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DESIGNING A SET OF ENGLISH SPEAKING

INSTRUCTIONAL MATERIALS FOR STAFFS OF CULTURE

AND TOURISM DEPARTMENT IN SLEMAN

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By

Woro Wahyu Utami Student Number: 021214085

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCTION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ACKNOWLEDGEMENTS

First of all, I would like to thank God for His endless blessing. I truly thank

Him for everything He has given to me and my family. I believe that without His

blessing I’m nothing and with His blessing I can do something.

I also would like to express my greatest gratitude to Ag. Hardi Prasetyo,

S.Pd., M.A., my major sponsor, and F.X. Ouda Teda Ena, S.Pd, M.Pd., my Co-

sponsor, for their criticism, advice, correction, and support. I am sure that without

their help, I would not be able to finish my thesis. My special gratitude is also

addressed to the head of Culture and Tourism Department in Sleman Bapak

Sukardi, who had given me a permission to conduct my study in Culture and

Tourism Department in Sleman. I would thank them for their willingness to fill in

my questionnaires so that I can finish my thesis.

I would like to express my gratitude to Dr. Retno Muljani and Dra. Endang

Revolusioner for their willingness to evaluate my designed materials. I really

appreciate their helps.

Next, I intend to dedicate this thesis to my beloved parents and my sister

and my brother who have always prayed for me and encouraged me to finish my

thesis. I am also very grateful to Shanty, Cipluk, Wulan, Lisa, Rumi, Daru,

Genjik, and Ayu for their support, advice and encouragement to finish my thesis.

My special thank is also for Rudi. I would thank him for his support. I

would express my gratitude to all of my friends. God Bless us.

Woro Wahyu Utami


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TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................. i

APPROVAL PAGE ................................................................................... ii

BOARD OF EXAMINERS ……………………………………………….. iii

STATEMENT OF WORK’S ORIGINALITY ........................................ iv

ACKNOWLEDGEMENTS ....................................................................... v

TABLE OF CONTENTS ........................................................................... vi

LIST OF TABLES ..................................................................................... ix

LIST OF FIGURES ................................................................................... x

ABSTRACT ................................................................................................ xi

ABSTRAK ..................................................................................................... xiii

CHAPTER I: INTRODUCTION ............................................................. 1

A. Background of the Study ........................................................................ 1

B. Problem Identification ............................................................................ 2

C. Problem Limitation ................................................................................ 3

D. Problem Formulation ............................................................................. 3

E. Research Objectives ............................................................................... 3

F. Research Benefits ................................................................................... 4

G. Definition of Terms ................................................................................ 4

CHAPTER II: LITERATURE REVIEW ................................................ 6

A. Theoretical Description ........................................................................... 6

1. English for Specific Purpose ............................................................ 6

a. The Classification of ESP ........................................................... 7

b. The Criteria of ESP ..................................................................... 7

c. Needs Analysis ………………………………………………… 8

d. The Course Design of ESP.......................................................... 11

e. The Syllabus ............................................................................... 12


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f. Syllabus in ESP........................................................................... 14

g. Material Design .......................................................................... 15

h. English for Staffs of Culture

and Tourism Department in Sleman .......................................... 17

2. Communicative Language Teaching ................................................ 17

a. Theory of Language .................................................................. 18

b. The Principles of Communicative Language Teaching ............ 18

3. Speaking Skill .................................................................................. 21

a. Nature of Speaking .................................................................... 22

b. The Process of Speaking ........................................................... 22

c. Teaching Techniques ................................................................. 23

4. Instructional Design Model .............................................................. 25

a. Kemp’s Classroom Oriented Model .......................................... 25

b. Yalden’s Instructional Materials Design Model ........................ 30

B. Theoretical Framework ........................................................................... 32

CHAPTER III: METHODOLOGY ......................................................... 36

A.Research Method ..................................................................................... 36

B. Respondents ............................................................................................ 37

C. Setting ...................................................................................................... 38

D. Instruments .............................................................................................. 38

E. Data Gathering ........................................................................................ 40

F. Data Analysis ......................................................................................... 41

G. Research Procedures .............................................................................. 42

CHAPTER IV: RESULTS AND DISCUSSION ..................................... 44

A. A set English Speaking Instructional Materials for staffs of Culture

and Tourism Department in Sleman ............................................... 44

1. Need Survey ..................................................................................... 45

2. Stating the goals, topic and general purposes ................................. 45

3. Syllabus Type ................................................................................... 47


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4. The Subject Contents ...................................................................... 47

5. Teaching and Learning Activities .................................................... 50

6. Evaluation ........................................................................................ 51

B. The Results of Survey Research .............................................................. 51

1. Results of the Survey Research on Needs Analysis ......................... 51

2. Results of the Survey Research on the Designed Materials ............. 53

C. Discussion ............................................................................................... 55

D. Presentation of the Final Version of the Instructional Materials Design ..................................................................................... 56 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ....................... 58

A. Conclusions ............................................................................................. 58

B. Suggestions .............................................................................................. 60

1. For Instructors .................................................................................. 60

2. For Future Researchers .................................................................... 60

REFERENCES ........................................................................................... 61

APPENDICES

Appendix 1 ................................................................................................... 63

Appendix 2 ................................................................................................... 64

Appendix 3 ................................................................................................... 71

Appendix 4 ................................................................................................... 72

Appendix 5 ................................................................................................... 97


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LIST OF TABLES Table 3.1 The Points of Agreement in Giving and Evaluating

the Material ......................................................................... 40

Table 3.2 The Interpretation of the Degree of Agreement .................. 40

Table 3.3 Central Tendency of Respondent’s opinion ........................ 42

Table 4.1 The Result of the Target Needs Analysis ............................ 45

Table 4.2 The General Purposes of Each Topic .................................. 46

Table 4.3 The Content of Eight Units and General Purposes ............ 48

Table 4.4 The Expected Topics Proposed by the Respondents .......... 53

Table 4.5 The Description of the Respondents ................................... 53

Table 4.6 The List of Respondent’s Evaluation .................................. 54


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LIST OF FIGURES

Figure 1. The Relationship between Three Factors Affecting ESP

Course Design ....................................................................... 12

Figure 2. A Material Design Model by Hutchinson and Waters ........... 17

Figure 3. Model of communication System........................................... 23

Figure 4. Kemp’s Instructional Design model ...................................... 29

Figure 5. Yalden’ Model of Language Development Program ............. 31

Figure 6. The Writer’ Instructional Design Model ............................... 35


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ABSTRACT Utami, Woro Wahyu. 2007. Designing a Set of English Speaking Instructional Materials for staffs of Culture and Tourism Department in Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The role of English for Indonesians who work in tourism field is very significant. Tourism is one of those working field which requires English. Since tourism is mostly related to foreigners, the need for English seems to be urgent to be as a means of communication. The need of English as a means to communicate with the foreigners is also required by a Culture and Tourism Department in Sleman. The staffs of Culture and Tourism Department in Sleman should be able to speak English in order to promote the tourist destinations and cultures in Sleman. Since the tourists come from many different countries, English is used as the language of communication. That was the main reason why the writer was interested in conducting a study which aimed at producing a set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman.

There are two problems stated in this study. They are (1) How is a set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman designed? and (2) What will the set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman look like? To answer the first problem of the study, the writer conducted the eight steps of the instructional design model which were the combination between Kemp’s instructional design models and Yalden’s instructional design models. The steps were conducting need survey, stating goals, topic, and general purposes, selecting the syllabus type, listing the subject contents, selecting teaching/learning activities, evaluating and revising the materials design. Based on the need survey, the writer chose Communicative Language Teaching as the teaching approach because this approach emphasizes speaking skill. Meanwhile, to answer of the second problem the writer developed the final version of the materials design which had been improved and revised based on the participants’ feedback, suggestions, and comments. The final version of the instructional materials for staffs of Culture and Tourism Department in Sleman consists of eight units. They are (1) Greetings and Introductions, (2) Offering Services, (3) Telephoning, (4) Giving Direction to The Tourism Destinations, (5) Describing Tourism Destinations, (6) Describing Cultural Events, (7) Giving Tourism Information, (8) Telling History. Meanwhile, each unit is divided into four activities. They are (1) Be Familiar, (2) Keep in Your Mind, (3) Use it Correctly, and (4) Speak Up. With the activities, it is expected that the students’ learning can be facilitated. From the results of the post- design survey, the writer draws a conclusion that the materials design is good and appropriate for the staffs of Culture and Tourism Department in Sleman. It is indicated from the results of the questionnaire in the post design survey the mean score of the statements is 3.5. It


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indicates that the materials design is acceptable. However, there are also some revisions that should be conducted, especially about the vocabulary and grammar accuracy. Finally, the writer offers two primary suggestions for the English instructors and the future researchers. The first is that the other English instructors may use this materials design to teach the staffs of Culture and Tourism Department in Sleman. Then, the future researchers are suggested to conduct a new study as the course is progressing so that the materials design would be more applicable and appropriate for the staffs of Culture and Tourism department in Sleman.


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ABSTRAK

Utami, Woro Wahyu. 2007. Designing a Set of English Speaking Instructional Materials for Staffs of Culture and Tourism Department in Sleman. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Peran bahasa Inggris bagi karyawan kepariwisataan sangatlah penting. Pariwisata merupakan salah satu lapangan pekerjaan yang membutuhkan kecakapan dalam berbahasa Inggris. Semenjak kepariwisataan selalu berhubungan dengan orang asing kebutuhan untuk belajar bahasa Inggris sangatlah penting. Kebutuhan untuk belajar bahasa Inggris sebagai alat untuk berkomunikasi dengan orang asing juga dibutuhkan oleh Departemen Kebudayaan dan Pariwisata Sleman. Karyawan dituntut untuk mampu berkomunikasi dalam bahasa Inggris guna mempromosikan objek-objek wisata dan kekayaan budaya yang ada di Sleman. Karena para wisatawan pada umumnya berasal dari berbagai negara, maka behasa Inggris digunakan sebagai alat untuk berkomunikasi. Hal inilah alasan utama kenapa penulis tertarik melakukan studi di bidang ini, yang nantinya akan menghasilkan seperangkat materi pengajaran bagi karyawan Dinas Kebudayaan dan Pariwisata di Sleman.. Ada dua permasalahan yang dirumuskan dalam studi ini. Kedua permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran berbicara bahasa Inggris bagi karyawan Departemen Kebudayaan dan Pariwisata Sleman dirancang? (2) Seperti apakah materi pengajaran berbicara bahasa Inggris tersebut? Untuk menjawab permasalahan pertama, penulis melakukan delapan langkah model pengembangan materi yang merupakan penggabungan antara model pengembangan materi yang diajukan oleh Kemp dan Yalden. Langkah-langkahnya adalah conducting need survey, stating goals, topic, and general purposes, selecting the syllabus type, listing the subject contents, selecting teaching/learning activities, evaluating and revising the materials design. Berdasarkan survei kebutuhan siswa, penulis memilih Communicative Language Teaching Approach karena metode ini lebih menekankan pada kemampuan untuk berbicara. Sedangkan untuk menjawab permasalahan yang kedua penulis mengembangkan rancangan akhir materi pengajaran yang telah mendapatkan umpan balik, kritik, saran, dan pendapat dari partisipan kedua. Bentuk akhir materi pengajaran bagi karyawan Departemen Kebudayaan dan Pariwisata Sleman terdiri dari delapan unit. Mereka adalah; (1) Greetings and Introductions, (2) Offering Services, (3) Telephoning, (4) Giving Direction to The Tourism Destinations, (5) Describing Tourism Destinations, (6) Describing Cultural Events, (7) Giving Tourism Information, (8) Telling History. Untuk masing-masing unit, kegiatannya dibagi menjadi empat aktivitas utama. Mereka adalah; (1) Be Familiar, (2) Keep in Your Mind, (3) Use it Correctly, and (4) Speak Up. Aktivitas-aktivitas tersebut diharapkan dapat mempermudah kegiatan belajar-mengajar siswa. Dari hasil survei pasca perancangan materi, penulis menarik kesimpulan bahwa materi pengajaran yang dirancang tersebut bagus dan sesuai


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untuk karyawan Departemen Kebudayaan dan Pariwisata Sleman. Hal ini ditunjukkan dari hasil kuesioner dalam survei studi tersebut bahwa nilai rata-rata dari evaluasi materi adalah 3,5. Hal ini menunjukkan bahwa materi pengajaran tersebut dapat diterima dan diterapkan untuk karyawan Departemen Kebudayaan dan Pariwisata Sleman. Meskipun demikian beberapa perbaikan juga perlu dilakukan terutama mengenai penambahan daftar kosakata dan yang paling utama adalah perbaikan tatabahasa. Akhirnya, penulis memberikan dua saran bagi para guru maupun instruktur bahasa Inggris dan peneliti yang selanjutnya. Pertama, para instruktur bahasa Inggris diharapkan menerapkan materi ini digunakan untuk karyawan Departemen Kebudayaan dan Pariwisata di Sleman. Kemudian, disarankan bagi para peniliti selanjutnya untuk mengadakan studi lebih lanjut di bidang ini sehingga materi ini bisa lebih sesuai diterapkan untuk karyawan Departemen Kebudayaan dan pariwisata.


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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a means of communication. People communicate their

opinions, ideas, and thought through languages. Without language it is difficult

for human being to communicate with each other. That it is why language

learning becomes very important.

English that has been considered as an international language is one of the

most essential languages because it is needed in many sectors of our life,

especially for people in Indonesia who are dealing with foreigners in their work

places. Tourism is one of those working fields that requires fluent English. Since

tourism is mostly related to the foreigners, the need for English as a means of

communication seems to be urgent. The need of English as a means to

communicate with the foreigners is also required by staffs of Culture and Tourism

Department in Sleman.

The staffs of Culture and Tourism Department in Sleman should be able to

speak English in order to communicate with the tourists. Since the tourists come

from many different countries, English is used as the language of communication.

In order to be able to communicate in English, the staffs have to learn it.

Learning may happen without any designed instructional materials but it must be

considered that the staffs of Culture and Tourism Department in Sleman learn

English for communication. The Culture and Tourism Department staffs in

Sleman need English to have a spoken communication with the foreign tourists.

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Culture and Tourism Department staffs in Sleman have learnt English while they

were in Senior High School or University. However because they do not practice

to use English in their daily communication, they forget how to communicate in

English well. In this case, because the purpose of English for specific purpose is

to make the learners learn English for their job, needs analysis is a must. The

observation of their needs analysis is important to make the well designed

materials as they want and need. Without any well designed materials, it will be

difficult for them to achieve the purpose of their English learning.

In this thesis, the writer intends to present a set of English Instructional

Materials, designed for Culture and Tourism Department staffs in Sleman. As the

staffs of Culture and Tourism Department in Sleman, the purpose of their learning

is to enable them to speak English so that they can communicate with the

foreigners well. Therefore they have to master some communication expressions

related to their profession. Because of the importance of English speaking skill,

the researcher focuses the study on designing a Set of English speaking

instructional materials for staffs of Culture and Tourism Department in Sleman.

B. Problem Identification

This study focuses on the development of English Instructional Materials

for staffs of the Culture and Tourism Department in Sleman. The Culture and

Tourism Department staffs in Sleman have a significant role to promote tourism

objects and cultures in Sleman.

To be able to give satisfying service to the tourists especially foreign

tourists, the staffs have to speak correctly and clearly in order to make the

foreigners understand. In this case, the ability to communicate in English is


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crucial. They have to use English properly. This means that they have to know

how to use English in their daily work. Because of the importance of English

speaking skill for Culture and Tourism Department staffs in Sleman, the writer

attempts to design a set of English Speaking Instructional materials for the Culture

and Tourism Department staffs in Sleman.

C. Problem Limitation

The study focuses on designing a set of instructional speaking materials

for staffs of Culture and Tourism Department in Sleman. They play an important

role in promoting tourism objects and cultures to the foreign tourists. They have to

be able to make a good impression by giving clear information about tourism

objects and cultures in Sleman.

