Topics: Research from school effectiveness and school improvement using
different models of learning
DEVELOPING CHARACTER BASED ENGLISH SPEAKING INSTRUCTIONAL MATERIAL FOR THE VOCATIONAL SCHOOL STUDENTS MAJORING AT TOURISM GRADE X Abstract English speaking competency and good values played important role in inbound tourism business, the future working field for the SMK (Vocational School) students majoring at tourism. Speaking was employed as the means of communication between the people of the company and the customers. ood values in spoken communication were the part of a good service of the inbound tourism business. !onetheless, English speaking material of SMK students majoring at tourism was not specifically designed for the real language use in the working field. "t did not facilitate the students for character internali#ation as well as enhancing the real use of language in the working field. Therefore, this research concerned with developing character based English Speaking $aterial for %ocational School Students rade & $ajoring at tourism. This research was conducted at S$'! ( )ogyakarta and some of the inbound tourism businesses at )ogyakarta, the future working field for S$' students. The research *uestions were +,- what is the design of character based English speaking instructional material for the students of S$'! ( )ogyakarta majoring at tourism. +/- what is the *uality of character based English speaking instructional material for the students of S$'! ( )ogyakarta rade & majoring at tourism. This study applied research and methodology. The data gathering techni*ues were the observation, interview and *uestionnaire. A. Backr!"#$ !% t&' St"$( 0ne of issues that %ocational School +S$'- needed to deal with is the preparation of its students before entering the working field +Schul# and 1harles, /22,-. ood characters as well as good English proficiency were the *ualities that S$' students majoring at tourism needed to possess. S$'! ( )ogyakarta attempted to improve the efforts to produce professional labor forces by improving the students3 English proficiency and character building for the students. Therefore, this study intended to develop the character based English speaking instructional material for S$'! ( )ogyakarta students majoring at tourism. This study met the school plan so as to increase the students3 effectiveness for ac*uiring the language as well as enhancing the school role in preparing the students to encounter the working field. 1 This research was beneficial for the school, students and the teachers. 4or the school and the teacher, and the students5 the finding of this research was useful for enhancing the students3 English proficiency as well as character building. 4or the researcher, this research was useful as the reference for conducting further research. Two main research *uestions were ,. 6hat is the design of character based English speaking instructional material for the students of S$'! ( )ogyakarta rade & majoring at tourism. /. 6hat is the *uality of character based English speaking instructional material for the students of S$'! ( )ogyakarta rade & majoring at tourism. B. T&'!r't)ca* R'+)', This research employed some of the theories namely +,- research and development theory +/- instructional design +7- language learning theory and +8- character education. The research and development theory was intended for providing the general steps of developing the product starting from the defining, planning, developing, disseminating. The defining step was for identifying the problem whether the character based English speaking learning material solved the problem which was encountered in the English speaking learning material. 9lanning step was the preparation of the learning material development. :eveloping was the step to write the goal, objectives and the learning activities, and se*uences. The disseminating was the implementation and the evaluation +;org and all, /2275 :ick and 1arey, /22<, Sugiyono, /2,2-. The instructional design theory provided detail steps of developing the product in defining, planning, developing and disseminating. The defining process consisted of conducting the pra need analysis and theoretical review so as to define the problem in the real working field. The planning was obtained through observation, interview and *uestionnaire. Then the step was continued by developing. "t included deciding the goal, learning objectives, se*uence of the learning material, the teaching learning activity and the course conse*uences. The disseminating was where the assessment of learning material was done +'emp ,=>>5 9rawiradilaga, /2,,5 ;org and all, /2275 :ick and 1arey, /22<5 Sugiyono, /2,2-. The language learning theory was beneficial as the point of consideration for deciding the teaching learning activity, and how it was in line with the goal and the learning objectives. "t was utili#ed to trigger the language ac*uisition of the students. 4rom this theory, the assessment of product *uality was started to be developed +?armer, /22,5 @ynch, /2,2-. The theory of character education was employed as the reference for building the character of the students as well as encouraging the character education which included moral knowing, moral action and moral reflection. The character education 2 employed for integrating the character building within the learning material including the learning activity and the reflection on character +9opov, /2225 'oesoema, /22>5 ?idayatullah, /2,2, @ickona, ,==/, !ucci, /22A- C. M't&!$!*!( This research belonged to the research and development theory. "t followed the four main step namely +,- defining +/- planning +7- developing and +8- disseminating. The process can be illustrated as follow 3 The research applied three of data gathering techni*ues namely the observation, the interview and the *uestionnaire. The observation at the working field was conducted on some inbound tourism business, the future working field of S$' students. Those working field were classified into +,- well established company +/- medium company and +7- new company. The interview and the observation were conducting in the working field. "t was during ,( th $arch /2,7B/2 th Cpril /2,7. The observation at school had been conducted on // nd Cpril /2,7. The evaluation of the product was conducted by distributing the *uestionnaire to the eDpert, the teacher and the learners which are going to be conducted on September /2,7. There were two types of the data namely the *uantitative and the *ualitative. The *uantitative data was aimed to measure the *uality of the product. The *ualitative data was intended as the source for developing the learning material. R'%'r'#c's :imerman, S. +/22=-. Character is the key. 0ntario: Eohn 6illey F Sons 1anada, @td agne, $.R F ;riggs, E.@. +,=>=-. Principles of instructional design. Sydney: 4lorida State Gniversity. 'emp, E.E. +,=>>-. Instructional design: a plan for unit and course development 1alifornia: 4earon 9itman 9ublishers, "nc. @eathers, :.. +/22/-. :eveloping the successful communicator. $assachusetts: Cllyn and ;acon @ynch, T. +/2,2-. Communication in the language classroom. Toronto: 0Dford Gniversity 9ress. ?idayatullah, 4. +/2,2-. Pendidikan karakter mme!angun perada!an !angsa. Surakarta: )usna 9ustaka. ?armer, E. +/22,-. "o# to teach $nglish: an introduction to the practice of $nglish language teaching. $alaysia. 9earson Education, "nc ?umphrey. +/22<-. %iving the hero&s 'uest: character !uilding. 6esport: reenwood 9ublishing group, "nc 4 'oesomema, :. +/22>-. Pnedidikan karakter:strategimendidik anak di (aman glo!al)akarta: ramedia 6idiaksana "ndonesia. 9opov, '.@. +/222-. *he virtues pro+ect: simple #ays to create a culture of character. TeDas: 9ro ed 9rawiradilaga, S. +/22>-. Prinsip desain pem!ela+aran. Eakarta. 4ajar "nterprana 0ffset. Ryan, ' and @ickona, T. +,==/-. Character development in schools and !eyond.6ashington:1ounclil of the %alues nad 9hilosophy Sugiyono. +/2,2-. Metode penelitian pendidikan: pendekatan kuantitaitf, kualitatif dan - . /. ;andung: Clfabeta. !arvae#, : F !ucci, 9.@. +/22A-. "and!ook of moral and character education. !ew )ork: Taylor and 4rancis )alden, E. +,=A7-. *he communicative sylla!us: evolution, design and implementation. 4rankurt: 9ergamon 9ress 6esley, C. +/222-. Speech communication made simple. !ew )ork: @ongma 5 6