Task-based English speaking materials for the tour guides of Kalisuci Gunungkidul.

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ABSTRACT

Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the

Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

Kalisuci is an interesting cave tubing place in Semanu, Gunungkidul,

which is frequently visited by local visitors and foreign visitors. The tour guides of Kalisuci had realized the importance of English mastery when dealing directly with the English speaking guests. Most of the tour guides have some difficulties in communicating with English speaking guests and this matter is an obstacle to guide English speaking guests well. This study attempted to develop English speaking materials for the tour guides of Kalisuci Gunungkidul based on task-based approach.

This study was aimed to find out the answers to the two research problems. Firstly, how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul are designed. Secondly, what the design materials looks like.

the umbrella of Borg and Gall’s (1986) Educational Research and Development

(R&D) method. Due to time and resource limitations, there were only six out of ten steps of R&D method employed, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, and (6) main field testing.

designed materials, namely, (1) “Hello! I am Retno”, (2) “Could you tell me

where Kalisuci is?”, (3) “It is an awesome cave”, and (4) “It is for protecting our

shinbones”. Each unit consists of five sections, namely, (1) “Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, and (5) “How Far Am I?” The designed materials were considered as suitable speaking materials for the tour guides of cave tubing activity from experts’ validation. However, there

are some revisions needed to develop the designed materials for the next reseachers who are interested in designing English speaking materials for the tour guides of a cave tubing activity. The revisions were gained from learners’ evaluation after the reseacher implementing the designed materials.

Keywords: ESP, speaking, task-based learning, the tour guides of Kalisuci Gunungkidul

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ABSTRAK

Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the

Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education

Study Program, Sanata Dharma University

Kalisuci adalah tempat wisata susur gua menarik yang terletak di Semanu, Gunungkidul yang sering dikunjungi wisatawan lokal maupun luar negeri. Para pemandu wisata Kalisuci telah menyadari pentingnya penguasaan Bahasa Inggris bagi mereka sebagai orang yang berhubungan langsung dengan wisatawan. Sebagaian besar dari para pemandu mengalami kesulitan untuk berkomunikasi dengan wisatawan asing dan hal tersebut menjadi hambatan untuk memandu wisatawan asing dengan baik. Oleh karena itu, penelitian ini mencoba untuk mengembangkan materi Bahasa Inggris dalam mengolah kemampuan berbicara untuk para pemandu wisata Kalisuci menggunakan pendekatan berbasis tugas.

Penelitian ini bertujuan untuk mencari jawaban atas dua rumusan masalah. Pertama, bagaimana materi berbicara dalam Bahasa Inggris berbasis tugas disusun untuk pemandu wisata Kalisuci di Gunungkidul. Kedua, bagaimanakah bentuk penyajian materi tersebut.

Metode yang digunakan untuk menjawab rumusan masalah pertama adalah dengan mengadaptasi model perancangan materi yang di kembangkan oleh Dick dan Carey (2009) yang mencakup sepuluh langkah yang saling berhubungan. Kemudian, kesepuluh langkah tersebut diletakkan di bawah kerangka model Educational Research and Development (R&D) yang di susun oleh Borg dan Gall (1986). Oleh karena keterbatasan waktu dan sumber, hanya enam dari sepuluh langkah model R & D yang digunakan, yaitu: (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awal produk, (4) pengujian awal produk, (5) revisi produk, dan (6) pengujian awal produk di lapangan.

Setelah menjalankan langkah-langkah R&D, terciptalah versi akhir materi yang siap untuk digunakan. Versi akhir materi ditampilkan untuk menjawab rumusan masalah kedua. Ada empat unit didalam seluruh kesatuam desain materi, yaitu (1) “Hello! I am Retno”, (2)“Could you tell me where Kalisuci is?”, (3) “It is an awesome cave”, dan (4) “It is for protecting our shinbones”. Pada setiap unit desain materi ada lima bagian, yaitu (1)“Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, dan (5) “How Far Am I?”.

Materi berbicara yang dibuat dinyatakan cocok untuk pemandu wisata susur gua dari evaluasi para ahli. Namun, masih diperlukan perbaikan untuk menjadi lebih baik bagi peneliti lain yang tertarik untuk mendesain ulang materi ini. Beberapa perbaikan di dapat dari evaluasi para pemandu setelah peneliti mengajarkan materi ini kepada mereka.

Kata Kunci: ESP, speaking, task-based learning, the tour guides of Kalisuci Gunungkidul

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TASK BASED ENGLISH SPEAKING MATERIALS

FOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Dominica Retno Murti Student Number: 091214018

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

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I dedicate this thesis to:

My beloved grandmothers, my beloved parents, my beloved siblings, my beloved MO1 Ibi, PBI Sanata Dharma, and the tour guides ofKalisuciGunungkidul.

First, they ignore you , then they laugh at you ,

then they fight you , and then, you WIN

-Mahatma

Gandhi-Our Father

Our Father, Who art in heaven, hallowed be Your

name, Your kingdom come, You will be done on earth as

it is in heaven. Give us this day our daily bread and

forgive us our trespasses, as we forgive those who trespass

against us. And lead us not into temptation but deliver us

from evil.

Amen

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vii ABSTRACT

Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the

Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

Kalisuci is an interesting cave tubing place in Semanu, Gunungkidul,

The methodology used in this study to answer the first research problem was adapted from Dick and Carrey’s theory instructionan design model (2009) comprising of ten interrelated steps. Those ten steps, subsequently, were put under the umbrella of Borg and Gall’s (1986) Educational Research and Development (R&D) method. Due to time and resource limitations, there were only six out of ten steps of R&D method employed, which were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, and (6) main field testing.

After carrying out the R&D steps, then, the final version of the designed materials were ready to be used. The final version of the designed materials was presented to answer the second research problem. There are four units in the designed materials, namely, (1) “Hello! I am Retno”, (2) “Could you tell me where Kalisuci is?”, (3) “It is an awesome cave”, and (4) “It is for protecting our shinbones”. Each unit consists of five sections, namely, (1) “Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, and (5) “How Far Am I?” The designed materials were considered as suitable speaking materials for the tour guides of cave tubing activity from experts’ validation. However, there are some revisions needed to develop the designed materials for the next reseachers who are interested in designing English speaking materials for the tour guides of a cave tubing activity. The revisions were gained from learners’ evaluation after the reseacher implementing the designed materials.

Keywords: ESP, speaking, task-based learning, the tour guides of Kalisuci Gunungkidul

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viii ABSTRAK

Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for the

Tour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language Education

Study Program, Sanata Dharma University

Setelah menjalankan langkah-langkah R&D, terciptalah versi akhir materi yang siap untuk digunakan. Versi akhir materi ditampilkan untuk menjawab rumusan masalah kedua. Ada empat unit didalam seluruh kesatuam desain materi, yaitu (1)“Hello! I am Retno”, (2)“Could you tell me where Kalisuci is?”, (3) “It is an awesome cave”, dan (4) “It is for protecting our shinbones”. Pada setiap unit desain materi ada lima bagian, yaitu (1)“Get Ready”, (2) “Let’s Do It”, (3) “Things To Remember”, (4) “Let’s Play”, dan (5) “How Far Am I?”.

Kata Kunci: ESP, speaking, task-based learning, the tour guides of Kalisuci Gunungkidul

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ACKNOWLEDGEMENTS

First of all I would like to convey my greatest gratitude to Lord Jesus Christ. Due to His marvelous grace and guidance I was able to finish my thesis.

