plagiat merupakan tindakan tidak terpujifor my parents, daniel sarjio and paulina agustina, this...

A SET OF SPEAKING MATERIALS

USING COMMUNICATIVE APPROACH

FOR THE ELEVENTH GRADE STUDENTS

OF TOURISM DEPARTMENT OFSMK KARYA RINI YHI KOWANI

A THESIS

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

in English Language Education

By

Agnes Aline Wulandari

Students Number: 041214096

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

A SET OF SPEAKING MATERIALS

USING COMMUNICATIVE APPROACH

FOR THE ELEVENTH GRADE STUDENTS

OF TOURISM DEPARTMENT OFSMK KARYA RINI YHI KOWANI

A THESIS

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

in English Language Education

By


Students Number: 041214096

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2011


ii

A Thesis on


iii


iv

DEDICATION PAGE

I dedicated this thesis to:

Dr. Retno Muljani, M.Pd.

Audifax Niko Kris Pratama

My parents


v

STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, July 29, 2011

The Writer


041214096


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Agnes Aline Wulandari

Nomor Mahasiswa : 041214096

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A SET OF SPEAKING MATERIALS USING COMMUNICATIVE

APPROACH FOR THE ELEVENTH GRADE STUDENTS OF

TOURISM DEPARTMENT OF SMK KARYA RINI YHI KOWANI

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya in internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupin

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 29 Juli 2011

Yang menyatakan



vii

ABSTRACT

Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani.Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Speaking skill is really important for the students of tourism department since people working on tourism field need to communicate orally. From the observation, it was found that the students of SMK Karya Rini YHI Kowani have difficulties in expressing something orally. Having minimal contact with native speakers, the students need something authentic which can present the real atmosphere of communication of the target language. Communicative approach can be an alternative to solve that problem because this approach employs authentic materials and focuses on interaction in the classromm.

This research aimed to design a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani. This research dealt with two problem formulation: (1) How is a set of speaking materials using communicative approach for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani is designed? and (2) What does a set of speaking materials for the eleventh grade students of tourism department of SMK Karya Rini YHI Kowani look like?

To answer the first question, the researcher adapted Kemp’s and Yalden’s Instructional Design Model and R & D (Research and Development) method. There were five steps applied in the research: (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision.

To answer the second question, the researcher presented the final version of the designed materials after the revision. The materials consist of three units: (1) Welcome to my Paradise, (2) I Like Doing It, and (3) Hello, Who’s Speaking, Please? Each unit is divided into three sections: (1) Pre-Task Activity, (2) Task Cycle, and (3) Language Focus.

Based on the results of the evaluation, the materials are suitable and acceptable.The result of the descriptive statistics showed that the grand mean was more than 4 (four).

Hopefully, these designed materials will be useful to improve the students’ speaking ability and will encourage other researchers to develop other materials. Key words: speaking, material, communicative approach, tourism department


viii

ABSTRAK

Wulandari, Agnes Aline. 2011. A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kemampuan berbicara sangat penting untuk siswa jurusan pariwisata karena orang-orang yang bekerja di bidang pariwisata perlu untuk berkomunikasi secara lisan. Dari pengamatan, diketahui bahwa siswa jurusan pariwisata SMK Karya Rini YHI Kowani memiliki kesulitan untuk mengungkapkan sesuatu secara lisan. Karena rendahnya kontak dengan penutur asli, siswa memerlukan sesuatu yang otentik yang mampu menghadirkan suasana nyata dari komunikasi pada bahasa target. Pendekatan komunikatif dapat menjadi sebuah pilihan untuk mengatasi masalah tersebut karena pendekatan ini menggunakan materi otentik dan fokus pada interaksi di ruang kelas.

Penelitian ini bertujuan untuk merancang seperangkat materi berbicara menggunakan pendekatan komunikatif untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani. Penelitian ini mengemukakan dua rumusan masalah: (1) Bagaimana seperangkat materi berbicara menggunakan pendekatan komunikatid dirancang untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani? dan (2) Bagaimana bentuk seperangkat materi berbicara untuk siswa kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani?

Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model rancangan Kemp dan Yalden dan metode R & D (penelitian dan pengembangan). Ada 5 tahap dalam penelitian ini: (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal Produk, (4) Pengujian Awal di Lapangan, (5) Perbaikan Produk Utama.

Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil akhir dari materi setelah perbaikan. Materi terdiri dari tiga unit: (1) Welcome to my Paradise, (2) I Like Doing It, dan (3) Hello! Who’s Speaking, Please? Setiap unit dibagi menjadi tiga bagian: (1) Pre-Task Activity, (2) Task Cycle, dan (3) Language Focus.

Berdasarkan hasil evaluasi, materi ini sesuai dan dapat diterima. Hasil statistik deskriptif menunjukkan bahwa nilai total rata-rata lebih dari 4 (empat).

Semoga materi ini bermanfaat untuk memperbaiki kemampuan berbicara siswa dan mampu mendorong penelitian lain untuk mengembangkan materi lain.

Kata kunci: berbicara, materi, pendekatan komunikatif, jurusan pariwisata


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ACKNOWLEDGEMENTS

I praise Jesus Christ for giving me this miracle. Only because of His

blessing, finally I can complete this thesis. Nothing is impossible for Jesus.

My deepest gratitude to my sponsor, Dr. Retno Muljani, M.Pd. Thank

you for encouraging me in accomplishing this work. I am nothing without her

guidance. Special appreciation also goes to all lecturers of English Language

Education Study Program for teaching and sharing many things during my study

in Sanata Dharma University.

With all my love, I give thanks to Audifax Niko Kris Pratama. Thank

you for loving and always being around whenever I need help. His support is

everything to me. I dedicate this thesis for him.

I should thank all teachers and staff ofSMK Karya Rini YHI Kowani

for making the process so easy, especially ibu Ani Alifah, S.Pd. I thank her for

guiding me in developing the materials for the students of SMK Karya Rini YHI

Kowani.

For my parents, Daniel Sarjio and Paulina Agustina, this thesis is for

them, too. For my nephew,Ivano Wasesadewa, my brother,Petrus Dhoni

Wisnugroho, and my sister-in-law,Anggela Ratnasari,I thank them for always

supporting and praying for me.

My warmest gratitude goes toRina Candrawati, Dhionisius Bambang

Gumilang, Lucia Etri Indriani, Dwi Aryani and other friends in PBI 2004.


x

Their support encourage me to finish my study. I am also very grateful to my

business partner, Uning Yuniati and her brothers for giving great support.

Finally, my gratitude also goes to those who have given me a hand,

whom I cannot mention one by one. May God bless them.



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TABLE OF CONTENTS

Page

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

APPROVAL PAGES ........................................................................... ii

DEDICATION PAGE ......................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............. vi

ABSTRACT ........................................................................................ vii

ABSTRAK ............................................................................................ viii

ACKNOWLEDGMENTS .................................................................. ix

TABLE OF CONTENTS .................................................................... xi

LIST OF TABLES .............................................................................. xvi

LIST OF FIGURES ............................................................................ xvii

LIST OF APPENDICES .................................................................... xviii

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

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

B. Problem Formulation ................................................................... 5

C. Problem Limitation ....................................................................... 6

D. Research Objective ....................................................................... 6

E. Research Benefits ......................................................................... 7

F. Definition of Terms ..................................................................... 8


xii

1. Instructional Materials .......................................................... 8

2. Speaking ............................................................................... 8

3. Communicative Approach .................................................... 9

4. The Eleventh Grade Students of Tourism Department of

SMK Karya Rini YHI Kowani ............................................ 9

CHAPTER II: THEORETICAL REVIEW........................................ 11

A. Theoretical Description ............................................................... 11

1. Speaking Skill ...................................................................... 11

a. Age or Maturational Constraints .................................. 12

b. Aural Medium .............................................................. 12

c. Sociocultural Factors .................................................... 13

d. Affective Factors .......................................................... 13

a) Acting from a Script ..................................................... 14

b) Communication Games ................................................ 14

c) Discussion .................................................................... 14

d) Prepared Talks .............................................................. 15

e) Questionnaires .............................................................. 15

f) Simulation and Role-Play ............................................. 15

(a) Grammatical Competence ............................................ 16

(b) Discourse Competence ................................................. 16

(c) Sociolinguistic Competence ......................................... 17

(d) Strategic Competence .................................................. 17


xiii

2. Communicative Approach .................................................. 17

3. Designing Instructional Materials ......................................... 19

a. Kemp’s Instructional Materials Design Model .............. 20

b. Yalden’s Instructional Materials Design Model ............ 22

1) Stage 1: The Need Survey ...................................... 22

2) Stage 2: Description of the Purpose ....................... 22

3) Stage 3: Selection or Development of Syllabus

Type ....................................................................... 22

4) Stage 4: The Proto-Syllabus .................................. 22

5) Stage 5: The Pedagogical Syllabus ........................ 23

6) Stage 6: Development and Implementation of

Clasroom Procedures ............................................. 23

7) Stage 7: Evaluation ............................................... 23

8) Stage 8: Recycling ................................................ 23

B. Theoretical Framework ............................................................... 24

1. Conducting a Need Survey .................................................. 25

2. Determining Goals, Topics and General Purposes .............. 26

3. Specifying Learning Objectives .......................................... 26

4. Listing Subject Contents ..................................................... 26

5. Selecting Teaching Learning Activities and Materials ....... 26

6. Evaluating Materials ........................................................... 27


xiv

CHAPTER III: METHODOLOGY .................................................. 28

A. Research Method ........................................................................ 28

B. Research Participants ................................................................. 31

1. Respondents of the Pre-Design Survey .............................. 31

2. Respondents of the Post-Design Survey ............................ 32

C. Research Instruments ................................................................. 33

1. Questionnaire ..................................................................... 33

2. Interview ............................................................................ 36

D. Data Gathering Technique ......................................................... 36

E. Data Analysis Technique ........................................................... 37

F. Research Procedures .................................................................. 40

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..... 41

A. Research Findings ..................................................................... 41

1. Research and Information Collecting ................................ 41

a. The Result of the Questionnaire Distributed to the

Eleventh Grade Students ........................................... 41

b. The Result of the Interview with the English Teacher 45

2. Planning ............................................................................. 47

3. Develop Preliminary Form of Product .............................. 49

a. Pre-Task Activities ..................................................... 49

b. Task Cycle .................................................................. 50

c. Language Focus ......................................................... 50


xv

4. Preliminary Field Testing ................................................. 51

a. Description of the Evaluators .................................... 51

b. Data Presentation and Analysis .................................... 52

5. Main Product Revision ........................................................ 55

B. Discussion on the Designed Materials ...................................... 56

CHAPTER V: CONCLUSION AND SUGGESTIONS

A. Conclusion ................................................................................. 61

B. Suggestions ................................................................................ 62

REFERENCES ............................................................................... 64


xvi

LIST OF TABLES

Table Page

3.1 Categories of Questions in the First Questionnaire ................. 34

3.2 The Whole Process of Data Collecting .................................... 37

3.3 Points of Agreement on the Designed Materials ..................... 38

3.4 The Results of the Second Questionnaire ................................ 39

4.1 Basic Competences of Designed Materials .............................. 48

4.2 Indicators of the Designed Materials ....................................... 48

4.3 The Description of the Evaluator ............................................. 51

4.4 The Descriptive Statistics of the Evaluators’ Opinion ............. 52

4.5 Product Specification ............................................................... 56

4.6 The Presentations of the Designed Materials ........................... 57


xvii

LIST OF FIGURES

Figure Page

2.1 Kemp’s Model ........................................................................ 21

2.2 Yalden’s Model ...................................................................... 24

2.3 The Researcher’s Framework ................................................ 27

3.1 R & D Cycle and the Writer’s Model .................................... 30


xviii

LIST OF APPENDICES

Appendices Page

Appendices A

Permission Letter from Sanata Dharma University .................. 68

Permission Letter from Bappeda ............................................... 69

Information Letter from SMK Karya Rini YHI Kowani .......... 72

Appendices B

Questionnaire on Research and Information Collecting ........... 73

Interview Guideline .................................................................. 76

Questionnaire Result ................................................................. 77

Interview Result ....................................................................... 80

Appendices C

Questonnaire on Preliminary Field testing ............................... 83

Questionnaire Result ................................................................. 85

General Description .................................................................. 86

Appendices D

Syllabus ................................................................................... 90

Lesson Plan ............................................................................. 99

The Designed Materials .......................................................... 115


1

CHAPTER I

INTRODUCTION

A. Background of the Study

In this globalization era, the world needs a universal language that unifies

many people from many different countries in communication. Crystal (1997: 2)

says that a language achieves its global status when it develops a ‘special role

which is recognized in every country’.This special status can be achievedif a

language becomes an official language of the country or if the country gives

special priority to the language by requiring its study as a foreign language.

English meets that requirement.

McKay (2002: 17) mentions that 90% of international bodies in Asia and

the Pacific and many international scientific organizations carry on their

proceedings only in English. Hence, he concludes that as an international

language in a global sense, English is the key which enables countries to discuss

and negotiate political, social, educational, and economic concerns.

That is why nowadays almost all companies in many countries including

companies in Indonesia propose a specific requirement of English ability, orally in

particular, on their vacancy letters. Even in the beginning of the job application,

job applicants sometimes have to do an oral test in English in their interview

process. The aim is no other than to seek employees who are able to make

communications and relations with any business partners around the world. That


2

is why learning English can be a necessity to anybody before entering the working

world.

In order to make students accustomed to this international language,

teachers of any school levels have been teaching English as early as possible.

Language materials used are improved and adjusted to curriculum and learning

purposes. Teachers of senior high schools have a greater duty and responsibility to

enhance their students’ English skill; preparing them to continue to a higher

educational level – college – before finally entering the gate of working world.

Then teachers of vocational schools have to prepare their students to face the

working world right after their graduation. In Kurikulum SMK Edisi 2004 (2004:

1) Departemen Pendidikan Nasional saysthat as a part of national educational

system, vocational schools focus on the development of the students’ abilities to

work in certain fields, to adapt to the working environment, to catch working

opportunities, and to develop themselves in the future. That is why teachers of the

vocational schools have to push themselves to be more active, creative and

innovative in the learning process so that their students will get more interest into

the subject and eventually improve their language skills.

Tourism department is one of the departments held by vocational

schools. Pusat Pengembangan Penataran Guru Kejuruan Bisnis & Pariwisata

says in Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat Bahasa Inggris that

based on Undang-undang Sistem Pendidikan Nasional, the general objective of

vocational school is to prepare the students to work in certain fields. It also stated

there that specifically the objective of Hotel Accomodation Skill Program is to


3

enrich the students with skills, knowledge and manner to do the duty in Front

Office area as receptionists, reservation staff, telephone operators and Porters or

the duty in Housekeeping are as Public Area Attendants, Room Attendants, Order

Takers, Linen and Uniform Attendants and also Laundry Attendants.

Tourism and English influence and are related each other. McKay in her

book Teaching English as an International Language Rethinking Goals and

Approaches (2002: 18) mentions that travel and tourism fuel the current spread of

English. As cited by McKay, Graddol (1997) points out that over 10 per cent of

the world’s labor is employed in tourist-related industries and notes international

travel has a globalizing effect, promoting the need for a common language; that is

English. She adds that international airports around the world have essential

information available in English and major international hotels have English-

speaking staff available. It is not surprising if employees working in tourism field

are required to master English actively. Staff working on the tourism field should

be able to master English not only to have conversation but also to explain or

describe something to the guests.

Unfortunately, the researcher’s experience when teaching three eleventh

grade students of SMK Karya Rini YHI (Yayasan Hari Ibu) Kowani in an English

course showed that the students there had lack of chances to practice speaking.

The researcher found that they needed much time to express their opinion or

thought on certain topics. They even had difficulty in choosing appropriate

vocabulary to produce sentences orally. That is why their speaking ability was

poor.


