Designing English instructional materials using role-play for tourist guides of Gua Cokro.
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DESIGNING ENGLISH INSTRUCTIONAL MATERIALS
USING ROLE-PLAY FOR TOURIST GUIDES OF GUA COKRO
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Prasetyani Dwijayati
Student Number: 071214071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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DESIGNING ENGLISH INSTRUCTIONAL MATERIALS
USING ROLE-PLAY FOR TOURIST GUIDES OF GUA COKRO
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Prasetyani Dwijayati
Student Number: 071214071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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STATEMENT OF WORK’S ORIGINALITY
I honesty declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, May 9, 2014
The writer,
Prasetyani Dwijayati
071214071
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Prasetyani Dwijayati
Nomor Mahasiswa : 071214071
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING ENGLISH INSTRUCTIONAL MATERIALS
USING ROLE-PLAY FOR TOURIST GUIDES OF GUA COKRO
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada
Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 15 April 2014
Yang menyatakan
Prasetyani Dwijayati
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ABSTRACT
Dwijayati, Prasetyani. 2014. Designing English Instructional Materials Using
Role-Play for Tourist Guides of Gua Cokro. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Gua Cokro is a cave, which is located in Desa Umbulrejo, Kabupaten
Gunungkidul, Yogyakarta. Formerly the cave was only explored by the cave
special interest activities named “speology.” Due to the increasing number of
foreign tourists, the tourist guides team needs to improve their English skills to
support the cave tour service. Thus, the researcher decided to develop the stud,
which was aimed to design the English instructional materials for the tourist
guides of Gua Cokro using role-play. There are two research questions to answer:
1) How are the English instructional materials using role-play for the tourist
guides of Gua Cokro designed? 2) What do the designed English instructional
materials using role-play for the tourist guides of Gua Cokro look like?
The researcher employed Educational Research and Development (R&D)
method to answer those two questions. The pre-design activity was done to gather
the data to design the instructional materials. Interview guide was employed in the
pre-design step to gather the data about the needs analysis of the learners. The
obtained data in the pre-design activities were applied to acquire evaluation,
criticism, feedback, and comments about the designed materials.
To answer the first research question, the researcher adapted Kemp’s
model and simplified the theory into three main steps. They are (1) analyzing, (2)
designing, (3) evaluating. In the first step, the learners’ characteristics were
analyzed. Based on the information, the researcher designed the materials. Then,
the designed materials were evaluated and revised. To answer to second question,
the researcher presented the final version of the instructional materials after
revising and adding some suggested points in the evaluation. The instructional
materials have five units. Each unit consist of five activities, namely ‘Language
Focus’, ‘Let’s Try’, ‘Check It Out’, ‘Speak Up’, and ‘Play Your Role.’
From the survey result towards the instructional materials, the researcher
found out that the mean of the points of agreement was 3.65. The mean shows that
the designed materials are appropriate for the tourist guides in Gua Cokro. The
designed materials are presented in Appendix F.
Keywords: instructional design, role-play, tourist guide
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ABSTRAK
Dwijayati, Prasetyani. 2011. Designing English Instructional Materials Using
Role-Play for Tourist Guides of Gua Cokro. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Gua Cokro adalah sebuah gua yang terletak di Desa Umbulrejo
Kabupaten Gunungkidul, Yogyakarta. Gua ini tadinya hanya dimanfaatkan untuk
kegiatan minat khusus penelusuran gua yang sering disebut sebagai speleology.
Dengan banyaknya wisatawan asing yang datang, tim pemandu wisata Gua
Cokro memerlukan ketrampilan berbahasa Inggris untuk menunjang pelayanan
tur gua yang mereka sediakan. Maka dari itu, peneliti mengembangkan studi ini.
yang bermaksud untuk merancang materi pembelajaran bahasa Inggris untuk
pemandu wisata di Gua Cokro dengan menggunakan metode role-play. Ada dua
pertanyaan yang harus dijawab dalam studi ini: 1) Bagaimana materi untuk
pembelajaran bahasa Inggris dengan menggunakan metode role-play untuk para
pemandu wisata di Gua Cokro dirancang? 2) Seperti apakah rancangan materi
untuk pembelajaran bahasa Inggris dengan menggunakan role-play bagi para
pemandu wisata di Gua Cokro?
Untuk menjawab dua permasalahan tersebut, penulis menggunakan
metode educational Research and Development (R & D). Aktifitas sebelum
perancangan materi dilaksanakan untuk mengumpulkan data yang digunakan
untuk merancang materi. Panduan wawancara digunakan ditahap sebelum
perancangan untuk memperoleh data seputar kebutuhan dan minat siswa. Data
yang diperoleh ditahap sebelum perancangan digunakan untuk memperoleh
evaluasi, kritik, masukan, dan komentar tentang materi yang telah disusun.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model Kemp
dan menyederhanakannya menjadi tiga langkah. Mereka adalah (1) menganalisa,
(2) merancang, dan (3) mengevaluasi. Pada langkah pertama, karakter siswa
dianalisa. Berdasarkan informasi tersebut, materi disusun. Kemudian materi
dievaluasi dan diperbaiki. Untuk menjawab pertanyaan kedua, peneliti
menampilkan versi akhir materi setelah sebelumnya memperbaiki dan
menambahkan hal-hal yang diusulkan pada evaluasi. Materi tersebut memiliki
lima unit. Tiap unit terdiri dari lima aktifitas yang bernama ‘Language Focus’,
‘Let’s Try’, ‘Check It Out’, ‘Speak Up’, dan ‘Play Your Role.’
Dari hasil survey terhadap materi pembelajaran, peneliti mendapatkan
nilai rata-rata dari butir-butir kesepakatan sebesar 3,65. Angka tersebut
menunjukan bahwa rancangan materi tersebut tepat untuk para pemandu wisata
Gua Cokro. Rancangan materi dipresentasikan dilampiran F.
Kata kunci: rancangan instruksional, bermain peran, pemandu wisata
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ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to the Almighty God in
heaven. I would thank Him for the strength and faith He gave me through difficult
times in my life. He always guides my paths and raises me up when I am down. I
am nothing without Him.
I would also express my gratitude to Made Frida Yulia, S.Pd., M.Pd., my
advisor, for her patience in guiding me to finish my thesis. I would like thank her
for the feedback, criticisms, suggestions, and comments.
My gratitude is addressed to Barli Bram, S.Pd., M.Pd., Yuseva Ariyani
Iswandhari, S.Pd., M.Ed., and Caecilia Tutyandari, S.Pd., M.Pd., who were
willing to give evaluation, feedback, comments, and criticisms on my designed
materials. I would also thank Gregorious Punto Aji, S.Pd., M.Hum., my academic
advisor, for guiding and giving me advice during my study.
My gratitude goes to the lecturers of Universitas Pembangunan Nasional
(UPN) “Veteran” Yogyakarta for the information and guidance about the tourism
in Desa Wisata Umbulrejo. I would also thank the Acintyacunyata Speleological
Club (ASC) team, who helped me to reach Gua Cokro and introduced the tourist
guides of Gua Cokro to me.
I would like to express my gratitude and thanks to all my friends in PT
Gameloft Indonesia, especially Cristian Juverdeanu, Arum at Thohiroh,
Christopher Pentz, Andrei Grosu and all members of the Submission Department.
I would like to thank for the support and understanding.
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My greatest gratitude is addressed to my beloved parents, Witarso and
Sriwidaningsih, for their patience in guiding me, the sacrifice they made, and their
never-ending love for me. I would never have grown into an independent and
strong woman without their support.
I would like to express my deepest gratitude to my beloved friends, Clara
Aurora, Maria Septiyani, Yosua Beni Setiawan, Natalia Restu Arista, Yosephine
Novita Suyoto, Agatha Wikandhita, Christina Eli Indriyani, Ernawati Sriningsih,
Rissa Rachmawati, and all friends from 9 Che boarding house.
Prasetyani Dwijayati
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................
i
APPROVAL PAGES ....................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .............................................
iv
PERNYATAAN PERSETUJUAN PUBLIKASI .............................................
v
ABSTRACT ..................................................................................................
vi
ABSTRAK ......................................................................................................
vii
ACKNOWLEDGEMENTS ..........................................................................
ix
TABLE OF CONTENTS ..............................................................................
xi
LIST OF TABLES ........................................................................................
xi i
LIST OF FIGURES ......................................................................................
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LIST OF APPENDICES ..............................................................................
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CHAPTER I: INTRODUCTION
A. Research Background........................................................................
1
B. Research Problem .............................................................................
3
C. Research Limitation .........................................................................
3
D. Research Objectives ..........................................................................
4
E. Research Benefits ..............................................................................
4
F. Definition of Terms ...........................................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description .....................................................................
