PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIrepository.usd.ac.id/1027/2/091214018_full.pdf · berbicara...

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TASK BASED ENGLISH SPEAKING MATERIALSFOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

ByDominica Retno Murti

Student Number: 091214018

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTEMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2014

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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I dedicate this thesis to:My beloved grandmothers, my beloved parents, my beloved siblings, my belovedMO1 Ibi, PBI Sanata Dharma, and the tour guides of Kalisuci Gunungkidul.

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

then they fight you ,and then, you WIN

-Mahatma Gandhi-

Our Father

Our Father, Who art in heaven, hallowed be Yourname, Your kingdom come, You will be done on earth as

it is in heaven. Give us this day our daily bread andforgive us our trespasses, as we forgive those who trespassagainst us. And lead us not into temptation but deliver us

from evil.Amen


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ABSTRACT

Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for theTour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language EducationStudy Program, Sanata Dharma University.

Kalisuci is an interesting cave tubing place in Semanu, Gunungkidul,which is frequently visited by local visitors and foreign visitors. The tour guidesof Kalisuci had realized the importance of English mastery when dealing directlywith the English speaking guests. Most of the tour guides have some difficulties incommunicating with English speaking guests and this matter is an obstacle toguide English speaking guests well. This study attempted to develop Englishspeaking materials for the tour guides of Kalisuci Gunungkidul based on task-based approach.

This study was aimed to find out the answers to the two researchproblems. Firstly, how task-based English speaking materials for the tour guidesof Kalisuci Gunungkidul are designed. Secondly, what the design materials lookslike.

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

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

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


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ABSTRAK

Murti, Dominica Retno. 2014. Task-Based English Speaking Materials for theTour Guides of Kalisuci Gunungkidul. Yogyakarta: English Language EducationStudy Program, Sanata Dharma University

Kalisuci adalah tempat wisata susur gua menarik yang terletak diSemanu, Gunungkidul yang sering dikunjungi wisatawan lokal maupun luarnegeri. Para pemandu wisata Kalisuci telah menyadari pentingnya penguasaanBahasa Inggris bagi mereka sebagai orang yang berhubungan langsung denganwisatawan. Sebagaian besar dari para pemandu mengalami kesulitan untukberkomunikasi dengan wisatawan asing dan hal tersebut menjadi hambatan untukmemandu wisatawan asing dengan baik. Oleh karena itu, penelitian ini mencobauntuk mengembangkan materi Bahasa Inggris dalam mengolah kemampuanberbicara untuk para pemandu wisata Kalisuci menggunakan pendekatanberbasis tugas.

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

Metode yang digunakan untuk menjawab rumusan masalah pertamaadalah dengan mengadaptasi model perancangan materi yang di kembangkanoleh Dick dan Carey (2009) yang mencakup sepuluh langkah yang salingberhubungan. Kemudian, kesepuluh langkah tersebut diletakkan di bawahkerangka model Educational Research and Development (R&D) yang di susunoleh Borg dan Gall (1986). Oleh karena keterbatasan waktu dan sumber, hanyaenam dari sepuluh langkah model R & D yang digunakan, yaitu: (1) penelitiandan pengumpulan informasi, (2) perencanaan, (3) pengembangan bentuk awalproduk, (4) pengujian awal produk, (5) revisi produk, dan (6) pengujian awalproduk di lapangan.

Setelah menjalankan langkah-langkah R&D, terciptalah versi akhir materiyang siap untuk digunakan. Versi akhir materi ditampilkan untuk menjawabrumusan masalah kedua. Ada empat unit didalam seluruh kesatuam desainmateri, yaitu (1) “Hello! I am Retno”, (2)“Could you tell me where Kalisuci is?”,(3) “It is an awesome cave”, dan (4) “It is for protecting our shinbones”. Padasetiap unit desain materi ada lima bagian, yaitu (1)“Get Ready”, (2) “Let’s DoIt”, (3) “Things To Remember”, (4) “Let’s Play”, dan (5) “How Far Am I?”.Materi berbicara yang dibuat dinyatakan cocok untuk pemandu wisata susur guadari evaluasi para ahli. Namun, masih diperlukan perbaikan untuk menjadi lebihbaik bagi peneliti lain yang tertarik untuk mendesain ulang materi ini. Beberapaperbaikan di dapat dari evaluasi para pemandu setelah peneliti mengajarkanmateri ini kepada mereka.

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


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ACKNOWLEDGEMENTS

First of all I would like to convey my greatest gratitude to Lord Jesus

Christ. Due to His marvelous grace and guidance I was able to finish my thesis.

Secondly, I would like to address my first sincere gratitude to my parents,

Bapak dan Ibu Sayekti Joko Triyono and my grandmothers, for their prayer

and their never ending love to me as the greatest parents and the greatest

grandmothers ever. My second sincere gratitude goes to my brother, Mas Imam,

and his family for his support and my sister, Ninis, and her family for their

support and kindness to help me in copying the thesis papers for many times for

free. The third sincere gratitude goes to my aunt and uncle as my ‘second parents’,

Mama and Om Yanto, for the support and kindness to look after me since I was

a kid. The fourth sincere gratitude goes to my cousins as my ‘second sisters’,

Yuyuni and Surisely, for sharing their things and wonderful experiences we spent

together since we were kids. The last sincere gratitude goes to my best partner,

Sebastian Asten Bere, for his kindness, support, and time we spent together to

share love, happy and sad moments which made us as the grown up couple.

Thirdly, my deepest gratitude goes to Ibu Dr. Retno Muljani, M.Pd. as

my advisor for sharing time, knowledge, understanding, and expertise until I

could finish my thesis. My second deepest gratitude goes to Ibu Dra. Novita

Dewi M.S., M.A (Hons.), Ph.D. and Bapak Vincentius Tangguh Atyanto

Nugroho, S.Pd. for his willingness and time to evaluate my designed materials

and also to Sr. Margaret FCJ for correcting my language in my thesis. Then, I


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thank all lecturers of PBI Sanata Dharma University for being my teachers to

share knowledge and expertise.

Fourthly, my special gratitude goes to Pokdarwis Kalisuci, especially the

coordinator, Bapak Muslam Winarto, for the guidance, suggestions, and support

to give me a permission to teach the tour guides with my designed materials. I

also thank the tour guides of Kalisuci for the cooperation in teaching and

learning activities.

I thank my closest friends, the girls of Itikiwir secret agent, Nuci, Pipi,

Icil, Makrin, Mbah Asep, and Alex for sharing every moment in PBI and

helping me in every difficult situation. I also thank my other friends, Galih,

Rendi, Luis, Wilda, Romo Jack, Lia, for the cooperation in teaching time

together and all my friends of class A PBI 2009. Finally, I thank those whom I

cannot mention by names. May God give them a lot of happiness in their lives.

Dominica Retno Murti


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TABLE OF CONTENTS

Page

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

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

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

STATEMENTS OF WORK’S ORIGINALITY........................................... v

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

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

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

ACKNOWLEDGEMENTS ....................................................................... ix

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

LIST OF TABLES ..................................................................................... xiii

LIST OF FIGURES ................................................................................... xiv

LIST OF ABBREVIATIONS..................................................................... xv

LIST OF APPENDICES ............................................................................ xvi

CHAPTER I. INTRODUCTION 1

A. Research Background .................................................. 1

B. Research Problem......................................................... 3

C. Problem Limitation ...................................................... 4

D. Research Objectives .................................................... 4

E. Research Benefits ........................................................ 4

F. Definition of Terms ..................................................... 5

CHAPTER II. REVIEW OF RELATED LITERATURE 7

A. Theoretical Description ............................................... 7

1. English for Specific Purposes ................................. 7

2. Speaking ................................................................. 10

3. Task-Based Learning .............................................. 12

4. Instructional Design Model .................................... 20


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5. Materials Adaptation .............................................. 25

B. Theoretical Framework ............................................... 27

CHAPTER III. RESEARCH METHODOLOGY 33

A. Research Method ......................................................... 33

B. Research Setting .......................................................... 39

C. Research Participants ................................................... 39

D. Instrument and Data Gathering Technique ................. 40

E. Data Analysis Technique ............................................. 44

F. Research Procedure ..................................................... 48

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 51

A. The Steps in Designing

Task-Based English Speaking Materials ..................... 51

1. Research and Information Collecting ..................... 51

2. Planning .................................................................. 57

3. Developing Preliminary Form of Product .............. 63

4. Preliminary Field Testing ....................................... 65

5. Main Product Revision ........................................... 68

6. Main Field Testing .................................................. 69

B. The Final Presentation

of the Designed Materials ............................................ 71

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 73

A. Conclusions ................................................................. 73

B. Recommendations ....................................................... 77

REFERENCES ........................................................................................... 79

APPENDICES ............................................................................................ 81


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LIST OF TABLES

Table Page

2.1 Nunan’s Task Classification ................................................................. 15

3.1 Observation Sheet (Blank) .................................................................... 41

3.2 The Whole Process of Data Collecting ................................................. 44

3.3 Points of Agreement.............................................................................. 46

3.4 The Results of for Summative and

Formative Evaluation Questionnaire (Blank) ..................................... 46

4.1 The Results of Observation................................................................... 52

4.2 Learners’ Background........................................................................... 53

4.3 The Results of Learners’ Necessities and Interests............................... 54

4.4 The Results of Learners’ Lacks and Wants........................................... 55

4.5 The Summary of Learners’ Lacks and Wants....................................... 56

4.6 The Performance Objectives for Each Unit .......................................... 59

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

4.8 The Specification of the Designed Materials ........................................ 65

4.9 Experts’ Background............................................................................. 66

4.10 The Results of Summative Evaluation

in Closed-ended Questionnaire .......................................................... 66

4.11. The Summary of Summative Evaluation

in Open-ended Questionnaire............................................................. 68

4.12. The Results of Formative Evaluation

in Closed-ended Questionnaire .......................................................... 70

4.13 The Summary of Formative Evaluation

in Open-ended Questionnaire.............................................................. 71

5.1. The Arrangement of the Learning Topics ............................................ 75


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LIST OF FIGURES

Figure Page

2.1 The Branch of English Language Teaching.......................................... 9

2.2 Dick and Carey’s System Approach Model

for Designing Instructions..................................................................... 24

2.3 The Steps of Designing Materials Adapted

from Dick & Carey’s Model ................................................................. 32

3.1 A Combination of Dick and Carey’s ID Model and

the Six Steps of R & D Cycle................................................................ 38


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LIST OF ABBREVIATIONS

ESP : English for Specific PurposesEAP : English for Academic PurposesEOP : English for Occupational PurposesEFL : English as Foreign LanguageTBL : Task-Based LearningR&D : Research and Development


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LIST OF APPENDICES

Appendix Page

Appendix A ................................................................................................. 82

The Map of Kalisuci Gunungkidul

Appendix B ................................................................................................. 84

Letter of Permission for KPMPT Kabupaten GunungkidulLetter of Permission from KPMPT Kabupaten Gunungkidul

Appendix C ................................................................................................. 87

Observation SheetQuestionnaire for Needs AnalysisQuestionnaire for Experts Validation (Summative Evaluation)Questionnaire for Learners Evaluation (Formative Evaluation)

Appendix D ................................................................................................. 98

The Results of ObservationThe Results of Needs AnalysisThe Results of Experts Validation (Summative Evaluation)The Results of Learners Evaluation (Formative Evaluation)

Appendix E ................................................................................................. 107

General DescriptionSelf-Evaluation


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Appendix F ................................................................................................. 112

Teacher’s GuideHow to Use This BookThe Overview of the Designed MaterialsSyllabusLesson PlansTask InstructionsAnswer Key to ExercisesVideo Transcripts

Learners’ BookUnit 1. Hello! I am RetnoUnit 2. Could you tell me where Kalisuci is?Unit 3. It is an awesome caveUnit 4. It is for protecting our shinbones


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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. There are six major

parts, namely, research background, research problem, problem limitation,

research objectives, research benefits, and definition of terms which are explained

in the following points.

A. Research Background

As an international language, English has an important role in a working

world nowadays. People who work in a tourism sector have to be aware about this

issue. According to Indonesian Tourist Guides Association or Himpunan

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

English mastery. The competencies are based on HPI Training Center (2007). The

first competency is communicating in English verbally at a basic level or

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

English at basic level or membaca dalam Bahasa Inggris tingkat dasar. The third

is writing skills in English at basic level or menulis dalam Bahasa Inggris tingkat

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

Transmigration of the Republic of Indonesia in Tourism sector (Keputusan

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

MEN/ III/ 2009 Tentang Penetapan Standar Kompetensi Kerja Nasional


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Indonesia Sektor Pariwisata Bidang Kepamanduan Wisata [depnakertrans],

2009).

In responses to the requirements previously mentioned, the government of

Gunungkidul regency has a commitment in its tourism sector, namely,

“developing the quality and competency of human resources in culture and

tourism sector (meningkatkan kualitas SDM kebudayaan dan pariwisata)” based

on RPJM Kabupaten Gunungkidul tahun 2010 – 2014 pengembangan

kepariwisataan berbasis industri pariwisata. A head of tourism business

development division or seksi bina usaha wisata states that the tour guides as

human resources need to develop their quality and competency of language used

in English such as speaking correctly and fluently because nowadays foreign

guests frequently come to visit tourism places in Gunungkidul since 2011

(Kurniatul Hirah, personal communication, December 16, 2013). Therefore, in

Gunungkidul, a tour guide needs to master some competences of English at basic

level in speaking, reading, and writing to support their jobs.

In this study, the researcher intends to design task-based English Speaking

materials for the tour guides of Kalisuci Gunungkidul. Since the important role of

tour guides of Kalisuci Gunungkidul is guiding guests in their every day jobs,

English speaking skills are important rather than reading and writing. If tour

guides’ have good speaking skills, the tour guides are able to guide English

speaking guests using English well. Therefore, the researcher designs task-based

English speaking materials which appropriate for the tour guides of Kalisuci

Gunungkidul.


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Due to the guides’ every day jobs to explain and describe the trip to the

guests. The designed materials focus on the speaking skills. Then, the speaking

materials are designed based on the tour guides’ needs as the learners. There is a

language training program which based on the learner needs, namely, English for

specific purposes (ESP). The ESP program facilitates the tour guides’ needs in

learning English speaking skills to support their jobs as the tour guides of Kalisuci

Gunungkidul. In order to have a similar simulation in the learning activities, the

designed materials employ task-based learning (TBL) approach. TBL approach is

an approach which uses the authentic materials in the learning activities.

Therefore, the materials in the learning activities are similar to the activities for

guiding guests in caving and cave tubing activities. The speaking materials are

designed based on the learners’ needs. Thus, TBL approach is the suitable

learning approach to be applied in the learning activities for the tour guides of

Kalisuci Gunungkidul.

B. Research Problem

Based on the research background that the learner need specific speaking

materials related to their jobs, this study addresses two research problems which

are formulated as follows:

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

Kalisuci Gunungkidul designed?

2. What does the design of task-based English speaking materials for the

tour guides of Kalisuci Gunungkidul look like?


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C. Problem Limitation

There are some limitations of the study that the researcher needs to

mention. Firstly, this research is focused on designing and presenting English

speaking materials for the tour guides of Kalisuci Gunungkidul based on task-

based approach. Secondly, the English speaking materials are created in four

units. Thirdly, the designed materials are taught to the tour guides of Kalisuci

Gunungkidul in four meetings.

D. Research Objectives

The objectives of this research are:

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


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


E. Research Benefits

This research is conducted particularly to enhance the speaking skills of

the tour guides of Kalisuci Gunungkidul. There are other expected results for ESP

teachers and further studies. The benefits of this study are expalined in the

following points.

1. For the tour guides of Kalisuci Gunungkidul

The designed materials may be used to improve their English speaking

skills.


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2. For ESP teachers

The designed materials can be used as a reference to teach English

speaking skills to cave tubing guides.

3. For further studies

The results of this research can be used as a reference for further

researchers who are interested in developing related speaking materials.

F. Definition of Terms

In order to avoid misunderstanding, two important terms are explained in

the following points.

1. Speaking and English Speaking Materials

Based on Joyce and Weil (1986), speaking is “the process in which people

address each other from their communication process” (p. 242). According to

Widdowson (1979) “speaking is a reciprocal exchange in which the speaker

produces the message and the hearer receives as well as response” (p. 38). Thus,

in this study, speaking is a process of exchanging information from a speaker to

interlocutor and they both have the same understanding of the topic they discuss

and they are able to have extending conversation in similar topics they discuss.

According to Richards and Rodgers (2003), materials or instructional

materials generally serve as the basis of the language input learners receive the

language practice that occurs in the classroom. The materials are designed to

provide the learners with some instructions to be practiced in the classroom as

their input.


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Thus, in this study, English speaking materials are the speaking materials

consisting of a series of tasks which are designed by the researcher to improve the

learners speaking skills so that they are able to exchange information to answer

and or comment on foreign guests’ statements and questions.

2. Task-based Learning

According to Richards and Rodgers (2003) task-based learning (TBL)

refers to “an approach based on the use of task as the core unit of planning and

instruction in language teaching” (p. 223). According to Willis (1979) there are

three principles in task-based language learning (as cited in Richards & Rodgers,

2003, p. 223). Firstly, communication activity is the focus of learning. In this

study, the focus of learning is how the learners improve their speaking skills.

Thus, practicing speaking make learners accustomed to speak in English as the

objective. Secondly, communication activity is more on carrying out the meaning

when language is used. Thus, the language used should be meaningful, relevant,

and comprehensible. Thirdly, task-based learning emphasizes meaningful

language that can support the learning process. Meaningful language means that

both learners and interlocutors understand about the topic discussed and are not

confused about the language used.

Therefore, the task-based approach in this study is the approach in the

process of teaching and learning of the tour guides in Kalisuci Gunungkidul which

mostly uses communication activities to encounter speaking expressions to be

captured and used, so that the guides are able to speak in English to carry out the

speaking tasks in dealing with their everyday jobs.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two major parts. The first part is the theoretical

description. In the theoretical description, there are five major points to be

discussed, namely, English for specific purposes (ESP), speaking, task-based

learning (TBL), instructional design model, and materials adaptation as the review

of the related literatures. The second part is the theoretical framework which is

aimed to draw a framework based on the theoretical description that has been

discussed in the first part of this chapter.

A. Theoretical Description

In this section, the researcher would like to discuss five parts. The first

part is the theory of English for specific purposes (ESP), because this study

belongs to ESP course. The second part is the theory of speaking, since the skill

that needs to be mastered is the speaking skills. The third part is the theory of task

based learning (TBL) to know the approach used to teach speaking skills. The

fourth part is the theory of instructional design model to adapt the steps for

designing the speaking materials. The fifth part is the theory of materials

adaptation to develop the speaking materials.

1. English for Specific Purposes (ESP)

It is necessary to clarify the meaning of ESP since English speaking

materials for the tour guides of Kalisuci Gunungkidul are a part of ESP. In this


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study, the tour guides have their own reason to learn English as a part of their job.

The main reason is they want to speak English fluently with the correct

expressions to deliver what they want to say to the foreign guests especially as the

tour guides of a cave tubing activity. They want to learn the authentic and relevant

materials that reflect their real situation in the guiding activities. Therefore, the

most appropriate, practical, and applicable speaking materials to their working

situation is an English course program named English for Specific Purposes

(ESP), particularly English for Kalisuci Cave Tubing, is the language program

which can facilitate the suitable English course.

Hutchinson and Waters (1994) state that “ESP is an approach to language

teaching in which all decisions as to content and method are based on the learner’s

reason for learning” (p. 19). Munby (1978) also gives clear definition of ESP that

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

(p. 2)

Therefore, in this study, ESP is an approach to teach English based on the

learners’ needs in dealing with English on the specific fields of the learners with

making the appropriate syllabus to design English materials based on the needs

itself.

ESP is divided into two types according to the purposes of the learners to

study English. The two types are English for Academic Purposes (EAP), which

have the study skills components and English for Occupational Purposes, which


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study English for a specific work field. The branch of English language teaching

based on the learners’ purposes can be seen in Figure 2.1 below.

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

In this research, English for the tour guides of Kalisuci Gunungkidul

belongs to EOP because they learn English to support their occupation as the tour

guides of a cave tubing activity. Kennedy and Bolitho (1991) say that EOP is

taught in a situation in which learners need to use English as a part of their work

or profession. Since ESP is under the domain of EFL and English has its function

as a foreign language in Indonesia, Indonesian learners are considered as EFL

learners likely to have limited opportunities to practice English outside classroom.

This condition also happens to the tour guides of Kalisuci Gunungkidul. Thus,

ESP program is the suitable language program to learn English for the tour guides

English Language Teaching

English as a MotherTongue (EMT)

English for SpecificPurposes (ESP)

English for the tourguides of Kalisuci

Gunungkidul (EOP)

English for SpecificPurposes (ESP)

English for AcademicPurposes (EAP)

General English(GE)

English as aSecond Language

(ESL)

English as a ForeignLanguage (EFL)


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of Kalisuci Gunungkidul to support the tour guides’ job as the tour guides of a

cave tubing activity.