4

An approach is needed to teach speaking based on the needs of the

eleventh grade students of tourism department. Richards (2002: 204) states that

speaking a language is especially difficult for foreign language learners because

effective oral communication requires the ability to use the language appropriately

in social interactions. He adds that owing to minimal exposure to the target

language and contact with native speakers, adult learners of English as Foreign

Language in general are relatively poor at spoken English, especially regarding

fluency, control of idiomatic expressions, and understanding of cultural

pragmatics. These statements direct the researcher to choose an approach that

requires the learners to interact each other during the lesson with authentic

materials as the teaching aid to present the real atmosphere of communication in

the classroom.

Nunan (1991: 51) says that learning to speak in a second or foreign

language will be facilitated when learners are actively engaged in attempting to

communicate. Nunan (2003: 50) then adds that several studies led to the

conclusion that people don’t learn the pieces of the language and then put them

together to make conversations but infants acquire their first language and people

acquire second languages by interacting with other people. It is suitable with the

concept of communicative language teaching or often called communicative

approach: if people learn by interacting, then learners should interact during the

lessons.

To replicate communication in real life, activities in communicative

language teaching involve students in realistic communication (Harmer, 2002:


5

69). Richards and Rodgers (2001: 170) state that many proponents of

communicative language teaching make use of authentic materials in the

classroom. They also mention that learning activities are selected according how

well they engage the learner in meaningful and authentic language use than

merely mechanical pratice of language patterns. They add that pair and group

work is suggested to encourage students to use and practice functions and forms.

With respect to this, the writer offers a set of speaking materials using

communicative approach to be applied in a selected vocational school, that is,

SMK Karya RiniYHI Kowani, specifically to teach the eleventh grade students of

tourism department. The writer chooses the students of tourism department as the

subject of the study because the graduatesare predicted to potentially meet, face

and communicate with much more people with various foreign citizens and

background languages due to their job in tourism field.

B. Problem Formulation

From the explanation above, the writer formulates this study into two

main questions, they are:

1. How is a set of speaking materials using communicative approach designed

for the eleventh grade students of tourism department of SMK Karya Rini YHI

Kowani?

2. What does a set of the speaking materials using communicative approach for

the eleventh grade students of tourism department of SMK Karya Rini YHI

Kowanilook like?


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C. Problem Limitation

The problems to discuss in this study are limited to designing a set of

speaking materials based on communicative approach for the students of grade XI

of tourism department of SMK Karya Rini YHI Kowani. This research intends to

help the students to enhance their speaking ability.

The speaking materials using communicative approach are designed for


Kowani based on Kurikulum Tingkat Satuan Pendidikan 2006 and adjusted to the

students’ needs and interests. By learning from authentic materials, they will adapt

to speak like in a real communication and by talking about something they like

and they are interested in, they are expected to practice speaking enthusiastically.

D. Research Objective

In line with the problem formulation, the objective of the study is to

designa set of speaking materialsbased on communicative approach for the

eleventh grade students of tourism department of SMK Karya Rini YHI Kowani.


7

E. Research Benefits

This research is intended to give some benefits to all parties dealing with

the English learning in SMK Karya Rini YHI Kowani. The significances,

therefore, will be clarified as follows:

1. for the Eleventh Grade Studentsof Tourism Department of SMK Karya

Rini YHI Kowani

The eleventh grade students of tourism department of SMK Karya Rini YHI

Kowani will get a set of speaking materials based on the result of the

research. The speaking materials provide chances to practice speaking in a

challenging and enjoyable way to improve their speaking skills.

2. for the English Teachers of SMK Karya Rini YHI Kowani

The English teachers of SMK Karya Rini YHI Kowani can use the speaking

materials based on communicative approach for the eleventh grade students

of tourism department of SMK Karya Rini YHI Kowani as sources to teach.

3. for the Researcher

The researcher, as a student of English Education Study Program, will get

many experiences and much knowledge in designing a set of speaking

materials based on communicative approach for the students of grade XI of

tourism department of SMK Karya Rini YHI Kowani.

4. for Future Researches

The result of this research can be a starting point to conduct other researches

about English for Senior High School or Vocational School because the

materials designed still need development and evaluation.


8

F. Definition of Terms

To clarify concepts and avoid misinterpretation, here the writer defines

the terms used in this study:

1. Instructional Materials

Richard and Rodgers (2001: 29) define that instructional materials can

provide detailed specifications of content, even in the absence of syllabus. They

give guidance to teachers on both the intensity of coverage and the amount of

attention demanded by particular contents of pedagogical tasks. In this research,

similar to Richard and Rodgers, instructional materials focus on the discussion

and all things which are going to be taught and learned.

2. Speaking

Speaking is the productive skill in the oral

mode(http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfraln

ggandcltrlrnngprgrm/SpeakingSkill.htm). Nunan (1991: 51) says that the theory

and research summarised in the preceding section suggest that learning to speak in

a second or foreign language will be facilitated when learners are actively

engaged in attempting to communicate. He also cites what Swain suggests: we

learn to read by reading, so also do we learn to speak by speaking. In this

research, the teachers give the students many speaking activities to enhance their

speaking ability.

Richards (2002: 208) says that communication in the classroom is

embedded in meaning-focused activity; this requires teachers to tailor their


9

instruction carefully to the needs of learners and teach them how to listen to other,

how to talk with others, and how to negotiate meaning in a shared context.

In this research, speaking activities means all teaching learning activities

that facilitate students to practice producing oral languange.

3. Communicative Approach

Communicative approach is also often called communicative language

teaching . Richards and Rodgers (2001: 155) say that for some, communicative

language teaching means little more than an integration of grammatical and

functional teaching. As they cite, Littewood states that one of the most

characteristic features of communicative language teaching is that it pays

systematic attention to functional as well as structural aspects of language.

Richards and Rodgers (2001: 169) state that a variety of games, role

plays, simulations, and task-based communication activities have been prepared to

support communicative language teaching. They add that many proponents of

communicative language teaching have advocated the use of authentic, “from life”

materials in the classroom.

In this research, the writer proposes the use of authentic materials and

activities that present the real communication in the speaking classrom.

4. The Eleventh Grade Students of Tourism Department of SMK Karya Rini

YHI Kowani

The eleventh grade students of tourism department of SMK Karya Rini

YHI Kowani are vocational school students, in the same level as senior high

school, majoring tourism field. Pusat Pengembangan Penataran Guru Kejuruan


10

Bisnis & Pariwisata says in Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat

Bahasa Inggris that they are prepared to work in tourist-related industries such as

hotels as public area attendants, room attendants, order takers, linen and uniform

attendants and also laundry attendants, etc.

Eleventh grade is perceived as the second year in vocational school to

learn the theoretical subjects including English. They will focus on the National

Examination on the third year of the study and do the practical subjects related to

tourism field in the fourth year of their study.

The writer finds some interesting basic competences in Kurikulum

Tingkat Satuan Pendidikan 2006 which can be used to develop some topics of the

designed speaking materials based on communicative approach for the eleventh

grade students of tourism department of SMK Karya Rini YHI Kowani.


11

CHAPTER II

THEORETICAL REVIEW

This chapter mainly discusses the review of related literature to support the

research. There are two parts of discussion. The first part is Theoretical

Description consists of brief discussion on some theories as the basis of the study.

The theories are discussed to establish the framework of the study. The second

part is Theoretical Framework that summarizes all the major relevant theories for

designing the materials.

A. Theoretical Description

There are three topics to discuss in this section. They are Speaking Skill,

Communicative Approach, and Designing Instructional Materials. Therefore, this

section is divided into three parts. Each part reviews the theories of the topics

mentioned previously.

1. Speaking Skill

Richards (2002: 204) states that speaking a language is especially

difficult for foreign language learners because effective oral communication

requires the ability to use the language appropriately in social interactions.

Learning to speak a foreign language requires knowing not only its grammatical

and semantic rules but also how native speakers use the language in the context of

structured interpersonal exchange. Therefore, Richards adds that it is difficult for

English for Foreing Language learners, especially adults, to speak the target


12

language fluently and appropriately. Here are some factors affecting adult English

as Foreign Language learners’ oral communication according to Richards (2002:

205):

a. Age or Maturational Constraints

As Richards cites, Krashen, Long, and Scarcella (1982) argue that

acquirers who begin learning a second language in early childhood through

natural exposure achieve higher proficiency than those beginning as adults.

Richards also add that Oyama’s study (1976) shows that many adults fail to reach

nativelike proficiency in a second language. This phenomenon is called

fossilization, the permanent cessation of second language develepoment. This

shows that the aging process itself may affect or limit adult learners’ ability to

pronounce the target langauge fluently with nativelike pronunciation (Scarcella &

Oxford, 1992).

b. Aural Medium

Richards says that listening plays an extremeliy important role in the

development of speaking abilities. Speaking feeds on listening, which precedes it.

He cites Mendelson & Rubin (1995: 35) “While listening, learners must

comprehend the text by retaining information in memory, integrate it with what

follows, and continually adjust their understanding of what they hear in the light

of prior knowledge and of incoming information.“ If one cannot understand what

is said, one is certainly unable to respond.


13

c. Sociocultural Factors

To speak a language, one must konw how the language is used in a social

context. It is well known that each langauge has its own rules of usage as to when,

how, and to what degree a speaker may impose a given verbal behavior on his

conversational partner (Berns, 1990). Because of the influence or interference of

their own cultural norms, it is hard for nonnative speakers to choose the forms

appropriate to certain situations.

d. Affective Factors

The affective factors related to foreign language learning are emotions,

self-esteem, empathy anxiety, attitude and motivation. Richards cites Brown

(1994) mentions that foreign language learning is a complex task that is

susceptible to human anxiety, which is associated with feelings of uneasiness,

frustration, self-doubt and apprehension. Unlike children, adults are concerned

with how they are judged by others. Richards concludes that the sensitivity of

adult learners to making mistakes, or fear of “losing face”, has been the

explanation for their inability to speak English without hesitation.

Knowing those factors, Richards (2002: 208) states that a key factor in

foreign language development is the opportunity given to learners to speak in the

language-promoting interaction. Nunan (1991: 51) also says that the theory and

research summarised in the preceding section suggest that learning to speak in a

second or foreign language will be facilitated when learners are actively engaged

in attempting to communicate. He also cites what Swain suggests: we learn to


14

read by reading, so also do we learn to speak by speaking.Therefore, English

teachers should be creative in rising the students’ willingness to speak or at least

in giving them reason to speak in English. They can teach speaking with either

attractive activities or interesting topics.

Here are some attractive speaking activities which are widely used in

many schools, according to Harmer (2002: 348):

a) Acting from a Script

English teachers can ask their students to act out scenes from plays

and/or their coursebooks. Perhaps students will often act out dialogues they have

written themselves. When students are working on plays, they should perform as

‘real’ acting. English teachers need to help them to go through the scripts as if the

teachers were theatre directors, direct the students in producing appropriate stress,

intonation and speed when they are acting out dialogues or performing the plays.

b) Communication Games

There are some popular games aimed to get students talking as quickly

and fluently as possible. One of them is called guessing game. This game can be

used to make the students practice on describing people, things and animals.

c) Discussion

Teachers can divide the students into some small or big groups then ask

them to give comments on a reading passage they have read before or a statement

about certain topic. Teachers can also ask the students to prepare arguments in

favour or against various topics. To make the debates successful, students need to

have time to plan their arguments, often in groups.


15

d) Prepared Talks

Another popular speaking activity is the prepared talk, where a student

(or a group of students) makes a presentation on a topic. Teachers need to give

them time to prepare their talks and help them in the preparation, if necessary. The

students also need a chance to rehearse their presentations. They can present each

other in pairs or small groups first.

e) Questionnaires

By being planned before, questionnaires ensure both questioner and

respondents have something to say to each other. Students can design

questionnaires on certain topics given. They work in pairs, one becomes a

questioner and the other becomes a respondent. The results obtained can start a

discussion, then.

f) Simulation and Role-Play

Simulation and role-play can encourage the students’ oral fluency in an

interesting way. English teachers should allow them to be as creative as possible,

but they have to get enough information about the situation in the story. By

broadening the world of the classroom to include the world outside, simulation

and role-play help students to use a wider range of language than other task-

centred activities may do.

Richards cites that Hymes (1971) assumes that foreign language learners

need to know not only the linguistic knowledge, but also the culturally acceptable

ways of interacting with others in different situations and relationships. His theory


16

of communicative competence consists of the interaction of grammatical,

psycholinguistic, sociolinguistic, and probabilistic language components. Being

influenced by Hymes’ theory, Canale and Swain (1980) mentions that

communicative competence includes grammatical competence, discourse

competence, discourse competence, sociolinguistic competence, and strategic

competence, that reflect the linguistic system and the functional aspects of

communication.

(a) Grammatical Competence

As Richards cites, Scarcella & Oxford (1992: 141) says that

“Grammatical competence is an umbrella concept that includes increasing

expertise in grammar (morphology, syntax), vocabulary, and mechanics.” To

convey meaning, foreign language learners should have knowledge of words and

sentences. They have to understand how words are segmented into various sounds

and how sentences are stressed in particular ways. Therefore, grammatical

competence enables speakers to use English accurately and fluently.

(b) Discourse Competence

Richards (2002: 207) says that in communication, both the production

and comprehension of a language require one’a ability to perceive and process

stretches of discourse, and to formulate representations of meaning from referents

in both previous sentences and following sentences. Discourse competence

enables learners to manage turn taking in conversation.


17

(c) Sociolinguistic Competence

Richards (2002: 207) mentions that learners must have competence

which involves knowing what is expected socially and culturally by users of the

target language. Understanding the socilinguistic aspect of language will help

learners to give appropriate comments or responses.

(d) Strategic Competence

As cited by Richards, Berns (1990) says strategic competence is the

ability to compensate fot imperfect knowledge of linguistic, sociolinguistic, and

discourse rules. It refers to the ability to know how to keep the conversation

going, how to start or take turn or end the conversation and how to clear up

communication breakdown as well as comprehension problems.

2. Communicative Approach

Communicative approach is also often called communicative language teaching.

Richards and Rodgers (2001: 155) says that for some, communicative language teaching

means little more than an integration of grammatical and functional teaching. They cite

Littewood states that one of the most characteristic features of communicative language

teaching is that it pays systematic attention to functional as well as structural aspects of

language. They add that for others, it means using procedures where learners work in

pairs or groups employing available language resources in problem-solving tasks.

Here are some features of communicative approach, according to

Finocchiaro and Brumfit as cited by Richards and Rodgers (2001: 156):

a. Meaning is paramount.

b. Dialogues, if used, center around communicative functions and are not


18

normally memorized.

c. Contextualization is a basic premise.

d. Language learning is learning to communicate.

e. Effective communication is sought.

f. Drilling may occur, but peripherally.

g. Comprehensible pronunciation is sought.

h. Any device that helps the learners is accepted – varying according to their

age, interest, etc.

i. Attempts to communicate may be encouraged from the very beginning.

j. Judicious use of native language is accepted where feasible.

k. Translation may be used where students need or benefit from it.

l. Reading and writing can start from the first day, if desired.

m. The target linguistic system will be learned best through the process of

struggling to communicate.

n. Communicative competence is the desired goal (i.e. the ability to use the

linguistic system effectively and appropriately).

o. Linguistic variation is a central concept in materials and methodology.

p. Sequencing is determined by any consideration of content, function, or

meaning that maintains interest.

q. Teachers help learners in any way that motivates them to work with the

language.

r. Language is created by the individual, often through trial and error.

s. Fluency and acceptable language is the primary goal: Accuracy is judged not


19

in the abstract but in context.

t. Students are expected to interact with other people, either in the flesh,

through pair and group work, or in their writings.

u. The teacher cannot know exactly what language the students will use.

v. Intrinsic motivation will spring from an interest in what is being

communicated by the language.

Richards and Rodgers (2001: 161) added some of the characteristics of

communicative view of language:

a) Language is a system for the expression of meaning.

b) The primary function of language is to allow interaction and communication.

c) The structure of language reflects its functional and communicative uses.

d) The primary units of language are not merely its grammatical and structural

features, but categories of functional and communicative meaning as

exemplified in discourse.

