THE DEVELOPMENT OF ESP-HOSPITALITY ENGLISH SPEAKING MATERIALS THROUGH TASK-BASED LEARNING AT MEDAN TOURISM ACADEMY.

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A Thesis

THE DEVELOPMENT OF ESP-HOSPITALITY ENGLISH SPEAKING MATERIALS THROUGH TASK-BASED LEARNING

AT MEDAN TOURISM ACADEMY

By:

RAHMAWATI ROGABE SINAGA Registration Number: 8106112045

Submitted to the English Applied Linguistics Study Program, Postgraduate School, in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

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i ABSTRACT

Rahmawati R Sinaga. Registration Number 8106112045. The Development of ESP-Hospitality English Speaking Materials through Task-Based Learning at Medan Tourism Academy. A Thesis. English Applied Linguistics Study Program, Postgraduate School, State University of Medan.2015.

This research aims to 1) know the existing materials for hospitality students in AKPAR Medan 2) investigate the relevant speaking materials for hospitality students in AKPAR Medan, and 3) design appropriate speaking materials through task-based learning. The method of this research is a research and development (R&D) by Borg and Gall (1984) which consists of three main phases, namely: evaluation and needs assessment, materials development, and materials validation. The methods of data collection are questionnaire, documentation and interviews. The sources of data are from the English lecturer, the Head of Rooms Division study program, the alumni of rooms division study program, the expert of education and ESP, 2nd semester students of rooms division study program, and the existing syllabus and materials. The data are analyzed by descriptive analysis. The study finds that 1) the learning materials are not really relevant to the students and stakeholders’ need even the adequacy and the availability are relatively adequate and available, 2) The students’ need in line with teaching learning speaking is oriented in a student-centered learning, task activities, and authentic speaking materials, 3) the physical structure of learning materials consists of the following sections; Preview, To Start You Off, Developing Topic, Language Reference and Assessment and the new speaking materials are validated by experts viewpoints. In addition, it is also completed with two-additional ones-overview and task-based learning. As the conclusion, the new speaking materials are categorized good, the expert judgments validation score is 83.5 and they stated it met the students’ need and suitable for hospitality students.

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ii ABSTRAK

Rahmawati R Sinaga. NIM: 8106112045. The Development of ESP-Hospitality English Speaking Materials through Task-Based Learning at Medan Tourism Academy. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah Pasca sarjana, Universitas Negeri Medan. Medan. 2015.

Penelitian ini bertujuan untuk 1) mengetahui bahan ajar yang ada untuk siswa perhotelan di AKPAR Medan 2) menyelidiki bahan berbicara apakah relevan bagi siswa perhotelan di AKPAR Medan dan 3) desain bahan ajar berbicara yang tepat melalui Task-Based Learning. Metode penelitian ini adalah penelitian dan pengembangan (R & D) oleh Borg dan Gall (2003) yang terdiri dari tiga tahap utama, yaitu: evaluasi dan penilaian kebutuhan, pengembangan bahan ajar, dan validasi bahan ajar. Metode pengumpulan data yang digunakan pada penelitian ini adalah kuesioner, dokumentasi dan wawancara. Sumber data berasal dari dosen bahasa Inggris, ketua program studi divisi kamar, alumni program studi kamar divisi, ahli pendidikan dan ESP, mahasiswa semester 2 program studi kamar divisi, dan silabus yang ada dan bahan ajar yang ada. Data dianalisis dengan analisis deskriptif. Studi ini menemukan bahwa 1) materi pembelajaran yang ada tidak benar-benar relevan dengan kebutuhan siswa dan pemangku kepentingan walaupun kecukupan dan ketersediaan bahan ajar relatif memadai dan tersedia, 2) kebutuhan siswa sejalan dengan belajar mengajar berbicara yang berorientasi pada pembelajaran yang berpusat pada siswa, kegiatan tugas dan materi berbicara yang otentik. 3) struktur fisik bahan pembelajaran terdiri dari bagian berikut; Preview, To Start Off, Developing Topic, Assessment dan Language Reference dan bahan ajar berbicara kemudian divalidasi menurut sundut pandang para ahli. Sebagai kesimpulan, bahan ajar berbicara yang baru dikategorikan baik, skor validasi penilaian ahli adalah 83.5 dan mereka menyatakan bahan ajar yang baru memenuhi kebutuhan siswa dan cocok bagi siswa perhotelan.

