Designing a set of english speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.

(1)

xvi

ABSTRACT

Hermawati, Anastasia. 2011. Designing a Set of English Speaking Instructional Materials using Task-Based Learning for Homestay Hosts of Desa Wisata Kembang Arum. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Being able to speak English well will help homestay hosts of Desa Wisata Kembang Arum to communicate with foreign guests and improve their quality in serving the guests. Without having good ability to speak, they will not be able to communicate well since they do not know how to say something to the foreign guests. Therefore, they need to learn speaking related to the context of serving homestay guests. Task-based learning is an appropriate approach applied to teach speaking since it facilitates the learners to learn English with natural context.

This study was conducted to design a set of English speaking learning materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum. The study was concerned with two research questions. They are: 1). How is a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum designed? and 2). What does a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum look like?

To answer the research questions above the writer employed the adaptation of R & D cycle (Research and Development method). The writer applied five first steps of R & D. They were: (1) Research and information collecting, (2) Planning, (3) Development and preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

To answer the first research question, the writer adopted and combined Kemp’s and Yalden’s models. There were seven steps applied by the writer: (1) Conducting needs survey, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting learning activities and resources, (6) Conducting evaluation survey, and (7) Revising the designed materials.

The second research questions is answered by presenting the final version of the designed materials. The writer presented the final version materials after making some revisions based on the results of the evaluation from the respondents. The designed materials consist of eight units. Each unit contains five sections, namely: Warming-Up, Practice, Language Focus, Communicative Activities, and Language Exercise.

Finally, the writer hopes the design is applied in the teaching learning activity to help the learners to develop their speaking skill.

(2)

xvii ABSTRAK

Hermawati, Anastasia. 2011. Designing a set of English Speaking Instructional Materials Using Task-Based Learning for Homestay Hosts of Desa Wisata Kembang Arum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Dengan mampu berbicara dalam bahasa Inggris secara baik, tuan rumah homestay di Desa Wisata Kembang Arum akan terbantu dalam berkomunikasi dengan tamu homestay dari luar negeri serta meningkatkan kualitas mereka dalam melayani tamu homestay. Tanpa penguasaan yang bagus dalam speaking (berbicara), tuan rumah homestay tidak akan mampu berkomunikasi dengan baik karena mereka tidak tahu bagaimana mengatakan suatu hal kepada tamu asing. Oleh karena itu, mereka perlu belajar speaking yang berhubungan dengan konteks/ situasi melayani tamu homestay. Task-based learning merupakan metode yang tepat diterapkan untuk mengajar speaking karena metode ini mefasilitasi para siswa untuk mempelajari bahasa Inggris dalam situasi yang nyata.

Studi ini dilaksanakan untuk merancang seperangkat materi speaking dengan menggunakan metode task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum, Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi pembelajaran speaking dengan task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum dirancang?, dan 2) Bagaimanakah bentuk seperangkat materi speaking dengan task-based learning untuk tuan rumah homestay di Desa Wisata Kembang Arum tersebut?

Untuk menjawab pertanyan penelitian di atas, penulis mengadaptasi metode R & D (Research and Development). Penulis menerapkan lima langkah pertama dari metode R & D. Langkah-langkah itu adalah: (1) Mengumpulkan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan utama produk.

Untuk pertanyaan pertama, penulis mengadaptasi dan menggabungkan model pengajaran dari Kemp dan Yalden. Terdapat tujuh langkah yang diterapkan oleh penulis: (1) Mengadakan survey untuk menganalisis kebutuhan siswa, (2) Menetapkan tujuan yang akan dicapai, menentukan topik-topik yang akan dibahas dan tujuan umumnya, (3) Menetapkan tujuan khusus, (4) Merinci isi materi, (5) Memilih kegiatan pembelajaran dan sumbernya, (6) Mengevaluasi materi, dan (7) Memperbaiki materi.

Pertanyaan studi yang kedua dijawab dengan menyajikan versi akhir materi yang dirancang. Penulis menyajikan versi akhir materi setelah melakukan beberapa revisi berdasarkan hasil evaluasi dari responden. Materi yang didesain terdiri dari delapan unit. Setiap unit terdiri dari lima bagian, yaitu: Warming-Up, Practice, Language Focus, Communicative Activities, dan Language Exercise.

Akhirnya, penulis berharap desain ini dapat diterapkan pada kegiatan pembelajaran untuk membantu siswa meningkatkan kemampuan speaking mereka.

(3)

DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR HOMESTAY HOSTS

OF DESA WISATA KEMBANG ARUM

A THESIS

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

in English Language Education

Anastasia Hermawati Student Number: 03 1214 071

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

(4)

DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR HOMESTAY HOSTS

OF DESA WISATA KEMBANG ARUM

A THESIS

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

in English Language Education

Anastasia Hermawati Student Number: 03 1214 071

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

(5)

(6)

(7)

In manus Tuus, Domine, commendo spiritum meum

(8)

STATEMENT OF WORK’S ORGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those citied in the quotations and references, as a scientific paper should.

Yogyakarta, 22 June 20011 The Writer

Anastasia Hermawati 031214071

(9)

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya Mahasiswa Universitas Sanata Dharma:

Nama : Anastasia Hermawati Nomor Mahasiswa : 031214071

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

DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR HOMESTAY HOSTS

OF DESA WISATA KEMBANG ARUM

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

Demikan pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 27 Juni 2011 Yang menyatakan

(10)

vii

ACKNOWLEDGEMENTS

Firstly, I would like to express my greatest gratitude to Jesus Christ for His mercy and blessing so that I can accomplish my thesis. May He always be with me.

I would like to address my sincere gratitude to my sponsor, Drs. Y.B. Gunawan, M.A. I thank him for giving me guidance, patience, and supports to finish my thesis.

Next, I would like to express my gratitude to Ms. Prima, Ms. Dhian, and Mrs. Ajeng for their willingness to help and guide me as well as give me precious suggestions for my designed materials. My deepest thanks are addressed to all of the English Language Education Study Program lecturers. I also thank PBI Secretaries, Mbak Dhanik and Mbak Tari for their services when I needed helps.

My great gratitude goes to my parents, Bapak Paulus Gunarto and Ibu Irine Sudarwanti. I thank them for sincere love, care, patience, guidance, supports, and prayers. I would also thank Suster Elina and Romo Gregorius Supriyadi, who always motivate and pray for me.

I deliver my thanks to my brother, Hoho, who always gives me a hand when I need helps. My thanks also go to Mbak Lia. She always encourages me during this unforgettable process.

I also extend my gratitude to Pak Hery Kustriyamo for giving me a chance to conduct my survey in his tourism village. I also thank Vika and Dewi for her time and energy in accompanying me to distribute questionnaires.

(11)

viii

I would like to express my gratitude to all friends, who have been so kind and helpful: Ratna, Eti, Ratri, Melani, Bowo, Adit, Krisna, Uri, Ardi, Bayu, Petra, Linda, Shanti, Titin, Retha, and Ayuni. I hope our friendship will be everlasting.

I would like to thank and give my deepest love to my beloved friend, Mas Erik. I thank him for his love and supports. He is my greatest inspiration that encourages me to be a better person.

I would like to thank those whom I cannot mention by names; I thank them for their support and encouragement.

