CHAPTER III: METHODOLOGY
3.1 Opening Remarks 32
3.2 Research Site 32
3.3 Research Participants 33
3.4 Research Design and Method 34
3.5 Data Collection Process 35
3.6 Data Collection Techniques 37 3.7 Data Analysis Framework 48 3.8 Validity Issues 39 3.9 Closing Remarks 40
CHAPTER IV: DATA PRESENTATION AND ANALYSIS 4.1 Opening Remarks 41 4.2 Data from Questionnaire 41
4.3 Data from Interview 54 4.4 Data from Document analysis 67 4.5 Closing Remarks 100
CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Opening Remarks 102 5.2 Conclusions 102
5.3 Suggestions 103
BIBLIOGRAPHY 105
LIST OF FIGURE
CHAPTER I
INTRODUCTION
1.1 Opening Remarks
This chapter introduces the problem of the study. It starts with the background of the study, which describes the overview of English teaching condition in vocational school and the reason to conduct the study. Then, the purpose of the study, research question, significance of the study, scope of the study, and clarification of technical terms follow it. This chapter is concluded with organization of the paper.
1.2 Background of the Study
Doing ‘on the job training’ activities abroad now becomes a trend among the students of vocational school. The Republika newspaper reported that until 2001, 586 students from various vocational school in Indonesia participated in ‘on the job training’ in Malaysia, Singapore, Germany, England and other countries (Republika [online] Monday, 27th August 2001). In the same newspaper, Priowirjanto, the Director of Secondary Vocational Education at the time, thought that doing ‘on the job training’ abroad is a positive activity to broaden vocational school students’ knowledge about their future jobs and to improve their English speaking skills. Priowirjanto further said that vocational school students should ‘go international’. For this purpose, since the companies, as one of the stakeholders, expect the students to communicate in English well, he recommended that the teaching of English in vocational school needs to be improved in order that the students enable to communicate in English well.
because English can develop their education and open the window of the world. It means that by having good communicative competence, the students can go to any places in the world and apply for a job in any countries as they wish. Soejoto, the chairperson of Jakarta Development for Language Teachers at the time, also said the same thing, that besides as a tool to open the window of the world, English is a needed skill for good jobs (available [on line] at http://www.depdiknas.go.id/publikasi/ masadepan/I_XVIII_2001/bahasa inggris-1-thXVIII-2001.htm)
In relation to the importance of communication skills in English, more and more companies and institutions require TOEIC score as one of the requirements for their applicants. In facing this situation Priowirjanto suggested the students of vocational school to take the TOEIC test to measure their communication skills in English. He believed that one of the aspects which determines the success of English language teaching in vocational school is the students’ TOEIC score. By taking the TOEIC test, the students will get TOEIC certificate admitted by outstanding industrial and work fields. This situation, inevitably, makes the teaching of English in secondary vocational school different from the teaching of English in general public schools.
However, in a workshop for vocational teachers on 14th July 2004, Murdoyo, speaking on behalf of Directorate of Secondary Vocational School, mentioned that secondary vocational school was still facing some serious problems: first, lack of relevance and low quality; second, lack of access to secondary vocational provisions; and third, inefficiency of educational management. The problems related to all aspects such as school subjects, the quality of teachers and students, and the teaching materials. Since this study only focuses on the teaching of English, the researcher only emphasizes on problems related to the teaching of English that covers the materials and the teaching methods.
the relevance and quality of secondary vocational education; second, improving access to secondary vocational education service and provisions; and third, improving education management efficiency. (available [on line] at http://sekolahindonesia.nl /pelatihan_guru.pdf). From the three problems mentioned by Murdoyo, the researcher only focused on one problem that is lack of relevance and low quality. In line with this study, she assumed that lack of relevance might relate to the materials the students learned in relation to their discipline/study program and their future career. While low quality might relate to students’ capacity of English, such as the low TOEIC score they achieved and the disability to communicate in English well.
It is believed that it is important to; first, explore English teaching materials that are relevant for the students’ discipline/study program and their future career, and second, to improve their communicative competence in English. The researcher further thought that relevance can be found through needs analysis process. The researcher learned that one of the ways to do need analysis is by knowing stakeholders’ expectations towards the teaching of English. Therefore, she decided to conduct research that focuses on the teaching of English in relation to stakeholders’ expectations.
1.3 Research Questions
The study attempted to address the following questions:
What are stakeholders’ expectations towards the teaching of English at Tours and Travel study program?
How is the relevance of the textbook with stakeholders’ expectations?
1.4 Purpose of the Study
This study was conducted to investigate stakeholders’ (the students, the teachers, and the supervisor) expectations towards the teaching of English at Tours and Travel study program, to investigate the relevance of the materials in the textbook with stakeholders’ expectations, and to find out how the teachers enhance the materials in the textbook to meet stakeholders’ expectations.