2. Speaking

In this section, the researcher discusses the theories of speaking. This

section consists of three parts, namely, the definition of speaking and English

speaking materials, teaching speaking, and assessing speaking.

a. The Definition of Speaking and English Speaking Materials

Joyce and Weil (1986) state that “speaking is the process in which people

address each other from their communication process” (p. 242). According to

Widdowson (1979) “speaking is a reciprocal exchange in which the speaker

produces the message and the hearer receives as well as response” (p. 38). Thus,

in this study, speaking is a process of exchanging information from a speaker to

interlocutor and they both have the same understanding of the topic they discuss

and they are able to have extending conversation in similar topics they discuss.

According to Richards and Rodgers (2003), materials or instructional

materials generally serve as the basis of the language input learners receive the

language practice that occurs in the classroom. The materials are designed to

provide the learners with some instructions to be practiced in the classroom as

their input.

Therefore, in this study, English speaking materials are the speaking

materials consisting of a series of tasks which are designed by the researcher to


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improve the learners speaking skills so that they are able to exchange information

to answer and or comment on foreign guests’ statements and questions.

b. Teaching Speaking

There are five principles stated by Nunan (2003) for teaching speaking.

The five principles are (1) being aware of the differences between second

language and foreign language learning context, (2) giving the learners practice

with both fluency and accuracy, (3) providing opportunities for learners to talk by

using group or pair work and limiting teacher talk, (4) planning speaking tasks

should involve negotiating for meaning, and (5) designing classroom activities

should involve guidance and practice in both transactional and interactional

speaking (pp. 54-56). Therefore, by understanding the five principles to have a

successful speaking class, the researcher can create suitable activities by applying

the principles for teaching speaking into consideration.

There are also two main activities in teaching speaking suggested by Ur

(1996) to achieve the successful communication in speaking; they are topic-based

activities and task-based activities. Topic-based activities are simply asking the

learners to talk about a controversial subject which is the main objective of the

discussion. Task-based activities are asking the learners to perform something,

where the discussion is a means to an end (p. 123). By applying topic-based and

task-based activities on the experiment, Ur revealed that task-centered activities

scores are higher with most learners groups on all criteria that there is more talk,

even more participation, more motivation, and enjoyment. From Ur (1996)


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

atmosphere.

Therefore, the researcher decides the suitable learning activities from

Nunan’s five principles of teaching in teaching speaking are task-based activities.

Task-based activities can create, prepare, and apply the most appropriate tasks for

the learners so that they are motivated to do the activities by completing the task.

c. Assessing Speaking

Louma (2004) states that the focus on designing the speaking assessments

is often on the task. The tasks are important because the learners’ experience of

the test is based on them, but the validity of the scores depends equally much on

the rating criteria and also the criteria of the task itself (p. 171). In this study,

there is no test. Therefore, the speaking assessment is not about gaining how

many scores the learners get to check the validity score of test by using rating

criteria. However, this study uses self-evaluation as the assessment and it is more

on reflecting what they have learnt. The self-evaluation provides rating scales to

reflect learners’ feeling after carrying out the tasks.

3. Task-Based Learning (TBL)

In this section, the researcher discusses the theories of task-based learning

(TBL) which consist of the definition of TBL, the procedures of TBL, types of

tasks in TBL, the learner roles in TBL, the teacher roles in TBL, and syllabus in

TBL.


13

a. The Definition of TBL

According to Richards and Rodgers (2003) task-based learning (TBL)

refers to “an approach based on the use of task as the core unit of planning and

instruction in language teaching” (p. 223). According to Willis there are three

principles in task-based language learning (as cited in Richards & Rodgers, 2003,

p. 223). Firstly, communication activity is the focus of learning. In this study, the

focus of learning is how the learners improve their speaking skills. Thus,

practicing speaking make learners accustomed to speak in English as the

objective. Secondly, communication activity is more on carrying out the meaning

when language is used. Thus, the language used should be meaningful, relevant,

and comprehensible. Thirdly, task-based learning emphasizes meaningful

language that can support the learning process. Meaningful language means that

both learners and interlocutors understand about the topic discussed and are not

confused about the language used.

Therefore, the task-based approach in this study is the approach in the

process of teaching and learning of the tour guides in Kalisuci Gunungkidul which

mostly uses communication activities to encounter speaking expressions to be

captured and used, so that the guides are able to speak in English to carry out the

speaking tasks in dealing with their every day jobs.

b. The procedures of TBL

This study applies the task sequence proposed by Willis (1996). Willis’

(1996) task sequence is pre-task, the task cycle, and the language focus (p. 56).

The task sequence is explained in the following points.


14

1) Pre-task

The learners are introduced to the task. Then, the learners carry out the

pre-task. The teacher or instructor may highlight useful words and phrases but do

not pre-teach new language structures. The learners may hear a recording of

others in doing a similar task.

2) The task cycle

The activities in this stage are task, planning, and report. In the task phase,

the learners carry out the task in pairs or small groups and teacher monitors from a

distance. In planning phase, the learners prepare to report to the whole class on

how they did the tasks. In report phase, some pairs or small groups present their

reports to the whole class and compare the results.

3) The language focus

In this stage, the learners underline the language items used and practice it

using communicative tasks. The students analyze, examine, and discuss the

specific features of the texts or transcripts in the task stage. Then, the learners

practice the tasks. However, either during or after analyzing the tasks, the teacher

conducts practice of new words, phrases, and patterns occurring in the tasks.

The researcher agrees with Willis’ three phases of task because in pre-task,

task cycle, and language focus phases provide a lot of English exposure and make

learners to be more active in class. In Willis’ task-sequence, the learners should

prepare, plan and report the task, and then, the learners analyze their report from

the review of the teacher. After that, the learners revise the report. Finally, the

learners re-report again using the correct language forms.


15

c. Types of Tasks in TBL

Nunan (2004) proposes five different five types of task based on the

strategy. The five types of tasks are cognitive, interpersonal, linguistic, affective,

and creative (p. 59). Each task has the examples of the learning activities. The

example of the learning activities proposed by Nunan can be seen in Table 2.1.

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

Cognitive

Classifying Putting similar things together in groupsPredicting Predicting what is to come in the learning processInducing Looking for patterns and regularities

Taking Notes Writing down the important things in own wordsConceptmapping

Showing the main ideas in a text in the form ofmap

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

supporting informationDiagramming Using information from a text to label a diagram

Interpersonal

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

Linguistic

Conversationalpatterns

Using expressions to start conversations and keepthem going

Practicing Doing controlled exercise to improve knowledgeand skills

Using context Using the surrounding context to guess themeaning of an unknown word, phrase, or concept

Summarizing Picking out and presenting the major points insummary form from a text

Selectivelistening

Listening to key information without trying tounderstand all

Skimming Reading quickly to get a general idea of a text

Affective

Personalizing Sharing own opinions, feelings, and ideas aboutsomething

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

Reflecting Thinking about ways to learn bestCreative Brainstorming Thinking of as many new words and ideas as one

can


16

In this study, the five types of task are included in the classroom activities.

The descriptions of Nunan’s (2004) five types of task are explained in the

following paragraphs.

Firstly, cognitive tasks are used to measure learners’ competencies in

understanding the new knowledge and to analyze and describe the new knowledge

using their own language. In this study, the researcher applies three kinds of

cognitive task, namely, predicting, inferencing, and taking notes. The researcher

designs the pre-task to introduce learners with the new topic. The pre-task

provides learners with some tasks such as describing something with their own

language and finding the information on the related videos. Thus, to complete the

pre-task, the learners should predict, inference, and take notes to carry out the pre-

task.

Secondly, interpersonal skill is used to dig up performance competencies

that they have to be reflected in a real world. The researcher provides a role

playing task since the design materials are all about speaking skills. Then, the

learners creates role playing task with the situation provided. Role playing task is

included in every unit because it facilities the learners to face the real world

condition when they are guiding. In role playing task, the learners act to pretend

as the tour guides and English speaking guests. In role playing task, the learners

should co-operate with their friends so that they are able to share ideas to carry

out the role playing task.

Thirdly, linguistics tasks are used to know how far they are able to decide

the language based on the context. In this study, the researcher leads the learners


17

to the language focus task. In using context, the learners try to understand the

context of the tasks. Then, selective listening is used to accept the key information

they have to carry out the tasks in watching a related video. After that, learners

practice the key information to be applied in the next tasks. Finally, after the

learners have all knowledge needed in the language focus, learners are able to use

conversational pattern to start new conversations and keep the conversations

going naturally.

Fourthly, affective tasks are to find their errors and to revise the errors.

Personalizing and self-evaluation are the two things which are carried out by

learners to share learners’’ feelings about the errors they have done and then think

how well they understand the topic by self-evaluation.

Fifthly, creative task is used to dig up as much knowledge as they have

and then select the correct and incorrect things related to. In this study,

brainstorming is a creative task which is suitable to be used in the pre-task, task-

cycle, and language focus to think as many new words and ideas as learners can to

carry out the task.

d. The Learner Roles in TBL

According to Richards and Rodgers (2003), there are three roles that are

implied by a task; they are group participant, monitor, and risk-taker and

innovator (p. 235). The three learner roles ere explained in the following points.

1) Group participant

Most of the tasks are carried out in pairs or small groups. Thus, the learners

will be involved in the activities. To carry out some tasks, the researcher forms the


18

learners in a group of three people or in pairs so that learners are able to share

ideas one another and be active in learning activities.

2) Monitor

Class activities have to be designed to show the language forms so that the

learners have the opportunity to notice how language is used in a communication.

Learners as the monitor means that they are able to notice the language use in the

tasks and analyze the language. After that, they are able to use the language forms

in the next activities to carry out the next tasks. If learners are confused with the

language forms, it is possible to them to ask the teacher about the problems while

they are monitoring the language forms.

3) Risk-taker and innovator

The skills of guessing from linguistics and contextual clues and asking for

clarification and consulting with other learners may also need to be developed in

this role. This role provides learners to use their own understanding to answer

some language forms problems or ask their friends to find out the expected

answer of the problems before asking the problems to the teacher.

In this study, the three learner roles will be considered in designing the

speaking materials because in TBL, the roles of the learner are very important.

The three roles are considered to make learners be active in the learning activities.

The three roles also give learners chances to guess and notice the language used in

authentic tasks for the tour guide of Kalisuci Gunungkidul, and give learners to

share their understanding and difficulties to others by discussing the tasks they

did together.


19

e. The Teacher Roles in TBL

According to Richards and Rodgers (2003), there are three roles of teacher

in TBL; they are selector and sequencer of tasks, preparing learners for tasks, and

consciousness-raising (p. 235).

1) Selector and sequencer of tasks

A central role of a teacher in TBL is selecting, adapting, and or creating

the tasks themselves and forming into an instructional sequence in keeping with

learner’ needs, interests, and language skill level. Thus, a teacher in TBL is the

responsible person to create learning materials which is suitable for the learners.

2) Preparing learners for tasks

The teacher is responsible to check tasks’ readiness such as stated the topic

introduction, clarify task instructions, help learn or recall useful words and

phrases to facilitate task accomplishment, and provide partial demonstration of

task procedures. Therefore, the teacher is the facilitator to lead the learners in a

situation where the tasks have to be carried out.

3) Consciousness-raising

The teacher should employ a variety of form-focusing techniques, including

attention-focusing pre-task activities, text exploration, guided exposure to parallel

tasks, and use of highlighted material. Thus, the teacher is a responsible person

who ensures that every task activity has its purpose. If there is any mistake in

carrying out the task activity made by the learners, the teacher uld bring back the

learners to the expected situation or activity.


20

The roles of the teacher are important to achieve the successful classroom

activities in TBL class. In this study, the researcher agrees with the three roles of

the teacher in TBL. Firstly, the teacher plans the task, and this means the teacher

should select and create the suitable speaking materials based on the learners’

needs and skill levels. Secondly, the teacher is the facilitator to lead the learners in

a situation where the tasks have to be carried out. Thirdly, the teacher is the

responsible person to bring back the learners to the expected situation or activity

if the learners are confused with the task instruction.

f. Syllabus in TBL

There are two kinds of syllabus design which are appropriate for task-based

materials according to Nunan (2004); they two syllabus are theme-based syllabus

and task-based syllabus (p. 25). In the theme-based syllabus, the contents are

organized into topics. The themes provide contexts for doing the tasks using

meaningful language. In the task-based syllabus, the contents are organized based

on the task difficulties. This study uses the combination syllabus of both theme-

based and task-based. In this study, the topics are arranged from the easiest topic

to the most complicated topic.

4. Instructional Design Model

In order to accomplish this study, the researcher adapts Dick and Carey’s

(2009) systematic design of instruction. Dick and Carey’s instructional design

model describes the steps to create the appropriate materials for language teaching

and learning. According to Dick and Carey (2009), there are nine steps plus one


21

culminating evaluation which is not included in a part of the design process to

design instructions (pp. 6-8). The steps are elaborated as follows:

1. Identify instructional goal(s)

This step is aimed to find out new information and skills that learners

have to master when they have completed the instruction. The instructional goals

can be derived from a list of goals, a performance analysis, needs assessment,

practical experience with learning difficulties of students, the analysis of people

who are doing a job, or from some other requirements for the new instruction.

2. Conduct instructional analysis

This step is to determine what skills, knowledge, and attitudes which are

needed by learners to be successful in the new instruction. This step is to find out

the appropriate learning topics for the learners.

3. Analyze learners and context

It is a parallel analysis of the learners. This step analyzes the context in

which they will learn the skills and analyze the context in which they will use

them. This step is known as needs analysis to find out the learners’ needs.

4. Write performance objectives

This step creates specific objectives of what learners will be able to do

when they complete the tasks. This step is to determine the learning objectives.

5. Develop assessment instruments

This step is aimed to measure learners’ ability to perform what the

designer described in the objectives by creating an assessment instrument. The

possible assessments for measuring learners’ achievement of critical skills across


22

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

and portfolios.

6. Develop instructional strategy

This step emphasizes the components to foster learners’ in learning

activities including pre-instructional activities as stimulating motivation and

focusing attention, presentation of new content with examples and

demonstrations, active learner participation and assessment, and follow-through

activities that relate the newly learned skills to real-world applications. This step

is to find out the suitable learning phases.

7. Develop and select instructional materials

This step is using the instructional strategy to produce instructions. This

typically includes the guidance for learners, instructional materials, and

assessments. Therefore, this step is to select and create the suitable learning

materials.

8. Design and conduct formative evaluation of instruction

The purpose of this step is to create and improve instructional processes

and products. A series of evaluations is conducted to collect data to identify

problems with the instruction or opportunities to make the instruction better.

There are three basic phases in conducting formative evaluation; one-to-one

evaluation, small-group evaluation, and field trial which are done by the learners

to measure the objectives.


23

9. Revise instruction

The final step in the design materials and development process is revising

the instructions. The data from formative evaluation are used to reexamine the

validity of the instructional analysis and the assumptions about the entry skills and

characteristics of learners.

10. Design and conduct summative evaluation

This step is the culminating evaluation. However, it generally is not a part

of the design process. Summative evaluation occurs only after the instruction has

been formatively evaluated and sufficiently revised to meet the standards of the

designer. Since the summative evaluation is usually not conducted by the designer

but instead by independent evaluators, this component is not considered an

integral part of the instructional design process. The nine steps are presented in

Figure 2.2.


24

: continuing to: feedback

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

Identify InstructionalGoal(s)

Write PerformanceObjectives

Develop AssessmentInstruments

Conduct InstructionalAnalysis

Analyze Learnersand Contexts

ReviseInstruction

Design and Conduct FormativeEvaluation of Instruction

Develop and SelectInstructional Materials

Develop InstructionalStrategy

Design and ConductSummative Evaluation


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5. Materials Adaptation

In this section, the researcher discusses the theory of materials adaptation

proposed by Tomlinson and Masuhara which consists of the definition of

materials adaptation, principles of materials adaptation, and techniques of

materials adaptation.

a. The Definition of Materials Adaptation

The definition of materials adaptation according to Tomlinson and

Masuhara (2004) is “making change to materials in order to improve them or to

make them more suitable for a particular type of learners”. Thus, in this study,

materials adaptation is developing materials by changing, adding, and or reducing

the materials in order to make more appropriate to the learner needs. Tomlinson

also states that materials development refers to

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

Therefore, in this study, developing materials is needed to create various

language input by the researcher to maximize the appropriateness language

learning.

b. Principles of Materials Adaptation

There are two principles in material adaptation according to Tomlinson and

Masuhara (2004). The first is “deep processing of language is required for

effective and durable learning and second is the learners’ attention should be

drawn to linguistics features of input” (p. 13). The first principle means that the


26

important things in learning are on the process of learning the ability to use the

meaningful language. The second principle means that the learning activities can

be listen to or read a text for the sake of understanding the meaning before their

attention is drawn to the linguistic features in analyzing the tasks.

c. Techniques for Materials Adaptation

The researcher applies the materials adaptation in developing the materials.

There are some techniques to adapt the materials. Tomlinson and Masuhara

(2004) present three main categories in terms of quantity; they are plus (+), minus

(-), and zero (0) (pp. 15-16). The three categories are described in the following

points.

1) Plus (+) Category

There two techniques for materials adaptation in plus (+) category; they

are an addition and an expansion. The addition means that the teacher may add

different texts and/ or activities, whereas the expansion means that the teacher

may expand texts and activities by increasing length, difficulty, and or depth.

2) Minus (-) Category

There are three techniques for materials adaptation in minus (-) category;

they are a deletion, a subtraction, and a reduction. The deletion means that the

teacher may delete some texts and or activities altogether. The subtraction means

that the teacher may decrease the number of sentences in a text or a part of

activity. The reduction means that the teacher may reduce texts and activities by

decreasing length, depth, and or difficulty.


27

3) Zero (0) Category

There are five techniques for materials adaptation in zero (0) category;

they are a modification, a replacement, a reorganization, a resequencing, and a

conversion. The modification means that the teacher may make changes in

instruction. The replacement means that the teacher may swap one activity into

another. The reorganization means that the teacher may change the position of the

text and illustrations. The resequencing means that the teacher may change the

sequence of activities. The conversion means that the teacher may change the

genre of text such as change a text from narrative into a poem or move the context

from one medium to another such as from a printable material into a web page.

In this study, the researcher uses the all three categories to develop the

materials because the three categories are possible to be applied to develop the

materials.

B. Theoretical Framework

In this part, the researcher explains how the theories are applied to answer

the two research problems, namely, how task-based English speaking materials

for the tour guides of Kalisuci Gunungkidul are designed and the presentation of

the design materials. The researcher uses several related theories that have been

explored in the previous subchapters. The several related theories which are

important to be considered in designing the speaking materials are the principles

of ESP approach in English language teaching, the theory of speaking, the theory


28

of TBL, theory of the systematic design of instruction by Dick & Carey to design

the speaking materials, and the techniques of materials adaptation.

In particular, there are nine steps which are adapted from Dick and Carey’s

(2009) systematical approach for designing materials. However, those nine steps

have some changes in the order of steps to be relevant for Indonesian learners.

The relevant steps to design English speaking materials for the tour guides of

Kalisuci Gunungkidul using TBL are explained in the following steps.

1. Identify instructional goal(s)

This step is observing the tour guides of Kalisuci Gunungkidul to find out

the information related to the skills that the tour guides have to master when they

are guiding English speaking guests. This part is giving the researcher’s point of

view to decide the speaking goals as the general objectives by observing the

guides while they are guiding.

2. Conduct instructional analysis

This step is to decide what the guides are doing when they perform the

goals and identify the subskills which are needed for achieving the goals. The

researcher determines skills, knowledge, and attitudes which are needed by

learners to be successful in the new learning materials. This step is done by

observing the guides while they are guiding to decide the topics needed to be

learnt.

3. Analyze learners and contexts

This step can be considered as needs analysis. The purpose of analyzing

learners and contexts is to determine suitability with the characteristics of the


29

learning objectives and the setting in which the skills is eventually used through

learners’ current skills, preferences, and attitudes. This step is done by distributing

questionnaires of needs analysis to the guides.

4. Write performance objectives

This step is to decide the specific objectives of what learners are be able to

do when they complete the tasks. This step determines the syllabus as the general

objectives and determines the lesson plans to create the specific objectives of each

topic.

5. Develop assessment instruments

This step is creating the speaking assessment to measure the learners’

achievements towards the objectives. In this step, the researcher creates self-

evaluation in each unit for the learners. This assessment is not an assessment

which measure learners’ score, however, the self-evaluation is like a reflection

which provides learners to write their feelings after finishing every unit. The self-

evaluation also provides learners to write their weaknesses such as the unclear

tasks and expressions, the difficult things that they face in every unit, and write

the useful expressions in every unit to ensure their understanding.

6. Develop instructional strategy

This step is to determine the effective ways to deliver the speaking

materials. Therefore, the learners have a motivation to be active in the learning

activities towards the new learned skills to the real-world application. In this step,

the researcher applies Willis’ task sequence, namely, pre-task, task cycle, and

language focus as the strategies to deliver the speaking materials.


30

7. Develop and select instructional materials

In this step, the researcher is finding, selecting and developing the

speaking materials which are suitable for the learners. The researcher chooses the

types of tasks based on Nunan’s task classification to select the suitable tasks and

follow the steps of plus, minus, and zero categories in adapting the materials

proposed by Tomlinson and Masuhara.

8. Design and conduct summative evaluation

The researcher conducts the summative evaluation after developing and

selecting materials because it is an important stage before applying the designed

materials in the learning activities. The summative evaluation is experts’

validation or judgements towards the designed materials. Thus, after the designed

materials are ready to be tested, the researcher needs to gain some feedback and

suggestions from the experts to revise the designed materials.