7
1. Kemp’s Instructional Design Model .................................................
7
2. English for Specific Purposes ...........................................................
11
3. Communicative Languge Teaching .................................................
16
4. Role-Play ...........................................................................................
21
B. Theoretical Framework .....................................................................
22
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CHAPTER III: RESEARCH METHODOLOGY
A. Research Method...............................................................................
26
B. Research Setting ...............................................................................
28
C. Research Participants ........................................................................
28
D. Instruments and Data Gathering Technique......................................
29
E. Data Analysis Technique ..................................................................
29
F. Research Procedure ...........................................................................
32
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps of Designing English Instructional Materials Using
Role-Play for Tourist Guides of Gua Cokro .....................................
35
1. Analyzing ..........................................................................................
35
2. Designing ..........................................................................................
38
3. Evaluating .........................................................................................
49
B. The Presentation of the Instructional Designed Materials ................
52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions .......................................................................................
55
B. Recommendations .............................................................................
56
REFERENCES .............................................................................................
58
APPENDICES .............................................................................................
60
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LIST OF TABLES
Table
Page
2.1
Hutchinson and Waters’ Necessities, Lacks, and Wants .....................
13
3.1
The Points of Agreement of the Respondents’ Evaluation ..................
31
3.2
The Descriptive Data of the Respondents’ Opinions ...........................
32
4.1
The Necessities, Lacks, and Wants of the Tourist Guides of Gua Cokro 39
4.2
The Topics and the Basic Competencies of the Course .......................
40
4.3
The Learning Goals of the Course .......................................................
48
4.4
The Data of the Respondents’ Opinions ..............................................
50
4.5
The Order of the Topics in the Designed Materials .............................
52
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LIST OF FIGURES
Figure
Page
2.1
Kemp’s Instructional Design Model ....................................................
8
2.2
Hutchinson and Waters’ Branch of ELT ..............................................
14
2. 3
Littlewood’s Sequence of Activities in CLT .......................................
19
2.4
The Researcher’s Instructional Model Adapted from Kemp’s ............
23
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LIST OF APPENDICES
Appendix
Page
A. Surat Permohonan Ijin Penelitian ..........................................................
60
B. Surat Keterangan Penelitian ...................................................................
61
C. The Interview Guide ...............................................................................
62
D. The Questionnaire for the Evaluators .....................................................
64
E. The Syllabus and Lesson Plan Sample ...................................................
67
F. The Designed Materials ..........................................................................
76
G. The Teacher’s Manual and Answer Key ................................................
98
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CHAPTER I
INTRODUCTION
This chapter elaborates six general descriptions, namely the research
background, research problem, research limitation, research objectives, research
benefits, and definition of terms.
A. Research Background
Gunungkidul is well-known for its large and potential karst region. It is
located in the south east of Yogyakarta, Indonesia. Sixty percent of Gunungkidul
area is karst region. People used to call the karst region in Gunungkidul as
‘Kawasan Karst Gunungsewu.’ Unfortunately, the preservation of Gunungsewu
karst region is threatened by the natural destruction due to the excessive mining
activities by local people. They make a living through mining the limestone
because the soil is barren, that the plantation cannot grow well. To overcome this
problem, they should stop the mining activities and find alternative jobs, which
put the nature preservation forward. Karst and cave tourism becomes a solution
for the local miners to earn money. They can earn money and, at the same time,
keep the preservation of Gunungsewu karst region.
Some people in Dusun Blimbing, Desa Umbulrejo, Kecamatan Ponjong
Gunungkidul initiated the karst and cave tourism development in their region.
Dusun Blimbing has seven caves, which have unique morphology either in the
surface or subsurface (Yulianto, 2009, p.1). They are Gua Telogo, Gua Banyu
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Sumurup, Siti Jemblong, Gua Cokro, Gua Seropan, Gua Dadap, and Gua
Gremeng. Gua Cokro is a vertical cave among the six other horizontal caves. The
vertical mouth of Gua Cokro is considered as unique, because most of cave
mouths are horizontal. The uniqueness of Gua Cokro attracts domestic and
international tourists to come. Thus, a group of tourist guides was formed to
organize the cave tour. A speleological club in Yogyakarta called the
Acintyacunyata Speleological Club (ASC) helped the tourist guides to manage the
cave tour through some related trainings like setting cave tour equipment and
rescuing. However, the tourist guides still face some difficulties in conducting a
cave tour with foreign tourists due to the lack of English speaking skill. Therefore,
ASC recommends the researcher conduct an English training to help the tourist
guides develop their English speaking skills.
In March 2011, the researcher conducted an interview with the head of
Dusun Blimbing and the leader of Gua Cokro tourist guides. According to the
interview, an English training is needed because the tourist guides perceived the
importance of communicating in English with foreign tourists to provide better
services. The leader of tourist guides stated that they used to hire an additional
guide, who is able to communicate in English, as the interpreter while conducting
a cave tour with foreigner tourists. He also said that they usually use body
language foreign tourists to explain something. As a matter of fact, he realized
that they cannot always rely on the interpreters to communicate with foreign
tourists. The tourist guides should develop their own English speaking skills, in
order to provide the best service to visitors and minimize the cost.
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Based on the needs of English training for the tourist guide of Gua Cokro,
the researcher decided to conduct research, which focuses on designing English
instructional materials to develop the tourist guides’ speaking skill. Since the
English training focused on developing their English speaking skill, the researcher
considered that it will be suitable to employ role-play as the learning technique.
The researcher hopes that the designed materials will help the tourist guides in
Gua Cokro to be able to communicate in English with foreign tourists properly so
that they can improve their service as tourist guides.
B. Research Problem
Considering the previous explanation, there are two questions to be
answered in the research:
1. How are the English instructional materials using role-play for the tourist
guides of Gua Cokro designed?
2. What do the designed English instructional materials using role-play for the
tourist guides of Gua Cokro look like?
C. Research Limitation
In order to avoid broader discussion, the researcher specified the
discussion in this research. The researcher only focuses on designing English
instructional materials using role-play for the tourist guides of Gua Cokro. The
designed materials emphasize the development of learners’ English speaking
ability to communicate with the foreign tourists of Gua Cokro. However,
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considering the limitation of training time and budget, the researcher would like to
design the materials to improve tourist guides’ speaking ability in Basic English
level.
D. Research Objectives
This research is conducted:
1. To find out how the English instructional materials using role-play for the
tourist guides of Gua Cokro are designed.
2. To provide the tourist guides of Gua Cokro with the English instructional
materials using role-play that would encourage them to develop their English
speaking skill to communicate with foreign tourists.
E. Research Benefits
This research is expected to be beneficial for:
1. The tourist guides of Gua Cokro
The researcher hopes that this research can help the tourist guides of Gua
Cokro to improve their English speaking ability so that they are able to
communicate with the foreign tourists. The ability of communicating in English
will help them to improve their service as tourist guides particularly in conducting
cave tour with foreign tourists. They do not need to hire an additional guide as the
interpreter, so that they can be more independent.
2. Other researchers
The researcher expects that there will be other researchers who elaborate
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this topic deeper in the future. The researcher hopes that the results of this study
can be used as a reference to support future relevant studies particularly in
language teaching research.
F. Definition of Terms
There are some terms presented below and those are directed to help the
readers come to better understanding of the research.
1. Instructional Materials
Instructional materials are materials planned or designed by the teacher for
instruction (Dick, Walter & Reiser, 1989, p. 3). In this study, the term
‘instructional materials’ refers to a set of materials which is designed contextually
based on the tourist guides’ needs. The materials are used by the English trainers
and tourist guides of Gua Cokro to facilitate them in the teaching-learning
process.
2. Gua Cokro
Gua Cokro is a vertical cave located in Dusun Blimbing, Desa Umburejo,
Kecamatan Ponjong, Kabupaten Gunungkidul, Yogyakarta. It is considered as a
unique cave because of its vertical mouth. It becomes the famous tourism object
in Dusun Blimbing. According to Yulianto (2009) Gua Cokro belongs to the high
potential caves (p.1). The cave is clean and still original. Its length is about 500
meters. In 2008, the Acintyacunyata Speleological Club Yogyakarta held a
socialization of Gua Cokro to the local society. Since then, it becomes a tourism
object, which is managed by the local society. The uniqueness of Gua Cokro
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attracts domestic and foreign tourists to come.
3. Tourist Guide
A tourist guide is a person who accompanies and gives important
information about a certain tourism object. Meanwhile, in this study the term
‘tourist guides’ refers to the people who accompany the tourists and give
important information or instructions to do tourism activities especially Gua
Cokro tour in Dusun Blimbing.
4. Role-Play
Richards (2006) stated that role-play is an activity in which students are
assigned roles and improvise a scene or exchange based on given information or
clues (p. 20). In this study, the term ‘role-play’ refers to the learning technique,
which allows the tourist guides of Gua Cokro to experience roles and improvise
scenes in English. The role-play refers to the target situation so that they can apply
the scenes in the real situation.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will review the theories that underlie the research. It consists
of two parts, namely the theoretical description and theoretical framework.