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ACKNOWLEDGEMENTS

It is a huge pleasure for the writer to acknowledge the following people for

their contribution to her education and research. Her sincere gratitude and deep

appreciation are addressed to Dr. I Wy Dirgayesa,M.Hum. and Dr. Rahmat

Husein,M.Ed. as her thesis advisers, for their guidance, encouragement, patience,

and supports for improving and finishing this thesis.

It is also her pleasure to acknowledge the superb reviewers and examiners

Prof. Dr. Busmin Gurning,M.Pd., Dr. Eddy Setia, M.Ed. TESP, and Prof. Hj.

Sumarsih, M.Pd for their effort and patience in helping, guiding, advising her in this

research.

Next, the writer would like to thank the head and secretary of English

Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd., and Dr. Sri

Minda Murni,M.S. for encouraging the writer to accomplish her thesis, and also Mr.

Farid Ma’ruf Harahap as the administrative staff for his huge help in administrative

procedures.

The writer also would like to express thanks to the Director of Postgraduate

School State University of Medan Prof.Dr.H. Abdul Muin Sibuea, M.Pd. and his

staffs for their kind service during her study, and all of the lecturers of English

Applied Linguistics Study Program that the writer is not able to mention one by one,

for their help, guidance, knowledge, inspiration, motivation, in teaching all students

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An appreciation is also dedicated to Prof.Dr. Amrin Saragih, MA, Ph.D and

Muhammad Hirsan Hanafi, M.Si. as the experts who validated the materials in this

research. Their comments and suggestions are very meaningful for the writer.

Further , the writer expresses her gratitude to the director, the head of rooms

division study program, English lecturer and beloved students of Akademi

Pariwisata Medan for their time and permission in conducting the research.

Great thanks are also dedicated to her husband, Achmad Thoriq Al-Chanafi

for his full supports when the writer is down, understanding when the writer busies

herself with her tasks and jobs, and love when the writer needs to share her gladness

and sadness with, and her beloved daughter Azqiara Jasmine Al-Chanafi for her

cuteness that becomes her spirit to finish her study. Her profound thanks also go to

her father Rahmat Budi Fajar Sinaga, her mother Herawati, her sisters, her

brothers-in-law and her cute and awesome nephews and niece for all prayers, supports, loves,

hopes and critics.

Last but not least, the writer would also like to say thanks to all her

classmates in LTBI XIX-B and her best friends in AKPAR Medan for their supports

and motivations. May Allah uphold her brotherhood with their friends forever.

Medan, Juli 2015 The Writer,

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CHAPTER III : RESEARCH METHOD ... 39

3.1. Location of the Research ... 39

3.2. Research Design ... 39

3.3. Research Procedures ... 39

3.4 Data Source ... 42

3.5 Technique of Collecting Data ... 44

3.6 Technique of Materials Development ... 44

CHAPTER IV: DATA ANALYSIS AND MATERIALS DEVELOPMENT 44

4.1. Evaluation and Needs Analysis ... 47

4.1.1 The Evaluation of Teaching and Learning of English for Hospitality Students ... 47

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4.2 Materials Development ... 55

4.2.1 The Syllabus Development of English for Hospitality Purposes ... 55

4.2.2 The Development of Speaking Materials of English for Hospitality Purposes ... 60

4.3 Materials Validation ... 72

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 76

5.1 Conclusions ……….. 76

5.2 Suggestions ……….. 77

REFERENCES ... 78

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LIST OF TABLES

Table Page

2.1 : ESP Curriculum for Tourism & Hospitality………. 29 3.1 : The Need Categorization Criteria………. 45 3.2 : Standards and Parameters of Validating the Speaking Materials……….. 45 4.1 : The Names of Topics or Themes of Speaking Materials Needed by the Students.. 51 4.2 : Categories of Learning Material Types ………. 52 4.3 : Learning Strategies for Teaching and Learning of English for Hospitality Purpose 52

