social things like cultures, health issues, economic issues, environmental issues and some scientific information like discovery news. The topics in the designed materials are as follows:

1. Discussion on Multi-Cultures 2. Discussion on Multi-Cultures 3. Health Awareness

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37 5. Could It Happen Here!

6. Save Our Planet 7. Business Talk 8. Economic Era

9. Why Can’t They Stop?

4.1.3 Developing Instructional Materials

After considering objectives and listing the topics, the writer developed instructional materials. In this section, the writer develops instructional teaching/learning activities and tasks for nine units based on the expectation of the learners. In each unit, at least three types of activities were developed which were two skills integrated. The instructional teaching/learning activities implemented in this study are as follows:

Unit Topic Objectives

1. Multi-Cultures At the end of this unit, the students are able to:

o discuss with other people

o criticize on the value of diverse cultures o analyze the content of the discussions o express their opinions/ideas to others 2. Multi-Cultures At the end of this unit, the students are able

to:

o write an issue in the form of discussion text

o evaluate the cultures values

o discuss discussion type of reading passages

o analyze discussion text type

3. Health Awareness At the end of this unit, the students are able to:

o demonstrate informative speech orderly and fluently

o define the health problems Continued to next page

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o solve the health crisis

o organize informative speech independently

4. Health Awareness At the end of this unit, the students are able to:

o write news report accurately

o categorize the features of news report

o solve about health and environmental issues

o operate news/events/new information smoothly

5. Could It Happen Here! At the end of this unit, the students are able to:

o arrange persuasive speech o analyze the environmental issues o demonstrate persuasive speech

o persuade the audience to theirs opinions/ideas/beliefs

6. Save Our Planet At the end of this unit, the students are able to:

o make persuasive letter/easy o analyze the environmental issues o identify persuasive text type

o argue the readers for theirs opinions/ideas

7. Business Talk At the end of this unit, the students are able to:

8. Economic Era At the end of this unit, the students are able to:

o write analytical exposition writing o analyze economy issues

o differentiate analytical exposition text o persuade the readers to theirs

opinions/ideas

9. Why Can’t They Stop? At the end of this unit, the students are able to:

o analyze analytical exposition text correctly

o explain drug issues o solve drug issue problems

o persuade the readers to theirs opinions/ideas

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Work in pair to find out the expressions of cause and effect in the text.

1. as a result of ` 2. __________________

3. ________________ 4. __________________ 5. ________________ 6. __________________

Read the following text about “Drug Control in Myanmar”. Then analyze the text in the given form. Work in groups of three.

Drug Control in Myanmar

Even by U.S. assessments, the military junta in Myanmar has made significant progress in recent years in reducing opium poppy cultivation and opium production, in part because of its cooperation with the United Nations and other regional allies (particularly China and Thailand) (U.S. Department of State 2005, 2006). Myanmar has also been recognized for its efforts to collaborate with its neighbors in jointly controlling the transportation of precursor chemicals, in an effort to reduce narcotics production and trafficking in the highlands of Southeast Asia.

Although such efforts should be encouraged and assisted through large-scale and long-term international assistance, the political situation in Myanmar has also discouraged many donor countries that could have been helpful to its law enforcement efforts. This is a pertinent issue because continued opium poppy eradication drives farmers into deeper destitution. Without viable alternative sources of income, it is only a matter of time before the farmers either revert back to growing opium poppies or participate in producing synthetic drugs. Myanmar has already ascended to a prominent position in the region for supplying its drug consumers with vast amounts of ATS, including ketamine and ice.

Even though the U.S. suspended all direct counter-narcotics assistance to Myanmar in 1988, when the military junta crushed the pro-democracy movement led by Aung San Suu Kyi, the U.S. Department of Justice still maintains a regular liaison post in

Find out:

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the U.S. Embassy in Yangon, and shares intelligence with the Myanmar authorities and provides limited assistance in investigations. For instance, the DEA conducted opium yield surveys in Myanmar's border regions in 1993 and 1995, and annually from 1997 through 2004, which monitored the changing geographic distribution and scope of the opium crop. Such collaboration in intelligence sharing and mutual assistance led to significant seizures, arrests, and convictions of drug traffickers and producers in 2005 (U.S. Department of State 2006). For years, the U.S. provided limited funding through United Nations programs that benefited drug eradication projects in Myanmar, particularly in the warlord controlled Wa State. However, in January 2005, the U.S. federal court in New York indicted several leaders of the United Wa State Army, the de facto warlord government in the Wa State, a public rebuke which brought about a complete halt to any indirect U.S. assistance to Myanmar's counter-narcotics programs.

The military junta is fully aware of the corruption problems among its officials and recently has shown determined efforts to reform itself. In 2005, Myanmar joined the UN Convention against Corruption, and launched a series of programs aimed at curbing official corruption, including increasing government employee salaries by ten-fold, firing officials on corruption charges, and closing businesses suspected of drug trafficking or money laundering. In a 2005 investigation assisted by the U.S. DEA and Australian Federal Police, the Burmese authorities closed the Myanmar Universal Bank and its 38 branch offices throughout the country, and seized assets of over $18 million (U.S. Department of State 2006). The bank’s chairman and his associates were arrested and charged with money laundering and drug trafficking offenses. The military junta government also revoked operating licenses for two other banks suspected of money laundering.