A. Theoretical Description
The theoretical description reviews the underlying theories that are related
to the process of designing English instructional materials for tourist guides in
Gua Cokro. The theoretical framework reviews a framework based on the
theoretical description that has been discussed previously.
1. Kemp’s Instructional Design Model
In designing the instructional materials, the researcher applied the theory
of instructional material design presented by J. E. Kemp. Kemp (1977) presents
the eight steps into a framework (p. 9) which can be seen in Figure 2.1.
a. Goals, Topics and General Purposes
Goals, topics and general purposes are related to what to accomplish or
achieve in learning. The first step of designing instructional materials is
identifying goals. According to Kemp (1997), goals may be derived from three
sources – society, students and subject areas (p. 14). After setting the goals, an
instructional materials designer can list topics. The topics are usually sequenced
from general to details as well as a logical organization. After listing topics, the
next step is listing the general purposes of the learning. In formulating the general
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purposes, an instructional material designer uses more specific expressions like ‘to
comprehend’ or ‘to grasp the significance of’ than the general one like ‘to
understand’ because it is ambiguous and does not state precise learning objectives.
Goal, Topics
and General
Purposes
Learner
Characterist i c s
Evaluation
Support
Learning
Revise
Service
Objectives
Teaching /
Learning
Activities
Resources
Subject
Content
PreAssessment
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p. 9)
b. Learner Characteristics
After establishing the goals, topics and general purposes of the learning, a
designer should reveal the learner characteristics. Learner characteristics will
affect plans for the learning process. Learner’s characteristics are the capabilities,
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needs, and interests of the learner. In designing an instructional plan, a designer
should consider the academic factors, social factors, learning condition and
learning styles of the learners. Academic factors are related to the number of
students, academic background, grade-point average, level of intelligence, reading
level, scores on standardized achievement and aptitude tests, study habits, ability
to work alone, background in the subject or topic, motivation for studying the
subject, expectations of the course, vocational and cultural aspirations. Social
factors are about the learners’ age, maturity, attention span, special talents,
physical and emotional handicaps, relations among students, and socioeconomic
situation. Learning condition is the external factor which may affect the learners’
ability to concentrate, absorb, and retain information. Learning styles is the
learners’ individual methods of learning that contain more interesting and
effective activities based on their ability to learn.
c. Learning Objectives
The next step is formulating the learning objectives. Learning objective is
the expectation of what learners achieve after the learning process. There are three
categories of learning objectives, namely cognitive, psychomotor, and affective
domains. Cognitive domain includes objectives concerning knowledge or
information, naming, recognizing, predicting, and so on. Then, psychomotor
domains cover the skills requiring use and coordination of skeletal muscles, as in
the physical activities of performing, manipulating, and constructing. The third
domain, affective domain, involves objectives concerning attitudes, appreciations,
value, enjoying, conserving, respecting, and so on. A course design should start
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the objective with an action verb like ‘name’, ‘make’, ‘arrange’ or ‘compare’ to
describe a specific activity by the learner. After the action verb, it is important to
put the content reference like ‘arrange the words into a good sentence’ that
describe the subject being treated. The words ’…into a good sentence’ is a
performance standard that indicates the minimum acceptable accomplishment in
measurable terms.
d. Subject Content
Subject content refers to the selection and organization of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions,
and requirements), and attitudinal factors of any topic. In instructional design
plan, a designer can choose whether he or she would make the course objectives
or the subject content first. It can adjust the situation of the program. A designer
should consider the appropriate procedure of making subject content.
e. Pre-Assessment
After determining the subject content of the course, a course designer
conducts pre-assessment. Learner characteristics have been observed in the
previous step, but a course designer should also know about the learners’ current
level to determine the appropriate materials. Pre-assessment is conducted to know
how far the students have acquired the skills and what they may have already
known about the learning subject. It is important to conduct pre-assessment in
designing the instructional materials in order to ensure that the learners do not
waste their time to learn things they have already known. Pre-assessment can be
done through some ways, like diagnostic test, questionnaire, or even direct
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questions.
f. Teaching-Learning Activities and Resources
After conducting pre-assessment, a course designer should choose
teaching-learning activities and resources. The teaching-learning activities and
resources should contain the content of the objectives. In this step, teaching
method should be suitable with learners’ characteristics. Therefore, a course
designer should observe the strengths and weaknesses of the methods to consider
the most appropriate method for the learners.
g. Support Service
In designing instructional materials, some support services should be
considered. Support services consist of budget, facilities, equipment, time,
schedule, and coordination with other activities. Support services are needed to
facilitate the course program so that it can run well.
h. Evaluation
In the end of the course, evaluation is held to find out how far the learners
achieve the objectives and goals of the course program. Through evaluation, an
instructional designer can also improve the instructional plan. The designer can
revise and develop the instructional plan if some of the objectives and goals have
not been achieved successfully.
2. English for Specific Purposes
Considering that the English instructional materials are prepared
specifically for the tourist guides in Gua Cokro, the researcher also presents the
theory of English for specific purposes. According to Hutchinson and Waters
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(1987), there are some basic principles of language learning which provide the
bases for learning-centered methodology of ESP (p. 128-130).
a. The Characteristic of ESP
1) Necessities
Necessities are the type of needs influenced by the target situation. They
are the points which the learners have to develop in order that they are able to use
the language in the target situation. Necessities are formulated by observing
learners’ lacks and wants.
2) Lacks
Lacks are the gap between the target proficiency and the learners’ current
proficiency of the language. Thus, a course designer should find out the learners’
current level by conducting pre-assessment in order to measure the gap between
the target proficiency and the existing proficiency.
3) Wants
Wants are the learners’ needs from their own point of view. Although
these points are not the main source to formulate the target situation, it is
important for the course designer to seek them out as they might suggest suitable
topics for the course. An illustration of the relation between necessities, lacks, and
wants are presented in Table 2.1.
b. The Classification of ESP
The English instructional materials for tourist guides of Gua Cokro belong
to English for Tourism. English for Tourism belongs to English for Occupational
Purposes (EOP), which is the branch of English for Specific Purposes (ESP). The
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relationship between English for Tourism and English for Specific Purpose can be
seen in Figure 2.2.
Table 2.1 Hutchinson and Waters’ Necessities, Lacks, and Wants (Hutchinson and
Waters, 1987, p. 58)
Explanation
NECESSITIES The English needed for success in Agricultural or Veterinary
Studies
LACKS
(Presumably) areas of English needed for Agricultural or
Veterinary Studies
WANTS
To succeed in Agricultural or Veterinary Studies
c. Needs Analysis
To make the appropriate instructional materials according to the target
situation, a designer has to conduct need analysis as the preliminary research.
Need analysis is a process to seek out the learners’ needs of learning language.
There are some data collection instruments for need analysis like questionnaires,
interviews, observations, and informal consultation. A course designer can choose
the most suitable instrument of need analysis. Hutchinson and Waters (1987)
presented a target situation analysis framework in designing a course (p. 59).
1) Why is the language needed?
The first point to seek out is the aim of the course. A course designer has
to know why the learners need the language, whether it is for studying, working,
training, or for other purposes.
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English Language
Teaching
(ELT)
English as a
Mother Tongue
(EMT)
English as a
Second Language
(ESL)
English as a
Foreign Language
(EFL)
English for
Specific Purposes
(ESP)
General English
(GE)
English for Science
and Technology
(EST)
English for
Business and
Economics (EBE)
English for
Occupational
Purposes (EOP)
English for Social
Sciences
(ESS)
English for
Tourism
Figure 2.2 Hutchinson and Waters’ Branch of ELT (Hutchinson and Waters, 1987,
p. 17)
2) How will the language be used?
After seeking the reason of language needs, a course designer finds out
how the learners use the language. The course designer has to know whether they
use the language for speaking, reading, or writing. Will the language be used in
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formal or informal situation? Will the learners use it for face to face interaction or
telephoning?
3) What will the content areas be?
After how the language is used, a course designer should find out the
content areas of the learning. Will the content areas be about engineering, biology,
business, or tourism? The designer should also know the learners’ level whether
they are elementary school, secondary school, or post graduates.
4) Whom will the learner use the language with?
A course designer should know whom the learner will use the language
with. Will they use it to adult or children? Will they use it to native of non-native
speakers? Will they use it to communicate with their teacher, customers, tourists,
superiors, or colleagues?
5) Where will the language be used?
A course designer needs to consider the physical setting of the learners.
The physical setting is about where the learners will use the language. Will they
use it in the office, hotel, tourism object, classroom or workshop? A course
designer should also observe the human context in which the language will be
used. Will the learners use the language in meetings, demonstrations, or on
telephone?
6) When will the language be used?
The last point is when the learners use the language. A course designer
needs to know whether the language will be used frequently or rarely. Will it be
used in small or in large amounts?