3. Designing Instructional Materials

In this section, the writer discusses some basic consideration in making

the instructional material design. The writer discussed Kemps’s instructional

design and Yalden’s instructional material design model.

The writer chooses these two models because they have similar

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

the system to meet the learners’ needs. The models describe clearly all the detail

and systematic procedures about what a language program designer should do in


20

order to develop the program from the very beginning step. These models are also

flexible, meaning that the models could be applied to design either the general

English program or an ESP program. Then the writer combined both of them to be

designed model.

a. Kemps’s Instructional Materials Design Model

Kemp (1977) offers eight steps in designing the program development.

The steps are:

1) Considering the goals and list of topics strating the general purpose for

teaching each topic.

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

instruction is to be designed.

3) Specifying the learning objectives to be achieved in terms of measurable

students behavioral outcomes.

4) Listing the subject contents to support each objective.

5) Developing pre-assessment to determine the students’ background and

present level of knowledge about the topic.

6) Selecting teaching/learning activities and instructional resource that will treat

the subject content so the students will accomplish the objectives.

7) Coordinating support service such as budget, personnel, facilities, equipment,

and schedule to carry out the instructional plan.

8) Evaluating the learners’ learning in terms of their accomplishment of

objectives with a view to revise and re-evaluate any phases of the plan that

need improvement.


21

The eight step suggested by Kemp are flexible. This is the strength of

Kemp’s model. There is interdependence among the eight elements; decisions

relating to one may affect other (Kemp, 1977: 9). A designer can start from any

step then move back and forth to the other steps whenever the designer is ready.

It is because all of the steps are interrelated.

To make it clear, look at the figure below.

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

Learner Character-

istics

Learning Objectives

Pre- Assessment

Teaching/ Learning

Activities, Resources

Support Services

Evaluation

Subject Content

Goals, Topics, and

General Purposes

Revise


22

b. Yalden’s Instructional Materials Design Model

Yalden states that in order to understand the process of constructing

instructional design we have to examine the overall process of planning of second

language program. It will be beneficial for the building of well-organized process

of designing the materials. The process of developing a language program covers

seven stages as follows.

1) Stage 1: The Need Survey

This step is conducted to collect the information about the learners’

needs. This stage is paramount to don in order that the production of the purpose

for the program can be realistic and acceptable.

2) Stage 2: Description of the Purposes

Description of the purposes is prepared in term of the characteristics of

the students and the skill the students to entry and on exit from the program. The

formulation of purposes of the of the language will set up the basis of selecting or

developing the type of syllabus.

3) Stage 3: Selection or Development of Syllabus Type

There are a number of syllabus types. However, there is no single syllabus type

design is generally applied in any language program. The combination of various

model can possibly applied.

4) Stage 4: The Proto-Syllabus

At this stage, the syllabus designer describes the content of the syllabus. The

descripiton of language and language function should be included in the rpogram,

such as general notion and specific topics, communicative functions, discourse,


23

variety of language, communicative events, as well as grammar.

5) Stage 5: The Pedagogical Syllabus

The syllabus design contains teaching, learning, and testing as well. It is intended

to provide the teacher with knowledge about the learners, the learners’ purposes of

learning English, and to match this knowledge with suitable content and teaching

techniques.

6) Stage 6: Development and Implementation of Classroom Procedures

In this stage, the teacher has to select the teaching techniques and the type of

exercise. The commuincative syllabus will give implication changes in the

teacher’s roles. The teacher should tend to be a facilitator rather than a leader of

the class. Moreover, the teacher also needs to prepare the lesson plans and

schedules for the program altogether.

7) Stage 7: Evaluation

There are three major aspects to evaluate in this stage, namely the students, the

teaching, and the program as well. The final performance of the students is needed

to be evaluated whether it fits the purposes of the program.

8) Stage 8: Recycling

At this phase, the revision of the materials and teaching approaches is done if

there are discrepancies between the purposes of the program and the students’

final performance.


24

Yalden’s instructional design is presented as follows:

Revision

Figure 2.2 Yalden’s Model of Language development Program (1987: 88)

B. THEORETICAL FRAMEWORK

This research aims to develop a set of speaking materials using

communicative approach. Hence, the discussion on theory of speaking and

communicative approach is considered important to give some points to be

understood. This thing is used to choose task and teaching learning activities to

develop the design of a set of speaking materials using communicative approach


Kowani.

Based on the observation, the students of SMK Karya Rini YHI Kowani

had lack of chances to practice speaking. The English lesson of SMK Karya Rini

YHI Kowani, especially the speaking skill, needs to be developed into an active

learning through some teaching learning activities that allow the students to be the

center of the learning and give the students more chances to interact each other.

Therefore, the researcher introduces an alternative strategy to facilitate the

students to speakactively in order to accomplish the purposes previously stated.

Description of purpose

Select. of syllabus type

Prod. of proto-syllabus

Prod. of pedagogic syllabus

Dev. of classroom procedure

Evaluation Need survey


25

The researcher chooses communicative approach which facilitates the

students to interact each other in real communication and uses authentic materials

to help the students in replicating the real atmosphere of communication. In

designing the speaking materials using communicative approach for the eleventh

grade students of tourism department of SMK Karya Rini YHI Kowani, the

researher adapts and combine both Kemp’s mdel and Yalden’s instructional

design model. The researcher adapts five stages of Kemp’s model, namely

determining goals, topics, and general purposes, specifying the learning

objectives, stating subject contents, and selecting teaching learning activities and

materials and evaluation. The researcher also takes a stage from Yalden’s model

that could not be found in Kemp’s model namely needs survey.

In brief, the reseacher sets six stages from combining and adapting the

two instructional design models. The stages are (1) conducting needs survey, (2)

determining goals, topics and general purposes, (3) specifying learning objectives,

(4) listing subject content, (5) selecting teaching learning activities and materials,

(6) evaluation.

1. Conducting a Need Survey

This is the first step of Yalden’s model as a preliminary step in

developing the speaking materials which suits the students’ needs. At this step, the

researcher collect and gain information about students’ needs, interests, and

difficulties in learning by distributing a questionnaire to the eleventh grade

students of tourism department of SMK Karya Rini YHI Kowani. Then further


26

information about the students’ characteristics supporting the production of the

designed materials can be gathered by interviewing the English teacher.

2. Determining Goals, Topics, and General Purposes

This step is taken from Kemp’s model “Considering goals, list topics,

and stating the general purposes”, the same as Yalden’s model “Description of

Purposes”. The researcher decides the goals as the foundation for developing the

speaking materials using communicative approach for the eleventh grade students

of tourism department of SMK Karya Rini YHI Kowani. After that, the researcher

chooses the topics to achieve the goals. The topics will be chosen based on the

result of the need survey. Then the researcher will formulate the general purposes

of each topic.

3. Specifying Learning Objectives

This stage is adapted from Kemp’s model. After considering the

purposes, the researcher will formulate specified objectives of the learning to be

achieved in every meeting.

4. Listing Subject Contents

This stage is taken from Kemp’s model. In this stage, the writer lists the

subject contents to be learnt by the students in order to achieve the objectives.

5. Selecting Teaching Learning Activities and Materials

This step is adapted from Kemp’s model. Enjoyable and interesting

activities should be applied in order to enhance the students’ speaking motivation

so that the students will actively write their thoughts. The materials chosen should


27

also attract the students’ interest and attention. The arrangement of both activities

and materials will be based on the result of the needs survey.

6. Evaluating Materials

The researcher adopts the eighth step of Kemps’ model and the seventh

step of Yalden’s. It is a need to observe whether the designed materials best

facilitate the learning. To do this, the researcher will distribute the second

questionnaire to the the English teachers of SMK Karya Rini YHI Kowani.

Those six steps can be clearly drawn in this following figure:

Figure 2.3 The Researcher’s Framework

Determining goals, topics, and materials

Specifying Learning Objectives

Listing subject contents

Selecting Teaching Learning

Activities and Materials

Evaluating the materials

Conducting a need survey


28

CHAPTER III

METHODOLOGY

There are six sections of discussion in this chapter. The discussions are

about research method, research subject and respondents, which describess

method of sampling, research participants, research instruments which describes

kinds of instruments used in the research, data gathering technique, which

describes method and techniques used to collect the empirical data, data analysis,

which describes the ways to analyze the findings so as to answer the research

problems, and research procedures, which describes the illustration of steps in the

research.

A. Research Method

As it has been stated in the problem formulation, this research dealt with a

major problem to be solved. It is to design a set of speaking materials using

communicative approach for the eleventh grade students of tourism department of SMK

Karya Rini YHI Kowani. To solve this problem, the researcher used Education Research

and Development (R&D) method in conducting the research. This method was used to

help the researcher to develop the product based on the finding through the analysis, to

test the materials whether it was relevant to the target situation or not and then to revise it

in order to have most appropriate materials which can facilitate the learners well.

In conducting the study, there were some major steps offered by Walter (1991:

775) in the R&D cycle used to develop mini courses. The first is research and information

collecting. It includes review of literature, classroom observation, and preparation of

report of the art. The second is planning of the study. It includes defining skills, stating


29

objectives and determining courses sequence. After preparing the planning, the next step

is developing preliminary form of the product including preparation of designed

materials, handbooks, and evaluation devices. The next step is about main product

revision. The revision is conducted based on the teachers’ corrections, . After that, the

final revision was the last revision. This step is about revision of product as suggested by

operational field-test results. The last step is about the report of the final product. In order

to make the explanation obvious, the researcher made a diagram of the steps of the

writer’s model that could be substituted into the steps of R&D cycle.


30

Step 2 Goals, topics, and general purposes

Step 3 Development of Preliminary Form of Product Step 5

Selecting teaching learningactivities and materials

Step 3 Learning objectives

Step 4 Subject content

Step 2 Planning

Step 4 Preliminary Field Testing

Step 5 Main Product Revision

Step 6 Evaluation

5 selected steps The Researcher’s Model of R & D Cycle Step 1 Step 1 Research and information Need survey collecting

Figure 3.1 R & D Cycle (Walter and Gall, 1983) and the Writer’s Model

Through the explanation of each step of R&D steps, the researcher found

out that there were the same purposes between the researcher’s steps and R&D


31

steps in designing the materials. Furthermore, those steps could support each other

to make the designed materials. It could be concluded that the writers frameswork

and R&D framework matched each other.

B. Research Participants

There were two groups of this survey. The first group was involved in

pre-design survey intended to gain information about the learners’ needs. The

second group was involved in post-design survey intended to gain feedback on the

proposed materials design in order to revise the materials to facilitate the learners’

needs well.

1. Respondents of the Pre-Design Survey

To collect the data for the needs survey, the researcher involved both the

eleventh grade students of tourism department of SMK Karya Rini YHI

Kowaniand their English teacher.

a. The Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI

Kowani

The researcher distributed questionnaires to twenty five of eleventh grade

students of tourism department of SMK Karya Rini YHI Kowani. It aimed to know

the students’ needs and interests in learning English, especially in speaking skill.

The speaking materials were designed by the researcher based on their needs and

interests, then.


32

b. The English Teacher of Eleventh Grade of Tourism Department of SMK Karya

Rini YHI Kowani

To complete the needs survey, the researcher also interviewed the

English teacher of eleventh grade of tourism department of SMK Karya Rini YHI

Kowani. The teacher was the one who understood the real condition of the

students and the class situation because she took part in the whole teaching

learning activities. That is why the researcher wanted to involve her as the

interviewee in the pre-design survey to gain information as much as possible

through informal interview in order to find out the students’ needs based on the

teacher’s opinion.

2. Respondents of the Post-Design Survey

The researcher designed the speaking materials based on the students’

needs analysis but the designed materials also needed to be evaluated by the

qualified and competent respondent in order to present the final version which

best matched the students’ needs and interests. Therefore, the researcher

distributed the evaluation questionnaires to two English teachers of SMK Karya

Rini YHI Kowani.

The researcher distributed questionnaires to the English teachers to gain

judgment, evaluation, and suggestion. The feedback from the teachers was used to

revise the designed materials which best matched the students’ needs and

interests.


33

C. Research Instruments

According to Ary, Razavieh, and Jacobs (1979), research instruments can

be used to obtain information concerning facts, beliefs, feeling, intentions, and so

on. Therefore, the researcher used instruments for getting the information. There

were two kinds of instruments used in this research. They were questionnaire and

interview.

1. Questionnaire

The research used two questionnaires as the main instruments to obtain

data from the respondents. Questionnaires were considered more efficient and

practical for this research. They took less time compared to interviewing each

respondent.

According to Ary et al. (1979), survey instruments have two basic types

of questions namely open-ended questions and close-ended questions. The first

type is used when there are a great number of possible answers and those answers

could not be predicted. The second type is used when all the possibe and relevant

responses to a question are mentioned, specified, and limited.

The first questionnaires were distributed to twenty five of eleventh grade

students of tourism department of SMK Karya Rini YHI Kowaniin the pre-design

survey to know their needs and interests. To construct the items in the first

questionnaire, the researcher used close-ended questions. The researcher provided

some possible answers as the responses of a question. The first questionnaire was


34

written in Bahasa Indonesia so that the students would not find any difficulty in

answering the questions.

The categories of questions presented in the need analysis questionnaire

are presented as follows:

Table 3.1 Categories of Questions in the First Questionnaire

Categories No Questions

Frequency of speaking

1 Seberapa sering Anda berbicara dengan Bahasa Inggris?

2. Seberapa sering Anda berbicara dengan guru dan teman-teman dengan Bahasa Inggris di kelas?

3. Dengan siapa saja Anda biasa berbicara dengan Bahasa Inggris?

4. Sejak kapan Anda mempelajari Bahasa Inggris?

The students’ opinion on the correlation between English and tourism

5. Bahasa Inggris dan bidang pariwisata saling berkaitan erat. Setujukah Anda?

6. Menguasai Bahasa Inggris penting untuk orang-orang yang bekerja di bidang pariwisata. Setujukah Anda?

Difficulties on learning English.

7. Menurut Anda, apakah berbicara dengan Bahasa Inggris itu sulit?

8. Kesulitan apakah yang biasanya Anda temui ketika Anda berbicara dengan Bahasa Inggris?

9. Ketakutan jika membuat kesalahan membuat pelajar usia remaja dan dewasa ragu-ragu ketika berbicara dengan Bahasa Inggris. Setujukah Anda?

The students’ opinion on learning English.

10. Kemampuan menyimak (listening) sangat menunjang kemampuan berbicara (speaking) dengan Bahasa Inggris. Setujukah Anda?


35

Categories No Questions

11. Mempelajari Bahasa Inggris bukan hanya mempelajari struktur kalimat dan kosa kata saja, tetapi juga kebiasaan dan kebudayan mereka. Mempelajari materi yang berasal dari sumber asli menunjang hal tersebut. Setujukah Anda?

Preference on teaching learning activities and topics.

12. Kegiatan belajar yang menyenangkan mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda?

13. Pilihlah 4 kegiatan belajar yang menyenangkan untuk berlatih berbicara.

14. Topik yang menarik mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda?

15. Pilihlah 4 topik yang menarik untuk Anda pelajari.

The second questionnaire was used in the post-design survey. The

researcher distributed the questionnaires to the English teachers to get their

judgment, evaluation, and suggestion about the speaking materials. The second

questionnaire was divided into two sections. In the first section, the researcher

used Likert-type items. The respondents were required to choose one of five

responses available. They were “strongly disagree”, “disagree”, “uncertain”,

“agree”, and “strongly agree” with the range 1 to 5. For the second section, the

researcher used open-ended questions that required written answers.


36

2. Interview

An interview is conducted to obtain information by actually talking to the

subject (Selinger and Shahomy, 1989: 166). In other words, an interview was a

sense of oral questionnaire. In this research, the researcher conducted an interview

to the English teacher as the interviewee in the pre-design survey to get further

information about the students’ needs and interests, which was not covered in the

first questionnaire.