(12)

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF FIGURES ... xiii

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

ABSTRACT ... xvi

ABSTRAK ... xvii

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Identification ... 3

C. Problem Limitation ... 4

D. Problem Formulation ... 4

E. Objectives of the Study ... 4

F. Benefits of the Study ... 5

(13)

CHAPTER II: LITERATURE REVIEW ... 8

A. Theoretical Description ... 8

1. Instructional Design Models ... 8

a. Kemp’s model ... 8

b. Yalden’s model ... 11

2. English for Specific Purpose (ESP) ... 14

a. The Classification of ESP ... 15

b. Needs Analysis……… 16

3. Syllabus ... 18

4. Tasked-based Learning ... 20

a. Varieties of Task ... 21

b. Components of Task-Based Learning ... 23

c. The Role of Teacher ... 25

d. The Role of Learners ... 27

5. Speaking ... 28

a. The Nature of Speaking ... 28

b. The Process of Speaking ... 30

c Teaching Speaking ... 31

B. Theoretical Framework ... 32

CHAPTER III: METHODOLOGY ... 37

(14)

B. Research Participants ... 40

C. Research Instruments ... 42

1. Questionnaire ... 42

2. Interview ... 44

D. Data Gathering Technique ... 45

E. Data Analysis Technique ... 46

1. Needs Analysis ... 46

2. Evaluation on the Design ... 47

F. Research Procedures ... 49

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 51

A. The Design process of the English Speaking Instructional Material Using Task-Based Learning ... 51

1. Conducting Needs Survey ... 51

a. Learners’ Needs Based on the Questionnaire for the Learners . 52

b. Learners’ Needs Based on the Interview with the Learners ... 54

2. Determining Goals, Topics, and General Purposes ... 55

3. Specifying Learning Objectives ... 58

4. Listing Subject Content ... 61

5. Selecting Learning Activities and Resources ... 63

6. Conducting Evaluation Survey ... 65

7. Revising the Designed Materials ... 66

(15)

xii

1. Description of the Respondents ... 67

2. Description of the Data ... 67

3. Respondents’ Comments and Suggestions on the Designed Materials ... 68

C. Discussion of the Results of the Analysis and Evaluation ... 69

D. Presentation of the Final Version of the Designed Materials ... 71

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 74

A. Conclusions ... 74

B. Suggestions ... 77

1. Suggestion for English Teachers ... 77

2. Suggestion for Future Researchers ... 77

REFERENCES ... 78

(16)

xiii

LIST OF FIGURES

Figure Page

2.1 Kemp’s Model ... 10

2.2 Yalden’s Language Program Development ... 12

2.3 The Branches of ELT ... 16

2. 4 Components of Task-Based Cycle ... 25

2. 5 The Process of Communication Diagram ... 30

2. 6 Writer’s Theoretical Model ... 36

(17)

xiv

LIST OF TABLES

Table Page

2.1 Stages in Language Program Development ... 13

3.1 The Presentation of Preliminary Field Testing Respondents (Blank) ... 42

3.2 The Topics of the Materials (Blank) ... 46

3.3 Point of Agreements ... 48

3. 4 The Format of Descriptive Statistic of the Respondents’ Opinion (Blank) ... 48

4. 1 The Description of Needs Survey Respondents ... 52

4. 2 The List of 8 Top Topics ... 54

4. 3 The Unit, Topic, and The Title ... 56

4. 4 The Goal and General Purposes ... 56

4. 5 The Learning Objectives ... 58

4. 6 The Description of the Respondents of the Materials Evaluation ... 67

4. 7 The Results of the Materials Evaluation Questionnaire ... 68

(18)

LIST OF APPENDICES

Page

Appendix A: Surat Permohonan Ijin Penelitian ... 80

Appendix B: Surat Keterangan ... 81

Appendix C: Questionnaire on the Needs Survey ... 82

Appendix D: The Result of the Questionnaire on the Needs Survey ... 84

Appendix E: The Result of the Interview on the Needs Survey ... 86

Appendix F: Questionnaire on the Evaluation ... 88

Appendix G: General Description of the Designed Materials ... 92

Appendix H: Syllabus ... 98

Appendix I: Lesson Plans Unit 1, 2, 3, and 4 ... 122

(19)

xvi

ABSTRACT

Finally, the writer hopes the design is applied in the teaching learning activity to help the learners to develop their speaking skill.

(20)

xvii ABSTRAK

Akhirnya, penulis berharap desain ini dapat diterapkan pada kegiatan pembelajaran untuk membantu siswa meningkatkan kemampuan speaking mereka.

(21)

CHAPTER I INTRODUCTION

In this chapter, the writer discusses seven parts. They are background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A.Background of the Study

In this globalization era, English plays a crucial role in communication. This language is used not only for general communication but also for specific communication. Hutchinson and Waters (1994) say that since English is accepted as international language of technology and commerce, this language creates a new generation of learners who want to learn English specifically based on what they need of learning English. Therefore, more people realize that learning English is needed to develop themselves in their working field.

English is important in many working fields, especially in tourism field. The tourism field demands more people to speak English. English is needed to communicate with foreign tourists. As a tourism city, Yogyakarta has many attractions and characteristics which invite many foreign tourists to visit. Yogyakarta is famous because of its culture and tradition. A tourism village is one of tourism objects in Yogyakarta which presents the culture and traditional life for the tourists.

(22)

Desa Wisata Kembang Arum is one of tourism villages in Yogyakarta. This tourism village is built to enable the tourists to enjoy nature, culture, and traditional life. In this tourism village, the tourists have choices either to stay or just to visit it. If they want to stay for a several days, they can stay in a homestay. The homestay in Desa Wisata Kembang Arum is a villager’s house. The tourists will be served by hosts of the homestay. The homestay hosts serve not only domestic but also foreign guests. This situation demands the homestay hosts to speak English as international language to serve the foreign guests

Their lack of speaking ability makes the foreign guests feel uncomfortable. Being able to speak English well will help the homestay hosts to create a good atmosphere in the homestay. Therefore, in order to give the best service, the homestay hosts need to be able to speak English to communicate with the foreign guests.

In serving the foreign guests, speaking skill is important for the homestay hosts. In order to increase their speaking skill, they need to learn it. When learning speaking skill, learners need materials that facilitate them to improve their speaking ability effectively. Since the learners are expected to be able to communicate in a target language, they need to learn communicative English.

Task-based learning is an approach that enables the learners to learn speaking skill in a real situation. Task-based learning provides the learners with a natural context for real language use (Larsen-Freeman: 2000). This approach helps them to increase their speaking ability because it stimulates real communication in the target language.

(23)

Considering the need of the homestay hosts of Desa Wisata Kembang Arum for speaking materials, the writer intends to design a set of English speaking instructional materials using task-based learning for the homestay hosts. It is expected that the designed materials are able to develop the speaking ability of the homestay hosts.

B. Problem Identification

From the explanation above, it is clear that English speaking skill is important to be mastered for homestay hosts of Desa Wisata Kembang Arum in order to give a better service to the foreign guests. Since developing their speaking ability is a need for them to increase their quality to work in the homestay, appropriate materials are designed to help them to develop their English speaking ability.

These English speaking instructional materials are expected to help them to improve their speaking competence so that they are able to communicate with their guests actively and also give the best service when they face them. The materials should be related to their work field, that is, communication for serving guests in the homestay hosts of Desa Wisata Kembang Arum. Besides, it is hoped that the learners enjoy the activities when they learn English. Therefore the designed materials should also be interesting for them.

(24)

C. Problem Limitation

This study is limited to how to design a set of speaking instructional materials using the tasked based learning for homestay hosts of Desa Wisata Kembang Arum. Task-based learning is chosen because it provides the learners with a natural context for real language use (Larsen-Freeman: 2000). Moreover, this study focuses on speaking materials.

D.Problem Formulation

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

1. How is a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum designed?

2. What does the designed set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum look like?

E. Objectives of the study

In relation of the problem formulation, the objectives of this study are: 1. To design a set of English speaking instructional materials using task-based

learning for homestay hosts of Desa Wisata Kembang Arum.

2. To present a set of English speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.

Those objectives become the goal of this study through the discussion in the following chapter.