Secondly, I would like to address my first sincere gratitude to my parents, Bapak dan Ibu Sayekti Joko Triyono and my grandmothers, for their prayer and their never ending love to me as the greatest parents and the greatest grandmothers ever. My second sincere gratitude goes to my brother, Mas Imam, and his family for his support and my sister, Ninis, and her family for their support and kindness to help me in copying the thesis papers for many times for free. The third sincere gratitude goes to my aunt and uncle as my ‘secondparents’, Mama and Om Yanto, for the support and kindness to look after me since I was a kid. The fourth sincere gratitude goes to my cousins as my ‘second sisters’, Yuyuni and Surisely, for sharing their things and wonderful experiences we spent together since we were kids. The last sincere gratitude goes to my best partner, Sebastian Asten Bere, for his kindness, support, and time we spent together to share love, happy and sad moments which made us as the grown up couple.

Thirdly, my deepest gratitude goes to Ibu Dr. Retno Muljani, M.Pd. as my advisor for sharing time, knowledge, understanding, and expertise until I could finish my thesis. My second deepest gratitude goes to Ibu Dra. Novita Dewi M.S., M.A (Hons.), Ph.D. and Bapak Vincentius Tangguh Atyanto Nugroho, S.Pd. for his willingness and time to evaluate my designed materials and also to Sr. Margaret FCJ for correcting my language in my thesis. Then, I

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thank all lecturers of PBI Sanata Dharma University for being my teachers to share knowledge and expertise.

Fourthly, my special gratitude goes to Pokdarwis Kalisuci, especially the coordinator, Bapak Muslam Winarto, for the guidance, suggestions, and support to give me a permission to teach the tour guides with my designed materials. I also thank the tour guides of Kalisuci for the cooperation in teaching and learning activities.

I thank my closest friends, the girls of Itikiwir secret agent, Nuci, Pipi, Icil, Makrin, Mbah Asep, and Alex for sharing every moment in PBI and helping me in every difficult situation. I also thank my other friends, Galih, Rendi, Luis, Wilda, Romo Jack, Lia, for the cooperation in teaching time together and all my friends of class A PBI 2009. Finally, I thank those whom I cannot mention by names. May God give them a lot of happiness in their lives.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENTS OF WORK’SORIGINALITY... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

LIST OF ABBREVIATIONS ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION 1 A. Research Background ... 1

B. Research Problem... 3

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 4

F. Definition of Terms ... 5

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

1. English for Specific Purposes ... 7

2. Speaking ... 10

3. Task-Based Learning ... 12

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xii

5. Materials Adaptation ... 25

B. Theoretical Framework ... 27

CHAPTER III. RESEARCH METHODOLOGY 33 A. Research Method ... 33

B. Research Setting ... 39

C. Research Participants ... 39

D. Instrument and Data Gathering Technique ... 40

E. Data Analysis Technique ... 44

F. Research Procedure ... 48

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 51 A. The Steps in Designing Task-Based English Speaking Materials ... 51

1. Research and Information Collecting ... 51

2. Planning ... 57

3. Developing Preliminary Form of Product ... 63

4. Preliminary Field Testing ... 65

5. Main Product Revision ... 68

6. Main Field Testing ... 69

B. The Final Presentation of the Designed Materials ... 71

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 73 A. Conclusions ... 73

B. Recommendations ... 77

REFERENCES ... 79

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xiii

LIST OF TABLES

Table Page

2.1 Nunan’sTask Classification ... 15

3.1 Observation Sheet (Blank) ... 41

3.2 The Whole Process of Data Collecting ... 44

3.3 Points of Agreement... 46

3.4 The Results of for Summative and Formative Evaluation Questionnaire (Blank) ... 46

4.1 The Results of Observation... 52

4.2Learners’Background... 53

4.3 The Results ofLearners’ Necessities and Interests... 54

4.4 The Resultsof Learners’ Lacks and Wants... 55

4.5 The Summaryof Learners’ Lacks and Wants... 56

4.6 The Performance Objectives for Each Unit ... 59

4.7 The Task-Sequence in Learning Activities ... 62

4.8 The Specification of the Designed Materials ... 65

4.9Experts’ Background... 66

4.10 The Results of Summative Evaluation in Closed-ended Questionnaire ... 66

4.11. The Summary of Summative Evaluation in Open-ended Questionnaire... 68

4.12. The Results of Formative Evaluation in Closed-ended Questionnaire ... 70

4.13 The Summary of Formative Evaluation in Open-ended Questionnaire... 71

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xiv

LIST OF FIGURES

Figure Page

2.1 The Branch of English Language Teaching... 9 2.2 Dick andCarey’s SystemApproach Model

for Designing Instructions... 24 2.3 The Steps of Designing Materials Adapted

from Dick & Carey’s Model... 32 3.1 A Combination of Dick and Carey’s ID Model and

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LIST OF ABBREVIATIONS ESP : English for Specific Purposes EAP : English for Academic Purposes EOP : English for Occupational Purposes EFL : English as Foreign Language TBL : Task-Based Learning

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xvi

LIST OF APPENDICES

Appendix Page

Appendix A ... 82 The Map of Kalisuci Gunungkidul

Appendix B ... 84 Letter of Permission for KPMPT Kabupaten Gunungkidul

Letter of Permission from KPMPT Kabupaten Gunungkidul

Appendix C ... 87 Observation Sheet

Questionnaire for Needs Analysis

Questionnaire for Experts Validation (Summative Evaluation) Questionnaire for Learners Evaluation (Formative Evaluation)

Appendix D ... 98 The Results of Observation

The Results of Needs Analysis

The Results of Experts Validation (Summative Evaluation) The Results of Learners Evaluation (Formative Evaluation)

Appendix E ... 107 General Description

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xvii

Appendix F ... 112 Teacher’s Guide

How to Use This Book

The Overview of the Designed Materials Syllabus

Lesson Plans Task Instructions Answer Key to Exercises Video Transcripts Learners’ Book

Unit 1. Hello! I am Retno

Unit 2. Could you tell me where Kalisuci is? Unit 3. It is an awesome cave

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1 CHAPTER I INTRODUCTION

This chapter presents the introduction of this study. There are six major parts, namely, research background, research problem, problem limitation, research objectives, research benefits, and definition of terms which are explained in the following points.

A. Research Background

As an international language, English has an important role in a working world nowadays. People who work in a tourism sector have to be aware about this issue. According to Indonesian Tourist Guides Association or Himpunan

Pramuwisata Indonesia (HPI), a tour guide has to master some competencies in

English mastery. The competencies are based on HPI Training Center (2007). The first competency is communicating in English verbally at a basic level or

komunikasi lisan Bahasa Inggris tingkat dasar. The second is reading skills in

English at basic level or membaca dalam Bahasa Inggris tingkat dasar. The third is writing skills in English at basic level or menulis dalam Bahasa Inggris tingkat

dasar. Those three competencies are regulated by Ministry of Manpower and

Transmigration of the Republic of Indonesia in Tourism sector (Keputusan

Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia Nomor KEP. 57/

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Indonesia Sektor Pariwisata Bidang Kepamanduan Wisata [depnakertrans],

2009).

In responses to the requirements previously mentioned, the government of Gunungkidul regency has a commitment in its tourism sector, namely, “developing the quality and competency of human resources in culture and tourism sector (meningkatkan kualitas SDM kebudayaan dan pariwisata)” based on RPJM Kabupaten Gunungkidul tahun 2010 – 2014 pengembangan kepariwisataan berbasis industri pariwisata. A head of tourism business

development division or seksi bina usaha wisata states that the tour guides as human resources need to develop their quality and competency of language used in English such as speaking correctly and fluently because nowadays foreign guests frequently come to visit tourism places in Gunungkidul since 2011 (Kurniatul Hirah, personal communication, December 16, 2013). Therefore, in Gunungkidul, a tour guide needs to master some competences of English at basic level in speaking, reading, and writing to support their jobs.