4.4 : The Need Assessment Types………. 53

4.5 : Distribution of Detail Linguistics Features in Speaking………... 54 4.6 : The Correction and Suggestion from Peer Review……….. 62 4.7 : The Score of Expert Judgment of Speaking Materials of English

for Hospitality Purpose ……… 73

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LIST OF FIGURES

Figure Page

2.1 Learning Materials Development by Mc Graves ……… 21

2.2 Learning Materials Development by Hutchinson & Waters……….. 22

2.3 A Framework for Analyzing Communicative Task………... 27

3.1 The Phases of Developing Hospitality Speaking Materials………... 61

4.1 The Primary Draft of a Set of Speaking Materials of English for Hospitality Purpose 4.2 The Design of Speaking Materials of English for Hospitality Purpose after 62

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LIST OF APPENDICES

Appendix Page

A : Teaching and Learning Evaluation Questionnaire Sheet ……….. 81

B : Sample of Teaching and Learning Evaluation ………. 85

C : Needs Analysis Questionnaire Sheet ……… 88

D : Sample of Need Analysis Questionnaire Result ……….. 92

E : Letter of Validation Application for Expertise ………... 96

F : Experts’ Validation Instrument ……… .. 97

G : Experts’ Validation Result ……… …. 100

H : Interview Sheet ……… 104

I : Interview Result ……… 107

J : The Existing Syllabus ……… 113

K : The New Syllabus of Speaking………. 118

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1 CHAPTER I INTRODUCTION

1.1 The Background of the Study

Indonesia is the largest archipelagic country with a tropical climate and very

humid which its resources not only merely in natural diversity, but also in cultural

diversity that can support the growth of tourism and hospitality industries. Those

potential resources make tourism and hospitality sectors become important

components of the national economy (Indonesia Travel, 2004). Moreover, tourism

and hospitality industries offer excellent employment and business opportunities.

The industry is progressing very fast in all parts of the world and is growing to be

the largest provider of employment opportunities in the century.

In education and training sector, the number of tourism education

programs and facilities in the world is still quite small in relation to the size

of the sector despite the rapid growth of tourism (UNWTO, 2002). There are

still the needs for education and training at all levels to meet the needs of

professionals and management roles, to occupational, skill-specific training

programs and a need for standardization in the education and training system to

meet demand for skilled labor in the tourism industries.

Regarding the hospitality and tourism education growth, then in 1997 the

government founded Medan Tourism Academy (Akademi Pariwisata Medan:

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historically, the first hospitality and tourism education in Indonesia at a

diploma level was first offered in Hotel and Restaurant Academy (Akademi

Perhotelan dan Perestoranan : APP) in Bandung, as a public school and it

was followed by the opening of Tourism Training and Education (Balai

Pendidikan dan Latihan Pariwisata) in Medan. This school had changed its name

and program several times until 1997. It is now called Medan Tourism Academy

which offers Diploma III and Diploma IV programs and one of the programs is

the hospitality management program. The small numbers of hospitality schools,

of course, are still inadequate with the growth and development of

Indonesia’s tourism, as one of the important sectors for the country’s

economy support. The development of sustainable tourism for Indonesia

requires supply of qualified employees, not only for rank and file positions,

but also for higher levels.

The graduates of the hospitality students in AKPAR Medan are in the level

of secondary labor divisions and competent in doing the supervision and

administration. In order to reach that competence, AKPAR Medan should

implement the Common ASEAN Tourism Curriculum (CATC) amended in 2007.

The curriculum is designed to be industry based, well-structured and flexible. This

curriculum has applicable concept in Tourism where communication is an

extremely vital element of all customer-contact and service situations.