(25)

F. Benefits of the study

The instructional materials using task-based learning approach give the learners an opportunity to learn speaking effectively. In task-based learning, the learners learn speaking through the given tasks. When the learners work to complete a task, they have abundant opportunities to interact. The interaction facilitates language acquisition because they have to work to understand each other and express their own meaning. Furthermore, this approach encourages the learners to learn the language in a real situation.

For target learners, homestay hosts of Desa Wisata Kembang Arum, this study provides them with task-based materials which are useful for them in learning speaking. The learners are encouraged to improve their speaking skill by using the language in the given tasks. The materials motivate the learners to learn and to use the target language.

For English teachers, this study gives benefits on teaching speaking English using task-based learning for homestay hosts. It is hoped that the result of this study will provide English teachers who will conduct an English training for the homestay hosts with English instructional materials that fulfill the learners’ needs. By reading this study, the teacher may broaden their knowledge about teaching speaking.

For future researchers, this study can be used as references to conduct research related to the topic. By reading the study, they may get description about designing a set of English speaking instructional materials based on task-based

(26)

learning for homestay hosts. Moreover, they may gain beneficial information that can support their research.

G.Definition of Terms

There are several definitions of the terms that need to be clarified to avoid misunderstanding. The terms are:

1. Designing

Hutchinson and Waters (1994: 106) define that designing is creating a new set of materials that fits learning objective and specific subject area of particular learners. The designed materials should be made purposefully. In this study, designing is creating a set of English speaking materials using task based learning for homestay hosts.

2. Instructional Materials

Instructional materials are defined as the materials planned by the teacher for instruction (Dick and Reiser, 1989:3). In this study, instructional speaking materials means a set of unit speaking materials planned by the teacher for instruction to make the learners at ease in improving their speaking ability for a communicative purpose.

3. Speaking

According to Orwig (1999), speaking is a productive skill in the oral mode. Besides, speaking is also defined as a part of reciprocal exchange in which the production and reception happens (Widdowson, 1979: 5). In this study, speaking

(27)

refers to a part of reciprocal exchange in which the production and reception happen and use oral mode.

4. Tourism village

Tourism village is defined as a tourism object which is built by the society in a village to achieve prosperity of that society itself (Arison, 2007). He adds that tourism village is complete if the guests can enjoy the daily life of the villagers and interact with them together, taste the food and beverage served, feel the place they live, watch the attractions, and enjoy the nature of the village. Furthermore, Nuryanti (1993) says that there is integration among attraction, accommodation, and supporting facility that presented in a structure of life society. In this study, the tourism village is Desa Wisata Kembang Arum. In this tourism village, people have two choices either just visit the village or stay in a homestay.

5. Homestay

A homestay is a villager’s house which is used for guests to stay for several days (Arison, 2007). In a homestay, hosts of the homestay serve the guests and consider the guests as their friends or relatives. The hosts have responsibility to serve their breakfast, lunch, dinner, and snack. In addition, they also serve the guests by cleaning guests’ rooms, shopping for guests’ needs, accompanying the guests to walk around the village, etc. In this study, homestay is the homestay in Desa Wisata Kembang Arum.

(28)

CHAPTER II LITERATURE REVIEW

This chapter deals with some theories that become the bases for the discussion. The discussion will be divided into two major parts as the bases for the design of a set of English speaking instructional materials. They are theoretical description and theoretical framework.

The theoretical description discusses some related theories concerning instructional design models, English for Specific Purpose (ESP), syllabus, task-based learning, and speaking. The theoretical framework discusses a framework based on the theoretical description that has been discussed.

A. Theoretical Description

This section discusses the instructional design models, English for Specific Purpose (ESP), syllabus, task- based learning, and speaking.

1. Instructional Design Models

Instructional design is very important as the basic steps to develop the instructional materials. There are two models of instructional design presented. First is Kemp’s model, and second is Yalden’s model.

a. Kemp’s Model

According to Kemp (1977:8), the instructional design plan is a design to answer three questions as the important elements of instructional technology. Those questions are:

(29)

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) In order to answer those three questions, which are considered as the essential elements of instructional technology, there are eight parts of program development that must be accomplished in the design plan of Kemp (Kemp, 1977:8-9). The eight parts of Kemp’s program development are:

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

2) Enumerate the important characteristics of the learners for whom the instructional materials are to be designed.

3) Specify the learning objectives in terms of behavioral outcomes.

4) List the subject contents that support each objective.

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

6) Select the teaching-learning activities and the instructional resources that will be treated as subject contents so that the students accomplish the objective.

(30)

7) Coordinate such support services as budget, personnel-facilities, equipment, and schedule to carry out the instructional plan.

8) Evaluate the students’ learning in terms of their accomplishment of the objectives with view to revise and reevaluate any phases of the plan that need an improvement.

Figure: 2.1. Kemp’s Model (Kemp, 1977: 9)

Kemp’s model provides a flexible process (1987:9). The designer may start with whichever element he or she is ready to start and then move back and forth to the other steps. The oval shape of Kemp’s model figure shows that there is

(31)

interdependence among the eight elements. The decisions relating to one element may affect other elements. Kemp’s model can be applied in all educational levels, from the elementary school up to the university (Kemp’s, 1977: 8).

b. Yalden’s Model

Yalden (1987) offers eight stages in language program development, which are as follows.

1) Needs survey

Conducting a needs survey is done in order to know learners’ needs and their purposes of learning the target language. From the needs survey, a designer may gain information about the communication requirements, personal needs, motivations, learners’ characteristics, and physical resources of the learners. It is conducted before stating the purposes of the program.

2) Description of purpose

The needs survey will provide direction for the syllabus designer to explain the purpose of language program. In this stage, the designer clarifies the purpose of the program. This will establish the foundation for the major decision facing the language designer when he or she arrives at the next stage. 3) Selection of syllabus type

In this stage, the designer selects or develops a syllabus type to be carried out in the program. The selection of the syllabus types is determined based on the needs and characteristics of the learners.

4) Production of a proto-syllabus

In this stage, the syllabus designer needs to describe and determine the content of the syllabus. The production of a syllabus that describes the language and language use should be covered in the program.

(32)

5) Production of a pedagogical syllabus

The pedagogical syllabus is the development of overall approaches for the teaching, learning, and testing of the program. The intension of this stage is to provide the designer with knowledge about the learners, the learners’ purpose in learning English, and to match this knowledge with appropriate content and teaching technique.

6) Development and implementation of classroom procedures

There are three procedures on the development and implementation of classroom procedures. They are selecting of exercise types and teaching techniques, preparing of lesson plans, and preparing of weekly schedules. 7) Evaluation

This stage is to evaluate all components in the program such as the students, program, and the teaching.

8) Recycling stage

There are three procedures in recycling stage. They are fitting the goals set and learners’ performances, reassessing content, and revising the materials and teaching approaches.

The Yalden’s Language Program Development is shown in Figure 2.2 and Table 2.1 below.

(33)

Stage Description

I Needs Survey

II Description of purposes to be prepared in terms of: 1. Students characteristics

2. Students’ skills on entry to and on exit from the program. III Selection or development of syllabus types in terms of stage and

physical constraints on the program.

IV The proto – syllabus description of language and language use to be covered in the program.

V The pedagogical syllabus: development of teaching, learning, and testing approaches

1. Development of teaching materials (as far as possible) 2. Development of testing sequence and decision on testing

instruments

VI a) Development of classroom procedures

1.selection of exercise types and teaching techniques 2.preparation of lesson plans

3.preparation of weekly schedules b) Teacher training: briefings or workshops on

1. principles 2. desired outcome

3. exploitation on / creation of teaching materials VII Evaluation: 1. of students

2. of program 3. of teaching VIII Recycling stage

1. congruence or ‘fit’ between goal set and students’ performance is determined

2. content is reassessed

3. materials and methodological procedures are revised

Table: 2.1. Stages in Language Program Development (Yalden, 1987:89)

Yalden’s model gives benefits for the designers since it provides needs survey in the first step. From the needs survey, the designer knows the learners’ needs in learning. The designer uses the data from the needs survey as the bases to develop a language program. Furthermore, this model also provides recycling

(34)

stage. It enables the designer to fit between goal and learners’ performance, reassess the content, and revise the materials and methodological procedures.

