DEVELOPING SPEAKING MATERIALS THROUGH TASK
–
BASED LEARNING FOR VOCATIONAL STUDENTS
OF HOSPITALITY STUDY PROGRAM
A THESIS
Submitted as the Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
BY:
SUCHRONI PANJAITAN
Registration Number 2121121011
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Suchroni Panjaitan. Registration Number: 2121121011. Developing Speaking Materials through Task – Based Learning for Vocational Students of Hospitality Study Program, 2017.
The objectives of this study are: (1) to know the existing English speaking materials for the students of hospitality study program, (2) to investigate the relevant English speaking materials for the students of hospitality study program,
and (3) to develop appropriate English speaking materials through Task – Based
Learning for the students of hospitality study program. This research was conducted at SMK Negeri 3 Tebing Tinggi. The research procedures of this study were Research and Development (R & D) through three phrases: 1) evaluation and need analysis, 2) course design, and 3) materials validation. The instruments used were documentation sheet, interview, and questionnaire. The data from evaluation and need analysis were analyzed in the descriptive analysis and the data from expert judgment results were using quantitative data analysis. The result
of this study was a course book of speaking materials through task – based
learning which consist of title, objective, let’s start, language in use, let’s practice,
grammar in focus, and language reference. The task – based learning materials
consist of three units, they are welcome to Grand Aston Hotel, talking on the
phone, and what do they look like. Based on the experts’ judgment result, the
score was 86.5 which belong to good category based on Dirgeyasa (2011), since the range is (70 – 89).
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ACKNOWLEDGMENTS
Praise to Allah SWT, for His blessings, so that the writer can finish the thesis for the partial fulfillment of the requirements for the attainment of Sarjana Pendidikan degree in English education entitled Developing Speaking Materials
through Task – Based Learning for Vocational Students of Hospitality Study
Program.
I would like to show my sincere gratitude to all people who have supported me to finish my thesis. My appreciation and thanks are due to:
Prof. Dr. Syawal Gultom, M.Pd the Rector of State University of Educational Study Program and her validator of speaking materials. Dr. I Wayan Dirgeyasa, M.Hum as her first Thesis Supervisors, for his
valuable time, knowledge, and guidance with all patience and wisdom during the process of accomplishing this thesis.
Isli Iriani Indiah Pane, S.Pd., M.Hum as her Academic Advicer and her second Thesis Supervisors, for their valuable time, guidance with all patience during eight semester, and for knowledge and wisdom during the process of accomplishing this thesis.
Rafika Dewi Nasution, S.Pd., M.Hum and Yeni Erlita, S.Pd., M.Hum as her Thesis Examiners and for their valuable input to furnish this thesis.
Prof. Amrin Saragih, M.A., Ph.D as her Validator for his feedback and suggestions which were really useful for her materials revision.
Eis Sriwahyuni, M.Pd, for her patience in helping to complete all letters for the writer.
Dra. Ismawati, the Headmaster of SMK Negeri 3 Tebing Tinggi and Donda Hutabarat, S.Pd the English Teacher at SMK Negeri 3 Tebing Tinggi especially in grade X of hospitality study program for the kindness and help during the observation.
Her father Amrul Panjaitan and her mother Neneng Kiki Suharti, also
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Her friends since senior high school in program acceleration, especially
sisters from another mother Anita Rahayu Lubis, S.E., Fatya Almahdaly, Khansa Salsabila, S.Ked.
Her best mate Robby Imam Syahputra for always supporting and
motivating her in up and down mood.
Her classmates in English Education Regular C 2012, especially for
Diah Ayu Nanda, Plindawati Sinaga, Annisa Damayanti, Nanda Aulia Putri, Metaliana Rivanasari for always supporting her and togetherness more than four years.
All people who helped the writer to finish her study that she cannot
mention one by one.
May ALLAH, The Almighty bless the all, Aamin.