In this study, the researcher intends to design task-based English Speaking materials for the tour guides of Kalisuci Gunungkidul. Since the important role of tour guides of Kalisuci Gunungkidul is guiding guests in their every day jobs, English speaking skills are important rather than reading and writing. If tour guides’ have good speaking skills, the tour guides are able to guide English speaking guests using English well. Therefore, the researcher designs task-based English speaking materials which appropriate for the tour guides of Kalisuci Gunungkidul.

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Due to the guides’ every day jobs to explain and describe the trip to the guests. The designed materials focus on the speaking skills. Then, the speaking materials are designed based on the tourguides’ needs as the learners. There is a language training program which based on the learner needs, namely, English for specific purposes (ESP). The ESP program facilitates the tour guides’ needs in learning English speaking skills to support their jobs as the tour guides of Kalisuci Gunungkidul. In order to have a similar simulation in the learning activities, the designed materials employ task-based learning (TBL) approach. TBL approach is an approach which uses the authentic materials in the learning activities. Therefore, the materials in the learning activities are similar to the activities for guiding guests in caving and cave tubing activities. The speaking materials are designed based on the learners’ needs. Thus, TBL approach is the suitable learning approach to be applied in the learning activities for the tour guides of

Kalisuci Gunungkidul.

B. Research Problem

Based on the research background that the learner need specific speaking materials related to their jobs, this study addresses two research problems which are formulated as follows:

1. How are task-based English speaking materials for the tour guides of

Kalisuci Gunungkidul designed?

2. What does the design of task-based English speaking materials for the tour guides of Kalisuci Gunungkidul look like?

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C. Problem Limitation

There are some limitations of the study that the researcher needs to mention. Firstly, this research is focused on designing and presenting English speaking materials for the tour guides of Kalisuci Gunungkidul based on task-based approach. Secondly, the English speaking materials are created in four units. Thirdly, the designed materials are taught to the tour guides of Kalisuci Gunungkidul in four meetings.

D. Research Objectives

The objectives of this research are:

1. To design task-based English speaking materials for the tour guides of

Kalisuci Gunungkidul.

2. To present task-based English speaking materials for the tour guides of

Kalisuci Gunungkidul.

E. Research Benefits

This research is conducted particularly to enhance the speaking skills of the tour guides of Kalisuci Gunungkidul. There are other expected results for ESP teachers and further studies. The benefits of this study are expalined in the following points.

1. For the tour guides of Kalisuci Gunungkidul

The designed materials may be used to improve their English speaking skills.

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2. For ESP teachers

The designed materials can be used as a reference to teach English speaking skills to cave tubing guides.

3. For further studies

The results of this research can be used as a reference for further researchers who are interested in developing related speaking materials.

F. Definition of Terms

In order to avoid misunderstanding, two important terms are explained in the following points.

1. Speaking and English Speaking Materials

Based onJoyce and Weil (1986), speaking is “the process in whichpeople address each other from their communication process” (p. 242). According to Widdowson (1979) “speaking is a reciprocal exchange in which the speaker produces the message and the hearer receives as well as response” (p. 38). Thus, in this study, speaking is a process of exchanging information from a speaker to interlocutor and they both have the same understanding of the topic they discuss and they are able to have extending conversation in similar topics they discuss.

According to Richards and Rodgers (2003), materials or instructional materials generally serve as the basis of the language input learners receive the language practice that occurs in the classroom. The materials are designed to provide the learners with some instructions to be practiced in the classroom as their input.

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Thus, in this study, English speaking materials are the speaking materials consisting of a series of tasks which are designed by the researcher to improve the learners speaking skills so that they are able to exchange information to answer and or comment on foreignguests’statements and questions.

2. Task-based Learning

According to Richards and Rodgers (2003) task-based learning (TBL) refers to “an approach based on the use of task as the core unit of planning and instruction in language teaching” (p. 223). According to Willis (1979) there are three principles in task-based language learning (as cited in Richards & Rodgers, 2003, p. 223). Firstly, communication activity is the focus of learning. In this study, the focus of learning is how the learners improve their speaking skills. Thus, practicing speaking make learners accustomed to speak in English as the objective. Secondly, communication activity is more on carrying out the meaning when language is used. Thus, the language used should be meaningful, relevant, and comprehensible. Thirdly, task-based learning emphasizes meaningful language that can support the learning process. Meaningful language means that both learners and interlocutors understand about the topic discussed and are not confused about the language used.

Therefore, the task-based approach in this study is the approach in the process of teaching and learning of the tour guides in Kalisuci Gunungkidul which mostly uses communication activities to encounter speaking expressions to be captured and used, so that the guides are able to speak in English to carry out the speaking tasks in dealing with their everyday jobs.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two major parts. The first part is the theoretical description. In the theoretical description, there are five major points to be discussed, namely, English for specific purposes (ESP), speaking, task-based learning (TBL), instructional design model, and materials adaptation as the review of the related literatures. The second part is the theoretical framework which is aimed to draw a framework based on the theoretical description that has been discussed in the first part of this chapter.

A. Theoretical Description

In this section, the researcher would like to discuss five parts. The first part is the theory of English for specific purposes (ESP), because this study belongs to ESP course. The second part is the theory of speaking, since the skill that needs to be mastered is the speaking skills. The third part is the theory of task based learning (TBL) to know the approach used to teach speaking skills. The fourth part is the theory of instructional design model to adapt the steps for designing the speaking materials. The fifth part is the theory of materials adaptation to develop the speaking materials.

1. English for Specific Purposes (ESP)

It is necessary to clarify the meaning of ESP since English speaking materials for the tour guides of Kalisuci Gunungkidul are a part of ESP. In this

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study, the tour guides have their own reason to learn English as a part of their job. The main reason is they want to speak English fluently with the correct expressions to deliver what they want to say to the foreign guests especially as the tour guides of a cave tubing activity. They want to learn the authentic and relevant materials that reflect their real situation in the guiding activities. Therefore, the most appropriate, practical, and applicable speaking materials to their working situation is an English course program named English for Specific Purposes (ESP), particularly English for Kalisuci Cave Tubing, is the language program which can facilitate the suitable English course.

Hutchinson and Waters (1994) state that “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning”(p. 19). Munby (1978) also gives clear definition of ESP that

ESP programs are those where the syllabus and the materials are determined in all essentials by the prior analysis of the communication need of the learner, rather than by nonlearner-centered criteria such as teacher’s predetermined preference for General English or treating English as a part of general education. (p. 2)

Therefore, in this study, ESP is an approach to teach English based on the learners’ needsin dealing with English on the specific fields of the learners with making the appropriate syllabus to design English materials based on the needs itself.

ESP is divided into two types according to the purposes of the learners to study English. The two types are English for Academic Purposes (EAP), which have the study skills components and English for Occupational Purposes, which

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study English for a specific work field. The branch of English language teaching basedon the learners’ purposescan be seen in Figure 2.1 below.

