chapter iv · chapter iv this chapter ... also completed by grammar that is used in each unit and...

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CHAPTER IV

RESEARCH FINDINGS AND DEVELOPMENT

This chapter presents the research findings on the exploration and product

development stage. The exploration stage consists of two parts of findings: (1) the

description of the existing and quality of course book at vocational high school

and (2) the need analysis.The second part discusses about the product

development stage which consists of three parts: (1) description of product, (2)

try-out of draft, and (3) the final draft. Discussion of the result of research

findings will be presented in the end of this chapter.

A. Exploration Stage

There are three kinds of activity in the exploration stage. They are

analyzing the existing condition, in this case course book used in the class and

conducting need analysis. Data were collected in field study and analysed to get

information needed about the problem of the research. Need analysis was

conducted to analyse the needs of students toward the material.

Theoretically, the students who study specific program need the English

teaching that is connected to students‘ particular specialization. In addition, the

learning material should be designed to develop the communicative use of English

in a specialized field of science, work, or technology. In fact, practically the

students do not use specific material that they need in English teaching and

learning process. Therefore, ESP textbook was designed.


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There are two topics of discussions in the exploration stage. The first

finding is about the description of existing and quality of course book used in

vocational high school. Cunningsworth model was used to evaluate the book. The

second discussion is about the result of need analysis. The need analysis was

conducted through having interview and class observation and distributing

questionnaire. The findings are explained in detail as follows.

1. The Existing and Quality of Course Book

Based on interview and observation, it was found that the teachers and the

students of culinary skill program use course book ―Get Along with English.

Therefore the course book which is analyzed in this chapter is ―Get Along with

English‖.

a. The Brief Description of Course Book “Get Along with English”

Figure 4.1 Book cover of “Get along with English”


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The book title is Get Along with English for SMK Grade XI (Elementary

Level). The writers of this book are Entin Sutinah, S.Pd., Iis Nurhayani, S.Pd.,

Nur Asyiah, S.Pd., Rachma F. Kesuma, S.Pd., N. Euis Kartini, S.S., M.Hum.,

Heri Mulyana, S.S, Eka Mulya Astuti, MA. Paul Edward McAdam from

University President is as the proof reader. The book size is 175 × 250 mm. It has

145 pages. The cover colour isblue while the page colour isgreen. It has onlytwo

colours in it. It is published oncea year. The price is Rp 49,000.

Get Along is arranged based on the Standar Isi 2006. It focuses on the four

language skills namely listening, speaking, reading, and writing. To support the

mastery of these skills, it also contains materials about grammar in focus

and language in use. In the language mastery, this book can motivate the students

to master and develop their potencies based on their abilities and study program.

This book is also equipped with:

a. Share the Knowledge; it contains short information that is useful to add the

students‘ knowledge about culture and working life.

b. Surf the Site; it has some references from Internet that can help the students

to get further information about the learning material.

c. Try This! It refers to some questions that is discussed based on the material

studied by the students.

d. Free Practice; it deals with individual or group work that can support the

students‘ ability in mastering English.

e. Glossary, it concerns with the meanings and explanation form key words in

the material to help students to get more understanding.


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f. Evaluation, it refers to the questions in the end of chapter.

1. Final Exam, it contains the question items to know the students‘ mastery in

an academic year.

b. Course Book Evaluation

The evaluation is taken from Cunningsworth model (1995). He proposes 8

criteria to evaluate the course book. They are objectives and approach, design and

organisation, language content, skills, topic, methodology, teachers‘ book, and

practical consideration. The details of the explanation will be discussed as

follows:

1) Objectives and Approach

The aim of the course book is for developing communicative competence

and language skills. However they do not correspond closely with the aims of the

teaching programme namely culinary and with the needs of learners toward

English for culinary. The course book only teaches general English. In addition,

the course book is not suited to the learning/teaching situation. Some material and

exercises are not based on the context. It is not quite comprehensive because it

does not cover most or all of what is needed but overall it is still good resource for

students and teachers. The course book is quite flexible. It allows different

teaching and learning style.

The book is made for all skill programs in vocational high school. It is

organized based on functional unit. It focuses on the mastery of language function

and communication that involves 4 skills. The organisation is based on the order

of basic competence and standard competence in KTSP. The book uses inductive


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approach in presenting the material. It presents some models of language in tasks

then it was followed by explanation of varied material of language function and

grammar. The following is the quotation taken from the course book

Figure 4.2 SK and KD used in the course book.

From the sample above we can see that the book is arranged based on

KTSP 2006. The communicative competence used is for elementary level. Each

unit is presented based on the order of basic competence. It develops the four

language skills namely listening, speaking, reading, and writing. The following is

the quotation of table of contents of each unit.


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Figure 4.3 Table of Contents

Each unit presents four language skills starting from listening, speaking,

reading, and writing. In the end of unit, there is an evaluation to assess the

students understanding of the material in each unit. It is also provided by a

glossary to give the students the vocabularies used in the unit.

2) Design and Organisation

Get Along has 142 pages and 6 units. Each unit consists of 20 pages in

average. Each unit presents a standard competence that involves some language

functions. It contains not only material but also the exercises. Each unit contains

some activities or situation that may happen in the students‘ working place. It is

also completed by grammar that is used in each unit and also the tasks to practice

but there is no material for practicing pronunciation. The book is only

accompanied by a CD containing mp3 for listening. There is no teacher‘s book

provided.


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The content is organised based on KTSP 2006. The organisation of the

material is arranged based on the order of SK and KD. The grading and

progression are not suitable for the learners. The grading task from easy to

difficult is not clear but it allows the students to complete the work needed to

meet any external syllabus requirements. There is an adequate recycling and

revision. There are reference sections for grammar, etc. However some of the

materials are not suitable for individual study because they are not contextual with

the students‘ skill program. It is easy to find the way around the course book

because the layout is clear enough. There is a table of content in the beginning of

unit and the pages are numbered well.

3) Language Content

The activities in the book are varied but they have almost the same pattern

so they look boring. The order of the activities is started from listening, speaking,

reading and writing. The book has some tasks for 4 skills but most of them are not

contextual. They contain some irrelevant practices that are not suitable for the

students‘ fields. The course book does not cover the main grammar items

appropriate to each level because it does not take count learners‘ needs into

account. Most of the material is about grammar but it is not contextual attached

the students‘ need or students‘ situation in culinary field. The examples of

sentences from the pattern given in each unit are not based on the previous topic.

The following is the quotation taken from the course book.


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Figure 4.4 Grammar in Focus

Concerning with material for vocabulary teaching, it is not adequate in

terms of quantity and range of vocabulary. It does not emphasize on vocabulary

development and strategies for individual learning. The course book does not

include material for pronunciation work. Moreover, it does not deal with

structuring and conventions of language above sentence level. There is no

explanation both explicit and implicit about the semantics. Finally, the language

style is not matched to social situation. It is too general and less contextual.

4) Language Skills

The four skills are adequately covered, with regard to the course aims and

syllabus requirements. There are some materials for integrated skills work. Get

Along develops 4 language skills starting from listening, speaking, reading, and

writing. Grammar in Focus and Language are included to support the mastery of

English. The proportion of the tasks is different. Most of tasks are found in


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Grammar in Focus. In Grammar in Focus, there are 5-6 tasks for practicing while

the other skills only get 2-3 tasks for each unit.

The practices for grammar in the course book are less interesting and

contextual. They cannot facilitate the students with the real world task. The

following is the quotation taken from the course book.

Figure 4.5 Practice for Grammar

From the figure above, in activity 16 (Unit 1), the students are asked to

combine the sentences. The task given is less communicative and does not close

to the students‘ real world. In addition, the language use in this book is not

contextual with the student‘s skill program especially in culinary. There are some


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expressions found in that book which are not appropriate to be used in culinary

field. Here is the quotation taken from the book.

Figure 4.6 Language in Use (Material for speaking skill)

Reading passages and associated activities are less suitable for the students‘

levels, interests, etc. There is no sufficient reading material because it has less

input of text therefore the students may not get the exposure to the language

much. In addition, most of the topic in the reading passage is out of student‘s

field. Here is the following quotation taken from the course book.


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Figure 4.7 Reading activity

The listening material is quite well recorded, as authentic as possible,

accompanied by background information, questions, and activities which help the

students‘ comprehension. However, the material for spoken English is not well

designed to equip learners for real-life interactions. The quotation from the course

book is as follows.


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Figure 4.8 Listening activity

In addition, the writing activities are not suitable in term of amount of

guidance/control, degree of accuracy, organisation of longer pieces of writing and

use of appropriate style. The following is the quotation.

Figure 4.9 Writing Activity


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5) Topic

There is no sufficient material of genuine interest to learners because it

does not relate to the students working life. The topic in each unit is developed

based on each SK and KD. There is enough variety and range of topic. The

following is the quotation of a topic of unit 1 and 2.

Figure 4.10 Cover of unit 1 and 2

From the sample above, it can be seen that the topics are not close to

students‘ working place. Each topic presents material of general English.

Generally speaking, the topics are sophisticated enough in content, yet within the

learners‘ language level. However the topic will not help expand students‘

awareness and enrich their experience because the topics are too general and most

of them are topics of English for secretary.