Medan, April 2017
The writer
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E. The Significance of the Study ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ... 6
A. Theoretical Framework ... 6
1. English for Specific Purposes ... 6
2. Learning Material ... 7
3. Material Development ... 9
4. Material Evaluation ... 11
5. Speaking ... 12
6. Developing Speaking Materials for Hospitality through TBL ... 15
7. Task – Based Learning ... 17
8. Need Analysis ... 20
9. English for Vocational School ... 21
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B. Relevant Study ... 23
C. Conceptual Framework ... 24
CHAPTER III. RESEARCH METHODOLOGY ... 27
A. Research Location ... 27
B. Research Design ... 27
C. Instruments of Data Collection ... 30
D. Techniques of Data Analysis ... 34
CHAPTER IV. MATERIAL DEVELOPMENT ... 36
A. Evaluation and Need Analysis ... 36
B. Course Design ... 43
C. Materials Validation... 51
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 54
A. Conclusions ... 54
B. Suggestions ... 55
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LIST OF TABLES
Table 3.1. Identification for the topics of speaking materials ... 31
Table 3.2. The need categorization on topics ... 31
Table 3.3. The organization of evaluation instrument ... 32
Table 3.4. The organization of need analysis instrument... 32
Table 3.5. The need organization criteria... 33
Table 3.6. The organization of expert judgment instrument ... 33
Table 3.7. Parameter of validating the speaking materials ... 34
Table 4.1. Existing syllabus of hospitality study program ... 36
Table 4.2. The score of expert jugdments of English speaking materials... 51
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LIST OF FIGURES
Figure 2.1 Materials Evaluation Process ... 12
Figure 3.1 Material Development Procedures ... 27
Figure 4.1 New Syllabus Design ... 44
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LIST OF APPENDICES
Appendix A. Syllabus of Hospitality Study Program ... 59
Appendix B. Existing Speaking Materials ... 82
Appendix C. Evaluation of Learning Process Questionnaire ... 91
Appendix D. The Result of Learning Process ... 97
Appendix E. Interview for the Topics of Speaking Materials Needed ... 98
Appendix F. The Result of Interview ... 100
Appendix G. Need Analysis Questionnaire ... 101
Appendix H. The Result of Need Analysis ... 107
Appendix I. New Course Grid ... 109
Appendix J. The Experts’ Judgment Questionnaire ... 114
1
CHAPTER I
INTRODUCTION
A. The Background of Study
Indonesia has two kinds of secondary school which are fundamentally
differentiated based on those needs and interests. They are general secondary
school (SMA) and vocational secondary school (SMK). General secondary school
focuses on knowledge expansion and skills improvement of students and
preparing students for further education while vocational secondary school
focuses on the development of skills that apply to a certain specific occupation.
Actually, there are many kinds major in vocational secondary school, one of those
is Hospitality or in Indonesian called as Akomodasi Perhotelan. Considering the
fact, the materials given to general secondary students and vocational secondary
students should be differentiated based on their needs and interests. The act of
giving relevant materials to the vocational high school students is also demanded
by the curriculum implemented now, Curriculum 2013. The rationale of
Curriculum 2013 development Structure of Vocational High School and Islamic
Vocational High School states that:
“Penguatan materi dilakukan dengan cara pendalaman
dan perluasan materi yang relevan bagi peserta didik.”
In learning English focus on four basic skills, they are listening, reading,
speaking and writing. Specifically, speaking skill is very important for vocational
students especially for hospitality students. Related with their major, hospitality
2
life where they need to interact or communicate with the foreign guests in the
hotel and restaurant service, handle reservation of hotel rooms from tourism by
phone and etc directly must master this skill in order to be able to communicate
English well. One of the ways to assist the hospitality students in fostering their
speaking skill is through providing learning materials, as Moore (2001) says that
the success of teaching and learning process is determined by a good preparation
which contains six components, namely: topic, objective of learning, learning
materials, activity, instrument/media and evaluation.
Based on the researcher’s observation toward the Hospitality students at SMK
Negeri 3 Tebing Tinggi, it is found that the students use the English textbook
which is published by the Ministry of Education and Culture, unfortunately the
textbook is also used by the general high school. It can be seen from its cover
which is written “Bahasa Inggris – SMA/MA/SMK/MAK Kelas X Semester 1”.
Moreover, the English speaking materials which the students learn are still general
English. The contents and topics of the English speaking materials are not specific
with the Hospitality. The speaking materials like: “Guessing Games: Who Am
I?”, “Make up a short dialogue for the following situations (You plan to do the
Biology project at the library after school. You ask your best friend to do it
together with you”, “Let’s play scissors, rock, and paper”, are not related to the
students’ needs and major. Exactly, English for Specific Purpose (ESP) is
intended to improve the students’ skill especially for students at vocational
secondary school absolutely needed. It is supported by Hutchinson and Waters
3
of the English course to their needs would improve the learners’ motivation and
thereby make learning better and faster. In short, this opinion state that by
providing specific English speaking materials for Hospitality students, it is
expected can increase the students’ motivation in learning English.