D. Data Gathering Technique

For gathering the data, the researcher distributed two kinds of

questionnaires and conduct an interview. The first questionnaires were distributed

to the eleventh grade students of tourism department of SMK Karya Rini YHI

Kowani to know the students’ needs and interests. To complete the data in the pre-

design survey, the researcher also interviewed the English teacher of eleventh

grade of tourism department. All the data gathered was used to design the

speaking materials. After designing the materials, the researcher distributed the

second questionnares to the English teachers. The second questionnaire aimed to

gain judgment, evaluation, and suggestion from the English teachers. The

feedback both from the English teachers would be the basis for making the final

revision of the designed speaking materials.


37

Table 3.2 The Whole Process of Data Collecting

Instruments Respondents Data Gathered Time

Questionnaire The eleventh grade students

of tourism department of

SMK Karya Rini YHI Kowani

The students’ needs

and interests.

June 2011

Interview The English teacher of

eleventh grade of tourism

department

The learning

processes in the

classroom.

June 2011

Questionnaire Two English teachers of


The teacher’s

opinion on the

designed materials.

July 2011

E. Data Analysis Technique

The data was attained from the questionnaire and interview. The first

questionnaire was distributed to the eleventh grade students of tourism department

of SMK Karya Rini YHI Kowani containing some data about the students’

interests in learning speaking, the topics and activities they were interested in, and

difficulties they got in learning speaking.


38

The data from the questionnaire was calculated using this following

formula:

N = x 100%

Note:

N : The percentage of expected opinion from the students

x : The number of students who choose a certain answer

n : the total number of the students

The next data was gathered from the second questionnaire. It contained

the teachers’ personal opinions about the topics by presenting a set of statements

and asking the respondents to poin out those statements whether they were

strongly agree, agree, uncertain, disagree, strongly disagree (Ary et al., 2002:

224). The five points of agreement which were used to assess the respondents

opinion will be presented as follows:

Table 3.3 Points of Agreement on the Designed Materials

Points of Agreement Meaning

1 Strongly Agree

2 Agree

3 Uncertain

4 Disagree

5 Strongly Disagree


39

The data was analyzed to find out the average of all scores in a

distribution namely mean. The mean was found by adding all the scores and

dividing by the number of the respondents. The respondents’ opinions on the

designed materials were presented in the table below.

Table 3.4 The Results of the Second Questionnaire (Blank)

No Statements

Frequency of the Point

of Agreement N

Central

Tendency

1 2 3 4 5 Mn

The average points or means are calculated using this formula:

= ∑

Note:

: the average point

∑ : the sum of all scores

n : the number of respondents


40

F. Research Procedures

There were some procedures to conduct this research. The procedures in

this research were as follows:

1. Preparing questionnaire and interview materials for the students’ needs analysis.

2. Distributing the first questionnaires to the eleventh grade students of tourism

department of SMK Karya Rini YHI Kowani to gain information about their needs,

interests and characteristics in learning English

3. Interviewing the English teacher of eleventh grade of tourism department of SMK

Karya Rini YHI Kowani to gain more information that was not covered in the

questionnaire.

4. Classifying the respondents’ answers by grouping the similar answers.

5. Developing the speaking materials based on the result of the students’ need analysis.

6. Consulting the designed materials with the English teacher of eleventh grade.

7. Distributing the second questionnaires to the English teachers of SMK Karya Rini

YHI Kowani to get feedback, corrections, criticisms and suggestions to revise the

proposed materials.

8. Analyzing the result of the post-design survey.

9. Revising the designed materials based on the result of the post-design survey to

produce the final version.


41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses two major parts. The first part presents the research result

in detail and the second part presents the discussion on the designes materials.

A. Research Findings

In conducting the research, the researcher employed five steps of R & D

cycle. The result of each step is explained as follows:

1. Research and Information Collecting

The first step was a need survey. The researcher took a need survey in

order to gather information about the students’ needs, interests, and difficults in

learning English. In order to obtain the data, the researcher distributed a

questionnaire to 25 eleventh grade students of tourism department of SMK Karya

Rini YHI Kowani and conducted an interview with the English teacher of eleventh

grade to clarify the information that was not covered in the questionnaire. The

result of the questionnaire and interview are presented as follows.

a. The Results of the Questionnaire Distributed to the Eleventh Grade

Students

The questionnaire was distributed to 25 eleventh grade students of Hotel

Accommodation of SMK Karya Rini YHI Kowani. The researcher used closed-

form questionnaire. In answering the questionnaire, the students simply crossed

the appropriate answer or answers that represent their actual situation. The table of

the result of the needs survey is presented in appendix B.


42

Some major points, which were needed as the basis for designing the

materials, were explained in the result of the questionnaire presented in appendix

B. The first question of the questionnaire asked the students how often they speak

in English. The result showed that 4% of the students very often spoke in English,

72% of them said that they sometimes spoke in English, and 24% of them seldom

spoke in English.

The second, the researcher asked about how often the students speak in

English with their English teacher and classmates. 4% of the students said they

very often spoke in English with their English teacher and classmates, 64% of

them stated that sometimes they spoke in English with their English teacher and

classmates, then 32% of them seldom spoke in English with them. The result

showed that not all of the students participate actively in practicing speaking.

The third question was to find out to whom the students speak in English.

The students were allowed to choose more than answers. 84% of the students said

they spoke in English with their teachers, 76% of them spoke in English with their

schoolmates, 4% of them spoke in English with their family, 20% of them spoke

in English with their friends, and 8% of them spoke in English with other people

exclude the options above. The precentage showed that they spoke in English

most with their teachers and schoolmates. In other words, it can be concluded that

the students speak English most at school.

The fourth question asked about when the students started learning

English. 4% of the students answered they started learning English since they

were kindergarteners, 56% of them said they started learning English since they


43

were students of grade 1 to 3 of elementary school, 32% of them started learning

English since they were students of grade 4 to 6 of elementary school, then 8% of

them stated that they started learning English since they were students of junior

high school.

Then, the researcher asked the students’ opinion on the statement that

English and tourism are related each other. 76% of the students strongly agreed

with that statement and 24% of them agreed with it. It showed that they knew the

correlation between English and tourism.

A question about the students’ opinion on the statement that mastering

English is important for people working on tourism field was also asked to them.

76% of the students andwered that they strongly agreed with that statement and

24% of them agreed with it. It showed they realized that they needed to master

English to work on tourism field.

The next question was to find out whether speaking in English is difficult

according to the students. 12% of the students answered that speaking in English

was very difficult, 40% of them said it was difficult, 44% of them stated it was

standard, 4% of them said it was easy and nobody answered that it was very easy.

The researcher also asked what difficulties the students face when they

speak in English. 52% of the students answered that they did not master a lot of

English vocabularies, 8% of them did not know correct English grammar, 24% of

them did not know how to pronounce English words correctly, 4% of them did not

know about topics they were going to talk, 12% of them did not know how to


44

begin or respond conversations. The result showed that the students felt that their

vocabulary and pronunciation were poor.

Next question asked the students opinion on a statement that being afraid

of making mistakes makes the students are hesitant to speak in English. 12% of

the students strongly agreed with that statement. 72% of them agreed with it. 12%

answered uncertain and 4% disagreed.

The researcher also asked whether the students agreed with the statement

that listening ability really supported speaking ability. 36% of the students

strongly agreed and 64% of them agreed with the statement.

Next statement which is asked is that learning English not only learn

about grammar and vocabulary but also learn about their culture and habit. 12% of

the students strongly agreed, 64% of them agreed, 12% uncertain and 12%

disagreed.

Then the researcher asked whether interesting activities helped the

students in practicing speaking in English. 36% of the students strongly agree with

the statement and 64% of them agree with it.

The researcher then asked the students to choose four of five activities

given that were interesting to practice speaking. 64% of the students answer

simulation, 92% of them answered dialog, 36% of them answered discussion,

20% of them answered presentation, and 24% of them answered role-play.

When being asked about whether exciting topics help the students in

practicing speaking in English, 28% of them strongly agree with the statement and

72% of them agree with it.


45

Then the last question is to ask the students to choose four topics of ten

topics available. It aimed to choose the topics used to develop the materials. 84%

of the students chose “My Happy Holiday”, 16% of them chose “Indonesian

Traditional Ceremony”, 32% of them chose “I Have a Dream”, 72% of them

chose “I Like Doing It”, 20% of them chose “Global Warming”, 76% of them

chose “Welcome to my Paradise”, 40% of them chose “Be Healthy, Be Happy”,

48% chose “Hello! Who is Speaking, Please?”

b. The Results of the Interview with the English Teacher

To gain further information which was not covered in the questionnaire


Kowani, the researcher conducted an interview with the English teacher. There

were fifteen questions to ask. It is attached in Appendix B. The result of the

interview is also attached in Appendix B.

The teacher said that English subject was taught five contact hours per

week. The English subject for the eleventh grade students of tourism department

was taught on Tuesday and Thursday. On Tuesday, the meeting lasted in two

contact hours and on Thursday, the meeting lasted in three contact hours. One

contact hour took forty five minutes.

She also stated that among four skills, speaking is the skill need to learn

most for the students of tourism department. After graduating, the students will

work as roomboy or waiter or waitress. She explained that English was important

for people working in tourism field. That is why mastering English, especially

speaking is important for the students.


46

In teaching English, the teacher did not always convey the lesson in

English because the students cannot understand the explanation well. She also did

not always ask the students to speak in English, but sometimes she asked them to

speak in English.

As the speaking practice, the teacher usually asked the students to

practice dialog. It aimed to enhance the student’s speaking ability. The teacher

asked the students to read the dialog in the textbook and then make their own

dialog.

The teacher said that the students’ vocabulary was poor. That limited

their speaking ability. That is why the teacher always taught vocabulary first

before asking the students to practice speaking.

The teacher told that sometimes she found some mistakes in the

textbook. She gave example that to tell about experience the speaker should have

used simple past tense but the text used simple present tense. It made the students

got a wrong pattern.

The students needed something better to enrich their knowledge about

the real communication in English. The teacher said that role play and simulation

which were so popular in communicative language teaching could make the

students speak actively, but it needed more time to practice. She also explained

that pair and group work as usually done in communicative language teaching

could help the teacher to handle all students. Unfortunately, she added that

sometimes the students were lazy to practice without the teacher’s guidance.


47

The teacher stated that the use of authentic materials could help the

students to understand the material better although it was more difficult to prepare

the materials. The authentic materials would help the students to know the real

situation of the communication.

The teacher then added in SMK Karya Rini YHI Kowani she usually used

textbook, CD and cassettes. She explained that she usually played cassettes for the

listening practice because the English laboratory was limited only for 20 students.

The class should be divided into two groups to use the facility in turn. It would

waste time.

2. Planning

The researcher adapted Kurikulum Tingkat Satuan Pendidikan (KTSP) to

develop the speaking materials for the eleventh grade students of tourism

department of SMK Karya Rini YHI Kowani. In Kurikulum Tingkat satuan

Pendidikan, goals are stated as competence standard. The competence standard is

to communicate in English in elementary level.

In order to achieve these goals, the researcher selected three topics based

on the result of the pre-design questionnaire. After selecting the topics, the

researcher formulated general purposes and basic competencies of each topic. The

topics and basic competencies of each topic will be presented as follows:


48

Table 4.1 Basic Competences of Designed Materials that Should be Achieved

No Topics Basic Competences

1. Welcome to my

Paradise

2.1 understanding simple daily conversations both

in a professional and personal context both to

native speakers and to non-native speakers

2. I Like Doing It 2.1 understanding simple daily conversations both

in a professional and personal context both to

native speakers and to non-native speakers

3. Hello! Who’s

Speaking, Please?

2.3 Taking simple messages both in face-to-face

interaction and on the telephone

In Kurikulum Satuan Tingkat Pendidikan, learning objectives are stated

as indicators. The statements of indicators are needed to formulate what students

should achieve in each meeting. The indicators should be in terms of measurable

student’s behavioral outcomes.

The complete indicators are stated as follows:

Table 4.2 Indicators of the Designed Materials that Should be Achieved

No. Topics Indicators

1. Welcome to my Paradise 1. Students are able to complete the conversation with expressions of guest handling.

2. Students are able to give other examples of guest handling expressions.

3. Students are able to make questions based on the instructions.

4. Students are able to use the expressions of guest handling in the conversation practice.


49

No. Topics Indicators

2. I Like Doing It 1. Students are able to complete the conversation with expressions of asking and telling hobbies and interests.

2. Students are able to use the expressions of asking and telling hobbies and interests to interview some friends and report the result orally,

3. Students are able to complete the sentences with gerunds correctly and appropriately.

4. Students are able to tell their hobbies using gerunds to their friends.

3. Hello! Who is Speaking, Please?

1. Students are able to answer the questions based on the listening passage.

2. Students are able to mention expressions of telephone conversations.

3. Students are able to mention expressions of taking messages.

4. Students are able to do telephone conversation spontaneously.

5. Students are able to change quoted speech to reported speech.

3. Develop Preliminary Form of Product

The next step after deciding the goals, general purposes, topics, and

learning objectives is deciding the subject contents, teaching learning activities,

and resources as the base of developing the instructional materials.

The researcher listed the subject contents which are related to the theory

of communicative language teaching task-based instructions as suggested by

Richards (2006: 32) as follows:

a. Pre-Task Activities

This sequence aims to introduce the topic and the tasks used to the

students. In this sequence the teacher help the students to understand the topic and

the objectives of the tasks.


50

b. Task Cycle

In this sequence, the teacher gives opportunities to the students to use the

language and discuss it without correcting errors. The students are allowed to use

whatever words they know to express their thoughts and whatever they want to

say. But after the discussion, the students should prepare to report the result of the

discussion. The teacher can check the accuracy and clarity of the language before

they present it to the whole class.

c. Language Focus

In language focus sequence, the teacher sets a language-focused task

based on the reading passage or the listening passage before. The teacher can

explain in brief after asking the students to find the language focus item in the

text. Then the students continue it with practice based on the findings of the

analysis.

In order to achieve the objectives, the researcher also formulated teaching

learning activities and materials. The activities selected should bring real

communication in the classroom and the materials selected should be authentic.

Both the activities and the materials should imitate the real situation. Therefore,

the researcher formulated the learning activities using communicative approach

based on the result of the need analysis survey.

The students will learn English by discussing actual information from the

authentic materials related to tourism, hotel, and their life as teenagers. Before

practicing speaking, they will get authentic listening materials taken from internet

or authentic reading materials taken from magazine or newspapers.The researcher


51

took the materials from the internet, magazine and newspaper and then develop

the contents. The researcher designed a set of speaking materials for the students

and another set of speaking materials for the teacher.

As suggested in communicative language teaching, the classroom

activities are about conversation, discussion, role-play, simulation and interview.

The activities aimed to facilitate the learners to interact each other.

4. Preliminary Field Testing

Preliminary Field testing was conducted to gain correction, criticism,

suggestion and evaluation of the designed materials. The researcher distributed the

questionnaire to three English teachers of SMK Karya Rini YHI Kowani. The data

obtained from the questionnaire was presented as follows:

a. Description of the Evaluators

There were two English teachers of SMK Karya Rin YHI Kowanii as

respondents in post-design survey. The data of the respondents is presented as

follows:

Table 4.3 The Description of the Evaluators

Sex Educational

Background

Teaching Experience

(in years)

F M D3 S1 S2 S3 1-5 6-10 11-15 >15

2 1 1 1 1


52

b. Data Presentation and Analysis

The post-design survey aimed to gain the evaluators’ opinion on the

designed materials. The judgments of the evaluators are decided in five degrees of

agreement.

1 : strongly disagree with the statement

2 : disagree with the statement

3 : uncertain with the statement

4 : agree with the statement

5 : strongly agree with the statement

The descriptive statistics presented the results of the researcher’s

calculation on the data from the evaluation questionnaire using the central

tendency measurement. The results were used to revise the designed materials.

The descriptive statistics of the respondents’ opinion on the designed

materials are presented in table 4.4.