Figure 2.1 The Branch of English Language Teaching (Hutchinson & Waters, 1994, p. 17)

In this research, English for the tour guides of Kalisuci Gunungkidul belongs to EOP because they learn English to support their occupation as the tour guides of a cave tubing activity. Kennedy and Bolitho (1991) say that EOP is taught in a situation in which learners need to use English as a part of their work or profession. Since ESP is under the domain of EFL and English has its function as a foreign language in Indonesia, Indonesian learners are considered as EFL learners likely to have limited opportunities to practice English outside classroom. This condition also happens to the tour guides of Kalisuci Gunungkidul. Thus, ESP program is the suitable language program to learn English for the tour guides

English Language Teaching

English as a Mother Tongue (EMT)

English for Specific Purposes (ESP)

English for the tour guides of Kalisuci Gunungkidul (EOP) English for Specific

Purposes (ESP)

English for Academic Purposes (EAP)

General English (GE)

English as a Second Language English as a Foreign

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of Kalisuci Gunungkidul to support the tour guides’ job as the tour guides of a cave tubing activity.

2. Speaking

In this section, the researcher discusses the theories of speaking. This section consists of three parts, namely, the definition of speaking and English speaking materials, teaching speaking, and assessing speaking.

a. The Definition of Speaking and English Speaking Materials

Joyce and Weil (1986) state that “speaking is the process in which people address each other from their communication process” (p. 242). According to Widdowson (1979) “speaking is a reciprocal exchange in which the speaker produces the message and the hearer receives as well as response” (p. 38). Thus, in this study, speaking is a process of exchanging information from a speaker to interlocutor and they both have the same understanding of the topic they discuss and they are able to have extending conversation in similar topics they discuss.

Therefore, in this study, English speaking materials are the speaking materials consisting of a series of tasks which are designed by the researcher to

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improve the learners speaking skills so that they are able to exchange information to answer and or comment on foreign guests’ statements and questions.

b. Teaching Speaking

There are five principles stated by Nunan (2003) for teaching speaking. The five principles are (1) being aware of the differences between second language and foreign language learning context, (2) giving the learners practice with both fluency and accuracy, (3) providing opportunities for learners to talk by using group or pair work and limiting teacher talk, (4) planning speaking tasks should involve negotiating for meaning, and (5) designing classroom activities should involve guidance and practice in both transactional and interactional speaking (pp. 54-56). Therefore, by understanding the five principles to have a successful speaking class, the researcher can create suitable activities by applying the principles for teaching speaking into consideration.

There are also two main activities in teaching speaking suggested by Ur (1996) to achieve the successful communication in speaking; they are topic-based activities and task-based activities. Topic-based activities are simply asking the learners to talk about a controversial subject which is the main objective of the discussion. Task-based activities are asking the learners to perform something, where the discussion is a means to an end (p. 123). By applying topic-based and task-based activities on the experiment, Ur revealed that task-centered activities scores are higher with most learners groups on all criteria that there is more talk, even more participation, more motivation, and enjoyment. From Ur (1996)

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experiment, it is concluded that task-based activities create active learning atmosphere.

Therefore, the researcher decides the suitable learning activities from Nunan’s five principles of teaching in teaching speaking are task-based activities. Task-based activities can create, prepare, and apply the most appropriate tasks for the learners so that they are motivated to do the activities by completing the task. c. Assessing Speaking

Louma (2004) states that the focus on designing the speaking assessments is often on the task. The tasks are important because the learners’ experience of the test is based on them, but the validity of the scores depends equally much on the rating criteria and also the criteria of the task itself (p. 171). In this study, there is no test. Therefore, the speaking assessment is not about gaining how many scores the learners get to check the validity score of test by using rating criteria. However, this study uses self-evaluation as the assessment and it is more on reflecting what they have learnt. The self-evaluation provides rating scales to reflect learners’ feeling after carrying out the tasks.

3. Task-Based Learning (TBL)

In this section, the researcher discusses the theories of task-based learning (TBL) which consist of the definition of TBL, the procedures of TBL, types of tasks in TBL, the learner roles in TBL, the teacher roles in TBL, and syllabus in TBL.

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a. The Definition of TBL

According to Richards and Rodgers (2003) task-based learning (TBL) refers to “an approach based on the use of task as the core unit of planning and instruction in language teaching” (p. 223). According to Willis there are three principles in task-based language learning (as cited in Richards & Rodgers, 2003, p. 223). Firstly, communication activity is the focus of learning. In this study, the focus of learning is how the learners improve their speaking skills. Thus, practicing speaking make learners accustomed to speak in English as the objective. Secondly, communication activity is more on carrying out the meaning when language is used. Thus, the language used should be meaningful, relevant, and comprehensible. Thirdly, task-based learning emphasizes meaningful language that can support the learning process. Meaningful language means that both learners and interlocutors understand about the topic discussed and are not confused about the language used.

b. The procedures of TBL

This study applies the task sequence proposed by Willis (1996). Willis’ (1996) task sequence is pre-task, the task cycle, and the language focus (p. 56). The task sequence is explained in the following points.

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1) Pre-task

The learners are introduced to the task. Then, the learners carry out the pre-task. The teacher or instructor may highlight useful words and phrases but do not pre-teach new language structures. The learners may hear a recording of others in doing a similar task.

2) The task cycle

The activities in this stage are task, planning, and report. In the task phase, the learners carry out the task in pairs or small groups and teacher monitors from a distance. In planning phase, the learners prepare to report to the whole class on how they did the tasks. In report phase, some pairs or small groups present their reports to the whole class and compare the results.

3) The language focus

In this stage, the learners underline the language items used and practice it using communicative tasks. The students analyze, examine, and discuss the specific features of the texts or transcripts in the task stage. Then, the learners practice the tasks. However, either during or after analyzing the tasks, the teacher conducts practice of new words, phrases, and patterns occurring in the tasks.

The researcher agrees with Willis’ three phases of task because in pre-task, task cycle, and language focus phases provide a lot of English exposure and make learners to be more active in class. In Willis’ task-sequence, the learners should prepare, plan and report the task, and then, the learners analyze their report from the review of the teacher. After that, the learners revise the report. Finally, the learners re-report again using the correct language forms.

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c. Types of Tasks in TBL

Nunan (2004) proposes five different five types of task based on the strategy. The five types of tasks are cognitive, interpersonal, linguistic, affective, and creative (p. 59). Each task has the examples of the learning activities. The example of the learning activities proposed by Nunan can be seen in Table 2.1.

Table 2.1 Nunan’sTask Classification (Nunan, 2004, pp. 59-61)

Cognitive

Classifying Putting similar things together in groups

Predicting Predicting what is to come in the learning process Inducing Looking for patterns and regularities

Taking Notes Writing down the important things in own words Concept

mapping

Showing the main ideas in a text in the form of map

Inferencing Using what you know to learn something new Discriminating Distinguishing between the main idea and

supporting information

Diagramming Using information from a text to label a diagram

Interpersonal

Co-operating Sharing ideas and learning with other students Role playing Pretending to be someone else and act like them

Linguistic

Conversational patterns

Using expressions to start conversations and keep them going

Practicing Doing controlled exercise to improve knowledge and skills

Using context Using the surrounding context to guess the meaning of an unknown word, phrase, or concept Summarizing Picking out and presenting the major points in

summary form from a text Selective

listening

Listening to key information without trying to understand all

Skimming Reading quickly to get a general idea of a text

Affective

Personalizing Sharing own opinions, feelings, and ideas about something

Self-evaluation Thinking about how well in studying and rate on a scale

Reflecting Thinking about ways to learn best

Creative Brainstorming Thinking of as many new words and ideas as one can

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In this study, the five types of task are included in the classroom activities. The descriptions of Nunan’s (2004) five types of task are explained in the following paragraphs.