Hopefully, the design of instructional materials will facilitate Culture and

Tourism Department staffs in Sleman to improve their speaking ability.

D. Problem Formulation

Based on problem limitation, the problems of this study are formulated as

follows:

1. How is a set of English speaking instructional materials for Culture and

Tourism Department staffs in Sleman designed?

2. What will the set of English speaking instructional materials for staffs Culture

and Tourism Department in Sleman look like?

E. Research Objectives

The objectives of this research are:

1. To find out how a set of English speaking materials for Culture and Tourism

Department staffs in Sleman is designed.


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2. To develop a set of English speaking instructional materials for Culture and

Tourism Department staffs in Sleman.

F. Research Benefits

The benefits of the study hopefully will be as follows:

1. For English Teacher

The design may be applied by the teachers to teach English speaking for staffs

of Culture and Tourism Department in Sleman.

2. For Staffs of Culture and Tourism Department in Sleman

The design may be used as an aid to learn English speaking skill.

3. For future researchers.

The result of this research is expected to be a guideline for future researchers

to develop English speaking instructional materials.

G. Definition of Term

In order to have a clear understanding of the study, the writer includes

some definition of important terms. They are:

1. Instructional Design

In this study, an instructional design is defined as a process of interpreting

data gained from needs analysis to produce a syllabus, to select, adapt or write

materials in line with the syllabus, to develop a methodology for presenting the

materials and to evaluate both learners and program, whether they achieve the

objectives or not (Hutchinson and Waters, 1987: 21). It can be concluded that

there are six main steps in a course design, namely analyzing needs, writing a

syllabus, preparing materials, implementing the program, assessing learners, and

evaluating the program.


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2. Speaking

Speaking is the process in which people address each other to form their

communication process (Joyce, 1986:242). In this study, speaking is used by

staffs of Culture and Tourism Department in Sleman to promote tourism objects

and cultures in Sleman to the foreigner tourists.

3. Culture and Tourism Department in Sleman.

Culture and Tourism Department in Sleman is located in Jl. Merapi no. 13,

Beran Tridadi, Sleman. As a Tourism Department it has to maintain and promote

tourism objects and cultures in Sleman.


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CHAPTER II

LITERATURE REVIEW

The chapter has two parts. The first part is the Theoretical Description. It

concerns to English for Specific Purpose (ESP), Communicative Language

Teaching (CLT), Speaking Skills and Instructional Design Models. The second

part presents the Theoretical framework which underlies the research.

A. Theoretical Description

In this section, the writer would like to discuss four parts. The first is

English for Specific Purposes. The second part is Communicative Language

Teaching. The next part is speaking and the last part, the writer would like to

discuss the instructional Materials Design Models. Those four theories above will

be used to establish the framework of the designed materials in this study.

1. English for Specific Purpose

English for specific purpose is important to discuss further because

designing a set of English instructional materials for the tourism staffs belongs to

English for specific purposes. The staffs of Culture and Tourism Department in

sleman need English for specific purpose because they need English to

communicate spoken with foreign tourists to support their jobs. In this section, the

writer would like to discuss seven parts. They are the classification of ESP, the

criteria of ESP, the needs analysis, the course design of ESP, the syllabus, the

syllabus in ESP, the material design and English for Culture and Tourism


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a. The Classification of ESP

There are two main types of ESP differentiated according to whether the

learner requires English for academy study or for work (Hutchinson & Waters,

1986: 16-17). They are:

1) English for Academic Purposes

EAP course often has a study skills component. The examples of EAP are

English for medical Studies, English for Economics.

2) English for Occupational Purposes

EOP is also known as EVP (English for Vocational Purposes) and VESL

(Vocational English as Second Language). The examples for EOP are English

for technicians, English for secretary, English for Tourist Guide and English

for Teaching.

In this study English for staffs of Culture and Tourism Department in

Sleman belongs to English for Occupational Purposes (EOP). Since staffs of

Culture and Tourism Department in Sleman need English for their occupation.

b. The Criteria of ESP

According to Hutchinson and Waters (1987: 19) ESP must be seen as an

approach not as a product. ESP is not a particular kind of language and

methodology, nor does it consist of particular type of teaching material. It is an

approach to the language learning, which is based on learner’s needs. The

foundation of all ESP is the simple question: Why does this learner need to learn a

foreign language? ESP is an approach to language teaching in which all decisions

as to content and method are based on the learner’s reasons for learning.


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Robinson in his book ESP today: A Practitioner’s Guide (1991) discusses

another side of the criteria of an ESP.

1) ESP is Normally Goal Directed

People learn English not because they are interested in English in general

but they really need it for specific purposes, e. g: to work or to study. Based on

this fact the materials and activities for ESP course must be appropriate with the

purpose of their works.

2) ESP Course is Based on Need Analysis

A need analysis should be obtained first before conducting the course. The

purpose of a need analysis is to specify as closely as possible what exactly the

people have to do in learning English.

3) People Who Learn ESP are Usually Adult Rather Than Children

People who learn ESP normally have already experienced in learning

general English. They need ESP to continue their basic learning in one specific

way related to their work.

4) People Who Learn ESP in Class Should be Identical

All the students who are involved in the same class must have the same

kind of job or specialist. It is not usual for an ESP class to have people with

various studies or works.

c. Needs Analysis

Needs analysis is very important in ESP course. Needs analysis

differentiates general English and English for Specific Purpose (ESP). According

to Hutchinson and Waters (1987: 53) the needs of general English learner are not

specified, for example the schoolchild. However, the difference between ESP and


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general English is not the existence of a need as such but rather an awareness of

the need. This awareness will have an influence on what will be acceptable as

reasonable content in the language course and, on the positive side, what potential

can be exploited.

Hutchinson and Waters (1987: 55) state that learner needs include target

needs and learning needs.

1) Target Needs

Target needs include the target situation in terms of necessities, lacks, and

wants.

1. Necessities

Necessities are determined by the demands of the target situation, that is,

what the learners have to do in order to function effectively in the target situation.

2. Lacks

It is also necessary to recognize what the learners know already before

conducting the course. By doing so, the designer can decide which of the

necessities the learners’ lacks. Therefore, the lacks can be identified and the

designer is able to direct that lack.

3. Wants

After identifying the learners’ necessities and lacks, it is important to

consider what the learners’ view of their needs. It is necessary to conduct the

students’ wants about the subject.

2) Gathering Information about Target Needs


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There are number of ways in which information can be gathered about

needs. The most frequently used are questionnaires, interviews, observation, data

collection and others. However, it is possible to use more than one method to

gather the information. It is also important to remember that needs analysis is a

continuing process in which the conclusions are constantly checked and re-

assessed (Hutchinson and Waters, 1987: 59).

3) Learning Needs

According to Hutchinson and Waters (1987: 62), it is naive to base a course

design simply on the target objective, just as it is naive to think that a journey can

be planned solely in terms of the stating point and the destination. Therefore, it is

also important to know and plan about the vehicle in order to achieve the

destination. This vehicle, concerning ESP course design, is called as learning

needs.

4) Analyzing Learning Needs

To analyze learning needs, we can refer to these following questions as the

framework for analyzing learning needs:

Why are the learners taking the course?

How do the learners learn?

What resources are available?

Who are the learners?

Where will the ESP course take place?

When will the ESP course take place?


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d. The Course Design of ESP

ESP is an approach to language teaching which aims to meet the needs of

particular learners. This means that much of the works done by ESP teachers in

practice is concerned with designing appropriate courses for various groups of

learners. Designing a course is fundamentally a matter of asking questions in

order to provide a reasoned basis for the subsequent processes of syllabus design,

materials, writing, classroom teaching and evaluation (Hutchinson & Waters,

1987: 21). According to Rudyard Kipling cited in Hutchinson and Waters (1994:

21-22), there are several important things to know in designing an ESP program,

and they can be outlined into some basic questions.

1) Why do the students need to learn?

2) What is going to be involved in the process?

3) Where is the learning to take place? What potential does the place provide?

What limitations does it impose?

4) When is the learning to take place? How much time is available? How will it

be distributed?

5) What do the students need to learn? What aspects of language will be needed

and how will they be described? What level of proficiency must be achieved?

What topics areas will need to be recovered?

6) How will the learning be achieved? What learning theory will underlie the

course? What kind of methodology will be employed?

All of these can be considered under three main headings: Language

Descriptions, Theories of learning, and Need Analysis, which can be represented

in the relationship like in the figure 1.


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Figure 1: The Relationship between three factors Affecting ESP Course Design

e. The Syllabus

According to Hutchinson and Waters, a syllabus is a document, which

says will (or at least what should) be learnt (1987: 80). It means that a syllabus is

needed in teaching learning activities.

There are four types of English Language Teaching (ELT) syllabus, based

on Robinson (1991: 34-35) which can be applied for ESP. They can be described

as follows:

1) Content-based Syllabus

This syllabus concerns to the product of learning. There are two kinds of

content-based syllabus, namely language-form syllabus and national-function

syllabus. Language-form syllabus consists of an ordered set of language items

which are typically graded by supposed difficulty of learning. This syllabus has

had the longest history in ESP and has also very important in ESP.

WHAT? Language

Descriptions ESP Course

HOW? Learning Theories

Nature of Particular

target and

learning

WHO? WHY? WHERE? WHEN?

Needs Analysis


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Notional-functional syllabus consists of notion and function. The example

of notion is time and space and the example of function is greeting and asking

information.

2) Situational Syllabus

This syllabus can be found in English for business purposes in some

English for technology courses and English for social orientation component of

EAP courses. There is only one kind of situational syllabus, namely topic-based

syllabus.

3) Skill-based Syllabus

This syllabus focuses on the development exclusively or principally on

one of the four traditional language skills. The two kinds of skill-based syllabus

are language-skill syllabus and learning-skill syllabus. Language-skill syllabus

refers to the development of the four language skills are productive (speaking and

writing) and receptive (listening and reading).

Learning-skill syllabus focuses on the development of language skill and

the constituent of two skills namely macro skills and micro skills.

4) Method-based Syllabus

Method based syllabus consists of two kinds. They are process syllabus

and task syllabus. Process syllabus focuses to the process of method of language

leaning. The key characteristic of this syllabus is what happens in the classroom is

a matter for negotiation between the students and the teacher. The reason is to

create the condition in which the students learn best.


14

Task syllabus consists of a set of task ordered according to cognitive

difficulty. The performance of the task and attention in the class is consciously

directed to language if this is necessary for completion of task.

From all the syllabuses discussed above, the writer finds that notional-

functional is the most suitable syllabus to be applied in the design program.

f. Syllabus in ESP

There are some reasons for having a syllabus in English for Specific

Purposes. Hutchinson and Waters (1994: 83-83) outline eight reasons for having

syllabus in ESP. The eight reasons are as follows:

1) Managerial Management Reason

Language is a complex entity. To make it manageable and learnable, a

syllabus provides a practical basis for the division of materials, assessment,

textbook, and learning time.

2) Reason of Moral Support

A syllabus makes language learning tasks appear manageable.

3) Cosmetic Role of Syllabus

A syllabus can become instrument to give evidence to convince and

impress sponsors, students, or the ‘outsiders’. It can be said that a syllabus gives

good impressions.

4) Directive Reason

A syllabus serves as a statement of projected route of learning direction

(goal, aim, the process and objectives). The teacher has the guidelines to be

followed to run the program.

5) Rational: Material


15

Being an implicit statement of views on the nature of language and

learning, a syllabus tells the teacher and students the materials needed to be learnt

and the reason why the students should learn the materials.

6) Set of Criteria for Materials Selection

A syllabus defines the kinds of texts to look for or produce the items to

focus on in the exercises, etc. syllabus becomes the principle to select the

materials because ‘what’ to be learned during the program are stated there.

7) Uniformity Standardization

Syllabus is one way of informing or standardizing elements involved within

an institution or educational system. Without any syllabus it will be difficult for

an institution or educational system to standardize the purpose, content, process

and period of the program.

8) Basis for Test and Evaluation

A syllabus becomes the basis of deciding the criteria of evaluating the

success and/or the failure in reaching the state of knowledge of the target desired.

A syllabus can be a standard to measure the goal achievement of the program.

Designing syllabus will be perfect if it is followed by designing the

material. Therefore, the following section will elaborate the materials design.

g. Material Design

Materials are important to manage the teaching learning process by giving

the encouragement to the learners to learn (Hutchinson and Waters, 1987: 107).

As suggested by Hutchinson and Waters, there are four things that should be

contained in good materials. They are interesting texts, enjoyable activities,

opportunities for learners to use their existing knowledge and skills, and content.


16

Hutchinson and Waters (1987: 108-109) present a model, which can be

applied to write ESP materials. The model consists of four elements: input,

content focus, language focus and task.

1) Input

Input consists of various kinds of media, diagram or any piece of

communication data. However, input should provide stimulus materials for

activities, new language items, correct-models of language use, a topic for

communication, and opportunities for learners to use their information processing

skills, opportunities for learners to use their existing knowledge both of the

language and the subject matter.

2) Content Focus

Language is a means of conveying information and feeling about

something. Non linguistic content, thus should be exploited to generate

meaningful communication in the classroom.

3) Language Focus

Learners should have enough language knowledge, which is appropriate

with the language use in their class. Learners should be able to use language by

means of having enough language knowledge. The language knowledge is

adapted in communicative tasks and activities.

4) Task

Task is the primary focus of the unit. Through communication task, the

learners are supposed to use the content and language knowledge they have built

up through the unit language use in the ultimate purpose of language learning. The

materials produced should be appropriate to the communicative tasks.


17

These four elements are combined in figure 2.

Figure 2: A material design model by Hutchinson and waters (1987: 109)

h. English for Staffs of Culture and Tourism Department in Sleman

After discussing ESP program, the writer can conclude that English for the

staffs of Culture and Tourism Department in Sleman is English for Occupation

Purpose. Here, the writer attempts to present the discussion of why English for the

staffs of Culture and Tourism Department in Sleman is seen as English for

Occupation Purpose and what makes it different from other programs.

English for staffs of Culture and Tourism Department in Sleman is an

English program which is done for improving the speaking skill of the staffs of

Culture and Tourism Department in Sleman with foreign tourists.

This program deals with the use of English in the tourism program. The

materials are focused on the needs of the area of the study. This activity in the

program is suitable with their activities of communicating with the foreign

tourists.

2. Communicative Language Teaching

The writer applies Communicative Language Teaching approach to design

the English instructional material to staffs of Culture and Tourism Department in

INPUT

CONTENT LANGUAGE

TASK


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Sleman because this study emphasizes speaking skill. Communication principle is

one of the elements that underlying the learning theory. It means that the activities

involving in real communicative language teaching that support the learning

process. The followings are the further discussion of Communicative Language

Teaching.

a. Theory of Language

According to Richards and Rodgers (2001: 159), the communication

approach in language teaching starts from a theory of language as communication.

The goal of language teaching is to develop what Hymes (1972) as cited by

Richards and Rodgers (2001: 159) referred to as “communicative competence”.

Communicative competence involves being able to use the language

appropriate to a given social context. To do this, the students need the knowledge

of the linguistic forms, meaning, and functions (Larsen-Freeman, 2001: 128).

Therefore, in order to be able to master English well, the students should not only

learn the English grammar without using the language in communication, but also

the students should master the grammar and apply the language in

communication. This approach supports the learning of speaking skill that will be

developed by staffs of Culture and Tourism Department in Sleman.

b. The Principles of Communicative Language Teaching

There are some principles concerning Communicative Language Teaching

which are described as follows:

1) The Goal


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The goal of language teaching/learning, which uses the Communicative

Language Teaching, is to have one’s students become communicatively

competent (Larsen-Freeman, 2001: 128). It means that through this approach the

students are expected to be able to use the language in communication. Therefore,

it will be not sufficient for the students to merely learn English grammar without

applying the target language in communication.