Table 4.4 The Descriptive Statistics of the Evaluators’ Opinion

No. Statements

Frequency of the Points

of Agreement N

Central

Tendency

1 2 3 4 5 Mn

1. The tasks in the designed materials facilitate the students to participate in real communication.

2 2 4

2. The materials consists of a variety of games,

2 2 4


53

No. Statements


of Agreement N

Central

Tendency

1 2 3 4 5 Mn

role play, simulation, and task-based communication activities that support CLT.

3. The materials consist of many authentic materials.

1 1 2 4.5

4. The topics chosen is suitable with Kurikulum Tingkat Satuan Pendidikan.

2 2 4

5. Beside speaking skill, you can also find other skills taught in the designed materials.

1 1 2 4.5

6. The tasks employ pair and group works that help the students to interact with other.

1 1 2 4.5

7. The materials not only provide grammar exercises but also some tasks that give opportunities to the students to communicate.

1 1 2 4.5

8. The tasks facilitate the students to interact with other students than the teacher.

2 2 4

9. The instruction of each task is clear enough for the students.

1 1 2 3.5

10. In general, the materials are well

1 1 2 3.5


54

No. Statements


of Agreement N

Central

Tendency

1 2 3 4 5 Mn

elaborated.

Grand mean 4.1

10% of the answers indicated that the respondents were uncertain about

the statements, 70% of the anwers indicated that the respondents agree with the

statements and then 20% of the answers indicated that the respondents strongly

agree with the statements. The respondents also gave opinions about the designed

materials which would be explained in some paragraphs below.

The strengths of the materials are:

1) The materials are appropriate for the eleventh grade students of tourism

department.

2) The vocabularies given are simple.

3) The meaning is easy to be understood.

4) The listening materials are not really difficult.

Then the weaknesses of the materials are:

1) The native speakers speak too fast for the students of Sekolah Menengah

Kejuruan.

2) The materials lacked of expressions used in conversation based on the topics

given.

The teachers said that the overall materials are appropriate for eleventh

grade students of tourism department. They gave some suggestions which would

be used to revise the materials. Their suggestions are described as follows:


55

1) The materials should provide more expressions used in the conversation

related to the topics given.

2) The materials should have more dialogs as examples.

3) The long listening passages were too difficult for the SMK students if they

were played without any text at all.

4) The materials should be completed with teacher guidelines to help the teacher

in conducting the teaching learning activities based on the materials.

5. Main Product Revision

Based on the result of the post-design survey, the researcher then revised

the materials to make them better.

The detail of the revision is described as follows:

1) The researcher provided the text of the listening passages to help the students

in comprehending the conversation. Although filling in the blanks is rejected

in communicative language teaching, based on the teachers’ suggestions, the

researcher decided to change the exercise to filling in the blanks for long

listening passages. But the answers are about the expressions used as the

focus of the material in each unit.

2) The researcher completed the materials with teacher’s guideline to help the

teacher in teaching the materials.


56

B. Discussion on the Designed Materials

This part will discuss the answer of the second question of the problem

formulation. The final version of the designed materials after the revision could be

seen in Appendix D.

The Specification of the Product is presented as follows:

Table 4.5 Product Specification

Name A Set of Speaking Materials for the Eleventh Grade

Students of Tourism Department of SMK Karya Rini

YHI Kowani

Purpose To enhance the students fluency and accuracy in

speaking

User The eleventh grade students of tourism department of


Language Skill Speaking skill

Teaching-Learning Approach Communicative Approach

Syllabus Type Task-based syllabus

Curriculum Kurikulum Tingkat Satuan Pendidikan 2006

Time Allocations 3 x 45’, 3 meetings

Type of products Printed materials and CD

The Use of Materials Materials used as main materials for eleventh grade

students of tourism department of SMK Karya Rini

YHI Kowani

Strategies Pair work, group work


57

Activities Discussion, conversation, simulation

Media CD, menu tables

Evaluation Tools Written task (language focus) and speech (non-testing)

Then the designed materials itself consisted of three unit as presented

below:

Table 4.6 The Presentation of the Designed Materials

Unit Topic Learning

Indicators

Learning

Materials

Learning

Activities

1. Welcome

to my

Paradise

1. Students are able to recognize and respond .

2. Students are able to make a conversation of guest handling based on the clues given.

3. Students are able to make questions with question words.

1. PRE-TASK ACTIVITIES Places that people often visit Expressions of guest handling

2. TASK CYCLE

Expressions of guest handling

1. PRE-TASK (speaking) - Mentioning

places that people often visit

- Mentioning expressions of guest handling

2. TASK CYCLE (listening and speaking) - Listening to

dialog of guest handling

- Completing the conversation with the expressions of guest handling

- Discussing other expressions of guest handling

- Reporting the result of the discussion

- Practicing conversation of guest handling


58

Unit Topic Learning

Indicators

Learning

Materials

Learning

Activities

3. LANGUAGE FOCUS Question words

3. LANGUAGE FOCUS (writing and speaking) - Learning

question words - Making questions

based on the instructions

2. I Like

Doing it

1. Students are able to use the expressions of asking and telling hobbies and interests in conversation.

2. Students are able to complete the sentences with gerunds correcttly and appropriately.


1. PRE-TASK ACTIVITIES Activities in spare time

2. TASK CYCLE

Expressions of asking and telling about hobbies and interests

3. LANGUAGE

FOCUS Gerunds

1. PRE-TASK ACTIVITIES (speaking) - Mentioning

activities in spare time

2. TASK CYCLE (speaking) - Completing the

conversation with the expressions of asking and telling hobbies and interests

- Interviewing some friends about their hobbies and interests

- Reporting the result of the interview orally

3. LANGUAGE FOCUS (writing and speaking) - Learning gerunds - Completing

sentences with gerund

- Making speech about hobbies and interests


59

Unit Topic Learning

Indicators

Learning

Materials

Learning

Activities

3. Hello.

Who is

speaking,

please?

1. Students are able to use expressions of telephone conversations.




1. PRE-TASK ACTIVITIES Habit of calling

2. TASK CYCLE Expressions of telephone conversations

3. LANGUAGE FOCUS

Reported speech

1. PRE-TASK ACTIVITIES (speaking) - Mentioning habit

of calling 2. TASK CYCLE

(listening, writing, and speaking) - Listening to the

telephone conversation

- Answering the questions based on the listening passage

- Discussing expressions of telephone conversations

- Practicing the telephone conversation spontaneously

3. LANGUAGE FOCUS (writing) - Listening to the

teacher’s explanation of reported speech

- Changing quoted speech to reported speech

Each unit consists of three parts. First, Pre-Task Acitivities, aims to

introduce the topic and the task used in the materials. Here the teacher also

explains the significance of the topic to the students and how to do the tasks.

Second, Task Cycle, requires the teacher to give the students opportunities to say


60

whatever they want to say about the topic, then they are asked to discuss the topic

and report it to the whole class at the end of the sequence. Then the last sequence

is Language Focus. In this sequence the students are required to find the language

focus item related to the text. The teacher conducts practice to help the students

understand the language focus item more.

The materials were designed by developing the syllabus of SMK Karya

Rini YHI Kowani. Each unit took three contact hours. Totally, the three unit

materials were designed for nine contact hours only, based on the topic chosen by

the students and the teacher. Each contact hour took forty five minutes.


61

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter discusses two major parts. They are conclusion of the

research which anwers the problem formulation and the suggestions for English

teachers of SMK Karya Rini YHI Kowani and for other researchers.

A. Conclusion

This research is aimed to design a set of speaking materials using

communicative approach for the eleventh grade students of tourism department of

SMK Karya Rini YHI Kowani. There were two problem formulation as stated in

chapter I. They are: how to design a set of speaking materials for the eleventh

grade students of tourism department of SMK Karya Rini YHI Kowani and what

the designed materials look like.

To answer the first question, the researcher adapted Kemp’s instructional

design model, Yalden’s instructional design model and R & D method to design

the materials. There were several steps in conducting the research. First is

research and informastion collecting in which a need survey was conducted to

gather information about the students’ needs and interests. The second step is

planning which consists of determining goals, topics, and materials and specifying

learning objectives. The third step is development of preliminary form of product.

In this step, the researcher decided the subject contents, teaching learning

activities, teaching learning materials and teaching learning resources to develop

the materials. Then the fourth step is preliminary field testing. In this step an


62

evaluation questionnaire is distributed to gain feedback from the teachers. The last

step is main product revision. The final revision of the designed materials would

be presented and ready to be used in the school.

To answer the second questions, here are the description of the designed

materials. There were three units of the designed materials. Each unit consists of

three parts: pre-task activities, task cycle, and language focus. The full

presentation of the designed materials is attached in the Appendix D.

Hopefully the materials can motivate and encourage the students to

practice speaking better. The materials are presented in various exciting and

challenging teaching learning activities in order to avoid boredom in the

classroom. The activities enable the students to work in pairs and groups.

B. Suggestions

This part aims to give suggestions for the English teachers of SMK Karya

Rini YHI Kowani and for other researchers who are interested in doing research in

the same field:

1. For the English Teachers of SMK Karya Rini YHI Kowani

English teachers are suggested to implement the speaking materials based

on communicative approach for the eleventh grade students of tourism department

of SMK Karya Rini YHI Kowani. Before implementing the designed materials, the

teachers should understand the theory of communicative approach to avoid

misconception. Teachers should know the the procedures of each activity so that


63

the teachers can guide the students in doing the activities. It is also suggested that

the teacher allocate the time wisely in conducting each task.

2. For Other Researchers

Other researchers are suggested to design other materials for vocational

schools in order to contribute many English materials based on the curriculum

used in the school. The communicative approach itself can also be an alternative

to develop other skills.


64

REFERENCES

Alifah, A. 2011. Silabus Bahasa Inggris Kelas XI SMK Karya Rini. Yogyakarta: SMK Karya Rini.

Ary, D., Jacobs, L. E., and Razavieh, A. 1979. Introduction to Research in Education (2nd edition). New York: Rinehart and Winston Inc.

Banathy, B. H. 1976. Instructional System. Jakarta: IKIP Negeri Jakarta.

Borg, W. R. And Gall, M. D. 1983. Educational Reserach: An Introduction (4th edition). New York: Longman Inc.

Breen, M. P. 1980. The Essentials of a Communicative Curriculum in Language Teaching, Applied Linguistics. New York: Oxford University Press.

Brown, H. D. 2001. Teaching by Principles. New York: Longman.

Gagne, R. M. 1979. Principles of Instructional Design. New York: Holt, Rinehart, and Wingston.

Harmer, J. 2002. ThePractice of English Language Teaching. Cambridge: Longman.

Kemp, J. E. 1997. Instructional Design: A Plan for Unit and Course Development (2nd edition). California: Fearon-Pitman Publishers.

McKay, S. L. 2002. Teaching English as an International Language Rethinking Goals and Approaches. New York: Oxford University Press.

Nunan, D. 1991. Language Teaching Mehodology. New York: Prentice Hall.

Nunan, D. 2003. Practical English Language Teaching. New York: The McGraw-Hill Companies.

Richards, J. C. 2001. Approaches and Methods in Language Teaching. New York: Cambridge University Press.

Richards, J. C. 2002. Methodology in Language Teaching. New York: Cambridge University Press.

Richards, J. C. 2006. Communicative Language Teaching Today. New York: Cambridge University Press.

Wallace, M. J. 1998. Action Reserach for Language Teachers. Cambridge: Cambridge University Press.


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Yalden, J. 1983. The Communicative Syllabus: Evolution, design, and Implementation. New York: Prentice Hall.

__________________________________ 2004. Kurikulum SMK Edisi 2004. Jakarta: Departemen Pendidikan Nasional.

_________________________________ 2004. Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat Bahasa Inggris. Jakarta: Unit Produksi Instalasi Bahasa Asing.


Appendix A • Permission Letter from Sanata Dharma University

• Permission Letter from Bappeda

• Information Letter from SMK Karya Rini YHI Kowani


Appendix B • Questionnaire on Research and Information Collecting

• Interview Guideline on Research and Information Collecting

• The Questionnaire Result on Research and Information Collecting

• The Interview Result on Researh and Information Collecting


73

KUESIONER ANALISA KEBUTUHAN SISWA

Untuk memenuhi tugas akhir dalam mengambil gelar sarjana pendidikan Bahasa Inggris di Universitas Sanata Dharma, saya menulis skripsi tentang pembuatan materi speaking skill pelajaran Bahasa Inggris berdasarkan pendekatan pengajaran komunikatif untuk kelas XI jurusan pariwisata SMK Karya rini YHI Kowani (A Set of Speaking Materials Using Communicative Approach for Eleventh Grade Students of Tourism Department of SMK Karya Rini YHI Kowani).

Penelitian ini dilaksanakan untuk mengumpulkan pendapat Anda yang hasilnya akan digunakan sebagai data dalam penulisan skripsi tersebut. Melalui kuesioner ini, saya ingin mengetahui beberapa hal tentang kebutuhan, minat dan gaya belajar siswa-siswi kelas XI jurusan pariwisata SMK Karya Rini YHI Kowani terutama dalam pelajaran berbicara Bahasa Inggris. Saya juga ingin mengetahui beberapa topik yang menarik untuk Anda pelajari dalam rangka mengembangkan speaking skill Anda.

Dikarenakan pentingnya data dari penelitian ini, saya berharap Anda bersedia mengisi kuesioner ini dengan sungguh-sungguh. Saya menjamin kerahasiaan identitas dan jawaban Anda dalam kuesioner ini. Terima kasih sebelumnya dan selamat mengisi.

Umur : ..... tahun Lama belajar Bahasa Inggris : ..... tahun Berilah tanda silang (X) pada jawaban yang sesuai dengan pendapat Anda. 1. Seberapa sering Anda berbicara dengan Bahasa Inggris?

a. sangat sering b. sering c. kadang-kadang d. jarang e. tidak pernah

2. Seberapa sering Anda berbicara dengan guru dan teman-teman dengan Bahasa Inggris di kelas? a. sangat sering b. sering c. kadang-kadang d. jarang e. tidak pernah

3. Dengan siapa saja Anda biasa berbicara dengan Bahasa Inggris? (boleh memilih lebih dari satu) a. guru b. teman sekolah c. keluarga d. teman bermain e. lain-lain


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4. Sejak kapan Anda mempelajari Bahasa Inggris? a. sebelum sekolah b. sejak TK c. sejak kelas 1-3 SD d. sejak kelas 4-6 SD e. sejak SMP

5. Bahasa Inggris dan bidang pariwisata saling berkaitan erat. Setujukan Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju e. sangat tidak setuju

6. Menguasai Bahasa Inggris penting untuk orang-orang yang bekerja di bidang pariwisata. Setujukah Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju e. sangat tidak setuju

7. Menurut Anda, apakah berbicara dengan Bahasa Inggris itu sulit? a. sangat sulit b. sulit c. biasa saja d. mudah e. sangat mudah

8. Kesulitan apakah yang biasanya Anda temui ketika Anda berbicara dengan Bahasa Inggris? a. kurang menguasai banyak kosa kata Bahasa Inggris b. kurang mengetahui struktur kalimat Bahasa Inggris yang benar c. kurang fasih melafalkan Bahasa Inggris d. kurang mempunyai wawasan tentang topik yang dipelajari e. kurang menguasai ungkapan-ungkapan untuk memulai atau menanggapi

pembicaraan 9. Ketakutan jika membuat kesalahan membuat pelajar usia remaja dan dewasa

ragu-ragu ketika berbicara dengan Bahasa Inggris. Setujukah Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju e. sangat tidak setuju

10. Kemampuan menyimak (listening) sangat menunjang kemampuan berbicara (speaking) dengan Bahasa Inggris. Setujukah Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju


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e. sangat tidak setuju 11. Mempelajari Bahasa Inggris bukan hanya mempelajari struktur kalimat dan

kosa kata saja, tetapi juga kebiasaan dan kebudayaan mereka? Setujukah Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju e. sangat tidak setuju

12. Kegiatan belajar yang menyenangkan mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju e. sangat tidak setuju

13. Pilihlah 4 kegiatan belajar yang menyenangkan untuk berlatih berbicara. a. dialog b. games c. diskusi/debat d. presentasi e. role-play

14. Topik yang menarik mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda? a. sangat setuju b. setuju c. ragu-ragu d. tidak setuju e. sangat tidak setuju

15. Pilihlah 4 topik yang menarik untuk Anda pelajari. a. My Happy Holiday b. The Coolest Traditional Indonesian Ceremony c. I Have a Dream d. I Like Doing It e. Hi-tech f. Global Warming g. Welcome to my Paradise h. Be Healthy, Be Happy i. What Should I Do? j. Hello? Who is Speaking, Please?