In addition, the students are not able to relate to the social and cultural

contexts presented in the course book because the context is too general. Women

are portrayed and represented equally with men. Some groups are represented,

with no reference to ethnic origin, occupation, disability, etc. There is no further


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explanation or specific information about some groups in the course book.

However, the course book is provided by some information about some issue in

presented before in the course book and tips how to handle certain situation.

Figure 4.11 Surf this site and share the knowledge

Figure 4.11 shows the column ―surf this site‖ and ―share the knowledge‖.

They contain some information that can improve students‘ knowledge about

Indonesian culture and some tips how to handle some problem in daily

communication.

6) Methodology

The approach to language learning taken by the course book is

communicative learning. The students are expected to develop the communicative

competence both in written and spoken. Yet the approach is less appropriate with

the teaching situation because it is not supported by the materials which are too

general. The active learner involvement is expected to reach elementary level but


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it does not match the students‘ learning styles and expectations. The students of

culinary need specific material that can support them in their working life.

The techniques used for representing/practising new language items are

varied such as by asking the students to make sentences, a paragraph or dialogue,

however those are less suitable for learners because it is less creative, boring and

not interesting enough. The communicative abilities are developed through four

skills. The material includes some advice/help to students on study skills and

learning strategies. It also promotes some tips to support the students‘

understanding and website to be explored. In the course book, the students are

expected to take a degree of responsibility for their own learning.

7) Teacher’s Book

This book is not accompanied with teacher book.

8) Practical Consideration

The price of the book is quite expensive. It is Rp 49000. However, it is quite

comparable with the quality of the book. It can be found easily in any book store.

If we look at the economic background of students, they will have objection to

buy that book. In addition, there is a prohibition to sell a book for students.

Fortunately, the school provides the book and therefore the students may borrow

it in school library. Finally, it becomes the course book in SMKN 3 Pacitan.

The book is strong because it is bound well and the paper material comes

from paper in good quality. However is not lost-lasting. The curriculum can be

changed anytime and therefore it may be not appropriate anymore. In addition, the

course book is not attractive in appearance. It is very simple and nothing is


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special. The course book is easy to obtain. The further supplies can be obtained at

short notice. Some parts of the package for example listening activity require

particular equipment, such as a language laboratory, listening centre or video

player. Fortunately, the school has the equipment available for use and it is quite

reliable. Finally, the summary of the evaluation will be presented in table 4.1.

Table 4.1 Summary of the Course Book Analysis Aspect Evaluation

Objectives and

Approach

It does not match with the need of learner and teaching situation.

It allows different teaching and learning style.

Design and

Organisation

It provides CD only containing audio mp3 for listening.

It contains both materials and practices.

The content is organised based on SK and KD.

The grading of task is not clear.

Language Content The material for vocabulary teaching is not adequate in terms of

quantity and range of vocabulary.

The course book does not include material for pronunciation

work.

The language style is not matched to social situation.

Skills The four skills adequately covered, bearing in mind in the course

aims and syllabus requirements.

It develops 4 language skills starting from listening, speaking,

reading, and writing.

Topic There is no sufficient material of genuine interest to learners

The topics do not expand students‘ awareness and enrich their

experience.

Methodology The approach is communicative language learning.

It is integrated with four language skills.

Teacher’s Book There is no teacher‘s book.

Practical Consideration The price is quite expensive and can be easily found in book

store.

It is quite strong but not lost-lasting and attractive in appearance.

c. The Analysis of Syllabus Used in Culinary Skills Program

Based on Permendiknas paragraph 20 year 2005, there are some components

that should be included in developing syllabus. They were defining the

competence standard, basic competence, learning material, learning activities,

indicator, evaluation, time allotment, and learning source. The syllabus made by

the teachers were analysed by considering the completeness of those components.

It is allowed to modify the syllabus due to the school‗s policy as long as it does


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not totally alter the structure of syllabus and break its essence. The syllabus

checklist can be seen below in Table 4.2.

Table 4.2 Checklist of Syllabus Analysis based on Permendiknas 20/2005 No Components

availability

1. Competence standard √

2. basic competence √

3. learning material √

4. learning procedures √

5. indicators √

6. kinds of evaluation √

7. time allotment √

8. learning sources √

After analyzing the syllabus used by the English teacher for the students of

culinary skills program, it was found that all components have been included in

developing syllabus. The competence standard was available which is

communicating in English at Elementary level. The basic competence is also

written down in the first column. The syllabus contains learning materials which

are described in details. Learning procedures is developed integratively starting

from listening-speaking-reading-writing. The indicators of each standard

competence are well formulated. The syllabus provides the kinds of evaluation

which are in the form of spoken and written test. The time allotment is allocated

based on the education policy. For learning resources, the teacher uses Get Along

with English and Grammar Modul made by MGMP.

2. The Result of Need Analysis

Need analysis refers to activities to collect the data related to previous

condition in the field and the expected need to solve the problem. It is useful to

enforce the background of the problem in the research. The researcher conducted

interview and observed in the class to investigate whether the stakeholders need


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the material developed by the researcher. The researcher conducted interview with

some English teachers. The researcher interviewed the English teachers and found

that the book is not effective to teach students for all skill programs. The book

content is not relevant with the students‘ need. In adapting material in order to be

relevant the students‘ skill program, the teacher sometimes relates the material to

the skill program field. It is done spontaneously in the class. The following is the

teachers‘ statement about it.

R: Apakah buku yang dipakai guru sudah efektif untuk mengajar siswa masing-masing jurusan ?

T: Belum. Buku yang dipakai hanya berisi materi bahasa Inggris secara umum, Masalahnya

materi yang diteskan dan diujiankan bersifat umum, jadi kami juga mengajarkan yang umum-

umum saja. Harusnya ada materi khusus untuk menunjang pembelajaran yang sesuai dengan

masing-masing jurusan.

R: Bagaimana bapak/ibu mengadaptasi materi agar sesuai dengan kebutuhan siswa per jurusan?

T: Kami hanya sedikit mengkaitkan materi dengan hal-hal yang berhubungan dengan jurusan

mereka. Kadang ini ini dilakukan secara spontan di kelas.

Interview 1 (28/1/2013) page 157

From interview 1, it was also stated that the material in the course book does

not match to the students‘ skill program. The book content is too general. To

relate the material to the skill program, the teacher makes his own material.

Sometimes he prepares the material, but another time he gives the material

spontaneously in the class. The following is the teacher‘s statement:

R: Buku ajar yang dipakai tadi, seperti Get Along, sudah memenuhi kebutuhan siswa jurusan

belum Pak?

T: Kalo masuk kejurusan sih mestinya kurang ya, atau tidak ya karena masih terlalu umum.

R: Kalau begitu bagaimana caranya mengadaptasi materi dalam merelasikan bahasa Inggris

dengan muatan jurusan di dalam pembelajaran?

T: Kita selipkan materi sendiri dari kita. Ada yang spontan, ada juga yg dipersiapkan.


It was also found that there is no specific material for culinary skill program.

Based on teacher‘s opinion, the material in SMK has not been sufficient and

appropriate for the students with different skill program. The material in SMK


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contains general English whereas they will need English in their working field.

The teacher agreed that it is neccesary to have specific material for each skill

program. Below is the teacher‘s statement about it.

R: Bagaimana pendapat Ibu mengenai materi bahasa Inggris di SMK, apa sudah cukup dan

sesuai?

T: Sementara ini tergolong masih kurang. Buku yang tersedia kebanyakan hanya mengenai

bahasa Inggris secara umum padahal nantinya mereka akan banyak praktek kerja. Kami

memakai satu buku untuk semua jurusan. Belum ada buku ajar bahasa Inggriskhusus untuk

masing-masing jurusan.

R: Menurut Ibu perlukah dibuat modul khusus per jurusan yang sesuai dengan kebutuhan siswa?

T: Sangat diperlukan modul seperti itu. Jurusan di SMK itu ada banyak sehingga kami tidak

mungkin menyiapkan materi khusus yang sesuai dengan jurusan mereka masing-masing.


Related to the material that contains general English, the other teacher also

supported that teacher‘s statement before. It was said that the recent teaching and

learning in SMK focuses on general English because the teachers collide with

UNAS. The material in UNAS is general and not specific to each skill program. In

addition the teacher also supported that the specific material especially textbook

book is needed to be developed. Teacher has expectation to supply the students

with the English skill mastery based on the students skill program. This is the

following statement from the teacher:

R : Kalau menurut pengalaman bapak mengajar di SMK, bahasa Inggris yang diajarkan di

SMK itu bagaimana sifatnya?

T : Sangat umum, apalagi kita terbentur oleh UNAS karena UNAS kan tidak spesifik ke jurusan

masing-masing.

R : Menurut bapak apakah ada ketidaksesuaian antara tujuan di standar kompetensi dan SK-

KD yang masih umum?

T : Cuma mungkin nanti ada di kelas 3 ada materi yang agak nyambung ya, seperti asking for

direction cocok untuk anak otomotif. Bedanya kalau di SMA dan SMK, kalau di SMA itu

banyak teks, tapi yang SMK ya umum. Maunya dibawa ke jurusan, tapi repotnya ketika

dituntut untuk UNAS maupun TOEIC masih sesuatu yang umum.