9. Revise instruction

This step is to revise the designed materials after gaining the feedback and

suggestions from experts’ validation in the summative evaluation. Revision is not

the step that occurs in the end of instructional design process, but revision is an

ongoing process of using feedback related to the effectiveness of the designed

materials to reassess the aims.

10. Design and conduct formative evaluation of instruction

The purpose of conducting the formative evaluation is to create and improve

instructional products by the learners, because learners are the people who join the

course and know how the materials help them to achieve their goals. There are


31

three phases of formative evaluation; one-to-one evaluation, small-group

evaluation, and field trial evaluation. In this step, after conducting the summative

evaluation and revising the instructional materials, and applying the design

materials to be taught to the tour guides, the researcher conducts the formative

evaluation to the tour guides. This evaluation covers learners’ opinions about the

learning materials. The evaluation is more on obtaining learners’ feeling after

joining the course and obtaining learners’ comments on the appearance of the

design materials.

Thus, the steps of systematic design of instruction used in this study can be

seen in Figure 2.3 on the following page.


32


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

Identify Instructional Goal(s)

Develop Instructional Strategy

Develop Assessment Instruments

Write Performance Objectives

Analyze Learners and Context

Develop and Select Instructional Materials

Design and Conduct Formative Evaluationof Instruction

Revise Instruction

Conduct Instructional Analysis

Design and Conduct Summative Evaluationof Instruction


33

CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on six major parts. The six major parts are research

method, research setting, research participants, instruments and data gathering

technique, data analysis technique, and research procedure.

A. Research Method

This study has two aimed. Firstly, the researcher described how task-based

English speaking materials for the tour guides of Kalisuci Gunungkidul was

designed. Secondly, the researcher presented English speaking materials using

task-based learning for the guides of Kalisuci Cave Tubing Gunungkidul.

The methodology used to answer the two research problems in this study

was the procedure of educational research and development (R & D) study.

According to Borg and Gall (1983), an education R & D study is “a process to

develop and validate educational products” (p. 772). The educational products

were the materials objects such as textbook, procedures and process of learning

such as learning activities and teaching methods. Since this study produced the set

of English speaking materials, this study could be categorized as an educational R

& D study.

According to Borg and Gall (1983) an educational R & D study has ten

cycles, namely, research and information collecting, planning, develop

preliminary form of product, preliminary field testing, main product revision,


34

main field testing, operational product revision, operational field testing, final

product revision, and the last is dissemination and implementation (pp. 775-776).

In this study, the researcher only conducted six steps of educational R & D

because the aim of this study was to design the materials to gain feedback and

suggestions of the designed materials after being implemented once to the target

learners and also because of the time limit and money. Therefore, the researcher

did not employ the complete cycle. The six steps are explained in the following

points.

1. Research and Information Collecting

Research and information collecting was to obtain the information needed

for planning what to design. This step employed the first three steps of Dick and

Carey’s (2009) instructional design, namely, identify the goal(s), conduct learning

materials analysis, and analyzing learners’ needs. The researcher conducted

observation to identify the goal(s) and topics needed. After that, the researcher

conducted needs analysis in analyzing learners and context step to find out the

learners’ needs by distributing questionnaires to the tour guides as the learners.

2. Planning

Planning was the stage for the researcher in developing the materials. This

step employed the third, fourth, and fifth step of Dick and Carey’s (2009)

instructional design model, namely, write performance objectives, develop

assessment instrument(s), and develop instructional strategy. In writing

performance objectives, the researcher decided the general learning objectives by

making the syllabus and deciding the specific learning objectives in every unit on


35

its lesson plan. In developing assessment instrument, the researcher made a self-

evaluation assessment for the learners in every unit. In developing instructional

strategy, the researcher adopted Willis’ task sequence (1996), namely, pre-task,

task cycle, and language focus to make the suitable phases strategies for creating

speaking materials.

3. Developing Preliminary Form of Product

In this phase, the researcher employed the seventh step of Dick and

Carey’s (2009) instructional design model, namely, develop and select

instructional resources. The organized subject content was developed into learning

materials. Tasks and instructional resources were selected based on their

appropriateness with the available support service, learners’ characteristics and

skills. In developing preliminary form of product, the researcher selected the

subject contents and made the preliminary design based on the syllabus used. The

researcher adapted the authentic speaking materials by applying the principles of

materials adaptation by Tomlinson and Masuhara (2004); they are plus, minus,

and zero categories (p. 16).

4. Preliminary Field Testing

In this step, the researcher empployed the tenth step of Dick and Carey’s

(2009) instructional design model, namely, design and conduct summative

evaluation of instruction. The researcher conducted summative evaluation first or

experts’ validation than formative evaluation which was placed in the end of the

steps. The purpose of summative evaluation was to gain feedback and suggestions

of the new educational products from the experts. Thus, it is important to employ


36

the summative evaluation first than formative evaluation, because it could help the

researcher to develop and improve the designed materials before applying the

designed materials to the target learners.

In this study, expert validation was conducted by distributing evaluative

questionnaires to two English lecturers from English Language Education Study

Program background of Sanata Dharma University to assess the designed

materials. Then, the feedback and suggestions would be used as the consideration

to improve the designed materials.

5. Main Product Revision

This step was to revise the designed materials as the ninth step of Dick and

Carey’s (2009) instructional design model based on the results of preliminary

field testing as experts’ validation. After gaining the results of preliminary field

testing, the researcher made the final version of the designed materials.

6. Main Field Testing

This step employed the eighth step of Dick and Carey’s (2009)

instructional design model. This step determined whether the designed materials

met the learners’ needs or not. After revising the designed materials, the

researcher taught the learners using the designed materials which had been

revised. Then, the researcher distributed evaluative questionnaire to the learners as

formative evaluation to gain feedback and suggestions from the learners whether

the speaking materials really helped them to be able to speak in English fluently

and accurately based on the needs as the tour guides of Kalisuci Gunungkidul.


37

The summary the six steps of R & D cycle which were combined with the

steps in Dick and Carey’s instructional design model can be seen in Figure 3.1 on

the following page.


38


Figure 3.1 A Combination of Dick and Carey’s ID Model andthe Six Steps of R&D Cycle

Identify InstructionalGoal(s)

Conduct InstructionalAnalysis

Analyze Learners andContexts

Write PerformanceObjectives

Develop AssessmentInstruments

Develop InstructionalStrategy

Develop and SelectInstructional Materials

Research and InformationCollecting

Planning

Developing PreliminaryForm of Product

Preliminary Field Testing

Main Product Revision

Main Field Testing

Design and Conduct SummativeEvaluation of Instruction

Revise Instruction

Design and Conduct FormativeEvaluation of Instruction


39

B. Research Setting

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

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

needs analysis to design the materials and to gather formative evaluation of the

designed materials. The second place was in the Sanata Dharma University

Yogyakarta to gather summative evaluation on the design materials by the two

lecturers who considered as experts in English language teaching.

C. Research Participants

In this study, there were three groups of participants. The first group was

the participants of research and information collecting. The second group was the

participants of preliminary field testing. Then, the third group was the participants

of main field testing.

1. Participants of Research and Information Collecting

To collect information, the researcher used two kinds of instruments,

namely, observation sheet and questionnaire. In the observation, the researcher

observed seven tour guides while they were guiding and concluded the results of

the observation using the rating scales on three criteria in the observation sheet.

After conducting the observation, the researcher distributed questionnaires to the

fifteen tour guides of Kalisuci Gunungkidul to collect the data of learners’ needs.

2. Participants of Preliminary Field Testing

The participants of preliminary field testing were two English lecturers of

Sanata Dharma University Yogyakarta. They were chosen as the experts because


40

their experience and expertise in English language teaching for more than ten

years. They were a female lecturer and a male lecturer who have more than ten

years experience in English language teaching. The female lecturer was the

postgraduate lecturer of Kajian Bahasa Inggris of Sanata Dharma University. The

male lecturer has experienced in teaching English for undergraduate students in

some universities and has ever taught in a well-known English course. Thus, they

were chosen to evaluate the designed materials as summative evaluation before

applying the designed materials to the learners. The feedback and suggestions

from the lecturers were used to revise the designed materials.

3. Participants of Main Field Testing

Participants of main field testing were the fifteen tour guides of Kalisuci

Gunungkidul. They were chosen to evaluate the designed materials as the

formative evaluation to check whether or not the learners’ enjoyed joining the

course and helped to achieve learners’ needs or not.

D. Instruments and Data Gathering Technique

In order to collect the data, the researcher utilized observation sheets and

questionnaires as the instruments. The data gathering techniques were conducting

observation and distributing questionnaires to the participants. The observation

was used in research and information collecting. The questionnaire was used in

research and information collecting, preliminary field testing, and main field

testing.


41

1. Observation

Observation can be used in both quantitative and qualitative research. This

study used direct observation and the purpose of direct observation according to

Ary et al (2002) is “to determine the extent to which a particular behavior(s) is

present” (p. 216). In direct observation, the observer is like a camera to record the

occurrence of the behavior. The device used in this study to record the observation

was rating scales. According to Ary et al (2002) rating scales are often used by the

observer to indicate the behavior. Usually, rating scale consists of three to five

categories (p. 217). This study used three rating scales, namely, strongly needed,

needed, and not needed to measure the behavior of the participants to the

statements of the researcher as the observer.

The observation was conducted on January 19, 2014 by observing the

seven tour guides while the guides were guiding. The observation was conducted

to observe seven tour guides to identify the goals and topics needed in learning

speaking skills. The observation sheet can be seen in Table 3.1 on the following

page. The complete observation sheet can be seen in Appendix B.

Table 3.1 Observation Sheet (Blank)

No GoalRating Scale

StronglyNeeded

Needed NotNeeded

No Speaking MaterialsRating Scale

StronglyNeeded

Needed NotNeeded


42

2. Questionnaire

According to Elliot (1991) “a questionnaire is a list of questions asking

about people’s opinion” (p. 82). Johnson and Christensen (2012) state that the

purpose of using questionnaire is to obtain information about the thought,

attitudes, beliefs, values, perceptions, personality and behavioral intentions of

research participants (p. 163). Thus, the questionnaires which were used in this

study were to collect learners’ opinion about their perceptions, beliefs, and

personality towards the statements and questions.

There were two forms of questionnaire. They were closed form and open

form questions. Best (1983) states that the closed form questionnaire provides the

answer of a “yes or no” answer, short response, or checking an item form a list of

suggested responses, while the open form questionnaire gave chance to the

participants for giving their free response to the questions (pp. 168-169). In this

study, the researcher used both closed form and open form questionnaires to

obtain complete information in research and information collecting, preliminary

field testing, and in main field testing. The following points are the description

about the three questionnaires.

a. Questionnaire for Research and Information Collecting

The questionnaire for research and information collecting was the first

questionnaire and was utilized as needs analysis. The researcher used both closed

and open form questionnaire. The researcher distributed the questionnaire to the

fifteen tour guides of Kalisuci Gunungkidul on January 21, 2014. The

questionnaires were distributed to find needs analysis of learners’ necessities,


43

interests, lacks, and wants. The questionnaires were written in Indonesian

language to avoid misunderstanding. The questionnaire for research and

information collecting can be seen in Appendix C.

b. Questionnaire for Preliminary Field Testing

The questionnaire for preliminary field testing was the second

questionnaire and also known as experts’ validation. The researcher distributed

the questionnaires to two lecturers at Sanata Dharma University on February 18,

2014. The questionnaires were distributed in order to obtain the feedback and

suggestions of the designed materials. The feedback is gained to revise the

designed materials. The questionnaires were in closed form and open form for

collecting the data. The complete questionnaire of preliminary field testing can be

seen in Appendix C.

c. Questionnaire for Main Field Testing

The questionnaire for main field testing was the third questionnaire and

also known as learners’ evaluation. The researcher used both closed and open

form questionnaire. The researcher distributed the questionnaire to the fifteen tour

guides of Kalisuci Gunungkidul who joined the speaking course on April 3, 2014.

The questionnaires were distributed in order to check whether or not the designed

materials really helped the tour guides in increasing their speaking skills. The

questionnaire of main field testing can be seen in Appendix C.

The whole process of data collecting in order to collect the related and

relevant data for answering the research problem is presented in the following

table in Table 3.2 on the next page.


44

Table 3.2 The Whole Process of Data Collecting

Instruments Participants Data Gathered Time

Observation forresearch andinformationcollecting.

Seven tour guidesof KalisuciGunungkidul.

Goals and Topics ofSpeaking Materials.

January 19,2014

Questionnaire 1:Questionnaire forresearch andinformationcollecting.

Fifteen tourguides of KalisuciGunungkidul.

Learners’characteristics,learners’ necessities,learners’ interest,learners’ wants,learners’ lacks inEnglish speakingrelated to their job.

January 21,2014

Questionnaire 2:Questionnaire forpreliminary fieldtesting.

Two Englishlecturers ofSanata DharmaUniversityYogyakarta.

Evaluation andsuggestions of thedesigned materials.

February 18,2014

Questionnaire 3:Questionnaire formain field testing.

Fifteen tourguides of KalisuciGunungkidul.

Evaluation andsuggestions of thedesigned materials.

April 3,2014

E. Data Analysis Technique

After collecting data by conducting observation and distributing

questionnaires, the researcher had to analyze the data in each instrument. The data

analysis is explained as follows.

1. Observation

To analyze the results of the observation sheet, the researcher used rating

scales on each criterion. According to Ary et al (2002) the rating scales are often

used by observer to indicate the behavior. Usually, the rating scales consist of

three to five categories (p. 217). In this study, there were three rating scales on

each criterion, namely, strongly needed, needed, and not needed. The researcher


45

chose one of the rating scales on each criterion based on the observation of the

guides’ attitudes and behavior. The observation sheet can be seen in Appendix B.

2. Questionnaire for Research and Information Collecting

The questionnaire for research and information collecting consisted of

both open and closed form. The open form and closed form would have different

data analysis. Since the closed form used multiple choice questions, the data was

presented in percentage. According to Brown and Rodgers (2002) most people

find it easier to understand data converted in percentage than in raw frequency.

Thus, the researcher used the percentages in this research because percentage was

clearer and easier to interpret the data since the analysis is aimed to present the

findings.

According to Art et al. (2002) “the percentages are calculated by dividing

the total number in one category by the total number in all categories and

multiplying the result by 100” (p. 125). The formulation to find out the percentage

of the data in open form questionnaire is elaborated below.(%) = ∑ ˣ 100%Note:

n = the number of the chosen category∑ = the total number of participants

P (%) = the number of percentage

Meanwhile, in the closed form questionnaire which used the essay

questions, the researcher made a summary into some points. The results of


46

research and information collecting helped the researcher to find out the learners’

needs in developing the designed materials. The questionnaire can be seen in

Appendix B.

3. Questionnaire for Preliminary Field Testing and Main Field Testing

After developing the designed materials, the researcher conducted

preliminary field testing by distributing questionnaires. The questionnaires

consisted of closed form and open form. In closed form questionnaire the data

were analyzed through central tendency. According to Brown and Rodgers (2002)

“central tendency is the trend of a set of numbers that clusters around a particular

value and a convenient way of summarizing data of nominal categories such as

the Likert scale”. In the closed form questionnaire, the researcher used five degree

of agreements proposed by Likert, namely, Likert Scale. The purpose of Likert

Scale was to measure the statements. The five points of agreements can be seen

on the following page.

Table 3.3 Points of Agreement

Points of Agreement Meaning

5 Strongly agree (SA)

4 Agree (A)

3 Neutral (N)

2 Disagree (DS)

1 Strongly disagree (SDS)

Those points of agreement were used to measure how far the participants

agreed with the statements. The higher point the respondents chose, the higher

their level to agree with the statement. In this study, the central tendency was


47

measured by mean. Mean is the sum of all the values in a distribution divided by

the number of values (Brown & Rodgers, 2002). It is to find out a single statistic

that characterizes the entire set of numbers. The mean formula can be seen below.

X = ∑XNNote:X = mean

∑ = sum of

X = score

N = number of participants

After the central tendency of each statement was found, the data were

presented in the format displayed in the following page in Table 3.4 on the

following page.

Table 3.4 The Results of Summative and

Formative Evaluation Questionnaire (Blank)

No Participants’Opinions

Degree OfAgreement N

CentralTendency

5 4 3 2 1 Mean

In order to analyze the open form questionnaire which consisted of essay

questions, the researcher summarized the answer of the essay questions. The

summary of the essay questions was written in some points. Then, the results of


48

the preliminary field testing questionnaire were used as the feedback to revise the

designed materials as the final version of the designed materials.

After applying the final version of the designed materials to the learners,

the researcher conducted main field testing by distributing questionnaires. The

questionnaires consisted of closed form and open form. The data analysis

technique was like of the data analysis in preliminary field testing. In closed form

questionnaire the data was analyzed through central tendency. In the open form

questionnaire, the researcher used Likert’s five degree of agreements which can

be seen in Table 3.3. Then, the central tendency was measured by mean. After the

central tendency of each statement was found, the data were presented in the

format displayed in Table 3.4.

In order to analyze the open form questionnaire in main filed testing which

consisted of essay questions, the researcher summarized the answer of the essay

questions. The summary of the essay questions was written in some points. Then,

the results of the main field testing questionnaire were used as the feedback to

find out the effectiveness of the designed materials in achieving learners’ needs.

F. Research Procedure

The research procedure was to describe how this study was conducted in

order to answer the research problems. There were six steps to finish this study

which was based on R & D cycle. Those six steps were described in the following

points on the next page.


49

1. Research and information collecting

In order to answer the first problem formulation, the researcher reviewed

the related literature as underlying theories to support this study. After that, the

researcher conducted observation to seven tour guides of Kalisuci Gunungkidul as

the learners to find out the goals and suitable speaking topics while they were

guiding. Then, the researcher conducted needs analysis to identify learners’

characteristics such as learners’ necessities, lacks, and wants by distributing

questionnaires to fifteen tour guides of Kalisuci Gunungkidul.

2. Planning

In planning step, the researcher determined the performance objectives

such as made syllabus and lesson plans. Then, the researcher made suitable

speaking assessments. After that, the researcher made suitable task sequence in

the designed materials.


In this step, the researcher developed the speaking materials based on the

results of observing seven tour guides’ activities while they were guiding and the

results of conducting questionnaires to fifteen tour guides. The results of

observing and conducting questionnaire were to identify learners’ needs with

considering the theories of materials adaptation. The researcher also made a

teacher’s guide to help the teacher in knowing what to do with the tasks and

learners.


50

4. Conducting Preliminary Field Testing

After developing the designed materials, the researcher conducted

preliminary field testing in order to evaluate the designed materials to gain

feedback and suggestions of the designed materials. The researcher distributed

questionnaires to two English lecturers who are considered as the experts in

English language teaching and learning. The results of the questionnaire used as

the consideration to revise the designed materials.

5. Revising the Product

After analyzing the result of the evaluation of preliminary field testing, the

designed materials were revised to make the designed materials more suitable and

applicable in class. The revised materials would be presented as the final version

of the designed materials.

6. Conducting Main Field Testing

After the final version of the designed materials was ready to be taught to

the tour guides as the learners, the researcher taught the learners using the final

version of the designed materials. Finishing teaching the final version of the

designed materials, the researcher distributed questionnaires to the learners to

evaluate the materials. The purpose of learners’ evaluation was to gain feedback

and suggestions to find out whether or not the learners enjoyed learning speaking

through the designed materials.


51

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter is divided into two major parts. The first part presents the

steps on how the researcher designed task-based English speaking materials for

the tour guides of Kalisuci Gunungkidul. The second part presents the designed

materials for the tour guides of Kalisuci Gunungkidul.

A. The Steps in Designing Task-Based English Speaking Materials

To answer the first research problem, namely, how task-based English

speaking materials for the tour guides of Kalisuci Gunungkidul are designed, there

were five steps to design the speaking materials. The five steps were research and

information collecting, planning, developing preliminary form of product,

preliminary field testing, and main product revision. The five steps are explained

in the following points.


To collect the data of the target learners, the researcher collected data

which consisted of indentifying the goals, conducting instructional analysis or

identifying the speaking topics needed, and analyzing learners and context or

identifying the learners’ needs.

a. Identify Instructional Goal

In this phase, the researcher conducted a small observation to indentify the

results of the goals of learning English speaking skills by observing seven tour


52

guides while they were guiding. The data were written by answering the

observation sheet to choose one of the rating scales provided which can be seen in

Table 4.1.

b. Conduct Instructional Analysis

After the goals of learning were identified, the researcher collected data to

choose the suitable speaking topics by observing the seven guides while they were

guiding. The data of the suitable speaking topics were also written in same

observation sheet of identifying goals. The data were written by answering the

observation sheet to choose one of the rating scales provided which can be seen in

Table 4.1.

Table 4.1 The Results of Observation

No Goal Rating Scale1 Speak English correctly Strongly needed2 Speak English fluently Strongly needed3 Use correct English expressions Strongly neededNo Speaking Materials Rating Scale1 Greeting, Leave taking , and

introducing self and othersNeeded

2 Asking for and giving directions Strongly needed3 Narrating a myth Not needed4 Procedure (of Cave Tubing) Needed (include in

describing a place)5 Describing a place Strongly needed6 Describing safety equipment Strongly needed

Based on the data in Table 4.1, the researcher concluded that the goal of

learning English speaking skills were able to speak English correctly and fluently.