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3. Communicative Language Teaching
In order that the instructional materials can be understood effectively and
easily, the researcher also adopted communicative language teaching approach.
Since the instructional materials focus on developing learners’ English speaking
skill, the researcher considered that Communicative Language Teaching (CLT) is
the suitable approach because its main purpose is developing learners’
communicative competences.
a. The Objectives of Communicative Language Teaching
The main objective of CLT is achieving communicative competence.
Communicative competence is the ability to use a language for a range of
different purposes and functions and vary the use of it according to the setting and
the participants. In short, communicative competence is the ability to use the
linguistic system affectively and appropriately.
b. The Characteristics of Communicative Language Teaching
Communicative Language Teaching is best considered as an approach
rather than a method (Richards & Rogers, 2001, p. 168). This approach
emphasizes the development of learners’ communicative competence rather than
grammatical competence. It stimulates a meaningful and purposeful interaction
between learners’ and teacher.
c. The Role of Teacher in Communicative Language Teaching
In CLT, the teacher is not the center of learning. The teacher is merely a
facilitator who facilitates students’ process of language learning. However, the
teacher still plays important role in giving feedback or reinforcement to learners’
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activities in classroom. The teacher should be able to create a comfortable
atmosphere of classroom in order that learners do not hesitate to interact with the
teacher of their peers.
d. The Role of Students in Communicative Language Teaching
Since the teacher is not the center of learning, students should also play
important role in classroom activities. In CLT, students practice the use of
language with their peers in groups. It emphasizes cooperative learning rather than
individual learning.
e. The Role of Instructional Materials
Instructional materials in CLT support the classroom activities.
Instructional materials are needed to stimulate learners’ communicative
competences. Richards & Rogers (2001) presented three kinds of instructional
materials which are currently used in CLT (p. 168).
1) Text-Based Materials
In CLT, text-based material might be a typical lesson which consists of a
theme, a task analysis for thematic development, a practice situation description, a
stimulus presentation, comprehension questions, and paraphrase exercises. It is
needed to stimulate learners’ conversation. It can be in the form of two different
texts or picture for pair work, or visual cues to initiate the conversation.
2) Task-Based Materials
Task-based materials in CLT can be in the form of role plays, a variety of
games, or simulations. The activities are done in pairs or small groups. Teacher
can prepare cue cards or some pictures as the source of the games or role plays.
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3) Realia
The use of realia in CLT can support classroom activities. Sometimes,
CLT teacher needs the use of authentic materials in the classroom such as
magazines, signs, advertisements, or newspapers. A teacher can also use other
graphic or visual sources like maps, pictures, symbols, graphs, and charts as the
realia to initiate learners’ interaction.
f. Procedure
Littlewood (1983) suggested two main learning steps in CLT class. They
are pre-communicative activities and communicative activities (p. 85). Precommunicative activities are subcategorized into structural activities and quasicommunicative activities. Communicative activities are subcategorized into
functional communication activities and social interaction activities.
1) Pre-communicative Activities
The main aim of pre-communicative activities is to practice using
acceptable language fluently, without being concerned about communicate
meaning effectively. This stage helps the learners to prepare for the later
communication. It will lead the learners into communicative work where they can
use the new language they have learned. Pre-communicative activities are grouped
into two main activities. They are structural activities and quasi-communicative
activities.
a) Structural Activities
The aim of these activities is to introduce the learners to the grammatical
system and the language elements that can be combined. Littlewood (1983)
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suggested some possible structural activities such as different types of drilling or
question-and-answer practice. Finnocchiaro and Brumfit (1983) also stated that
the learners need to discover the generalizations or rules underlying the functional
expression or structure as the sixth step in CLT.
Structural Activities
Pre-Communicative
Activities
Communicative
Activities
Quasi-Communicative
Activities
Functional
Communicative
Activities
Social Interaction
Activities
Figure 2.3 Littlewood’s Sequence of Activities in CLT (Littlewood, 1983, p.86)
b) Quasi-Communicative Activities
The main aim of quasi-communication activities is to help the learners
relate forms and structures to communicative function, specific meaning, and
social context. The activities lead the learners to create links between the language
forms being practiced and their potential functional meanings. Finnochiaro and
Brumfit (1983) also suggested the presentation of a brief dialogue of mini-
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dialogue preceded by a motivation and a discussion of the function and situationpeople, roles, setting, topic, and the informality or formality of the language
which the function and situation demand as the first step of revolutionary CLT
procedure ( pp. 107–108). They also suggested the questions and answer based on
the dialog topic and situation as the second step of revolutionary CLT procedure.
2) Communicative Activities
After learning the language forms and their functional meanings, the
learners need to perform the language. Littlewood (1983) stated “In
communicative activities, the learner has to activate and integrate his precommunicative knowledge and skills, in order to use them for the communication
of meanings.” (p. 86). These activities are subcategorized into functional
communication activities and social interaction activities.
a) Functional Communication Activities
The aim of functional communication activities is to give an opportunity
for the learners to use the language they know in order to get meanings across as
effectively as possible. Littlewood (1983) stated “In what we have called
‘functional communication activities’, the learner is placed in a situation where he
must perform a task by communicating as best he can, with whatever resources he
has available.” (p. 86). Finnochiaro and Brumfit (1983) also suggested oral
production activities which proceed from guided to freer communicative activities
as the eighth step in the revolutionary CLT procedure.
b) Social Interaction Activities
Providing an opportunity for the learners to convey meanings effectively
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and pay greater attention to the social context in which the interaction takes place
are the aims of social interaction activities. Littlewood (1983) stated “In ‘social
interaction activities’, on the other hand, the learner is also encouraged to take
account of the social context in which communication takes place (p. 86). As what
have been mentioned before, the oral production activities which proceed from
guided to freer communicative activities were mentioned by Finnocchiaro and
Brumfit as the eighth step of the revolutionary CLT procedure to enhance
learners’ communicative competence.
4. Role-play
Role-play is considered to be an effective activity to develop learners’
confidence in speaking and target language acquisition. In this part, the researcher
would like to discuss about the nature of role-play, the use of role-play in teaching
speaking, and the procedures of using role-play.
a. The Nature of Role-Play
According to Richards (2006), role-play is an activity in which students
are assigned roles and improvise a scene or exchange based on given information
or clues (p. 20). The teacher can prepare cue cards or clues as the means of
conducting role-play in classroom. Students can work in pairs or in small groups.
Role-play can be performed in front of the class to enhance students’ confidence.
The teacher observes students’ use of language during role-play activity. In the
end of the activity, the teacher gives feedback to students in order that they
understand the mistakes they made in the role-play. Through the feedback,
students are motivated to enhance their speaking skill.
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b. The Use of Role-Play in Teaching Speaking
There are some advantages of role-play activity presented by Jarvis, Odell
& Troiano (2002) for both the teacher and the learners. The first advantage is that
the students’ interest in the topic is raised (p. 1-4). Through the use of role-play,
students are more interested to participate in learning activity. Students are
actively involved in role-play.
The second advantage is that it encourages
individuals to reflect upon their knowledge of a subject. After learning some
theories or useful expressions, the learners can practice their knowledge or
understanding through role-play. They can use the words or the expressions they
have learned in a ‘real’ communication. The third advantage is that the
participation helps the student’s embed concepts. Students can be confused in
learning theories or concept of language. Thus, role-play helps them to understand
the concept prior to the course.
B. Theoretical Framework
The researcher adopted the instructional model of Kemp because of its
flexibility, in which it allows the researcher to conduct revision to any steps that
needs to be developed. This model provides the steps that are needed in designing
the English instructional materials for the tourist guides in Gua Cokro. However,
due to the limitation of study, the researcher simplified Kemp’s steps into three
steps which are presented in Figure 2.3. The researcher’s steps are analyzing,
designing, and evaluating. Those steps are described as follows.
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1. Analyzing
In the beginning of the study, the researcher conducts an analysis about the
learners’ needs of learning English. The researcher conducts an interview to
collect the learners’ need data. The data is analyzed for the basic source of
material designing.
Analyze
Design
Evaluate
Revise
Figure 2.4 The Researcher’s Instructional Model Adapted from Kemp’s
2. Designing
After analyzing the target situation, the researcher designs the appropriate
instructional materials for the learners to achieve the leaning objectives. In order
to avoid ineffectiveness, the researcher formulates and reviews the model unit
before developing the syllabus and the instructional material units. Afterwards,
the researcher formulates the syllabus based on the target situation and develops it
into some units of instructional materials.
3. Evaluating
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The researcher needs to ask some experts to check the appropriateness of
the designed materials. The researcher employs a questionnaire as the means for
the evaluators to give their comments, suggestions, feedbacks, and criticisms.
After collecting evaluation from the respondents, the researcher revises the
designed materials to obtain the most appropriate instructional materials for the
learners.