During our field visits in Myanmar, we learned about the closing down of businesses such as a hotel and a trading company in Mandalay (the country's second largest city), because their owners were either collaborating or assisting drug trafficking activities. Whereas such charges would have been easily swept under the rug in the past through briberies, we were told by our community informants that these backdoor dealings were of limited use when illicit drugs were involved.

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Work in the same groups of three to figure out the generic structure of the reading text. Write it down in your exercises book as the following:

Generic Structure statements

- Problem - Position - Data/Evidence - Conclusion - Comment

Grammar Focus Complete the chart by filling in the missing forms of the words. Make cross-check with your friends work.

VERB NOUN ADJECTIVE ADVERB

Assist

Collaboratively Corrupt

Enforce

eradication Rebuke

Revoke Supply Suspect

Synthetic

Choose a topic that relates to the reading text “ Why Can’t They Stop” and write your own analytical exposition for ten to fifteen minutes. The reading is provided in the next page. Consider writing about answering the questions quoted in this unit.

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Title: _____________________________________________ - Problem

- Position

- Data/Evidence

- Conclusion

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Reading Text for your analytical exposition writing:

WHY CAN’T THEY STOP?

William is one of the addicts who participated in Dr. Childress's study. While examining William's brain, she flashed cocaine cues— images of people he had used the drug with or things that reminded him of cocaine—onto a screen for just 33 milliseconds at a time. Most people wouldn't even be able to recognize what they were seeing, but William's brain was well aware.

For anyone who has struggled with addiction or loved an addict, the number one question most people want answered is, Why can't they stop? Dr. Anna Rose Childress, a professor who specializes in brain behavior at the Pennsylvania VA Addiction Treatment Research Center, has been using the latest scientific technology to study addicts' brains and determine what happens when a person

is struggling with substance abuse.

To see what's going on inside the brain, Dr. Childress takes pictures of an addict's brain reacting to images both related and unrelated to drug use. Then, the researchers compare the way the brain reacts to each cue to determine the areas that are affected. Since the study began, Dr. Childress has worked with cocaine, marijuana, nicotine and heroin addicts. The substances may vary, but the results do not. Dr. Childress says that in most cases, the brain was "compromised." "The person [who is addicted] is actually not making choices in the rational way," she says. "This brain is a different brain, and we think the brain may be different when you walk into the world in terms of your ability to manage some of your impulses. But certainly after it's been exposed to drugs, there are important changes." The brain functions that are affected are the same ones that help us maintain relationships and seek out the things we need to survive, like food and sleep. "That kind of strong, strong desire is a part of this system in the brain that now gets upturned," Dr. Childress says. "It gets inverted. It gets hijacked, essentially. So the drug does have a direct impact on the brain."

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Analytical Exposition – (Exploratory)

Purpose : to explore and analyze a topic and persuade the reader that the writer’s opinion is correct by examining the data/evidence given in the text. Contextual factors : Subject matter (Field)

The topic to be explored and analyzed e.g. the Drug Offensive Textual features : - Generic structure

 Problem  Position  Data/Evidence

 Conclusion from the evidence given – evaluation of Drug Offensive  Comment

- Vocabulary

Related to the subject matter e.g. Drug Offensive, effects causes. The language used is usually neutral but can be emotive,

e.g. the writer’s attitude is expressed through the words – incredibly, ugly.

Tentative confidence is expressed by “lloks”, appears to be a step in the right direction”. Personal attitude – “I hope”.

- Grammar

Verb type : Relational (verbs “to be”) e.g. is Action verbs – e.g. show, died Verb form : Present tense e.g. are taking, sell (Using information which exists at time of writing). - Likely functions and associated grammar and vocabulary

Language functions Signals/Features Defining …is a, the Describing things adjectives

Expressing cause and effect as a result of; effects can lead to, account for, resulting in, therefore

Giving examples an example of this

Developing a set of integrated english instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar.

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Dukungan

Links

Developing a set of integrated english instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar.

HOPE

CHAPTER II

Literature Review

Drug Control in Myanmar

WHY CAN’T THEY STOP?

Parts

Dokumen yang terkait

Designing a set of integrated english instructional materials for concierge personnel.

Designing a set of integrated English instructional materials for the Intermediate Level Students of ST. Aloysius Gonzaga English Language Institute, Taunggyi. Myanmar.

Designing a set of Englsih instructional pronunciation materials for the students of St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar.

Designing a set of english instructional speaking materials for the beginner level of St. Aloysius Gonzaga English Language Institute in Taunggyl, Myanmar.

Developing a set of english reading instructional materials for agriculture students in the tertiary level : teacher resource materials.

Designing a set of English instructional materials for housekeeping students of a tourism academy.

Designing a set of English instructional materials for the first year students of the nursing academy.

Designing a set of English instructional materials for the information engineering students.

DESIGNING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR CONCIERGE PERSONNEL

Developing a set of integrated english instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar - USD Repository

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