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Interview Guideline 1. How many contact hours per week are for English lesson?

2. Which skill among reading, writing, listening and speaking do the students of

tourism department need to learn most?

3. What jobs do the students do after graduating? Do they need to master

speaking English in doing their future jobs? What for?

4. What kinds of activities do the students have in your speaking class?

5. Do you always convey the lesson in English? Why?

6. Do you always ask the students to speak English in your class? Why?

7. What difficulties do the students face in learning speaking?

8. What have you done to solve those problems?

9. Do you only use materials from textbook as sources? Do you add materials

from other sources? Why?

10. Do you think the materials from textbook are enough? Do you have any

criticism of the book you use? Have you ever found any mistakes on the

textbook? Explain it.

11. Have you heard about communicative language teaching before?

12. What do you think about role-play and simulation? What are the strengths

and weaknesses of role play and simulation?

13. What do you think of working in pairs and groups in classroom? What are the

strengths and weaknesses of working in pairs and groups in classroom?

14. What do you think about the use of authentic materials in the classroom?

What are the strengths and weaknesses of the use of authentic materials in the

classroom?

15. What kinds of media are possible to use in SMK Karya Rini YHI Kowani?


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The Results of the Needs Survey

No. Questions N 1. Seberapa sering Anda berbicara dengan Bahasa Inggris?

a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Tidak pernah

0% 4% 72% 24% 0%

2. Seberapa sering Anda berbicara dengan guru dan teman-teman dengan Bahasa Inggris di kelas? a. Sangat sering b. Sering c. Kadang-kadang d. Jarang e. Tidak pernah

0% 4% 64% 32% 0%

3. Dengan siapa saja Anda berbicara dengan Bahasa Inggris? (boleh memilih lebih dari 1) a. Guru b. Teman sekolah c. Keluarga d. Teman bermain e. Lain-lain

84% 76% 4% 20% 8%

4. Sejak kapan Anda mempelajari Bahasa Inggris? a. Sebelum sekolah b. Sejak TK c. Sejak kelas 1-3 SD d. Sejak kelas 4-6 SD e. Sejak SMP

0% 4% 56% 32% 8%

5. Bahasa Inggris dan bidang pariwisata saling berkaitan erat. Setujukah Anda? a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

76% 24% 0% 0% 0%

6. Menguasai Bahasa Inggris penting untuk orang-orang yang bekerja di bidang pariwisata. Setujukah Anda? a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

76% 24% 0% 0% 0%

7. Menurut Anda apakah berbicara dengan Bahasa Inggris itu sulit? a. Sangat sulit b. Sulit

12% 40%


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No. Questions N c. Biasa saja d. Mudah e. Sangat mudah

44% 4% 0%

8. Kesulitan apakah yang biasanya Anda temui ketika Anda berbicara dengan Bahasa Inggris? a. Kurang menguasai banyak kosa kata Bahasa Inggris b. Kurang mengetahui struktur kalimat Bahasa Inggris yang benar. c. Kurang fasih melafalkan Bahasa Inggris d. Kurang mempunyai wawasan tentang topik yang dipelajari e. Kurang menguasai ungkapan-ungkapan untuk memulai atau

menanggapi pembicaraan

52% 8% 24% 4% 12%

9. Ketakutan jika membuat kesalahan membuat pelajar usia remaja dan dewasa ragu-ragu ketika berbicara dengan Bahasa Inggris. Setujukah Anda? a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

12% 72% 12% 4% 0%

10. Kemampuan menyimak (listening) sangat menunjang kemampuan berbicara (speaking) dengan Bahasa Inggris. Setujukah Anda? a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

36% 64% 0% 0% 0%

11. Mempelajari Bahasa Inggris bukan hanya mempelajari struktur kalimat dan kosa kata saja, tetapi juga kebiasaan dan kebudayaan mereka. Setujukah Anda? a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

12% 64% 12% 12% 0%

12. Kegiatan belajar yang menyenangkan mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

36% 64% 0% 0% 0

13. Pilihlah 4 kegiatan belajaar yang menyenangkan untuk berlatih berbicara dengan Bahasa Inggris. a. Simulasi b. Dialog

64% 92%


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No. Questions N c. Diskusi d. Presentasi e. Role-play

36% 20% 24%

14. Topik yang menarik mempermudah siswa dalam berlatih berbicara dengan Bahasa Inggris. Setujukah Anda? a. Sangat setuju b. Setuju c. Ragu-ragu d. Tidak setuju e. Sangat tidak setuju

28% 72% 0% 0% 0%

15. Pilihlah 4 topik yang menarik untuk dipelajari:

a. My Happy Holiday b. Indonesian Traditional Ceremony c. I Have a Dream d. I Like Doing It e. Global Warming f. Welcome to my Paradise g. Be healthy, Be Happy h. What should I do? i. Hello! Who’s Speaking, Please?

84% 16% 32% 72% 20% 76% 40% 0% 48%


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The Interview Result Pre-Design Survey

1. How many contact hours per week are for English lesson?

5 hours per week. 2 jam di hari Selasa dan 3 jam di hari Senin. 2. Which skill among reading, writing, listening and speaking do the students of

tourism department need to learn most? Speaking is the most skill to learn.

3. What jobs do the students do after graduating? Do they need to master speaking English in doing their future jobs? What for? Students can work in the hotel. As roomboy, waiter, waitress. They need to master speaking English to improve their tourism skill.

4. What kinds of activities do the students have in your speaking class? They practice dialog.

5. Do you always convey the lesson in English? Why? No, I don’t. Because my student can’t understand better. Muridnya nggak ngerti mbak kalau dijelasin pakai Bahasa Inggris.

6. Do you always ask the students to speak English in your class? Why? No, I don’t. But sometimes I ask them.

7. What difficulties do the students face in learning speaking? They are poor in vocabulary.

8. What have you done to solve those problems? I give them vocabulary more than before.

9. Do you only use materials from textbook as sources? Do you add materials from other sources? Why? No, I don’t. I add materials from other sources because it can improve the students’ skill.

10. Do you think the materials from textbook are enough? Do you have any criticism of the book you use? Have you ever found any mistakes on the textbook? Explain it. Sometimes I found some mistakes, for example when we studeey about experiences we should use past tense pattern but the textbook servs simple present tense.

11. Have you heard about communicative language teaching before? Yes, when I was in university.

12. What do you think about role-play and simulation? What are the strengths and weaknesses of role play and simulation? The strengths : Student and teacher can be active. The weaknesses : We need more time to practice.

13. What do you think of working in pairs and groups in classroom? What are the strengths and weaknesses of working in pairs and groups in classroom? The strengths : Teacher can be easy to handle all students. The weaknesses : Some of the students are lazy to practice.

14. What do you think about the use of authentic materials in the classroom? What are the strengths and weaknesses of the use of authentic materials in the classroom?


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Strengths : Students more understand the material. Weaknesses : Teacher need power to prepare the material.

15. What kinds of media are possible to use in SMK Karya Rini YHI Kowani? Book, CD


Appendix C • Questionnaire on Preliminary Field testing

• The Result of Questionnaire on Preliminary Field Testing

• General Description


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MATERIAL EVALUATION QUESTIONNAIRE

A Set of Speaking Materials Using Communicative Approach for the Eleventh Grade Students of Tourism Department

of SMK Karya Rini YHI Kowani Name : Educational Background : ( ) Bachelor Degree (S1) ( ) Master Degree (S2) ( ) Others ________________ Teaching Experience : ( ) < 1 year ( ) 1-5 year ( ) Others ________________

This questionnaire is intended to obtain feedback on the proposed materials design. It is a need to get your comments and suggestions as the evaluation for the proposed materials design in order to revise and improve it as the final version of the instructional speaking materials.

I. Put a cross (x) in one of five points in the points of agreement column as your

most suitable answer for each statement. The five points are described as follows: Points of Agreement Meaning 1 = strongly disagree 2 = disagree 3 = uncertain 4 = agree 5 = strongly agree

NO Respondent’s Opinion Points of Agreement 1. The tasks in the proposed materials

facilitate the learners to participate in real communication.

1 2 3 4 5

2. The proposed materials consist of games, role plays, simulations and task-based communication activities.

1 2 3 4 5

3. The proposed materials consist of many authentic materials, “from-life” materials in the classroom.

1 2 3 4 5

4. Beside speaking skill, you can also find other skills taught in the proposed materials.

1 2 3 4 5

5. The tasks in the proposed materials help the students to struggle to communicate.

1 2 3 4 5


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NO Respondent’s Opinion Points of Agreement 6. The pair and group work in the tasks

given help the students to interact with others.

1 2 3 4 5

7. The proposed materials not only provide grammar exercises but also some tasks that encourage the learners to communicate.

1 2 3 4 5

8. The tasks facilitate the learners to interact with other students rather than the teacher.

1 2 3 4 5

9. The instruction of each task is clear enough for the students. 1 2 3 4 5

10. In general, the materials are well elaborated. 1 2 3 4 5

II. Please give opinions and suggestions on a set of speaking materials using

communicative approach for eleventh grade students of tourism department of Sekolah Menengah Kejuruan.

1. What are the strengths and the weaknesses of the materials? a. The strengths are:

1) ______________________________________________________ 2) ______________________________________________________ 3) ______________________________________________________ 4) ______________________________________________________ 5) ______________________________________________________

b. The weaknesses are: 1) ______________________________________________________ 2) ______________________________________________________ 3) ______________________________________________________ 4) ______________________________________________________ 5) ______________________________________________________

2. What is/are your comment(s) about the overall materials? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is/are your suggestion(s) in order to improve a set of speaking materials using communicative approach for eleventh grade students of tourism department of SMK Karya Rini YHI Kowani? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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The Result of Questionnaire on Preliminary Field Testing

No. Statements


of Agreement N

Central

Tendency

1 2 3 4 5 Mn

1. The tasks in the designed materials facilitate the students to participate in real communication.

2 2 4

2. The materials consists of a variety of games, role play, simulation, and task-based communication activities that support CLT.

2 2 4

3. The materials consist of many authentic materials. 1 1 2 4.5

4. The topics chosen is suitable with Kurikulum Tingkat Satuan Pendidikan.

2 2 4

5. Beside speaking skill, you can also find other skills taught in the designed materials.

1 1 2 4.5

6. The tasks employ pair and group works that help the students to interact with other.

1 1 2 4.5

7. The materials not only provide grammar exercises but also some tasks that give opportunities to the students to communicate.

1 1 2 4.5

8. The tasks facilitate the students to interact with other students than the teacher.

2 2 4

9. The instruction of each task is clear enough for the students. 1 1 2 3.5

10. In general, the materials are well elaborated. 1 1 2 3.5

Grand mean 4.1


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GENERAL DESCRIPTION

This research entitled Speaking Materials Using Communicative

Approach for the Eleventh Grade Students of SMK Karya Rini YHI Kowani”. The

aim of this research is designing materials which can be used to teach speaking in

English lesson for the Eleventh Grade Students of SMK Karya Rini YHI Kowani.

A. BACKGROUND

As cited by McKay (2002: 18), Graddol (1997) points out that over 10

per cent of the world’s labor is employed in tourist-related industries and notes

that international travel has a globalizing effect, promoting the need for a common

language; that is English. She adds that international airports around the world

have essential information available in English and major international hotels

have English-speaking staff available. It is not surprising if employees working in

tourism field are required to master English actively. Unfortunately, the students’

speaking ability was poor. They needed much time to express their opinion or

thought on certain topics. They even had difficulty in choosing appropriate

vocabulary to produce sentences orally.

Richards (2002: 204) says that owing to minimal exposure to the target

language and contact with native speakers, adult learners of English as Foreign

Language in general are relatively poor at spoken English, especially regarding

fluency, control of idiomatic expressions, and understanding of cultural

pragmatics. To replicate communication in real life, activities in communicative


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language teaching involve students in realistic communication (Harmer, 2002:

69). Richards and Rodgers (2001: 170) state that many proponents of

communicative language teaching make use of authentic materials in the

classroom.

These speaking materials were designed based on the questionnaire

distributed to the eleventh grade students and from the interview with the English

teacher. The designed materials are expected to be able to facilitate the learning

process of speaking English.

B. OBJECTIVES

The objectives of these materials are:

1. Providing new learning activities to encourage the students to interact each

other in the classroom

2. Facilitate the students to practice speaking

C. CONTENT

There are 3 topics in these speaking materials. The topics are listed as follows:

Module 1 : Welcome to my Paradise

Module 2 : I Like Doing It

Module 3 : Hello! Who’s Speaking, Please?


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The learning processes in the materials are divided into three sections:

a. Pre-Task Activities

This sequence aims to introduce the topic and the tasks used to the

students. In this sequence the teacher help the students to understand the topic and

the objectives of the tasks.

b. Task Cycle

In this sequence, the teacher gives opportunities to the students to use the

language and discuss it without correcting errors. The students are allowed use

whatever words they know to express their thoughts and whatever they want to

say. But after the discussion, the students should prepare to report the result of the

discussion. The teacher can check the accuracy and clarity of the language before

they present it to the whole class.

c. Language Focus

In language focus sequence, the teacher sets a language-focused task

based on the reading passage or the listening passage before. The teacher can

explain in brief after asking the students to find the language focus item in the

text. Then the students continue it with practice based on the findings of the

analysis.

Each unit of these materials is designed for three contact hours. One

contact hours will be in 45 minutes.


Appendix D • Syllabus

• Lesson Plan

• The Designed Material


SYLLABUS

School : SMK Karya Rini YHI Kowani Subject : English Class/semester : XI/1 & 2 Standard competence : Students are able to communicate in English in Elementary level UNIT 1: Welcome to my Paradise

Basic Competences

Indicators Learning Materials

Learning Activities

Evaluation Time Allocation

Sources

Understanding simple daily conversations both in a professional and personal context both to native speakers and to non-native speakers

1. Students are able to recognize and respond .

2. Students are able to make a conversation of guest handling based on the clues given.

3. Students are able to make questions with question words.

Expressions of guest handling

Question words

1. PRE-TASK (speaking) - Mentioning places that

people often visit - Mentioning expressions of

guest handling 2. TASK CYCLE

(listening and speaking) - Listening to dialog of guest

handling - Completing the

conversation with the expressions of guest handling

- Discussing other expressions of guest handling

- Reporting the result of the discussion

- Practicing conversation of guest handling

Conversation 3 x 45’ www.youtube.com/watch?v=wyqfYJX23lg www.youtube.com/watch?v=hUU8hwl7WHA&feature=related


Basic Competences


Learning Activities


Sources

3. LANGUAGE FOCUS (writing and speaking) - Learning question words - Making questions based on

the instructions


UNIT 2: I Like Doing It Basic

Competences Indicators Learning

Materials Learning Activities


Sources

Understanding simple daily conversations both in a professional and personal context both to native speakers and to non-native speakers

1. Students are able to use the expressions of asking and telling hobbies and interests in conversation.

2. Students are able to complete the sentences with gerunds correcttly and appropriately.


Expressions of asking and telling about hobbies and interests

Gerunds

1. PRE-TASK ACTIVITIES (speaking) - Mentioning activities in

spare time 2. TASK CYCLE

(speaking) - Completing the conversation

with the expressions of asking and telling hobbies and interests

- Interviewing some friends about their hobbies and interests

- Reporting the result of the interview orally

3. LANGUAGE FOCUS (writing and speaking) - Learning gerunds - Completing sentences with

gerund - Making speech about

hobbies and interests

Conversation Speech

3 x 45’ www.youtube.com/watch?v=jscXxxnIuAM


UNIT 3: Hello! Who’s Speaking, Please?