2) The Teachers’ Role

The teacher is a facilitator of his/her students’ learning. One of his/her

major responsibility is to establish situation likely to promote communication

(Larsen-Freeman, 2001: 128). Therefore, it is very important for the teacher to

carefully select the classroom activities, which can encourage the students to

communicate in English.

3) The Students’ Role

In CLT class, the students should be active because they are all

communicators. They are actively engaged to negotiate meaning. They learn to

communicate by communicating (Larsen-Freeman, 2001: 129). It means that

students should be responsible to their own learning process.

4) The Characteristics of Teaching/Learning Process

According to Diane Larsen and Freeman (2001: 129), there are some

characteristics of teaching/learning process based on CLT. They are as follows:

a. Almost everything done in classroom is done based on communicative intent.

It means that the activities done in class should be able to promote

communicative learning situation.


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b. The materials used in CLT classroom are authentic. It is supposed to enable

students to develop strategies for understanding language as it is actually

used by native speakers.

c. Students in small groups often carry out the activities in CLT classroom. The

small groups in CLT classroom will be very effective, especially to

encourage each student to actively communicate because in small groups, the

students will get more chance to speak than in a big class.

5) The Role of Instructional Materials

Richards and Rodgers (2001: 168) state that the role of instructional

materials is quite significant in communicative language teaching classroom.

Practitioners of Communicative Language Teaching view materials as a way of

influencing the quality of classroom interaction and language use. Materials thus

have the primary role of promoting communicative language use. There are three

kinds of materials currently used in CLT. They are text-based, task-based

materials and realia.

a. Text-based materials

Text-based materials are the materials, which are designed to direct and

support CLT. The materials are written in structural syllabus with reformatting

based on communicative approach and created to help teachers to initiate

conversation among learners. Some examples of text-based materials are visual

cues, tape cues, pictures, and sentence fragments to initiate conversation.

b. Task-based materials


21

According to Richards and Rodgers (2001: 169), there are many activities

that have been prepared to support the CLT classes. For example, a variety of

games, role plays, simulation, and task-based communication activities. These

activities are usually in the form of exercise hand books, cards, activity cards,

pair-communication practice naturals, and students-interaction practice booklet.

c. Realia

Realia is an authentic material or materials, which are taken from the

sources, which exist, in real life. For examples, magazines, advertisements,

newspaper, etc. Realia can also be built through maps, pictures, symbols, graphs,

and charts. Other objects can be used such as plastic model to assemble from

directions.

3. Speaking Skill

Since language is as a means of communication, it is not enough for our

learners to learn words, phrases and grammatical features, but also how to

produce these in way, which makes their utterance comprehensible to a native

speaker of the language. Learners feel that learning a language is something to do

with speaking. They expect to learn to speak it. An early introduction to the aural-

oral skill will increase their interest in and enthusiasm for foreign language

teaching (Nunan, 1989: 23).

In this section the writer discusses (1) the nature of speaking, (2) the

process of speaking and (3) teaching techniques. Since, these are the basic

consideration in writing the English instructional materials.


22

a. The Nature of Speaking

There are four basic skills namely listening, speaking, reading, and

writing. Both speaking and writing belong to productive/active skills; meanwhile

reading and listening belong to receptive/passive skills. Reading and writing are

expressed through visual medium, whereas speaking and listening are expressed

through oral medium. According to Widdowson (1978:58) speaking is an active

and productive activity that uses organs of hearing media. It is a part of reciprocal

exchange in which both reception and production play a part. The acts

communication through speaking is commonly performed in face-to-face

interaction and occurs as a part of a dialogue or other form of verbal exchange.

b. The Process of Speaking

According to Rivers (1968:158) learning a second language is more than

learning description of it. It is only what a foreign language means or how to learn

a foreign language but we also have to know what is involved in the process of

speaking and listening. In order to have a clear understanding in the process of

speaking, it is important to understand the model of communication system,

which is derived from the work of Shannon and Weaver, as shown in the figure3.

From the diagram, we can see that the information source emits a message,

which is encoded for transmission as signal. This signal passes through a channel

to a receiver, which decodes the message for use as its destination.

Rivers says that to teach the Speaking skill it is necessary to understand the

process involved in speech. Through speech, man expresses his emotion,

communicates his intention, reacts to other persons and situation and influences

other human beings (Rivers, 1968: 50).


23

According to Rivers (1968:54), “to teach the speaking skill the teachers

should provide themselves to speak the foreign language all the time in the

classroom, and the students will, at the same time begin to speak it fluently”. That

is why in designing the materials the writer tries to design the materials which will

force the students and the teachers to speak English all the time in the classroom.

Message

Received signal

Transmitted signal Noise signal

Figure 3: Model of Communication System (Rivers, 1968:158)

c. Teaching Techniques

Teaching speaking in this research adopts two types of techniques namely

(1) a conversation and (2) role-play. These techniques are discussed because they

provide a great interaction between the learners. Those techniques allow all

learners to participate in speaking activities.

1) Conversation Techniques

According to Rivers (1968:168), “in a conversation the informal language

is learned in immediately useful form, which the students can practice by turning

his neighbor, or apply in contact outside classroom”. In this research conversation

is used as a means of providing the first introduction of structure to be drilled. In

designing the conversation, the writer tries to make it relevant to the staffs of

Culture and Tourism Department in Sleman in the real situation.

Info Source

Transmitter

Noise Source

Receiver

Destination


24

In the conversation practice, the speakers have the tie to recognize their

thought and select form that they want to express. They have the time to pause, so

that they can change the expression they produce. In the conversation the speaker

also learn to speak to their friends directly. They learn to ask and answer the

question.

2) Role-play technique

The learners are involved in the material for role-play or dramatization,

therefore they usually need role-play in their English Language learning.

There are three techniques proposed by Littlewood (1983: 50) in

conducting a role-play technique, namely (a) Learners are asked to imagine

themselves in a situation which would occur in their daily activities; (b) They are

asked to adopt a specific role, and (c) They are asked to behave as if the situation

really exists. In this technique, learner’s creativity is demanded.

In role-play technique, the learners’ focus will be on the communication

activities. It means that they are asked to practice the language function that they

have already known.

Those techniques should be concerned on the effective aspect of the

learners and have some relevance to their interesting topic. Moreover, Rivers

(1968: 165) says that the most learners respond to the activities that challenge

them to apply what they have learned because they are given the opportunity. That

is why in applying the technique the researcher considers the students’ need and

situation of their work.


25

4. Instructional Design Model

In this section the researcher discusses some basic considerations in

making the instructional material design. The researcher discusses Kemp’s

classroom Oriented Model and Yalden’s Instructional Materials Design Model.

The researcher chooses these two models, because these models have the

same characteristics in the process of analyzing learning needs, goals and

development of the system to meet the needs of the learners.

a. Kemp’s Classroom Oriented Model

The model is chosen because it brings an approach to plan and to revise an

instructional development. This model also offers an effective instruction, which

is based on the learners’ needs and characteristic.

Kemp (1977) has proposed an Instructional Design Model to answer three

important questions in the instructional technology. The questions are:

1) What must be learned (objectives)?

2) What procedures and resource will work best to teach the desired learning level

(activities and resources)?

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

In order to be able to answer the questions, there are eight steps that must

be carried out in the design process. The eight steps are:

1) Consider the goals, and then list the topics, state the general purpose for

teaching each topic.

2) Enumerate the important characteristics of the learners for whom the

instruction is to be designed.


26

3) Specify the learning objectives to be achieved in terms of measuring students’

behavior outcomes.

4) List the subject content that supports each objective.

5) Develop pre-assessment to determine students’ background and present level

of knowledge about the topic.

6) Select teaching activities and instructional resources that will treat the subject

content so the students will accomplish the objective.

7) Coordinate such support services, which are required to implement the design

plan.

8) Evaluate the students’ learning of their accomplishment of objectives. This

evaluation is needed to revise and re-evaluate any phrases of the plan and that

need improvement.

1) Goals, Topics and General Purposes

Determining goals may be the basic aspect for the understandings and

skills the society expects the institution to transmit. To achieve the expected goal,

there should be major topics in the content area become the scope of the course or

program. The basic of instructional planning often starts with teacher-oriented

statements of general purpose for topics (Kemp, 1977: 13). It means that teacher

should determine what are generally expected to be learned to achieve the goals of

the course program.

2) Learner Characteristic

In making instructional planning, including selecting topics, determining

objectives, and choosing learning activities, an instructional designer should

consider learner’s capabilities, learner’s needs and also learner’s interest in order


27

to adjust the instructional material design with learner’s condition (Kemp 1977:

19).

According to Kemp, there are two factors that need to be considered in

designing instructional material. They are academic factor and social factor.

Academic factor consists of number of students, academic background, grade

point average, level of intelligence scores on standard achievements and aptitude

test, background in the subject or topic, motivation for studying the subject,

expectations of the course, vocational and aspirations.

Social factor includes age, maturity, special talents, physical and emotional

handicaps, relation among the students, and socio-economic situation.

3) Learning Objectives

Learning objectives concern to learning as the result of instruction.

Therefore, in order to be the learning guideline, all objectives must be stated in the

forms of activities that will guide the learning process. In short, objectives tell the

students the goal that they have to achieve, the type of behavior that is expected

from them and the ideas and skill that are included in the upcoming instruction.

4) Subject Content

Determining the subject content is the next step after goals and topics have

been stated. In details, subject content includes the organization of the content and

organization of the task analysis that will be explained in the next paragraph

(Kemp, 1977: 44).

Organizing the subject content includes the selection and organization of

the specific knowledge (facts and information), skill (step-by-step procedures,

condition, and requirement).


28

5) Pre-Assessment

This step has two kinds of test. The first one is pre requisite testing. It is

done to determine whether the students already have the background or

preparation for the topic or they have to start at a lowest level. The second one is

pre testing. It is aimed to determine which objective the students have already

mastered or achieved (Kemp, 1977: 51-55).

Beside conducting a formal test, the use of questionnaire or even an

informal, oral questioning and having the students reply can also indicate the level

of the topics and objectives (Kemp, 1977: 53)

6) Teaching Learning Activities

Teachers have skill and right to decide what kind of activities and methods

for their learning activities (Kemp. 1977: 56). Traditionally teaching learning

pattern are presentation to a group, individualized learning and teacher-student

interaction as the basic methods of teaching learning. But now there is a

development of teaching-learning activities.

First, it may be more efficient for certain purposes to present information to

a group of students at one time than to have each student study the materials

independently. Besides saving times, this pattern can lessen the wear and tear on

equipment and materials that are caused by repeated use.

Second, many students can learn quite satisfactory on their own, at their

own pace, whereas other students prefer highly structured teaching learning

situation in which they are systematically guided through a lesson. This variation

among students required that various methods of instruction be employed.


29

Third, in order to assure some opportunity for face-to-face teacher-student

relationship, it is important to make use of small group interaction in learning

(Kemp, 1977: 58). The importance of interaction and give-and-take discussion in

the class are to provide as much opportunities as possible for the students to

involve actively in teaching learning process.

7) Support Services

This step includes funding, personal, facilities, equipment, tools and time

for the schedule of the instructional plan (Kemp, 1977: 85). Support service

should be well prepared to avoid any possible constrains in designing the plan.

8) Evaluation

The evaluation is used to test whether the materials are successfully

implemented for the students or not, and whether the materials are appropriate for

the students or not (Kemp, 1977: 91). To measure the learning outcomes, teacher

may refer to certain testing criteria that are made by the teacher himself.

The eight steps design model suggested by Kemp can be seen in the figure 4.

Figure 4: Kemp’s Instructional Design Model

Goal, Topics and General

Evaluation Learner

Support Service Learning Objectives

Teaching/Learning A i i i R Subject Content

Pre-Assessment

Revision


30

b. Yalden’s Instructional Materials Design Model

In order to understand the process of constructing the syllabus type, the

overall process of planning a second-language program needs to be examined.

Yalden’s stages for the instructional plan can be divided into seven stages

(Yalden, 1987:100).

1) Needs Survey

A survey is conducted in order to find out the learners’ needs in learning

English. It should include the identification of the communication requirements,

personal needs, motivations, relevant characteristics, and physical resources of the

learners.

2) Description of Purpose

This steps is intended to clarify the purpose of the language program based

on the needs survey. Sometimes, the description of the purpose is entirely derived

from the needs assessment. It is also possible to add other elements which might

not directly come out of the needs survey. This will establish the foundation for

the major decision facing the language program designer when she/he arrives at

the third steps.

3) Choice of Syllabus

The language program designer, in this step, will select a syllabus type to

be carried out in the program. The choice of the syllabus types should be

determined based on the needs and characteristics of the learners.

4) Production of Proto-Syllabus

The syllabus designer, at this stage, specifies the content derived from a

description of the purpose the learners have for acquiring the target language


31

(Yalden, 1987: 19). This is a production of a syllabus, which describes the

language itself, and language use to be covered in a certain program, which is

developed.

5) Production of Pedagogical Syllabus

Pedagogical syllabus represents a plan to implement the content of the

language teaching/learning at the classroom level. The language program

designer, in this step, should realize the syllabus in the form of teaching-learning

materials and testing approach.

6) Development and Implementation of Classroom Syllabus

In this step, the designer organizes the learning activities within the lesson

plan. Then, develop the teaching materials. Yalden (1987) suggests that, at this

stage, the teacher should deal with the teaching techniques and realize the syllabus

in the form of teaching materials.

7) Evaluation

The step is intended to evaluate all components in the language program,

i.e. the students, the instructional program, and the teaching.

From above points, Yalden stages are started from the importance of

conducting communicative need survey from whom the program is prepared.

Those stages represent operations for the sake of clarity in Yalden’s model.

Figure 5: Yalden’s model of language development program (1987:88)

Need

survey

Dev. Of class room proc

Prod. Of proto-syll

Selec-tion of

Syllabus type

Des-cription of pur-pose

Prod. Of pedag.

syll

Eva-

luation


32

B. Theoretical Framework

Some steps are required to make a set of instructional material to teach

speaking to the staffs of culture and tourism department in Sleman. In order to set

an effective instructional material for the staffs, the writer uses four steps from

Kemp’s model and three steps from Yalden’s model. The following are the steps

of the writer’s model.

1. Conducting Needs Survey

The demand of English has often come from group of learners with no

need for general English. They learn English for particular reasons which concern

to their studies or job. Since this research concern to English for staffs of culture

and tourism department in Sleman, the area of English will be restricted to the

area relevant to their needs and/or purposes. ESP course should be based on need

analysis. It means that the aims of the course are first identified by the learners

need analysis. It also involves the study of the opinion of one English Language

Education Study Program lecturer, three instructors from several English courses,

and one of staffs of Culture and Tourism Department in Sleman.

2. Stating Goals, Topics and General Purposes

This step is aimed to determine the intended goals of instructional

materials design.. After stating the goals, the topic should be listed as the scope of

the course and the basic needs of instruction. The staffs do not need to learn the

whole English but only some restricted areas relevant to their needs and/or

purposes. In doing their job, the staffs deal with different situation, the topic in the

instructional material should be based on the situation they deal with.


33

The topics should reflect the general purpose as what learners generally

expect to learn. Therefore, goals, topics and general purpose are important aspects

that play important roles in designing instructional materials.

3. Selecting the Syllabus Type

Selecting the syllabus type is the next step after stating goals, topics and

general purposes. A syllabus is very crucial for teachers because syllabus is a plan

of work as well as a guideline and content for class content. One of the reasons for

having a syllabus in ESP program as stated by Hutchinson and Waters (1994: 83-

84) is managerial management reason. To make the program manageable and

learnable, a syllabus provides a practical basis for the division of materials,

assessment, textbooks and learning time. Since the basis of this instructional

material is speaking and the content of language teaching is a collection of

language function needed by the staffs in situations during the tourism activities in

Culture and Tourism Department and in Tourism exhibition, the appropriate

syllabus type is a combination of functional and situational. The learners are

expected to utilize the language as a range of purposeful functions.