R : Jadinya khusus, khusus, yang diujikan tiba2 umum. Kemudian menurut bapak, apakah perlu

membuat materi bahasa Inggris yang khusus dan sesuai dengan jurusan masing-masing,

pak?

T : Sangat perlu. Jadi kita berharap melepas anak itu biar punya skill, entah itu skill di

bidangnya, juga punya kemampuan bahasa Inggris yang sesuai dengan jurusan yang dia

masuki.



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The researcher also conducted observation in the class to know the

developing of teaching experience based on book used. In addition it is to know

the suitability and discrepancy of information between the interview and the

application in the class. Based on the observation conducted in the class XI JBG

1, the reflection of the observation is as follows:

The teaching and learning process in the class was not well managed. It was the last session so

perhaps the students were tired and sleepy because they had studied starting from the morning.

The teacher uses Get Along with English in teaching students of culinary skill program. Although

the content of material is based on competence standard namely expressing different kinds of

intention, the material learnt by the students from Get Along is not appropriate with the culinary

skill program. For example in dialogue 6 and 7, there is no vocabulary or expression about

culinary. Those dialogues contain general information not what the students need in their field. In

addition, the teacher did not explore and adapt the material in the book in order to be appropriate

with the students study program namely culinary. In giving task (after explaining Language in

Use), she asked the students to make dialogue by using any expression in Language in Use. It will

be better if the teacher asked the students to make the dialogue based on some situation in culinary

field for example a dialogue at the market, restaurant or hotel. Moreover, the students were not

enthusiastic in learning activity in the class. There are two possible causes why the students were

not enthusiastic. First, it may come from the material which cannot attract their interest. The

dialogues they learnt in the class have no relation with their field. The material should be

something that they need in their working field so they can be motivated to learn. Secondly, the

situation in the class which entered the last session may make the students sleepy and tired in

joining the teaching and learning process.

Reflection of observation 1

From the reflection of the observation above, the findings are: (1) The

students and the teacher use Get Along with English as course book in the class

and they borrow the book from library when there is English class in that day; (2)

The content of material in the book does not relate to the students‘ skill program.

It contains general vocabulary and not specific expression used in culinary; (3) In

using the book, the teacher did not adapt the material in the book with the

students‘ skill program; (4) The students were not enthusiastic in the class.


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From the interviews and observation conducted in the class, it is clear that

the teachers and the students of culinary skill program need specific material in

this case ESP textbook in order the teaching and learning will be effective and

relevant.

In conclusion, findings in the exploration stage show that teachers had not

exploited the learning resources optimally to the success of learning. The learning

materials they use only come from the course book from the school and

sometimes grammar book from MGMP. The use of the text book as learning

resource does not guarantee the material could cope with the students‘ need.The

students do not only learn the language but also need to master knowledge about

the social context and discourse. In the exploration stage, the researcher analyzed

the quality of existing course book used in SMKN 3 Pacitan. It was found that

―Get Along with English‖ was used in English teaching and learning at the class.

The book was selected because of the school authority that provides the book for

teacher and students. The book analysis was conducted by referring to

Cunningworth model. However, based on the book analysis carried out by the

researcher it was found that generally the book content is too general to be used

for the students of culinary skills program. It does not match well with the

students‘ needs toward English material. Therefore the researcher developed ESP

textbook for the second grade students of culinary skills program at SMKN 3

Pacitan.


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B. Product Development

Data gathered from the exploration stage is used and analyzed as

foundation to conduct the next stage. After the learners‘ needs and learning needs

had been analysed, the course grid which conveyed the curriculum and functioned

as the blueprint of the units was made right after. As shown in the result of the

needs analysis, there had to be professional activities which could give them the

real description on the working context, language functions, language focus,

various tasks and task indicators, grouping, characters, and the inputs. Product

development stage will discuss about the description of the product prototype, try-

out the prototype, and the final product. The explanation of each will be discussed

as follows.

1. Development of Prototype Design

a. The Result of Need Analysis for Developing the Draft

The questionnairre was distributed to know the specific product that the

students need. It was administered in order to find the learner needs to the

learning material. There were six aspects in the questionnaire, namely: the

learning goal, learning input, teaching and learning procedure, learner role,

teacher role, and the setting.

To find the learner needs, there were two components to be fulfilled,

namely the goal and the input. These components facilitated the ―what to learn‖

matters for the students. The learning needs were achieved from the questionnaire,

informal interview to the students and observation. These are the needs which

were determined by what the learners want and what were observed and


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concluded from the teaching and learning process. These needs were closely

related to the procedure, setting, learner role, and teacher role; which conveyed

the ―how to learn‖ toward the teaching and learning process. The following is the

result of the needs analysis from the questionnaire distributed to students of

culinary skills program.

1) Goal

The learning goal was analysed through 5 aspects namely the reason of the

students in learning English, the level of English mastery, the use of English in the

future, students‘ difficulty in learning English, and the students‘ expectation to the

goal of learning English in SMK.

Table 4.3 Need Analysis Result of Goal Aspect Aspect Indicator Answer

(percentage)

Findings

Goal the students‘ reason to learn

English

63.64% (B) To fullfill working demand to master

English competence

the level of English mastery 54.55% (B) Intermdiete level

the use of English in the future

working field

63% (A) To deal with clients/customers

the students‘ difficulty in

learning English

54.55% (A) To understand the meaning of some

sentences

the students‘ expectation of

English learning in SMK

30.3 % (A)

33.3 % (C)

To be able to communicate in daily life

context

To be able to master vocabularies which

are relevant with culinary

Related to the reason of the students in learning English, 63.64% of students

agree that they learn English because English skill is consider demanding in the

future working field. Based on the level of English mastery, 54.55% of students

are in intermediate level. They master some expressions and vocabularies in

certain topic andfind some difficulties in grammar, vocabularies, and

pronunciation. In aspect the use of English in the future working field, the student


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need to learn English because they have to handle client, customers, and

foreigners later (63%). The students also have some difficulties in learning

English. Most of them (54.55%) get difficulties in understanding some sentences

in English. The last one is thestudents‘ expectation to the goal of learning English

in SMK. 30.3 % of students expect to be able to master English vocabulary in the

culinary field and 33.3 % of students expect to be able to communicate simple

English orally in daily life appropriately.

2) Input

Related to the input that the students want, it covers 7 indicators namely

the topic, input for listening activity, duration for listening, input for speaking,

input for reading, the length of reading text, and input for writing. Input was

analyzed from the perception of the four skills (listening, speaking, reading, and

writing). Those information are needed to design a good input based on the

students‘ interest. The result of each indicator will be discussed in details.

Table 4.4 Need Analysis Result of InputAspect Aspect Indicator Answer

(percentage)

Findings

Input Topic 63.64% (A) topics which are relevant with culinary

input for listening activity 51.52% (A) simple dialogue about some expression

duration for listening 48.5% (C) 3-4 minutes

input for speaking 33.3% (C) simple dialogue

input for reading 39.39% (A)

39.39% (B)

simple text

authentic text

the length of reading text 51.52% (A) 100-150 words

input for writing 39.39% (B)

33.33% (E)

rearrange of jumbled paragraph

formal letters

From the table above, it was found that 63.64% of students agree that the

most interesting topic in learning English is the topics that are relevant to culinary

field. Short dialogue is chosen by 51.52% of students for the input of listening. In

addition, 48.5% of students want to have various expressions as well for listening


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activity. Most of students prefer 3-4 minutes for duration of listening (33.3%).

Short simple dialogue is voted by 33.3% of students as the input of speaking.

While for the input text for reading, they prefer simple texts (39.39%) and

authentic texts such as newspaper, brochure, magazine, memo etc. (39.39%). The

length of reading text that the students want is about 100-150 words (51.52%).

39.39% of students choose to order the jumbled paragraph into a logic paragraph

and 33.33% of students prefer to have formal letter and some texts that are

relevant with the working field like application letter, message, memo etc. as the

input for writing activity.

3) Procedure

The procedure conveys the ―how to learn‖ toward the teaching and

learning process. There are nine indicators in aspect of procedure in the

questionnaire. The following is the findings of the questionnaire.

Table 4.5 Need Analysis Result of ProcedureAspect Aspect Indicator Answer

(percentage)

Findings

Procedure the order of learning the

language skills

57.58% (A) to learn istening skills

activity to start the

lesson

36.36% (B)

42.42% (B)

to discuss the topics that will be learnt

to look at the pictures about the topics

and discuss them

activity for listening 27.27% (A)

27.27% (B)

to have discussion about the dialogue

to identify the key words/vocabularies

found in the dialogue

activity for speaking 27.27% (A)

36.36% (C)

to have role play

to practice with the partners

activity for reading 24.24% (A)

24.24% (C)

to analyse the difficult words in the text

to analyse the use of the words in the

text

activity for writing 36.36% (E) to write the same text as the model text

given

activity for vocabulary 60.61% (A) to match the terms with the meanings

activity for grammar 39.39% (C) to use the pattern given before

activity to end the

lesson

54.55% (C) to have self evaluation


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From the table, it can be seen that 57.58% of students prefer to learn

listening activity first. To start the lesson, the students want to have discussion of

the topic they will learn (36.36%) and look at the pictures about the topic to be

discussed (42.42%). In terms of listening activities, the students prefer to discuss

the content of monologue and dialogue (27.27%); otherwise, they prefer to

identify the key words in monologue or dialogue they listen.