In this design, the writer combines the steps from two instructional models. The first step taken from Yalden model is needs survey. The needs survey is necessary to be used to fit the materials with the learners’ need. It is also used to know the learners’ needs for the learning. Then, the writer uses the first step from Kemp’s model, namely, goals, topics, and general purposes to determine learning goals. Kemp’s third step is also used to determine learning objectives of the designed materials. The next step is from the forth step of Kemp’s model, that is subject contents. It is used to support each objective in the design. After that the writer takes the sixth step from Kemp’s model. The activity in this material is designed based on the task-based learning for homestay hosts in the tourism village. After finishing in selecting the activities, evaluation is conducted. Both Kemp and Yalden provide evaluation step in their model. The evaluation is conducted in order to know whether the designed material is well designed or not. The aim of evaluation step is to make a revision before applying the materials. Making a revision is very important to construct an appropriate material for the learners. Therefore, revising the materials will be conducted after evaluating the design.

2. English for Specific Purpose (ESP)

Since the study is to design a set of English speaking instructional materials for hosts of homestay in Desa Wisata Kembang Arum, it is important to discuss

(35)

ESP. In this part, the writer would like to discuss some theories, concerning the classification of ESP and needs analysis. By discussing those theories, the writer would like to give a view that English for homestay hosts of Desa Wisata Kembang Arum is a part of ESP.

a. The Classification of ESP

ESP is defined as an approach rather than a product to language learning (Hutchinson and Waters, 1994: 16). Hutchinson and Waters (1994: 16) proposed two categorizations of ESP. The categorizations are based on the general nature of the learners’ purpose and learners’ specialism. The explanation of the two categorizations would be explained as follows.

1) On the learners’ specialism

Based on the learners’ specialism, ESP is divided into three main categories. They are usually known as English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Sciences (ESS).

2) On the Learners’ purpose

Based on the learners’ purpose, Hutchinson and Waters (1994: 16) divide ESP into two main types. The first type is English for Academic Purpose (EAP) that is the purpose of learning English is for study. The examples of it are English for medical studies, English for economics, English for psychology, etc. The second type is English for Occupational Purposes (EOP). The purpose of EOP is learning English is for work. English for technicians,

(36)

English for secretaries, and English for hosts of homestay are examples of EOP.

We can see the branches of English Language Teaching as follows. English Language Teaching

(ELT)

English as a Mother Tongue (EMT)

English as a Foreign Language (EFL)

English as a Second Language (ESL)

General English (GE)

English for Specific Purposes (ESP)

English for Academic Purposes (EAP)

English for Occupational Purposes (EOP)

English for Hosts of the Homestay

Figure: 2.3. The Branches of ELT (Hutchinson and Waters, 1994: 17)

b. Needs Analysis

Needs analysis is an important characteristic feature in ESP course. According to Hutchinson and Waters (1994: 53), what distinguishes ESP from general English is not the existence of a need such as but rather an awareness of the needs. They add that this awareness will influence on what will be accepted as reasonable content in the language course, and on the positive side, what potential can be exploited. It is clear that needs analysis is very important in differentiating ESP form general English.

Hutchinson and Waters (1994) differentiate needs into two parts. They are target needs and learning needs.

(37)

1) Target Needs

Target needs refer to what the learners need to do in target situation in terms of necessities, lacks, and wants.

a) Necessities

Necessities are determined by the demand of the target situation, that is, what the learners have to know in order to function effectively in the target situation.

b) Lacks

It is necessary to recognize what the learners know already before designing the materials. Knowing what the learners know already can show the lacks of the learners. The gap between the target proficiency and the existing proficiency of the learners can be referred as the learners’ lacks. c) Wants

Wants refers to subjective images of needs on the basis of data relating to themselves and environment. It is necessary for course designer to know about the learners’ wants.

To gather information about the target needs, the course designers may use many ways, such as questionnaire, interview, observation, data collection and others. In gathering the information, it is possible to use more than one method to gather the information.

2) Learning needs

According to Hutchinson and Waters, learning needs are defined as what the learners need to do in order to learn. They use analogy of the ESP course as

(38)

a journey, lacks as the starting point, necessities as the destination, and wants also as the destination. To go from the starting point to the destination, we need vehicle. The learning needs are considered as the vehicle.

Since this program deals with speaking skill which is needed in the homestay, the writer chooses a program based on specific needs of the learners, which is known as English for Specific Purpose (ESP). Therefore, the writer designs the materials based on the homestay hosts’ needs. The purpose of the program is to improve learners’ speaking skill to be used to communicate with the guests when serving them.

3. Syllabus

According to Feez and Joice (1998: 2) syllabus is an explicit and coherent plan for a course of a study. It is constructed by selecting and sequencing content, based on explicit objectives. It also specifies what to be taught in any particular course of study. The teachers will make the syllabus real in the classroom through methodology. According to Hutchinson and Waters (1994: 80), there are some reasons why an ESP designer needs to establish a syllabus. The reasons are: a. Syllabus provides basis for division of assessment, textbook, and learning

times.

b. Syllabus makes the language learning task appears manageable. c. Syllabus serves as a map, which gives direction in language learning.

d. Syllabus is an implicit statement of view on the nature of language and learning.

(39)

e. Syllabus provides a set criteria for materials selection and/ or writing. f. Syllabus provides a visible basis for testing.

There are six types of syllabus (Krahnkhe, 1978: 10-12). The syllabuses are as follows.

a. Structural syllabus is a syllabus in which the content of language learning is a collection of forms and structures, usually grammatical, of the language being taught.

b. Notional/ functional syllabus is a syllabus in which the content of language learning is a collection of functions that are performed when the language is used or of the notions that language is used to communicate.

c. Situational syllabus is a syllabus in which the content of the language learning is a collection of real or imaginary situation in which language is used or occurs.

d. Skill-based syllabus is a syllabus in which the content of the language learning is a collection of specific abilities that may play a part in using language.

e. Task-based syllabus is a syllabus in which the contents of the language learning is a series of complex and purposeful tasks that the learners need or want to complete with the language they are learning.

f. Content-based syllabus is a syllabus in which the teachers teach some content or information using the language that the learners are also learning.

In this study, the type of syllabus that will be used to plan the course for homestay hosts in Desa Wisata Kembang Arum is based syllabus. The based syllabus is chosen because the approach that is used in this design is

(40)

task-based learning. Moreover, the task-task-based syllabus allows the learners interact communicatively and purposefully while engaged in activities of the tasks. The writer believes that this syllabus fits with the needs of the learners because the learners are expected to interact communicatively and purposefully.

4. Task-Based Learning

In task-based learning, the starting point of the language courses is a collection of tasks (Nunan, 1999: 24). Task is 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: 10). Through the tasks, the learners use and experience the language. The tasks that involve real communication are essential for language learning (Richard and Rogers, 2003: 223). In task-based learning, the learners are encouraged to participate in communicative tasks. Willis (2003) suggests that the activities in the task where the target language are used by the learner for communicative purpose is to achieve an outcome.

When the learners work to complete the tasks, they have a lot of opportunities to interact with other learners using the target language (Larsen-Freeman, 2000: 144). The interaction that the learners experience is to facilitate the language acquisition when the learners have to work to understand each other and to express their own meaning. In this case, the learners learn the target language by doing the language itself. Moreover, it is important for the learners to

(41)

receive feedback on their level of success in completing the tasks (Larsen-Freeman, 2000: 148). The focus of the feedback is on meaning.