Communication for hospitality students, especially the speaking English

skill should be mastered by them due to the context and the situation that has been

explained above. This kind of skill should be mastered by the students very well

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fact, in the real industry and at school the students’ speaking skill is relatively

low. This was expressed by some stakeholders in the hospitality industries that

have cooperation with AKPAR Medan under the supervised field training

program in which the students in the third and fourth semester having this kind of

training program for 6 (six) months.

This kind of condition is also supported based on the data of students’

Intake in 2010/2011 in which the students who were accepted in AKPAR Medan

also having a low average score which is about 6.1. It means that the students’

input in AKPAR Medan also have low basic English. The same fact is also

expressed by Pitana (2012), the head of tourism and creative economy resources

development board in his opening speech at a seminar on improving of graduates’

competence in AKPAR Medan who said that the English skill of AKPAR

Medan’s students is still poor if it is compared with the skills of Bali Tourism

Institute and Bandung Tourism Institute’s students, which these kinds of tourism

schools are under the Ministry of Tourism and Creative Economy.

The students’ poor ability of English speaking skill in AKPAR Medan

gives bad influence for themselves. For example, as it is mentioned above, when

the students were having the job training, they got some complaints and input

from their department supervisors because they were lack of proficiency in

speaking English, then it made them having difficulty in communicating and

having transaction especially with foreign guests. It often happened, when the

students in charged in front office department such as a bellboy, greeter, concierge

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forced to use the code switching with Indonesian language or even used gestures

in order to be able to communicate with the guests.

Some inputs are also delivered by stake holders in hospitality industries to

AKPAR Medan. They really hope that the quality of speaking English skills of the

students can be improved through the cooperation program between the hotel

industries and AKPAR Medan because by having the school trainees who are

competence in speaking English, it will influence their hotel operations.

Furthermore, from the competitive side of the graduates students also give

effects to them. For instance, because of the poor ability of the students’ speaking

skills becoming a serious challenge for the students to compete with graduates

from other countries as nowadays the labor market of hospitality industries is

wide open. In line with that statement, Pangestu (2012) said that facing the

ASEAN Economic Community 2015 the world needs many hospitality workers; it

is more than 5,000 certified hospitality workers needed. On the other side,

graduates will have difficulties to get the job because of their lack English

speaking skills. Besides, the threat from other countries such as Philippines,

Thailand, Malaysia and other countries in Asia becomes more intense and more

massive since they produce and provide hoteliers with better English language

skills.

The problem is how the students could have English language skills,

especially spoken English that are so poor and can meet the curriculum and

market need? Generally, the hospitality students’ lack of English skill is due to the

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To deliver the desired outcome that is consistent with the lesson plan, the

learning process involves many variables, such as; input, learning motivation,

lecturer, curriculum, learning and teaching activities, assessment system,

facilities, references, learning media and learning materials. In accordance,

Faturohman (2007) states that teaching and learning activities involve several

components including goals, learning materials, teaching and learning activities,

teaching methods, instruments, sources and evaluation.

In addition, Faturohman (2007) states that teaching materials are medium

to achieve the teaching goals that are consumed by the students. Then Kitao

(2009) clearly states;

“Learning materials or teaching materials or instructional material is one of the five components among other (teaching method, evaluation, the teachers and the students of language instructional playing important role in process of teaching and learning). Learning materials are the things “consumed” by the students. The provide competences and skills which must be mastered by the students. The materials take the central role and function in the instructional”.

According to the above statement, learning material is the core of teaching

and learning process. It reflects competencies skills that have to be achieved by

the students and it becomes a heart of the teaching and learning processes.

Because of that learning materials become vital and centralized.

Related to learning material availability in AKPAR Medan, in the real

situation, this academy has lack of books and learning materials availability in its

library. The same condition was also described by Wilson (2010), one of the

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students, were; the lack of hospitality course book, lack of international

hospitality textbook and slow adjustment of conventional books to the latest

hospitality English book. Based on the data above, it shows that the lack of

hospitality English coursebook becomes a serious problem. Therefore, speaking

English for hospitality students should be developed to improve students speaking

skills and to meet the job market requirement.