4. Listing the Subject Contents

The aim of this step is to clarify the learning objectives. It involves the

selection and organization of the specific knowledge, skill (step-by-step-

procedures) and attitudinal factors. A well-designed subject content will lead to

communicative and interactive teaching activities.

5. Selecting Teaching/Learning Activities

Activities are a component specification required in the definition of a

language learning task (Nunan, 1989). The teacher has to provide materials and


34

exercises that enable the learners to attain the communicative objectives, engage

learners in communication, and required the use of communicative process

(Richard and Rodgers, 1986: 76). The activities used frequently in teaching

speaking as proposed by Nunan (1989: 68) are questions and answers, dialogue

and role-play, matching activities, communication strategies, pictures and picture

stories, puzzles and problems, discussion and decisions. Those activities can be

used to give the learners opportunities to participate in speaking activities. In the

study, the writer combines those techniques to be applied in teaching learning

activities.

6. Evaluation

This step measures the overall outcomes of the instructional materials

design. Since the writer did not implement the designed materials, the evaluation

was gained from some respondents’ suggestions and recommendations, not from

the evaluation of the learners’ achievement. The evaluation was obtained by

distributing some questionnaires to some experts (English lecturers and English

instructors) to judge which parts of the designed materials need to be improved or

revised.

7. Revising

The feedback that is given by the respondents will be used to improve the

quality of the materials. This step is important to be conducted in order to provide

the best materials.

In order to make the steps of the combination of Kemp’s model and

Yalden’s model clearer, the writer puts the steps into a figure. The figure can be

shown in figure 6.


35

Figure 6: The Writer’s Instructional Design Model

Conducting Needs Survey

Stating Goals, Topics, and General Purposes

Listing the Subject Contents

Selecting the Syllabus Type

Selecting Teaching and Learning Activities

Evaluating

Revising


36

CHAPTER III

METHODOLOGY

This chapter focuses on the study method to solve the problems. There are

some important points that will be discussed in details. The discussion involves

the method of study, respondents of the study, instruments, data gathering, and

procedures.

A. Research Method

The study was classified into a developmental research. According to

Brown and Rodgers (2002:21), developmental research comprises an investigation

of patterns and sequences of growth and change as a function of time.

This study aims to answer two questions stated in the problem

formulation. In order to do that the writer uses a survey data.

Sprinthall (1991:3) states that survey is conducted to gather information

from samples or even some population by using questionnaires or sometimes

interview.

There are two kinds of survey study conducted in this study.

1. Pre-design Survey

The first survey was used in conducting needs survey in order to get data

about students’ interest, necessities, wants and lacks in learning English. The

survey was conducted by distributing and gathering questionnaires and also by

interviewing the staffs. The pre-design survey in this study was done to get

information about:

36


37

a. The personal information of the respondents

b. The use of English for staffs of Culture and Tourism Department in Sleman.

c. The topics of the materials related to their work

d. Respondents’ needs in the way of study

2. Post-design Survey

Post-design survey was conducted to gather data from the appropriate and

qualified respondents to get opinion and feedback on the designed instructional

materials. The survey was conducted by distributing and gathering questionnaires

to one English Language Education Study Program lecturer, three instructors from

several English courses, and one of staffs of Culture and Tourism Department in

Sleman.

B. Respondents

Since there were two kinds of survey, there would be two kinds of

respondents. The first one was the respondents of needs analysis survey and the

second was the respondents of materials evaluation survey.

1. The Respondents of Pre-design Survey

The respondents of pre-design survey were twenty staffs who work in

Culture and Tourism Department in Sleman. The characteristics of the staffs as

follows:

1. They are about 25-50 years old.

2. They have little reference about English.

3. Most of them are university graduates.


38

2. The Respondents of Post-design Survey

The respondents of materials evaluation survey were one English

Language Education Study Program lecturer, three instructors from several

English courses, and one of staffs of Culture and Tourism Department in Sleman.

They are evaluators of the designed materials. The writer distributed the materials

to the respondents in order to get feedback as the foundation in making revision.

C. Setting

The research was conducted in Culture and Tourism Department in

Sleman. It is located at Jl Merapi no. 13 Beran Tridadi, Sleman, Yogyakarta. The

time needed to do the interview and questionnaire was around six weeks from

August to September 2006.

D. Instruments

Instruments are needed to conduct survey study in gathering information.

According to Sprinthall (1991), survey is designed to gather the information from

sample means of observation, interviews and observation, data collection, and

informal consultation with sponsor, learner and others. In conducting the study,

the writer used two types of instruments to gather data: interviews and

questionnaires.

1. Interviews

Some of the data needed were collected by interviewing the respondents.

It was conducted to find the data that cannot be obtained in questionnaires. The

interviews would be recorded in a written form. It means that the writer would

write directly what they said.


39

The interviews were divided into two. The first interview was conducted

to obtain some data from the staffs. The writer conducted the interview before

designing the materials. The purpose of conducting this interview was to fit the

materials with the needs of the learners. The questionnaires were semi-structured.

It meant that the interviewer has prepared some questions, however, during the

interview the questions may be extended.

This interview was conducted for 20 staffs of Culture and Tourism

Department in Sleman. The materials for the interview were limited on the

questions which had relationship with speaking and the use of English for Culture

and Tourism Department in Sleman.

The second interview was to one English Language Education Study

Program lecturer, three instructors from several English courses, and one of staffs

of Culture and Tourism Department in Sleman during the designing process of the

materials. It recorded respondent’s opinion, criticism and suggestion for the

materials designed for improvement or revision. The writer used unstructured

questions; the questions asked are varying depending on the need at the moment.

2. Questionnaires

In this study, the questionnaires were distributed to the staffs of Culture

and Tourism Department in Sleman. They were structured or closed

questionnaires. In the structured questionnaires, the staffs were asked to choose

choices that are given in each question. The purpose was to obtain information

about the learner’s needs, interest and characteristic. The questionnaires were

written in Indonesian.


40

The second one was distributed to one English Language Education

Study Program lecturer, three instructors from several English courses, and one of

staffs of Culture and Tourism Department in Sleman. The purpose was to get

opinions and evaluations of the designed materials. The forms of the questions in

the questionnaires were structured or closed forms and unstructured or open

forms. In structured form, the questions were given possible choice in giving and

evaluating the materials designed. The choices can be seen in table 3.1.

Table 3.1 The points of agreement in giving and evaluating the material

Points of Agreement Meaning 1 2 3 4 5

Strongly disagree with the statement Disagree with the statement In doubt with the statement Agree with the statement

Strongly agree with the statement

According to Best, (1970: 179) the interpretation of the degree of

agreement is presented in table 3.2.

Table 3.2 The interpretation of the degree of agreement

Range

Meaning

1.00 – 1.99 Replace the rejected part of the design 2.00 – 2.99 Add more part or modify part of the design based on the lack on the

statement 3.00 – 3.99 Conduct more exploration on the existing part of the design based on the

statement.

4.00 – 5.00 No revision

In unstructured form, the answer would be in a form of information, which

in this case, were opinions and suggestions related to the materials.

E. Data Gathering

There were two types of data gathered in this study. The first type was

gathering data for needs survey. The data for the needs survey were gathered by


41

distributing and gathering questionnaires to twenty staffs of Culture and Tourism

Department in Sleman and also by interviewing them informally.

The second type was gathering data for conducting revision on the

designed materials. The data for conducting revision on the designed materials

were gathered by distributing questionnaires to one English Language Education


staffs of Culture and Tourism Department in Sleman.

F. Data Analysis

The writer analyzed the data attained through interview, and

questionnaires. The data were presented in the forms of numeric data and

narrative description. The data analysis in this study aimed at solving the problem

on how a set of English speaking instructional materials for staffs of Culture and

Tourism Department in Sleman is designed and what a set of English speaking

instructional materials for staffs of The Culture and Tourism Department staffs in

Sleman will look like. After obtaining the data from the learners through

questionnaires and interviews, the writer analyzed the needs of students in

learning English.

The data for evaluating the designed materials were analyzed to find out

the mean. The formula of mean is presented below:

__ ∑ X. X = N __ X = the mean or average point N = the number of respondents

∑ = sum or add


42

The table 3.3 is the central tendency of the respondent’s opinion on

designed materials.

Table 3. 3 Central Tendency of Respondent’s opinion

Central tendency

No Respondents’ opinion on N

Mean

__ (X)

Then, the writer interpreted the answers, and then summed the answers.

G. Research Procedures

This part discusses the procedures of how the study is conducted. The

procedures are outlined as follows:

1. Conducting Need Survey

The writer conducted needs survey in order to obtain sufficient data from

the respondents to design the materials.

2. Stating Goals, Topics and General Purpose

After conducting needs survey, the writer determined the goals, topics and

general purposes for teaching each topic.

3. Selecting the Syllabus Type

The type of syllabus that was applied in this study was combination of

functional and situational syllabus.

4. Listing the Subject Contents

The writer clarified the learning objectives and listed the subject contents.

5. Selecting Teaching/Learning Activities


43

The writer selected simple activities, so the learners will not be confused

with the activities given.

6. Evaluation

The evaluation was conducted by distributing some questionnaires to one

English Language Education Study Program lecturer, three instructors from


Sleman.

7. Revising

The writer attempted to revise and improve the material designed based on

the respondents’ suggestions and feedback.


44

CHAPTER IV

RESULTS AND DISCUSSION

The chapter covers four parts, namely, A Set English Speaking Materials

for staffs of Culture and Tourism Department in Sleman, Results of Survey

Research, Discussion and Presentation of the Designed Materials. In the first three

parts the writer would like to discuss the answer to the first problem of how a set

of English speaking instructional materials for the staffs of Culture and Tourism

Department in Sleman is designed. In the fourth part, the writer would like to

discuss the answer to the second problem of how the designed set of English

speaking instructional materials for staffs of Culture and Department in Sleman

will look like.

A. A Set English Speaking Instructional Materials for Staffs of Culture and

Tourism Department in Sleman

The writer adapted two instructional materials design models in order to

answer the first problem stated in the problem formulation. Those two

instructional design models were Kemp’s and Yalden’s models. The writer did not

apply all the stages from those two models. The writer only combined and

modified some appropriates stages from each model in order to design simpler

and more applicable speaking instructional materials for staffs of Culture and

Tourism Department in Sleman.

The steps of designing the instructional materials were arranged as follows:

conducting need survey, stating goals, topics and general purpose, selecting the

44


45

syllabus type, listing the subject contents, selecting teaching/learning activities,

evaluation and revising. Furthermore, the explanation of each step is presented as

follows:

1. Need Survey

The writer conducted needs survey as the first step in designing the

speaking instructional materials in order to get sufficient data from the

respondents. In conducting need survey, the writer used target needs analysis that

included necessities, lacks and wants. The results can be seen in table 4. 1.

Table 4. 1. The Result of the Target Needs Analysis

Objective (Perceived by the writer)

Subjective (Perceived by the staffs)

Necessities

English speaking ability to be used when they have to communicate to foreign tourists.

Need to master English in order to be able to serve foreign tourists.

Lacks

The ability to communicate in English with foreign tourists.

The ability to communicate in English with foreign tourists.

Wants

To be able to communicate in English well so that they can serve foreign tourist well.

To be able to speak English in order to serve foreign tourist well.

2. Stating the Goals, Topics and General Purposes

After conducting needs survey, the writer determined the goals, topics and

general purposes for teaching each topic.

a. Goals

The goals of the designed set of instructional speaking materials for the

staffs of Culture and Tourism Department in Sleman were to:

1) Help the learners to understand how to communicate appropriately with

foreign tourists.


46

2) Help the learners to be able to serve foreign tourists using appropriate English

expressions related to their work field.

b. Topics

After determining the goals, the writer made a list of topics that was based

on the students’ need. The list consisted of eight topics. The eight topics are

Greeting and Introductions, Offering Services, Telephoning, Giving Direction of

Tourist Destinations, Describing Tourist Destinations, Describing Cultural Events,

Giving Tourism Information, and Telling History.

c. General Purposes

The general purposes for teaching each topic would be stated in table 4. 2.

Table 4. 2. The General Purposes of Each Topic

No Unit General purposes for each topic 1 Greeting and Introductions 1. The learners understand how to greet foreign

tourist and introduce themselves appropriately. 2. The learners understand how to respond to foreign

tourists’ greeting and introducing. 3. The learners recognize the expressions of greeting

and introducing used in the dialogues. 4. The learners know how to ask personal

information to foreign tourists.

2 Offering Services 1. The learners understand how to offer service to foreign tourists appropriately.

2. The learners recognize the expressions of offering services used in the dialogues.

3. The learners handle the complaint appropriately.

3 Telephoning 1. The learners know how to make a telephone conversation, take and leave message, and write a memo correctly

2. The learners recognize the expressions of making a telephone conversation, taking and leaving a message and writing a memo.

4 Giving Direction of Tourist

Destinations 1. The learners understand how to give direction to

foreign tourists appropriately. 2. The learners recognize the expressions of Giving

Direction of Tourist Destinations used in the dialogues.

3. The learners know the pattern of Giving Direction of Tourist Destinations and use the pattern correctly.


47

5 Describing Tourist Destinations

1. The learners understand how to describe the places especially tourism spots in Sleman appropriately.

2. The learners recognize the expressions of Describing Tourist Destinations used in the dialogues.

3. The learners know the pattern of Describing Tourist Destinations and use the pattern correctly.

6 Describing Cultural Events 1. The learners understand how to give describe

events clearly and appropriately. 2. The learners recognize the pattern of describe

events places appropriately.

7 Giving Tourism Information 1. The learners understand how to give information about tourism villages and tourism objects appropriately.

2. The learners recognize the pattern of Giving Tourism Information about tourism villages used in dialogues.

8 Telling History 1. The learners understand how to give information

about the history of the places clearly and appropriately.

2. The learners recognize the pattern of giving information about the history of the places appropriately.

3. Syllabus Type

The type of syllabus that was applied in this study was combination of

functional and situational syllabus. The reason of choosing those syllabuses types

was because the writer considered that those syllabuses matched with the speaking

instructional materials designed. The content of language teaching in the designed

materials is a collection of language functions which are performed when

language is used by staffs in the situations during tourism activities.

4. The Subject Contents

In this part, the writer clarified the learning objectives in all units. The

designed materials consisted of eight units.

The contents of those eight units can be seen in table 4. 3.


48

Table 4. 3 The content of eight units and general purposes

No Unit Learning Objectives 1 Greeting and

Introductions 1. The learners can read the dialogue. 2. The learners can great the tourists using

appropriate expression of greeting. 3. The learners can introduce themselves using

appropriate expressions of introducing. 4. The learners can complete the dialogue with

appropriate expression of greeting and introducing.

5. The learners can ask questions about others’ personal information.

6. The learners can introduce others to the tourists.

2 Offering Services 1. The learners can read the dialogue. 2. The learners can offer services using appropriate

expression of offering service. 3. The learners can complete the dialogue with

appropriate expression of offering service. 4. The learners can practice the dialogue in front of

the class. 5. The learners can make a short dialogue based on

the situation given. 3 Telephoning 1. The learners can read the dialogue.

2. The learners can complete the dialogue with appropriate expression of making a telephone conversation, taking and leaving a message and writing a memo.

3. The learners can practice the dialogue in front of the class.

4. The learners can make a short dialogue based on the situation given.

4 Giving Direction of Tourist Destinations

1. The learners can read the dialogue. 2. The learners can give directions using appropriate

expression of Giving Direction of Tourist Destinations.

3. The learners can complete the dialogue with appropriate expression of Giving Direction of Tourist Destinations.

4. The learners can practice the dialogue in front of the class.

5. The learners can follow the directions given in the game.

5 Describing Tourist Destinations

1. The learners can read the dialogue. 2. The learners can describe places using appropriate

expression of Describing Tourist Destinations. 3. The learners can complete the dialogue with

appropriate expression of Describing Tourist Destinations.