The aim of task-based learning is to provide learners with natural context for language learning (Larsen-Freeman, 2000: 144). Willis (2003) adds that task-based learning gives opportunities for learners to experiment the target language. There are three essential conditions in task-based learning. They are exposure, use, and motivation (Willis, 2003: 15). In order to meet the three learning conditions, the teachers need to create opportunities for the learners to use the target language freely in the classroom, and thus to provide a balance of exposure and use (Willis, 2003:18). Willis ( 2003: 18) states that giving the learners appropriate tasks will encourage them to take part in classroom activities and help them to meet the third condition, motivation.

a. Varieties of Task

The task is used as label for various activities (Willis, 2003: 23). In those activities, learners use the target language for communication purposes. It is necessary for teachers to be able to choose appropriate types task for the learners. By knowing the types of task in task-based learning, the teachers are expected to use the most appropriate tasks for the learners to help them learn the language. For beginner learners, the teachers should choose tasks that involve only one or two processes. There are six types of task proposed by Willis (2003: 26).

1) Listing

Listing tasks tend to generate a lot of talk when the learners try to explain their idea. There are two processes which involved in listing tasks. The first is

(42)

brainstorming, in which they draw on their own knowledge and experience. The second is fact-finding, in which they find things out by asking each other and or other people and referring to other source, such as a book or internet. The outcome of this task would be completing list, or possibly a draft mind map.

2) Ordering and sorting

These tasks involve four main processes:

• Sequencing items, actions or events in a logical or chronological order.

• Ranking items based on personal values or specified criteria.

• Categorizing items in given group or grouping under the heading.

• Classifying items in different ways, where the categories themselves are not given.

3) Comparing

This task requires the learners to compare information from similar nature but from different sources in order to identify common points and/ or differences. The processes involved in comparing task are:

• Matching to identify specific points and relate them to each other.

• Finding similarities and things in common.

• Finding differences. 4) Problem solving

Problem solving tasks require learners’ intellectual and reasoning powers. The tasks are engaging and often satisfying to solve. The processes

(43)

and time scale depend on the type and complexity of the problem given. Real life problems demands the learners to express hypotheses, describe experiences, compare alternative and evaluate and agree a solution

5) Sharing personal experiences

This kind of task will give much more opportunity for learners to talk freely about themselves and share their experience with other. The open tasks are more difficult get going in the class because the result of the interaction tends to be casual interaction, so it is not goal-oriented as in other tasks.

6) Creative tasks

Creative tasks are also called as projects. Usually, they have more stages than other tasks and can involve combinations of task types, such as listing, ordering and sorting, comparing, and problem solving. Organizational skills and team work are crucial to do the tasks.

b. Components of Task-Based Learning

According to Willis (2003: 38), there are three phases of learning process in task-based learning. They are pre-task, task cycle, and language focus.

1) Pre-task

In the pre-task phase, the learners are introduced to the topic and the task, activating topic related words and phrases. Here, the teacher helps the learners to understand task instruction. Generally, this phase is the shortest stage in the framework because it could end between two to twenty minutes. The time allocation depends on the learners’ familiarity of the topic.

(44)

2) Task cycle

Task cycle consists of three stages, namely: a) Task stage

This task stage allows the learners to do the task, in pairs or small groups. It gives a big opportunity for the learners to use whatever language to achieve the goals of the task.

b) Planning stage

In the task cycle, the learners prepare to report to the whole class how they did the task, what they found during doing the task. It is a matter of how the teacher helps learners plan their report and optimize their learning opportunities.

c) Report stage

The report stage means the natural conclusion of the task cycle. In this stage, teacher asks some groups to present their reports of the task to the class, orally or in writing. Then the teacher sums it up. The allocation time for each pair of group is twenty seconds up to two minutes. It depends on the level of the class.

3) Language focus

The aim of language focus is to emphasize the specific language features from the texts or transcripts that have been used in the task cycle. In this phase, the learners focus their attention on forms of the language after they process the meaning. The combination of the tasks and text give a lot exposure to

(45)

language and also opportunities to use the language. There are two steps in language focus. They are analysis activities and practice activities.

The analysis activities aim to get the learners to identify and think about the features of language form and language use. It will help them to understand the words, phrases, and certain patterns. After they analyze the language, then they practice it. Practice activities are usually integrated with analysis activities. Practice activities are able to make the learners confidence to use the language.

Figure: 2.4. Components of Task-Based Cycle (Willis, 2003: 52)

c. The Role of Teacher

In task-based learning, the role of the teacher is generally as a facilitator. Being a facilitator means that the teacher needs to keep the amount of exposure and use of language in balance and to ensure they are both of good quality (Willis: 2003). As the facilitator, the teacher is involved in making the task and ensuring

(46)

the learners understand with the materials given. Although the learners work independently, the teacher still controls overall and stops everything if it is necessary. In addition, Willis (2003: 53) mentions three other teacher’s roles, such as: as a monitor, as a language adviser, and as a chairperson.

1) The teacher as a monitor

As a monitor, the teacher needs to have self-control to encourage from a slight distance and let the learners do the task by themselves. If the teacher finds the learners are getting stuck in doing the task, the teacher should help them to out, but then withdraw again. Setting a time limit is important when the learners are asked to do the tasks. After the tasks, the teacher take up briefly one or two point interests while monitoring, and to give positive comment on the way learners do the tasks.

2) The teacher as a language adviser

When the teacher acts as a language adviser, the main role is to help the learners negotiate meaning and express what they want to say. The teacher gives comment on good points and creative use of language. If the learners ask to be corrected, point out errors which obscure the meaning, then explore various options together, and finally suggest alternative wordings.

3) The teacher as a chairperson

When the task is presentation, the teacher needs to introduce the presentations, to set a purpose for listening, to nominate who speaks next and to sum up at the end. It is essential to react first to the content of the reports when summing up after presentation. Teacher should acknowledge the effort

(47)

learners put in presentations, as well as showing a good interest in what they have done.

In task-based learning, the teacher in this approach acts as a monitor, a language advisor, and a chairperson. The teacher also helps the learners to achieve the goals of learning by creating the objectives and materials. Although the teacher has right to control overall and stop everything if it is needed, the teacher is not the main player in the teaching learning process. The main player in the teaching learning is the learners. In other words, the center of the learning in teaching learning process is the learners.

d. The Role of Learners

When task-based learning is applied in the class, the learners will become the centre of the class (Willis, 2003). The role of the learners is more dominant because they are seen as more responsible manager of their own learning. In task-based learning, the tasks are usually done in pair or group (Willis, 2003). The tasks that are in group work are able to encourage the learners to interact with the others. Learners can learn from their interaction each other. By doing the interaction, it gives them an opportunity to work on negotiating meaning. They try to make themselves understood and understand others although their knowledge of the target language is incomplete. In brief, it can be said that the learners take some benefits from other learners through the interaction.

In task-based learning theory, learning is done by completing collection of tasks (Nunan, 1999). This approach requires the learners to interact to communicate purposefully when they complete the collection of tasks. The tasks

(48)

provide a lot of opportunites for them to experiment with the language. Therefore, task-based learning is appropriate to be applied to the homestay hosts because they are expected to be able to communicate to the foreign guests after joining the course. In the design, the writer makes use of the task-based cycle suggested by Willis.

5. Speaking

Since this study concerns in designing speaking materials, it is important for the designer to know about the theory of speaking. Following the speaking theory, the designer would be able to develop appropriate speaking materials for homestay host of Desa Wisata Kembang Arum. In this section will discuss three parts, they are the nature of speaking, the process of speaking, and teaching speaking.

a. The Nature of Speaking

When people learn speaking skill, it is expected that they will be able to speak in the target language to communicate with others. Thus, speaking is a mean of communication. According to River (1968: 158), communication is any means in which one person bring about a change in knowledge or behavior of another person.

