i
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
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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
Department in Sleman.
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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.
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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
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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.
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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.
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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
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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.
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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).
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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
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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.
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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.
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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
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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).
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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.
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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
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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
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(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
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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.
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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
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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.
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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
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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:
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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.
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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.
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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.
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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
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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
Study Program lecturer, three instructors from several English courses, and one of
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
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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
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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
several English courses, and one of staffs of Culture and Tourism Department in
Sleman.
7. Revising
The writer attempted to revise and improve the material designed based on
the respondents’ suggestions and feedback.
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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
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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.
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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.
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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.
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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.
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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.
4. The learners can practice the dialogue with a partner.
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.
4. The learners can practice the dialogue with a partner.
5. The learners can make a dialogue based on the cues given.
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
4. The learners can practice the dialogue with a partner.
5. The learners can make a dialogue based on the cues given.
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
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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
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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.
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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.
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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
several English courses, and one of staffs of Culture and Tourism Department in
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 =
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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.
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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
Study Program lecturer, three instructors from several English courses, and one of
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
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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
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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.
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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
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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.
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
REFERENCES Best, William. 1970. Research in Education. London: Prantice Hall Regents.
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
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.
Widdowson, HG. 1987. Teaching Language as Communication. Oxford: Oxford University Press.
Yalden, Janice. 1987. The Communicative Syllabus: Evolution, Design, and Implementation. London: Prentice-Hall International (UK) Ltd.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________
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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.
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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
Department in Sleman.
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 2
Meeting : 2
Topic : Offering Service
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 offer service to foreign tourists appropriately.
2. recognize the expressions of offering services used in the dialogues.
3. handle complaints appropriately.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
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
Handouts Whiteboard Boardmarker
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:
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 3
Meeting : 3
Topic : Telephoning
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. 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.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
2. complete the dialogue with appropriate expressions of making a telephone
conversation, taking and leaving a message and writing a memo.
3. practice the dialogue in front of the class.
4. make a short dialogue based on the situation given.
Media:
1. Handout
2. Whiteboard
3. Board marker
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
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
Handouts Whiteboard Boardmarker
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:
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 4
Meeting : 4
Topic : Giving Direction of Tourist Destinations
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 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.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
2. give directions using appropriate expressions of giving direction.
3. complete the dialogue with appropriate expressions of giving direction.
4. practice the dialogue in front of the class.
5. follow the directions given in the game.
Media:
1. Handout
2. Whiteboard
3. Board marker
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
Handouts
15’ o Asks students to study the vocabulary list and useful expressions
o Reads the useful expressions to be repeated by the students
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
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
Handouts Whiteboard Boardmarker
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
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Sources:
1. Alexander, L.G. 1978. Mainly Beginner A London: Longman group Ltd.
2. Tillit, Bruce, and Mary Newton Bruder, 1985. Speaking Naturally.
Cambridge University Press.
Evaluation:
The teacher’s evaluation includes:
1. The learners’ active participation in doing the exercises given.
2. The learners’ ability to understand the direction game.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 5
Meeting : 5
Topic : Describing Tourist Destinations
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 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.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
Teaching learning activities Time Teacher’ activities Students’ activities Media 5’ 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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
Handouts
15’ o Asks students to study the vocabulary list and useful expressions
o Reads the useful expressions to be repeated by the students
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
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
Handouts Whiteboard Boardmarker
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
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
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87
Sources:
1. Alexander, L.G. 1978. Mainly Beginner A London: Longman group Ltd.
2. Tillit, Bruce, and Mary Newton Bruder, 1985. Speaking Naturally.
Cambridge University Press.
Evaluation:
The teacher’s evaluation includes:
1. The learners’ active participation in doing the exercises given.
2. The learners’ ability to understand the direction game.
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88
UNIT 6
Meeting : 6
Topic : Describing Cultural Events
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 give describe events clearly and appropriately.
2. recognize the pattern of describe events places appropriately.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
2. describe events using expressions of describing events.
3. complete the dialogue with appropriate expressions of describing events.
4. practice the dialogue with a partner.
5. make a dialogue based on the cues given.