1.5 Significance of the Study
This study is significant in that it will provide a description of stakeholders’ expectations towards the teaching of English at Tours and Travel study program. The expectations are categorized into teaching materials and teaching method. This study also provides a description of the materials in the textbook used by Tours and Travel study program in relevance with stakeholders’ expectations; and how the teachers enhance the materials in the textbook to meet stakeholders’ expectations. By knowing stakeholders’ expectations, it is expected that English teachers, teaching at Tours and Travel study program, and textbook writers enable to develop materials which meet the stakeholders’ expectations.
1.6 Scope of the Study
1.7 Clarification of the Technical Terms
There were two key words used in this study: ‘stakeholders’ and ‘expectations’. Stakeholders are a person or a group of persons with a right comment on, and have input into, the curriculum process offered in school (Connely and Cladinin in Richards’ 2001). However, the term ‘stakeholders’ in this study refers to the students of Tours and Travel study program; English teachers, teaching at Tours and Travel study program; and the supervisor, supervising the students of Tours and Travel study program who did their “on the job training” program at Bogor Botanical garden. Meanwhile, ‘expectations’ are needs, wants, desires, demands, motivations, lacks, constraints, and requirements (Brindley in Richards, 2001), but the term ‘expectations’ used in this study refers only to students’ need.
1.8 Organization of the Paper
1.9 Closing Remarks
CHAPTER III
RESEARCH METHODOLOGY
3.1 Opening Remarks
This chapter discusses overview of the design and method of the study. It particularly describes research site and research participants (the students, the teachers and the supervisor). Then data collection process, data collection technique from data resources (document analysis, questionnaire and interview), and data analysis follow them. Validity issues conclude this chapter.
3.2 Research Site
The researcher conducted the study at one secondary vocational school in Bogor. This school concentrates on business and management and it has three major study programs: Tours and Travel, Information Technology, and Management. Since one of the study programs is Tours and Travel, the researcher chose this school as the research site for this study.
of this study program will be successful in their life as the graduates from other study programs, such as Business and Management who will, hopefully, work in the government offices. The principal added that most parents want their children to work in offices as government employees.
From the interview with the teachers, the researcher learned that the students in the research site generally came from middle to low economy background as Mr. Black said, “Generally, the competency of the students who entered vocational school was low; their economy background did not support their study either; it was a difficult situation for us” In line with this statement, Mrs. White added that as the treasurer of the school, she knew the students’ financial condition very well; she emphasized that they were in general came from poor families. The teachers also said that in general the linguistic competence of their students was lower than the linguistic competence of Senior High School students. They added that the scores of UAN (national test score) of the students who registered to vocational school are lower than those who registered to Senior High School. This condition approved what Murdoyo had mentioned that secondary vocational school had low quality (see Chapter I).
3.3 Research Participants
3.3.1 The Students
The researcher purposively selected six students from Tours and Travel study program. They are all from grade three. Their names are Ann, Beth, Carol, Diana, Elle, and Fiona. They were chosen because they had taken “on the job training” program, so that they could give information about the activities in the “on the job training program”. The selection of the students was based on the institutions where they took the “on the job training” program. The institutions are local Airline Company, Tours and Travel Agent, and a place of interest (tourist destination).
3.3.2 The Teachers
From five English teachers teaching at the research site only two English teachers are involved in this study. One male teacher, Mr. Black, who taught grade one and three, and a female teacher, Mrs. White, who taught grade two.
3.3.3 The Supervisor
From the three different “on the job training” institutions, the researcher chose Bogor Botanical Garden. The choice was based on the information that during the “on the job training” program, at Bogor Botanical garden the students spoke English a lot more than the students who did “on the job training” in another institutions. There was only one supervisor who gave the students training and supervision during the “on the job training” program at Bogor Botanical Garden. His name is Mr. Grey. Therefore, the researcher chose him as a participant of this study.
3.4 Research Design and Method
at the research site in relation to stakeholders’ expectations. She described the phenomenon that she investigated descriptively and factually.
The research method applied in this study is a descriptive method as described by Merriam and Simpson (1989). It especially employed a case study because this study is an intensive description and analysis of stakeholders’ expectations towards the teaching of English at Tours and Travel study program at the research site. In this study stakeholders consist of the students, the teachers, and the supervisor.
3.5 Data Collection Process
The researcher firstly came to the research site to make an observational visit and to do preliminary study. In this observational visit, she made a pre-interview with one of the teachers which lasted for about an hour. The interview was about the school, the English teachers, the curriculum, the English textbooks, and the teaching of English at vocational school in general.
The next visit was made a week after. This time she met the principal and told him her purpose. She asked him whether she could interview him at that time, and the principal agreed. She, then, interviewed the principal to learn further about the school. After finishing the interview he introduced her to the vice principal of curriculum affair. The vice principal gave her the English teachers’ names and their teaching schedules. He promised to introduce her to them. Since almost all of them have a class on Tuesday, he told her to come to school again on the following Tuesday.
distributing questionnaire, and conducting interview. She also searched information about institutions where the students conducted “on the job training” program.
On the third month of her research, some students from the Faculty of Teacher Training of Pakuan University came to the school. Their coming was to conduct
Praktek Pengalaman Lapangan (Practice-Teaching Program). Their coming inevitably
affected the research plan, because during the Practice-Teaching Program it was Pakuan University students who were teaching in the classroom, not the school teachers. Therefore, since the second week of March until the second week of June (about three months) it was the student-teachers who taught English classes. This condition made the researcher unable to observe the class. Instead, she kept interviewing the students, the teachers and the students’ supervisor in Bogor Botanical Garden.