Regarding speaking activities, the students prefer to have role play

(27.27%) and practice the dialogue with the partner in front of the class (36.36%).

Concerning reading activities, the students prefer to read the text with good

intonation and pronunciation (24.24%) and discuss the content of the text with the

partners (24.24%). In regard to writing activities, they prefer to write text similar

with the model given by the teacher (36.36%). For learning vocabulary, 60.61%

of students choose matching the words with the meaning provided. Writing the

correct sentence based of pattern taught before is the activity the students want for

learning grammar. For ending the lesson, the students prefer to have self-

evaluation for themselves toward the material they have learned (54.55%).

4) Student Role

There is only an indicator for student role in learning process. 60.61% of

students prefer to be listeners and subjects. In this case, students will listen to the

teacher‘s explanation and involve in all activities.


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5) Teacher Role

Concerning the teacher role in learning process, the students agree that

teacher should give clear explanation and example before she asks the students to

do the task (60.61%).

Table 4.6 Need Analysis Result of Students and Teacher RoleAspect Aspect Indicator Answer

(percentag

e)

Findings

Students Role

Teacher Role

what the students want to

do in the class

51.52% (C) to listen to teacher‘s

explanation and get involved

in all activites

what the teacher should

do in the class

84.85% (A) to give clear explanation and

example before she asks the

students to do the task

6) Setting

The next component which was analyzed was the setting. It dealt strongly

with how the students would do the task and where they would do it in the

teaching and learning setting.

Table 4.7 Need Analysis Result of Aspect Setting Aspect Indicator Answer

(percentage)

Findings

setting how the students

would do the task

51.52% (C) to have discussion and working with their

partner

where they would do it 84.85% (A) to study in the classroom when they do

the task

From those findings, it can be concluded that 51.52% of students choose

answer C namely having discussion and working with their partner. Regarding the

next setting, the students prefer to study in the classroom when they do the task

(84.85%).

In conclusion, based on the findings in need analysis, it was found some

information needed before developing ESP learning material. First of all, the


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learners are the second grade students of culinary skill program (XI JBG 1) at

SMKN 3 Pacitan. The level of their English mastery is in intermediate level. The

need English for their future job namely handling their clients or customers who

are maybe native speakers. The content area of the material is about culinary. The

students will use English in the culinary field such as restaurant, bakery, etc. The

inputs of materials they like are the topic and some texts that are relevant to

culinary field. They also prefer to have listening activities to begin with. The

students want to be listeners and subject in learning English. Teacher should be a

good model to give the explanation and examples first before they do the task. For

the setting, they prefer to have discussion with the partners and do the activity in

the class. From this result of need analysis, the researcher began to develop the

draft of ESP learning materials using the information collected before.

b. Description of Prototype

The development of the prototype was based on the theoretical review and

the findings in the exploration stage. First of all, the researcher discusses the

standard competence and basic competence used in designing ESP textbook.

Secondly, the description of the prototype will be described in details. The last

one is the discussion of validation process by some experts.

1) Standard Competence and Basic Competence

The developing this prototype mainly focuses on the students on

elementary level, i.e. the eleventh graders of vocational high school. There are

two aims of learning English in the Grade Eleven of vocational high school, they

are: mastering the knowledge and basic skills of English to support skill programs


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competence achievement and applying them to communicate not only in written

but also spoken on intermediate level of proficiency (BSNP, 2006). The product is

written based on SK and KD of vocational high school in the first semester.

However the researcher only takes three basic competences in the first semester.

The following is the standard competencies in the first semester that are

developed by the researcher.

Table 4.8 Standard Competence and Basic CompetenceTaken to be

developed for Learning Material Standard of Competence Basic Competences

3. Communicating in English at

Elementary Level

2.1 Understanding simple daily conversation

in professional and non-professional contexts

with non-native speakers

2.2 Taking simple messages either in direct or

indirect interaction.

2.3 Telling and writing his job description and

educational background in written and orally

From each basic competence, the researchers will develop some indicators

for four language skills and also the character buildings that will be inserted. It

was written in a course grid. The course grid contains the subject matter, skills,

indicator, character building, input texts, language functions, vocabularies, and

grammar. Finally, the researcher designed the task for four skills that are suitable

with the students‘ need and compatible with the existing curriculum. The

following is the example of the developing course grid for Unit 1.


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Table 4.9 Example of the Developing Course Grid Unit 1

2) Product Planning

The background of developing the product is based on theoretical review

and the findings in previous field study. The problems found this study is there is

no specific English learning material for each skills program of Vocational High

School especially for the culinary skills program at SMKN 3 Pacitan. ―Get Along

with English‖ is used as the course book for all skill programs. Based on book

evaluation; it was found that the content of the course book is too general. It does

not meet the students‘ need toward English material. From those reasons the

researcher develops ESP textbook for the students of culinary skill program.

The book title is ―Culinary Zone‖. This book is written for eleventh

graders of culinary skills program in vocational high schools in the first semester.

The writers are the researcher herself and the consultants, Novitasari, with


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guidance of two consultants; Prof. Joko Nurkamto, M.Pd. and Dra. Diah Kristina,

M.A., Ph.D. The draft was reviewed by Dr. Ngadiso, M.Pd. and Dra. Dewi

Rochsantiningsih, M.Ed., Ph.D. This book consists of three units. Each unit

contains 17 task and 19 pages. The total page of the book is 65 pages.

The researcher herself designed the cover and the lay out as well. The

colour of the cover is dominated by gradation of green and white. The following

is the cover of Culinary Zone.

Figure 4.12 Cover of Culinary Zone

a) Design

The design of the material comprises the cover, lay out, and pictures. The

cover was designed to be eye-catching and appealing. It was expected that the

cover will attract the students to learn and also can represent the content of the

draft clearly. The lay out of the draft was designed as attractive as possible to


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make the draft less boring for the students. Besides, it is easy to find the way

around the draft because the layout is clear enough. The draft is also completed

with some pictures to help the students get better understanding toward the

purpose of the task.

b) Objective and Approach

The objective of the material is to provide ESP textbook materials for

eleventh grade students of culinary school program for first semester. This

specific material was expected to meet the students‘ need toward English for their

program. The draft material is quite comprehensive. It develops four language

skills and enlightens the students about culinary field. It contains 3 units which are

developed from basic competence of eleventh grade in the first semester. In

addition the draft material is flexible enough. It can accommodate various kind of

teaching situation. It also allows the teacher to do improvisation using this draft

material.

c) Organization

The draft material is organized into some topics that represent some

language functions in each unit. The topics are developed from basic competence,

hence it can meet the objective of English learning in SMK. However, they relate

to the culinary field. In addition the functional organization makes the learning

easier and more contextual.

The draft material consists of 3 units and each unit has a number of tasks

and activities. Each unit is presented based on the order of SK and KD. There are

16 tasks in unit 1, 17 task in unit 2, and 17 tasks in unit 3. Each unit contains some


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activities or situation that may happen in the students‘ working place. The tasks

were designed based on the level of difficulties. Hence, there is task grading from

easy to difficult level. In the beginning of the units, it presents some objectives

that need to be achieved in learning each unit. ―Let‘s Get Started‖ is provided to

help students ready with the topic presented. It connects the students‘ background

of experience and the new topic they will learn.

Each unit of the draft material does not only have varied tasks but also has

some features such as ―Language Focus‖, ―Vocabulary List‖, ―Culinary

Enrichment‖, ―Fun Corner‖, ―Let‘s Have Reflection‖ column, and ―Key Words

Bank‖. ―Language Focus‖ contains language function and grammar. ―Vocabulary

List‖ refers to some meaning of difficult terms found in the model text. Students

can get some information about culinary in culinary enrichment. To motivate the

students and make the students not boring, ―Fun Corner‖ is provided. It contains

some proverb and also some funny riddles. The students can get self-evaluation in

each unit through reflection column. It contains some indicators of learning that

may be evaluated by the students themselves. The meaning and also the

pronunciation of some vocabularies are presented in the back of each unit in‖ Key

Words Bank‖. The students can check the meaning and the pronunciation there.

d) Language Content

The draft material is completed by language focus that contains language

function and grammar used to achieve the indicators in each unit. The key words

bank is also provided for practicing pronunciation. The material in this draft

material was made relevant to their experience and background, and their target


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needs (outside the class). The language content in this draft material is quite

suitable for individual study because they are contextual with the students‘ skill

program. To facilitate those purposes, the authentic texts are included such as

recipes, menu, job vacancy etc. The tasks engage in discovery, problem solving,

and analysis. They also develop integrated four language skills and strategies. In

addition, the tasks are varied and therefore they can accommodate different

activities and purposes.

e) Language Skills

The language skills taught in the draft material covers 4 language skills.

The language skills are presented integratively starting from listening, speaking,

reading, and writing. The order of presenting the language skill is based on the

students‘ preference. The draft material is quite effective for the students of

culinary skills program because it develops language skills which are relevant

with the students‘ experiences and useful for their future job.

f) Topic

Each unit of the ESP textbook was developed based on each standard of

competence. The following is the topic of each unit; developed from each

standard of competence.

