RELEVANCY OF ENGLISH TOURISM LESSON PLAN WITH STUDENTS’ NEEDS ANALYSIS AT VOCATIONAL HIGH SCHOOL (SMK N) 2 PADANG
Oleh:
Mardhanita Amali *)
**)Lili Perpisa dan **) Hevriani SevrikaStaff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini merupakan penelitian yang dilakukan dengan cara menganalisa isi rencana pelaksanaan pembelajaran (RPP) yang digunakan oleh guru dijurusan pariwisata pada proses pembelajaran bahasa Inggris dan menghubungkannya dengan analisa kebutuhan siswa pada pembelajaran bahasa Inggris di SMK melalui analisa keadaan sasaran yang ingin dicapai oleh siswa yang terdiri dari tiga kategori yaitu, kebutuhan siswa (students’
need), keinginan siswa (students’ want), dan kekurangan siswa (students’ lack). Adapun proses pengumpulan data dari kebutuhan siswa dilakukan dengan cara memberikan angket kepada seluruh siswa pada jurusan pariwisata dikelas X, XI dan XII serta melakukan wawancara terhadap tiga orang guru bahasa Inggris pada jurusan tersebut.
Hasil penelitian menunjukkan bahwa rencana pelaksanaan pembelajaran yang digunakan oleh guru kelas X dan XI yang menggunakan kurikulum 2013 sebagai dasarnya memiliki beberapa bagian dari rencana pelaksanaan pembelajaran (RPP) yang tidak berhubungan dengan kebutuhan siswanya. Sedangkan, pada kelas XII yang menggunakan KTSP sebagai dasarnya memiliki rencana pelaksanaan pembelajaran (RPP) yang berhubungan dan seluruh bagiannya sesuai dengan kebutuhan siswanya pada jurusan pariwisata.
Keywords: Lesson plan, Needs analysis, Target situation analysis
*) Penulis
**) Pembimbing
INTRODUCTION
The vocational high school had so many departments that had been chosen by the students such as business, tourism, engineering, cooking, aviation, accounting, hospitality and the last was computer. All of the departments had each difficulties and trivial matters in teaching learning process. The teachers had to be able to create a good lesson plan which was appropriate with the students need based on the students’ department.
Lesson plan played a vital role in the overall development of the students’ knowledge and skills at vocational high school. In this matter, teaching learning process was organized in three phases: pre- active, interactive and post active phase of teaching.
It would give the teachers a direction to achieve what the teachers wanted to achieve in their class during the lesson. According to Elizabeth and Rao (2004:337), the lesson plan is the basis of a good teaching. In that matter, the teachers could imagine that a lesson is a journey, and then the lesson plan is
the map that would tell the teachers which way had to be taken and how to take the way. It also showed the teachers where they could start the lesson and where the teachers had to finish and the route to take to get there. Thus, when the basis (lesson plan) was appropriate with the students’ need thenthe learning process could be declared as a successful one.
Lesson plan means a lot in teaching learning process. It is important because it plays a vital role in the overall development of the student. Lesson plan is a plan that gave some ways to the teachers about what to do in the teaching learning process. It is added by Siddiqui (2008:281), he stated that lesson plan is a short period of instruction devoted to a specific limited topic, skill or idea. In other words, plan is a scheme set before-hand and in fact lesson plan play significant role in making teaching-learning process successful and effective. Because of that matter, the teachers in English subject had to prepare an English lesson plan which had to suitable with the student’s needed of the tourism department itself.
The teacher of English subject had to prepare a lesson
plan that matched with the language of the tourism environment for the students who chose to take tourism department at their vocational high school.
Finally, the English teacher had to improve the ability in teaching English which was appropriate lesson plan based on several criteria in making a good lesson plan such as objective based, decision about appropriate materials aids, based on previous knowledge, division into units, simplicity of language, determination of activities, use of strategies, tactics, techniques and teaching aids, correlation, use of illustrations, individual guidance, teaching from memory to reflecting level, time sense, use of black-board, evaluation and then home work with the need analysis of that matter.
From the several criteria in making a good lesson plan and to improve the ability of the English teachers in making lesson plan, it could be identified some problems such as the material in lesson plan of the vocational high school 2 Padang still made the students studied about English in general matter of the departments, thus it was aimless because in the future the students had to face some problem that really specific about English that appropriated with their department. Then, the lesson plan of tourism department just discussed and focused about how to face national examination and that case often happened in twelfth grade, therefore it made the students to get bore in study the material of English subject. Next, although the students often learned about the English subject, but the students still lacked in practice such as speaking in English and communicate with others by using English, finally the students still did not understand about English in the students’ department.