In term of direction, speaking refers to productive skill in which the oral mode is used (Orwig, 1999). In speaking activity, a part of reciprocal exchange involves not only production but also reception (Widdowson, 1979: 5). It means

(49)

that when people communicate by speaking in which reciprocal exchange happens, they use both productive skill and receptive skill.

Many people feel that learning speaking skill is harder than learning other skills (Nunan: 1999). The reasons why they think so are first, speaking happens in real time: usually the person we are talking is waiting for you to speak right then. Second, when we speak, we cannot edit or revise what we want to say, as we can when we are writing. Furthermore, Brown and Yule as cited by Nunan (1989: 26) distinguish the characteristic between spoken and written language. Spoken language characterized by short, often fragmentary utterances, in range of pronunciation. Meanwhile, written language is characterized by well-form sentences which are integrated in to highly structured.

In order to be able to speak in another language, people need to know to articulate sounds, adequate vocabulary, and to have mastery in syntax (Nunan: 1999). Those are linguistic competence. Although linguistic competence is necessary, it is not enough for people who want to communicate competently in another language. Linguistic competence in a dynamic exchange must adjust itself to the total informational input of one or more interlocutors. To being dynamic, it is necessary for communicator to negotiate for meaning. In contrast, communicative competence includes not only linguistic competence but also sociolinguistic and conversational skills. Paulston and Bruder (1976: 56) say that communicative competence is the production of speakers’ ability to communicate in the target language.

(50)

b. The Process of Speaking

When a person speaks to other, he/she tries to transfer a massage or information to others. Before the massage is received, a process is occurred. In order to know the process of speaking, the writer presents the process of speaking diagram as proposed by Rivers (1968: 158).

Information

source Transmitter Receiver

Information destination

Transmitted signal

Noise source

Noise

signal Receivedsignal

Figure: 2.5. The Process of Communication Diagram

The diagram describes that communication happens when a person wants to convey his/ her thought of feeling to another person. The thought or feeling which has not been sent yet is still in head or brain and it is called information source. Moreover, the information which has been sent to another person is called a massage. To send the information to other, someone needs a tool. The tool used in speaking is voice. The voice is called transmitter, and the first person’s message is transmitted information.

The ear of the person who is expected to receive the information is called receiver. While his/ her brain is the information destination. As the receiver, the job of the ear is to receive the message not to understand it. The message can only be understood by the information destination or the brain. The second person’s message is received information.

(51)

A message is information which is transmitted and received. While a massage is on its way between transmitter and receiver is called as a signal. During on the way to reach the receiver, a noise signal may interfere with the wanted signal. A noise signal comes from source signal. There are many kinds of source, such as sound of radio, television, car, animal, and so on.

After the information from the first person reaches the information destination that is the second person’s brain, the second person may give response by speaking to the first person again. Then the process of speaking is repeated. The process of speaking is well-done when either first person or second person exchange their thought or feeling.

c. Teaching Speaking

In teaching speaking, teachers give more attention to improve fluency than getting accurate sentences (Scrivener, 1998: 59). The learners need to use the language in meaningful meaning during their learning time to achieve oral fluency. The learners of foreign language will not capable to speak fluently if they only hear the speech. Therefore, teachers should give a lot of opportunities to them to practice speaking in class. When people learn to improve their speaking skill, they should do speaking.

For people who learn speaking skill, they are expected to participate actively in the target language. Although it is expected that they will participate by speaking using the target language, many studies finds that they feel anxiety to speak. For beginner learners, it is crucial to establish a relaxed, anxiety-free atmosphere in the classroom (Willis, 2003: 118). The teachers should be able to

(52)

create fun and interesting activities to reduce their anxiety. One of the ways in creating fun and interesting learning is by giving games for the learners. Besides, the teachers should not force the beginner learners to speak at first if they prefer not to speak (Willis, 2003: 118). Therefore, it is necessary to provide exposures that the learners can make approximate sense of. It means that the teachers should give adequate exposure before asking them to speak or use the language.

The learners will have motivation to communicate if the activities in the teaching learning promote the language use and be really communicative (Harmer, 1991). Communicative activities in the classroom are designed to get the learners to speak and listen to one another (Scrivener: 1998: 62). The main aim for the learners is achieving successful communication. Moreover, a role-play is an example of communicative activity. Asking the learners to perform role-play is an excellent way to get the learners using the language (Scrivener, 1998: 69).

In this study, teaching speaking refers to teaching communicative competence. The purpose of the teaching speaking in this course is to develop communicative competence of homestay hosts. Being able to communicate using spoken language is a need for them to improve the quality of their work. In teaching speaking, the writer makes use of the ideas suggested by Harmer that the activities in speaking class should promote the language use and be really communicative to increase learners’ motivation in learning speaking.

(53)

B.Theoretical Framework

In designing a set of English speaking instructional materials for homestay hosts of Desa Wisata Kembang Arum, the task-based learning approach will be applied. This approach determines how to teach and select the teaching learning activities. The core of the teaching learning activity is the task. The learner will learn the target language by completing the given tasks. In this design, activities in the tasks require the learners to use the language for a communicative purpose.

Moreover, the writer will combine instructional design materials adapted from Kemp and Yalden as the framework. This combination is chosen because these two models describe completely the steps of procedure about how to develop materials from the beginning process. There are seven steps in writer’s theoretical model adopted from Kemp and Yalden’s model. Those steps are (1) conducting needs survey, (2) determining goals, topics, and general purposes, (3) specifying learning objectives, (4) listing the subject content, (5) selecting learning activities and resources, (6) conducting evaluation survey, and (7) revising the designed materials. The explanation of the seven steps is as follows. Step 1. Conducting needs survey

There is a potentially a great deal of information to be gathered in a needs survey (Yalden, 1987: 101). Knowing the learners’ needs is very important to design the materials because the information from the needs survey becomes the basis to develop the purpose of the program. The writer will conduct the needs survey to the homestay hosts of Desa Wisata Kembang Arum.

(54)

Step 2. Determining goals, topics, and general purposes.

The goals, topics and general purposes refer to what the teachers will accomplish in teaching (Kemp: 1977: 13). The goal is set based on the result of the needs survey. Then, the topics are selected to facilitate learners to achieve the formulated goals. The topics are arranged based on a logical order, from simple to complex level. After arranging the topics, general purposes are explicitly expressed for each topic. In this study, the purposes are determined to ensure that the materials fulfill the communicative purpose.

Step 3. Specifying learning objectives

According to Kemp (1977: 68), objectives are specific outcomes or products of a course which are outlined in a syllabus and initiated by action verbs. Specifying the learning objectives is necessary to know what the purposes of learning are. This design is English for specific purpose, thus the learners learn the materials which are designed for certain purposes according to their needs. Besides, since the design is based on task-based learning, the learning objectives are in accordance with task-based learning approach.

Step 4. Listing the subject content

It is important to list the subject content in order to support each objective. Kemp (1977: 43) says that a students’ learning experience should include the subject contents. The subject contents should be related to the objective and

(55)

learners’ needs. In this study, the content of the materials are in line with task-based learning.

Step 5. Selecting learning activities and resources

According to Kemp (1977: 8), the learning activities and resources are selected to treat the subject content, so learners will accomplish the objectives. There are a lot of activities that relevant to the learners’ real context (Willis, 2003: 26). Therefore, the designer should identify and select appropriate materials for the learners. The activities specify what the learners actually do and how they do. In this design, the learning activities are designed based on task-based learning which has some components, such as pre-task, task cycle, and language focus to achieve the communicative purpose. The resources are selection of supporting materials that can explain and illustrate subject content.