UNIT 1 Handling a Guest

UNIT 2 Taking Massage

UNIT 3 Starting a New Carrier

The topic is varied enough. It represents different kinds of activities in

culinary field. In addition, it is also quite interesting and useful for their needs in


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culinary field. It can enlighten the students‘ understanding and improve their

experiences for their future job.

g) Methodology

ESP textbook is developed by using TBLT. TBLT is chosen because after

graduating from the school, the students of the vocational high school will face

the business field related to their study. It means that what they learn in class

along the study needs to be related to things they will ultimately need to do

outside of the classroom (the business field). In TBLT, language lessons are based

on learning experiences that have non-linguistic outcomes, and in which there is a

clear connection between the things learners do in class and the things they will

ultimately need to do outside of the classroom. It was expected that the students

are motivated and actively involved in learning process.

c. Expert Judgement

Expert validation was conducted to get some advice and suggestion for the

prototype improvement. That evaluation is very important as input to revise the

draft. The consultation was done in several times. It started from 2nd

until 22nd

of

October 2013. The first time was delivering the draft concept enclosed with the

validation form. The next activity was to revise the draft based on the input from

the experts until it was approved by the experts.

1) The Result of Expert Judgment

There are two experts who reviewed the ESP textbook draft. They are the

experts of English language teaching in UNS. The validation form which was

delivered to the experts contains some aspects in a table and a column for critique


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and suggestion. The aspects that should be evaluated by the experts are design,

approach and objective, organization, language content, language skill, topic,

methodology, and components in TBLT. Each aspect has four criteria (1-4); very

good, good, quite good, and bad. In addition, critique and suggestion column is

expected to be filled as input for revising the draft material. The following is the

score resulted from expert validation.

Table 4.10 Result of Evaluation from Expert Judgment Aspect First Expert Second Expert Highest Score

Design 19 17 20

Objective and Approach 14 14 16

Organization 16 17 20

Language Content 16 18 20

Language Skills 17 17 24

Topic 12 14 16

Methodology 19 18 20

TBLT 21 20 24

Total Score 134 138 160

Percentage 83.75 % 86.25 % 100%

Mean 85%

Table 4.11 Standard of Evaluation Percentage Category

80% - 100 %

60% - 79%

50% - 59 %

<50%

Excellent/can be used

Good/can be used

Good enough/should be changed

Bad/should be changed

From the table 4.9 above, it can be seen that the mean score gained from

two experts is 136. The percentage is 85% and it is categorized into excellent. The

detail input from expert validation will be discussed further.


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2) The Evaluation and Suggestion from Expert Judgment

The total score gained from the first expert is 134 from the highest score

160. The percentage of the score is 83.75 % and it is categorized into excellent.

The following is the detail evaluation from the first expert.

a) Design

The cover is very appropriate with the content. In addition, the cover and the lay

out are also very attractive. The pictures, illustration, and tables are very

appropriate with the material and visible to be seen. The type and the font are

good enough. The expert gives score 19 from total score 20. It means that the

design of the material is categorized into excellent (95%). However, he gives

some comments on some pictures that are not polite or not suitable with

Indonesian culture. Thus the researcher revised them with other pictures which are

more polite.


The objective of the material already matches with the objective of culinary

program and the students‘ need. The material is also appropriate with the learning

situation. It can be very good resources for teacher and the students. It allows

some learning styles to be implemented. The score gained is 14 from total score

16. The percentage is 87.5% hence it is categorized into excellent. There is no

evaluation given for this aspect.

c) Organization

The material has a whole package of material component. The material

organization is appropriate for teacher and student. The material is presented in


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good harmony. The grading task based on the students‘ difficulty is good. The

grammar reference is also appropriate with the students‘ skills program. The given

score is 16 from 20. It means that the organization of the draft is categorized into

excellent (80%). The expert did not leave any suggestion for this aspect.

d) Language Content

The material of grammar is already appropriate with the students‘ level. There are

enough vocabularies for self-learning. The material for practicing pronunciation is

provided. The draft is also completed with language function. The appropriateness

of language style in the draft is good. The score gained is 16 from 20. It means

that the language content of this draft is categorized excellent (80%). The expert

gave suggestion for some vocabularies that are not suitable with culinary field.

The expert had underlined the words and therefore the researcher revised them

easily.

e) Language Skills

The expert gave score 17 from 24. It is categorized into good enough (70.83%).

There are complete materials for four language skills. The practices for the

integrative skill are provided. The appropriateness of reading text to students‘

interest and level is good. The quality of recording for listening activity is good as

well while for the speaking activities is appropriate with the students‘ skills

program. In addition, the writing activities in the draft are quite good. The expert

suggested that the researcher should add more model texts in writing activities;

hence the students will get better understanding when they have to write. From the


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suggestion given, the researcher revised the writing task activity and added some

more model texts.

f) Topic

Based on the expert‘s evaluation, the topic is quite interesting to attract the

students‘ interest and varied enough. The usefulness of the topic for improving the

students‘ awareness and experience is good enough. The appropriateness of topic

content with students‘ level is quite good as well. The score gained is 12 from 16.

It is categorized into good enough (75%).

g) Methodology

The score given for this aspect is 19 from 20. The category of this aspect is

excellent (95%). The appropriateness of method/approach with learning situation

is good enough. The learning technique presented in the draft is good as well. The

development of communicative competence is quite good. The tips and

explanation for students‘ learning strategy are presented. In addition, there is self-

reflection column for students to evaluate their progress.

h) TBLT

The expert did not give any comment for this aspect. He gave score 21 from 24 of

total score. It is categorized into excellent (87.5%). Based on the expert‘s

evaluation, the appropriateness of the objective with the task for improving the

students‘ language skill is quite good. The quality of learning input is good as

well. The procedure and the setting of learning are clear enough. The teacher and

the students‘ role are clear in every task.


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The second expert gave more comments and suggestion for the draft. The

total score gained from the second expert is 138 from the highest score 160. The

percentage of the score is 86.25 % and it is categorized into excellent. The

following is the detail evaluation given by the second expert.

a) Design

The expert gives score 17 from total score 20. It means that the design of the draft

is categorized into excellent (85%). However, she gave some comments on the

cover. She said that the cover is not colored brightly. She suggested designing the

cover more colored and brighter. She also asked to enlarge some pictures in order

the students can see clearly. In addition, she clarified that some letters in the

beginning of sentences in a draft are not always written with capital letter. The

researcher did what the expert suggested.


The objective of the draft already matches with the objective of culinary program

and the students‘ need. The draft is also appropriate with the learning situation. It

can be very good resources for teacher and the students. It allows some learning

styles to be implemented. The score gained is 14 from total score 16. The

percentage is 87.5% hence it is categorized into excellent. There is no evaluation

given for this aspect.

c) Organization

The draft component is quite complete. The material organization is appropriate

for teacher and student. The material is presented in good unity. The grading task

from easy to good is quite good. The grammar reference is also appropriate with


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the students‘ skills program. The given score is 17 from 20. It means that the

organization of the draft is categorized into excellent (85%). The expert left a

suggestion in draft. She asked to provide table of content to make the users easy to

find the page of each task. In addition, she also gave appreciation for column

―Let‘s have reflection‖.

d) Language Content

The expert did not leave any suggestion for this aspect. The material of grammar

is already appropriate with the students‘ level. There are enough vocabularies for

self-learning. The material for practicing pronunciation is provided. The draft is

also completed with language function. The appropriateness of language style in

the draft is good. The score gained is 18 from 20. It means that the language

content of this draft is categorized excellent (90%).

e) Language Skills

The expert gave score 17 from 24. It is categorized into good enough (70.83%).

There are complete materials for four language skills. There are enough practices

for the integrative skill. However, the expert gave suggestion to exploit more

questions for listening activity. The appropriateness of reading text to students‘

interest and level is good. The quality of recording for listening activity is good as

well while for the speaking activities is quite appropriate with the students‘ skills

program. In addition, the writing activities in the draft are quite good.

f) Topic

The expert did not give any comment on this aspect. Based on the expert‘s

evaluation, the topic is quite interesting to attract the students‘ interest and varied


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enough. The usefulness of the topic for improving the students‘ awareness and

experience is good enough. The appropriateness of topic content with students‘

level is quite good as well. The score gained is 14 from 16. It is categorized into

excellent (87.5%).

g) Methodology

The score given for this aspect is 18 from 20. The category of this aspect is

excellent (95%). The method/approach and learning situation is well-matched.

The learning technique presented in the draft is good as well. The development of

communicative competence is quite good. The tips and explanation for students‘

learning strategy are provided. In addition, there is self-reflection column for

students to evaluate their progress. The expert did not leave any comment on this

aspect.

h) TBLT

The expert did not give any suggestion for this aspect. She gave score 20 from 24

of total score. It means that 83.33% of the TBLT components are well applied into

the draft (excellent). Based on the expert‘s evaluation, the appropriateness of the

objective with the task for improving the students‘ language skill is quite good.

The quality of learning input is good as well. The procedure and the setting of

learning are clear enough. The teacher and the students‘ role are clear in every

task.

From those detail explanation, the result of expert validation are

summarized in the table below.