Then, making preparation before teaching English was something important that had to be done by the English teachers especially in tourism department. It would help the English teachers in giving direction during teaching and learning process.
Lesson plan also gave the teachers several steps to achieve the final objective in learning. Next, if the students could speak in English and also got more knowledge about English especially in tourism department, thus the students would get job which was suitable with the students’ tourism department at vocational high school 2 Padang. Based on that matter, the main purpose of the research was to investigate the relevancy of English tourism lesson plan in tourism department at vocational high school 2 Padang with students’ needed in target situation analysis by using lesson plan that have been made by the English teachers.
After that, according to Harmer (1998:124), a good lesson needs to contain a judicious blend of coherence and variety. Based on this statement, the
teachers have to make a good lesson plan which is needed to reflect this matter. The lack of variety will cause some problem for the teachers in teaching.
Hence, it will be a good idea if the teachers are able to make a lesson plan that coherence with another lesson plan before. It also will be better if the teachers can give some variety materials or using some interest methods to get the attention of the students in teaching learning process. The lesson plans must carry some variety in a lesson period. In short, the goals or the aims of the lesson plan will be achieved smoothly.
Next, lesson plan is an important part of teaching learning process. A teacher has to make a lesson plan before teaching in their class. The lesson plan will guide the teacher to manage the teaching learning process. There are some experts that explain about the importance of a lesson plan. Sharma and Chandra (2003:507) explain that the lesson plan does not allow the teacher to deviate. It means that in explaining the material at teaching learning process, the teachers must pay attention about the purpose of a lesson plan that they used. Lesson plan will help the teachers in the process of teaching on the basis of class-control, motivation and individual differences.
Through it, the teachers will achieve what they want to achieve in their teaching learning process.
Moreover, the elements of a lesson plan will give some instruction to the teachers about how to make a lesson plan. There are several elements in making a lesson plan and it have to be considered by the teachers in making preparation before going to the classroom. It will help the teachers to accomplish how is a good lesson plan have to be. According to Brown (2000:149-152), the variations of lesson plans are plentiful, but seasoned teachers generally agree on what the essential elements of a lesson plan should be. The elements are goal(s), objectives, materials and equipment, procedures, evaluation, extra-class work. There are some elements that have to be done by the teachers in a lesson plan. The elements of the lesson plan must be in teachers’ lesson plan. All of the teachers have to be careful in making the lesson plan based on those elements. Then, finally the teachers can achieve the goals of the lesson planning later.
In addition, in making a good lesson plan, the teachers have to give attention toward the characteristic of good lesson plan. According to Aggarwal (2001:324), he mentions a few things that must be in a good lesson plan such as a lesson plan should be written, statement of the aim, and presentation or development. A lesson plan should be written not just spoken. This is used to make the teachers more confident in teaching. If teachers are confused in learning activities, teachers can look
back to the notes of lesson plans that have been made and then continue the lesson. The statement of the purpose in a lesson plan must be clear, specific, and firm. Then, the teacher should explain and develop the materials on the lesson plans. Until the end, students will understand about the material which is being taught by the teacher.
Furthermore, lesson plan also consists of several types. Each type has each characteristic that must be concerned by the teachers. The types of lesson plan will guide the teachers to choose what type that the lesson plan of English subject belongs to. According to Sharma and Chandra (2003:511), psychological researches have proved that the basis of learning is mental activity. It has three aspects like cognitive, affective, and conative. Based on the three aspects, the lesson plan can be divided into three categories. The first lesson is knowledge lessons. The lessons are included history, Geography, Economics, Civics, Mathematics, Science and the last grammar.
In this matter, the students’ cognitive aspect is more active which results an increase in students’
knowledge. The second lesson is Appreciation lessons. Appreciation lessons will keep active the affective aspect of the students. These lessons will improve the appreciation of the students and they will take an interest in studying these lessons. Next, the lessons of music and arts are example of appreciation lessons. For the last or the third lesson is skill lesson.
Painting, handicraft, gardening and agriculture, etc are part of the skill lessons. In this lesson, conative aspect is more active. The skill lessons are lessons which make the students efficient in doing some task.
Following the teacher’s instruction the students will do all of the tasks. This lesson provides many chances to do experiment and practice.