Step 6. Conducting evaluation survey

After designing the materials, evaluation survey on the designed materials is conducted. Evaluation materials questionnaire is distributed to some respondents to evaluate the design. From this questionnaire, it is expected that they will give feedback about the designed materials and the learning purposes. The aim of this evaluation is to make a revision of the materials.

Step 7. Revising the designed materials

After evaluating the designed materials, the designed materials are revised. The feedback from the materials evaluation is used to improve the designed

(56)

materials in order to develop better materials. Besides, the writer will use the feedback to fit between the purposes of learning and the materials.

The theoretical framework will be the bases of designing the instructional materials. Following the framework above, the writer will construct the most appropriate materials based on task-based learning for homestay hosts of Desa Wisata Kembang Arum. The steps of writer’s theoretical model can be seen in Figure 2.6.

(57)

CHAPTER III METHODOLOGY

This chapter discusses the methodology used in designing a set of English speaking instructional materials using task-based learning for homestay hosts of

Desa Wisata Kembang Arum in Yogyakarta. The methodology is presented to answer the two questions in the problem formulation: first, how a set of English speaking instructional materials using task-based learning for homestay hosts of

Desa Wisata Kembang Arum is designed; second, what the design of English speaking instructional materials using task-based learning for homestay hosts of

Desa Wisata Kembang Arum looks like. In detail, the methodology covers the research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A.Research Method

In this part, the writer compares Research and Development to the writer’s steps adapted from Kemp’s and Yalden’s model. The comparison aimed to assure that the method chosen for the design is appropriate to Research and Development methodology and whether it supports the design or not.

Research and Development or R & D is a process to develop and validate educational products (Borg and Gall, 1983: 772). The products of it are teaching material, teaching method, and organizing instruction method. Developing the research knowledge and incorporating it into a product that combines educational

(58)

research and educational practice is the purpose of R & D. Educational research aims to develop new knowledge (through basic research) or to answer specific questions about practical problems (through applied research). Basic and applied researches are generally poor methodologies for developing new products that can be used in schools or mini courses (Borg and Gall, 1983: 772). Therefore, R & D is needed to test and revise the finding from research, so it can be used in schools or mini courses. There are ten (10) major steps in the R & D cycle used to develop courses.

The writer’s model, which was the combination between Kemp’s and Yalden’s model, was used in the design to develop materials. The design used the combination of Kemp’s and Yalden’s models because the writer believed that it was appropriate and supportive in constructing the materials. There were seven (7) steps in writer’s model. They were conducting needs survey, determining goal, topics, and general purposes, specifying learning objectives, listing the subject contents, selecting learning activities and resources, conducting evaluation survey, and revising the designed materials. The writer used the first five steps from R & D, they were research an information collection, planning, development of preliminary form of product, preliminary field testing, and main product revision.

The first five steps from R & D and the seven (7) steps from writer’s model share the same features in its procedure. R & D starts with research and information collecting. It includes the rational of the study and literature review. This step is similar to writer’s model, that is conducting need survey. The next step is the planning. Planning refers to stating specific objectives. It shares the

(59)

same feature to the writer’s model, determining goals, topics and general purposes and specifying learning objectives. The third step in R & D is to develop preliminary form product. It includes the preparation of instructional materials, handbooks, and evaluation devices. This step is similar to the steps from writer’s model. They are listing subject content and selecting learning activities and resources. Preliminary field testing shares the same feature to the sixth step of writer’s model, that is conducting evaluation survey step from writer’s model. In this step the writer acquired evaluation of the designed materials. The result of this step would be used as bases to improve and revise the designed materials. The revision as suggested by the preliminary field test results is main product revision. In the writer’s model, it is called revising the designed materials. The next steps from R & D that would not been used by the writer were main field testing, operational product revision, operational field testing, final product revision, and the last is dissemination and implementation.

As stated above, the first five steps in R & D and the seven (7) steps in writer’s model were in line. The seven (7) steps from writer’s model would supply the basis to design the materials. Meanwhile, the R & D steps were used as the umbrella of the writer’s model. For further comparison between writer’s model and R & D, it is explained in Figure 3.1.

The writer found that the R & D and writer’s steps had the same purpose in developing the design. Moreover, the steps of the R & D and the steps of the writer could support each other in designing the materials. From the explanation

(60)

above, it can be concluded that between the R & D framework and writer’s framework were suitable.

Figure: 3.1. The Research and Development Steps and Writer’s Steps

B.Research Participants

In Research and Development, the role of the respondents was highly important. Participants determined the design through the data which was obtained from them. They also provided the study with feedback as well as

(61)

recommendations, suggestions, and opinions. In this study, the writer chose several participants who were considered reliable to help the writer to design the

materials. They were homestay hosts of Desa Wisata Kembang Arum, two

English instructors of Alpha English Course, and one English teacher of SMA Stella Duce 1 Yogyakarta.

The participants for the needs survey were the homestay hosts. The writer distributed questionnaires to twenty (20) participants and interviewed with eighteen (18) participants. They were more than seventeen years old and less than fifty five years old. The homestay hosts were chosen as the participants because they would use English to communicate to their foreign guests. It was expected that they would give the data about their difficulties, needs, wants, and interests in English. The writer intended to gain information about the real situation and the learners’ needs for learning process. They were expected to give actual data about themselves in experiencing English speaking skill.

The questionnaire for the evaluation survey was distributed to two English instructors of Alpha English Course, and one English teacher of SMA Stella Duce 1 Yogyakarta. The questionnaire aimed to obtain participants’ feedback about the designed materials. The participants were asked to judge whether the proposed instructional materials for the homestay hosts were appropriate or not. It was expected that they would give evaluation through their opinions, suggestions, and comments. Their evaluation would be used to improve and revise the design materials.

(62)

In order to obtain the data about the participants of the evaluation survey, the writer made a table. It would show the justification of experts’ qualification. The table differentiates the group of participants between the English instructors and English teacher in educational background, teaching experiences, and sex. The format of the description of the respondents of the evaluation survey was presented in table below.

Group of Respondents

Educational Background Teaching Experience Sex

D3 S1 S2 S3 < 1 1 - 5 5-10 10 < M F

English Instructors

English Teacher

Table: 3.1. The Presentation of Preliminary Field Testing Respondents (Blank)

As the participants, the homestay hosts of Desa Wisata Kembang Arum, two English instructors of Alpha English Course, and one English teacher of SMA Stella Duce 1 Yogyakarta became the focus of this study.

C.Research Instruments

The study instruments were needed to find out whether the proposed instructional materials for homestay hosts of Desa Wisata Kembang Arum were acceptable or not. Instrument of the study is a mean to gather the data. In this study, the writer used questionnaire and interview.

1. Questionnaire

Ary (1972:175) states that there are two types of questionnaires, they are structured or closed and unstructured or open form. In this study, the writer used

(1)

C. Language

Focus

Thanking

Expressing tanks Response

• I am very grateful for ….

• Thank you very much for….

• Thank you so much for….

• Thank you for….

• Thanks a lot for ….

• Thanks.

• Thanks a million

• You’re very welcome.

• Don’t mention it.

• You’re welcome.

• It was my pleasure.

• You’re welcome.

• It was nothing.

• Forget it.

Apologizing

Apology Response

• Forgive me.

I am terribly sorry about ….

• I would like to apologize for ….

• I apologize for ….

• I am sorry. I didn’t mean to ….

• I am sorry.

• Oh, sorry!

• Sorry about that.

• That’s quite all right.

• I wouldn’t worry about it if I were you.

• Oh, that’s all right.

• Don’t worry about it.

• It’s OK.

• No problem.

• Forget it.

Here are some expressions commonly used in thanking and apologizing. Pronounce and study the expressions below!