Basic Competences


Learning Activities


Sources

Taking simple message both in face-to-face interaction and on the telephone

1. Students are able to use expressions of telephone conversations.




Expressions of telephone conversations

Expressions of taking messages

Quoted speech and reported speech

1. PRE-TASK ACTIVITIES (speaking) - Mentioning habit of calling

2. TASK CYCLE (listening, writing, and speaking) - Listening to the telephone

conversation - Answering the questions

based on the listening passage

- Discussing expressions of telephone conversations

- Practicing the telephone conversation spontaneously

3. LANGUAGE FOCUS (writing) - Listening to the teacher’s

explanation of reported speech

- Changing quoted speech to reported speech

Conversation 3 x 45’ www.youtube.com/watch?v=ZUaFgvCiaVw


UNIT 4: She is a Chef Basic




Sources

Arranging tasks of job and educational background.

1. Students are able to tell about people’s job and the tasks.

2. Students are able to tell about what people do using simple present tense.

Job and the Tasks

Simple Present Tense

1. PRE-TASK (speaking) - Mentioning what jobs

the students know and the tasks

2. TASK CYCLE (listening, writing, speaking) - Listening some

listening passages about people’s job

- Making a list of what the speakers do

- Guessing what the tasks of some jobs written on cards

3. LANGUAGE FOCUS (writing) - Learning simple

present tense - Completing sentences

with simple present verbs

- Telling about someone and his or her job

Speech 3 x 45’


UNIT 5: What Happened?

Basic Competences


Learning Activities


Sources

Talking about past events and future plans.

1. Students are able to tell about past events using simple past tense.

2. Students are able to make a conversation based on the news they read/hear.

News and Past Events

Simple Past Tense

1. PRE-TASK (speaking) - Mentioning latest

news 2. TASK CYCLE

(listening, writing, speaking) - Listening some

listening passages about news

- Answering questions about the news

- Make a conversation based on the news you get

- Performing the conversation in front of the class

3. LANGUAGE FOCUS (writing) - Learning simple past

tense - Changing the simple

present to simple past - Find simple past verbs

in the article and find out the simple forms

Conversation 3 x 45’


UNIT 6: What are You Going to Do Next?

Basic Competences


Learning Activities


Sources

Talking about past events and future plans.

1. Students are able to tell about future plans using simple future tense.

2. Students are able to make a conversation about future plans.

3. Students are able to tell about what they are going to do after graduating.

Future Plans Simple Future

Plans

1. PRE-TASK (speaking) - Talking about plans on

next Sunday 2. TASK CYCLE

(listening, writing, speaking) - Listening to a listening

passage about plans - Answering questions

about the listening passage

- Making a conversation about what the students are going to do next Sunday

- Performing in front of the class

3. LANGUAGE FOCUS - Learning simple future

tense - Completing sentences

with simple future verbs

- Making a speech about what the students are going to do after graduating

Conversation Speech

3 x 45’


UNIT 7: First, Press the Red Button Basic




Sources

Comprehending simple instructions

1. Students are able to comprehend instructions.

2. Students are able to give instructions.

3. Students are able to arrange procedural text.

New Technology

Procedural Text

1. PRE-TASK (speaking) - Mentioning new

technology 2. TASK CYCLE

(reading, writing, speaking) - Reading some

procedural texts - Answering questions

about the reading passages

- Learning how to make procedural text

- Telling how to operate something orally

3. LANGUAGE FOCUS (writing) - Learning conditional

sentence type 1 - Combining two

sentences to form conditional sentences

Speech 3 x 45’


UNIT 8: What Should I Do?

Basic Competences


Learning Activities


Sources

Comprehending simple instructions

1. Students are able to use expressions of asking and giving suggestions.

2. Students are able to make a conversation consists of expressions of asking and giving suggestions.

Expressions of Asking and Giving Suggestions

Modal Auxiliaries

1. PRE-TASK (speaking) - Mentioning problems

and suggestions 2. TASK CYCLE

(listening, writing, speaking) - Listening some

listening passages about asking and giving suggestions

- Asnwering questions about the listening pssages

- Giving suggestions based on the clues on the cards

- Making a conversation using expressions of asking and giving suggestions

3. LANGUAGE FOCUS - Learning modal

auxiliaries - Completing sentences

with appropriate modal auxiliaries

Conversation 3 x 45’


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LESSON PLAN

UNIT 1

Subject : English

Class/semester : XI/1

Time : 3 x 45 minutes

Theme : Welcome to my Paradise

Standard Competence:

To communicate in English in elementary level.

Basic competence:

Understanding simple daily conversations both in a professional and personal context both to native speakers and to non-native speakers. Indicators:

Students are able to recognize and respond expressions of guest handling. Students are able to make their conversation of guest handling based on the

clues given. Students are able to make questions with question words.

Learning Materials:

Expressions of guest handling Question words

Learning Method:

Pair work, group work


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Learning Activities:

Teacher’s Activities Students’ Activities Time Pre-Task Activities

1. Teacher greets the students and introduces the topic to them.

2. Teacher asks the students to discuss about places they often visit and how the customer service handle the guests.

3. Teacher explains the objectives of learning the topic.

Pre-Task Activities 1. Students greet the teacher and

listen to the teacher’s explanation

2. Students share about the places they often visit and how customer service handle the guests.

3. Students listen to the teacher’s explanation

5’

8’

2’

Task Cycle 1. Teacher plays the listening

passages

2. Teacher asks the students to discuss the answers.

3. Teacher plays the listening passage once again to check the answers.

4. Teacher asks the students to work in pairs discussing expressions used in guest handling.

5. Teacher listens to students’ oral report.

6. Teacher asks the students to work in groups to practice conversation of guest handling based on the menu given.

Task Cycle 1. Students listen to the

conversations of guest handling and complete the conversations.

2. Students discuss the answers.

3. Students listen the conversations once again to check the answers.

4. Students work in pairs to discuss expressions used in guest handling.

5. Students report the result orally.

6. Students work in groups to work in groups to practice conversation of guest handling based on the menu given.

15’

5’

5’

15’

10’

30’

Language Focus 1. Teacher explains about question

words. 2. Teacher asks the students to make

questions based on the instructions.


4. Teacher concludes today’s material.

5. Teacher closes the session.

Language Focus 1. Students listen to the teacher’s

explanation. 2. Students make questions based

on the instructions.


4. Students listen to the teacher’s explanation.

15’

10’

5’

10’


101

Media:

Worksheets, CD, menu table (attached on worksheets)

References:

1. www.youtube.com/watch?v=wyqfYJX23lg 2. www.youtube.com/watch?v=hUU8hwl7WHA&feature=related 3. www.pizzahut.co.id/index.php?lang=IN&mib=menus.detail&id=2009100215284004

4. www.pizzahut.co.id/index.php?lang=IN&mib=menus.detail&id=2009100215260801


102

ANSWER KEY

TASK 1

Listening Passage 1

Receptionist : Good morning. Welcome to the Transnational Hotel.What can I do for you?

Guest : Good morning. My name is Tom Sanders. I have a reservation for a single room for three nights.

Receptionist : Alright, Mr. Sanders. Let me pull up your reservation.

I can’t seem to find the record of your booking. Did you book the room directly through us or did you use the hotel reservation service or a travel agent?

Guest : Well, I booked it directly through you. I’ve already also paid a deposit on the first night. I have reservation number if that helps.

Receptionist : Yes, sure. Can I see that, please? Thank you.

Oh, I see. Maybe there was a glitch with the booking system. Well, we don’t have any more single rooms available, with the exception of one adjoined room. But you would then be right next door to a family with children, which might get noisy. But that’s not a problem. I can upgrade you to one of our business suites. They all come with jacuzzis.

Guest : That sounds nice but how much more is that going to cost?

Receptionist : That would of course be at no extra charge to you.

Guest : Oh, thank you.

Receptionist : My pleasure.

Receptionist : This is your room key. You’re in room 653. Just take the elevator on the right up to the 6th floor. When you get off the elevator, turn right. Your room is at the end of corridor on the left-hand side. Just leave your suitcase here and the bellboy will bring it up.

Guest : Great. Thank you very much.

Receptionist : If you need anything, please feel free to dial the front desk. Enjoy your stay.

Guest : Thank you.

Receptionist : You’re welcome.

(Source: www.youtube.com/watch?v=wyqfYJX23lg)


103

TASK 2

Listening Passage 2

Waiter : Good evening, Sir. Welcome to the outback.

David : Hi! Do you have a table for two?

Waiter : Yes, Sir. Right this way please.

David : Thank you.

Waiter : Okay. Here’s your menus. Can I get some drinks started for you?

David : Uh, I need a second to look.

Waiter : What would you like, Ma’am?

Annie : I’ll have water for now. Do you have mineral water?

Waiter : Yes, Ma’am. We do. And you, Sir?

David : Okay. I think I’m gonna have a Budweiser.

Waiter : And would you like me to start some appetizers before your meal?

David : Yes, we’ll have the chicken wings.

Waiter : Okay. Great. And what kind of sauce would you like with those?

Annie : With ranch dressing please. Thank you.

Waiter : You’re welcome. Are you ready to order now?

David : Have you figured out what you want, Annie?

Annie : Yeah. I’ll have the Alice springs chicken.

Waiter : And for your side dishes?

Annie : Sauteed vegetables and a baked potato.

Waiter : Great. And for you, Sir?

David : Uh. I want to have the sirloin steak.

Waiter : And how would you like it cooked this evening?

David : Uh, make it medium rare.

Waiter : Okay, Sir. I’ll put your order in right away.

David : Thank you.

Waiter : You’re welcome.

(Source:www.youtube.com/watch?v=hUU8hwl7WHA&feature=related)


104

TASK 3

Some expressions of guest handling:

1. Welcome to the hotel. 2. What can I do for you, Sir? 3. Can I help you. 4. What would you like to order, Ma’am? 5. I hope you enjoy your stay. 6. Enjoy the food. 7. Anything else, Sir? 8. What kind of dressing would you like? 9. What kinds of ice cream do you want? 10. What sort of room do you need? 11. Let me pull up your reservation. 12. Are you ready to order now? 13. Could you fill this registration forms? 14. Do you prefer sirloin or tenderloin steak? 15. Would you like some appetizers?

TASK 4

1. Find out what they would like for dessert. What would you like for dessert?

2. Find out when Ms. Anderson will come. When will Ms. Anderson come?

3. Find out who cleaned Mr. Brownson’s room this morning. Who cleaned Mr. Brownson’s room this morning?

4. Find out how Miss Dawson would like the steak cooked. How would you like the steak cooked?

5. Find out why Mr. Jackson wants to meet the hotel manager. Why does Mr. Jackson want to meet the hotel manager?


105

LESSON PLAN

UNIT 2

Subject : English



Theme : I Like Doing It



Basic competence:

Understanding simple daily conversations both in a professional and personal context both to native speakers and to non-native speakers. Indicators:

Students are able to use the expressions of asking and telling hobbies and interests in conversation.

Students are able to complete the sentences with gerunds correctly and appropriately.

Students are able to tell about their hobbies using gerunds to their friends.

Learning Materials:

Expressions of asking and telling hobbies and interests Gerunds

Learning Method:



106




5. Teacher asks the students to tell their hobbies and interests.



listen to the teacher’s explanation.

5. Students share about their hobbies and interests.


5’

8’

2’

Task Cycle 7. Teacher plays the listening

passage



10. Teacher asks the students to work in groups and interview some friends about their hobbies and interests.


Task Cycle 7. Students listen to the

conversation of hobbies and interests and complete the conversation.



10. Students work in groups to interview some friends about their hobbies and interests.


5’

5’

5’

15’

10’

Language Focus 6. Teacher explains about gerunds.

7. Teacher asks the students to

complete the sentences with gerunds.


9. Teacher asks the students to make a speech telling about their hobbies and interests and practice the speech in groups.



Language Focus 5. Students listen to the teacher’s

explanation. 6. Students complete the

sentences with gerunds.


8. Students make a speech telling about their hobbies and interests and practice the speech in groups.


15’

10’

10’

35’

10’


107

Media:

Worksheets, CD, things brought by the students (that symbolizes their hobbies and interests)

References:

www.youtube.com/watch?v=jscXxxnIuAM


108

ANSWER KEY

TASK 1

A : Have you got any hobbies?

B : Yes, I’m fond of fishing and I’m very keen on making home movies.

A : I like taking photographs but I haven’t got a movie camera.

B : I take a lot of photographs too but I’m interested in the history of cinema

so I really enjoy using a film camera.

A : What other interest have you got? Do you collect anything?

B : Yes, I collect stamps and I’ve got a big collection of records and tapes but I don’t buy many now.

(Source: www.youtube.com/watch?v=jscXxxnIuAM)


109

LESSON PLAN

UNIT 3

Subject : English



Theme : Hello! Who’s Speaking, Please?



Basic competence:

Taking simple message both in face-to-face interaction and on the telephone. Indicators:

Students are able to use expressions of telephone conversations. Students are able to use expressions of taking messages. Students are able to do telephone conversation spontaneously. Students are able to change quoted speech to reported speech.

Learning Materials:

Expressions of telephone conversations Reported speech

Learning Method:



110




8. Teacher asks the students about their habit of calling.




8. Students share about their habit of calling.


5’

8’

2’

Task Cycle 12. Teacher plays

the listening passage 13. Teacher asks

the students to answer the questions based on the listening passage.



16. Teacher asks the students to work in pairs and discuss expressions of telephone conversation.


18. Teacher will pair the students randomly and ask them to practice the telephone conversation spontaneously.

Task Cycle 12. Students

listen to telephone conversation.

13. Students answer the questions based on the listening passage.



16. Students work in pairs and discuss expressions of telephone conversation.


18. Students practice the telephone conversations randomly.

20’

10’

5’

5’

15’

5’

25’

Language Focus 12. Teacher

explains about reported speech. 13. Teacher asks

the students to change the quoted speech to reported speech.



Language Focus 10. Students


11. Students change the quoted speech to reported speech.


15’

5’

5’

10’


111



Media:

Worksheets, CD

References:

www.youtube.com/watch?v=ZUaFgvCiaVw


112

ANSWER KEY

TASK 1

Listening Passage

Caller : Hello, can I speak to Shinji Matsumoto, please?

Receptionist : I’m sorry. Mr. Matsumoto is not in the office right now. Can I take a message?

When a caller asks for someone who’s not there, the common response is:

I’m sorry

Followed by a brief explanation:

He’s not in the office right now.

She’s in a meeting.

He’s away from his desk at this moment.

Can I take a message?

May I take a message?

Would you like to leave a message?

Caller : Do you know when he’ll be back?

Receptionist : I think he’ll be back in the office late in this afternoon.

Caller : I see.. umm.. This is Bill Henderson of Alltec calling. Can you ask Mr. Matsumoto to call me at home around, ahh.. eight PM your time?

Receptionist : I’m sorry. Can I have your name again?

Caller : Bill Henderson.

Receptionist : Can you spell that, please?

Caller : Sure. It’s Bill Henderson. H-E-N-D-E-R-S-O-N.

Receptionist : Uhh.. I’m sorry. Could you repeat that slowly?

Caller : Sorry. It’s H-E-N- as in “Nancy”, -D-E-R-S-O-N

Receptionist : H-E-N-D-E-R-S-O-N


113

Caller : That’s right.

Receptionist : And your first name?

Caller : Bill. B-I-double L

Receptionist : B-I-L-L. And your company?

Caller : Alltec. A-double L-T-E-C

Receptionist : A-L-L-T-E-C. And you’d like him to call you at home?

Caller : Yes, at around eight o’clock tonight

Receptionist : Eight o’clock Japan time.


Receptionist : Okay. Can I have your number, please?

Caller : I think he has it but I’d better give it to you just in case. It’s area code 212 456-9872

Receptionist : I’m sorry. Can you repeat that slowly, please?