Next, the researcher wants to find the relevancy of the lesson plan based on the students’
need analysis that focuses on target situation analysis.
There are some explanations about need analysis.
according to Hyland (2006:73), Needs analysis refers to the techniques for collecting and assessing information relevant to course design. It is the means of establishing the how and what of a course. It means that need analysis is a continuous process, since the teachers will modify the teaching process as the teachers come to learn more about the students, and in this way it actually shades into evaluation – the means of establishing the effectiveness of a course. Needs is actually an umbrella term that embraces manyaspects, incorporating learners’ goals and backgrounds, learners’ language proficiencies, the reasons for taking the course, the teaching and learning preferences, and the situations the learners will need to communicate in. the needs can involve what learners know, don’t know or want to know,
and can be collected and analyzed in a variety of way.
Moreover, according to Howard and Brown (1997:70) there are five different concepts of needs analysis which is emerged. The concepts are target–
situation analysis, Deficiency analysis, strategy analysis, means analysis, and language audits. The first concept of need analysis is the target situation analysis. This target situation analysis identified by doing contemplating, questioning, or observing. In the target situation analysis, the needs also mean as necessities or objective needs. In this case, the purpose in doing need analysis will be considered as target situation analysis. It is going to be the destination of the ESP learners’ language-learning journey.
Additionally, need analysis also means that a process that can gather information about what the students need, want and lack. Thus, the end the teachers can prepare a lesson that will appropriate with the students’ information. This is supported by Hutchinson and Waters (2008:54). They also stated that need analysis is used to gather information about the needs of students in teaching learning process of ESP course. As for the several of the needs that must be known by a teacher, those are what the target needs are, gathering information about target needs, learner needs and analyzing learning needs. It tells that target needs and learning needs have important matter and can’t separate with the process of analyze the students’ need in teaching learning process of ESP. The target needs in this occasion means that what the learner needs to do in the target situation and the learning need means what the learner needs will do in order to learn about the course.
Then, target situation analysis. In the process of doing need analysis, the teachers have to consider about some parts of the need analysis itself.
For example the process of want to know about what the target situation analysis and the present situation analysis of the students or learners are at vocational high school.
The target situation analysis in the process of need analysis can affect the learner’s achievement in lesson. That is because the material of the lesson has to appropriate with the learner needs, wants and lacks itself. If the teachers fail in giving material based on the learner needs, wants and lacks then the learners will also fail in achieving the target situation.
Hutchinson and Waters (2008:55) argued that target needs are what the learner has to know in order to function effectively in process to achieve the target situation. It means that, when the learner choose one department in a vocational high school or one course in ESP that want to be learned, the teachers have to prepare the material of the lesson based on the learner
necessities, lacks and then have to appropriate with the learner wants to achieve in the future.
In this matter, the learner necessities means about what the learner has to know in order to function effectively in the target situation. The learner necessities or can be referred to learner needs is important matter that have to be known by the teachers. Before going to the lesson, the teachers have to do some need analysis to know what the learner needs of lesson in their class are. Then, the lacks of this case means the gap between the students necessities and want. By knowing the students lack, it can tell about what the learners know already, so that the teachers can decide which of the necessities and lacks of the students. Next, learner wants means about what the learner wants to achieve during the learning process.
RESEARCH METHOD
In this research, the researcher would be describing the relevancy of lesson plan of the English students’ tourism department with the learner needs, wants and lacks at vocational high school 2 Padang.
The researcher would use content analysis in qualitative research as design of this research. In this matter, according to Ary, Lucy, Asghar, and Christine (2006:457) content analysis or document analysis is a research method which is applied to written or visual materials for the purpose of identifying specified characteristics of the material.
Content analysis was widely used in education.
Related to educational problem and issue, lesson plan was one of the issue in educational problem that need to be discussed. The researcher would choose the content analysis because it could describe the teachers’ lesson plan. After that, the researcher would describe their relevancy precisely based on what the researcher found. In this research, the researcher would ask the students of tourism department as respondent.
The respondent of this research would be the students of tourism department in the tenth, eleventh, and twelfth grade that consisted of one class in each grade at vocational high school 2 Padang. Next, researcher would need some data to accomplish this research thus the researcher would choose one of the sources of the data. In doing this research, the researcher would choose document as one of sources of data for collecting the data and information that the researcher needed for this research. The researcher would use document of the English teachers’ lesson plan in gathering the data and information which would be described. The researcher chose the document of English teachers’
lesson plan for the source of data because on the
practically reason, it would guide the researcher in describing the major issued of this research clearly and then it would guide the English teachers in teaching learning process at classroom. Moreover, the researcher collected the data through questionnaires and un-structured interview.