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Table 4.12 Summary of Expert Validation Experts’ Evaluation Revision

Expert 1

1. Provide pictures that are suitable with

Indonesian culture

2. Use specific vocabularies in culinary field

3. Revise some underlined incorrect

sentences

4. Provide more model texts in writing

activity

1. All pictures were replaced with the

pictures that are suitable with Indonesian

culture

2. Some vocabularies were revised into

specific vocabularies in culinary context

3. Some underlined sentences which are

grammatically incorrect were revised

4. Model texts were added in writing

activity

Expert 2

1. Design the cover brighter and colored

2. Enlarge some pictures

3. Revise the grammar and capital font

4. Exploit more on listening task

5. Provide preface and table of content

1. The cover were changed into brighter

and colored

2. Some picture were enlarged

3. Some incorrect grammar were revised

4. The listening task were exploited more

5. Table of content was included

2. The Try Out of the Prototype

In this part, the researcher will describe the implementation of the try out

which belongs to the second step in Development stage. Trying out was

implemented by implementing the draft of ESP textbook in the class. The try out

was conducted to get the feasibility of the product. The result of the try out was

the data about the feasibility of ESP textbook in English teaching and learning

process. There are three techniques in collecting data; observation, FGD, and

questionnaire. Data about the teaching learning process was collected by using

passive participant technique. During the implementation, the researcher observed

the cassroom activities. The teaching learning process was observed and analyzed

to be evaluated. FGD with the teacher, the expert, and students was conducted to

reflect the implementation of each try out. This discussion was aimed to evaluate

the implementation of the draft in the class.


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The implementation was over when the product was considered as optimal

and consistent as possible. At the end of the try out, The researcher distributed

questionnaire to teacher and students to know their responses toward the product.

Evaluation was done after trying out the draft in the class to get some evaluation

for input to revise the product. The try out and revision were done several time to

get qualified product.

The draft was tried-out in three times. Each of it implemented a unit of

draft in the class. Each unit develops four language skills integratively and has

different topic or basic competence. The description of the try out covers (1)

place, (2) time, (3) participant, and (4) implementation. The explanation will be

discussed as follows.

a. Place

The try out was conducted in XI Jasa Boga I at SMKN 3 Pacitan. The

school is located at Jl. Letjend Suprapto 47, Pacitan, East Java. The school was

chosen because of some consideration. First of all, the school is near to the

researcher‘s house and therefore it is reasonable enough to conduct the research

there. Second, the bureaucracy access supports the researcher to conduct the

research. Third, the teaching and learning process in that school was quite

conducive based on the findings in the exploration stage. Although it has not been

optimal, the teaching implements communicative teaching where there is

interaction between teacher and the students. Thus, it was expected that the

implementation was done effectively. Fourth, the school is the only school which

has culinary study program while the reason the researcher choose the culinary


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skill program because this program needs specific English material more than

other skill program but the English taught is too general.

b. Time

The try out was implemented three times. Each try out implemented a unit from

the draft. Because each unit teaches four language skills, it needed two meetings

to implement it. Each meeting consisted 3x40 minutes. The English subject was

taught once a week namely on Wednesday. The first try out was carried out in

October 9th

and 23rd

, 2013. The second try out was implemented in October 30th,

2013 and November 6th

, 2013 while the third try out November 13th

and 20th

,

2013.

c. Participant

The draft was tried out to the students of XI Jasa Boga 1. The teacher who taught

the class is Ibu Alik Saptarini, S.Pd and Ibu Sumarmi, S.Pd. became the expert.

The total students were 33 students which consisted of fourteen boys and nineteen

girls.

d. Try Out Implementation

1) The First Try out (Unit 1)

The first implementation of Unit 1 was conducted in two meetings. The first

meeting was conducted in October 9th, 2013 and the second meeting was

conducted in October 23rd

, 2013. In the first meeting, the students learnt unit 1

part ―Let‘s Listen and Speak‖ while in the second meeting, the students continued

the next part in unit 1 namely ―Let‘s Read and Write‖. Each meeting consisted

3x40 minutes. Unit 1 consists of 17 tasks with ―Handling Guest‖ as its topic. The


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teacher had been given the material a week before and had discussed the planning

with the researcher. The following is the brief description the implementation of

the first try out.

a) Description of the First Try Out

First Meeting

The first meeting was on October 9th

, 2013. The topic is ―Handling Guest‖

but only part ―Let‘s Listen and Speak‖ was taught in the first meeting. The

duration of time was 3x40 minutes from 10-12 a.m. First of all, the students were

given the CZ unit 1. One draft was for 2 students (desk mates). To support the

learning process, every meeting the teacher used media like laptop, speaker, LCD,

and screen. She also viewed the draft on the screen to make the students paid

attention more to the teaching and learning process.

First of all, the teacher did warming up activity. She asked the student to

look at the pictures and had discussion with the students about the picture. The

students answered every question from the teacher. Finally the teachers told to the

students that they were going to learn about how to handle guest especially about

taking order. After that, the students did the task 1 until task 7.

In the last minutes, the students felt bored but the teacher was responsive

enough to return the students‘ mood. Most of them could participate and finish the

task well. Especially for task 16, the teacher made an improvisation to do the task.

She gave the students two pieces of paper that contain a series of picture and

blank column. The students worked in group to finish the task 16. They should cut

the pictures and ordered the pictures to be pasted on column given. After that,


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they had to write the procedure text based on it. The students seemed enjoy the

task very much. All of them participated and worked cooperatively. The detail

description of them can be seen in the appendix.

Second Meeting

The second meeting of the first try out was on October 23rd

, 2013. The

material taught was still Unit 1 part ―Let‘s read and write‖. The time duration was

3x40 minutes from 10-12 a.m. Like the previous meeting, the teacher still used

some media to support the teaching and learning process using CZ.

First of all, the teacher made the students ready to start the lesson. The

teacher and the students reviewed what they had learnt in the previous meeting.

The students still could remember the last material. After that the teacher

continued to the next task in part ―Let‘s read and write‖ (task 8-17). Task 8-17

contains some activities for reading and writing. The students enjoyed the material

of language function, grammar review, vocabularies, and also the culinary

enrichment. They learnt about some kinds of menu and cooking methods and they

did not get any difficulties to understand them. The detail explanation of each task

can be found the appendix.

b) Evaluation of the First Try Out

Observing the teaching process, the process of implementation of unit1 ran

quite well. However, there were some problems found like the situation was

crowded and some of students were not actively involved in some task in the first

meeting. Those problems occurred because the students and the teacher got the

first time using CZ and thus the teacher was not accustomed to apply the learning


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process using the draft. The learning procedure that the teacher implemented

seemed rigid. She was too fast in explaining the material and moving from a task

to the next task.

Actually, some students were motivated enough in the teaching and

learning process in using CZ but they should be stimulated first to be active in

teaching and learning process. They sometimes made noise and chatted with other

friends when they feel that the tasks were boring or difficult. It might occur

because the teacher seldom walks around to supervise them. However, most of

students were enthusiastic most in speaking activities. They were actively

involved when they were given a task in group.

In relation to the task activities for listening and speaking, there were some

tasks that should be revised for example task 2, 4, and 6. In task 2, the students

should fill the information of customer‘s order in a column based on the dialogue.

The teacher had played the recording twice but most of students got difficulty in

finishing task 2. Many students complained that the recording was too fast and

they were not familiar with the name of the food. Thus the teacher skipped the

task and moved to the next task. Task 4 also needed to be revised. The students

were asked to write some questions to the customer that they listened from the

recording. However, they found difficulties in finishing it. They complained to the

teacher that the recording was too fast and information was too long to write. In

addition, the students got some difficulties in finishing task 6. In task 6, they had

to make questions on some dialogues. They complained that the words were


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difficult and they did not get the context of the situation in the dialogue and

therefore they could not figure out what questions they would make.

Observing the implementation of Unit 1 in the second meeting, the

teaching and learning process was better than the first meeting. The teacher and

the students seemed to be used to have teaching and learning using CZ. The

students were enthusiastic to participate in each task activity. Tasks in ―Let‘s read

and write‖ were finished by the students well. Especially for task 7, the teacher

exploited the task to be more attractive for students. It shows that the CZ could

accommodate many kinds of learning style and the tasks allow to be exploited

more.

Regarding to draft content, there was no problem found in presenting the

language function, grammar review, and culinary enrichment. The teacher could

give clear explanation to the students although the researcher thinks that it was too

fast. The students seemed enjoy the teacher‘s explanation and did not get any

difficulties in understanding the material.

Questionnaire was also distributed to the students in the end of the

implementation of Unit 1. It was carried out to find out the students‘ response to

the draft of Unit 1 in whole. The questionnaire contains some aspects like design,

objective, organization, language content, language skills, topic, methodology,

teacher and learner‘ role, and setting. The aspects were developed into 20 items

and each item has own criteria and score scale from 1-4. The following is the

result of questionnaire as shown in table 4.12.


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Table 4.13 Students’ Response to Implementation of Unit 1 Aspect Students’

Response

Findings

Design 84.85 % The cover and the lay out are attractive and the font and

picture are clear.

Objective 78.79 % The content is suitable with the program and the material is

quite useful for the students‘ need.

