DEVELOPING ENGLISH SPEAKING MATERIALS FOR
STUDENTS OF CULINARY STUDY PROGRAM AT VOCATIONAL
SCHOOL THROUGH TASK-BASED LEARNING
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
FITRI ERAWATI
Registration Number: 8136112022
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATED SCHOOL
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim. Alhamdulillahirabbil ‘alamin, giving the
deepest sense of gratitude to Allah Azza wa Jalla for a life full of happiness. Because of His generosity, the writer is able to accomplish this thesis as a partial fulfillment of the requirements for Master degree of Applied Linguistics Study Program, Post Graduate School in State University of Medan and also for the last prophet, Muhammad Saw, the greatest teacher of the great teacher. Countless individuals have contribute directly and indirectly to the success of this research and completion of this thesis.
Firstly, her extremely grateful is directed to her first and second advisor, Prof. Dr. Busmin Gurning, M.Pd. and Dr. Eddy Setia, M.Ed, TESP, for their patient guidance, advices and comments during completing this thesis.
Second, the writer would like to express the profound gratitude to her examiners, Dr. I Wayan Dirgayasa Tangkas, M. Hum, Dr. Sri Minda Murni, M.S and Dr. Rahmat Husein, M.Ed for their detailed reviews, correcting, revising, and valuable suggestions in her thesis.
Third, her thanks also goes to Dr. Rahmad Husein, M.Ed and Dr. Sri Minda Murni, M.S as the head and secretary of English Applied Linguistic Study Program, and as well Bang Farid as the administration staff for completing the administrative procedures.
of culinary study program in grade XI for the best cooperation, and all friends in SMKN 2 Kutacane for the support and Azhari. SE, represent the steak holder for the valuable information.
It is with affection and appreciation that she acknowledges her indebtedness to her parents, Muhammad, AL and Idawati for her affection, praying, motivation, during the preparation of this thesis. The writer thanks to her beloved brother Wahyu Hidayat and family, Anjas Mara and family and her inspired younger sister Nurul Husna.
Special and sincere gratitude are address to her friends, Muhammad Zain, Ersika Puspita Dani, Rafiqa Purba for support, suggestions and information, and of course all friends in LTBI B4 class who has accompanied her as long as this study in master degree program.
Finally, the writer is aware that nothing is perfect as well as this thesis. For that, any constructive criticism, suggestions, or comments will be highly appreciated to bring this next to perfection and she hopes this thesis can give a bit contribution to the language education, especially major of English, and further pedagogical research.
Medan, March 2016 The writer
TABLE OF CONTENTS 1.1 Background of the problem ... 1
1.2 Research problems ... 9
1.3 Objective of the study ... 9
1.4 Scope of the study ... 10
1.5 Significance of the study ... 10
CHAPTER II. REVIEW OF RELATED LITERATURE 2.1 Theoritical Framework ... 12
4.5 Discussion ... 78 CHAPTHER V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 82 5.2 Suggestion ... 83 REFERENCES ... 84
LIST OF TABLE
Page
Table 3.1 The relevance categorization criteria ... 42
Table 3.2 The need categorization criteria ... 43
Table 3.3 The need categorization criteria on topic... 44
Table 3.4 The improvement categorization criteria ... 45
Table 3.5 Parameter of validating the speaking materials ... 46
LIST OF FIGURE
Page
Figure 2.1 A material design model ... 19
Figure 3.1 Material development procedure ... 40
Figure 4.1 First structure of course book ... 65
LIST OF APPENDIX
Page
Appendix A Questionnaires of teaching and learning evaluation ... 88
Appendix B Analysis of teaching and learning evaluation ... 94
Appendix C Analysis of documentation ... 95
Appendix D Questionnaire of need analysis ... 99
Appendix E Analysis of students’ need ... 105
Appendix F Checklist of Interview on steakholder ... 106
Appendix G Analysis of steak holder’s responses ... 108
Appendix H Questionnaire of peer review ... 109
Appendix I Analysis of peer review ... 111
Appendix J Questionnaire of expert’s judgment ... 112
Appendix K Analysis of expert’s judgment ... 120
Appendix L Existing syllabus ... 122
CHAPTER I
INTRODUCTION
1.1Background of the problem
In this globalization era, the role of English as international language is
crucial, English enable people from different countries to communicate, it can be
seen that English has been used as a mean of communication in the international
organization and meeting. Beside that recently people need English skill in every
sectors of life, such as: politics, culture, social, technology and education. This
statement is supported by Hutchinson (1979) who said that English became the
accepted International language of technology and commerce, it creates a new
generation of learners who know specifically why they are learning a language –
businessmen and – women who want to sell products, mechanics who has to read
instruction manuals, doctors who need to keep up with developments of in their
field and a whole range of students whose course of study included textbooks and
journals only available in English and many others. The descriptions above show
that English is not for the pleasure and prestige but English is the key to the
international technology and commerce.