4. The learners can practice the dialogue with a partner.

5. The learners can match the words with their description.

6. The learners can give some descriptions about a place.


49

6 Describing Cultural Events

1. The learners can read the dialogue. 2. The learners can describe events using expression

of Describing Cultural Events Events. 3. The learners can complete the dialogue with

appropriate expression of Describing Cultural Events Events.


5. The learners can make a dialogue based on the cues given.

7 Giving Tourism

Information 1. The learners can read the dialogue. 2. The learners can give information about tourism

objects and tourism village using expression of Giving Tourism Information.

3. The learners can complete the dialogue with appropriate expression of Giving Tourism Information.



6. The learners can act as a tourist guide in a role play.

8 Telling History 1. The learners can read the dialogue.

2. The learners can give information about the history of the places using expression of giving information.

3. The learners can complete the dialogue with appropriate expression of telling history



Each unit consisted of four types of activities. They were dialogue

practice, language focus, language focus exercise, and communication task. All

types of activities are based on Communicative Language Teaching Approach

because those four activities contain the principles of CLT. Every topic contained

those activities. The list of the subject content would be clarified as follows:

a. Be Familiar

This section presented the examples of dialogues. In this activity, the

instructor gave at least one example of dialogue between a staff and a foreign


50

tourist using language function that would be discussed in the unit. By presenting

this part, the learners were expected to be familiar with the model of the

dialogues. After presenting the dialogues, the learners then were asked to practice

them with their friends.

b. Keep In Your Mind

Keep In Your Mind was aimed to help the learners produce correct form of

utterance. It consisted of all structural aspects that would be necessary to study in

order to use the language in the real communication. From Keep In Your mind,

the learners know the form of sentences and useful expressions that were used to

express ideas or opinion related to the topic.

c. Use It Correctly

In this section, the instructor encouraged the learners to be active in doing

the exercises. All the language exercises were given within the scope of language

use in dialogues. For example, all sentences that were presented in language focus

exercises lied in the context of interaction between the staffs and the foreign

tourists. Types of exercise used in this part were completing and matching.

d. Speak Up

In this section, many kinds of activities were given such as games, role-

play, and discussions. Here, the learners were asked to perform those activities in

order to help them communicate in English fluently.

5. Teaching Learning Activities

In selecting the teaching learning activities, the writer selected simple

activities, so the learners will not be confused with the activities given. Since the

learners were beginner, simple activities like reading and understanding useful


51

expression shown in the dialogue practice and Keep in Your Mind, doing exercise

and doing communicative tasks such as role-play and game were used. The

sources of the materials were taken from some English textbooks. Those materials

were taken, modified and adapted to the learners’ need into interesting teaching

learning activities.

6. Evaluation

Since this research deals with constructing materials, evaluation is an

important step. The term ‘evaluation’ does not mean as the evaluation after the

implementation. Since the designed materials have not been implemented yet, the

evaluation was conducted by distributing some questionnaires to the lecturer and

English instructors. It was conducted to find out whether the materials were well

developed or not. The results of the questionnaires were used as a feedback and

consideration to revise and improve the designed set of materials.

B. The Results of Survey Research

Two types of data were taken from the survey research. The first type was

taken from the staffs in order to gain the learners’ needs and to find out the

suitable materials. The second type was taken from one English Language

Education Study Program lecturer, three instructors from several English courses,

and one of staffs of Culture and Tourism Department in Sleman.

1. Results of Survey Research on Need Analysis

Needs analysis was done to find out the learners’ needs that would be used

as the basis to design the materials. Twenty staffs of Culture and Tourism

Department in Sleman were given the questionnaires.


52

The data from the questionnaires showed that 60% of the respondents

were female (12 respondents), and 40% were male (8 respondents). The

educational background was classified as 90% (18 respondents) were university

graduates and 10% (2 respondents) were diploma graduates. Related to their age,

10% of the respondents’ ages ranged from 25 to 30 and 90% of the respondents’

ages ranged from 30 to 50.

18 respondents (90%) said that they found it difficult to speak English

with foreign tourists, and 2 respondents (10%) said that sometimes it was difficult

to speak English.

From the questionnaires it was found that 4 respondents (20%) of the

respondents had joined English course and 16 respondents (80%) of them never

joined English course. From those 20 respondents, all of them were beginner

level.

Related to their needs in mastering English, all of the respondents said that

they wanted to be able to speak fluently because 4 respondents (20%) said that

English was important for their job, 16 respondents (80%) of them stated that

English was very important.

They use English when they had to meet and serve foreign tourists and

none of them used English to communicate with their friends in office.

The description of the topics and functions that are related to their job can

be seen in table 4.4. The learners who are the staffs of Culture and Tourism

Department in Sleman chose the topics to be covered during English program.

The data from the questionnaires and informal interviews provided

significant input data to select and organize the content of the materials.


53

Table 4. 4 The Expected topics proposed by the respondents

No Language Functions Number of Respondents

who chose the topics

Note

1. 2. 3. 4.

5. 6. 7. 8.

Greetings and Introductions Offering Services Telephoning Giving Direction of Tourist Destinations Describing Tourist Destinations Describing Cultural Events Giving Tourism Information Telling History

15 14 12 15

14 12 15 12

The staffs of Culture and tourism Department in Sleman needed those language functions in the situation during their work.

2. The Results of the Survey Research on the Designed Materials

In order to get feedback to revise and to improve the designed materials,

the writer distributed the designed materials to five respondents consisted of one

English Language Education Study Program lecturer, three instructors from


Sleman. The data of the respondents were presented in table 4.5.

Table 4. 5 The Description of the respondents.

Sex Education Background Teaching Experiences in Years

Group of Respondents

F M S1 S2 S3 1-2 3-5 >5

Lecturer 1 - - - 1 - - 1 Instructors 2 1 2 - 1 2 - 1 Learner 1 - - 1 - - - -

After the questionnaire completed, the total number for each item was

counted. As stated in the questionnaires sheets, the scores (from 1-5) in the

column indicate the degree of agreement given by the respondents. They are 1 =


54

strongly disagree with the statement, 2 = disagree with statement, 3 = doubtful, 4

= agree with the statement, 5 = strongly agree with the statement.

At the end of the questionnaires, respondents were asked to give opinions

and suggestions. The result of the questionnaires distributed to four respondents

can be seen in table 4. 6.

Table 4. 6 The List of Respondent’s Evaluation

Central Tendency No

Respondents’ opinion N M

1 The General Instructional Objectives (GIO)s are well formulated.

5 4

2 The specific instructional Objectives (SIO)s are well formulated.

5 4

3 The materials match with the goals and objectives. 5 4 4 The topics are well arranged.

5 3,4

5 The difficulty of the materials is appropriate with what should be given to the learners.

5 3,2

6 The conversation of each is relevant to the topic. 5 4 7 The discussion of language focus in each unit has

been presented properly. 5 3,4

8 The exercises are well elaborated and can facilitate the learners to achieve the goal.

5 4

9 Generally, the instructional materials are well elaborated

5 3,2

The respondents also contributed their suggestions that were very useful

for revision and improvement of the designed materials. The writer found several

points of suggestions.

1. The writer was suggested to give longer duration in each meeting

2. The writer was suggested to give sufficient exercises to train the learners

using the appropriate useful expressions.

3. The writer was suggested to check any misspelling and grammatical mistakes

in order to avoid giving bad examples to the learners.


55

4. The writer was suggested to add more grammar focus on language focus.

C. Discussion

This section discusses the process of designing a set of instructional

materials, the revision and improvement on the designed materials based on the

result of the questionnaires of the respondents. In the process of designing the

materials, the writer conducted needs analysis. The writer distributed

questionnaires to the staffs of Culture and Tourism Department in Sleman in order

to find out their needs of English. Based on the questionnaires, the writer found

out that staffs of Culture and Tourism Department in Sleman needed English to

communicate with foreign tourists since their job was to give information about

culture and tourism objects in Sleman to foreign tourists. They needed English to

support their job. The questionnaires showed that all the staffs of Culture and

Tourism Department in Sleman agreed with the topics. The topics include

conversation which is very important to improve their speaking skill. This skill is

to support their professionally in their job. Therefore, the writer tried to fulfill

their needs in English by designing a set of English materials related to their job.

After designing the English materials, the writer distributed the designed materials

to obtain the evaluation and suggestion from one English Language Education


staffs of Culture and Tourism Department in Sleman.

The writer agreed to the respondents’ opinions and suggestions about the

designed materials because those opinions and suggestions are very useful to


56

revise and improve the designed materials. The data on table 4. 6 indicate that the

average points of the respondents’ agreement on the designed materials were 3. 6

out of scale of range from 1 to 4.Therefore, according to the Best (1970;179), the

writer could draw conclusion that that the designed materials were positively

acceptable.

After knowing the respondent’s agreements, the writer made some

revisions and improvements on the designed materials based on the respondents’

suggestions as mentioned above in order to have a better instructional materials.

The result of the revision and improvement were as follows:

1. The writer gave sufficient exercises to train the learners using the appropriate

useful expressions.

2. The writer checked any misspelling and grammatical mistakes in order to

avoid giving bad examples to the learners.

3. The writer added more grammar focus on Keep in Your Mind.

However, a suggestion from a respondent to give longer duration in each

meeting was not used to improve the designed materials because the writer

thought that longer duration at least 120 minutes in each meeting could make the

learners bored.

D. Presentation of the Final Version of the Instructional Materials Design

This part is intended to answer the second problem. This problem deals

with the presentation of instructional materials design. After making the revision


57

of the materials, the writer presented the final version of English speaking

instructional materials for staffs of Culture and Tourism Department in Sleman. It

is presented in appendix 5. Principally, the material consists of the following

units: Greeting and Introductions, Offering Services, Telephoning, Giving

Direction of Tourist Destinations, Describing Tourist Destinations, Describing

Cultural Events, Giving Tourism Information, and Telling History.


58

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents two main parts, namely Conclusions and

Suggestions. In conclusions, the writer summarizes the result of the study

elaborated in the pervious chapter and in Suggestions the writer presents the

expectations toward the materials that have been designed.

A. Conclusions

In this study, the writer tried to answer two questions stated in the problem

formulation. The first research question is how a set of English speaking

instructional materials for Culture and Tourism Department in Sleman is

designed. The second is what the design of English instructional materials will

look like. The writer conducted survey research to solve those two problems.

The writer combined the instructional design model suggested by Kemp

and Yalden. The writer used such a modification and combination because it is

considered simpler and applicable for staffs of Culture and Tourism Department

in Sleman. The steps in designing and developing materials are described as

follows: conducting need survey, stating goals, topics and general purpose,

selecting the syllabus type, listing the subject contents, selecting teaching/learning

activities, evaluation, and revising.

This designed materials needed revision and improvement which were

based on the evaluation. The evaluation was obtained from the respondents’

suggestions, feedback and opinions.

58


59

To answer the second question, the writer developed a set of materials.

The materials consisted of eight units so there were eight topics included in the

materials. Those eight units are designed based on Communicative Language

Teaching Approach. The writer choose CLT because this approach emphasizes

speaking skill. In determining and sequencing the topics the writer referred to the

needs survey.

The eight units were Greeting and Introductions, Offering Services,

Telephoning, Giving Direction of Tourist Destinations, Describing Tourist

Destinations, Describing Cultural Events, Giving Tourism Information, and

Telling History.

In each unit there were four sections presented, namely Be Familiar, Keep

in Your Mind, Use It Correctly and Speak Up. Those four sections represented

four activities, namely practicing the dialogues, studying the language focus,

doing language focus exercises and doing communicative task.

In order to be able to include the four sections in one meeting, the time

allocation provided was 90 minutes. Since there were eight units to teach, the time

allocation for the whole meeting was 720 minutes.

Finally, as the last conclusion the writer would like to say that the two

problems stated in Problem Formulation had been all answered. The answers to

those two problems could be seen in Chapter IV and in the instructional materials

that had been completely designed in appendix 5.

Basically the designed materials is good, it could be seen since the mean

was above 3.5. The writer made the final version designed materials based on the

evaluation from them.


60

B. Suggestions

The writer proposed some suggestions that could be useful for the

instructors and future researchers. The suggestions are as follow:

1. For the Instructors

a. It is necessary for the instructors to have enough preparation before teaching.

The teachers may read firstly the designed. Beside the teachers should also

prepare the supporting media.

b. It is would be better for the instructors to speak in English during the teaching

learning activities.

c. It is also very important for the instructors to teach in sequent. The first is Be

Familiar. The second is Keep in Your Mind. The third is Use it Correctly. The

last is Speak Up.

d. It is important for the instructor not to use the vocabulary list while in the

class. The Vocabulary list was made as the additional information for the

learners while they are studying outside the classroom.

2. For Future Researchers

This study is only intended to design a set of English speaking

instructional materials for staffs of Culture and Tourism Department in Sleman. In

this study, the writer does not intend to apply the materials design. Therefore, it is

suggested to the future researchers who intend to use this materials design to

conduct a new study as the course is progressing. It is expected that the instructors

can make some revisions and improvements. Therefore design will be more

appropriate and applicable for staffs of Culture and Tourism Department in

Sleman.


61

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Brown,J. D., and Rodgers, T. S. (2002). Doing Second Language Research. Oxford: Oxford University Press.

Hadfield, Jill. 1996. Elementary Communication Games. Essex: Addison Wesley

Longman Ltd. Hutchinson, T; Waters, A. 1994. English for Specific Purposes. Learning-

centered approach. Cambridge: Cambridge University Press. Hymes, D. H. 1972. On Communication Competence. Harmondsworth: Penguin

Books. Joyce, Bruce and Weil, Marsha. 1986. Models of Teaching. (3rd edition). New

York: Prentice Hall. Inc. Kemp, Jerold E. 1977. Instructional Design: A Plan for Unit and Course

Development. Belmont, California: Fearon-Pitman Publishers. Lado, Robert. 1964. Language Teaching: A Scientific Approach. New York: Mc

Graw. Hill. Inc. Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. (2nd

edition). Oxford: Oxford University Press. Littlewood, William. 1983. Communicative Language Teaching: an Introduction.

Cambridge: Cambridge University Press. Nunan, David. 1989. Designing Task for Communicative Classroom. Cambridge

University Press. Richards, J.C and Rodgers, T.S. 2003. Approaches and Methods in Language

Teaching: A description and analysis. (2nd edition). Cambridge: Cambridge University Press.

Rivers. Wilga. 1986. Teaching Foreign Language Skill. Chicago: The University

Press. Robinson, P.C. 1991. ESP today: A pracitioner’s guide. New York: Prentice Hall.


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Sprinthall, R. C., Schumutte, G. T. and Lee, S. L. 1991. Understanding Educational Research. New Jersey: Prantice Hall Regents.

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

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Questionnaire for Need analysis

KUESIONER

Nama :

Umur :

Jenis Kelamin :

Pendidikan Terakhir :

Jabatan :

Jawablah pertanyaan-pertanyaan di bawah ini dengan memberi tanda silang (X)!