Organization 86.36 % The organization of the content is clear and the parts of the

content are understandable.

language

content

70.83 % The material for grammar, pronunciation, and spelling are

provides and the language style is appropriate with the

students‘ ability.

language skills 78.03 % The activities for four language skills are provided and the

material for language skills is suitable with the students‘

ability.

Topic 87.12 % The topic in unit 1 is quite interesting and it is useful to

enrich the students‘ knowledge and experience.

Methodology 83.33 % The teaching method is interesting and the teaching method

is suitable with the students‘ ability.

Procedure 75.00 % The procedure is clear and it makes the students easy to

understand.

learner and

teacher role

71.59 % The students get involved in all tasks and the teacher is

helpul in the class.

Setting 85.61 % The setting and the way to do the task are appropriate.

Mean 80.15% excellent/ can be used

From the table above, the mean of the students‘ response toward the draft

of Unit 1 is 80.15. It is categorized into excellent. The design, organization, topic,

methodology, and setting are in excellent category while for objective, language

content, language skill, procedure, and learner and teacher‘s role are categorized

into good. The researcher also conducted FGD with the teacher and the students

to get evaluation from the implementation of Unit 1. It was carried out after the

Unit 1 had been implemented. The result of FGD shows that there were some

cases should be revised within the implementation of Culinary Zone. Below are

some of the quotations from FGD.


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R : Owh begitu. Coba yang mana yang Adek anggap susah kemarin. Yang task mana?

S123 : (Membuka-buka) Yang task 2 Bu

R : Uhm yang itu. Baik. Susahnya kenapa kira-kira?

S2 : Cepet banget Bu terus jawabanya panjang-panjang dan banyak

S1 : Nama makananya itu gag tahu tulisanya yang bener gimana

S3 : Sebenernya saya paham Bu cuma separuh aja yang bener

R : Owh begitu. Kalau menurut Ibu bagaimana?

E : Sebenarnya sudah pas Mbak. Ini saya lihat sudah bertingkat dari yang mudah ke yang

susah, hanya ada beberapa task saja kemarin siswa yang mengalami kesulitan. Saya

setuju itu kalau task 2 susah. Banyak anak-anak yang mengeluh kemarin pas di kelas.

R : Iya Bu. Mungkin ada masukan kira-kira dibuat seperti apa baiknya?

E : Bagaimana kalau kalau dikasih teksnya aja Mbak? Kemudian dikosongi beberapa

informasinya jadi nanti siswa diminta mengisi informasi yang kosong dalam dialog.

R : Jadi ada teksnya kemudian dikosongi dialognya gitu ya Bu maksudnya?

E : Iya Mbak. Tujuan tasknya tetep sama kan, untuk mendapatkan detail informasi tertentu.

Hanya masukan saja.

FGD 1 (23/10/2013) page 248

T : Task 2 sudah kita bahas barusan. (sambil membuka catatan) ini Mbak yang task 4 sama

6. Task 4 itu sepertinya siswa mengalami kesulitan. Gimana Rum? Kemarin banyak

yang bilang susah kan? Coba dibuka yang task 4.

S1 : Iya bu. Jawabanya panjang-panjang

S2 : Kemarin saya Cuma dapat 1 aja Bu hehe

S3 : (senyum) saya juga Bu. Cepet banget ngomongnys

R : yaya berarti perlu diperbaiki lagi ya. Menurut Ibu dan Adek-adek ini enaknya dibuat

seperti apa ya?

E : Kemarin kan rekaman yang Mbak Novi kasihkan ternyata video ya. Kenapa tidak

sekalian aja diputar videonya? Jadi sedikit memudahkan siswa.

S1 : Setuju Bu. Semua rekamanya video saja hehe. Video Korea …(skip)

S3 : halah yo kesenengen kowe ( keenakan kamu)

S2 : sekalian muter film Bu.

T : … (unrelevant) Saya setuju dengan Bu Marmi. Diputarkan video saja biar anak bisa

mudah menangkap dan lebih antusias.

FGD 1 (23/10/2013) page 250

The findings of class observation and FGD revealed that there are some

parts that should be improved and revised such as:

1) The procedure was running too fast and therefore the teacher explained and

implemented the task in rush.

2) The situation in the class was often crowded moreover the students who sat on

the back. Therefore, teacher should walk around the class to supervise the

students who often made noise and help the students when they did the task


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3) Task 2 should be revised because it was too difficult for the students. It was

better to provide the text then the students just fill the blank information.

4) The answers for task 4 were too long. Providing video in this task is better

than using audio.

5) Task 6 should be revised because there were some difficult words for the

students. The students did not understand the situation of the dialogue and

therefore they got difficulties to make questions. The words in the dialogue in

task 6 should be change with the easy one and the situational context should

be clear.

2) The Second Try out (Unit 2)

The implementation of Unit 2 was conducted in two meetings as well. The first

meeting was conducted in October 30th, 2013 and the second meeting was

conducted in November 6th


part ―Let‘s Listen and Speak‖ while in the second meeting, the students continued

part ―Let‘s Read and Write‖. Unit 2 consists of 16 tasks with ―Taking Messages‖

as the topic. The following is the brief description the implementation of the first

try-out of unit 2.

a) Description of the Second Try Out

First Meeting

The first meeting of unit 2 was started on 10.35. The teacher delivered

Unit 2 to the students. She also prepared the media to help her in explaining the

material in Unit 2. First of all the teacher reviewed what they had learnt in

previous meeting. Before going the task, she asked the students to look at the


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picture shown on screen. The students were asked some questions related to the

pictures. Some of them were actively involved in discussion. In the end of

discussion, the teacher informed the objectives of unit 2 namely how to take and

deliver a message in good way indirectly or directly. After that the teacher asked

the students to go to the task 1 until task 8. Task 1 until task 8 contains activities

for listening and speaking. The students were expected to get some information

they heard and were able to take message and deliver the message to the other

person. The detail of description of task 1-8 can be seen in the appendix.

Second Meeting

The second meeting of the try out 1 Unit 2 was on November 6th

, 2013.

The material taught was ‗Let‘s Read and Write‖. The teacher started the lesson at

10.00 o‘clock. Firstly, the students were asked to look at the memo in task 9 and

analyze the important parts in memo. Most of students were actively involved in

the discussion. After that the students did the next task. Task 9-16 contain

activities for reading and writing skill. The students were expected to find

important information from memo and were able to write memo or fill reservation

form. The description of task 9-16 was explained detail in appendix.

b) Evaluation of the Second Try Out

Observing the teaching and learning process, the students were more

enthusiastic to participate in each task. The teacher sometimes walked around to

supervise the students who often made noise. The implementation of procedure

was quite good. The teacher did not explain and run the task in rush like before.

The students seemed enjoy the learning.


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Regarding to draft content, there was no problem found in presenting the

language function, grammar review, and culinary enrichment. The teacher could

give clear explanation to the students. The students seemed enjoy the teacher‘s

explanation and but they still got difficulties in understanding the grammar about

direct and indirect speech.

In relation to the task activities, the students could finish the task well.

However, based on observation in the class, task 7 in part ―Let‘s listen and speak‖

needed to be revised. Most of the students complained that task 7 was confusing.

The students seemed unmotivated when they found difficult task. It was also

strengthened by the result of FGD that revealed that the students felt task 7 was

difficult. The following is the quotation form focus group discussion about the

students‘ response to task 7.

R : Ayo kita lanjutkan lagi ngobrolnya. Sambil dibuka-buka ya. Menurut Adek apakah

materi dan task yang ada di unit 2 sudah sesuai dengan jurusan Jasa Boga belum?

Misalnya grammarnya maupun kosa katanya? Sudah sesuai atau belum?

S2 : Sudah sesuai tapi grammarnya susah Bu

R : Yang bagian mana yang susah? Kalau yang lain gimana?

S13 : Iya grammarnya susah.

S2 : Yang direct and indirect speech

S1 : Iya yang itu

R : Uhmm iya. Susahnya dimana dek? Kenapa kok susah?

S3 : Kan kemarin diajarin ngrubah kalimat langsung ke tidak langsung. Tapi yang task 7 itu

gag kaya contoh yang dijelasin guru.

FGD 2 (6/11/2013) page 253

From the quotation above we can see that the students still got difficulties

in understanding direct and indirect speech. In addition the task 7, the students

were not asked to change the speech like the example given. Based on observation

and FGD, the evaluation can be summed up as follows.


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1) The students still got difficulties in understanding the direct and indirect

speech. The teacher should give more explanation until the students

understand. Providing video was better to make the students more interested

and help the students‘ understanding.

2) Task 7 should be revised because it was confusing for the students. The

instruction was not the same with the example given. It should be changed

into task which was more interesting and was based on the example given.

In order to know the students‘ response toward the implementation of draft

of Unit 3, they were given a questionnaire. There are 20 items that represent ten

aspects. The score scale of each item is 1-4 and the total maximum score of each

aspect is 8. The result is shown in table 4.14.


Response

Findings

Design 86.36 % The cover and the lay out are attractive and the font and

picture are clear.

Objective 82.20 % The content is suitable with the program and the material is

quite useful for the students‘ need.