The effect of all this development exert pressure on the language teaching
profession to deliver the required goods, where English become the subject to the
wish, need and demand of learner other than teacher. This issues have triggered
to the rise of ESP which emphasizing the central importance of the learner and
Study of material development has been carried out by many researchers,
this shows that this discipline has attracted many researchers’ attention. One of
the studies is “Designing English learning materials for the eleventh grade
students of culinary study program at SMK N 1 Sewon in the first semester of the
academic year of 2011/2012” by Widiyati,N,D (2012). This study investigates
how to develop English learning materials for culinary study program at SMK.
The English skill developed in the material is integrated: reading, writing,
speaking and listening. Not focus for one skill. For this reason, the researcher in
this study wants to investigate the same topic but focus to only one skill that is
speaking skill. So, in this study the researcher want to develop English speaking
materials for culinary study program through task-based learning approach.
The reasons for choosing the speaking skill to be focused is generally,
with the recent growth of English as an international language of communication,
there is a clearly a need for many learners to speak and interact in a multiplicity
of situations through the language, be it for foreign travel, business or other
professional reasons. In many contexts, speaking is often the skill which a
person is judged ‘at face value’. In other words, people may often form
judgments about our language competence from our speaking rather than from
any of the other language skill.
Specifically, English speaking skill is very important at the hotel and
restaurant sector, the staffs whose duty serves guests especially foreign guests
why the students who study in this sector should competence in English speaking
skill.
But the fact, based on the observation and interview that is done toward
the culinary students on grade XI at SMKN 2 Kutacane, it is found that their
speaking skill is still low, the students still get difficulties in producing
utterances, the reasons are the limitation in vocabularies, the difficulty in
constructing the sentences and the difficulty in pronunciation. Those lacks make
them not confidence to communicate in English.
This condition is quite apprehensive, where English speaking skill is
crucial in hotel and restaurant industry as stated in The Government Regulation
No.22/2006 that English in Vocational School is an adaptive lesson which aim is
to prepare the students the ability to communicate in written and oral English in
the context of communication materials needed for their program. But the reality
says that the culinary students’ ability in speaking is still far from the expectation
to meet the demand of the hotel and restaurant industry. Moreover, it will be
difficult for the culinary students to compete with the students from the other
school in the job training. Because the students who can perform professional
works means in their field and speaking English will be appreciated and might be
offered to work in the company where they carry on the job training later on.
One of the ways to assist the 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 contain
elements that determine the success in teaching and learning process. So, by providing learning materials for the speaking activity it can help the students to
increase their speaking skill.
Furthermore, to help the culinary students to foster their speaking skill easier and faster, the speaking materials should be relevant to the students’ need. This statement is supported by Hutchinson and Waters (1987) who state that ESP
materials focus on the learner, so the clear relevance of the English course to their needs would improve the learners’ motivation and thereby make learning
better and faster.
Esteban (2002) also argues that ESP learning material is as a means to prepare the students to their target situation. Relevance learning materials to the
students’ field of specialization can provide a bridge between English teaching and other subject of the students are engaged in, expand the students’ knowledge of their major and present vocabulary in an authentic way.
Lorenzo (2005) added that ESP learning materials combine subject matter
and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main
field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
In short, those opinions state that by providing specific English speaking materials for the culinary students, it is expected can increase the students’
However, based on the observation and research done on the existing syllabus and the existing English speaking materials written on the students’
handbook today need to be developed. The reasons are firstly, the content of the existing English speaking materials are not specific, the topic used are still irrelevance with the culinary. It can be proven by the following fact written on the student’s English course book “Go along with English” by Erlangga. In the
first base competency “understanding the simple daily conversation in the professional or personal context”, the topic used for this competency on the students’ course book is about “Hobby” instead of “Handling guest at
Restaurant”. In the second base competency ”writing the simple messages directly or through tools”, the topic used for this competency is about “talking on
the phone” instead of “taking order”.
The second, the task provided on the existing speaking materials is not a well- designed task because it uses a single task, as the following example:
Read the dialogs and answer the questions
Receptionist : welcome to Grand Palace Hotel. Can I help you? Guest : I’d like to book a room, please.
Receptionist : would you like a single or double? Guest : a single room, please.
Receptionist : may I have your name, please? Guest : Alan Santosa.
Receptionist : how many night would you like to stay? Guest : just tonight.
Receptionist : how will you be paying? Guest : is credit card OK?
Receptionist : that’ll be fine. Would you like a wake-up call? Guest : no, thanks. Do you have a pool?
Guest : thank you.
Answer the following question based on the dialog above. 1. What is the guest’s name?