Theoretically, one of the alternatives of learning materials development

model for English speaking specially for the students of the hospitality is a

task-based learning material approach. This model significantly affects the students’

speaking ability. Task-based learning material has a variety of features that are

helpful in the development of language proficiency. In Task-based approach,

learning is developed through performing a series of activities as steps towards

successful task realization. By working towards task realization, the language is

used immediately in the real-world context of the learner, making learning

authentic. Thus, task-based learning material is assumed to be an effective way to

improve the students’ speaking ability.

1.2 Problems of the Study

Therefore to fill the research gaps mentioned, the problems of the study

will be aimed at finding out:

1. How are the existing English speaking materials of Hospitality

students in AKPAR Medan?

2. What are the relevant speaking materials for Hospitality students in

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3. How speaking materials through task-based learning are designed for

Hospitality Management students in AKPAR Medan?

1.3 The Objectives of the Study

The main objectives of this study are to answer the questions posed in the

problems of the study. The objectives of the research are:

1. To know the existing materials for students of Hospitality in AKPAR

Medan.

2. To investigate the relevant speaking learning material for Hospitality

students in AKPAR Medan.

3. To design appropriate speaking materials through task-based learning for

Hospitality students in AKPAR Medan.

1.4. The Scope of the Study

This study mainly focuses on developing speaking materials through

task-based learning for hospitality students in AKPAR Medan which is expected to

help the students in achieving their learning objectives and also to investigate the

actual condition of teaching and learning process which will be helpful in the

process of developing the relevant speaking materials for the students.

1.5 The Significance of the Study

This study is expected to have some significance. First, theoretically this

study is expected to provide relevant English speaking materials especially for

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Second, practically, the results of this research may also contribute to 1)

students who learn English at AKPAR Medan and who want to master English

that they need, 2) teacher/lecturer – as a source of information and references in

order to enrich their knowledge and horizon about topics discussed, and 3) other

researchers, this research may be as a basic reference or information in order to

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CHAPTER V

CONCLUSION AND SUGGESTION

Based on the result and analysis of the research in the previous chapter,

some concluding remarks and suggestion are as follows.

5.1 Conclusions

1) In general, the exisiting objectivity of teaching and learning English

for Hospitality purposes in particular the speaking is not optimally

running yet. Learning materials are mostly less relevant to the student

needs and stakeholders. However, the adequacy and availability of

speaking materials are meeting the students’ need.

2) The learning materials needed by the students are relatively various in

terms of contents, topics and themes student also needs the materials

designed by authentic materials and task-based learning in order to

meet the students’ needs. The speaking materials should fulfill the

components of a task, namely, goal, input, procedure, teacher and

learner role and settings.

3) The design of learning material is designed by the following lay out

such as preview, to start you off, points for practice, developing topic,

and language reference. However, it is also completed by two

components that is overview and task based learning and then the new

speaking materials validated by the experts’ viewpoints by conducting

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product/content, method, language, and layout. The result of the

questionnaire has shown that the new speaking materials are suitable

for hospitality students.

5.2 Suggestions

In line with the above conclusions, some points could be recomended and

suggested such as :

1) The development of speaking materials for english spesific purposes

should consider and concern to the students’ and stakeholders’ needs,

students background, and the objective of the subject learned.

2) To enable the process of teaching and learning process runs effectively,

actively and participatory. The learning materials should be designed in a

such way such as task-based learning, authentic materials, problem solving

and research based learning.

3) To abstract the students intention and facilitate the process of teaching and

learning, the learning materials should be equipped with relevant figures,

charts, tables and pictures in accordance to the contents,topics and themes

provided and moreover, the speaking materials should be validated to the

experts in order to provide suitable and authentic speaking materials for

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THE DEVELOPMENT OF ESP-HOSPITALITY ENGLISH SPEAKING MATERIALS THROUGH TASK-BASED LEARNING AT MEDAN TOURISM ACADEMY.