Considering the ESP theory that has been discussed above, it is important
to justify that the English in
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DESIGNING ENGLISH INSTRUCTIONAL MATERIALS
USING ROLE-PLAY FOR TOURIST GUIDES OF GUA COKRO
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Prasetyani Dwijayati
Student Number: 071214071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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DESIGNING ENGLISH INSTRUCTIONAL MATERIALS
USING ROLE-PLAY FOR TOURIST GUIDES OF GUA COKRO
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Prasetyani Dwijayati
Student Number: 071214071
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
i
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STATEMENT OF WORK’S ORIGINALITY
I honesty declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, May 9, 2014
The writer,
Prasetyani Dwijayati
071214071
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Prasetyani Dwijayati
Nomor Mahasiswa : 071214071
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING ENGLISH INSTRUCTIONAL MATERIALS
USING ROLE-PLAY FOR TOURIST GUIDES OF GUA COKRO
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada
Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 15 April 2014
Yang menyatakan
Prasetyani Dwijayati
v
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ABSTRACT
Dwijayati, Prasetyani. 2014. Designing English Instructional Materials Using
Role-Play for Tourist Guides of Gua Cokro. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Gua Cokro is a cave, which is located in Desa Umbulrejo, Kabupaten
Gunungkidul, Yogyakarta. Formerly the cave was only explored by the cave
special interest activities named “speology.” Due to the increasing number of
foreign tourists, the tourist guides team needs to improve their English skills to
support the cave tour service. Thus, the researcher decided to develop the stud,
which was aimed to design the English instructional materials for the tourist
guides of Gua Cokro using role-play. There are two research questions to answer:
1) How are the English instructional materials using role-play for the tourist
guides of Gua Cokro designed? 2) What do the designed English instructional
materials using role-play for the tourist guides of Gua Cokro look like?
The researcher employed Educational Research and Development (R&D)
method to answer those two questions. The pre-design activity was done to gather
the data to design the instructional materials. Interview guide was employed in the
pre-design step to gather the data about the needs analysis of the learners. The
obtained data in the pre-design activities were applied to acquire evaluation,
criticism, feedback, and comments about the designed materials.
To answer the first research question, the researcher adapted Kemp’s
model and simplified the theory into three main steps. They are (1) analyzing, (2)
designing, (3) evaluating. In the first step, the learners’ characteristics were
analyzed. Based on the information, the researcher designed the materials. Then,
the designed materials were evaluated and revised. To answer to second question,
the researcher presented the final version of the instructional materials after
revising and adding some suggested points in the evaluation. The instructional
materials have five units. Each unit consist of five activities, namely ‘Language
Focus’, ‘Let’s Try’, ‘Check It Out’, ‘Speak Up’, and ‘Play Your Role.’
From the survey result towards the instructional materials, the researcher
found out that the mean of the points of agreement was 3.65. The mean shows that
the designed materials are appropriate for the tourist guides in Gua Cokro. The
designed materials are presented in Appendix F.
Keywords: instructional design, role-play, tourist guide
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ABSTRAK
Dwijayati, Prasetyani. 2011. Designing English Instructional Materials Using
Role-Play for Tourist Guides of Gua Cokro. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Gua Cokro adalah sebuah gua yang terletak di Desa Umbulrejo
Kabupaten Gunungkidul, Yogyakarta. Gua ini tadinya hanya dimanfaatkan untuk
kegiatan minat khusus penelusuran gua yang sering disebut sebagai speleology.
Dengan banyaknya wisatawan asing yang datang, tim pemandu wisata Gua
Cokro memerlukan ketrampilan berbahasa Inggris untuk menunjang pelayanan
tur gua yang mereka sediakan. Maka dari itu, peneliti mengembangkan studi ini.
yang bermaksud untuk merancang materi pembelajaran bahasa Inggris untuk
pemandu wisata di Gua Cokro dengan menggunakan metode role-play. Ada dua
pertanyaan yang harus dijawab dalam studi ini: 1) Bagaimana materi untuk
pembelajaran bahasa Inggris dengan menggunakan metode role-play untuk para
pemandu wisata di Gua Cokro dirancang? 2) Seperti apakah rancangan materi
untuk pembelajaran bahasa Inggris dengan menggunakan role-play bagi para
pemandu wisata di Gua Cokro?
Untuk menjawab dua permasalahan tersebut, penulis menggunakan
metode educational Research and Development (R & D). Aktifitas sebelum
perancangan materi dilaksanakan untuk mengumpulkan data yang digunakan
untuk merancang materi. Panduan wawancara digunakan ditahap sebelum
perancangan untuk memperoleh data seputar kebutuhan dan minat siswa. Data
yang diperoleh ditahap sebelum perancangan digunakan untuk memperoleh
evaluasi, kritik, masukan, dan komentar tentang materi yang telah disusun.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model Kemp
dan menyederhanakannya menjadi tiga langkah. Mereka adalah (1) menganalisa,
(2) merancang, dan (3) mengevaluasi. Pada langkah pertama, karakter siswa
dianalisa. Berdasarkan informasi tersebut, materi disusun. Kemudian materi
dievaluasi dan diperbaiki. Untuk menjawab pertanyaan kedua, peneliti
menampilkan versi akhir materi setelah sebelumnya memperbaiki dan
menambahkan hal-hal yang diusulkan pada evaluasi. Materi tersebut memiliki
lima unit. Tiap unit terdiri dari lima aktifitas yang bernama ‘Language Focus’,
‘Let’s Try’, ‘Check It Out’, ‘Speak Up’, dan ‘Play Your Role.’
Dari hasil survey terhadap materi pembelajaran, peneliti mendapatkan
nilai rata-rata dari butir-butir kesepakatan sebesar 3,65. Angka tersebut
menunjukan bahwa rancangan materi tersebut tepat untuk para pemandu wisata
Gua Cokro. Rancangan materi dipresentasikan dilampiran F.
Kata kunci: rancangan instruksional, bermain peran, pemandu wisata
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ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to the Almighty God in
heaven. I would thank Him for the strength and faith He gave me through difficult
times in my life. He always guides my paths and raises me up when I am down. I
am nothing without Him.
I would also express my gratitude to Made Frida Yulia, S.Pd., M.Pd., my
advisor, for her patience in guiding me to finish my thesis. I would like thank her
for the feedback, criticisms, suggestions, and comments.
My gratitude is addressed to Barli Bram, S.Pd., M.Pd., Yuseva Ariyani
Iswandhari, S.Pd., M.Ed., and Caecilia Tutyandari, S.Pd., M.Pd., who were
willing to give evaluation, feedback, comments, and criticisms on my designed
materials. I would also thank Gregorious Punto Aji, S.Pd., M.Hum., my academic
advisor, for guiding and giving me advice during my study.
My gratitude goes to the lecturers of Universitas Pembangunan Nasional
(UPN) “Veteran” Yogyakarta for the information and guidance about the tourism
in Desa Wisata Umbulrejo. I would also thank the Acintyacunyata Speleological
Club (ASC) team, who helped me to reach Gua Cokro and introduced the tourist
guides of Gua Cokro to me.
I would like to express my gratitude and thanks to all my friends in PT
Gameloft Indonesia, especially Cristian Juverdeanu, Arum at Thohiroh,
Christopher Pentz, Andrei Grosu and all members of the Submission Department.
I would like to thank for the support and understanding.
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My greatest gratitude is addressed to my beloved parents, Witarso and
Sriwidaningsih, for their patience in guiding me, the sacrifice they made, and their
never-ending love for me. I would never have grown into an independent and
strong woman without their support.
I would like to express my deepest gratitude to my beloved friends, Clara
Aurora, Maria Septiyani, Yosua Beni Setiawan, Natalia Restu Arista, Yosephine
Novita Suyoto, Agatha Wikandhita, Christina Eli Indriyani, Ernawati Sriningsih,
Rissa Rachmawati, and all friends from 9 Che boarding house.
Prasetyani Dwijayati
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................
i
APPROVAL PAGES ....................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .............................................
iv
PERNYATAAN PERSETUJUAN PUBLIKASI .............................................
v
ABSTRACT ..................................................................................................
vi
ABSTRAK ......................................................................................................
vii
ACKNOWLEDGEMENTS ..........................................................................
ix
TABLE OF CONTENTS ..............................................................................
xi
LIST OF TABLES ........................................................................................
xi i
LIST OF FIGURES ......................................................................................
xi i i
LIST OF APPENDICES ..............................................................................
xv
CHAPTER I: INTRODUCTION
A. Research Background........................................................................
1
B. Research Problem .............................................................................
3
C. Research Limitation .........................................................................
3
D. Research Objectives ..........................................................................
4
E. Research Benefits ..............................................................................
4
F. Definition of Terms ...........................................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description .....................................................................