Therefore, the learners had to pronounce the English words correctly and able to

have a continuous conversation with English speaking guests. Then, they had to

use appropriate and correct English expressions in conversations.


53

The results of the instructional analysis or the suitable speaking topics

were the mastery of greeting, leave taking, introducing oneself and others, asking

for and giving directions, describing a place, and describing equipment.

c. Analyze Learners and Context

This phase was also called as needs analysis. The purpose of this phase

was to find out the learners’ needs. This phase was to determine the suitability

between the context and the setting. To collect the data of learners’ needs, the

researcher distributed questionnaires to fifteen guides as the participants. The data

of learners’ background can be seen in Table 4.2.

Table 4.2 Learners’ Background

Learners Age Sex EducationThe tour guides of

Kalisuci Gunungkidul19 – 37

years oldM F SD SMP SMU/

SMKTotal 15 - 1 3 11

The data on the learners’ background showed that learners’ age were 19

years old to 37 years old. The learners were all men. The background of learners’

education was at senior high school as the highest level and elementary school as

the lowest level. It showed that the learners were various. The background of the

learners was very important for the researcher to be used as the consideration to

design the speaking materials and activities. Therefore, the materials were

sequenced smoothly from the easiest one to the most difficult one, so that the

various age learners were expected to be able to follow the process of learning

smoothly. The tasks instructions in the designed materials were written clearly

and undersatandable so that all the learners knew what they were going to do with

the tasks.


54

Table 4.3 showed the necessities and interests of English speaking skills as

the tour guides of Kalisuci Gunungkidul which were considered important to the

learners.

Table 4.3 The Results of Learners’ Necessities and Interests

No Statements Answer Number PercentageNecessities

1. I need to speak English fluently tosupport my job.

a. Yesb. Doubtc. No

15--

100%--

2. Understand the meaning of Englishspeakers’ words are important.

a. Yesb. Doubtc. No

141-

94%6%-

3. Learning English speaking skillsideally with practicing to speak inEnglish more and more.

a. Yesb. Doubtc. No

141-

94%6%-

4. I am comfortable and happy withpracticing to speak in English moreand more in class.

a. Yesb. Doubtc. No

14-1

94%-

6%

5. The more practicing to speak inEnglish, the more fluent I am.

a. Yesb. Doubtc. No

132-

87%13%

-6. English speaking practice makes

me to be active in class.a. Yesb. Doubtc. No

132-

87%13%

-7. Speaking skills is more important

than grammar competence for meas a guide.

a. Yesb. Doubtc. No

132-

87%13%

-8. Practicing to speak English in class

makes me accustomed to speakEnglish in daily guiding.

a. Yesb. Doubtc. No

15--

100%--

Interests Answer Number Percentage9. Role playing makes me easier to

understand and be more active tospeak in English.

a. Yesb. Doubtc. No

123-

80%20%

-10. Role playing encourages me to be

brave to speak in English.a. Yesb. Doubtc. No

141-

94%6%-

The statements in Table 4.3 were designed to find out the needs and

interests of the learners in learning speaking skills. The results of learners’

necessities and interests in learning showed that the highest percentage points


55

were on the “yes” answer. The learners believed that English speaking skills were

important for them to support their job and a role playing task made learners to

learn English speaking skills more effectively.

Table 4.4 presented learners’ needs on learners’ lacks and wants in

learning English speaking skills.

Table 4.4 The Results of Learners’ Lacks and Wants

Items Answer Number PercentageLearners’Level

a. Beginner level.b. Intermediate level.c. Advanced level.

132-

87%13%

-

Lacksa. difficult in listening.b. do not know or doubt to say

a word or sentence.c. difficult in listening and do

not know or doubt to say aword or sentence.

54

6

33%27%

40%

Wants(suggestedmaterials)

a. greeting, leave taking,introducing self and others.

b. asking for and givingdirections.

c. describing a place.d. describing a piece of

equipment.

Other suggested materials bylearners:1. more conversation practice.

15

15

15

15

100%

100%

100%

100%

The results of learners’ lacks showed learners’ level and difficulties in

learning English speaking skills. The results in Table 4.4 showed that most of the

learners were in the beginner level which needed a lot of improvement. They were

difficult to understand the meaning of English speaking guests’ speech. The

results of learners’ wants showed that the suggested materials by the researcher

were needed to support their job with more practicing English conversations in

speaking class later on. The suggested materials from learners were to add more


56

conversation practices. The researcher also made an open form questionnaire to

find out information about learners’ lacks and wants deeper. The summary of the

open questionnaire can be seen in Table 4.5.

Table 4.5 The Summary of Learners’ Lacks and Wants

No Items Summary1 Experience in English

courseThere were two courses before. They havelearnt about :1. to be,2. some tenses,3. part of speech, and4. speaking conversation.

2 The difficulties in learningEnglish

1. Limited vocabulary2. Make a correct sentence,3. Lack of confidence,4. Lack of pronunciation,5. Lack of catching the meaning of

English speaker guests.3 The most appeared

questions from Englishspeaking guests

1. The history of the cave and Kalisuci.2. How long the trip is.3. The directions of a place.4. The correct way to have a Cave Tubing

trip.5. Check whether the safety equipment is

safe enough or not.6. The ticket price.

4 What story which you tellto the English speakingguest are

1.The condition of the track.2. The time spent to have a trip.3. The description about the cave.4. Asking about the safety equipment

whether they are comfortable enoughor not .

5.The animals and plants inside the cave.6. Describe Cave Tubing procedure.

From Table 4.5, it is showed that the learners had learnt English in the two

previous English courses and they had learnt some competencies and skills in

English learning such as grammar and speaking. Thus, they needed to refresh their

mind to practice more to solve their difficulties so that they could answer guests’

questions and tell anything related to the trip correctly. The most appeared


57

questions from English speaking guests were the topics about caving and cave

tubing activities. To solve learning difficulties of the guides, the researcher made

some activities which triggered learners to solve their difficulties. The summary

of learner’s lacks and wants in open-ended questionnaire helped the researcher in

considering the speaking materials.

2. Planning

After gathering the data in research and information collecting, the

researcher conducted a framework before designing the speaking materials. There

are three steps before designing the materials; they were write performance

objectives, develop assessment instruments, and develop and select instructional

strategy.

a. Write Performance Objectives

The researcher made the suitable speaking materials based on the topics

chosen by the learners. The topics were ordered from the easiest one to the most

complicated one according to the learners’ level. The performance objectives were

what learners would be able to do when they complete the goals, especially the

goal(s) in each unit. There were 4 units in the designed material. Before the

researcher formulating the specific objectives in each topic, the researcher

formulated the general objectives by considering the goals. The general objectives

were created in a form of syllabus which can be seen in Appendix E.

After formulating the general objectives, the researcher clarified the

specific objectives of each unit into lesson plans. There were four units in the


58

syllabus. The first unit was “Hello, I am Retno” for greeting, leave taking, and

introducing oneself and others. The second unit was “Could you tell me where

Kalisuci is?” for asking for and giving directions. The third unit was “It is an

awesome cave” for describing a place. The last unit was “It is for protecting our

shinbones” for describing equipment. The researcher made the specific objectives

of learning in each unit which can be seen in Table 4.6 on the following page to

indicate the output of learning.


59

Table 4.6 The Performance Objectives for Each Unit

Unit Theme General Purposes Learning Indicators1 Hello! I am Retno

(Greeting, Leavetaking, Introducingoneself and others)

Learners know how togreet, how to leave take,and how to introduceoneself and others.

Learners are able to:1. Identify the

expressions ofgreeting and leavetaking.

2. Identify theexpressions ofintroducingoneself andothers.

3. Use correctpronunciation togreet and to leavetake.

4. Use correctpronunciation tointroduce oneselfand others toguests.

5. Use appropriateexpressions togreet and to leave.

6. Use appropriateexpressions tointroduce oneselfand others.

7. Respond toformal andinformal greeting,leave taking andintroducingoneself andothers.

2 Could you tell mewhere Kalisuci is?(asking for andgiving directions)

Learners know how to askfor and give directions tothe guests.

Learners are able to:1. Identify and

mention theexpressions ofasking for andgiving directions.

2. Use correctpronunciation inasking for andgiving directions.


60

Unit Theme General Purposes Learning Indicators3. Use appropriate

expressions ofasking for andgiving directions.

3 It is an awesomecave(describing a place)

Learners know how todescribe a place.

Learners are ableto:

1. Identify thelanguage featuresof describing aplace.

2. Describe a place,especially caves,when doing a cavetubing trip orcaving activity.

3. Using correctpronunciation andcorrect languagefeatures todescribe a place.

4 It is for protectingour shinbones(describingequipment)

Learners know how todescribe the equipment forcaving and cave tubing

Learners are ableto:

1. Describe the looklike of a piece ofsafety equipmentfor caving andcave tubing.

2. Describe what thematerial used toform a piece ofsafety equipmentfor caving andcave tubing.

3. Describe the useof a piece ofsafety equipmentfor caving andcave tubing.

4. Using correctpronunciation andcorrect languagefeatures todescribe a piece ofsafety equipment.


61

b. Develop Assessment Instrument

In this study, the assessment instrument was called self-evaluation. The

self-evaluation was made by the researcher and answered by the learners as their

reflection in each unit. First, the learners described how their feeling was after

finishing every unit whether they understand, in doubt, or confused. After that the

learners were asked to write the useful vocabulary in each unit to ensure whether

they understood the lesson or not. Then, the learners were also asked to write the

difficult things in each unit to find out their weaknesses. Then, the teacher was

able to review again in the next meeting. Therefore, the teacher was able to

measure learners’ understanding of each unit based on the self-evaluation

assessment sheet of each unit. The self-evaluation can be seen in Appendix E.

c. Develop Instructional Strategy

The purpose of developing instructional strategy was relating the new

learning skills to real-world application. The researcher made three steps to

deliver the materials smoothly by Willis’ task sequence (1996). They were pre-

task, task cycle, and language focus. Those three sequences of task were put into

three classroom activities; they are pre-activity, whilst-activity, and post activity.

The pre-task was in the pre-activity. The task cycle and language focus was in the

whilst-activity. In the post activity there was a reflection phase or self-evaluation

phase which was answered by the learners. In each task activity there was some

titles to represent the task sequence which can be seen in Table 4.7 on the

following page.


62

Table 4.7 The Task-Sequence in Learning Activities

Title ClassroomActivity

Willis’Task-

Sequence

Description

Get Ready Pre-task Pre-task

This phase contained someintroducing questions or activitiesrelated to learners’ daily life with thetopics. This phase was to introducethe topic and to help learners to recalltheir knowledge on the topic so thatthey would be ready for the topic inevery beginning of each unit.

Let’s Do It

Whilst-activities

Task-cycle

This phase was included in the tasksection. The learners were givenmain task activities. This sectionprovided useful language,expressions, and vocabulary whichwould be helpful to carry out thetasks. This section gave time to digup learners’ knowledge as much aspossible to carry out the tasks.

Things toRemember

Languagefocus

This phase was included in languagefocus section. The teacher showedthe common mistakes that were oftenmade by learners in carrying out thetasks. Then, the teacher explained thecorrect language forms and languagefeatures. After that, the teacher askedthe students to find out their mistakesand correct them.

Let’s Play

This phase was also included inlanguage focus section. In thissection, the learners were asked tomake a conversation and perform itto whole class. Making aconversation in this section waschosen because it was related to theirwork to guide English speakingguests as they were expected tocommunicate in English fluently andcorrectly. This section could be usedto check whether the learners alreadyunderstand with the whole materialsor not. If the conversation wasacceptable, it can be concluded thatlearners already understood thelesson.


63

Title ClassroomActivity

Willis’Task-

Sequence

Description

How Faram I?

Post-activities

-(Additional

Phasecreated by

theresearcher)

This phase was a reflection or self-evaluation section. This sectionprovided the description of threefeelings, namely, understand, doubt,and confused which would bechosen by the learners after finishingevery unit. The learners were able towrite some useful things anddifficult things that learners havelearnt. Thus, if there was anystudent(s) who was still confused orin doubt, and had the difficultieswith the materials, the teacher mightreview quickly in the next meeting.

To support the designed materials, the researcher made a teacher’s guide

to help the teacher implemented the designed materials. The teacher’s guide

consisted of syllabus, lesson plans, instructions for each activity, answer keys to

exercises, and video transcripts. The researcher allocated 120 minutes for each

unit in each meeting. The teachers’ guide can be seen in Appendix E.


This step was to develop and select speaking materials. The researcher

looked for the suitable authentic speaking materials for cave tubing guides. The

researcher did plus, minus, and zero categories. Plus category was done to add

some activities. Minus category was done to decrease some sentences and text.

The zero category was done to change some task instructions and reorganized the

position of the tasks. The purpose of developing materials was to find the suitable

sequence of materials for the learners.


64

There were five types of tasks which were used in the speaking materials.

The first was cognitive tasks such as predicting, inferencing, and taking notes in

describing a picture, performing something, finding information on a video. The

second was interpersonal tasks such as role playing and co-operating in making a

conversation with friends in pairs or a group of three people. The third was

linguistics tasks such as using context, selective listening, practicing, and

conversational pattern in making a conversation, describing something, listening

to the important expression in listening section, and speaking English to practice a

conversation. The fourth was affective tasks such as personalizing and self-

evaluation in reflection to measure the learners’ achievement and the learners’

weaknesses. Then, the last was creative tasks such as brainstorming in guessing

something and describing something. The specifications of the preliminary form

of product can be seen in Table 4.8 on the next page.


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Table 4.8 The Specification of the Designed Materials

Name Task-Based English Speaking Materials forthe Tour Guides of Kalisuci Gunungkidul

Purpose Improving learners’ skills in speakingUser The tour guides of Kalisuci Gunungkidul

Language Skills SpeakingTeaching-Learning Approach Task-Based Learning

Syllabus Type A Combination of Topic-based and Task-based Syllabus

Time Allocations 4 x 120 minutesType of Product Printed and recorded materials

The Use of Materials Materials used as the main speakingmaterials for the tour guides of Kalisuci

GunungkidulStrategies Individual work, pair work, group work

ActivitiesPredicting, inferencing, taking notes, co-operating, role playing, conversational

patterns, practicing, selective listening, usingcontext, personalizing, reflecting,

brainstorming.Media Text, worksheet, dialogues, video recording,

pictures.


In this step, the researcher conducted a summative evaluation for the

designed materials by distributing questionnaires to two English lecturers who

were considered as the experts in English language teaching as the participants to

find out the weaknesses and appropriateness of the designed materials before

implementing the designed materials. The experts’ background can be seen in

Table 4.9 on the following page


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Table 4.9 Experts’ Background

Experts EducationalBackground

TeachingExperience

Sex

S1 S2 S3 1-5 5-10 >10 M FLecturers 1 1 2 1 1

From Table 4.9 there were two lecturers, a female lecturer and a male lecturer of

English Language Education Study Program background who have more than ten

years experience in teaching English. The result of closed-ended questionnaire can

be seen in Table 4.10 and the summary of the open-ended questionnaire can be

seen in Table 4.11.

Table 4.10 The Results of Summative Evaluationin Close-ended Questionnaire

No. Participants’ Opinion onCentral

TendencyN Mean

I. Learning Indicators

1. Learning indicators are measurable to achieve basiccompetence.

2 4.50

2. Learning indicators are specific and well-formulated. 2 4.00II. Learning Materials

3. The materials are able to achieve learning indicators. 2 4.504. The materials are appropriate with the needs of English

for Cave Tubing guides.2 4.00

5. The activity are varied and motivating. 2 3.506. The materials are within the allotted time. 2 4.507. The discussions on each unit are relevant with the topic. 2 4.508. The tul andask instructions for learners are helpful and

understandable.2 4.00

9. The materials are formulated according to the level oftask difficulty.

2 4.00

III. Teacher’s Guide10. Teacher’s guide is helpful and understandable. 2 4.0011. Thive task instructions are able to describe on how to

apply the materials.2 4.50

IV. Implementation of Task-Based Learning12. The tasks encourage learners to speak. 2 3.5013. “Get ready” section has sufficient language exposure for

learners.2 4.00


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No. Participants’ OpinionCentral

TendencyN Mean

14. “Let’s Do It” and “Let’s Play” section have facilitatedlearners the opportunities to produce and learn thelanguage by doing the activities.

2 4.50

15. “Things to Remember” section has facilitated learnersto know the grammatical items which are commonlyused.

2 4.50

16. In Reflection or self-evaluation phase, “How Far amI?”, learners are able to measure their knowledge andskills freely by stating their feeling, strength, andweaknesses.

2 4.00

V. Design17. The appearance of materials in learner’s book is

interesting, attractive, and well-designed.2 3.50

VI. Overall Evaluation18. Learning materials are well-developed. 2 4.00

From Table 4.10, the mean was at the range of 3.50 to 4.50. Futhermore,

in the overall evaluation part, the mean was 4.00 which was considered as “agree”

in the degree of agreement. Therefore, the designed materials had been well-

developed. In terms of gaining the suggestions for revision, the researcher gave

the participants to answer the open-ended questionnaires. For the complete results

of Table 4.10, it can be seen in Appendix D. The close-ended questionnaires were

made to gain feedback and suggestions for revising the designed materials and the

teacher’s guide. The summary of the suggestions can be seen in Table 4.11.


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Table 4.11 The Summary of Summative Evaluationin Open-ended Questionnaire

No Items Participants’ OpinionLecturer 1 Lecturer 2

1

Comments on thedesigned materials

1. Very goodmaterials,especially strong inreflection orconclusion phase.

1. Good enoughmaterials for CaveTubing guides.

2. The materials aresimple and itprovides limitedpossible activities.

Suggestions on thedesigned materials

1. Giving moreopportunity for theguides to expressand explorethemselves.

1. The researcher mayconsult course bookmore to enrich theinsights.

2. Provide morevaried activities.

2 Commentson the teacher’s guide

1. Understandable2. Helpful

1. Clear in instruction

The data in Table 4.11 showed that the designed materials were good and

suitable for cave tubing guides. However, the researcher had to revise on the task

activities. The task should give more opportunity to explore guides’ competencies

and skills by themselves. The designed materials needed some varied activities.

The researcher was suggested to consult course books more to enrich the various

kind of activities. For the teacher’s guide, it was understandable, helpful and clear

in instructions.


The revision was done to present the final version of the designed

materials. The revision was made based on the suggestions from the experts’

validation on the summative evaluation inn preliminary field testing. The

researcher accepted the suggestions from the experts’ validation. The researcher


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would provide more varied activities, would make the tasks to give more

opportunity to express and explore guides’ competencies and skills, and would

consult course books to find out various kinds of activities.

The researcher found some books to add various activities to the designed

materials. Before revising the designed materials, the materials were about

identifying conversation and making conversation with unclear clues about what

learners should do with the conversations. Then, the researcher made more varied

activities such as tasks to express ideas and to guess true or false. The researcher

also made clearer clues and examples about what the learners should do with the

task.


This step actually was not the step to design the designed materials. The

purpose of main field testing was to obtain data of a formative evaluation in Dick

& Carey’s instructional design model (2009: 1) which was used in this study. To

gain the data of the formative evaluation, the researcher implemented the designed

materials to the target learners – the tour guides of Kalisuci Gunungkidul. Thus, in

this study, the researcher taught the learners using the designed materials and then

conducted the formative evaluation. The formative evaluation was done by

distributing evaluative questionnaires to the learners. The researcher used both

closed and open form of questionnaire. The all of the questions asked about the

speaking materials to find out whether or not the learners enjoyed learning

speaking through the designed materials and whether or not the designed


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materials helped them to fulfill their needs. The results of closed form of

questionnaire can be seen in Table 4.12.

Table 4.12 The Results Of Formative Evaluationin Close-ended Questionnaire

No Participants’ OpinionCentral

TendencyN Mean

1 The materials are suitable for the needs of cavetubing guides.

15 4.67

2 The materials motivated me to be active tospeak in English.

15 4.27

3 The materials are easy to be practiced ineveryday guiding.

15 3.93

4 The materials are interesting to be practiced. 15 4.005 The materials are not boring. 15 4.006 The units and the materials are sequenced from

the easiest one to the most difficult one .15 4.47

7 The conversation materials are interesting andsuitable for cave tubing guides.

15 4.13

8 Role-playing brings an effective way toexpress my speaking skills and competencies.

15 4.00

9 The tasks instruction are clear andunderstandable.

15 3.87

10 The layout of the designed materials areinteresting.

15 4.00

From the Table 4.12, the mean was at the range of 3.87 to 4.67.

Furthermore, the mean in statement number one was 4.67. It was concluded that

the designed materials were suitable for the needs of the tour guides of cave

tubing acvtivities because the mean 4.67 was considered as “agree” in the degree

of agreement. The complete results of closed form questionnaires can be seen in

Appendix D. In order to gain the suggestions to make the next revision, the

researcher also distributed closed form questionnaires. There were some

suggestions to be considered in revising the final version of the designed


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materials. The summary of the data in closed form questionnaire can be seen in

Table 4.13.

Table 4.13 The Summary Of Formative Evaluationin Open-ended Questionnaire

No Items Participants’ Opinion1 The easiest topic and the

reason why the topic is theeasiest one than other topics

1. Greeting, leave taking, and introducingself and others, because those topics hadbeen taught for many times in school sothat it can be remembered easily.