In addition, the task provided on speaking material is not a well-designed task
because it uses a single task. The single task designed is also not in line with
Willis and Willis (2007), in Erawati (2016) who said that a good task design is not
a single task; they add that an input is ideally followed by a sequence of tasks and
these tasks relate one to another. All these tasks are designed in a formal
framework or procedure where every stage in the procedure provides a clear
outcome. The sequence of task is also added by Nunan (2004) that task is
therefore assumed to refer to a range of work-plans which have the overall
purpose of facilitating language learning – from the brief and simple exercise type
to more complex and lengthy activities such as group problem-solving or
simulation and decision-making. So, designing the speaking materials based on
Task – Based Learning (TBL) is absolutely needed.
Based on two findings above, speaking materials which are related to
Hospitality students will be developed in order to meet the students’ need in
relation to their major. Speaking materials is chosen to develop by considering the
facts that the materials given to the students are not relevant whereas speaking
skill should be mastered by them as students of Hospitality. English speaking
materials for the tenth grade students of SMK Negeri 3 Tebing Tinggi will be
4
and learning process of speaking in order to improve and develop the students’
speaking skill for the students’ need in the future.
B. The Problem of Study
Based on the background of the study above, the writer makes the
identifications of study as:
1. How are the existing English speaking materials for students of Hospitality
study program at SMK Negeri 3 Tebing Tinggi?
2. What are the relevant English speaking materials needed for students of
Hospitality study program at SMK Negeri 3 Tebing Tinggi?
3. How speaking materials through task-based learning are developed for the
students of Hospitality study program at SMK Negeri 3 Tebing Tinggi?
C. The Objective of Study
In line with the problem of study, the research objectives as follows:
1. To know the existing English speaking materials for the students of
hospitality study program at SMK Negeri 3 Tebing Tinggi.
2. To investigate the relevant English speaking materials for the students of
Hospitality study program at SMK Negeri 3 Tebing Tinggi.
3. To design appropriate English speaking materials through Task – Based
Learning for the students of Hospitality study program at SMK Negeri 3
5
D. The Scope of Study
This study focuses on developing English speaking materials through Task –
Based Learning which are relevant for the tenth grade students of hospitality study
program at SMK Negeri 3 Tebing Tinggi.
E. The Significance of the Study
The finding of this research can be useful to teachers theoretically and
practically. Theoretically, it provides information and theories about developing
English speaking materials to teachers. Meanwhile, practically it can be reference
to the English teacher especially in vocational high school to develop teaching
material which is suitable for the students and see the importance of having
teacher-developed materials for students in learning process. To other researchers,
the result of the research can be a reference on how to develop the English
54 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSIONS
After analyzing the data, the conclusions were drawn as the following
1. Generally, the existing English speaking materials are less relevant with
the needs of hospitality students. The topics are not relevant with the
hospitality which is make the students are less motivated in learning
English. In term of tasks, they are not well-designed because the tasks do
not help the students to promote and enrich their speaking skill.
2. The speaking materials needed by the students in the new course book are
relevant and useful in the work situation, hospitality service. The topics
needed in the work situation are: greeting expression, leave taking,
introduction self, thanking, talking on the phone expressions, ethics of
talking on the phone, techniques to sell products, wake-up call service,
room service expressions, and asking for someone characteristic.
3. The design of speaking materials is task – based learning. The task
framework is employed in structuring the elements of the speaking
materials; they consist of pre-task, task cycle and post task or language
focus. This series of tasks are designed in order to facilitate the students to
promote their speaking skill easier and faster.
4. The result of this research is a course book which consists of title,
55
And also there are three units in the new course book, they are welcome to
Grand Aston Hotel, talking on the phone, and what do they look like.
Then, the developed materials have been validated by two experts’
judgment and the score gotten 86.5. It is categorized “good” means that
the developing speaking materials are suitable for students of hospitality
study program.
B. SUGGESTIONS
In line with the conclusions above, some suggestions are recommended as
follows:
1. It is suggested that the English teacher of vocational school should be
more responsive with the need of the students and stake holder, therefore,
the teacher should be able and creative to provides the relevant materials
to students’ need or in other words the hospitality students should be given
English for hospitality and as well the other majors.
2. It is suggested that the English teacher should be perceptive with the tasks
give whether they are useful in helping the students to increase their
speaking skill or not, if they are not, the teacher should be creative and
able to provides the tasks which are useful and have the clear outcome to
help and ease the students to increase their speaking skill. Therefore, it is
suggested to use task – based learning approach in their materials.
3. The new materials in this study has validated in terms of contents, process,
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expert. The results show that it is good, relevant and feasible. So, it is
suggested for the English teacher to use these materials to increase the
hospitality students’ speaking skill easier and faster, and for the other
researchers who do the same study to develop the English materials for
hospitality in other skill: reading or writing in order to complete the skill
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