7
1. Kemp’s Instructional Design Model .................................................
7
2. English for Specific Purposes ...........................................................
11
3. Communicative Languge Teaching .................................................
16
4. Role-Play ...........................................................................................
21
B. Theoretical Framework .....................................................................
22
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CHAPTER III: RESEARCH METHODOLOGY
A. Research Method...............................................................................
26
B. Research Setting ...............................................................................
28
C. Research Participants ........................................................................
28
D. Instruments and Data Gathering Technique......................................
29
E. Data Analysis Technique ..................................................................
29
F. Research Procedure ...........................................................................
32
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps of Designing English Instructional Materials Using
Role-Play for Tourist Guides of Gua Cokro .....................................
35
1. Analyzing ..........................................................................................
35
2. Designing ..........................................................................................
38
3. Evaluating .........................................................................................
49
B. The Presentation of the Instructional Designed Materials ................
52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions .......................................................................................
55
B. Recommendations .............................................................................
56
REFERENCES .............................................................................................
58
APPENDICES .............................................................................................
60
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LIST OF TABLES
Table
Page
2.1
Hutchinson and Waters’ Necessities, Lacks, and Wants .....................
13
3.1
The Points of Agreement of the Respondents’ Evaluation ..................
31
3.2
The Descriptive Data of the Respondents’ Opinions ...........................
32
4.1
The Necessities, Lacks, and Wants of the Tourist Guides of Gua Cokro 39
4.2
The Topics and the Basic Competencies of the Course .......................
40
4.3
The Learning Goals of the Course .......................................................
48
4.4
The Data of the Respondents’ Opinions ..............................................
50
4.5
The Order of the Topics in the Designed Materials .............................
52
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LIST OF FIGURES
Figure
Page
2.1
Kemp’s Instructional Design Model ....................................................
8
2.2
Hutchinson and Waters’ Branch of ELT ..............................................
14
2. 3
Littlewood’s Sequence of Activities in CLT .......................................
19
2.4
The Researcher’s Instructional Model Adapted from Kemp’s ............
23
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LIST OF APPENDICES
Appendix
Page
A. Surat Permohonan Ijin Penelitian ..........................................................
60
B. Surat Keterangan Penelitian ...................................................................
61
C. The Interview Guide ...............................................................................
62
D. The Questionnaire for the Evaluators .....................................................
64
E. The Syllabus and Lesson Plan Sample ...................................................
67
F. The Designed Materials ..........................................................................
76
G. The Teacher’s Manual and Answer Key ................................................
98
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CHAPTER I
INTRODUCTION
This chapter elaborates six general descriptions, namely the research
background, research problem, research limitation, research objectives, research
benefits, and definition of terms.
A. Research Background
Gunungkidul is well-known for its large and potential karst region. It is
located in the south east of Yogyakarta, Indonesia. Sixty percent of Gunungkidul
area is karst region. People used to call the karst region in Gunungkidul as
‘Kawasan Karst Gunungsewu.’ Unfortunately, the preservation of Gunungsewu
karst region is threatened by the natural destruction due to the excessive mining
activities by local people. They make a living through mining the limestone
because the soil is barren, that the plantation cannot grow well. To overcome this
problem, they should stop the mining activities and find alternative jobs, which
put the nature preservation forward. Karst and cave tourism becomes a solution
for the local miners to earn money. They can earn money and, at the same time,
keep the preservation of Gunungsewu karst region.
Some people in Dusun Blimbing, Desa Umbulrejo, Kecamatan Ponjong
Gunungkidul initiated the karst and cave tourism development in their region.
Dusun Blimbing has seven caves, which have unique morphology either in the
surface or subsurface (Yulianto, 2009, p.1). They are Gua Telogo, Gua Banyu
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Sumurup, Siti Jemblong, Gua Cokro, Gua Seropan, Gua Dadap, and Gua
Gremeng. Gua Cokro is a vertical cave among the six other horizontal caves. The
vertical mouth of Gua Cokro is considered as unique, because most of cave
mouths are horizontal. The uniqueness of Gua Cokro attracts domestic and
international tourists to come. Thus, a group of tourist guides was formed to
organize the cave tour. A speleological club in Yogyakarta called the
Acintyacunyata Speleological Club (ASC) helped the tourist guides to manage the
cave tour through some related trainings like setting cave tour equipment and
rescuing. However, the tourist guides still face some difficulties in conducting a
cave tour with foreign tourists due to the lack of English speaking skill. Therefore,
ASC recommends the researcher conduct an English training to help the tourist
guides develop their English speaking skills.
In March 2011, the researcher conducted an interview with the head of
Dusun Blimbing and the leader of Gua Cokro tourist guides. According to the
interview, an English training is needed because the tourist guides perceived the
importance of communicating in English with foreign tourists to provide better
services. The leader of tourist guides stated that they used to hire an additional
guide, who is able to communicate in English, as the interpreter while conducting
a cave tour with foreigner tourists. He also said that they usually use body
language foreign tourists to explain something. As a matter of fact, he realized
that they cannot always rely on the interpreters to communicate with foreign
tourists. The tourist guides should develop their own English speaking skills, in
order to provide the best service to visitors and minimize the cost.
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Based on the needs of English training for the tourist guide of Gua Cokro,
the researcher decided to conduct research, which focuses on designing English
instructional materials to develop the tourist guides’ speaking skill. Since the
English training focused on developing their English speaking skill, the researcher
considered that it will be suitable to employ role-play as the learning technique.
The researcher hopes that the designed materials will help the tourist guides in
Gua Cokro to be able to communicate in English with foreign tourists properly so
that they can improve their service as tourist guides.
B. Research Problem
Considering the previous explanation, there are two questions to be
answered in the research:
1. How are the English instructional materials using role-play for the tourist
guides of Gua Cokro designed?
2. What do the designed English instructional materials using role-play for the
tourist guides of Gua Cokro look like?
C. Research Limitation
In order to avoid broader discussion, the researcher specified the
discussion in this research. The researcher only focuses on designing English
instructional materials using role-play for the tourist guides of Gua Cokro. The
designed materials emphasize the development of learners’ English speaking
ability to communicate with the foreign tourists of Gua Cokro. However,
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considering the limitation of training time and budget, the researcher would like to
design the materials to improve tourist guides’ speaking ability in Basic English
level.
D. Research Objectives
This research is conducted:
1. To find out how the English instructional materials using role-play for the
tourist guides of Gua Cokro are designed.
2. To provide the tourist guides of Gua Cokro with the English instructional
materials using role-play that would encourage them to develop their English
speaking skill to communicate with foreign tourists.
E. Research Benefits
This research is expected to be beneficial for:
1. The tourist guides of Gua Cokro
The researcher hopes that this research can help the tourist guides of Gua
Cokro to improve their English speaking ability so that they are able to
communicate with the foreign tourists. The ability of communicating in English
will help them to improve their service as tourist guides particularly in conducting
cave tour with foreign tourists. They do not need to hire an additional guide as the
interpreter, so that they can be more independent.
2. Other researchers
The researcher expects that there will be other researchers who elaborate
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this topic deeper in the future. The researcher hopes that the results of this study
can be used as a reference to support future relevant studies particularly in
language teaching research.
F. Definition of Terms
There are some terms presented below and those are directed to help the
readers come to better understanding of the research.
1. Instructional Materials
Instructional materials are materials planned or designed by the teacher for
instruction (Dick, Walter & Reiser, 1989, p. 3). In this study, the term
‘instructional materials’ refers to a set of materials which is designed contextually
based on the tourist guides’ needs. The materials are used by the English trainers
and tourist guides of Gua Cokro to facilitate them in the teaching-learning
process.
2. Gua Cokro
Gua Cokro is a vertical cave located in Dusun Blimbing, Desa Umburejo,
Kecamatan Ponjong, Kabupaten Gunungkidul, Yogyakarta. It is considered as a
unique cave because of its vertical mouth. It becomes the famous tourism object
in Dusun Blimbing. According to Yulianto (2009) Gua Cokro belongs to the high
potential caves (p.1). The cave is clean and still original. Its length is about 500
meters. In 2008, the Acintyacunyata Speleological Club Yogyakarta held a
socialization of Gua Cokro to the local society. Since then, it becomes a tourism
object, which is managed by the local society. The uniqueness of Gua Cokro
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attracts domestic and foreign tourists to come.
3. Tourist Guide
A tourist guide is a person who accompanies and gives important
information about a certain tourism object. Meanwhile, in this study the term
‘tourist guides’ refers to the people who accompany the tourists and give
important information or instructions to do tourism activities especially Gua
Cokro tour in Dusun Blimbing.
4. Role-Play
Richards (2006) stated that role-play is an activity in which students are
assigned roles and improvise a scene or exchange based on given information or
clues (p. 20). In this study, the term ‘role-play’ refers to the learning technique,
which allows the tourist guides of Gua Cokro to experience roles and improvise
scenes in English. The role-play refers to the target situation so that they can apply
the scenes in the real situation.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will review the theories that underlie the research. It consists
of two parts, namely the theoretical description and theoretical framework.