1. Bahasa yang anda gunakan sehari-hari adalah ……

a. Indonesia

b. Jawa

c. Inggris

d. Lain-lain

2. Apakah Bahasa Inggris perlu?

a Ya

b Tidak

3. Apakah anda pernah belajar bahasa Inggris?

a Pernah

b Belum pernah

4. Sejak kapan anda mulai belajar Bahasa Inggris?

a Sekolah Dasar

b SLTP

c SLTA

d Akademi

e Kursus

5. Apakah anda merasa kesulitan berbahasa Inggris?


65

a Ya

b Tidak

c kadang-kadang

6. Apakah anda ingin bisa berbahasa ingris dengan benar dan lancer?

a Ya

b Tidak

7. Seberapa seringkah anda menggunakan percakapan dalam Bahasa Inggris?

a Tidak pernah

b Sering

c Kadang-kadang

d Selalu (setiap hari)

8. Apakah anda sering bertemu turis asing dalam pekerjaan anda?

a Ya

b Tidak

c Sering

9. Menurut anda apakah Bahasa Inggris penting dalam menunjang pekerjaan

anda?

a Sangat Penting

b Cukup Penting

c Penting

d Tidak penting

10. Menurut anda kemampuan Berbahasa Inggris manakah yang ingin anda

pelajari?

a. Speaking (berbicara)

b. Listening (mendengarkan)

c. Writing (menulis)

d. Reading (membaca)

11. Topik atau materi apa yang ingin anda pelajari dalam bahasa Inggris (boleh

pilih lebih dari satu)

a. Greeting and Introduction

b. Offering Services


66

c. Handling Complaining

d. Telephoning

e. Giving Direction

f. Describing Places

g. Describing events

h. Giving Information

i. Telling History

j. Parting or Closing


66

Hal : Permohonan Pengisian Kuisioner

Lampiran : 1. Gambaran Umum

2. Kuisioner

3. Lesson Plans

4. Materi Pengajaran

Yth__________________

di___________________

Dengan hormat,

Bersama surat ini saya

Nama : Woro Wahyu Utami

No. Mhs : 021214085

Prog. Studi : Pendidikan Bahasa Inggris

Jurusan : Pendidikan Bahasa dan Seni

Fakultas : Keguruan dan Ilmu Pendidikan

Ingin memohon ijin pengisian kuisioner yang berkaitan dengan skripsi yang

saya susun, dengan judul “Designing A set of English Instructional Materilas for

Staff of Culture and Tourism Department in Sleman”. Saya mohon Bapak/ Ibu /

Kakak untuk memberi saran, pendapat dan penilaian terhadap materi yang telah

saya susun dengan mengisi kuisioner terlampir.

Demikian surat permohonan ini saya buat, terima kasih atas kesediaan dan

bantuannya.

Yogyakarta, 5 Desember, 2006

Hormat saya,

Woro Wahyu Utami


67

GAMBARAN UMUM

Studi ini berjudul “Designing A Set of English Speaking Instructional

Materials for Culture and Tourism Department in Sleman. Penulis mendesain

sebuah materi untuk panduan belajar bahasa inggris yang dapat mambantu

meningkatkan kemampuan berbicara bahasa Inggris para staf di Departemen

Kebudayaan dan Pariwisata Sleman, yang selanjutnya bisa menjadi sarana untuk

memberikan pelayanan yang baik terhadap tamu asing yang berkunjung di

Departemen Kebudayaan dan Pariwisata di Sleman.

A. LATAR BELAKANG

Hal yang melatarbelakangi penulisan materi ini antara lain kebutuhan akan

penguasaan bahasa Inggris bagi staf Departemen Kebudayaan dan Pariwisata

Sleman yang sering bertemu dengan tamu asing. Hal ini disebabkan oleh fungsi

bahasa Inggris yang merupakan alat komunikasi untuk mempromosikan

kebudayaan dan tempat pariwisata di Sleman terhadap turis asing.

B. ISI

Penulisan materi ini terdiri dari 8 unit. Setiap unit terbagi menjadi empat

bagian, yaitu “Be familiar, Keep in Your Mind, Use it Correctly, and Speak Up”.

“Be familiar berisi contoh dialog yang mungkin dihadapi ketika berkomunikasi

dengan turis asing berkaitan dengan topik dalam masing-masing unit. “Keep in

Your Mind” berisi kosakata dan ungkapan bahasa Inggris yang diperlukan untuk

berbicara bahasa Inggris yang diperlukan untuk berbicara bahasa Inggris yang

baik dengan turis asing. “Use it Correctly” disajikan untuk membantu siswa

memahami dan memperdalam penggunakan ungkapan-ungkapan dan kosa-kata.

“Speak Up” terdiri dari berbagai bentuk latihan yang dapat membantu

meningkatkan kemampuan siswa dalam berbicara bahasa inggris sesuai dengan

tujuan yang telah dirumuskan. Setiap unit digunakan untuk satu pertemuan dan

waktu yang diperlukan untuk setiap unit kurang lebih 90 menit.


68

C. TUJUAN

Penyusunan materi pengajaran bahasa Inggris untuk staf di Departemen

Kebudayaan dan Pariwisata Sleman ini bertujuan untuk membantu para staf

tersebut agar dapat menggunakan ungkapan-ungkapan dan kosakata bahasa

Inggris untuk berkomunikasi dengan turis asing dengan lancar.


69

QUESTIONAIRES

FOR ENGLISH LECTURERS AND ENGLISH INSTRUCTORS

As a respondent of this research, you are expected to state your evaluation

toward the designed instructional materials, which are enclosed with the

questionnaires.

1.

Respondent’s identity

Name :

Sex : Male Female

Educational Background : S-1 S-2 S-3

Teaching Experiences : years

You are expected to choose one of the opinions by the number, which

indicates your degree of agreement. The number and the degree of agreement can

be categorized as follows:

5 : absolutely agree/very good

4 : agree/good

3 : doubt

2 : disagree/poor

1 : absolutely disagree/very poor

Degree of agreement No The lecture’s/instructor’s evaluation on…..

1 2 3 4 5

1 The General Instructional Objectives (GIO)s

are well formulated.

2 The specific instructional Objectives (SIO)s are

well formulated

3 The materials match with the goals and

objectives.

4 The topics are well arranged.

5 The difficulty of the materials is appropriate


70

with what should be given to the learners.

6 The conversations of each unit are relevant to

the topic.

7 The discussion of language focus in each unit

has been presented properly

8 The exercises are well elaborated and can

facilitate the learners to achieve the goal.

9 Generally, the instructional materials are well

elaborated.

Comments or opinions about the designed instructional materials

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________

Suggestion or criticism

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________


71

SYLLABUS OF ENGLISH COURSE FOR STAFFS OF CULTURE

AND TOURISM DEPARTMENT IN SLEMAN

1. DESCRIPTION OF THE COURSE

The course is designed to teach English speaking for staffs of Culture and

Tourism Department in Sleman. This course attempts to fulfill the students’

needs. They need English to support their job. Their primary job is to promote the

cultures and tourism objects in Sleman to the foreigners. Therefore, the ability to

communicate in English is needed by staffs of Culture and Tourism Department in

Sleman. Principally, the course presents the following units.

No Language Functions

1.

2.

3.

4.

5.

6.

7.

8.

Greetings and Introductions

Offering Services

Telephoning

Giving Direction of Tourist Destinations

Describing Tourist Destinations

Describing Cultural Events

Giving Tourism Information

Telling History

Each unit consists of four parts:

a. Be Familiar

This section presents sample conversations. The students read and practice

the conversations with their partners. This section is aimed to familiarize the

students with the expressions used in the situations discussed in the topic.

b. Keep in Your Mind

This section presents some useful expressions, grammar focus, and

vocabulary list that are used in the topic. This language focus is aimed to help the

students to know the form of sentences, which is used to express something

related to the topic.


72

c. Use it Correctly

This section presents some exercises related to the language focus given in

the previous section. These exercises are aimed to train the students’

comprehension about the use of expression in each unit.

d. Speak Up

This section presents communicative activities in the form of Role-Play

and Games. This activity is aimed to give learners opportunities to practice their

English as in real situation related to their work.

II. CONTACT HOURS

This course consists of eight meetings. The course is conducted once a

week and each meeting is about 90 minutes.

III. PROGRAM

This program is called English for Staffs of Culture and Tourism



73

UNIT I

Meeting : I

Topic : Greeting and introduction

Time Allocation : 90’

Learners : The Staffs of Culture and Tourism Department in Sleman

General Instructional Objectives:

At the end of the course, the learners will be able to:

1. understand how to greet foreign tourist and introduce themselves

appropriately.

2. understand how to respond to foreign tourists’ greeting and introducing.

3. recognize the expressions of greeting and introducing used in the

dialogues.

4. know how to ask personal information to foreign tourists.

Specific Instructional Objectives:

At the end of the class, the learners will be able to:

1. read the dialogue.

2. great the tourists using appropriate expressions of greeting.

3. introduce themselves using appropriate expressions of introducing.

4. complete the dialogue with appropriate expressions of greeting and

introducing.

5. ask questions about others’ personal information.

6. introducing others to the tourists.

Media:

1. Handout

2. Whiteboard

3. Board marker


74

Teachings learning activities:

Time Teacher’s activities Students; activities Media 10’ I. Introduction

• Greets students • Introduces her/himself • Asks students’ name

• Respond the teacher’ greeting • Listen to the teacher’s

introduction • Say their names one by one

10’ II. Content • Asks students to read and

practice the dialogue with a partner

• Explains the additional notes of greetings

• Read and practice the

dialogue with a partner

• Listen to teacher’s explanation

Handout Whiteboard Boardmarker

10’ • asks students to study the useful expressions

• reads the useful expressions to be repeated by the students

• asks students to read the vocabulary list

• study the useful expressions

• read the useful expression after the teacher

• read the vocabulary list

Handout

15’ • asks students to complete the dialogue

• asks students to practice the dialogue with a partner in front of the class

• complete the dialogue

• practice the dialogue with a partner in front of the class

Handout Whiteboard Boardmarker

20’ • asks the students to stand up and interview other students, then write down the information about their friends

• asks the students to introduce their friends being interviewed

• asks other students to ask questions

• stand up, walk around the class, interview their friends and write down the information they get.

• introduce their friend being interviewed

• ask questions to their friends

20’ • distributes the cards • explains how to play the

game • asks the students to play

the game

• receive the cards • listen to the game

instruction

• do the game

Cards

5’

III. Closing • asks the students about the

topic • gives conclusion about the

topic

• answer the teacher’s question

• listen to the conclusion


75

• says good bye • reply the teacher’s saying good bye

Sources:

1. Alexander, L. G. 1978. Mainly Beginner A London: Longman group ltd.

2. Tilit, Bruce, and Mary Newton Bruder. 1985. Speaking Naturally.

Cambridge University Press.

3. Jill Hadfield, 1978. Beginners’ Communication games. London: Longman

Group Ltd.

Evaluation

The teacher’s evaluation includes:

1. The learners’ active participation in doing the exercises given.

2. The learners’ seriousness in doing the game.


76

UNIT 2

Meeting : 2

Topic : Offering Service





1. understand how to offer service to foreign tourists appropriately.

2. recognize the expressions of offering services used in the dialogues.

3. handle complaints appropriately.




2. offer services using appropriate expressions of offering service.

3. complete the dialogue with appropriate expressions of offering service.

4. practice the dialogue in front of the class.

5. make a short dialogue based on the situation given.

Media:

1. Handout

2. Whiteboard

3. Board marker


77

Teaching learning activities Time Teacher’ activities Students’ activities Media 10’ I. Introduction

o Greets students o Reviews previous

meeting’s topic

o Respond the teacher’s

greeting o Listen to the teacher’s

review

10’ II. Content o Asks students to read and


o Read and practice the


Handouts

20’ o Asks students to study the useful expressions

o Reads the useful expressions to be repeated by the students

o Asks students to read the vocabulary list

o Study the useful expressions

o Read the useful expression after the teacher

o Read the vocabulary list

Handouts Whiteboard Boardmarker

15’ o Asks students to complete the dialogue

o Asks students to practice the dialogue with a partner in front of the class

o Complete the dialogue

o Practice the dialogue with a partner in front of the class


30’ o Asks the students to work in groups of two

o Asks the students to make dialogue based on the situation given

o Asks students to perform the dialogue they have

o Make a group of two

o Make the dialogue

o Perform the dialogue

Handouts

5’ III. Closing o Asks the students about

the topic o Gives conclusion about

the topic o Says goodbye

o Answer the teacher’s

question

o Listen to the conclusion

o Reply the teacher’s saying goodbye

Sources:





78

Evaluation:

The teacher’s evaluation includes: 1. The learners’ active participation in doing the exercises given. 2. The learner’s correctness in making dialogue


79

UNIT 3

Meeting : 3

Topic : Telephoning





1. make a telephone conversation, take and leave message, and write a memo

correctly

2. recognize the expressions of making a telephone conversation, taking and

leaving a message and writing a memo.




2. complete the dialogue with appropriate expressions of making a telephone

conversation, taking and leaving a message and writing a memo.


4. make a short dialogue based on the situation given.

Media:

1. Handout

2. Whiteboard

3. Board marker


80



meeting’s topic



review





Handouts



o Asks students to read the vocabulary list


o Read the useful expression after the teacher

o Read the vocabulary list




o Complete the dialogue

o Practice the dialogue with a partner in front of the class


30’ o Asks the students to work in groups of two

o Asks the students to make dialogue based on the situation given

o Asks students to perform the dialogue they have

o Make a group of two

o Make the dialogue

o Perform the dialogue

Handouts





question

o Listen to the conclusion

o Reply the teacher’s saying goodbye

Sources:





81

Evaluation:

The teacher’s evaluation includes: 1. The learners’ active participation in doing the exercises given. 2. The learner’s correctness in making dialogue


82

UNIT 4

Meeting : 4

Topic : Giving Direction of Tourist Destinations





1. understand how to give direction to foreign tourists appropriately.

2. recognize the expressions of giving direction used in the dialogues.

3. know the pattern of giving direction and use the pattern correctly.




2. give directions using appropriate expressions of giving direction.

3. complete the dialogue with appropriate expressions of giving direction.


5. follow the directions given in the game.

Media:

1. Handout

2. Whiteboard

3. Board marker


83



meeting’s topic



review





Handouts

15’ o Asks students to study the vocabulary list and useful expressions


o Explains the additional notes of giving direction

o Study the vocabulary list and the useful expressions

o Read the useful

expression after the teacher

o Listen to teacher’s

explanation




o Complete the dialogue o Practice the dialogue

with a partner in front of the class


10’ o Asks the students to work in groups of four

o Asks the students to give direction based on the map

o Work in groups of four o Give direction based on

the map

Handouts

25’ o Explains the instruction of the game

o Asks students to do the game

o Listen to the game instruction

o Do the game

Game cards





question o Listen to the conclusion o Reply the teacher’s

saying goodbye


84

Sources:

1. Alexander, L.G. 1978. Mainly Beginner A London: Longman group Ltd.

2. Tillit, Bruce, and Mary Newton Bruder, 1985. Speaking Naturally.


Evaluation:



2. The learners’ ability to understand the direction game.


85

UNIT 5

Meeting : 5

Topic : Describing Tourist Destinations





1. understand how to describe the places especially tourism spots in Sleman

appropriately.

2. recognize the expressions of describing places used in the dialogues.

3. know the pattern of describing places and use the pattern correctly.




2. describe places using appropriate expressions of describing places.

3. complete the dialogue with appropriate expressions of describing places.

4. practice the dialogue with a partner.

5. match the words with their description.

6. give some descriptions about a place.

7. give the words based on the description given.

Media:

1. Handout

2. Whiteboard

3. Board marker


86



meeting’s topic



review





Handouts

15’ o Asks students to study the vocabulary list and useful expressions


o Explains the additional notes of giving direction

o Study the vocabulary list and the useful expressions

o Read the useful expression

after the teacher o Listen to teacher’s

explanation




o Complete the dialogue o Practice the dialogue with

a partner in front of the class


15’ o Asks the students to guess the place with his friend descriptions

o Discusses the task

o Guess the place with his friend descriptions

o Discuss the task

Handouts

25’ o Ask the students to make group of two

o Explains the instruction of the role-play

o Asks students to do the role-play

o Make group of two o Listen to the role-play

instruction o Do the role-play

Handout





question o Listen to the conclusion o Reply the teacher’s saying

goodbye


87

Sources:




Evaluation:





88

UNIT 6

Meeting : 6

Topic : Describing Cultural Events





1. understand how to give describe events clearly and appropriately.

2. recognize the pattern of describe events places appropriately.




2. describe events using expressions of describing events.

3. complete the dialogue with appropriate expressions of describing events.


5. make a dialogue based on the cues given.