Firstly, cognitive tasks are used to measure learners’ competencies in understanding the new knowledge and to analyze and describe the new knowledge using their own language. In this study, the researcher applies three kinds of cognitive task, namely, predicting, inferencing, and taking notes. The researcher designs the pre-task to introduce learners with the new topic. The pre-task provides learners with some tasks such as describing something with their own language and finding the information on the related videos. Thus, to complete the task, the learners should predict, inference, and take notes to carry out the pre-task.

Secondly, interpersonal skill is used to dig up performance competencies that they have to be reflected in a real world. The researcher provides a role playing task since the design materials are all about speaking skills. Then, the learners creates role playing task with the situation provided. Role playing task is included in every unit because it facilities the learners to face the real world condition when they are guiding. In role playing task, the learners act to pretend as the tour guides and English speaking guests. In role playing task, the learners should co-operate with their friends so that they are able to share ideas to carry out the role playing task.

Thirdly, linguistics tasks are used to know how far they are able to decide the language based on the context. In this study, the researcher leads the learners

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to the language focus task. In using context, the learners try to understand the context of the tasks. Then, selective listening is used to accept the key information they have to carry out the tasks in watching a related video. After that, learners practice the key information to be applied in the next tasks. Finally, after the learners have all knowledge needed in the language focus, learners are able to use conversational pattern to start new conversations and keep the conversations going naturally.

Fourthly, affective tasks are to find their errors and to revise the errors. Personalizing and self-evaluation are the two things which are carried out by learners to sharelearners’’feelings about the errors they have done and then think how well they understand the topic by self-evaluation.

Fifthly, creative task is used to dig up as much knowledge as they have and then select the correct and incorrect things related to. In this study, brainstorming is a creative task which is suitable to be used in the pre-task, task-cycle, and language focus to think as many new words and ideas as learners can to carry out the task.

d. The Learner Roles in TBL

According to Richards and Rodgers (2003), there are three roles that are implied by a task; they are group participant, monitor, and risk-taker and innovator (p. 235). The three learner roles ere explained in the following points. 1) Group participant

Most of the tasks are carried out in pairs or small groups. Thus, the learners will be involved in the activities. To carry out some tasks, the researcher forms the

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learners in a group of three people or in pairs so that learners are able to share ideas one another and be active in learning activities.

2) Monitor

Class activities have to be designed to show the language forms so that the learners have the opportunity to notice how language is used in a communication. Learners as the monitor means that they are able to notice the language use in the tasks and analyze the language. After that, they are able to use the language forms in the next activities to carry out the next tasks. If learners are confused with the language forms, it is possible to them to ask the teacher about the problems while they are monitoring the language forms.

3) Risk-taker and innovator

The skills of guessing from linguistics and contextual clues and asking for clarification and consulting with other learners may also need to be developed in this role. This role provides learners to use their own understanding to answer some language forms problems or ask their friends to find out the expected answer of the problems before asking the problems to the teacher.

In this study, the three learner roles will be considered in designing the speaking materials because in TBL, the roles of the learner are very important. The three roles are considered to make learners be active in the learning activities. The three roles also give learners chances to guess and notice the language used in authentic tasks for the tour guide of Kalisuci Gunungkidul, and give learners to share their understanding and difficulties to others by discussing the tasks they did together.

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e. The Teacher Roles in TBL

According to Richards and Rodgers (2003), there are three roles of teacher in TBL; they are selector and sequencer of tasks, preparing learners for tasks, and consciousness-raising (p. 235).

1) Selector and sequencer of tasks

A central role of a teacher in TBL is selecting, adapting, and or creating the tasks themselves and forming into an instructional sequence in keeping with learner’ needs, interests, and language skill level. Thus, a teacher in TBL is the responsible person to create learning materials which is suitable for the learners. 2) Preparing learners for tasks

The teacher is responsible to check tasks’readiness such as stated the topic introduction, clarify task instructions, help learn or recall useful words and phrases to facilitate task accomplishment, and provide partial demonstration of task procedures. Therefore, the teacher is the facilitator to lead the learners in a situation where the tasks have to be carried out.

3) Consciousness-raising

The teacher should employ a variety of form-focusing techniques, including attention-focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of highlighted material. Thus, the teacher is a responsible person who ensures that every task activity has its purpose. If there is any mistake in carrying out the task activity made by the learners, the teacher uld bring back the learners to the expected situation or activity.

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The roles of the teacher are important to achieve the successful classroom activities in TBL class. In this study, the researcher agrees with the three roles of the teacher in TBL. Firstly, the teacher plans the task, and this means the teacher should select and create the suitable speaking materials based on the learners’ needs and skill levels. Secondly, the teacher is the facilitator to lead the learners in a situation where the tasks have to be carried out. Thirdly, the teacher is the responsible person to bring back the learners to the expected situation or activity if the learners are confused with the task instruction.

f. Syllabus in TBL

There are two kinds of syllabus design which are appropriate for task-based materials according to Nunan (2004); they two syllabus are theme-based syllabus and task-based syllabus (p. 25). In the theme-based syllabus, the contents are organized into topics. The themes provide contexts for doing the tasks using meaningful language. In the task-based syllabus, the contents are organized based on the task difficulties. This study uses the combination syllabus of both theme-based and task-theme-based. In this study, the topics are arranged from the easiest topic to the most complicated topic.

4. Instructional Design Model

In order to accomplish this study, the researcher adapts Dick and Carey’s (2009) systematic design of instruction. Dick and Carey’s instructional design model describes the steps to create the appropriate materials for language teaching and learning. According to Dick and Carey (2009), there are nine steps plus one

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culminating evaluation which is not included in a part of the design process to design instructions (pp. 6-8). The steps are elaborated as follows:

1. Identify instructional goal(s)

This step is aimed to find out new information and skills that learners have to master when they have completed the instruction. The instructional goals can be derived from a list of goals, a performance analysis, needs assessment, practical experience with learning difficulties of students, the analysis of people who are doing a job, or from some other requirements for the new instruction. 2. Conduct instructional analysis

This step is to determine what skills, knowledge, and attitudes which are needed by learners to be successful in the new instruction. This step is to find out the appropriate learning topics for the learners.

3. Analyze learners and context

It is a parallel analysis of the learners. This step analyzes the context in which they will learn the skills and analyze the context in which they will use them. This step is knownas needs analysis to find out the learners’ needs.

4. Write performance objectives

This step creates specific objectives of what learners will be able to do when they complete the tasks. This step is to determine the learning objectives. 5. Develop assessment instruments

This step is aimed to measure learners’ ability to perform what the designer described in the objectives by creating an assessment instrument. The possible assessments for measuring learners’ achievement of critical skills across

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the time include objective test, live performances, measures of attitude formation, and portfolios.

6. Develop instructional strategy

This step emphasizes the components to foster learners’ in learning activities including pre-instructional activities as stimulating motivation and focusing attention, presentation of new content with examples and demonstrations, active learner participation and assessment, and follow-through activities that relate the newly learned skills to real-world applications. This step is to find out the suitable learning phases.

7. Develop and select instructional materials

This step is using the instructional strategy to produce instructions. This typically includes the guidance for learners, instructional materials, and assessments. Therefore, this step is to select and create the suitable learning materials.

8. Design and conduct formative evaluation of instruction

The purpose of this step is to create and improve instructional processes and products. A series of evaluations is conducted to collect data to identify problems with the instruction or opportunities to make the instruction better. There are three basic phases in conducting formative evaluation; one-to-one evaluation, small-group evaluation, and field trial which are done by the learners to measure the objectives.