A. Theoretical Description
The theoretical description reviews the underlying theories that are related
to the process of designing English instructional materials for tourist guides in
Gua Cokro. The theoretical framework reviews a framework based on the
theoretical description that has been discussed previously.
1. Kemp’s Instructional Design Model
In designing the instructional materials, the researcher applied the theory
of instructional material design presented by J. E. Kemp. Kemp (1977) presents
the eight steps into a framework (p. 9) which can be seen in Figure 2.1.
a. Goals, Topics and General Purposes
Goals, topics and general purposes are related to what to accomplish or
achieve in learning. The first step of designing instructional materials is
identifying goals. According to Kemp (1997), goals may be derived from three
sources – society, students and subject areas (p. 14). After setting the goals, an
instructional materials designer can list topics. The topics are usually sequenced
from general to details as well as a logical organization. After listing topics, the
next step is listing the general purposes of the learning. In formulating the general
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purposes, an instructional material designer uses more specific expressions like ‘to
comprehend’ or ‘to grasp the significance of’ than the general one like ‘to
understand’ because it is ambiguous and does not state precise learning objectives.
Goal, Topics
and General
Purposes
Learner
Characterist i c s
Evaluation
Support
Learning
Revise
Service
Objectives
Teaching /
Learning
Activities
Resources
Subject
Content
PreAssessment
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p. 9)
b. Learner Characteristics
After establishing the goals, topics and general purposes of the learning, a
designer should reveal the learner characteristics. Learner characteristics will
affect plans for the learning process. Learner’s characteristics are the capabilities,
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needs, and interests of the learner. In designing an instructional plan, a designer
should consider the academic factors, social factors, learning condition and
learning styles of the learners. Academic factors are related to the number of
students, academic background, grade-point average, level of intelligence, reading
level, scores on standardized achievement and aptitude tests, study habits, ability
to work alone, background in the subject or topic, motivation for studying the
subject, expectations of the course, vocational and cultural aspirations. Social
factors are about the learners’ age, maturity, attention span, special talents,
physical and emotional handicaps, relations among students, and socioeconomic
situation. Learning condition is the external factor which may affect the learners’
ability to concentrate, absorb, and retain information. Learning styles is the
learners’ individual methods of learning that contain more interesting and
effective activities based on their ability to learn.
c. Learning Objectives
The next step is formulating the learning objectives. Learning objective is
the expectation of what learners achieve after the learning process. There are three
categories of learning objectives, namely cognitive, psychomotor, and affective
domains. Cognitive domain includes objectives concerning knowledge or
information, naming, recognizing, predicting, and so on. Then, psychomotor
domains cover the skills requiring use and coordination of skeletal muscles, as in
the physical activities of performing, manipulating, and constructing. The third
domain, affective domain, involves objectives concerning attitudes, appreciations,
value, enjoying, conserving, respecting, and so on. A course design should start
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the objective with an action verb like ‘name’, ‘make’, ‘arrange’ or ‘compare’ to
describe a specific activity by the learner. After the action verb, it is important to
put the content reference like ‘arrange the words into a good sentence’ that
describe the subject being treated. The words ’…into a good sentence’ is a
performance standard that indicates the minimum acceptable accomplishment in
measurable terms.
d. Subject Content
Subject content refers to the selection and organization of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions,
and requirements), and attitudinal factors of any topic. In instructional design
plan, a designer can choose whether he or she would make the course objectives
or the subject content first. It can adjust the situation of the program. A designer
should consider the appropriate procedure of making subject content.
e. Pre-Assessment
After determining the subject content of the course, a course designer
conducts pre-assessment. Learner characteristics have been observed in the
previous step, but a course designer should also know about the learners’ current
level to determine the appropriate materials. Pre-assessment is conducted to know
how far the students have acquired the skills and what they may have already
known about the learning subject. It is important to conduct pre-assessment in
designing the instructional materials in order to ensure that the learners do not
waste their time to learn things they have already known. Pre-assessment can be
done through some ways, like diagnostic test, questionnaire, or even direct
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questions.
f. Teaching-Learning Activities and Resources
After conducting pre-assessment, a course designer should choose
teaching-learning activities and resources. The teaching-learning activities and
resources should contain the content of the objectives. In this step, teaching
method should be suitable with learners’ characteristics. Therefore, a course
designer should observe the strengths and weaknesses of the methods to consider
the most appropriate method for the learners.
g. Support Service
In designing instructional materials, some support services should be
considered. Support services consist of budget, facilities, equipment, time,
schedule, and coordination with other activities. Support services are needed to
facilitate the course program so that it can run well.
h. Evaluation
In the end of the course, evaluation is held to find out how far the learners
achieve the objectives and goals of the course program. Through evaluation, an
instructional designer can also improve the instructional plan. The designer can
revise and develop the instructional plan if some of the objectives and goals have
not been achieved successfully.
2. English for Specific Purposes
Considering that the English instructional materials are prepared
specifically for the tourist guides in Gua Cokro, the researcher also presents the
theory of English for specific purposes. According to Hutchinson and Waters
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(1987), there are some basic principles of language learning which provide the
bases for learning-centered methodology of ESP (p. 128-130).
a. The Characteristic of ESP
1) Necessities
Necessities are the type of needs influenced by the target situation. They
are the points which the learners have to develop in order that they are able to use
the language in the target situation. Necessities are formulated by observing
learners’ lacks and wants.
2) Lacks
Lacks are the gap between the target proficiency and the learners’ current
proficiency of the language. Thus, a course designer should find out the learners’
current level by conducting pre-assessment in order to measure the gap between
the target proficiency and the existing proficiency.
3) Wants
Wants are the learners’ needs from their own point of view. Although
these points are not the main source to formulate the target situation, it is
important for the course designer to seek them out as they might suggest suitable
topics for the course. An illustration of the relation between necessities, lacks, and
wants are presented in Table 2.1.
b. The Classification of ESP
The English instructional materials for tourist guides of Gua Cokro belong
to English for Tourism. English for Tourism belongs to English for Occupational
Purposes (EOP), which is the branch of English for Specific Purposes (ESP). The
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relationship between English for Tourism and English for Specific Purpose can be
seen in Figure 2.2.
Table 2.1 Hutchinson and Waters’ Necessities, Lacks, and Wants (Hutchinson and
Waters, 1987, p. 58)
Explanation
NECESSITIES The English needed for success in Agricultural or Veterinary
Studies
LACKS
(Presumably) areas of English needed for Agricultural or
Veterinary Studies
WANTS
To succeed in Agricultural or Veterinary Studies
c. Needs Analysis
To make the appropriate instructional materials according to the target
situation, a designer has to conduct need analysis as the preliminary research.
Need analysis is a process to seek out the learners’ needs of learning language.
There are some data collection instruments for need analysis like questionnaires,
interviews, observations, and informal consultation. A course designer can choose
the most suitable instrument of need analysis. Hutchinson and Waters (1987)
presented a target situation analysis framework in designing a course (p. 59).
1) Why is the language needed?
The first point to seek out is the aim of the course. A course designer has
to know why the learners need the language, whether it is for studying, working,
training, or for other purposes.
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English Language
Teaching
(ELT)
English as a
Mother Tongue
(EMT)
English as a
Second Language
(ESL)
English as a
Foreign Language
(EFL)
English for
Specific Purposes
(ESP)
General English
(GE)
English for Science
and Technology
(EST)
English for
Business and
Economics (EBE)
English for
Occupational
Purposes (EOP)
English for Social
Sciences
(ESS)
English for
Tourism
Figure 2.2 Hutchinson and Waters’ Branch of ELT (Hutchinson and Waters, 1987,
p. 17)
2) How will the language be used?
After seeking the reason of language needs, a course designer finds out
how the learners use the language. The course designer has to know whether they
use the language for speaking, reading, or writing. Will the language be used in
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formal or informal situation? Will the learners use it for face to face interaction or
telephoning?
3) What will the content areas be?
After how the language is used, a course designer should find out the
content areas of the learning. Will the content areas be about engineering, biology,
business, or tourism? The designer should also know the learners’ level whether
they are elementary school, secondary school, or post graduates.
4) Whom will the learner use the language with?
A course designer should know whom the learner will use the language
with. Will they use it to adult or children? Will they use it to native of non-native
speakers? Will they use it to communicate with their teacher, customers, tourists,
superiors, or colleagues?
5) Where will the language be used?
A course designer needs to consider the physical setting of the learners.
The physical setting is about where the learners will use the language. Will they
use it in the office, hotel, tourism object, classroom or workshop? A course
designer should also observe the human context in which the language will be
used. Will the learners use the language in meetings, demonstrations, or on
telephone?
6) When will the language be used?
The last point is when the learners use the language. A course designer
needs to know whether the language will be used frequently or rarely. Will it be
used in small or in large amounts?