Media:

1. Handout

2. Whiteboard

3. Board marker


89



meeting’s topic



review





Handouts




o Read the useful


Handouts

5’ o Asks students to read the vocabulary list

o Read the vocabulary list Handouts


o Asks students to practice the dialogue with a friend


with a friend


30’ o Asks students to make groups of two

o Asks students to make a dialogue based on the situation given

o Asks the students to perform the dialogue in front of the class

o Make groups of two o Make a dialogue o Perform the dialogue in

front of the class







saying goodbye


90

Sources:




Evaluation:





91

UNIT 7

Meeting : 7

Topic : Giving Tourism Information





1. understand how to give information about tourism villages and tourism

objects appropriately.

2. recognize the pattern of giving information about tourism villages used in

dialogues.




2. give information about tourism objects and tourism village using

expressions of giving information.

3. complete the dialogue with appropriate expressions of giving information.



6. act as a tourist guide in a role play.

Media:

1. Handout

2. Whiteboard

3. Board marker


92



meeting’s topic



review





Handouts

15’ o Asks students to study the useful expressions and the vocabulary list


o Study the useful expressions and the vocabulary list

o Read the useful






with a friend


10’ o Asks the students to match the names of the tourism spots with their descriptions.

o Match the names of the tourism spots with their descriptions






front of the class

Handouts






saying goodbye


93

Sources:




Evaluation:





94

UNIT 8

Meeting : 8

Topic : Telling History





1. understand how to give information about the history of the places clearly

and appropriately.

2. recognize the pattern of giving information about the history of the places

appropriately.




2. give information about the history of the places using expressions of

giving information.

3. complete the dialogue with appropriate expressions of telling history



Media:

1. Handout

2. Whiteboard

3. Board marker


95



meeting’s topic



review





Handouts




o Read the useful


Handouts

5’ o Asks students to read the vocabulary list

o Read the vocabulary list Handouts




with a friend






front of the class







saying goodbye


96

Sources:




Evaluation:





97

ENGLISH FOR STAFFS OF CULTURE AND TOURISM

DEPARTMENT IN SLEMAN

Designed by Woro Wahyu Utami


98

GREETING AND INTRODUCING

Read the following dialogues and practice them with your partner!

Dialogue 1

Smith : Hello, my name is Smith Randall. Just call me Smith.

Joko : Hello, Smith. I’m Joko, Nice to meet you.

Smith : Nice to meet you too.

Joko : Where do you come from, Smith?

Smith : I’m from Alaska, America and you?

Joko : I’m from Sleman, Yogyakarta.

Dialogue 2

Jack meets Eni who is one of staff of Culture and Tourism

Department in Sleman

Jack : Good afternoon.

Eni : Good afternoon Sir.

Jack : Excuse me. are you one of the staff here?

Eni : Yes, I am. My name is Eni Sudani. You can call me Eni. (They

shake their hands). What can I do for you Mister……..?

Jack : oh, my name is Jack, Jack Pepper. You can call me Jack.

Would you mind to tell me some tourism spots around Sleman ?


99Eni : Sure! No Problem. I’ll tell you some beautiful tourism spots

and attraction in Sleman.

Jack : Ok, thank you

Eni : You’re welcome, Sir!

Dialogue 3:

Andi : Good afternoon, Bryan. How are you today?

Bryan : Good afternoon. I am very well. Thank you. How are

you?

Andi : Fine Thank you. How was your trip to Kaliurang

yesterday?

Bryan : It was very nice. I want to get lunch now. See you.

Andi : See you.

Additional notes for greetings:

We say:

1. Useful Expressions

Study the following expression then practice them after the

teacher!

- Expressions for greeting:

More formal

GREETINGS Good morning. Good afternoon. Good evening. How nice to meet you? What a pleasant surprise! Hello, Robert.

RESPONSES Good morning. Good afternoon. Good evening. Yes, it’s been quite a while. Hello, Kathryn

Good morning in the morning up to 12 o’clock

Good afternoon after 12 to 6 p.m

Good evening from 6 p.m to midnight (12 p.m)

Good night on leaving in the evening if we will not meet the

person again the rest of the night


100

Less formal

More

formal

Less formal

More

formal

Less formal

How are you? Hi, Bob. How’ve you been? What’s happening? What’s new? How are you doing? How you doing? Long time, no see. PRE-CLOSINGS Would you excuse me, I have to be going. It’s been a pleasure. Thank you for the advice. I really must go now. (stronger) It’s nice to see you. Well, it’s getting late. I know you’re busy …. Good to see you again. Thanks for coming. Maybe we could get together sometime. Great seeing you. I’ve really got to go. Got to go now. CLOSINGS Until the next time …. Good night, Bill. Good-bye, Harry. Have a nice (weekend). Talk to you later. See you later.

Fine, thanks. And you? Hi, Kathy. Pretty good. Not much. Nothing. OK. Not bad. Yeah! RESPONSES Thank you for coming Yes, I’ve enjoyed it. My pleasure. It’s nice to see you too. Maybe we can talk again. Good to see you. It is fun. Sounds good. Same here OK. See you. See you again. RESPONSES Good-bye. Good night, Jean. Good-bye, Lisa. You, too. Bye. Take it easy. So long. Take care.

(Adopted from Speaking Naturally) -Expressions for introducing:

More formal

Less formal

SELF-INTRODUCTION Hello. I’m John Thomas. How do you do? Hello. My name is George Blake. I don’t think we’ve met. I’m Young Kim. Hi. I’m Mike. What’s your name?

RESPONSE I’m Julie Smith. How do you do? Pleased to meet you. I’m Sue Washington. Nice to meet you. I’m Eva Beck. Hi. I’m Margaret, but everyone calls me Peggy.

(Adopted from Speaking Naturally)


101 - Expressions for asking personal information:

Name

Origin

Nationality

Address

Job

Place of Birth

Hobby

What is your name?

Where are you from?

Where do you come from?

What is your nationality?

Where do you live?

What is your job?

Where were you born?

What is your hobby?

Additional notes for names and titles:

ADDRESS FORMS Dr. Snow Professor Schultz Mr. Robert Miss Taylor Mrs. Snow Ms. Newman Susan Anastasia Barbara

FUNCTION Title + last name (for formal situation) Mr. : a man Miss.: a single woman Mrs. : a married woman Ms. : a single or married woman (used if we haven’t known whether she is married or not).

Full first name Note: some people want to be called with their first name in every situation.


- Expressions for introducing someone:

More formal

Less formal

INTRODUCER I’d like to introduce Henry Cheng. I’d like to introduce Marie Brandon. I’d like you to meet Patricia Murphy. I’d like to introduce Tony Angelo. This is Ali Hassan

RESPONSE A How do you do? Glad to meet you. Nice to meet you. Pleased to meet you. Hi.

RESPONSE B How do you do? The pleasure is mine. Nice to meet you. I’ve heard so much about you. Hi.



102

Complete the following dialogues using the appropriate expressions

then practice them with your friend in front of the class!

1. Eva : Good morning, Soni.

Soni : ______________, __________?

Eva : ______________, __________?

Soni : I am fine too.

2. Enya : Good afternoon, I am Enya, How do you do?

Budi : _______________Budi. _______________?

Enya : I am from Spain. ________________?

Budi : I am from Yogyakarta. Nice to see you.

Enya : ______________ too

3. Veni : May I introduce myself? My _______ Veni.

Erick : Hello, I’m Erick.

Veni : ______ to meet you, Erick

Erick: Nice to _____ you ____

4. Mr. Jack : Tina, I’d like you to meet Mr. John.

Tina : ________________, Mr. John.

Mr. John : How do you do?

Mr. Jack : Mr. John is my friend from Canada. He just came today.

Tina : I’m a staff here, Sir.

Mr. John : ________________, Tina.

Tina : Nice to meet you too, Mr. John.


103

1. Pair work: getting to know you

Take turns interviewing each other!

Use the expression you have learnt previously (Greeting,

Introducing, and Parting)!

Try to find out as much information as possible about

your partner!

Ask question and take notes!

2. Class activity

Now use your notes and introduce your partner to the

class! The other learners may ask questions.

3. Game

4. Divide the class into two big groups! Each of you will get a role

card about your own personal information (name, nationality,

hobby, and job). One of your friends in the other groups will get

the same card as yours. Go to the other group and try to find

your friend who has the same card. Don’t forget to use the

expressions of greeting and parting in asking your friends. The

role-cards are enclosed.


104Vocabulary List

1. come from : berasal dari

2. live : tinggal

3. tourism spots : tempat wisata

4. attraction : pertunjukan

5. introduce : memperkenalkan

6. nick name : nama panggilan

7. meet, met : bertemu

8. weekend : akhir pekan

9. nationality : kebangsaan

10. job : pekerjaan


105CARDS FOR THE GAME

John Peters Australian Job : technician Hobbies : playing tennis, playing football

Elsie Lewis Canadian Retired Hobbies : gardening

Alice Summers Mexican Job : nurse Hobbies : swimming, cooking

Tim Fowler Italian Job : electrician Hobbies : playing guitar

Susie Parker Scotland Job : police woman Hobbies : knitting, cooking

Tony Owen German Job : student Hobbies : drinking & talking

Utada Hikaru Japan Job : housewife Hobbies : going to theatre, reading

Natsuko Nidji Korean Job : accountant Hobbies : fishing

Sam Steven American Job : fireman Hobbies : playing football

Chris Platt French Job : teacher Hobbies : gardening

David Oldham Indian Job : Businessman Hobbies : doing woodwork, painting

Jarwo Indonesian Job : Tailor Hobbies : doing crosswords


106

OFFERING SERVICES

Read the following dialogues and practice them with your partner!

Dialogue 1

Staff : Good afternoon, Madam. May I help you?

Foreigner : Good afternoon. I would like to ask you some

information about Kaliadem tourism village. Could you

explain it for me?

Staff : Certainly, the package involves taking a walk around the

foot of Merapi Mountain.

Foreigner : oh, thank you.

Staff : You’re welcome. Is there anything else I can do for you,

madam?

Foreigner : No, thank you. I will call you if I need something.

Staff : ok, Madam. See you.

Foreigner : See you.

Dialogue 2

Jack : Good morning, is it Department of Tourism of Sleman?


107Bimo : Yes, may I help you? (What can I do for you?)

Jack : I want to meet the head of this department.

Bimo : Have you made an appointment before?

Jack : Yes I have.

Bimo : Ok then. By the way, what is your name?

Jack : I am Mr. Jack.

Bimo : All right sir, just wait here for a minute. I will tell the head of

the department.

Jack : Thank you.

Bimo : You are welcome.

1. Useful Expressions Study the following expressions. Repeat after the teacher!

Offering Services Responses • What can I do for you? Certainly • Let me help you to…… Yes, sure • May I help you? No, thank you • Can I help you? I’d like to …… • Would you like me to …? that’s very kind of

you • Would you like to……….? Thanks a lot • Do you want me to …? • Is there anything else I can do for you?

Complete the dialogue using the proper expression!

Tourist : Excuse me. _____________________?

Staff : Certainly, Sir. ___________________?

Tourist : I’d like to see the cultural ceremony, but I am separated

from my friends.

Staff : don’t worry Sir. I will help you to find your friends.

Tourist : Thank you very much.

Staff : ______________________


108

Role Play

Make a group of two. Based on the situation below, make a short

dialogue in which you use the expressions of offering services and

response.

Situation 1

There is a staff and a tourist named Julia

Situation 2

There is a staff and a foreigner named Paul

A staff You are in the tourism exhibition. You see a confused tourist. It seems that she wants to ask about tourism villages and tourism packages. Go over her and offer some helps.

Julia You go to tourism exhibition for first time and you want to know more about tourism in Sleman. A staff who is keeping one of the stand offer his help to you.

A staff You are in the office. The foreigner look very tired after trekking the Merapi Mountain and the weather is very hot. You offer some help to him

Paul You are in the culture and tourism Department now after trekking the Merapi Mountain. You feel very tired and hot. You ask the staff to get fan and cold mineral water.


109Situation 3

There is a staff and a foreigner named Pete

Vocabulary List

1. tourism village : desa wisata

2. tourism package : paket wisata

3. mountain : gunung

4. trekking : perjalanan/berekspedisi

5. cultural ceremony : upacara adat

6. exhibition : pameran

7. tourism park : taman wisata

8. fan : kipas angin

9. tourism resort : kawasan wisata

10. entry ticket : tiket masuk

Pete You are in Tourism Resort and have troubles to buy entry ticket. You don’t know where to buy it. A staff of Culture and Tourism Department offers his help to you.

A staff You are in Tourism Resort now. You see a confused foreigner. It seems that he has troubles to enter Tourism Park. Go over to him and offer some helps.


110

TELEPHONING

Read the following dialogues and practice them with your partners!

Dialogue 1

Staff : Hello, good morning! This is Culture and Tourism

Department in Sleman, may I help you?

Caller : Good morning! Could I speak to Mr. Kardi?

Staff : Who’s speaking, please?

Caller : I’m Dick Graham, the manager of Hilton Hotel.

Staff : I’m sorry Mr. Dick Graham. I’m afraid Mr. Kardi is in the

middle of meeting now. Would you like to leave a message?

Caller : Yes, please. Could you tell him to call me as soon as possible

after the meeting has finished? I want to discuss our joining

exhibition next month.

Staff : Yes, Mr. Dick Graham. I’ll inform it to Mr. Kardi. May I have

your phone number?

Caller : My phone number is 0819090909

Staff : 0819090909


111Caller : Yes, that’s right. Thank you for your help.

Staff : You’re welcome, Sir.

Dialogue 2

Staff : Culture and Tourism Department. Good afternoon, may I

help you?

Caller : Good afternoon, Miss. I’d like to speak to Mrs. Sisca, please.

Staff : Who’s speaking, please?

Caller : I’m George.

Staff : Mr. George from Deco Tourism Resort, aren’t you?

Caller : Yes, you’re right.

Staff : Hold the line, please. I’ll put you through.

Caller : Thank you.

Staff : You’re welcome

1. Useful Expressions Study the expression below and practice after the teacher!

- Identifying yourself

- Asking to speak to someone

• My name is ……..

• This is………..

• ………….is speaking

• May/could I speak to ……. please?

• Could you put me through to ……..please?

• Could I have extension 347, please?


112- Leaving a message

- Explaining purpose of call

- Thanking

- Identifying your company

- Helping the caller

- Asking for caller’s identification

• Could you give …….. a message?

• Could you ask ……..to call me?

• Could you tell ……. That the meeting is at 10 a.m?

• I’m calling to ask about ……

• I’m phoning to let you know the details of……..

• I’m ringing to tell you about……

• Well, thank you for your help.

• Thanks for the information

• I’m very grateful for your assistance.

• Good morning, this is Culture and Tourism

Department

• Culture and Tourism Department, good morning

• Who’s speaking, please?

• Who’s calling, please?

• Which company are you?

• May/Can I help you?

• Who would you like to speak to?


113-Explaining that someone is not available

- Alternative actions

- Responding to Thanks

Complete the following dialogue then practice it in front if the

class!

1. Tony : Hello. Good morning. Is this 406-0934?

Staff : _________,Yes.

Tony : ________________ Mrs. Budiono, please?

Staff : Yes. _____________, please?

Tony : My name is Tony Hartono.

Staff : One moment, please.

2. Nila : Is this Sleman tourism office?

Staff : Yes.

• Not at all • Don’t mention it • You’re welcome

• Could you ring/phone/call back later?

• Would you like to leave a message? • Can I take a message?

• I’m afraid….is not available this

morning

• I’m afraid…..is out at the moment

• I’m sorry, but….is on holiday/in the

middle of meeting now

• I’m afraid his/her line’s engaged. Do

you want to hold?


114 Nila : ______________Ms. Tuti, please?

Staff : I’m sorry she’s out. _______________ at three?

Nila : Okay.

d. Leave a Message Mr. Pram : _____________. Is this Sleman tourism office?

Ms. Ana : Good morning. Exactly, you’re right. _____________?