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9. Revise instruction

The final step in the design materials and development process is revising the instructions. The data from formative evaluation are used to reexamine the validity of the instructional analysis and the assumptions about the entry skills and characteristics of learners.

10. Design and conduct summative evaluation

This step is the culminating evaluation. However, it generally is not a part of the design process. Summative evaluation occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation is usually not conducted by the designer but instead by independent evaluators, this component is not considered an integral part of the instructional design process. The nine steps are presented in Figure 2.2.

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: continuing to : feedback

Figure 2.2 Dick and Carey’sSystem Approach Model for Designing Instructions (Dick & Carey, 2009, p. 1)

Identify Instructional Goal(s)

Write Performance Objectives

Develop Assessment Instruments

Conduct Instructional Analysis Analyze Learners

and Contexts

Revise Instruction

Design and Conduct Formative Evaluation of Instruction

Develop and Select Instructional Materials Develop Instructional

Strategy

Design and Conduct Summative Evaluation

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5. Materials Adaptation

In this section, the researcher discusses the theory of materials adaptation proposed by Tomlinson and Masuhara which consists of the definition of materials adaptation, principles of materials adaptation, and techniques of materials adaptation.

a. The Definition of Materials Adaptation

The definition of materials adaptation according to Tomlinson and Masuhara (2004) is “making change to materials in order to improve them or to make them more suitable for a particular type of learners”. Thus, in this study, materials adaptation is developing materials by changing, adding, and or reducing the materials in order to make more appropriate to the learner needs. Tomlinson also states that materials development refers to

anything which is done by the researchers, teachers, or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake; in other words the supplying of information about and or experience of the language in ways designed to promote language learning. (p. 2)

Therefore, in this study, developing materials is needed to create various language input by the researcher to maximize the appropriateness language learning.

b. Principles of Materials Adaptation

There are two principles in material adaptation according to Tomlinson and Masuhara (2004). The first is “deep processing of language is required for effective and durable learning and second is the learners’ attention should be drawn to linguistics features of input” (p. 13). The first principle means that the

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important things in learning are on the process of learning the ability to use the meaningful language. The second principle means that the learning activities can be listen to or read a text for the sake of understanding the meaning before their attention is drawn to the linguistic features in analyzing the tasks.

c. Techniques for Materials Adaptation

The researcher applies the materials adaptation in developing the materials. There are some techniques to adapt the materials. Tomlinson and Masuhara (2004) present three main categories in terms of quantity; they are plus (+), minus (-), and zero (0) (pp. 15-16). The three categories are described in the following points.

1) Plus (+) Category

There two techniques for materials adaptation in plus (+) category; they are an addition and an expansion. The addition means that the teacher may add different texts and/ or activities, whereas the expansion means that the teacher may expand texts and activities by increasing length, difficulty, and or depth. 2) Minus (-) Category

There are three techniques for materials adaptation in minus (-) category; they are a deletion, a subtraction, and a reduction. The deletion means that the teacher may delete some texts and or activities altogether. The subtraction means that the teacher may decrease the number of sentences in a text or a part of activity. The reduction means that the teacher may reduce texts and activities by decreasing length, depth, and or difficulty.

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3) Zero (0) Category

There are five techniques for materials adaptation in zero (0) category; they are a modification, a replacement, a reorganization, a resequencing, and a conversion. The modification means that the teacher may make changes in instruction. The replacement means that the teacher may swap one activity into another. The reorganization means that the teacher may change the position of the text and illustrations. The resequencing means that the teacher may change the sequence of activities. The conversion means that the teacher may change the genre of text such as change a text from narrative into a poem or move the context from one medium to another such as from a printable material into a web page.

In this study, the researcher uses the all three categories to develop the materials because the three categories are possible to be applied to develop the materials.

B. Theoretical Framework

In this part, the researcher explains how the theories are applied to answer the two research problems, namely, how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul are designed and the presentation of the design materials. The researcher uses several related theories that have been explored in the previous subchapters. The several related theories which are important to be considered in designing the speaking materials are the principles of ESP approach in English language teaching, the theory of speaking, the theory

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of TBL, theory of the systematic design of instruction by Dick & Carey to design the speaking materials, and the techniques of materials adaptation.

In particular, there are nine steps which are adaptedfrom Dick and Carey’s (2009) systematical approach for designing materials. However, those nine steps have some changes in the order of steps to be relevant for Indonesian learners. The relevant steps to design English speaking materials for the tour guides of

Kalisuci Gunungkidul using TBL are explained in the following steps.

1. Identify instructional goal(s)

This step is observing the tour guides of Kalisuci Gunungkidul to find out the information related to the skills that the tour guides have to master when they are guiding English speaking guests. This part is giving the researcher’s point of view to decide the speaking goals as the general objectives by observing the guides while they are guiding.

2. Conduct instructional analysis

This step is to decide what the guides are doing when they perform the goals and identify the subskills which are needed for achieving the goals. The researcher determines skills, knowledge, and attitudes which are needed by learners to be successful in the new learning materials. This step is done by observing the guides while they are guiding to decide the topics needed to be learnt.

3. Analyze learners and contexts

This step can be considered as needs analysis. The purpose of analyzing learners and contexts is to determine suitability with the characteristics of the

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learning objectives and the setting in which the skills is eventually used through learners’ current skills, preferences, and attitudes.This step is done by distributing questionnaires of needs analysis to the guides.

4. Write performance objectives

This step is to decide the specific objectives of what learners are be able to do when they complete the tasks. This step determines the syllabus as the general objectives and determines the lesson plans to create the specific objectives of each topic.

5. Develop assessment instruments

This step is creating the speaking assessment to measure the learners’ achievements towards the objectives. In this step, the researcher creates self-evaluation in each unit for the learners. This assessment is not an assessment which measure learners’ score, however, the self-evaluation is like a reflection which provides learners to write their feelings after finishing every unit. The self-evaluation also provides learners to write their weaknesses such as the unclear tasks and expressions, the difficult things that they face in every unit, and write the useful expressions in every unit to ensure their understanding.

6. Develop instructional strategy

This step is to determine the effective ways to deliver the speaking materials. Therefore, the learners have a motivation to be active in the learning activities towards the new learned skills to the real-world application. In this step, the researcher applies Willis’ task sequence, namely, pre-task, task cycle, and language focus as the strategies to deliver the speaking materials.

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7. Develop and select instructional materials

In this step, the researcher is finding, selecting and developing the speaking materials which are suitable for the learners. The researcher chooses the types of tasks based onNunan’s task classification to select the suitable tasks and follow the steps of plus, minus, and zero categories in adapting the materials proposed by Tomlinson and Masuhara.

8. Design and conduct summative evaluation

The researcher conducts the summative evaluation after developing and selecting materials because it is an important stage before applying the designed materials in the learning activities. The summative evaluation is experts’ validation or judgements towards the designed materials. Thus, after the designed materials are ready to be tested, the researcher needs to gain some feedback and suggestions from the experts to revise the designed materials.

9. Revise instruction

This step is to revise the designed materials after gaining the feedback and suggestions from experts’validation in the summative evaluation. Revision is not the step that occurs in the end of instructional design process, but revision is an ongoing process of using feedback related to the effectiveness of the designed materials to reassess the aims.