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3. Communicative Language Teaching
In order that the instructional materials can be understood effectively and
easily, the researcher also adopted communicative language teaching approach.
Since the instructional materials focus on developing learners’ English speaking
skill, the researcher considered that Communicative Language Teaching (CLT) is
the suitable approach because its main purpose is developing learners’
communicative competences.
a. The Objectives of Communicative Language Teaching
The main objective of CLT is achieving communicative competence.
Communicative competence is the ability to use a language for a range of
different purposes and functions and vary the use of it according to the setting and
the participants. In short, communicative competence is the ability to use the
linguistic system affectively and appropriately.
b. The Characteristics of Communicative Language Teaching
Communicative Language Teaching is best considered as an approach
rather than a method (Richards & Rogers, 2001, p. 168). This approach
emphasizes the development of learners’ communicative competence rather than
grammatical competence. It stimulates a meaningful and purposeful interaction
between learners’ and teacher.
c. The Role of Teacher in Communicative Language Teaching
In CLT, the teacher is not the center of learning. The teacher is merely a
facilitator who facilitates students’ process of language learning. However, the
teacher still plays important role in giving feedback or reinforcement to learners’
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activities in classroom. The teacher should be able to create a comfortable
atmosphere of classroom in order that learners do not hesitate to interact with the
teacher of their peers.
d. The Role of Students in Communicative Language Teaching
Since the teacher is not the center of learning, students should also play
important role in classroom activities. In CLT, students practice the use of
language with their peers in groups. It emphasizes cooperative learning rather than
individual learning.
e. The Role of Instructional Materials
Instructional materials in CLT support the classroom activities.
Instructional materials are needed to stimulate learners’ communicative
competences. Richards & Rogers (2001) presented three kinds of instructional
materials which are currently used in CLT (p. 168).
1) Text-Based Materials
In CLT, text-based material might be a typical lesson which consists of a
theme, a task analysis for thematic development, a practice situation description, a
stimulus presentation, comprehension questions, and paraphrase exercises. It is
needed to stimulate learners’ conversation. It can be in the form of two different
texts or picture for pair work, or visual cues to initiate the conversation.
2) Task-Based Materials
Task-based materials in CLT can be in the form of role plays, a variety of
games, or simulations. The activities are done in pairs or small groups. Teacher
can prepare cue cards or some pictures as the source of the games or role plays.
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3) Realia
The use of realia in CLT can support classroom activities. Sometimes,
CLT teacher needs the use of authentic materials in the classroom such as
magazines, signs, advertisements, or newspapers. A teacher can also use other
graphic or visual sources like maps, pictures, symbols, graphs, and charts as the
realia to initiate learners’ interaction.
f. Procedure
Littlewood (1983) suggested two main learning steps in CLT class. They
are pre-communicative activities and communicative activities (p. 85). Precommunicative activities are subcategorized into structural activities and quasicommunicative activities. Communicative activities are subcategorized into
functional communication activities and social interaction activities.
1) Pre-communicative Activities
The main aim of pre-communicative activities is to practice using
acceptable language fluently, without being concerned about communicate
meaning effectively. This stage helps the learners to prepare for the later
communication. It will lead the learners into communicative work where they can
use the new language they have learned. Pre-communicative activities are grouped
into two main activities. They are structural activities and quasi-communicative
activities.
a) Structural Activities
The aim of these activities is to introduce the learners to the grammatical
system and the language elements that can be combined. Littlewood (1983)
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suggested some possible structural activities such as different types of drilling or
question-and-answer practice. Finnocchiaro and Brumfit (1983) also stated that
the learners need to discover the generalizations or rules underlying the functional
expression or structure as the sixth step in CLT.
Structural Activities
Pre-Communicative
Activities
Communicative
Activities
Quasi-Communicative
Activities
Functional
Communicative
Activities
Social Interaction
Activities
Figure 2.3 Littlewood’s Sequence of Activities in CLT (Littlewood, 1983, p.86)
b) Quasi-Communicative Activities
The main aim of quasi-communication activities is to help the learners
relate forms and structures to communicative function, specific meaning, and
social context. The activities lead the learners to create links between the language
forms being practiced and their potential functional meanings. Finnochiaro and
Brumfit (1983) also suggested the presentation of a brief dialogue of mini-
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dialogue preceded by a motivation and a discussion of the function and situationpeople, roles, setting, topic, and the informality or formality of the language
which the function and situation demand as the first step of revolutionary CLT
procedure ( pp. 107–108). They also suggested the questions and answer based on
the dialog topic and situation as the second step of revolutionary CLT procedure.
2) Communicative Activities
After learning the language forms and their functional meanings, the
learners need to perform the language. Littlewood (1983) stated “In
communicative activities, the learner has to activate and integrate his precommunicative knowledge and skills, in order to use them for the communication
of meanings.” (p. 86). These activities are subcategorized into functional
communication activities and social interaction activities.
a) Functional Communication Activities
The aim of functional communication activities is to give an opportunity
for the learners to use the language they know in order to get meanings across as
effectively as possible. Littlewood (1983) stated “In what we have called
‘functional communication activities’, the learner is placed in a situation where he
must perform a task by communicating as best he can, with whatever resources he
has available.” (p. 86). Finnochiaro and Brumfit (1983) also suggested oral
production activities which proceed from guided to freer communicative activities
as the eighth step in the revolutionary CLT procedure.
b) Social Interaction Activities
Providing an opportunity for the learners to convey meanings effectively
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and pay greater attention to the social context in which the interaction takes place
are the aims of social interaction activities. Littlewood (1983) stated “In ‘social
interaction activities’, on the other hand, the learner is also encouraged to take
account of the social context in which communication takes place (p. 86). As what
have been mentioned before, the oral production activities which proceed from
guided to freer communicative activities were mentioned by Finnocchiaro and
Brumfit as the eighth step of the revolutionary CLT procedure to enhance
learners’ communicative competence.
4. Role-play
Role-play is considered to be an effective activity to develop learners’
confidence in speaking and target language acquisition. In this part, the researcher
would like to discuss about the nature of role-play, the use of role-play in teaching
speaking, and the procedures of using role-play.
a. The Nature of Role-Play
According to Richards (2006), role-play is an activity in which students
are assigned roles and improvise a scene or exchange based on given information
or clues (p. 20). The teacher can prepare cue cards or clues as the means of
conducting role-play in classroom. Students can work in pairs or in small groups.
Role-play can be performed in front of the class to enhance students’ confidence.
The teacher observes students’ use of language during role-play activity. In the
end of the activity, the teacher gives feedback to students in order that they
understand the mistakes they made in the role-play. Through the feedback,
students are motivated to enhance their speaking skill.
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b. The Use of Role-Play in Teaching Speaking
There are some advantages of role-play activity presented by Jarvis, Odell
& Troiano (2002) for both the teacher and the learners. The first advantage is that
the students’ interest in the topic is raised (p. 1-4). Through the use of role-play,
students are more interested to participate in learning activity. Students are
actively involved in role-play.
The second advantage is that it encourages
individuals to reflect upon their knowledge of a subject. After learning some
theories or useful expressions, the learners can practice their knowledge or
understanding through role-play. They can use the words or the expressions they
have learned in a ‘real’ communication. The third advantage is that the
participation helps the student’s embed concepts. Students can be confused in
learning theories or concept of language. Thus, role-play helps them to understand
the concept prior to the course.
B. Theoretical Framework
The researcher adopted the instructional model of Kemp because of its
flexibility, in which it allows the researcher to conduct revision to any steps that
needs to be developed. This model provides the steps that are needed in designing
the English instructional materials for the tourist guides in Gua Cokro. However,
due to the limitation of study, the researcher simplified Kemp’s steps into three
steps which are presented in Figure 2.3. The researcher’s steps are analyzing,
designing, and evaluating. Those steps are described as follows.
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1. Analyzing
In the beginning of the study, the researcher conducts an analysis about the
learners’ needs of learning English. The researcher conducts an interview to
collect the learners’ need data. The data is analyzed for the basic source of
material designing.
Analyze
Design
Evaluate
Revise
Figure 2.4 The Researcher’s Instructional Model Adapted from Kemp’s
2. Designing
After analyzing the target situation, the researcher designs the appropriate
instructional materials for the learners to achieve the leaning objectives. In order
to avoid ineffectiveness, the researcher formulates and reviews the model unit
before developing the syllabus and the instructional material units. Afterwards,
the researcher formulates the syllabus based on the target situation and develops it
into some units of instructional materials.
3. Evaluating
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The researcher needs to ask some experts to check the appropriateness of
the designed materials. The researcher employs a questionnaire as the means for
the evaluators to give their comments, suggestions, feedbacks, and criticisms.
After collecting evaluation from the respondents, the researcher revises the
designed materials to obtain the most appropriate instructional materials for the
learners.
Considering the ESP theory that has been discussed above, it is important
to justify that the English in