Media:
1. Handout
2. Whiteboard
3. Board marker
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89
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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
Handouts
15’ o Asks students to study the useful expressions
o Reads the useful expressions to be repeated by the students
o Study the useful expressions
o Read the useful
expression after the teacher
Handouts
5’ o Asks students to read the vocabulary list
o Read the vocabulary list Handouts
15’ o Asks students to complete the dialogue
o Asks students to practice the dialogue with a friend
o Complete the dialogue o Practice the dialogue
with a friend
Handouts Whiteboard Boardmarker
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
Handouts Whiteboard Boardmarker
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
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90
Sources:
1. Alexander, L.G. 1978. Mainly Beginner A London: Longman group Ltd.
2. Tillit, Bruce, and Mary Newton Bruder, 1985. Speaking Naturally.
Cambridge University Press.
Evaluation:
The teacher’s evaluation includes:
1. The learners’ active participation in doing the exercises given.
2. The learners’ ability to understand the direction game.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
UNIT 7
Meeting : 7
Topic : Giving Tourism Information
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 give information about tourism villages and tourism
objects appropriately.
2. recognize the pattern of giving information about tourism villages used in
dialogues.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
2. give information about tourism objects and tourism village using
expressions of giving information.
3. complete the dialogue with appropriate expressions of giving information.
4. practice the dialogue with a partner.
5. make a dialogue based on the cues given.
6. act as a tourist guide in a role play.
Media:
1. Handout
2. Whiteboard
3. Board marker
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92
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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
Handouts
15’ o Asks students to study the useful expressions and the vocabulary list
o Reads the useful expressions to be repeated by the students
o Study the useful expressions and the vocabulary list
o Read the useful
expression after the teacher
Handouts Whiteboard Boardmarker
15’ o Asks students to complete the dialogue
o Asks students to practice the dialogue with a friend
o Complete the dialogue o Practice the dialogue
with a friend
Handouts Whiteboard Boardmarker
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
Handouts Whiteboard Boardmarker
25’ 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
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
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93
Sources:
1. Alexander, L.G. 1978. Mainly Beginner A London: Longman group Ltd.
2. Tillit, Bruce, and Mary Newton Bruder, 1985. Speaking Naturally.
Cambridge University Press.
Evaluation:
The teacher’s evaluation includes:
1. The learners’ active participation in doing the exercises given.
2. The learners’ ability to understand the direction game.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
UNIT 8
Meeting : 8
Topic : Telling History
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 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.
Specific Instructional Objectives:
At the end of the class, the learners will be able to:
1. read the dialogue.
2. give information about the history of the places using expressions of
giving information.
3. complete the dialogue with appropriate expressions of telling history
4. practice the dialogue with a partner.
5. make a dialogue based on the cues given.
Media:
1. Handout
2. Whiteboard
3. Board marker
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95
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
practice the dialogue with a partner
o Read and practice the
dialogue with a partner
Handouts
15’ o Asks students to study the useful expressions
o Reads the useful expressions to be repeated by the students
o Study the useful expressions
o Read the useful
expression after the teacher
Handouts
5’ o Asks students to read the vocabulary list
o Read the vocabulary list Handouts
15’ o Asks students to complete the dialogue
o Asks students to practice the dialogue with a friend
o Complete the dialogue o Practice the dialogue
with a friend
Handouts Whiteboard Boardmarker
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
Handouts Whiteboard Boardmarker
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
Sources:
1. Alexander, L.G. 1978. Mainly Beginner A London: Longman group Ltd.
2. Tillit, Bruce, and Mary Newton Bruder, 1985. Speaking Naturally.
Cambridge University Press.
Evaluation:
The teacher’s evaluation includes:
1. The learners’ active participation in doing the exercises given.
2. The learners’ ability to understand the direction game.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
ENGLISH FOR STAFFS OF CULTURE AND TOURISM
DEPARTMENT IN SLEMAN
Designed by Woro Wahyu Utami
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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 ?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
(Adopted from Speaking Naturally)
- 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.
(Adopted from Speaking Naturally)
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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.
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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.
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 : ______________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 :……………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 :……………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
Staff : You’re welcome.
1. Useful Expressions
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.
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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.
Staff : You’re welcome.
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!
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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
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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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123 information,Sir.
Staff : You’re welcome.
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.
Staff : You’re welcome.
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…
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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.
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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
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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.
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127
1. Useful Expressions
- 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.
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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
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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
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130Staff : You’re welcome.
1. Useful Expressions
- 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 ….
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131 packages.
Tourist : What are they?
Staff : ________ route to the village and Route to the Merapi
Mount.
Tourist : ok, thanks for your information
Staff : You’re welcome.
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.
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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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
Staff : You’re welcome.
1. Useful Expressions
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 : __________________________________________?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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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