2 The most difficult topic andthe reason why the topic isthe most difficult one thanother topics

1. Asking for and giving directions becausethere are many words to remember.

2. Making a correct composaition of asentence.

3 Suggestions for the designmaterials

1. More repetition on the difficult topics.2. Teach us again how to make a correct

sentence.

Based on Table 4.13, it could be concluded for the next revision that the

researcher might add materials in making correct sentences for speaking class.

Then, for the difficult topic about asking for and giving directions, the researcher

might add more hours. Since, this study was only taking six steps of the

educational R&D steps, the researcher did not revise the final version of the

designed materials. Therefore, the suggestions to revise the materials in formative

evaluation can be used by the next researchers who are interested in developing

the speaking materials for cave tubing guides.

B. The Final Presentation of the Designed Materials

This section was to answer the second research problem, namely, what

task-based English speaking materials using for the tour guides of Kalisuci


72

Gunungkidul materials looks like. The final version was presented after having

several revisions based on summative evaluation.

The designed materials consisted of four units. The four units were Hello!

I am Retno, Could you tell me where Kalisuci is, It is an awesome cave, and It is

for protecting our shinbones. There were five sections of tasks for each unit under

the umbrella Willis’ task sequence, namely, pre-task, task cycle, and language

focus. The five sections were Get Ready in pre-task, Let’s Do It in task cycle,

Things to Remember and Let’s Play in language focus task. There was also a self-

evaluation for learners as the reflection sheet at the end of each unit. The

presentation of the final presentation of the designed materials can be seen in

Appendix F in learners’ book.


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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two sections. The first section is to present the

conclusions of this study. The second section is to give some recommendations

for ESP teachers and further studies.

A. Conclusions

This study aimed at designing and presenting task-based English speaking

materials for the tour guides of Kalisuci Gunungkidul. To accomplish the

purposes, the researcher formulated two research problems. The first research

problem was how task-based English speaking materials for the tour guides of

Kalisuci Gunungkidul are designed. The second research problem was what the

designed materials looks like.

Before designing the speaking materials using ten steps of Dick and

Carrey’s systematic instructional design combined with R & D cycle, the

researcher considered some underlying theories. The theories were the theory of

ESP, the theory of speaking, the theory of TBL, the theory of Dick and Carrey’s

systematic instructional design, and the theory of materials adaptation. Those

theories were used as the basic consideration before starting to design the

speaking materials for the tour guides of Kalisuci Gunungkidul.


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To answer the first research problem, the researcher adopted Dick &

Carrey’s (2009) instructional design model to design the speaking materials which

was combined with the six steps of R & D cycle. The six steps were described in

the following points.


This step employed the first three Dick & Carrey’s instructional design

model, namely, identify the goals, conduct instructional analysis to find the topics

for the designed materials, and analyze learners and context to find the learners’

needs.

2. Planning

This step employed Dick & Carrey’s instructional design model, namely,

write performance objective, develop assessment instrument, and develop

instructional strategy. The steps were to make a speaking assessment and develop

a teaching strategy to find out the suitable task sequence.


This step employed Dick & Carrey’s instructional design models, namely,

develop and select instructional materials to create the suitable speaking materials.


This step employed step of Dick & Carrey’s instructional design model,

namely, design and conduct summative evaluation. This step was to gain feedback

and suggestions towards the designed materials by experts’ validation.


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This step employed step of Dick & Carrey’s instructional design model,

namely, revise instruction. In this step, the designed materials were revised based

on the feedback and suggestions given from experts’ validation in preliminary

field testing.


This step employed Dick & Carrey’s instructional design model, namely,.

design and conduct formative evaluation. This step was to gain feedback and

suggestions from learners’ evaluation of the designed materials which had been

taught to them. This study stopped on the sixth step of R & D instructional design

model.

The results of summative and formative evaluation showed that the

designed materials were suitable and applicable to be used to teach cave tubing

guides although there were some revisions needed. The feedback from the experts

was used as the reference to revise the designed materials. After revising the

designed materials, there was the final version of the designed materials which

was the answer of the second research problem. The learning topics of the

designed materials can be seen in Table 5.1.

Table 5.1 The Arrangement of the Learning Topics

Meeting Unit Learning Topic1 Hello! I am Retno Greeting, Introducing self and

others, and Leave Taking2 Could you tell me where Kalisuci

is?Asking for and GivingDirections

3 It is an awesome cave. Describing a Place4 It is for protecting our shinbones Describing Equipment


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Adopting Willis’ task sequence, the materials for each meeting was

divided into five sections. The first section, Get Ready, was designed to introduce

the learners with the context and learners’ experience to the topic. The second

section, Let’s Do It, provided useful conversations, expressions, vocabulary, and

some exercises after learning the key language items. The third section, Things to

Remember!, provided a language focus section such as the grammar aspects

related to the topic. The fourth section, Let’s play, provided learners with the ways

to express themselves to do the role play task using the new knowledge which

they have learnt in language focus section. The last section was How Far am I?.

The last section was to reflect and measure learners’ achievement by self-

assessment.

After revising the designed materials by gaining feedback on summative

evaluation or experts’ validation, the researcher implemented the materials to the

learners, the tour guides of Kalisuci Gunungkidul for four meetings. After that,

the researcher conducted formative evaluation to gain feedback from the learners.

The designed materials were suitable for the tour guides of a cave tubing activity

based on the results of formative evaluation. It concluded that the speaking

materials were applicable for the learners although there are some suggestions for

the materials to be revised later on if there is a researcher who is interested in

developing speaking materials for cave tubing guides.


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B. Recommendations

In this part, the researcher would like to give recommendations to ESP

teachers and further studies related to the study in this field. The following points

are the recommendation for ESP teachers and further studies.

1. Recommendation for ESP Teachers

Task-based learning has not been used for a large number of ESP teachers

because the focus is more on learners’ competencies and creativity. The ESP

teacher should change the paradigm from three p’s techniques, namely,

presentation, practice, and production. The three p’s techniques give low English

exposure to the learners because learners are like copying the teacher or the

instruction only. ESP teachers may use the task-based learning by giving the

learners a lot of English exposure with authentic materials to dig up learners own

competencies and skills.

Through Willis’ task sequence, namely, pre-task, task-cycle, and language

focus, the learners will be more active and find out their mistakes by themselves.

However, task-based learning also needs teachers as facilitator to give a lot of

encouragement, motivation, and optimal feedback to the learners’ based on self-

evaluation. It is suggested that ESP teachers are supposed to read carefully on the

teachers’ guide in task based learning to collect as much information as the

references.


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2. Recommendation for Further Studies

For further studies, especially for English language teaching and learning

activities for the tour guides of cave tubing or caving activities, the researcher

recommends to revise again the designed materials based on the learners’

evaluation in formative evaluation. The researcher did not revised the second

revising phase based on formative evaluation. The other researchers can involve

other related activities, tasks, and media which are still related to the topics to be

more successful in teaching and learning activities.


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REFERENCES

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Best, J. W. (1983). Research in education. New York: Prentice-Hall, Inc.

Borg, W. R & Gall, M. D. (1983). Educational research: An introduction. NewYork: Longman Inc.

Brown, J. D. & Rodgers, T. S. (2002). Doing second language research. Oxford:Oxford University Press.

Carey, J., Carey. R. & Dick, W. (2009). The systematic design of instruction.Upper Saddle River, NJ: Pearson Education.

Dick, W. & Raiser, R. A. (1989). Planning effective instruction. Boston: Allynand Bacon.

Hutchinson, T. & Waters, A. (1994). English for specific purposes: A learningcentered approach. New York: Cambridge University Press.

Johnson, B., & Christensen, L. (2012). Educational research: Quantitative,qualitative, and mixed approach. Thousand Oaks, CA: SagePublications, Inc.

Joyce, B. & Weil, M. (1986). Models of teaching. New York: Prentice Hall, Inc.

Kennedy, C. & Bolitho, R. (1990). English for specific purposes. London:Macmillan

__________(2009). Keputusan Menteri Tenaga Kerja dan Transmigrasi RepublikIndonesia Nomor KEP. 57/ MEN/ III/ 2009 Tentang Penetapan StandarKompetensi Kerja Nasional Indonesia Sektor Pariwisata BidangKepamanduan Wisata [depnakertrans]. Retrieved August 27, 2013, fromhttp://www.parekraf.go.id/userfiles/file/kepemanduanwisata.pdf

Leedy, P. D. & Ormrod, J. E. (2005). Practical research: Planning and design.Toronto: Pearson Education.


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Louma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

Munby, J. (1978). Communicative syllabus design. Cambridge: CambridgeUniversity Press.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.

Nunan, D. (2003). Second language teaching and learning. Boston: Heinle &heinle Publishers.

Nunan, D. (2004). Task-based language teaching. Cambridge: CambridgeUniversity Press.

Richards, J. C. & Rodgers, T. S. (2003). Approaches and methods in languageteaching. Cambridge: Cambridge University Press.

__________ (2010). RPJM Kabupaten Gunungkidul tahun 2010 – 2014pengembangan kepariwisataan berbasis industri pariwisata. RetrievedAugust 29, 2013, from http://ticgunungkidul.com/hal-visi-dan-misi.html

Tomlinson, B. & Masuhara, H. (2004). Developing language course materials.Singapore: SAMEO Regional Language Centre.

The Official Website of Indonesian Tourists Guide Association (HimpunanPramuwista Indonesia). (2007). Retrieved August 23, 2013 fromhttp://indonesiantouristguide.com/hpi-training-centre/

Ur, P. (1996). A course in language teaching: Practice & theory. New York:Cambridge University Press.

Widdowson, H. G. (1979). Teaching language as communication. Oxford: OxfordUniversity Press.

Willis, J. (1996). A framework for task-based learning. Edinburgh: PearsonEducation.


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Letter of Permission for KPMPT Kabupaten Gunungkidul

Letter of Permission from KPMPT Kabupaten Gunungkidul


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Letter of Permission for KPMPT Kabupaten Gunungkidul


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Letter of Permission from KPMPT Kabupaten Gunungkidul


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Observation Sheet

Questionnaire 1: Needs Analysis Questionnaire or

Questionnaire of Research and Information Collecting

Questionnaire 2: Expert Validation Questionnaire or

Questionnaire of Preliminary Field Testing

Questionnaire 3: Learners Evaluation Questionnaire or

Questionnaire of Main Field Testing


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Observation Sheet

Instructions:

Observe the tour guides while they are guiding Think about the goal of speaking and the speaking materials needed for

the tour guides Put a thick ( √ ) on the scales which are suitable with the guides behaviors

No GoalRating Scale

StronglyNeeded

Needed NotNeeded

1 Speak English correctly2 Speak English fluently3 Use correct English expressions

No Speaking MaterialsRating Scale

StronglyNeeded

Needed NotNeeded

1 Greeting, Leave taking , andintroducing self and others

2 Asking for and giving directions3 Narrating a myth4 Procedure (of cave tubing)5 Describing a place6 Describing safety equipment


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KUESIONER PENELITIAN

NEEDS ANALYSIS

TASK-BASED ENGLISH SPEAKING MATERIALS

FOR THE TOUR GUIDES OF KALISUCI GUNUNGKIDUL

Selamat pagi. Saya adalah mahasiswa Pendidikan Bahasa Inggris, Universitas Sanata

Dharma Yogyakarta yang sedang mengumpulkan data untuk keperluan skripsi saya. Oleh

karena itu, saya meminta kesediaan saudara untuk mengisi kuesioner ini dengan jujur

dan lengkap sesuai dengan keadaan dan kebutuhan anda. Di dalam kuesioner akan

diberikan petunjuk untuk menjawab pernyataan dan pertanyaan yang ada. Sebelum

mengisi pernyataan dan pertanyaan yang terdapat dalam kuesioner ini diharapkan

saudara membaca instruksi yang ada dan memeriksa kembali apakah semua pernyataan

telah dijawab. Saya sangat menghargai kejujuran anda dalam mengisi kuisioner ini. Saya

menjamin kerahasiaan anda yang terkait dengan kuisioner ini. Hasil dari kuisioner ini

akan di gunakan untuk tujuan penelitian dan bukan tujuan komersial. Atas kesediaan

saudara/i saya ucapkan terima kasih.

Yogyakarta, 21 Januari 2014

Hormat saya,


Questionnaire 1


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KUESIONER

A. Data Responden (The guides of Kalisuci Cave Tubing Gunungkidul)

B. Pilihlah pernyataan yang sesuai dengan opini anda dengan memberi tanda √pada salah satu pilihan jawaban yang sudah disediakan. Pilihan jawabantersebut tersedia dalam 3 pernyataan, yaitu YA, RAGU-RAGU, atau TIDAK.

No. Pernyataan Ya Ragu-ragu

Tidak

1. Saya perlu mahir berbahasa Inggris untuk menunjang profesisaya sebagai pramuwisata / guide.

2. Mengerti inti yang diucapkan tamu asing penting bagi saya.3. Belajar berbicara dalam Bahasa Inggris idealnya dengan

memperbanyak praktek berbicara.4. Saya merasa nyaman dan senang dengan banyaknya praktek

berbicara dalam belajar bercakap-cakap dalam Bahasa Inggris.5. Semakin banyak praktek berbicara dalam Bahasa Inggris,

semakin lancar kemampuan berbicara saya.6. Praktek berbicara membuat saya untuk aktif dikelas.7. Mampu mendengarkan dan memahami turis asing berbicara

dalam Bahasa Inggris dan mampu meresponnya denganberbicara dalam Bahasa Inggris lebih penting untuk menunjangpekerjaan saya sebagai pramuwisata / guide daripada elemenlain seperti, menulis, membaca, dan tata bahasa / grammar.

8. Kegiatan bercakap-cakap menggunakan Bahasa Inggris dapatmelatih keterbiasaan berbicara dalam Bahasa Inggris.

9. Bermain peran membuat saya lebih mudah memahami dan lebihaktif untuk praktek berbicara dalam Bahasa Inggris.

10. Bermain peran mendorong saya untuk berani berbicara dalamBahasa Inggris.

Nama : ..............................................

Jenis kelamin :* L / P

Umur : ........... tahun.

Pendidikan Terakhir : *SD / SMP / SMA / SMK / D3 / S1

*) pilihlah sesuai dengan keadaan anda dengan melingkarinya


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C. Jawablah pertanyaan dibawah ini dengan pilihan jawaban yang sudah disediakandengan memberi tanda silang ( X ) pada huruf.

1. Level kemampuan berbahasa Inggris saya adalah:a. Tingkat Dasar

Mengenal dan memahami kosa kata Bahasa Inggris seperti nama benda,tumbuh-tubuhanan, buah-buahan, dan sebagainya.

b. Tingkat MenengahMengerti dan memahami ungkapan dalam Bahasa Inggris sepertiungkapan memperkenalkan diri, menanyakan dan memberi informasi,menunjukkan arah dan mampu meresponnya.

c. Tingkat Lanjut.Mengenal dan memahami kosa kata Bahasa Inggris, mengerti danmemahami ungkapan dalam Bahasa Inggris dan meresponnya, mampubercerita menceritakan suatu peristiwa, menggambarkan tempat, suatubenda dan seseorang, mengerti dan dapat menjawab pertanyaan yangberkaitan dengan apa yang sudah di katakan.

2. Hambatan apa yang sering anda temui untuk bisa berbicara Bahasa Inggris:a. Sulit untuk mengerti maksud yang dikatakanb. Ragu-ragu/ tidak yakin untuk merespon perkataan dari pertanyaanc. Sulit untuk menangkap maksud dan ragu-ragu/ tidak yakin untuk

merespon perkataan dan pertanyaan.d. Lainnya (tulislah bila ada):

....................................................................................................................

....................................................................................................................

....................................................................................................................

3. Materi/pelajaran Bahasa Inggris apa saja yang paling anda anda butuhkanuntuk menunjang pekerjaan anda sebagai pramuwisata Kalisuci Cave Tubingsebanyak 3 sampai 5 unit topik?a. Menyapa, memperkenalkan diri dan salam perpisahan (greeting,

introducing self and others, and leave taking)b. Menanyakan dan memberi informasi (asking and giving information)c. Menanyakan dan memberi arah tujuan (asking and giving directions)d. Menggambarkan sesuatu seperti deskripsi sebuah tempat maupun

benda (describing a place and describing things/tools)e. Lainnya(tulislah bila ada):

....................................................................................................................


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D. Jawablah Pertanyaan di bawah Ini.

1. Apakah sebelumnya sudah pernah ada program pelatihan bahasa Inggris untuk

guide Kalisuci Cave Tubing? Apa saja yang sudah diajarkan pada anda?

2. Kesulitan apa yang anda alami untuk berbicara dan menjelaskan sesuatu pada

turis asing?

3. Apa saja yang tamu asing tanyakan pada anda ketika sedang melakukan trip?


93

4. Apa saja yang anda katakan dan ceritakan pada tamu asing selama anda sedang

melakukan trip?


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Questionnaire for Expert Validation

This questionnaire is intended to gain the feedback on designed materials fromthe participants. The feedback will be useful to improve the designed materials.

Participant’s ID:

A. Please give a tick (√) on the degree of agreement which best represent yourposition on the statements below:5 : strongly agree (very good)4 : agree (good)3 : neutral (fair)2 : disagree (poor)1 : strongly disagree (very poor)

No StatementDegree

of Agreement5 4 3 2 1

I. Learning Indicators1 Learning indicators are measurable to achieve basic

competence.2 Learning indicators are specific and well-formulated.

II. Learning Materials3 The materials are able to achieve learning indicators.4 The materials are appropriate with the needs of

English for Cave Tubing guides.5 The activities are varied and motivating.6 The materials are within the allotted time.7 The discussions on each unit are relevant with the

topic.

Name : _________________________Sex : * male / femaleOccupation : ______________Educational background : * S1 S2 S3Teaching experience : ______ years

*) circle on which you are in

Questionnaire 2


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B. Please answer the following questions.

1. What are your comments and suggestions on the design materials?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What are your comments and suggestions on the teacher’s guide?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8 The task instructions for learners are helpful andunderstandable.

9 The materials are formulated according to the levelof task difficulty.

III. Teacher’s Guide10 Teacher’s guide is helpful and understandable.11 The task instructions are able to describe of how to

apply the materials in class.IV. Implementation of Task Based Language Teaching and Learning

12 The tasks encourage learners to speak.13 “Get Ready” section has sufficient language

exposure for learners.14 “Let’s Do It” and “Let’s Play” section have facilitated

learners the opportunities to produce and learn thelanguage by doing the activities.

15 “Things to Remember” section has facilitatedlearners to know the grammatical items which arecommonly used.

16 In Reflection or self-evaluation phase, “How Far amI?”, learners are able to measure their knowledgeand skills freely by stating their feeling, strength, andweaknesses.

V. Design17 The appearance of materials in learner’s book is

interesting, attractive, and well-designed.VI. Overall Evaluation

18 Learning materials are well-developed.


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Learners Evaluation Questionnaire

A. Pilihlah pernyataan yang sesuai dengan opini anda dengan memberi tanda √ pada

pilihan jawaban yang sudah disediakan dibawah angka pengukur yang sudah

tersedia dengan ukuran sebagai berikut:

1 : Sangat Tidak Setuju (STS)2 : Tidak Setuju (TS)3 : Netral (N)4 : Setuju (S)5 : Sangat Setuju (SS)

No Pernyataan SS(5)

S(4)

N(3)

TS(2)

STS(1)

1 Materi yang diajarkan mendekatikebutuhan berbahasa Inggris saya sebagaipemandu.

2 Materi yang diajarkan memotifasi sayauntuk bisa aktif berbicara.

3 Materi yang diajarkan mudah untuk dipraktekkan dalam keseharian sebagaiguide.

4 Materi yang diajarkan menarik untukdipraktekkan dalam keseharian memandu.

5 Materi yang di ajarkan tidakmembosankan.

6 Materi yang diajarkan menunjukkantingkatan dari yang paling mudah sampaiyang paling sulit.

7 Materi percakapan dalam Bahasa Inggrismenarik dan sesuai untuk pemandu cavetubing.

8 Role-play efektif dilakukan untuk memberiwadah bagi saya mengekspresikankemampuan berbicara saya.

9 Perintah-perintah yang diberikan padasetiap tugas mudah dimengerti.

10 Penampakan dan susunan keseluruhanmateri menarik.

Nama:.........................................................................