DISCUSSION AND FINDINGS
The result of the research is shown by English teaching material that applied at vocational high school or SMK N 2 Padang at the tenth until the twelfth grade students in first semester, academic year 2014/2015 and it would be explained as follow
1. Goal(s)
The goals in lesson plan that used by the teachers in the tenth grade and the eleventh grade students in tourism department at vocational high school (SMK 2) Padang today had not relevant goal with the goal that researcher analyzed based on the students’ need analysis. It was proved from the goal of the lesson plan that used in curriculum 2013. By using it, the lesson plan that the English teachers used only wanted the students to know about English in general matter not in specific English that should be in English at vocational high school used to be. The purpose of the tenth grade and eleventh grade students had been studying about English should be in order to the students could achieve academic, professional or occupational target not only in general English but also in specific English for work.
Meanwhile, in the real field the students had been taught about English in general only to make the students knew about English in common.
However, in the lesson plan for twelfth grade students, the researcher analyzed that the goal of the lesson plan had relevant goal with the goal of lesson plan in the students’ need analysis the researcher did before. It was proved in the goal of that lesson plan for the twelfth grade students, the researcher found that the English teacher wanted the students to learn about English in specific matter that was relevant with the students’ field-study at the vocational high school not only in general English.
The material that used in the lesson plan was real about the terms which used in tourism itself.
2. Objectives
The objective of the lesson in the tenth and eleventh grade students was not relevant with the objective in the lesson plan of students’ need analysis. In the objective of tenth and eleventh grade students today, the students only learned about
general English so that the students just could use English subject as a lesson to pass the final examination not to use it in the workplace in the future. It was proved by there was the objective in the students’ need analysis that used English at daily life activity and it was not relevant with the lesson plan that used by the English teachers at tenth and eleventh grade students in teaching about general English now. However, in the lesson plan of twelfth grade students, it had relevant objective with the objective that the students’ needed in the lesson. It was proved with the students that had learned about how to use English in workplace by using the term in tourism environment.
3. Materials and Equipment
The researcher could tell that, those materials of the tenth and eleventh grade students was not relevant with the material that students’
needed in tourism department. It was proved from the lesson plan that used by the teachers did not focus on terms in tourism surrounding. The material only told about general English in the teaching learning process.
Then, for the lesson plan of the twelfth grade students had different material with the tenth and the eleventh grade students. Those materials of lesson plan had relevant material with what the students’ needed in teaching learning process. It was proved by the material that was focused on terms tourism and also the terms could be use in the students’ daily activity later in the workplace thus the students would not lack with vocabulary when the students had job in tourism environment later. For example, the material about making short message, directory, and list by using appropriate words, spelling and grammar, about monolog texts which appear in certain situation of work, telephone conversation about reservation and reservation form, about presenting report text, about how to use the tools manually, and for the last about simple business letter. All of the materials were relevant with the students needed in English lesson.
Next, the researcher could tell that the equipment of the lesson that use by all of the English teachers was relevant with the students’ needed in learning activity. It was because the English teachers had tried to use so many media like in focus, picture, recorder, and so on to catch the interest of the students to learn about the lesson and it was relevant with what the students needed.
4. Procedures
For the procedures that used by all of the English teachers had relevant with the students needed and achieved in the process of the lesson. It was because in the procedure to deliver a lesson that used by the English teachers now with the students’
needed had similar way. The procedure would be function as a guide for the teachers to teach the students about English subject. The lesson plan that used by the English teachers at vocational school 2 Padang with the students needed had similar way to deliver the lesson that was such as introductory, pre- activities, whilst-activities, post activities, and the last closure. Thus, all of the English teachers had relevant way to deliver the English lesson to the students.
5. Evaluation
In this case, the researcher could tell that the method of the evaluation process that used by all English teachers at SMK N 2 Padang was relevant with what the students needed in the process of evaluation. This was proved by the method of the evaluation process of the lesson that used by the English teachers had different way to evaluate the students’ ability. It was suitable with each of skills that learned in the lesson itself. Then, it was needed by the students. The students would be satisfied about the result of the lesson by using their ability itself.