10. Design and conduct formative evaluation of instruction

The purpose of conducting the formative evaluation is to create and improve instructional products by the learners, because learners are the people who join the course and know how the materials help them to achieve their goals. There are

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three phases of formative evaluation; one-to-one evaluation, small-group evaluation, and field trial evaluation. In this step, after conducting the summative evaluation and revising the instructional materials, and applying the design materials to be taught to the tour guides, the researcher conducts the formative evaluation to the tour guides. This evaluation covers learners’ opinions about the learning materials. The evaluation is more on obtaining learners’ feeling after joining the course and obtaining learners’ comments on the appearance of the design materials.

Thus, the steps of systematic design of instruction used in this study can be seen in Figure 2.3 on the following page.

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: continuing to : feedback

Figure 2.3 The Steps of Designing Materials Adapted from Dick and Carey’s Model (Dick & Carey, 2009, p.1)

Identify Instructional Goal(s)

Develop Instructional Strategy Develop Assessment Instruments

Write Performance Objectives Analyze Learners and Context

Develop and Select Instructional Materials

Design and Conduct Formative Evaluation of Instruction

Revise Instruction Conduct Instructional Analysis

Design and Conduct Summative Evaluation of Instruction

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33 CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on six major parts. The six major parts are research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

This study has two aimed. Firstly, the researcher described how task-based English speaking materials for the tour guides of Kalisuci Gunungkidul was designed. Secondly, the researcher presented English speaking materials using task-based learning for the guides of Kalisuci Cave Tubing Gunungkidul.

The methodology used to answer the two research problems in this study was the procedure of educational research and development (R & D) study. According to Borg and Gall (1983), an education R & D study is “a process to develop and validate educational products” (p. 772). The educational products were the materials objects such as textbook, procedures and process of learning such as learning activities and teaching methods. Since this study produced the set of English speaking materials, this study could be categorized as an educational R & D study.

According to Borg and Gall (1983) an educational R & D study has ten cycles, namely, research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision,

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main field testing, operational product revision, operational field testing, final product revision, and the last is dissemination and implementation (pp. 775-776). In this study, the researcher only conducted six steps of educational R & D because the aim of this study was to design the materials to gain feedback and suggestions of the designed materials after being implemented once to the target learners and also because of the time limit and money. Therefore, the researcher did not employ the complete cycle. The six steps are explained in the following points.

1. Research and Information Collecting

Research and information collecting was to obtain the information needed for planning what to design. This step employed the first three steps of Dick and Carey’s (2009) instructional design, namely,identify the goal(s), conduct learning materials analysis, and analyzing learners’ needs. The researcher conducted observation to identify the goal(s) and topics needed. After that, the researcher conducted needs analysis in analyzing learners and context step to find out the learners’needs by distributing questionnaires to the tour guides as the learners. 2. Planning

Planning was the stage for the researcher in developing the materials. This step employed the third, fourth, and fifth step of Dick and Carey’s (2009) instructional design model, namely, write performance objectives, develop assessment instrument(s), and develop instructional strategy. In writing performance objectives, the researcher decided the general learning objectives by making the syllabus and deciding the specific learning objectives in every unit on

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its lesson plan. In developing assessment instrument, the researcher made a self-evaluation assessment for the learners in every unit. In developing instructional strategy, the researcher adopted Willis’ task sequence (1996), namely, pre-task, task cycle, and language focus to make the suitable phases strategies for creating speaking materials.

3. Developing Preliminary Form of Product

In this phase, the researcher employed the seventh step of Dick and Carey’s (2009) instructional design model, namely, develop and select instructional resources. The organized subject content was developed into learning materials. Tasks and instructional resources were selected based on their appropriateness with the available support service, learners’ characteristics and skills. In developing preliminary form of product, the researcher selected the subject contents and made the preliminary design based on the syllabus used. The researcher adapted the authentic speaking materials by applying the principles of materials adaptation by Tomlinson and Masuhara (2004); they are plus, minus, and zero categories (p. 16).

4. Preliminary Field Testing

In this step, the researcher empployed the tenth step of Dick and Carey’s (2009) instructional design model, namely, design and conduct summative evaluation of instruction. The researcher conducted summative evaluation first or experts’ validation than formative evaluation which was placed in the end of the steps. The purpose of summative evaluation was to gain feedback and suggestions of the new educational products from the experts. Thus, it is important to employ

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the summative evaluation first than formative evaluation, because it could help the researcher to develop and improve the designed materials before applying the designed materials to the target learners.

In this study, expert validation was conducted by distributing evaluative questionnaires to two English lecturers from English Language Education Study Program background of Sanata Dharma University to assess the designed materials. Then, the feedback and suggestions would be used as the consideration to improve the designed materials.

5. Main Product Revision

This step was to revise the designed materials as the ninth step of Dick and Carey’s (2009) instructional design model based on the results of preliminary field testing as experts’ validation. After gaining the results of preliminary field testing, the researcher made the final version of the designed materials.

6. Main Field Testing

This step employed the eighth step of Dick and Carey’s (2009) instructional design model. This step determined whether the designed materials met the learners’ needs or not. After revising the designed materials, the researcher taught the learners using the designed materials which had been revised. Then, the researcher distributed evaluative questionnaire to the learners as formative evaluation to gain feedback and suggestions from the learners whether the speaking materials really helped them to be able to speak in English fluently and accurately based on the needs as the tour guides of Kalisuci Gunungkidul.

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The summary the six steps of R & D cycle which were combined with the steps inDick and Carey’s instructional design model can be seen in Figure 3.1 on the following page.

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: continuing to : feedback

Figure 3.1 A Combination of Dick and Carey’sID Model and the Six Steps of R&D Cycle

Identify Instructional Goal(s)

Conduct Instructional Analysis

Analyze Learners and Contexts

Write Performance Objectives

Develop Assessment Instruments

Develop Instructional Strategy

Develop and Select Instructional Materials

Research and Information Collecting

Planning

Developing Preliminary Form of Product

Preliminary Field Testing

Main Product Revision

Main Field Testing Design and Conduct Summative

Evaluation of Instruction

Revise Instruction

Design and Conduct Formative Evaluation of Instruction

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B. Research Setting

This study was conducted in two places. The first was in the target place,

Kalisuci, Semanu, Gunungkidul, to gather data by conducting observation and

needs analysis to design the materials and to gather formative evaluation of the designed materials. The second place was in the Sanata Dharma University Yogyakarta to gather summative evaluation on the design materials by the two lecturers who considered as experts in English language teaching.

C. Research Participants

In this study, there were three groups of participants. The first group was the participants of research and information collecting. The second group was the participants of preliminary field testing. Then, the third group was the participants of main field testing.

1. Participants of Research and Information Collecting

To collect information, the researcher used two kinds of instruments, namely, observation sheet and questionnaire. In the observation, the researcher observed seven tour guides while they were guiding and concluded the results of the observation using the rating scales on three criteria in the observation sheet. After conducting the observation, the researcher distributed questionnaires to the fifteen tour guides of Kalisuci Gunungkidul to collect the data oflearners’ needs. 2. Participants of Preliminary Field Testing

The participants of preliminary field testing were two English lecturers of Sanata Dharma University Yogyakarta. They were chosen as the experts because

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their experience and expertise in English language teaching for more than ten years. They were a female lecturer and a male lecturer who have more than ten years experience in English language teaching. The female lecturer was the postgraduate lecturer of Kajian Bahasa Inggris of Sanata Dharma University. The male lecturer has experienced in teaching English for undergraduate students in some universities and has ever taught in a well-known English course. Thus, they were chosen to evaluate the designed materials as summative evaluation before applying the designed materials to the learners. The feedback and suggestions from the lecturers were used to revise the designed materials.