Questionnaire 3


97

B. Jawablah pertanyaan di bawah ini.

1) Topik apa yang paling anda pahami?Mengapa anda mudah memahaminya?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Topik apa yang paling sulit bagi anda? Apa yang membuat anda sulitmemahaminya?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Apa komentar dan saran anda untuk materi yang telah diajarkan?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


98

The Results of Observation Sheet

The Results of Questionnaire 1 : Needs Analysis Questionnaire or

Questionnaire of Research and Information collecting

The Results of Questionnaire 2: Expert Validation Questionnaire or

Questionnaire for Preliminary Field Testing

The Results of Questionnaire 3: Learners Evaluation Questionnaire or

Questionnaire of Main Field Testing


99

The Results of Observation

No Goal Rating Scale1 Speak English correctly Strongly needed2 Speak English fluently Strongly needed3 Use correct English expressions Strongly neededNo Speaking Materials Rating Scale1 Greeting, Leave taking , and

introducing self and othersNeeded

2 Asking for and giving directions Strongly needed3 Narrating a myth Not needed4 Procedure (of cave tubing) Needed (include in

describing a place)5 Describing a place Strongly needed6 Describing safety equipment Strongly needed


100

The Results of Needs Analysis

A. Close-ended Statements

Statement Answer Number Percentage1. I need to speak English fluently to

support my job.a. Yesb. Doubtc. No

15--

100%--

2. Understand the meaning of Englishspeakers’ words are important.

a. Yesb. Doubtc. No

141-

94%6%-

3. Learning English speaking skillsideally with practicing to speak inEnglish more and more.

a. Yesb. Doubtc. No

141-

94%6%-

4. I am comfortable and happy withpracticing to speak in English moreand more in class.

a. Yesb. Doubtc. No

14-1

94%-

6%

5. The more practicing to speak inEnglish, the more fluent I am.

a. Yesb. Doubtc. No

132-

87%13%

-6. English speaking practice makes

me to be active in class.a. Yesb. Doubtc. No

132-

87%13%

-7. Speaking skills is more important

than grammar competence for meas a guide.

a. Yesb. Doubtc. No

132-

87%13%

-8. Practicing to speak English in class

makes me accustomed to speakEnglish in daily guiding.

a. Yesb. Doubtc. No

15--

100%--

9. Role playing makes me easier tounderstand and be more active tospeak in English.

a. Yesb. Doubtc. No

123-

80%20%

-10. Role playing encourages me to be

brave to speak in English.a.Yesb.Doubtc. No

141-

94%6%-

Questionnaire 1


101

B. Closed-ended Options

Items Answer Number PercentageLearners’Level

a. Beginner lvel.b. Intermediate level.c. Advanced level.

132-

87%13%-

Lacksa. difficult in listening.b. do not know or doubt to say

a word or sentence.c. difficult in listening and do

not know or doubt to say aword or sentence.

54

6

33%27%

40%

Wants(suggestedmaterials)

a. greeting, leave taking,introducing self and others.

b. asking for and givingdirections.

c. describing a place.d. describing a piece of

equipment.

Other suggested materials bylearners:1. more conversation practice.

15

15

15

15

100%

100%

100%

100%


102

C. Open-ended Essay Questions

No Items Summary1 Experience in English

courseThere were two courses before. They havelearnt about :1. to be,2. some tenses,3. part of speech, and4. speaking conversation.

2 The difficulties in learningEnglish

1. Limited vocabulary2. Make a correct sentence,3. Lack of confidence,4. Lack of pronunciation,5. Lack of catching the meaning of

English speaker guests.3 The most appeared

questions by Englishspeaking guests

1. The history of the cave and Kalisuci.2. How long the trip is.3. The directions of a place.4. The correct way to have a cave tubing

trip.5. Check whether the safety equipment is

safe enough or not.6. The ticket price.

4 What story which you tellto the English speakingguest are

1.The condition of the track.2. The time spent to have a trip.3. The description about the cave.4. Asking about the safety equipment

whether they are comfortable enoughor not .

5.The animals and plants inside the cave.6. Describe cave tubing procedure.


103

The Results of Expert Validation Questionnaire


No

Participants’ Opinion onDegree

of AgreementCentral

Tendency5 4 3 2 1 N Mean

I. Learning Indicators1 Learning indicators are measurable to

achieve basic competence.1 1 2 4.50

2 Learning indicators are specific andwell-formulated.

1 1 2 4.00

II. Learning Materials3 The materials are able to achieve

learning indicators.1 1 2 4.50

4 The materials are appropriate with theneeds of English for Cave Tubingguides.

2 2 4.00

5 The activities are varied andmotivating.

1 1 2 3.50

6 The materials are within the allottedtime.

1 1 2 4.50

7 The discussions on each unit arerelevant with the topic.

1 1 2 4.50

8 The task instructions for learners arehelpful and understandable.

2 2 4.00

9 The materials are formulatedaccording to the level of taskdifficulty.

1 1 2 4.50

III. Teacher’s Guide10 Teacher’s guide is helpful and

understandable.1 1 2 4.00

11 The task instructions are able todescribe of how to apply the materialsin learning activities.

1 1 2 4.50

IV. Implementation of Task Based Learning12 The tasks encourage learners to speak 1 1 2 3.5013 “Get Ready” section has sufficient

language exposure for learners.2 2 4.00

14 “Let’s Do It” and “Let’s Play” sectionhave facilitated learners theopportunities to produce and learn thelanguage by doing the activities.

1 1 2 4.50

Questionnaire 2


104

B. Open-ended Essay Questions

No Items Participants’ OpinionLecturer 1 Lecturer 2

1

Comments on the designedmaterials

1. Very goodmaterials,especially strong inreflection orconclusion phase.

1. Good enoughmaterials for cavetubing guides.

2. The materials aresimple and itprovides limitedpossible activities.

Suggestions on thedesigned materials

1. Giving moreopportunity for theguides to expressand explorethemselves.

1. The researchermay consultcourse book moreto enrich theinsights.

2. Provide morevaried activities.

2 Commentson the teacher’s guide

1. Understandable2. Helpful

1. Clear ininstruction

No Participants’ Opinion onDegree

of AgreementCentral


15 “Things to Remember” section hasfacilitated learners to know thegrammatical items which arecommonly used.

1 1 2 4.50

16 In Reflection or self-evaluation phase,“How Far am I?”, learners are able tomeasure their knowledge and skillsfreely by stating their feeling, strength,and weaknesses.

1 1 2 4.00

V. Design17 The appearance of materials in

learner’s book is interesting andattractive.

1 2 3.50

V. Overall Evaluation18 Learning materials are well-developed. 2 2 4.00


105

The Results of Learners Evaluation


No Participants’ OpinionDegree of

AgreementCentral


1 The materials are suitable for theneeds of cave tubing guides.

10 5 15 4.67

2 The materials motivated me to beactive to speak in English.

4 11 15 4.27

3 The materials are easy to bepracticed in everyday guiding.

14 1 15 3.93

4 The materials are interesting to bepracticed.

15 15 4.00

5 The materials are not boring. 15 15 4.006 The units and the materials are

sequenced from the easiest one tothe most difficult one .

7 8 15 4.47

7 The conversation materials areinteresting and suitable for cavetubing guides.

2 13 15 4.13

8 Role-playing brings an effectiveway to express my speaking skillsand competencies.

15 15 4.00

9 The task instructions are clear andunderstandable.

13 2 15 3.87

10 The layout of the designedmaterials are interesting.

15 15 4.00

Questionnaire 3


106

B. Open-ended Essay Questions

No Items Participants’ Opinion1 The easiest topic and the

reason why the topic is theeasiest one than other topics

1. Greeting, leave taking, and introducingself and others, because those topics hadbeen taught for many times in school sothat it can be remembered easily.

2 The most difficult topic andthe reason why the topic isthe most difficult one thanother topics

2. Asking for and giving directionsbecause there are many words toremember.

3. Making a correct composition of asentence.

3 Suggestions for the designedmaterials

4. More repetition on the difficult topics.5. Teach us again how to make a correct

sentence.


107

General Description of the Designed Materials

Self-evaluation


108

GENERAL DESCRIPTIONOF THE DESIGNED MATERIALS

This study entitled “Task-Based English Speaking Materials for the TourGuides of Kalisuci Gunungkidul”. The point of this study is designing Englishspeaking materials using task-based learning which is appropriate for the tourguides of Kalisuci Gunungkidul.

A. Objective of the Study

This study has two objectives:1. To develop students’ speaking skills2. To provide speaking materials as references for ESP teachers who

teaches English speaking skills for the tour guides of KalisuciGunungkidul.

B. Subject Content

The materials were designed based on the learners’ needs and thecourse outline which was composed by the researcher. The learners are thetour guides of Kalisuci Gunungkidul. The researcher designed the syllabuswhich consists of 4 units. In each unit, the researcher allocates 120minutes. The 4 units of the speaking materials for the learners can be seenin Table 1.

Table 1 Four Units of the Speaking Materials

Unit Title Topic1 Hello! I am Retno Greeting, Leave Taking, and

Introducing self and others.2 Could you tell me where

Kalisuci is?Asking for and Giving Directions

3 It is an awesome cave Describing a Place4 It is for protecting our

shinbonesDescribing Equipment


109

C. Materials Description

In each unit, the materials are divided into five phases, namely, GetReady, Let’s Do It, Things to Remember, Let’s Play, and How far amI?. The five phases are under the umbrella of Willis’ (1996) task sequencewhich can be seen in Table 2.

Table 2 Five Phases in the Designed MaterialsCombined with Willis’ Task Sequence

Five Phases in the DesignedMaterials

Willis’ TaskSequence

Get Ready Pre-taskLet’s Do It Task

Things to Remember LanguageFocusLet’s Play

How Far am I ? Reflection(Additional

Phase)

The activities can be done individually or in a group. Each phase of everyunit is explained further in the following points.

1. Get Ready

This phase is also called pre-task phase. This phase contains some introducing

questions or activites which are related to learners’ daily life with the topics. Thefunction of this phase is to introduce and help the learners to every new topic oflearning speaking in the beginning of each meeting and recall their knowledge onthe topic so that they are ready for carrying out the task later on. The activities inthis phase consist of watching a video, describing a picture, and performing asituation.

2. Let’s Do It

This phase includes in the task section. The learners are given the main taskactivities to be carried out. This section provides useful language, expressions, andvocabulary which are helpful to carry out the tasks. This section gives the learner time to

dig up learners’ knowledge as much as possible to carry out the tasks. Mostly, thisphase involves watching a related video, expressing their opinions and ideas, andpracticing some conversations.


110

3. Things to Remember

This phase includes in the language focus section. The teacher shows thecommon mistakes that often made by learners in carrying out the tasks. Then, theteacher explaines the correct language forms and features, other related theories,and then asks the students to identify their mistakes and correct them. In thissection, the learners learn about the language that they produced during the tasksection so that they are able to find out their mistakes and revise the mistakes.

4. Let’s Play

This is the extension of the language focus section. In this section, thelearners are asked to make a conversation and perform it into whole class. Makinga conversation in this section is chosen because it is related to their work to guideforeign guests and they are expected to communicate in English fluently andcorrectly. This section can be used to check whether the learners alreadyunderstand with the whole materials or not. If the conversation is acceptable, thelearners understand the materials in the topic.

5. How far am I? (Additional Phase)

This phase includes in the reflection or self-evaluation section. Thissection provides the degree whether they understand, in doubt, or still confusedwith the materials to assess learners’ understanding. Learners are able to writesome useful things and difficult things that learners have learnt. Thus, if there isany student(s) who is still confused or in doubt, and still have the difficulties withthe materials, the teacher can review the materials quickly in the next meeting.


111

Self-Evaluation

Put a thick (√) on how your feeling is

Understand

Doubt

Confused

My Feeling of The Lesson from Unit 1

Useful Vocabulary and or Expressions from Unit 1

Difficult Things from Unit 1


112

Teacher’s Guide

How to Use This BookThe Overview of the Designed Materials

SyllabusLesson Plans

Task InstructionsAnswer Key to Exercises

Video Transcripts

Learners’ Book

Unit 1. Hello! I am RetnoUnit 2. Could you tell me where Kalisuci is?

Unit 3. It is an awesome caveUnit 4. It is for protecting our shinbones


ENGLISH SPEAKING MATERIALS FOR

THE TOUR GUIDES OF KALISUCI

GUNUNGKIDUL

Teacher’s

guide

Written by Dominica Retno Murti / 2014


Table of Contents

Page

How to Use This Book...................................... 1

The Overview of the Designed materials.................... 2

Syllabus & Lesson Plans................................... 4

Syllabus........................................................ 5

Lesson Plans ................................................... 7

Task Instructions......................................... 15

Unit 1 ......................................................... 16

Unit 2.......................................................... 20

Unit 3.......................................................... 22

Unit 4.......................................................... 24

Answer Keys to Exercises ................................. 27

Video Transcripts ........................................ 33


1

HOW TO USE THIS BOOK

This book is devised as the complement for the Practical English for the guides of Kalisuci

Gunungkidul Yogyakarta – Learners’ Book. The Learners’ book provides a various learning activities

which will help the learners to practice English conversation actively with appropriate expressions

for communication purpose. The learning materials were developed based on the learners’ needs as

the tour guides of cave tubing activities. The speaking skills are taught using task-based learning.

The tasks in Learners’ book are designed based on Willis’ task-sequence which has a lot of

English exposure in it: pre-task, the task cycle, and language focus, and plus one section whice is to

gain reflection or self-evaluation from learners in every unit.

This book aims to help the teachers implement the materials in Learners’ book more

effectively. Thus, there will be six sections elaborated in this book: (1) overview of the designed

materials, (2) syllabus and lesson plans, (3) task instructions for the teachers, (4) answer key to the

exercises, and (5) transcript of the related videos.

The overview will elaborate the principles of task-based learning underlying the teaching

and learning activities in the materials briefly. That will give the teacher of the book about the

description of what to do and when applying the materials. Syllabus is provided so that the users can

see the map of the language taught and the description process of the classroom activities. To ease

the teacher, this book also provides simple instructions for doing the tasks, the answer key in every

exercise, and the transcript of the related videos.

The writer,



2

Overview of the Designed Materials

The materials and teaching learning activities in Learners’ Book are developed based on the

principles of task-based learning. This part will elaborate the basic principles of task based language

teaching and learning in order to give the users of this book a clearer description on the concepts

underlying the materials and activities in the Student’s Book.

Task based learning brings a language as a core of communication. Therefore, it believes

that language is learned best when it is used to communicate each other. The communication

process is supported by the tasks given. Here, tasks provide opportunities and involved learners in

meaningful communication, it means that when learners are doing the tasks, learners do not talk

about the language, but use the language to complete the task. In completing the tasks, the learners

also learn some communicative competences such as speak up their opinions, negotiate, and

express their feeling. Thus, the tasks do not focus on the form but in meaning.

Unlike other approaches, task based learning teaches grammar as learners’ experience in

doing the tasks rather than copying the grammar rules which is taught before. Therefore, by

learners’ experience, they know what their mistakes are and then correct the language form. It will

be more relevant to their needs and it will promote learning.

The concepts elaborated above are the foundation of the teaching and learning activities in

Learners’ Book. There are five important phases:

1. Get Ready

This phase is also called pre-task phase. This phase contains some introducing questions or

activites which are related to learners’ daily life with the topics. The function of this phase is to

introduce and help the learners to every new topic of learning speaking in the beginning of each

meeting and recall their knowledge on the topic so that they are ready for carrying out the task later

on. The activities in this phase consist of watching a video, describing a picture, and performing a

situation.


3

2. Let’s Do It

This phase includes in the task section. The learners are given the main task activities to be

carried out. This section provides useful language, expressions, and vocabulary which are helpful to

carry out the tasks. This section gives the learner time to dig up learners’ knowledge as much as

possible to carry out the tasks. Mostly, this phase involves watching a related video, expressing their

opinions and ideas, and practicing some conversations.

3. Things To Remember

This phase includes in the language focus section. The teacher shows the common mistakes

that often made by learners in carrying out the tasks. Then, the teacher explaines the correct

language forms and features, other related theories, and then asks the students to identify their

mistakes and correct them. In this section, the learners learn about the language that they produced

during the task section so that they are able to find out their mistakes and revise the mistakes.

4. Let’s play

This is the extension of the language focus section. In this section, the learners are asked to

make a conversation and perform it into whole class. Making a conversation in this section is chosen

because it is related to their work to guide foreign guests and they are expected to communicate in

English fluently and correctly. This section can be used to check whether the learners already

understand with the whole materials or not. If the conversation is acceptable, the learners

understand the materials in the topic.

5. How far am I ?

This phase includes in the reflection or self-evaluation section. This section provides the

degree whether they understand, in doubt, or still confused with the materials to assess learners’

understanding. Learners are able to write some useful things and difficult things that learners have

learnt. Thus, if there is any student(s) who is still confused or in doubt, and still have the difficulties

with the materials, the teacher can review the materials quickly in the next meeting.


4

syllabus&

Lesson plans


5

English Speaking Course for the Guides of Kalisuci CaveTubing Gunungkidul

March 2014

SYLLABUS

Time Allocation : 2 x 60 minutesTeacher : Dominica Retno Murti

Short Description

This course gives the learners theories and practices on how to communicate in English correctly andfluently. The learners are trained to speak in English with correct pronunciation and use appropriateEnglish expressions.

Competence Standards

On completing the course, the learners are able to speak in English correctly and fluently and useappropriate English expressions in communicating with English speaking guests.

Basic Competence

By the end of the course, learners are able to:

a. Speak and communicate using correct English pronunciation.b. Use appropriate English expressions.

Learning Materials

Meeting Topic1 Greeting, Leave Taking, and Introducing Oneself and Others2 Asking for and Giving Directions3 Describing a Place4 Describing Equipment


6

Classroom Rules: Punctuality is appreciated. Use English only in classroom. You are not allowed to speak in Indonesian or Javanese

during the class! Class participation is important. Learners are suggested to bring dictionary. Cell phone must be deactivated or set in a silent mode. Dressing appropriately is valued.

Learning Strategies:Individual work, pairs work, group work, discussion, teacher’s explanation.

Grading Policy:Assessment Aspects Percentage

Classroom participation 40%Performance 60%

Sources:Iragiliati, E., Iswahyuni, Ulfa, F., Isviola, M.A.M., Hariana, F. (2009). Interactive english junior high

school grade VII. Jakarta: Yudhistira.Iragiliati, E., Iswahyuni, Ulfa, F., Isviola, M.A.M., Hariana, F. (2009). Interactive english junior high

school grade IX. Jakarta: Yudhistira.Stevens, S. (2001). Complete english as a foreign language. London: Hodder Education.http://www.youtube.com/watch?v=tH_XZZ8-QTAhttp://elessons.webs.com/greetingstitles.htmhttp://www.youtube.com/watch?v=q9kDHZbYpPkhttp://www.speakenglish.co.uk/phrases/asking_and_giving_directionshttp://science.howstuffworks.com/environmental/earth/geology/stalactite-stalagmite1.htmhttp://genretextinenglish.blogspot.com/2011/10/generic-structure-of-english-texts.htmlhttp://www.buniayucave.com/http://www.slideshare.net/aponce4/writing-describing-places


7

LESSON PLANMeeting 1

Unit 1(Greeting, Leave Taking, and Introducing Oneself and Others)

General Purposes:

Learners know how to greet, how to leave take, and how to introduce oneself and others.

Learning Indicators:

Learners are able to:

1. Identify the expressions of greeting and leave taking.2. Identify the expressions of introducing oneself and others.3. Use correct pronunciation to greet and to leave take.4. Use correct pronunciation to introduce oneself and others to guests.5. Use appropriate expressions to greet and to leave take.6. Use appropriate expressions to introduce oneself and others.7. Respond to formal and informal greeting, leave taking and introducing oneself and others.

Learning Activities TimeAllocation

Pre-activitiesGet Ready1. Learners read greeting and introducing passage and make their own greeting

and introducing.2. Learners mention the expression used in greeting and introducing oneself.

10’

10’

Whilst-activitiesLet’s do It3. In pairs, learners watch a related video and identify the expression used in

the video.4. In pairs, learners practice the conversations and identify the expressions

used in the conversations.5. In pairs, learners complete the conversation with the answers provided.Things To Remember6. Learners read the useful formal and informal greeting and leave taking and

read the useful common English words to be remembered.7. Learners write the common questions used to ask personal information.Let’s Play8. In pairs, learners make a conversation using greeting, leave taking, and

introducing oneself and others with appropriate expressions.9. Learners practice the conversation that they have made.

20’

15’

10’

15’

10’

15’10’

Post-activityHow Far am I?10. Learners write the reflection and review today’s lesson by writing the useful

expression and the difficult things.5’


8

Learning Materials:

Enclosed

Teaching and Learning Media:

White board, board marker, video, speakers, learners’ book.

Evaluation:

Learners’ participation in class and their speaking performance. Learners’ reflection and review

Sources:

Iragiliati, E., Iswahyuni, Ulfa, F., Isviola, M.A.M., Hariana, F. (2009). Interactive english junior highschool grade VII. Jakarta: Yudhistira.

Stevens, S. (2001). Complete english as a foreign language. London: Hodder Education.http://www.youtube.com/watch?v=tH_XZZ8-QTAhttp://elessons.webs.com/greetingstitles.htm


9


Unit 2(Asking for and Giving and Directions)

General Purposes:

Learners know how to ask for and give directions.



1. Identify and mention the expressions of asking for and giving directions.2. Use correct pronunciation in asking for and giving directions3. Use appropriate expressions of asking for and giving directions.


Pre-activitiesGet Ready1. Review the previous lesson2. Learners watch a related video and answer some questions related to the

video.

5’15’

Whilst-activitiesLet’s do It3. Learners read and practice some conversations in pairs.4. Learners identify the idea of the conversations and identify the expression

used in the conversations.5. Learners read the map given and do the several tasks related to the map.Things To Remember6. Learners read the useful expressions in asking for and giving and directions.7. Learners read and discuss some common vocabulary which are usually used

in asking for and giving directions.Let’s Play8. In pairs, learners make 3 conversations using the expression of asking for

and giving directions with provided places, then, practice it.