This is because by using the evaluation the students would know about their ability in English lesson.
6. Extra-Class Work
In this matter, the researcher could tell that the part of extra-class work in lesson plan for the tenth and eleventh grade students had not relevant with what the students’ needed. It was because the students needed a reinforcement to make the lesson clear and be easier to understand in the students’
mind but the teachers had not give reinforcement to the students through the homework at all. Then, for the lesson plan in the twelfth grade students the researcher found that the English teacher used homework in the closure of the lesson, thus it made the extra-class work of the lesson plan in the twelfth grade had relevant extra-class work with what the students’ needed in the learning process.
Finally based on all of the explanation above, the researcher could conclude that some of the elements in the lesson plan that used by the English teachers in tenth and eleventh grade had no relevant with the students’ needed in a lesson plan. The elements were goal, objective, material, and the last extra-class work. The elements were some important
part of a lesson plan. Thus, the English teacher had to improve their ability to make a good lesson plan by using those elements.
In addition, all of the materials that used in curriculum 2013 for the tenth and the eleventh grade had no relevant content with the need analysis of the students in tourism department at SMK Negeri 2 Padang. This was happened because the materials that used in curriculum 2013 still learning the English subject which was about the general English. It means that the students in tenth and eleventh grade in tourism department that used curriculum 2013 did not study the English subject based on the relevant materials with their major or field-study at their vocational high school 2 Padang. From the explanation above, the researcher could tell that the tenth and eleventh grade students should learn the material of English subject that was relevant with the term of English which used in tourism department for example about how to guide the tourist, how to make a reservation on telephone and so on.
Then, the researcher would tell about the lesson plan that used by the twelfth grade of tourism department at SMK Negeri 2 Padang which used the old curriculum that called KTSP (Kurikulum Tingkat Satuan Pendidikan) was relevant with what the students’ needed in tourism department. It was because all of the elements in a lesson plan were relevant with the students’ need in teaching learning process. All of the students in tourism department needed lesson plan that had material which was relevant with the English subject that used term of tourism or specific English about their field-study in that lesson.
Moreover, It was occurred at the vocational high school did not caused by the teacher who had not realize about English for students’ need analysis but it was occurred in the field because the curriculum which was applied in the semester did not expect the students to master English in Specific skill. It also made teacher reluctance to deliver teaching material which related to the students’ field- study. In addition, National Examination also did not give contribution to apply English that relevant with students’ need analysis at vocational high school because the context in National Examination preferred to discuss about English in general, and most of students at vocational high school wanted to advance educational so that the government though that they did not need to make similar curriculum for every school level.
Therefore, the researcher interpreted that the relevancy of the English teaching material that not suitable with the students’need analysis was not only responsibility of English teacher but also all of the education surroundings like government, school,
teachers and so on. In teaching at the vocational high school the teachers have known about the concepts of teaching English for students’ need analysis.
Unfortunately, it could not apply at the school because of the curriculum 2013 and National Examination which just demanded the vocational high school students to master English as general so that the English teachers did not apply the teaching English for students’ need analysis in the school.
Thus, the teachers still could try to improve the ability in teaching learning process and had to be more creative in making a lesson plan that was relevant with the students need analysis later on.
CONCLUSION AND SUGGESTION
Based on the research finding, the researcher formulated the conclusion into; Most of the elements of lesson plans in English subject for tenth and eleventh grade students that used curriculum 2013 by the English teachers at SMK Negeri 2 Padang especially in tourism department was not relevant with the students’ needed in learning teaching process. Thus, the government was expected to give different curriculum to vocational high school that was relevant with the students needed in English lesson of each major.
Then, researcher would like to give some suggestions. First, the English teachers of all vocational high school should do an analysis toward the students’ needed in lesson for example in target situation analysis that like what the researcher did. It was function as an instruction to the English teachers to find a good material which was also relevant with what the students wanted in English teaching learning process..
Next, the English teacher should provide the students with the materials that was relevant content with the students’ need analysis, because all of the materials that used by the teachers in curriculum 2013 was the material of English in general and that was not relevant with what the students’ needed in entering the field-study. Moreover, the materials the used by the teachers in curriculum 2013 still accepted, because the English had accomplished the demanded from the government of education department. However, it just that the English teachers had to improve about the exercise that would be used in teaching learning process to make the students accurate and more fluency in using of language of English, the English teachers could make variation of activities to the students, so the students could use the language accurately and fluently in the workplace in the future.
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