2. What is he doing?
3. How long will he stay in the hotel?
4. Does the hotel have a pool? If yes, where is it? 5. How will the guest pay for the hotel?
(Source: Hand book ”Go along with English” by: Erlangga)
It is not in line with Willis and Willis (2007) 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. Then they add that the framework has three possible
advantages to be gained: 1) the framework will provide a context in which you
can prime learners by introducing, in a meaningful context, the vocabulary they
will need to process the text. 2) the framework will ensure the learners approach
the text in the same way as we approach text processing in real life. 3) a well
design task will help to provide or enhance the motivational challenge involved
in processing a text. In short, the framework provides opportunities for the
students to focus on form and meaning of the language. And that by the time the
students come to the target tasks they are able to perform effectively.
Here is the suggested sequence of tasks for the input above:
Stage 1. Pre task
- Introduce the topic, provide the related vocabularies and ask the students to
Stage 2. Tasks cycle
- Listing
Identify and write a list of questions asked by receptionist.
- Information gap
Please, complete the dialogue with the correct words!
Receptionist : welcome to Grand Palace Hotel. --- I help you? Guest : I’d like to book a room, please.
Receptionist : ---- a single or double? Guest : a single room, please. Receptionist : may I ---, please? Guest : Alan Santosa.
Receptionist : --- would you like to stay? Guest : just tonight.
Receptionist : how will ----? Guest : is credit card OK?
Receptionist : that’ll be fine. Would you like --- call? Guest : no, thanks. Do you have a pool?
Receptionist : yes,----. It’s on the ----. Here’s your ----, number 405 on the fourth floor.
Guest : thank you.
- Matching
Match the questions in colum A with the answers in the colum B
Work in pairs. Create a dialogue about helping a guest based on the
Practice the dialogue with your partner in front of the class!
Stage. 3 Post task
- Listen to the recording of the native speakers performing the same role
play task they have just practice and compare the difference between the
way they express particular function and meaning and the way the native
speakers perform (if the recording available).
- Ask the students the language function used as receptionist to check if the
students still remember the expressions.
The sequence of task above is designed from the simple task to the more
complex task, as Breen (1987) in Nunan (2004) says that task is therefore
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.
Based on the explanation above Task-based learning is proper as
approach to support in developing English speaking materials for the culinary
students. Therefore, the study of Developing English speaking materials for the
students of the culinary study program through Task based language learning
should be carried on. It is considered can help the English teachers to teach
effectively and learners to be more interested and motivated in learning English.
1.2Research problems
The research problems of this research are:
1) how are the existing English speaking materials of the students of
culinary study program at SMKN 2 Kutacane?
2) what are the relevant English speaking materials for the students of
culinary study program at SMKN 2 Kutacane?
3) how are the English speaking materials developed through task-based
learning approach for the students of culinary study program at SMKN 2
Kutacane?
1.3Objectives of the study
The objectives of this study are to answer the question in the research
1) to analyze the existing English speaking materials used currently by the
students of culinary study program.
2) to find out the relevant English speaking materials for the students of
culinary study program.
3) to develop the English speaking materials through task-based learning
approach for the students of culinary study program.
1.4Scope of the study
This study deals with the development of English speaking materials
through task-based learning approach for the students of culinary study program.
The competency prepared in the culinary study program is food processing and
food and beverage service. The focus of the speaking materials development is
on the food and beverage service because the people who work in this field need
to communicate to the customers directly in giving the service.
1.5Significances of the Study
This research is expected to give valuable contributions. Firstly,
theoretically, this study provides information how to develop English speaking
materials through task-based learning for the students of culinary study program.
Second, practically, the result of this study significant for the following parties:
1) to the culinary students – this study provides relevant English speaking
materials so that it is expected can increase the students’ motivation in
2) to the English teacher – this study can be used as a reference or hand book in
teaching English for culinary students.
3) to other researcher – this study can be used as a reference to further related
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Based on the results and analysis of the research, some conclusions and suggestions are described as follows:
1.1 Conclusions
1. Generally, the existing English speaking materials are less relevant with the needs of the culinary students, in terms of topics, they are not relevant with the culinary, it makes the students are less motivated in learning English. In terms of tasks, they are not well designed, the tasks do not help and ease the students to promote their speaking skill, as a result their speaking skill is low.
2. The speaking materials needed by the students are relevant with their needs where the topics or contents used in the course book are relevant and useful in the work situation, food and beverage service. The topics needed in the work situation are: explaining the menu, suggest and offer the food, greeting and response, apologizing, handling complain, taking order, reservation, procedure in handling guest, payment.
1.2 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 steak holder, therefore, the teacher should be able and creative to provides the relevant materials to students’ need or in other words the culinary students should be given English for culinary and as well the other majors.
2. It is suggested that the English teacher should be perceptive with the tasks given 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.
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