10’10’

25’

15’

10’

25’

Post-activityHow Far am I?9. Learners write a reflection and review today’s lesson by writing some useful

expression and difficult things.5’

Learning Materials:

Enclosed


10


White board, board marker, video, speakers, learners’ book.

Evaluation:


Sources:

Iragiliati, E., Iswahyuni, Ulfa, F., Isviola, M.A.M., Hariana, F. (2009). Interactive english junior highschool grade IX. Jakarta: Yudhistira.

Stevens, S. (2001). Complete english as a foreign language. London: Hodder Education.http://www.youtube.com/watch?v=q9kDHZbYpPkhttp://www.speakenglish.co.uk/phrases/asking_and_giving_directions


11


Unit 3(Describing a Place)

General Purposes:

Learners know how to describe a place.



1. Identify the language features of describing a place.2. Describe a place, especially caves, when doing cave tubing trip or caving activity.3. Using correct pronunciation and correct language features to describe a place.


Pre-activitiesGet Ready1. Review the previous lesson2. Learners describe a place provided with their own language.

5’15’

Whilst-activitiesLet’s do It3. Learners in pairs read a conversation about describing a cave and identify

some language features in describing a place.4. Learners answer some questions related to the conversation.5. Learners in pairs describe cave tubing with clues given.6. Learners in pairs describe how the trip will be before starting the trip.Things To Remember7. Learners read and discuss the language features of describing.Let’s Play8. Learners in pairs describe caves by speleological with animals inside, the

ornaments of the caves.

15’

10’20’20’

15’

25’


expression and the difficult things. 5’

Learning Materials:

Enclosed


White board, board marker, speakers, learners’ book.


12

Evaluation:


Sources:

http://www.buniayucave.com/

http://www.slideshare.net/aponce4/writing-describing-places


13


Unit 4(Describing Equipment)

General Purposes:

Learners know how to describe a piece of safety equipment for caving and cave tubing



1. Describe the look like of a pice of safety equipment for caving and cave tubing2. Describe what the material used to form a piece of safety equipment for caving and cave

tubing3. Describe the use of a piece of safety equipment for caving and cave tubing4. Using correct pronunciation and correct language features to describe a piece of safety

equipment.


Pre-activitiesGet Ready1. Review the previous lesson2. Learners identify and describe some safety equipment used in a picture

given.

5’

15’

Whilst-activitiesLet’s do It3. Learners describe 2 pictures of safety equipment given.4. Learners choose the correct name of safety equipment for caving and

describe them spontaneously the used of the safety equipment.5. Learners describe 4 safety equipment for caving with some clues given.6. Learners find out what the safety equipment are with the description given.Things To Remember7. Learners read and discuss the language features of describing equipment.Let’s Play8. Learners describe in a conversation about the safety equipment to do cave

tubing trip and practice it.

10’25’

15’10’

15’

20’


expression and the difficult things. 5’

Learning Materials:

Enclosed


14


White board, board marker, speakers, learners’ book.

Evaluation:


Sources:

http://science.howstuffworks.com/environmental/earth/geology/stalactite-stalagmite1.htmhttp://genretextinenglish.blogspot.com/2011/10/generic-structure-of-english-texts.html


15

TASKINSTRUCTIONS


16

A. Topic : Greeting and introducing oneselfParticipants : Some learners (one by one)Activity : ReadingFunction Practiced : Practicing greeting and leave taking

Ask the learners to greet and introduce oneself to others without reading thepassage first. Then, asked the learners to read sentence by sentence with differentperson and correct the mispronunciation.B. Topic : Greeting and introducing oneself

Participants : All learners (every person)Activity : Completing a conversationFunction Practiced : Greeting and introducing oneself to others

Ask the learners to complete the blank words correctly based on their personalinformation like the passage in section A. After that, asked several learners to practice itto the whole class. Teacher corrects the wrong expressions.C. Topic : Greeting and introducing oneself

Participants : In pairsActivity : Writing and mentioningFunction Practiced : Identifying the expressions used

Ask the learners to write down the expressions of greeting and leave takingbased on their performance in section B. Then, let them mention it to the whole class.Teacher writes down learners answer into the board.

UNIT 1

1 Get Ready


17

A. Topic : Greeting, introducing oneself and others, and leave takingParticipants : All Learners (every person)Activity : Watching related video (Video A) and expressing ideasFunction Practiced : Identifying the expressions used in the video

Ask the learners to watch a related video (video A) about greeting, introducingoneself and others, and leave taking. Then, asked them to write down and mention theexpressions of about greeting, introducing oneself and others, and leave taking in thevideo. After that, watch the video once again to check the answer.B. Topic : Greeting, introducing oneself and others, and leave taking

Participants : In pairsActivity : Practicing conversationFunction Practiced : Practicing conversation with correct pronunciation

Ask the learners to find a partner in pairs to practice the conversations. Then,ask 2 pairs to practice reading the conversations in pairs to the whole class. Teachercorrects the wrong pronunciation.C. Topic : Greeting, introducing oneself and others, and leave taking

Participants : In pairsActivity : Writing down and mentioningFunction Practiced : Reinforcing to identify the expressions in conversations

Ask the learners to identify and mention the expressions of greeting, introducingoneself and others, and leave taking in the conversations. This to ensure that thelearners understand about the expressions used to greet, introduce, and leave takeforeign guests.

2 Let’s do it


18

D. Topic : Greeting, introducing oneself and others, and leave takingParticipants : All learners (every person)Activity : Fill in the blanksFunction Practiced : Completing a conversation and practicing it

Ask the learners to fill in the blanks with the provided word in the box tocomplete conversations by themselves. Next, teacher can choose some learners topractice the conversation in whole class. Then, teacher and learners discuss the correctanswer together.

A. Topic : Greeting, introducing oneself and others, and leave takingParticipants : Some learners (one by one)Activity : ReadingFunction Practiced : Practicing to read some useful expressions

Ask some learners to read the useful expressions in greeting, and leave takingone by one. Teacher corrects the wrong pronunciation.B. Topic : Greeting, introducing oneself and others, and leave taking

Participants : Some learners (one by one)Activity : ReadingFunction Practiced : Practicing to read some common useful expressions

Ask some learners to read the common useful expressions which are oftenappear in the conversation about greeting, introducing oneself and others, and leavetaking.C. Topic : Greeting, introducing oneself and others, and leave taking

Participants : Some learners (one by one)Activity : Expressing ideas and writing down itFunction Practiced : Practicing to read some common useful expressions

Teacher and learners discuss together to answer the questions. First, teacherwrites the answers from the learners, then, discuss them together, and correct theanswers if there are any mistakes on them. Next, learners will practice to read theanswers together.

3 Things to remember!


19

A. Topic : Greeting, introducing oneself and others, and leave takingParticipants : In pairsActivity : Making a conversationFunction Practiced : Practicing a conversation with all knowledge that they havelearned

Ask the learners to make a group in pairs. Then, ask them to make a conversationabout greeting, introducing oneself and others and leave taking that they have learnedbefore. Teacher checks the progress in making the conversation to the whole class bycoming to the pairs one by one and correct if there are any mistakes. After finishing theconversation, teacher can choose some learners to perform in front of the class. In theend, ask the learners to submit their conversation to be checked by the teacher and willbe given in the next meeting.*Reflection or self-evaluation section will be explained in page 26

4 Let’s play


20

A. Topic : Asking for and giving directionsParticipants : All learners (every person)Activity : Watching related video (video B) and expressing ideasFunction Practiced : Answering several questions related to the video and Identifying

the expressions used in the video

Ask the learners to watch the video together to prepare learner for the tasks andtopic. After that, discuss the answers of several questions together. Let the learners toguess the answer first and then teacher can correct if there is any wrong answer. Next,learners and teacher identify the expressions used in the video to know what video toldabout.

A. Topic : Asking for and giving directionsParticipants : In pairsActivity : ReadingFunction Practiced : Practicing conversations with correct pronunciation and identifying

the information in the conversations

Ask the learner to make group of two people (in pairs) and choose some pairs topractice the conversation to the whole class. Teacher corrects the wrong pronunciation.Then, asked the students to mention what are the ideas of the conversations, whatinformation in the conversations are, and what the expression used in the conversation.B. Topic : Asking and giving any information and directions

Participants : In pairsActivity : Reading a mapFunction Practiced : Finding out the directions

Ask the learners to see the map. Then ask the learners to answer true falsequestions, finding the correct building, finding the directions, using the correctpreposition. After that teacher and learners discuss the correct answer together.

UNIT 2

1 Get Ready

2 Let’s do it


21

A. Topic : Asking for and giving directionsParticipants : Some learners (one by one)Activity : Reading and practicingFunction Practiced : Practicing to read some useful expressions

Ask some learners to read some useful expressions in asking for and givingdirections. Teacher is able to correct the wrong pronunciation. Then, teacher andlearners discuss the function in each expression together.B. Topic : Asking for and giving directions

Participants : All learnersActivity : IdentifyingFunction Practiced : Practicing to read some useful vocabularyAsk some learners to read some useful expressions in asking for and givingdirections. Then, ask learners to choose the correct Indonesian meaning of usefulvocabulary in giving the directions.

A. Topic : Asking for and giving directionsParticipants : In pairsActivity : Making conversationsFunction Practiced : Practicing a conversation with all knowledge they have learned

Group the learner in pairs and ask them to make conversations about asking andgiving information and directions with the places provided based on the knowledge thatlearners have learned. Teacher checks the progress in making the conversation to thewhole class by coming to the pairs one by one and correct if there are any mistakes.After that, teacher chooses some pairs to perform their conversation in front of the class.In the end, ask the learners to submit their conversation to be checked by the teacherand will be given in the next meeting.

4 Let’s play



22

A. Topic : Describing a placeParticipants : All learnersActivity : Expressing ideasFunction Practiced : Writing the description of a placeAsk learners to describe the picture of a cave with the clues given using theirown language.

A. Topic : Describing a placeParticipants : In pairsActivity : ReadingFunction Practiced : Practicing to read a conversation with correct pronunciationAsk some pairs to read the conversation to the whole class and correct theirwrong pronunciation. Discuss together what the ideas of the conversation are.

B. Topic : Describing a placeParticipants : All learnersActivity : Answering some related questionsFunction Practiced : Identifying the detail informationAsk learners to answer some questions related to the conversation to find thedetails information on the conversation.

C. Topic : Describing a placeParticipants : In pairsActivity : Expressing ideasFunction Practiced : Describing cave tubing

Ask learners to describe what cave tubing is based on the clues given.

UNIT 3

1 Get Ready

2 Let’s do it


23

D. Topic : Describing a placeParticipants : In pairsActivity : Expressing ideasFunction Practiced : Describing cave tubing

Ask learners to describe the whole cave tubing trip is before starting it. Let learnersdescribe the trip-will-be with the clues given.

A. Topic : Describing a placeParticipants : All learnersActivity : Identifying the language featuresFunction Practiced : Identifying and discussing the language features of describing aplace

Ask learners to read the language features of describing a place. Teachercorrects the wrong pronunciation. Teacher and learners discuss together the features ofdescribing a place.

A. Topic : Describing a placeParticipants : In pairsActivity : Making a conversationFunction Practiced : Practicing a conversation with all knowledge they have learned

Ask learners to write a conversation about describing the caves. Teacher checksthe progress in making the conversation to the whole class by coming to the pairs one byone and correct if there are any mistakes. After that, teacher chooses some pairs toperform their conversation in front of the class. In the end, ask the learners to submittheir conversation to be checked by the teacher and will be given in the next meeting.


4 Let’s play


24

A. Topic : Describing an equipmentParticipants : In pairsActivity : identifying and expressing ideasFunction Practiced : Describing caving equipment

Ask learners to mention the caving equipment used in the picture at least 3equipment and then describe the use of the equipment.

A. Topic : Describing an equipmentParticipants : In pairsActivity : Expressing ideasFunction Practiced : Describing a equipment in daily life

Ask the students in pairs to mention the name of the equipment. Then, ask themto describe the use of each equipment, the appearance of each equipment, and thematerial to form each equipment. Then, choose some pairs to answer. Teacher cancorrect the pronunciation.B. Topic : Describing an equipment

Participants : All learnersActivity : Describing equipment for caving and the use of each equipment

spontaneouslyFunction Practiced : Identifying, Choosing, and thinking spontaneously

Ask learners to choose the correct names of the caving equipment in the picture,then, ask them what is the equipment used for spontaneously and they will also answerthe use of the equipment spontaneously.

UNIT 4

1 Get Ready

2 Let’s do it


25

C. Topic : Describing an equipmentParticipants : In pairsActivity : Describing the use of caving equipmentFunction Practiced : Identifying the use of caving equipment

Ask learners to write the answer of the questions about the use of the cavingequipment which they have been identified before in section B.D. Topic : Describing an equipment

Participants : All learnersActivity : GuessingFunction Practiced : Identifying the specific information

Ask the learners to pay attention on the specific information in the description ofcaving equipment and guess what the equipment are.

A. Topic : Describing an equipmentParticipants : All learnersActivity : Indentifying the language featuresFunction Practiced : Identifying and discussing the language features

Ask some learners to read the language features or the important things to writea description of equipment. Ask the learners to pay attention on the element which haveto be appeared in describing an equipment.



26

A. Topic : Description an equipmentParticipants : In pairsActivity : Making conversationFunction Practiced : Practicing a conversation with all knowledge they have learnedAsk learners to make a conversation which contains a description of cave tubingequipment. There are clues to make the conversation on the first picture. Teacherchecks learners’ work by walk around the class to help their difficulties. After that, pointsome pairs to practice it in front of the class. In the end, ask the learners to submit theirconversation to be checked by the teacher and will be given in the next meeting.

This section appears in every unit. The purpose of this section is to reflect learners’ feeling and

to measure learners’ achievement by themselves using a self-evaluation.

My Feeling

This section is to measure how far learners understand about the topic by themselves.

Useful Vocabulary

This section is to re-check learners’ knowledge after finishing a unit.

Difficult Things

This section is to find out learners difficulties. If there are still any difficulties, then, teacher is

able to review briefly in the next meeting.

5 How far am I ?

4 Let’s play


27

Answer keysTo exercises


28

UNIT 1

1 Get Ready

B The answers may vary due to learners’ personal information. Teacher can help learners topronounce the answer correctly.C The answer may vary based on learners’ creativity2 Let’s Do It

A

Expression of What are they?

GreetingHello / Hi, Good morning, Good afternoon, How are you? /How are you doing?, Fine / Fine, thanks / Okay, What’s new? /What’s new with you?, Not much / Not too much

Leave takingGood bye / Bye, Good night, See you later / See you soon

Introducing Hello, my name is ... / Hi, I’m ..., Nice to meet you / Nice tomeet you, too, I’d like to introduce ... / This is ...C Greeting: good morning, how are you?, I’m very well, thank you.Introducing: let me introduce you to my cousin, she is Via, hello, My name is Via, how do you do,hello, I am Ari.Leave taking: see you later, take care.D afternoon, may, buy, ticket box, ticket, put on, equipments, ready, you’re welcome, bye.3 Things To Remember

C What is your name?Where were you born? & When were you born?How old are you?Where do you live? Or Where is your address?What is your telephone number? Or May I have your telephone number?What do you do for living? Or What is your job?What is your nationality?4 Let’s Play

A The answer may vary depends on learners’ creativity. However, teacher has to pay attention onthe appropriateness of expressions, grammar, and social context.


29

UNIT 2

1 Get Ready

A 1. Scene 1: The bank is in on the corner of Bradley Road2. Scene 2: The bank is in the shopping centre. Turn left at this intersection, follow that roadabout a mile, the bank is in the shopping centre3. Scene 3: Turn right here, and go down about 4 blocks and then turn left, that is Warren Road,go down there and you will see it on the left side of the street.2 Let’s Do It

B True False1. True2. False. It is on Jetis Street.3. False. It is on the right side of rice mill factory.4.True5. True6. True7. TrueChoose correct building1. Mosque2.Rice mill factoryFind the directions1. Go to Wonosari-Semanu Street and then turn left until you find T-junction of JomblangStrret and then turn left and go ahead, the elementary school is in front of you.2. Go to Wonosari-Semanu Street and turn left, after that turn right on the T-junction ofJomblang Street, go ahead until you find an intersection of Jetis Street and go along thestreet and you will find T-junction of Grubug Street and turn left on the T-junction, thengo ahead and warung meatball in on your left side next to timer store.Use correct preposition1. next to / on the right side of2. across3.between4.next to / on the left side of5. behind


30

3 Things To Remember

B Intersection: perempatanJunction: perempatanT-junction: pertigaan bentuk TAcross: seberangBehind: di belakangIn front of: di depanBeside/ next to: di sampingBetween: di antaraNear: dekat4 Let’s Play

A The answer may vary depends on learners’ creativity. However, teacher has to pay attention onthe appropriateness of expressions, grammar, and social context.UNIT 3

1 Get Ready

A The answer may vary. However, at least the learners mention that the picture is a cave and thereis a waterfall and located in a forest because there are many high trees.2 Let’s Do It

B a) Buniayu Cave is located in Sukabumi, West Java.b) The depth of Buniayu is around 32 meters.c) The things inside the cave are stalactites, stalagmites and huges limestone with unique shapesand also some animals.d) The animals inside the cave are spiders, cricket, and etc.e) Yes. Buniayu is a pretty cave.C The description may vary. The important things are that the learners include the 4 clues whichhave been given to describe cave tubing.D The description may vary. Let learners describe the framing based on the clues given.3 Things To Remember

___ no tasks ___


31

4 Let’s Play

A The description may vary. Let learners describe what the things inside the cave are during doinga cave tubing trip by clues given.UNIT 4

1 Get Ready

A a. The man is doing a caving activity.b. The equipment are coverall, speleo helmet, gloves, harness, kernmantle. (at least 3 equipment)c. The answer always begin with It is used for ....2 Let’s Do It

A Name: Motorcycle helmetIt is made of polycarbonateIt has a transparent fiber glass to protect our eyes from dust and the color of the helmet is black.It is used for protecting our head from bumped against something.Name: Rubber bootsIt is made of rubberIt has long rubber up to our shinIt is used for protecting our legs from wet.B1. speleo-helmet 2. flashlight 3. head-lamp 4. carbide-lamp 5. coverall6. rubber-boots 7. gloves 8. live-vest/jacket 9. harness 10. superavanti11. croll 12. fractio 13. hand-jumar 14. basic-jumar 15. rack-

descender16. figure-of-eight 17. descender 18. delta-mallion-

rapide19. Semi-mallion-rapide

20. oval-mallion-rapide

21. Square-mallion-rapide

22. cow-tail 23. foot-loop 24. hawster-laid 25. kernmantle

26. ladders 27. webbing 28. padding 29. carabiner-screw

30. carabiner-non-screw

31. oval-carabiner 32. delta-carabiner

33. D-carabiner 34. A-carabiner 35. chock-stopper

36. chock-stones 37. hexentric 38. jammed-knot 39. piton 40. bolts41. hanger 42. plate-

hanger43. twist-hanger 44. Ring-hanger 45. clown-hanger

46. hammer 47. tackle-bag 48. pulley 49. compass

C Let learners describe their own descriptions about jumar, rapide, webbing, and carabineer basedon their experiences.


32

D 1. Caving equipment number 11, 13 to 21, then 29 to 34, after that 41 t0 45.2. Caving equipment number 23 to 25, and then 27.3 Things To Remember___ no tasks ___4 Let’s Play

A Picture 1 : rubber tube, picture 2: life jacket/ life vest, picture 3: speleo helmet,picture 4: shin pads.The conversation and the description may vary but teacher should pay attention to the grammarand social context.


33

VideoTranscripts


34

Unit 1

Video AThe video contains the expressions of greeting, introducing oneself and others, and leave taking. There isno exact conversation in it. The expressions in the video can be written as follows: Greeting people :

Hello / Hi Good morning Good afternoon How are you? / How are you doing? Fine / Fine, thanks / Okay What’s new? / What’s new with you? Not much / Not too much

Leave taking: Good bye / Bye Good night See you later / See you soon

Introducing oneself and others: Hello, my name is ... / Hi, I’m ... Nice to meet you / Nice to meet you, too I’d like to introduce ... / This is ...


35

Unit 2

Video B

Scene 1

Scene 2

Scene 3

Man : Excuse me, I’m new here. Is there a bank on the corner of Bradley Boulevard?

Woman : Um Yes. Go along this road until you come to the intersection of Bradley andWilson. Is in that intersection.

Man : Is it far ?

Woman : No, it will take you about 3 or 4 minutes to get there.

Man : Thanks. You’ve been very helpful.

Woman : Don’t mention it. Good luck.

Man : I’m lost. Do you know where the bank is?

Officer : Yeah. Turn left here, follow that road about a mile, the bank is inthe shopping centre. You can’t miss it.

Man :I don’t get it. Could you repeat it again, please?

Officer : Turn left at this intersection, follow that road for about one mile,the bank is in the shopping centre.

Man : So I turn left at this intersection? Not the next one?

Officer : That’s right

Man : Thanks.

Woman 1 :Can you tell me where the bakery is?Woman 2 :Sure.Turn right here and go down about 4 blocks and then turn left, that is

Warren Road, go down there and you will see it on the left of the street.Woman 1 :I’m sorry, I’m lost. Can you repeat that?Woman 2 :Turn right, go down this road 4 blocks and turn left at the intersection of

Warren Road, walk down Warren Road and the bakery is on the left side ofthe street.