3.6 Data Collection Techniques
To obtain the data for this study the researcher collected them through three different techniques as follows:
3.6.1 Questionnaires
Questionnaire was distributed to the English teachers and the students. The questions given to the English teachers and the students are similar. It consisted of 20 questions: question number one until number seven were open-ended question, while question number eight until number twenty were closed question. The open-ended questionnaire was given to explore deep answers, while closed questionnaire was given to investigate English teaching materials and teaching method for the students of Tours and Travel study program. The researcher chose closed questionnaire because the answers are easy to analyze and categorize (Meriam and Simpson, 1989). The questionnaire was also to check the validity of respondents’ answers as well as to triangulate the data given by each group of participant.
3.6.2 Interview
Interviews were given in a semi-structured way, because she had an aim to explore all information that might appear during the interview. The researcher not only focused on the prepared questions, but also developed the questions as the interview was going on. All interviews were recorded and transcribed to ease the researcher to analyze them.
The use of interview was to validate data from other data resources. The interview was also used to triangulate the data given by each group of respondent. There are 33 questions addressed to English teachers, 16 questions addressed to the students, and 12 questions addressed to supervisors (see appendix : interview guide).
3.6.3 Document
The documents that the researcher analyzed are English curriculum 2004 for secondary vocational school and students’ textbook. The researcher analyzed the textbook used in grade one, grade two and grade three. The title of the textbook is
English for Vocational Schools written by Yiyis Krisnani and published by LP2IP Gadjah Mada, Yogyakarta. Those documents were analyzed to find out the relevance of the curriculum with the textbooks and to the availability of language skill exercises for tourism discipline as suggested in Chapter II.
3.7 Data Analysis Framework
3.7.1 Questionnaire data
being used in relation to Tours and Travel disciplines. The data were categorized into teaching materials and teaching method expected by stakeholders.
3.7.2 Interview data
The data from the interview were in the form of recording. The researcher transcribed the recordings, analyzed and categorized them into materials and teaching method expected by the stakeholders. The data from the interview were also used to gain information related to research question about stakeholders’ expectations towards the teaching of English, and about the relevance of the textbook being used in relation to Tours and Travel disciplines. The interview was also used to check the validity of the data taken from the questionnaire.
3.7.3 Documentary data
The English curriculum 2004 for secondary vocational school and English for textbook, as the document in this study, were analyzed by investigating the relevance of the learning description stated by the curriculum and the performance criteria written in the textbook. The availability of language skill materials, which cover reading, writing, and oral aural skills and its relevance to Tours and Travel study program, was also investigated. The guide for language skill materials analysis was taken from http://web.apu.ac.uk/efl/Tourismeng.htm.
3.8 Validity Issues
check the transcription of the interview. It was done to ensure that the results were appropriate with their responses.
3.9 Closing Remarks
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Opening Remarks
This chapter consists of two parts. The first part is the conclusions drawn from the study. The second part is the suggestions addressed to the teachers who are concerned with the teaching of English at Tours and Travel study program in the research site in particular, textbook writers who are interested in writing English materials for vocational school students, and the future researchers who are willing to conduct the same study.
5.2 Conclusions
Based on the research findings, there are some conclusions that can be drawn from this study. First of all, materials focusing on students’ language development are the materials the stakeholders expected. However, regarding the relevance, there is a mismatch between expectations and the choice of the textbook. In one side, stakeholders, especially the teachers, expected that the materials focus on language skills development and contain communicative activities, but in another side, they chose the non-communicative textbook. Thus, it can be concluded that there is no relevance between expectation and the choice of the textbook. Therefore, if the teachers used the textbook as the only resource and the students only did all the tasks from the textbook, the students’ language skills and communicative competence could not develop.
description stated in the curriculum. The result of the calculation shows that the relevance is around 50%.
Third, regarding to the last research question, it can be concluded that the teachers concerned with the students’ needs. Therefore, they enhanced the materials in textbook with other materials from various resources.
5.3 Suggestions
Regarding the research result, it is suggested that English teachers, who are teaching at Tours and Travel study program, start to develop English materials based on the students’ need. This suggestion comes not only from the result of the study, but also from what is instructed by the English curriculum 2004, which states that each teacher ought to write his/her own modules that appropriate with the students’ specific discipline.
One statement said that the choice of appropriate teaching technique is as important as the material itself. Therefore, since the students of Tours and Travel study program need to possess good communicative competence, it is suggested that the teachers choose communicative teaching techniques. From the study, it was found that the application of English Day was effective to develop students’ communicative competence so that other English teachers can also apply English Day to make their students get used to speak English.
For the textbook writers who are willing to write English materials for vocational school students, it is suggested that they write different materials and tasks for different study programs. Materials for reading text, for example, can be chosen from authentic materials that are suitable for specific study program, while for grammar exercises, similar grammar exercises can be used for different study programs.
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