Caller : Sure. It’s area code 2-1-2 4-5-6 9-8-7-2

Receptionist : Ah, 2-1-2, 4-5-6-9-8-7-2


Receptionist : And the country code?

Caller : Uhh.. I’m in the US.

Receptionist : Okay. And you want him to call you at eight PM our time.


Receptionist : Okay. Mr. Bill Henderson at Alltec 212-456-9872, call at eight PM.

Caller : You got it.

Receptionist : Okay, Mr. Henderson. I’ll see that he gets the message.

Caller : Great. Thanks. Bye.

Receptionist : Good bye.

I’ll see that he gets the message.

I’ll make sure she gets the message.

(Source: www.youtube.com/watch?v=ZUaFgvCiaVw)


114

1. What are the expressions to respond a caller who asks for someone who’s not there? Can I take a message? May I take a message? Would you like to leave a message?

2. What is the caller’s name? Bill Henderson.

3. What time should Mr. Matsumoto call the caller back? At eight o’clock Japan time.

4. What number should Mr. Matsumoto call the caller back? 212-456-9872

5. Where is the location of the caller? US

TASK 2

Expressions of telephone conversations:

1. Hello, Transanational Hotel. May I help you? 2. Good morning, A & A association. What can I do for you? 3. Can I speak to Mr. Matsumoto? 4. Can I take a message? 5. May I take a message? 6. Would you like to leave a message? 7. Good morning. I’d like to speak to Mr. Matsumoto. 8. Who’s calling, please? 9. Hold on, please. 10. Do you want to hold on or call back later? 11. Can I have your number, please? 12. Can you ask him to call me back. 13. I’m sorry. Mr. Matsumoto has a meeting now. 14. I’ll see that he gets the message. 15. I’ll make sure she gets the message.

TASK 4

1. The secretary told, “Mr. Roberts is having lunch now.” The secretary told that Mr. Roberts was having lunch at the moment.

2. The secretary said, “Mrs. Anderson is in a meeting right now.” The secretary said that Mrs. Anderson was in a meeting at the moment.

3. Mr. Jackson asked, “Can you ask her to call me?” Mr. Jackson asked whether I could ask her to call him.

4. Mr. Jackson said, “He should come to the hotel tommorow morning.” Mr. Jackson said that he should come to the hotel a day after that day.

5. Mr. Jackson told, “Miss Millano visited Japan last month.” Mr. Jackaon told that Miss Milano had visited Japan a month before that day.


115

Let’s speak

English

For Eleventh Grade Students

of Tourism Department

of SMK Karya Rini YHI Kowani



116

PREFACE

Let’s Speak English is an English textbook, which aims to provide

English materials, especially speaking skill for the tourism department students.

The materials have been designed in accordance with Kurikulum Tingkat Satuan

Pendidikan 2006. The exercises are developed based on Communicative

Language Teaching. Then the themes are selected from the latest issues related to

tourism department.

This book consists of eight topics focusing on enhancing the students’

speaking ability. Both the listening and reading passages are authentic materials

taken from real life. The exercises encourage the students to interact each other in

the classroom and share their opinions about the topics.

The writer believes that this book is not perfect yet. Therefore,

sugesstions and criticism from readers are gladly hoped for the improvement of

the book. Hopefully, this book can give cntribution for the readers especially for


Kowani.

Yogyakarta, July 29, 2011

The writer


117

TABLE OF CONTENTS

Page

Preface ................................................................................................ i

Table of Contents ............................................................................... ii

UNIT 1: Welcome to my Paradise .................................................... 1

Pre-Task Activities ............................................................................ 1

Task Cycle ......................................................................................... 1

Language Focus ................................................................................ 5

UNIT 2: I Like Doing It .................................................................... 7

Pre-Task Activities ........................................................................... 7

Task Cycle ........................................................................................ 7

Language Focus ................................................................................ 9

UNIT 3: Hello! Who’s Speaking, Please? ........................................ 10

Pre-Task Activities ........................................................................... 10

Task Cycle ........................................................................................ 10

Language Focus ................................................................................ 13


118

Unit 1

Welcome to my Paradise

At the end of the meeting the students are expectedto be able to:

recognize and respondexpressions of guest handling make their own conversation of guest handling based on the clues given make questions with question words

PRE-TASK ACTIVITIES

What places do you and other people often visit? Department store Restaurant Hotel

What expressions do the customer serviceuse to handle the guests? Welcome to ... What can I do for you? Can I help you?

TASK CYCLE

TASK 1

Listen the dialog between the receptionist and the guest thoroughly. Complete the dialog below with some expressions of guest handling.

Receptionist : Good morning. (1) .....................................................................

(2) ...............................................................?

Guest : Good morning. My name is Tom Sanders. I have a reservation for a single room for three nights.

Receptionist : Alright, Mr. Sanders. (3) ...............................................................

I can’t seem to find the record of your booking. Did you book the room directly through us or did you use the hotel reservation service or a travel agent?

Guest : Well, I booked it directly through you. I’ve already also paid a deposit on the first night. I have reservation number if that helps.

Receptionist : Yes, sure. (4) ................................................? Thank you.

Oh, I see. Maybe there was a glitch with the booking system. Well, we don’t have any more single rooms available, with the exception of one adjoined room. But you


119

would then be right next door to a family with children, which might get noisy. But that’s not a problem. I can upgrade you to one of our business suites. They all come with jacuzzis.

Guest : That sounds nice but how much more is that going to cost?

Receptionist : That would of course be at no extra charge to you.

Guest : Oh, thank you.

Receptionist : My pleasure.

(6) ............................................ (7) ...................................................... Just take the elevator on the right up to the 6th floor. When you get off the elevator, turn right. Your room is at the end of corridor on the left-hand side. (8) ............................................................................................

Guest : Great. Thank you very much.

Receptionist : If you need anything, (9) ....................................................................... (10) ..................................................

Guest : Thank you.

Receptionist : You’re welcome.

(Source: www.youtube.com/watch?v=wyqfYJX23lg)

TASK 2

Listen the dialog between the receptionist and the guest thoroughly. Complete the dialog below with some expressions of guest handling.

Waiter : (1) ............................................. (2) .................................................................

David : Hi! Do you have a table for two?

Waiter : Yes, Sir. (3) ..................................................

David : Thank you.

Waiter : Okay. (4) .................................................(5) .................................................?

David : Uh, I need a second to look.

Waiter : (6) ................................................?

Annie : I’ll have water for now. Do you have mineral water?

Waiter : Yes, Ma’am. We do. And you, Sir?

David : Okay. I think I’m gonna have a Budweiser.

Waiter : And (7) ...........................................................................................................?

David : Yes, we’ll have the chicken wings.

Waiter : Okay. Great. And (8) ......................................................................................?

Annie : With ranch dressing please. Thank you.

Waiter : You’re welcome. (9) .........................................................?


120 David : Have you figured out what you want, Annie?

Annie : Yeah. I’ll have the Alice springs chicken.

Waiter : And for your side dishes?

Annie : Sauteed vegetables and a baked potato.

Waiter : Great. And for you, Sir?

David : Uh. I want to have the sirloin steak.

Waiter : And (10) .........................................................................?

David : Uh, make it medium rare.

Waiter : Okay, Sir. I’ll put your order in right away.

David : Thank you.

Waiter : You’re welcome.

(Source:www.youtube.com/watch?v=hUU8hwl7WHA&feature=related)

TASK 3

Work in pairs. Discuss expressions used in guest handling.Report the result to the teacher orally.

1. ..................................................

GLOSSARY Pull up = mengambilkan Exception = perkecualian Adjoined room = ruang yang berdampingan Upgrade = menaikkan Jacuzzi = kolam pemandian yang luas dengan

pancaran pada air hangatnya Extra charge = biaya ekstra Get off = turun Turn right = belok kanan Budweiser = merk bir putih yang terkenal Appetizer = menu pembuka Meal = makanan Ranch dressing = saus celup dari mayonnaise & buttermilk Dishes = hidangan Sauteed vegetables = sayuran yang ditumis dengan mentega Baked potato = kentang panggang Medium rare = setengah matang


121 2. .................................................. 3. .................................................. 4. .................................................. 5. .................................................. 6. .................................................. 7. .................................................. 8. .................................................. 9. .................................................. 10. .................................................. 11. .................................................. 12. .................................................. 13. .................................................. 14. .................................................. 15. ..................................................

TASK 4

On the next pages, you will find menus in a restaurant. Make some groups of five. Practice the conversation of guest handling using the menu.

LANGUAGE FOCUS

In handling guests, you will ask them many questions. That’s why you should know how to ask with question words.

QUESTION WORDS

Question

Words Meanings Questions Answers


122

What Apa What would you like to order?

I would like to order sirloin steak.

Who Siapa Who are you waiting for, Miss. Robertson?

I’m waiting for my friends.

When Kapan When will the guests come?

The guests will come at seven o’clock.

Where Di mana Where would you like to have seats, please?

The restaurant is near the boutique.

Why Mengapa Why don’t you try this one?

Because I don’t like it.

How Bagaimana How long would you like to stay, Sir?

I would like to stay for three nights.

TASK 5

Make questions based on the instructions.

e.g. Find out how long Mr. Sanders would like to stay.

How long would you like to stay, Sir?

Find out where they would like to have seats.

Where would you like to have seats, please?

1. Find out what they would like for dessert. .......................................................................

2. Find out when Ms. Anderson will come. .......................................................................

3. Find out who cleaned Mr. Brownson’s room this morning. .......................................................................

4. Find out how Miss Dawson would like the steak cooked. .......................................................................

5. Find out why Mr. Jackson wants to meet the hotel manager. .......................................................................


124

UNIT 2 I Like Doing It

At the end of the meeting, the students are expected to be able to:

use the expressions of asking and telling hobbies and interests in conversation complete the sentences with gerunds correctly and appropriately. tell about their hobbies using gerunds to their friends

PRE-TASK ACTIVITIES

What do you usually do in your spare time? I like shopping. I love watching movies. I’m fond of dancing.

What time per week do you spend to do that hobby? 3 hours 5 hours 10 hours

TASK CYCLE

TASK 1

Listen the conversation between the receptionist and the guest thoroughly. Complete the conversation below with some expressions of guest handling.

A : (1) ................................................?

B : Yes,(2) .................................................... and I’m very keen on making home movies.

A : (3) ..................................................... but I haven’t got a movie camera.

B : I take a lot of photographs too but (4) .....................................................................

so I really enjoy using a film camera.

A : What other interest have you got? (5) .......................................................?

B : Yes, I collect stamps and I’ve got a big collection of records and tapes but I don’t buy many now.


125 (Source: www.youtube.com/watch?v=jscXxxnIuAM)

GLOSSARY

Fond Keen on Take photograph Interested in Cinema Record Tape

= gemar, suka = tertarik untuk = memotret = tertarik dengan = film = rekaman = kaset

TASK 2 Make some groups of five. Ask your friends what their hobbies and when they do them. Use the information you get to complete the table below. Report the result orally.

NAME HOBBIES& INTERESTS TIME

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.


126 LANGUAGE FOCUS

To tell about hobbies, you can use gerunds.

GERUND

A gerund is the –ing form of a verb used as a noun. It’s used in the same ways as a noun, in example as a subject or an object. Gerund can function as: a. Gerund as subject

• Travelingaround Indonesia is exciting. • Riding a horse is fun. • Climbing to the top of a mountain isn’t easy.

b. Gerund as object • We enjoy readingcomics. • Joe practiced playing basketball. • She likes shopping.

c. Gerund as object of preposition • Alice isn’t interested in watchingmovies. • We talked about goingto the mall. • He’s excited about diving.

(Adapted from Understanding and Using English Grammar and English in Progress)

List of Preposition:

interested in talk about excited about complain about think of think about dream about

TASK 3 Supply the correct preposition in the blanks and complete the sentences with gerunds. e.g. Cindy and Jane think ... Cindy and Jane think of going to Bandung. 1. Anna is excited ... 2. Merry is interested ... 3. We talked ...


127

TASK 4 Complete the sentences with gerunds. e.g. My hobby is ... My hobby is playing games. 1. I enjoy ... 2. Jessica likes ... 3. ... is good for health. TASK 5 Make a speech about your hobbies and interests. Work in groups, then. Tell your friends about your hobby. Bring something that symbolizes that hobby.Let your friends ask everything about your hobbies.


128

UNIT 3 Hello! Who’s Speaking, Please?

At the end of the meeting, the students are expected to be able to:

use expressions of telephone conversations use expressions of taking messages do telephone conversations spontaneously change quoted speech to reported speech

PRE-TASK ACTIVITY

What do you usually say when you call someone? Hallo, it’s Aline speaking. Can I speak to Ms. Rina? Hallo, it’s Aline. Is Ms. Rina there?

What do you usually say when you answer a telephone call? Good morning/good afternoon. May I help you? Hallo, it’s English Speaking Club. What can I do for you?

What do you usually say when the one you want to talk to isn’t there? Can I take a message? Would you like to leave a message?

TASK CYCLE

TASK 1

Listen to the following telephone conversation then answer the questions to check your understanding.

(Source: www.youtube.com/watch?v=ZUaFgvCiaVw)

1. What are the expressions to respond a caller who asks for someone who’s not there? .....................................................................................................................................................................................................................................................................................................................................................................................................................

2. What is the caller’s name? .......................................................................................................................................

3. What time should Mr. Matsumoto call the caller back?


129

.......................................................................................................................................

4. What number should Mr. Matsumoto call the caller back?

.......................................................................................................................................

5. Where is the location of the caller? .......................................................................................................................................

TASK 2

Work in pairs. Discuss expressions used in telephone conversations. Report the result to the teacher orally.

1. ......................................................................................... 2. ......................................................................................... 3. ......................................................................................... 4. ......................................................................................... 5. ......................................................................................... 6. ......................................................................................... 7. ......................................................................................... 8. ......................................................................................... 9. ......................................................................................... 10. ......................................................................................... 11. ......................................................................................... 12. ......................................................................................... 13. ......................................................................................... 14. ......................................................................................... 15. .........................................................................................

TASK 3

Practice the telephone conversation. The teacher will pair the students randomly and ask you to practice it spontaneously.


130

LANGUAGE FOCUS

To report the message that a caller left, we can use reported speech. Notice the changes in the verb forms.

REPORTED SPEECH

1. The secretary said, “Mr. Matsumoto is not in the office right now” The secretary said that Mr. Matsumoto was not in the office at the moment.

2. The caller asked, “Can you ask Mr. Matsumoto to call me at home?” The caller asked if the secretary could ask Mr. Matsumoto to call him at home.

QUOTED SPEECH REPORTED SPEECH

Mr. Sanders told, “I come to Jakarta every month to attend a conference.”

Mr. Sanders told that he came to Jakarta every month to attend a conference.

Mr. Sanders told, “I came to Jakarta to attend a conference.”

Mr. Sanders told that he had come to Jakarta to attend a conference.

Mr. Sanders told, “I will come to Jakarta to attend a conference.”

Mr. Sanders told that he would come to Jakarta to attend a conference.

Mr. Sanders told, “I should come to Jakarta to attend a conference.”

Mr. Sanders told that he should come to Jakarta to attend a conference.

Mr. Sanders told, “I must come to Jakarta to attend a conference.”

Mr. Sanders told that he had to come to Jakarta to attend a conference.”

Mr. Sanders asked, “Can you go to Jakarta to attend a conference?”

Mr. Sanders asked whether I could go to Jakarta to attend a conference.


131

TASK 4

Change the quoted speech to reported speech.

1. The receptionist told, “Mr. Roberts is having lunch now.” .......................................................................................................................................

2. The receptionist said, “Mrs. Anderson is in a meeting right now.” .......................................................................................................................................

3. Mr. Jackson asked, “Can you ask her to call me?” .......................................................................................................................................

4. Mr. Jackson said, “He should come to the hotel tommorow morning.” .......................................................................................................................................

5. Mr. Jackson told, “Miss Millano visited Japan last month.” .......................................................................................................................................


plagiat merupakan tindakan tidak terpujifor my parents, daniel sarjio and paulina agustina, this...

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