Woman 1 : Oh thanks, I got it now.Woman 2 : If you can’t find it just ask someone.Woman 1 : Thanks, you’ve been a big help.


ENGLISH SPEAKING MATERIALS

FOR THE TOUR GUIDES OF KALISUCI

GUNUNGKIDUL

Learners’

Book

Written by Dominica Retno Murti / 2014


Table of Contents

Unit Page

Hello! I am RetnoGreeting, introducing oneself and others, and leave taking ................ 1

Could you tell me where Kalisuci is?Asking for and giving directions ......................................................... 9

It is an awesome caveDescribing a place.............................................................................. 17

It is for protecting our shinbonesDescribing equipment ....................................................................... 25


Page | 1

Hello! I am Retno

UNIT 1

This unit helps you to know how to greet, introduce oneself andothers, and leave take people and develop your confidence to do

that.

At the end of this lesson, learners are able to:

1. Identify the expressions of greeting and leave taking.2. Identify the expressions of introducing oneself and others.3. Use correct pronunciation to greet and to leave take.4. Use correct pronunciation to introduce oneself and others to guests.5. Use appropriate expressions to greet and to leave take.6. Use appropriate expressions to introduce oneself and others.7. Respond to formal and informal greeting, leave taking and introducing oneself

and others.


Page | 2

A. Read the passage below carefully!

Hello, good morning. My name is Dominica Retno Murti. I am usually called Retno. I am 22 yearsold. I was born on June 30, 1991 in Jakarta. I am from Purbosari, Wonosari, Gunungkidul. I work atKalisuci Cave Tubing,Semanu, Gunungkidul as an English tutor.

B. Fill in the blanks to introduce yourself and practice it to the friend next to you!

Hello, good morning. My name is ____________. I am usually called _______. I am ___ yearsold. I was born on ________ , _____ in _______. I am from ___________, ____________, Gunungkidul.I work at ______________________ in ___________ , ___________, as a ____________________.

C. What are the expressions do you use to greet people and introduce yourself based on the passageabove?

1 Get Ready

Greeting : hello, ...

Introducing oneself: ...

Hello! I am Retno

UNIT 1


Page | 3

A. Watch the video A carefully and write the expressions used in the video.

Expression of What are they?

Greeting

Leave Taking

Introducing Others

Video A taken from http://www.youtube.com/watch?v=tH_XZZ8-QTA

B. Practice these conversations below in pairs.Greeting, introducing oneself and others, and leave taking in Kalisuci Cave Tubing

Greeting, introducing oneself and others, and leave taking in a daily life

2 Let’s do it

Guide 1 : Hello. Good morning Sir / Ma’am!Guest : Good morning.Guide 1 : Welcome to Kalisuci. My name is Wahyu. I am one of the guides here.

May I help you?Guest : Yes, thank you. I am Erick. I would like to have cave tubing trip. Where can I get

the ticket and put on the safety equipment?Guide 1 : Over there, on the registration desk, please follow me, Sir/Ma’am.Guest : Thank you. How much does the ticket cost?Guide 1 : It costs Rp 65,000 for one ticket. How many tickets do you want?Guest : 2 tickets please.Guide 1 : Here you are.Guest : Thank you very much.Guide 1 : You are welcome. Let me introduce you to your trip guide. He is your guide.

His name is Yuli, Andros, and Heri.Guide 2 : Hello Sir / Ma’am. I am Yuli. I am Andros. I am Heri and we will be your trip guides.

Nice to meet you.Guest : Hello. My name is Erick. Nice to meet you, too.Guide 2 : Let’s put on the safety equipment. We will help you to wear it.Guest : Okay.Guide 2 : Are you ready for the trip Sir / Ma’am?Guest : Yes. I am ready.Guide 2 : Okay, please follow us.Guide 1 : Have a nice trip Sir / Ma’am.Guest : Good bye.


Page | 4

C. Do you find in the expressions of greeting, leave taking, and introducing oneself and others? whatare they?

D. Complete the conversation on the following page by choosing the words in the box and practice itin front of the class.

Mr. Ari walks into his old neighbor in the park, who moved to Jakarta 2 years ago.

Mr. Ari : Good morning, Mr. Rudi.Mr. Rudi : Good morning, Mr. Ari.Mr. Ari : How are you? I think we have not met for quite a long time.Mr. Rudi : I’m very well, thank you. Yeah, I'm visiting my mother this holiday. How

about you?Mr. Ari : I'm very well too. What about Jakarta? It's great, isn't it?Mr. Rudi : Oh, not really. With all of glamorous life there, I still love our beloved

hometown here in Gunungkidul.Mr. Ari : Who is the woman next to you?Mr. Rudi : I’m sorry. I forgot to introduce her. Here, let me introduce you to my cousin.

She is Via. She is from Jakarta.Via : Hello, My name is Via. How do you do.Mr. Ari : Hello, I am Ari. How do you do. When did you arrive in Gunungkidul?Via : Almost a week ago.Mr. Ari : Well, I hope you’re doing great, Mr. Rudi. I need to go home now. Give my

greeting to your mother. See you later. Take care.Mr. Rudi & Via : Alright, take care.

Greeting :

Leave Taking :

Introducing oneself & others :

bye may ticket put on

buy registration desk readyafternoon equipment you’re welcome


Page | 5

A : Good ______________ Ma’am.B : ___________ I help you?A : Yes, I want to have a cave tubing trip. Where can I ___________ the ticket trip?B : Ok, please follow me to the __________________.A : Thanks.B : Have you got the ______________ ?A : Yes, I have got it.B : Then, please follow me to ____________ the ________________ for your safety.A : Okay.B : Is everything okay? Are you ___________ for the trip?A : Yeah. I’m ready.B : Enjoy your trip.A : Well, thank you very much for your help.B : _______________________.A : Good bye.B :_____________________.

A. The expressions of greeting and leave taking from formal to less formal.

More formal

Less formal

GREETING RESPONSESGood morning.Good afternoonGood evening.Hello,…..(name)How are you?Hi…..(name)How have you been?How are you doing?Long time no see.

Good morning.Good afternoon.Good evening.Hello,…….(name)I’m fine, thank you. And you?Hi…(name)Pretty good.OK.Not bad.



Page | 6

More formal

Less formal

LEAVE TAKING RESPONSESGood night……(name)Good bye…….(name)Have a nice weekend.Have a nice day.See you later.See you next time.

Good bye.Good night…….(name)Good bye……(name)You, too.Bye. Take it easy.Alright, take care.

B. The expressions of introducing oneself and others.

Introducing Oneself Introducing Others Responses

My name is ...

I'm ....

Nice to meet you. I'm ...

Pleased to meet you. I'm ...

Let me introduce myself. I'm ...

I'd like to introduce myself. I'm ...

Jack, please meet Angga.

Jack, have you met Angga?

I'd like you to meet Angga.

I'd like to introduce you toAngga.

Leila, this is Angga. Angga,this is Leila.

Nice to meet you.

Pleased to meet you.

Happy to meet you.

How do you do?

When introducing oneself or other people in a formal situation use full names.

"How do you do?" is not really a question, it just means "Hello"

Adapted from http://elessons.webs.com/greetingstitles.htm

C. Do Not Forget These!

Good morning : 12:00 am - 11:59 am (selamat pagi)Good afternoon : 12:00 pm - 11:59 pm (selamat siang/sore)Good evening : 06:00 pm- 11:59 pm (selamat sore)Good night : before sleeping (selamat malam/tidur/sampai jumpa lagi)Mr : a man with nameMr. JohanMiss : a single womanMiss HeniMrs : a married womanMrs. Heru (the name of the husband)Ms : both a single and married womanMs. LisaSir : a man no name for maleMa’am : a woman no name for female


Page | 7

C. What questions do you use to get the following information? Ask the information to yourfriend.Report it in front of the class.

Information QuestionName

Place and date of birth

Age

Address

Telephone number

Occupation

Nationality

A. Make a conversation in pairs using expression of greeting, introducing oneself and others, and

leave taking in Kalisuci between the tour guides and foreign guests. Try to cover the

information about names, the ticket cost, address, occupation, and nationality. Then, practice

it in front of the class.

4 Let’s play


Page | 8


Understand

Doubt

Confused

5 How far am I ?





Page | 9

Could you tell me whereKalisuci is?

UNIT 2

This unit helps you to know how to ask for and give directions anddevelop your confidence to do that.


1. Identify and mention the expressions of asking for and giving directions.2. Use correct pronunciation in asking for and giving directions3. Use appropriate expressions of asking for and giving directions.


Page | 10

A. Watch video B carefully! Then, answer the following questions.

1. Where is the bank in scene 1?

2. Where is the bank in scene 2? And how do

we get to the bank? Give the directions!

3. How do we get to the bakery in scene 3?

Give the directions!

video taken from http://www.youtube.com/watch?v=q9kDHZbYpPk

1 Get Ready

Could you tell me whereKalisuci is?

UNIT 2


Page | 11

A. Practice those conversations below in pairs and try to know what information in eachconversation and what the ideas and expressions used in each conversation.

Conversation 1

Conversation 2

A :How can I get to the main city of Gunungkidul?B : Sure. You should have been passed it. It is in Wonosari. After you come into the main

street where the cars and trucks passed by, you can turn left and just go along thestreet. You will find two intersections. On the second intersection, you must turn rightinto Sumarwi Street. You cannot go straight because it is one way street. It is alreadyWonosari.

A : OK. Let me repeat. So I should go into the main street, then, just go along the streetuntil I find the second intersection and turn right. Is it correct?

B : Yes, you are right.A : Thank you.B : You are welcome.

2 Let’s do it

Tourist : Excuse me, could you please tell me where the nearby clinic from Kalisuci is?

Guide :Go along this street until you find an intersection. The clinic is on your right sidebefore you passing the intersection.

Tourist : Ok. I will repeat again. I should go along this street until I find an intersection.Then, the clinic is on the right side before passing the intersection. Am I right?

Guide : Yes, that’s right.

Tourist : Thank you very much.

Guide : You are welcome.

Think about:Where is the main city of Gunungkidul? How do we gothere?please, give the directions.

Think about:Where is the nearby clinic from Kalisuci? How dowe go there?please, give the directions.


Page | 12

B. Look the map below and answer the following questions based on the map.

Choose whether the directions are true of false. If it is false, change the correct directions. Do itspontaneously.1. From Jetis Street, the agricultural shop is behind the motorcycle repairing shop.2. The kindergarten is on Kemuning Street.3. From Jetis Street, the “Serba Ada” store is on the left from rice mill factory.4. From Kalisuci Street, Kalisuci is across from Jetis village hall.5. From Jeron Street, the car repairing shop is opposite the clinic.6. From Grubug Street, the timber store is behind the warung meatball.7. From Jetis Street, the kindergarten is next to the cowsed.8. From Jirak street, the motorcycle repairing shop is beside the agricultural shop.Look at the map. Choose the correct name of the building!1. Go along Wonosari-Semanu Street. Turn left on the T-junction until you find Jomblang Street. Turn right atthe T-junction. It is on your right side. What is it?2. Go alongWonosari-Semanu Street. Turn left on the T-junction until you find Jomblang Street. Turn right atthe T-junction go straight on an intersection. Turn left and it is on left side. What is it?Look at the map and tell to the friend next to you how to get to the the two palces below. See

where your position are.1. Elementary School2. Warung Meatball


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Fill in the blanks spaces using the correct preposition.1. The warung meatball is _________________ the agricultural shop.2. The car repairing shop is _________________ the clinic.3. Thewarung meatball is _________________ the agricultural shop and the timber store.4. The Jetis village hall is ________________ the kindergarten.5. The agriculturalshop is _________________ the motorcycle repairing shop.

A. Some useful expressions in asking and giving directions

Adapted from http://www.speakenglish.co.uk/phrases/asking_and_giving_directions

Asking GivingExecuse me. There is something wrong orbroken with my motorcycle. Would you

like to show me the nearest motorcyclerepair shop is?*from Kalisuci

Could you please give me the directions

where Kalisuci is?*from Police Office of

Wonosari (POLRES Wonosari)

Sure. First, after you go out from Kalisuci’s, you canturn right and go along the road around 100 meters.Then, on your left, there is a repair shop.

Yes of course, you can go along the main street. First ,you will pass five way intersection, and go ahead, then,you will find an intersection and go ahead again about200 meters. Look the hint board of Kalisuci place on

your left. Next, cross the road to your right, just go

along the street until you find an intersection and turn

left. That road is already near to Kalisuci, you can askpeople there.

Asking for direction Giving directionHow can I get to the main street? Yes.

Sure. Of course. The easiest way is to. . . (tell the directions) The way is to . . . (tell the directions)

Where is the closest gas station?Could you tell me where Baron Beach is?I’m looking for Jomblang Street. Can you help me?



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B. Important vocabulary

Useful vocabulary in giving directions:

Using “go + the direction”go ahead/go along / go straight go down the street go up the street

Using “turn right” or “turn left” Using “take + road name” take Tegalan street, takeKemuning street Transtitions: after that... , then... , next... , finally...

Choose the correct Indonesian meaning.

Intersection: a. pertigaan Junction: b. di depan T-junction: c. perempatan Across: d. seberang Behind: e. di samping Infrontof: f. dekat Beside/nextto: g. di belakang Between: h. di antara Near:


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A.Try to ask about places below from Kalisuci:

a. Jomblang Caveb. Jonge lakec. The nearest gas station.

Write your expressions in asking for and giving directions in pairs in the table below. Then,practice it in front of the class.

Place Asking Giving

Jomblang Cave

Jonge lake

Gas station

4 Let’s play


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Understand

Doubt

Confused

5 How far am I ?





Page | 17

It is an awesome cave

UNIT 3


1. Identify the language features of describing a place.2. Describe a place, especially caves, when doing cave tubing trip or caving activity.3. Using correct pronunciation and correct language features to describe a place.

This unit helps you to know how to describe a place and developyour confidence to do that


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A. Describe the picture below briefly using your own imagination.Tell it to the friends next to you.

1 Get Ready

Think about:What a kind of place is it?What are the features there?Is the place interesting?

It is an awesome cave

UNIT 3


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A. Read and practice the following conversation in pairs.

B. Answer the following questions to find some detail information about the description ofBuniayu Cave.

2 Let’s do it

Mr.Adam : Have you ever been visited to Cave Buniayu?Yogi : Yes, I have. Why?Mr.Adam : Will you please tell me about that place? Is it beautiful?Yogi :Yes, sure.

It is a beautiful cave which is located in Sukabumi, West Java. Buniayu meansthe hidden beauty.The depth of Buniayu is around 32 meters. You will discoverthe depth for more than an hour. Our adrenaline will increase when we camedown with a rope and we can feel the cold air touch our bones. We can alsohear the rushing water flow from the distance. There are many beautifulstalactites, stalagmites and huges limestone with unique shapes and also someanimals such as spiders, cricket, and many more (adapted fromhttp://www.buniayucave.com/). It is really a pretty cave. You have to visit thatcave, Mr.Adam.

Mr.Adam : Oh really? Ok, then I will visit that cave maybe in the end of August. Thanks foryour description.

Yogi : You’re welcome. I bet you will not regret it.

a) Where is Buniayu Cave?b) How long is the depth?c) What are the things inside the cave?d) What are the animals inside the cave?e) Is Buniayu recommended to be visited based on the description?


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C. Describe what cave tubing is briefly to the whole class to compare the differences.

Anne : I was wondering what is actually a cave tubing? It includes in sportor not? Could you describe it to me?

Guide : Yes, of course. Cave tubing is(write your description here)----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Anne : Thanks. Now, I know it directly from the guide.Guide : You’re welcome, Miss.

Try to describe about:-where we usually do cave tubing-what kind of activity cave tubing is-what the equipment to do cave tubing are-what will we do during cave tubing activity-give a conclusion whether you like it or not


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D. As a guide, you will do framing or short description about the trip will be. Write your shortdescription before starting the cave tubing trip. Then, tell your description in front of the class.

First, Try to describe the main description about the trip will be such as:- how long the trip will be and how the track is

Then, try to describe the details information:- What will we found before starting, during the trip,and after the

trip- What will we need, such as the physical condition and the

equipment

Write your description here before telling to the whole class.

This trip is ... hours trip. The track is........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................


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A. Important things when you describe a place


Think about : - the appearance of the place (beautiful, crowded, narrow, etc),

- what happen there,such as the ectivities (trading, hanging out,swimming, etc)

- why we like or dislike it .

When describe: - introduce the name and where.

-describe the details/important/interesting things of the place

- if it is necessary, say why you like or dislike the place

- the last, say again why the place is good or not good to go

(adapted from http://www.slideshare.net/aponce4/writing-describing-places)

Example:

(adapted from http://www.buniayucave.com/)

Pay attention on the underlined words!

(1): the whole description of appearance

(2): introduce the place

(3): introduce the name

(4): describe some details information

(5): say your point of view or say again why the place is good or not good to go

It is a beautiful cave (1)which is located in Sukabumi, West

Java(2).Buniayu means the hidden beauty(3).The depth of Buniayu is around

32 meters(4). You will discover the depth for more than an hour(4). Ouradrenaline will increase when we came down with a rope and we can feel the cold

air touch our bones(4). We can also hear the rushing water flow(4) from thedistance. There are many beautiful stalactites, stalagmites and huges

limestone(4)with unique shapes and also some animals such as spiders, cricket,

and many more(4). It is really a pretty cave. You have to visit that cave(5).


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A. Describe in a conversation about the caves when doing cave tubing in pairs. Tell about theanimals inside and the caves’ ornaments. Then, perform it in front of the class in pairs.

Write your conversation here

Guest : when did Kalisuci open for public?tulis to our Guide:............................................................................................................................

Guest : What is the name of the cave? What are the ornaments of the cave?

A Guide:

............................................................................................................................

............................................................................................................................

............................................................................................................................

Guest: How is the depth of the river ?and How long is the river?

Guide:

............................................................................................................................

............................................................................................................................Guest: What are the animal inside?

Guide:

............................................................................................................................

...........................................................................................................................

Guest : What are the special features here that make this cave tubing?

Guide:

............................................................................................................................

............................................................................................................................

............................................................................................................................

4 Let’s play


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Understand

Doubt

Confused

5 How far am I ?





Page | 25

It is for protectingour shinbones

UNIT 4

This unit helps you to know how to describe a piece of safetyequipment and develop your confidence to do that

At the end of this lesson, learners are able to:1. Describe the look like of a piece of safety equipment for caving and cave

tubing.2. Describe what the material used to form a piece of safety equipment for

caving and cave tubing.3. Describe the use of a safety equipment for caving and cave tubing4. Using correct pronunciation and correct language features to describe a

piece of safety equipment.


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A. Look at the picture below and answer the following questions.Discuss it with your friend andtell the answer to the whole class.

1 Get Ready

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

equipment in the picture?c. What are some caving

equipment for?

It is for protectingour shinbones

UNIT 4


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

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

Things DescriptionName: JacketDescription:It is made of parachute.It has long sleeves and a hoodie and the color is red and black.It is for protecting our body from coldness and keeping ourbody warm.

Name: Motorcycle helmetDescription:It is made ofIt hasIt is forName:Description:

2 Let’s do it


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hand-jumar speleo-helmet kernmantle hexentric compassflashlight basic-jumar jammed-knot ladders head-lamp

rack-descender webbing piton padding figure-of-eightbolts carbide-lamp descender coverall carabiner-screw

hanger rubber-boots carabiner-non-screw plate-hanger glovesoval-carabiner twist-hanger delta-mallion-rapide live-vest/jacket Ring-hangerdelta-carabiner harness Semi-mallion-rapide clown-hanger cow-tail

D-carabiner hammer oval-mallion-rapide A-carabiner pulleysuperavanti foot-loop Square-mallion-rapide croll tackle-bag

chock-stopper hawster-laid fractio chock-stones

C. Describe the use of some caving equipment in section B with your friends. Then, telll itwith your pairs.1. Jumar.

A: What is jumar for?B: It is for _____________________________________

2. Rapide.A: What _______________ ?B: It _________________________________________

3. Webbing.A: What _______________ ?B: It __________________________________________

4. Carabiner.A: What________________?B: It __________________________________________

D. Guess what equipment which are described below and find the equipment in section B.

1. It is made of aluminium alloy (any caving tools). It is for linking between our body andkernmantle. It always has a hole in the middle.

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


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

To describe equipment, do not forget to think about:

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

Look the expressions below!

What does ...(compass) look like? It is round and it has cardinal directions.It is made of metal and magnets.

What is ... (compass) for? It is for idicating the cardinal directions,especially north and south.

What does ... look like:-say the appearance (shape,colour,height,etc.)- say the material usedIt is made of ...What is ... for? :-say the use of the equipment It is for indicating ...

(after ‘for’ use Verb –ing)

Example:

A: What does the jacket look like?B: It has long sleeves and a hoodie and the color is red and

black. It is made of parachute.A: What is the jacket for?B: It is for protecting our body from coldness and keeping our

body warm.

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

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



Page | 30

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

Safety Equipment DescriptionName : rubber tubesA: What does the rubber tubes look like?B: It is________________________.It has ___________ It is made of ___________A: What is rubber tubes for?B: It is for ________________________________________Name: ______________X:Y:X:Y:Name: _____________C:D:C:D:Name: _____________

J:K:J:K:

4 Let’s play


Page | 31


Understand

Doubt

Confused

5 How far am I ?





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