3. Participants of Main Field Testing

Participants of main field testing were the fifteen tour guides of Kalisuci Gunungkidul. They were chosen to evaluate the designed materials as the formative evaluation to check whether or not the learners’ enjoyed joining the course and helped toachieve learners’ needsor not.

D. Instruments and Data Gathering Technique

In order to collect the data, the researcher utilized observation sheets and questionnaires as the instruments. The data gathering techniques were conducting observation and distributing questionnaires to the participants. The observation was used in research and information collecting. The questionnaire was used in research and information collecting, preliminary field testing, and main field testing.

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1. Observation

Observation can be used in both quantitative and qualitative research. This study used direct observation and the purpose of direct observation according to Ary et al (2002) is “to determine the extent to which a particular behavior(s) is present” (p. 216). In direct observation, the observer is like a camera to record the occurrence of the behavior. The device used in this study to record the observation was rating scales. According to Ary et al (2002) rating scales are often used by the observer to indicate the behavior. Usually, rating scale consists of three to five categories (p. 217). This study used three rating scales, namely, strongly needed, needed, and not needed to measure the behavior of the participants to the statements of the researcher as the observer.

The observation was conducted on January 19, 2014 by observing the seven tour guides while the guides were guiding. The observation was conducted to observe seven tour guides to identify the goals and topics needed in learning speaking skills. The observation sheet can be seen in Table 3.1 on the following page. The complete observation sheet can be seen in Appendix B.

Table 3.1 Observation Sheet (Blank)

No Goal

Rating Scale Strongly

Needed

Needed Not

Needed

No Speaking Materials

Rating Scale Strongly

Needed

Needed Not

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2. Questionnaire

According to Elliot (1991) “a questionnaire is a list of questions asking about people’s opinion” (p. 82). Johnson and Christensen (2012) state that the purpose of using questionnaire is to obtain information about the thought, attitudes, beliefs, values, perceptions, personality and behavioral intentions of research participants (p. 163). Thus, the questionnaires which were used in this study were to collect learners’ opinion about their perceptions, beliefs, and personality towards the statements and questions.

There were two forms of questionnaire. They were closed form and open form questions. Best (1983) states that the closed form questionnaire provides the answer of a“yes or no” answer, short response, or checking an item form a list of suggested responses, while the open form questionnaire gave chance to the participants for giving their free response to the questions (pp. 168-169). In this study, the researcher used both closed form and open form questionnaires to obtain complete information in research and information collecting, preliminary field testing, and in main field testing. The following points are the description about the three questionnaires.

a. Questionnaire for Research and Information Collecting

The questionnaire for research and information collecting was the first questionnaire and was utilized as needs analysis. The researcher used both closed and open form questionnaire. The researcher distributed the questionnaire to the fifteen tour guides of Kalisuci Gunungkidul on January 21, 2014. The questionnaires were distributed to find needs analysis of learners’ necessities,

(1)

Page | 26 A. Look at the picture below and answer the following questions.Discuss it with your friend and

tell the answer to the whole class.

1

Get Ready

a. What is the man doing? b. What are some caving

equipment in the picture? c. What are some caving

equipment for?

It is for protecting

our shinbones

(2)

A. Describe the things below.Picture one is done for you. Please do the rests. You may discuss with your friends.

B. Look at the pictures of caving equipment below. Then, choose the correct name for the caving equipment with the words provided in the following table. After that, everyone will take turn to describe the use of each caving equipment spontaneously.

Things Description

Name:Jacket

Description:

It is made ofparachute.

It haslong sleeves and a hoodie and the color is red and black.

It is for protecting our body from coldness and keeping our body warm.

Name:Motorcycle helmet

Description: It is made of It has It is for Name: Description:

(3)

Page | 28

hand-jumar speleo-helmet kernmantle hexentric compass flashlight basic-jumar jammed-knot ladders head-lamp rack-descender webbing piton padding figure-of-eight

bolts carbide-lamp descender coverall carabiner-screw hanger rubber-boots carabiner-non-screw plate-hanger gloves oval-carabiner twist-hanger delta-mallion-rapide live-vest/jacket Ring-hanger delta-carabiner harness Semi-mallion-rapide clown-hanger cow-tail

D-carabiner hammer oval-mallion-rapide A-carabiner pulley superavanti foot-loop Square-mallion-rapide croll tackle-bag chock-stopper hawster-laid fractio chock-stones

C. Describe the use of some caving equipment in section B with your friends. Then, telll it with your pairs.

1. Jumar.

A: What is jumar for?

B: It is for _____________________________________ 2. Rapide.

A: What _______________ ?

B: It _________________________________________ 3. Webbing.

A: What _______________ ?

B: It __________________________________________ 4. Carabiner.

A: What________________?

B: It __________________________________________

D. Guess what equipment which are described below and find the equipment in section B. 1. It is made of aluminium alloy (any caving tools). It is for linking between our body and

kernmantle. It always has a hole in the middle.

2. It is made of such materials to make a rope. It is long. It is for helping us to climb and down the cave.

(4)

A. Some important things to be remembered when you are describing a piece of safety equipment.

To describe equipment, do not forget to think about:

- The appearance and the materials used to make the equipment - The use of the equipment

Look the expressions below!

What does...(compass) look like? It is roundandit has cardinal directions. It is made of metal and magnets. What is... (compass)for? It is for idicating the cardinal directions,

especially north and south. What does ... look like:

-say the appearance (shape,colour,height,etc.) - say the material used_It is made of ...

What is ... for? :

-say the use of the equipment_It is forindicating... (after ‘for’ use Verb–ing)

Example:

A: What does the jacket look like?

B: It has long sleeves and a hoodie and the color is red and black. It is made of parachute.

A: What is the jacket for?

B: It is for protecting our body from coldness and keeping our body warm.

http://www.myenglishpages.com/site_php_files/communication-lesson-describing.php#.UxqGNT-Syuk

(5)

Page | 30 A. Describe the a piece of safety equipment for cave tubing below. Do it in pairs. Imagine that there is a person who ask you about the descrption of the safety equipment before starting a cave tubing trip. Then, practice it in front of class.

Safety Equipment Description

Name : rubber tubes

A: What does the rubber tubes look like?

B: It is________________________.It has ___________ It is made of ___________ A: What is rubber tubes for?

B: It is for ________________________________________

Name: ______________

X: Y: X: Y:

Name: _____________

C: D: C: D:

Name: _____________

J: K: J: K:

(6)

Put a thick (√) on how your feeling is

Understand

Doubt

Confused

5

How far am I ?

My Feeling of The Lesson from Unit 1

Useful Vocabulary and or Expressions from Unit 1

Task-based English speaking materials for the tour guides of Kalisuci Gunungkidul.

TASK BASED ENGLISH SPEAKING MATERIALS

FOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL

Gandhi-Our Father

Our Father, Who art in heaven, hallowed be Your

name, Your kingdom come, You will be done on earth as

it is in heaven. Give us this day our daily bread and

forgive us our trespasses, as we forgive those who trespass

against us. And lead us not into temptation but deliver us

from evil.

Amen

1

Get Ready

It is for protecting

our shinbones

5

How far am I ?

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Task-based English speaking materials for the tour guides of Kalisuci Gunungkidul.

TASK BASED ENGLISH SPEAKING MATERIALS

FOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL

Gandhi-Our Father

Our Father, Who art in heaven, hallowed be Your

name, Your kingdom come, You will be done on earth as

it is in heaven. Give us this day our daily bread and

forgive us our trespasses, as we forgive those who trespass

against us. And lead us not into temptation but deliver us

from evil.

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It is for protecting

our shinbones

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