(2)

D. Communicative

Activities

1) Game

Cards

Your guest gives you a handicraft. Your guest has waited for you.

Your guest helps you to repair your bike. Your guest treats you a bowl of meatball

Your guest helps you to move your cup-board.

You cannot repair the fan for your guest.

Your guest has visited you. You have given a bad blanket for your guest.

Your guest helps you to pick zalacca fruits. You sit on someone’s seat.

Work in pair.

Play this “take turn” game based on the rule below!

1. Take one card and then say how you thank and apologize based on the situa‐ tion on the card.

2. Ask your partner to reply your thanking/ apologizing.

(3)

Your guest lends you a hat. You are late for a meeting.

Your guest asks about your health. You hurt someone’s feeling.

Your guest gives you a compliment about your achievement.

You break your guest’s suitcase.

Your guest invites you to go to the restaurant

You wake your guest up early in the morning.

2) Mini Role-play

Situation

1

A and his/ her family have stayed for a week in B’s house. A asks permission to leave the house. A thanks to B for the service and B replies it. Then, B apologiz‐ es for his/ her mistakes, especially because he/ she only could not repair the broken fan for A yesterday.

Situation

2

A (a foreign guest) offers B (a homestay host) a glass of wine. B thanks A for of‐ fering the wine. Then, B tells that he/ she doesn’t drink the wine. B apologizes for refusing A’s offer.

Work in pair.

Choose one situation for a mini role-play.

Then, make a role-play using any expressions to express the situation. When you are ready, perform for the class in 90 seconds!

(4)

Situation

3

A (a foreign guest) invites B (a homestay guest) to have lunch in a fast food res‐ taurant. B thanks A for the invitation and refuse A’s invitation. Then, B apolo‐ gizes for refusing the invitation.

E. Language

Exercise

Joe is a new guest and he wants to stay in Mr. Rahman’s house. Joe : Good afternoon, Mr. Rahman.

Mr. Rahman : Good (1)……….. Are you Joe from Australia? Joe : (2)………, I am.

Mr. Rahman : Please, come in! The manager has told me about your coming to my house. I have prepared a room for (3)……….

Joe : I am very tired. (4)……….. I go to my room now? Mr. Rahman : Sure. Oh, you bring some heavy bags. Do you need any

(5)………?

Joe : No. Thanks. The (6) …………. are not heavy.

Mr. Rahman : This is your room. (7)………… am sorry. I only have a small room for you.

Joe : Oh, no problem. I like this (8)……….

Mr. Rahman : (9)……….., Joe. I have to leave you. I really must go now. Joe : It’s OK.

Mr. Rahman : If you need some helps, you may see my son. He is in his bed‐ room. His bedroom is beside your room.

Joe : OK. (10)………

Work in pair.

(5)

Apologize (v) : minta maaf

Ask (v) : meminta

Bad (adj) : buruk; jelek

Bring (v) : membawa

Compliment (n) : pujian

Describe (v) : menggambarkan;

gambarkan

Do (v) : melakukan

Family (n) : keluarga

Glad (ajd) : senang

Go home (v) : pulang

Grateful (adj) : berterima kasih

Handicraft (n) : kerajinan tangan

Health (n) : kesehatan

Help (v) : membantu

Holiday (n) : liburan

House (n) : rumah

How (adv) : bagaimana

Interesting (adj) : menarik

Kind (adj) : baik

Late (adj) : terlambat

Leave (v) : meninggalkan

Love (v) : menyukai; suka

Mistake (n) : kesalahan

Need (n) : membutuhkan;

memerlukan

Permission (n) : ijin

Present (n) : hadiah

Really (adv) : benar‐benar;

sungguh‐ sungguh Refuse (v) : menolak

Repair (v) : memperbaiki

Sit (v) : duduk

Spend, spent (v) : mengabiskan

Thanks (n); (v) : terima kasih; Menyatakan

terima kasih

Tourism village (n) : desa wisata

Treat (v) : mentraktir

Unforgettable (adj) : tak dapat dilupakan

Vacation (n) : liburan

Visit (n); (v) : kunjungan;

mengunjungi

(6)

Bibliography

Adamson, D. 1992. Be Our Guest: Basic English for Hotel Staff. Hertfordshire: Prentice Hall International Ltd.

Asih. F. 2006. Teori Ringkas Latihan Soal dan Pembahasan Bahasa Inggris SMP. Yogyakarta: Intersolusi Pressindo.

Beare, K. 2009. About.com Guide. (http://esl.about.com/od/grammarstructure

/a/f_offering_help.htm, accessed on September 8, 2009).

ELTI. 2000. General English Course: 1A.

Riyanto,S. 2008. Speak English, Please (2). Yogyakarta: Pustaka Pelajar.

Shofyanis. 1994. Communicative and Meaningful English. Jakarta: Yudhistira.

Tillit, B and Bruder, M. N. 1985. Speaking Naturally. Cambridge: Cambridge University Press.

Yates, C.1992. May I Help You: English in Tourism. Now York: Prentice Hall.

Unkown. 2009. A Site of English Conversation Strategies. (http://www.hotel_tefl.com/yadayadaEnglish, accessed on September 8, 2009).

Designing a set of english speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.

In manus Tuus, Domine, commendo spiritum meum

C.

Language

Focus

D.

Communicative

Activities

1) Game

2) Mini Role-play

Situation

1

Situation

2

Situation

3

E.

Language

Exercise

Bibliography

Parts

Dokumen yang terkait

Designing a set of English speaking materials using task based learning for an English extracurricular class in SMA BOPKRI Banguntapan.

Designing a set of english speaking materials for drivers of Jambumas Rent Car using task-based language learning.

Designing a set of instructional speaking materials for D`Cokro Hotel and Homestay staff.

Designing a set of English instructional materials using task-based learning for the first graders in Domby Kids Hope 2 Yogyakarta.

English instructional speaking materials using task based learning for the staff of Bank Mandiri Yogyakarta.

Designing a set of english speaking instructional materials using task-based learning for the execuives of center for training and development Perum Perhutani Madiun.

Designing a set of English speaking instructional materials using the task-based method for the first grade of senior high school.

Designing a set of english instructional speaking materials using task-based learning for circle cashiers in Yogyakarta.

Designing a set of english instructional speaking materials for the ticketing staff of PT. Jaya Utama shipping agent in Bengkalis using task-based learning.

Designing a set of english speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum - USD Repository

Dukungan

Links

Designing a set of english speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum.

In manus Tuus, Domine, commendo spiritum meum

C.

Language

Focus

D.

Communicative

Activities

1) Game

2) Mini Role-play

Situation

1

Situation

2

Situation

3

E.

Language

Exercise

Bibliography

Parts

Dokumen yang terkait

Designing a set of English speaking materials using task based learning for an English extracurricular class in SMA BOPKRI Banguntapan.

Designing a set of english speaking materials for drivers of Jambumas Rent Car using task-based language learning.

Designing a set of instructional speaking materials for D`Cokro Hotel and Homestay staff.

Designing a set of English instructional materials using task-based learning for the first graders in Domby Kids Hope 2 Yogyakarta.

English instructional speaking materials using task based learning for the staff of Bank Mandiri Yogyakarta.

Designing a set of english speaking instructional materials using task-based learning for the execuives of center for training and development Perum Perhutani Madiun.

Designing a set of English speaking instructional materials using the task-based method for the first grade of senior high school.

Designing a set of english instructional speaking materials using task-based learning for circle cashiers in Yogyakarta.

Designing a set of english instructional speaking materials for the ticketing staff of PT. Jaya Utama shipping agent in Bengkalis using task-based learning.

Designing a set of english speaking instructional materials using task-based learning for homestay hosts of Desa Wisata Kembang Arum - USD Repository

Dokumen yang Anda mencari sudah siap untuk unduhkan