Mr. Pram : This is Pram speaking. ______________ Mr. Arif?

Ms. Ana : I’m sorry. __________________at a moment.

Mr. Pram : Do you know when he’ll be back?

Ms. Ana : No, I don’t.

Mr. Pram : ______________________?

Ms. Ana : Wait for a minute. I have to get a pen.

Mr. Pram : Would you please ask him to call Pram at 2 p.m.

We will talk about the art exhibition.

Ms. Ana : Okay. _______________________.

Mr. Pram : Thanks a lot.

MEMO

For (Mr /Ms) :………………………

From (Mr/Ms) :………………………

Message

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

Date :……………………………

Taken by :……………………………


115

Make group of two! You are calling your colleague or taking message on the

phone. At the end of the pair work, present your dialogue in front of the class.

You are supposed to have seats but far from each other and act as well as

two people is talking on the phone

A staff The telephone rings and you answer it. The caller asks for Mr. Eko. He is in the meeting now. Ask if the caller wants to leave a message. Write down the message on the memo below.

Claudia The staff answers the call. Ask for Mr. Eko. Give your company’s name, and your telephone number. Leave your message (create your own message)

MEMO

For (Mr /Ms) :………………………

From (Mr/Ms) :………………………

Message

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

Date :……………………………

Taken by :……………………………


116Vocabulary List

1. middle : tengah 2. discuss :membicarakan 3. hold the line : tetap tahan

sambungan 4. put through : menghubungkan 5. leave : meninggalkan 6. message : pesan 7. purpose : tujuan 8. not available : tidak ada di

tempat 9. identification :identitas 10. call back : telfon kembali


117

GIVING DIRECTIONS OF TOURIST

DESTINATIONS

Read the following dialogues and practice it with your Partner!

Dialogue 1

Tourist : Excuse me. Do you know where the museum is?

Staff : Well, the museum isn’t far from here.

Do you know the main post office?

Jack : Not really.

Staff : Go down this street to the traffic light.

Then, turns left and go along the street. The museum is on

your right, next to the post office.

Jack : All right. Thanks.

Staff : You’re welcome.


118Dialogue 2

Tourist : Excuse me. Could you show me the way to Prambanan

Temple?

Staff : Sure. You go down this street to the traffic light. Go along the

street until you find a T-junction on your right. You turn

right, the Prambanan Temple is on your left.

Tourist : Is it across from the jewelry center?

Staff : Exactly, Sir.

Tourist : Thank you.



Study the expressions below and practice them after the teacher!

To ask for direction Responses

Where is the gas station?

What is on the corner?

What is next to the park?

Can you show me the way to

the tourism resort?

Is there a restaurant near here?

What is this street?

The gas station is ……

There is …. in the

corner.

It is a salak orchard

Certainty, Madam

Yes, there is.

This is Monjali Street.

Additional notes

- To show a location or a place, we use prepositions (in, on, at, in front

of, behind, next to, opposite, under, above)

Examples:

• The salak orchard is on the north of this park. • The Jathilan will be performed in the Jogja Kembali

Museum.


119- To give directions to a location or place, we use imperative verb

forms and adverbs of place

Complete the following dialogues then practice them in front of the

class!

Dialogue 1

Tourist: I heard that there is salak orchard in this park? Can you

_____________________?

Staff : Certainly, Sir. The salak orchard is on the north side of this

park. As you come out from this entrance, __________ (belok

kiri). ____________________(berjalan luruslah) and turn right

on the first intersection. _______________ is on your left side.

Tourist : Oh I see. Thanks.


Dialogue 2

Tourist : Excuse me. Do you know where the restaurant is?

Staff : Well, the museum isn’t far from here.

Do you know the main post office?

Jack : Not really.

Staff : _______________(berjalan luruslah) to the traffic light.

Then, __________(belok kanan) and go along the street. The

restaurant is ______________(di sebelah kirimu), next to the

museum.

Jack : All right. Thanks.

Staff : _________________.

• Go straight that way • Go along the street, and then turn left! • Take the second turning on the left! • Turn right and go straight on!


120

Work in pairs. You will get different map from your partner. Tell your

friend the directions of the places that are named in your map start

from the office.

MAP A

TEMPLE

OFFICE

BANK

MOSQUE

MALL

CORN FIELD


121MAP B

CHURCH

OFFICE

POST OFFICE

MOSQUE

RESTAURANT

SCHOOL

Vocabulary List

1. turn right : belok kanan 2. turn left : belok kanan 3. go straight : berjalan lurus 4. way : jalan 5. salak orchard : kebun salak 6. park : taman 7. intersection : persimpangan 8. near : dekat 9. far : jauh 10. corner : sudut/pojok 11. gas station : pom bensin 12. t-junction : pertigaan 13. jewelry center :pusat perhiasan


122

DESCRIBING TOURIST

DESTINATIONS

Read the following dialogue then practice it with your friend!

Dialogue 1

Staff : Good morning Sir. What can I do for you?

Tourist : Good morning. I’d like to go to some Tourism spots in

Sleman. Could you tell me the most interesting place in

Sleman?

Staff : Yes, of course. I think Kaliurang is the most beautiful place

in Sleman

Tourist : Can you tell me more about Kaliurang?

Staff : Kaliurang is not a big area. It lies on the slope of a volcano.

The volcano is mount Merapi. Therefore, the weather in

Kaliurang is very cold.

Tourist : Oh, I see. I will go there tomorrow. Thanks for your


123 information,Sir.


Dialogue 2

Staff : Good afternoon, Madam. May I help you?

Tourist : Good afternoon. I would like to go to Prambanan Temple but

I don’t know what its look like. Could you tell more about it?

Staff : Certainly. Prambanan Temple is located in Kalasan. You can

see big amount of statues and beautiful scenery there.

Sometimes, Ramayana dance and drama is performed there.

It is very interesting place.

Tourist : Oh, I see. Thank you for your information.


1. Useful expressions

- In describing places you should use present tense.

Example:

-expressions to describe location

Example:

• Merapi Mountain is in the north of Jogja • Prambanan Temple is very beautiful.

• is situated/is located ….. • in the south/east/west/north/etc of… • in the center/middle of…


124 - Describing Place

NAME Prambanan Temple, Merapi Mountain,

Kali Kuning River, Jogja Kembali Museum,

…..

LOCATION In Kalasan, In the north of Jogja, In the

center of the city, ….

THINGS TO DO AND SEE Statue, scenery, Diorama, Garden, Mount

Waterfall, Spring, Gardening, Trekking, …

SHOPPING Traditional market, animal market, mall,

big market, …

NIGHT LIFE Restaurant, café, bar, angkringan, …

COMMENT Too hot, very beautiful, nice, fresh air, …

Complete the dialogue below using appropriate expressions, then

practice it with a partner.

Staff : Good morning Sir. ________________?

Tourist : ____________. I’d like to go to some Tourism spots in Sleman.

Could you tell me the most interesting place in Sleman?

Staff : Yes, of course. I think ________is_________________ place in

Sleman

Tourist : Can you tell me more about Kali Kuning River?

Staff : Kali Kuning River is not a big area. It

________________________. The weather in __________________ is

very cold.


125

1. Group Activity

The students make groups of two. Then each student has to

describe 3 places to be guessed by his/her partner.

2. Role-Play

Make a group of two. Based on the situation given, make short

dialogue in which you use the expression of describing places.

Vocabulary List

A staff You are in the exhibition. Your job is to describe some tourism spots in Sleman to the tourists. A tourist is interested on Jogja kembali Museum. She never goes there. She asks you to describe.

Helena You are attending tourism exhibition. You are interesting about Jogja Kembali museum. You want to know more about. You ask him to describe the place.

1. beautiful : indah 2. slope : lereng 3. volcano : gunung berapi 4. cold : dingin 5. weather : cuaca 6. scenery : pemandangan 7. statue : patung 8. spring : mata air 9. north : utara 10. south :selatan 11. east : timur 12. west : barat 13. interesting : menarik 14. dance and drama : sendratari


126

DESCRIBING CULTURAL EVENTS

Read the following dialogue and practice it with your partner!

Dialogue

Tourist : Excuse me. What are the people doing in this picture?

Staff : Oh, they are doing a traditional ceremony.

Tourist : It’s very nice. Can you tell me more about this traditional

ceremony?

Staff : Sure. This traditional ceremony is called Bekakak. It is held

every fourth week of Sapar month (Javanese Calendar) in

Gamping, Ambarketawang.

Tourist : so, why they celebrate bekakak?

Staff : Bekakak is carried out to commemorate the loyalty

Wirosuto and his wife (the guardian of the Sultan Palace)

who were died and buried in a cave of Limestone Mountain.

Tourist : What are they doing in the bekakak ceremony?

Staff : The people who wear traditional costumes parade along the

street. They dance and play some traditional instruments.

Tourist : It seems very nice.

Staff : Yes, it is very spectacular, Sir.


127


- To describe events

NAME OF

THE EVENTS

Merti bumi, Labuhan Merapi, Mbah Bergas,

Bekakak, Tuk Di bedug Fair, ….

PLACE On Merapi Slope, in Ambarketawang, …

TIME Every Friday that coming near to the 15th day of

sapar month, …..

REASON To thank to God for the successful harvests, as

the traditional ritual, ….

PREPARATION Costumes made, making the “Gunungan”,

Musicians practice, street decorated, rehearsal, …

ACTUAL EVENT People dancing, Ramayana ballet, Pageant, …

COMMENT Spectacular, very disappointing, amazing, …

Complete the following dialogue then practice it in front of the class!

Tourist : Excuse me. What are the people doing in this picture?

Staff : oh, they are doing a traditional ceremony.

Tourist : it’s very nice. _________________________ about this ________?

Staff : Sure. This traditional ceremony is called Merti Bumi. It

_____ every Suro month (Javanese Calendar) in Turi,

Sleman.

Tourist : so, why they celebrate ________?

Staff : Merti Bumi is carried to thank to God for the successful

harvests.

Tourist : What are they doing in the________________?

Staff : The people who wear traditional costumes parade along the

street. They dance and play some traditional instruments.

Tourist : it seem_______.

Staff : yes, it is very spectacular, Sir.


128

Role-Play

Work I groups of two. Make a dialogue based on the situation given.

Then perform it in the form of role-play.

2. Vocabulary List

A Staff You are in the office. A tourist come to you and asks you about what the traditional ceremony that will be held this week. You should describe it use the expression of describing events.

Selly You come to Culture and tourism Department to ask about the next coming traditional ceremony. You ask the staff to describe for you.

1. traditional ceremony : upacara traditional 2. rehearsal : latihan 3. pageant : pawai 4. harvest : panen 5. held : diadakan 6. commemorate : memperingati 7. guardian : penjaga 8. buried : terkubur 9. cave : gua 10. limestone mountain : gunung gamping 11. parade : arak-arakan


129

GIVING TOURISM INFORMATION

Read the following dialogue the practice it with your friend

Dialogue

Staff : Good morning, Sir. May I help you?

Tourist : Good morning. Yes, sure. Can you give some information

about tourism village?

Staff : Yes, certainly. We have many tourism villages in Sleman.

Each tourism village has its own tourism package. There

are three packages. The first is an hour duration, the

second is two hour duration and last is three hour

duration. All the cost will include traditional food and

beverages.

Tourits : How can I order the trip?

Staff : You can order the ticket here or by phone.

Tourist : Oh, I see. Thanks for your information


130Staff : You’re welcome.


- To ask for information about something

- To give information about something

1. Complete the dialogue and practice it with the partner!

Dialogue 1

Tourist : Excuse me, _______________ Kaliadem tourism

village?

Staff : Sure. It is located in kepuharjo, Cangkringan Sleman.

It is the nearest village from the Merapi Mount.

Tourist : What are the main attractions there?

Staff : You can see beautiful scenery there. You will inhale the

fresh air there.

Tourist : ____________________________?

Staff : Kaliadem Tourism Village only has two tourism

• I’d like some information about ….

• Could you tell me about …?

• Can you give me some information

about …?

• Do you know …?

• It is kind of traditional ceremony.

• It consists of ............

• The tourism village has ….

• The cost per package is ….


131 packages.

Tourist : What are they?

Staff : ________ route to the village and Route to the Merapi

Mount.

Tourist : ok, thanks for your information


2. Listen to your teacher who reads some passages about traditional

performance in tourism villages. Your task is to match the name of the

art performance and some important points related to the traditional art

performance!

Names of art performance:

1. leather puppet performance

2. Jathilan performance

Some important points:

1. It contains lessons which can guide people to live properly.

2. This performance is also called a ‘horse dancing”.

3. It is dominated by magic power.

4. The other name involves Javanese puppet stories.

5. The dancers usually eat glass or flowers.

6. The gamelan that accompanies it is simple.

7. There is a dalang handling this performance.

8. There is a pawang handling this performance.


132

Group Activity

Work in group of two! Make a short dialogue (role-play) based on the

situation given!

Learner A

• You are a tourist

• You want to spend your vocation in Tourism Village.

• You come to Culture and Tourism Department

• Choose which Tourism Village you want to go.

• You ask some information from a staff.

Learner B

• You are a staff

• Your job is to give all the information that learner a needs.

2. Vocabulary List

1. Tourism package : paket wisata

2. beverage : minuman

3. order : memesan

4. Duration : lama waktu

5. consist of : terdiri dari

6. the cost : harga

7. include : termasuk

8. traditional food : makanan traditional

9. main attraction : daya tarik utama

10. cross-country : lintas alam


133

TELLING HISTORY

Read the following dialogue and practice it with your friend!

Tourist : I think that Prambanan Temple is very old. It can be

seen from the construction. Could you tell me when it

was built?

Staff : It was built in 1521.

Tourist : Who built it?

Staff : Bandung Bondowoso did the construction with his

magic.

Tourist : What was the story behind it?

Staff : Bandung Bondoso was in love with a girl named Roro

Jonggrang but she rejected his love by giving him a

challenge to build a thousand temples from night till

dawn. With his magic, he almost finished it. However

Roro Jonggrang was so tricky. She lighted torches to


134 make the devils felt that it was morning. The devils ran

away and left Bandung Bondowoso alone. Because he

felt angry, he cursed Roro Jonggrang to become the last

temple.

Tourist : Oh, it was interesting story. Thanks for your

information.



Asking information about the

history?

Giving information about the

history

• Can you tell me the history

of…..?

• Can you tell me who built

this …?

• What was … at the corner?

• What was the function of

this …?

• What was the history

behind this…?

• Yes, the ….was….

• The ….was built by…

• The …..in the corner was…

• The function of this ….. at

that time was?

• The history behind ….was…

Complete the following dialogue then practice it in front of the

class with a partner!

Dialogue 1

Tourist :__________________?

Staff : Yes, Sir. Long time ago this place was very crowded

every Sapar month. There was a routine event called

Merti Bumi.

Tourist : __________________________________________?


135Staff : Merti Bumi was a traditional ceremony in which people

brought oily and salty rice and left it here.

Tourist : ________________________________________?

Staff : The purpose of that traditional ceremony is to thank God

for successful harvest.

Dialogue 2

Tourist : Good afternoon.

Staff : Good afternoon. ______I help you?

Tourist : yes. Can you __________about this building?

Staff : this building ____________in 1756.

Tourist : Can ___________________?

Staff : This building was built by Sultan Hamengku Buwono.

Tourist : Thank you for your information.

Staff : _____________

Role-Play

Work in groups of two. Make a dialogue based on the situation

given, and then practice it in the form of role-play!

Vocabulary Lists

A Staff

You are in the Jogja Kembali Museum now. A tourist come to you and asks about the history of Jogja Kembali Museum. You tell her a history behind it and who built this museum.

Diana

You visit Jogja Kembali Museum to get know about its history. You ask the staff about the history of this museum.


136

1. build : membangun 2. was built : dibangun 3. history : sejarah 4. function : fungsi 5. rejected : menolak 6. challenge : tantangan 7. dawn : subuh 8. torch : obor


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