Organization 89.39 % The organization of the content is clear and the parts of the


language

content

79.54 % The material for grammar, pronunciation, and spelling are

provides and the language style is appropriate with the

students‘ ability.

language

skills

81.43 % The activities for four language skills are provided and the

material for language skills is suitable with the students‘

ability.

Topic 78.79 % The topic in unit 1 is quite interesting and it is useful to enrich

the students‘ knowledge and experience.

Methodology 85.98 % The teaching method is interesting and the teaching method is

suitable with the students‘ ability.

Procedure 79.16 % The procedure is clear and it makes the students easy to

understand.

learner and

teacher role

79.54 % The students get involved in all tasks and the teacher is helpul

in the class.

Setting 88.63 % The setting and the way to do the task are appropriate.

Mean 83.11 % excellent/ can be used


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The table 4.14 presents that based on the students‘ response to the

implementation of draft Unit 2, the mean score for all aspects is 83.11 % and it is

categorized into excellent. It means that the draft of Unit 2 was implemented well

in the class. The aspects which are categorized into excellent are design, objective,

organization, language skills, methodology, and setting while language content,

topic, procedure, and learner and teacher role are categorized into good.

3) The Third Try out (Unit 3)

The implementation of Unit 3 was conducted in two meetings as well. The first

meeting was conducted on November 13th

, 2013 and the second meeting was

conducted on November 20th


part ―Let‘s Listen and Speak‖ while in the second meeting, the students discussed

part ―Let‘s Read and Write‖. Unit 3 consists of 17 tasks with the topic ―Starting a

New Carrier‖. The following is the brief description the implementation of the

first try-out of unit 3.

a) Description of the Third Try Out

First Meeting

The implementation of unit 3 in the first meeting was on November 13th

,

2013. The students were given draft CZ Unit 3 but the teacher still displayed

every task and material on screen using LCD projector to make the students

interested. First of all the teacher did warming up activity to make the students

ready to learn the new topic in Unit 3. For warming up activity, the teacher asked

the students to look at the pictures on the draft. The students had to describe the


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job of the people in the pictures and mention the job they know in

hotel/restaurant. Most of them were enthusiastic in the discussion. After that, the

teacher asked the students to do task 1 until task 7. The tasks in ―Let‘s listen and

speak‖ contain activities for listening and speaking skill. The students were

expected to describe someone‘s job and were able to have interview with their

partner. Task 1-7 were running well. The teacher exploited more in task 7 to make

the students master all questions and answer in an interview related to their

working place later. The description of task 1-7 in Unit 3 was explained in

appendix.

Second Meeting

In the second meeting of try-out 1 unit 3, the students learnt part ―Let‘s

read and write‖ of Unit 3. It was conducted on November 26th

, 2013. This part

consists of task 8-17 that contained activities for reading and speaking skill. The

students were expected to be able to describe someone‘s job and write CV. Task

8-17 was running well. Most of students‘ were enthusiastic in participating in

each task. The detail description of task 8-17 can be found in appendix.

b) The Evaluation of the Third Try Out

There was no significant evaluation for unit 3. Based on the observation,

there was no problem in teaching process. Related to draft content, the students

seemed already understood the explanation about language function, grammar,

vocabulary, and culinary enrichment. For task activities, most of the students

could finish all tasks well without any problem.


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The result of the FGD with teacher, the expert, and the students also shows

that the objectives of the learning in Unit 3 were suitable with the students‘ study

program. The quality of the input was good enough but the teacher suggested that

it would be better if the video about job interview could relate to the students‘

skill program. The learning process ran well in the class and they already

understood to the material. The teacher role in the class was good and the students

were actively involved in the class. They could work cooperatively with their

partners. In addition, there was no problem with the setting.

Questionnaire was distributed to the students to know the students‘

response to the implementation of Unit 3. It was the same questionnaire

distributed before in the first and second try out. It has ten aspects and consists of

20 items. The following is the result of the questionnaire as shown in table 4.15.


Response

Findings

Design 87.88 The cover and the lay out are attractive and the font and picture

are clear.

Objective 87.12 The content is suitable with the program and the material is quite

useful for the students‘ need.

Organization 91.67 The organization of the content is clear and the parts of the


language

content

86.36 The material for grammar, pronunciation, and spelling are

provides and the language style is appropriate with the students‘

ability.

language

skills

87.12 The activities for four language skills are provided and the

material for language skills is suitable with the students‘ ability.

Topic 90.15 The topic in unit 1 is quite interesting and it is useful to enrich

the students‘ knowledge and experience.

Methodology 89.77 The teaching method is interesting and the teaching method is

suitable with the students‘ ability.

Procedure 84.09 The procedure is clear and it makes the students easy to

understand.

learner and

teacher role

84.47 The students get involved in all tasks and the teacher is helpul in

the class.

Setting 92.42 The setting and the way to do the task are appropriate.

Mean 88.10 excellent/ can be used


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From the table 4.15, the mean score is 88.10 %. It means that the students

agreed that the implementation of Unit 3 is excellent. All aspects are categorized

into excellent as well. Most of students like the design of Unit 3. The objectives

are appropriate with their skill program. The organization is clear and systematic.

The language content was appropriate as well. There was no problem on the rest

of aspects.

The result of FGD shows that the video actually does not match with the

culinary skills program but it can be still used by adapting and developing it in the

class based on the skills program. Below is a quotation from FGD.

R : Untuk materi unit 3 ini apakah sudah sesuai dengan jurusan jasa boga atau belum Bu?

E : Sudah Mbak, Cuma yang video tentang interview itu sepertinya kurang pas dengan dunia

kuliner. Kan kalau ada yang sesuai itu bisa membantu anak ketika wawancara kerja

nanti.

R : Iya Bu. Kemarin susah nyari. Yang CV itupun saya tidak nemu yang authentic jadi saya

bikin sendiri kemarin itu.

T : Iya nggak papa. Kan sebenarnya itu masih bisa diadaptasi.

E : Saya rasa kalau interview kan pada dasarnya sama isinya, menanyakan hal-hal yang

umum kemudian menuju ke lebih spesifik sesuai bidangnya. Masih bisa dikembangkan

sendiri sesuai bidang anak. Tidak masalah.

R : Ya syukurlah kalau menurut Ibu masih bisa dipakai. Kalau menurutr Adek-adek gimana?

Tidak perlu saya tunjuk ya?

S2 : Sudah Bu

S4 : Udah

S135 : Mengangguk

FGD 3 (26/11/2013) page 257

Based on observation and FGD, it can be concluded that the Unit 3 has no

revision. The students, the expert, and the teacher agreed that the Unit 3 was

implemented well without revision.


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Finally, the evaluation of try out 1 until 3 can be summarized in the table

4.16.

Table 4.16 Summary of Try-out Try-out Evaluation Revision

Try-out 1 1. Task 2 was too difficult

2. Task answer for task 4 was too

long

3. The vocabulary in task 6 was too

difficult and the situational

context was not clear.

1. Task 2 should be provided by the

text

2. The audio was replaced with video

3. The vocabularies were replaced with

the easy ones and the dialogue was

given a situation.

Try-out 2 1. The students got difficulty on

grammar (direct and indirect

speech)

2. Task 7 was confusing. It was no

based on example given.

1. The teacher explanation could be

supported by the explanation from

video

2. Task 7 was revised into task that is

similar with the example given.

Try-out 3 The video of job interview had not

been appropriate with culinary.

The video still can be adapted to culinary

field and therefore it can still be used.

3. The Final Product of Culinary Zone

After the three units of the learning materials were implemented and

revised, the results of the final data analysis were used to write the final draft of

the materials. The agreed units which had been through implementations and

revisions finally became the final product of this research.

a. Design

There was no significant change for the design after try out. The cover

changed after it got suggestion from the second reviewer. The second reviewer

suggested designing the cover brighter. Some pictures were also enlarged to make

it clearer. The font was still the same like before.


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Figure 4.13 The changes on draft cover into final cover

b. Objective and Approach

There was no different with the draft. The objective is to provide ESP textbook

for eleventh grade students of culinary school program for first semester that can

meet the students‘ need toward English for their program.

c. Organization

The organization of the draft was the same as before. It was organized into some

topics that represent some language functions in each unit. It consists of 3 units

and each unit has a number of tasks and activities. Each unit is presented based on

the order of SK and KD. There is no change on the number of task. There are 16

tasks in Unit 1, 17 tasks in Unit 2, and 17 tasks in Unit 3.

d. Language Content

There was no change on the content of language focus but it has some changes on

the language. After try out, the researcher revised and simplified some difficult


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vocabularies in some tasks to make the students feel easier in understanding the

task.

e. Language Skills

The language skills taught are still four language skills. It consists of material and

tasks for each skill. They are taught integratively starting from listening, speaking,

reading, and then finally writing.

f. Topic

There is no change on topic. The topics on the draft are still the same as before.

The topics represent the language function and they relate to the students‘ skills

program.

g. Methodology

The methodology used is still the same namely TBLT. It is an approach based on

the use of task as the core unit of planning and instruction in language teaching

which views the learning process as a set of communicative tasks that are directly

linked to the curricular goals they serve, the purposes of which extend beyond the

practice of language for its own sake (Richards and Rodgers: 2001, Brown: 2001).

After the draft was implemented in the development stage for three times,

there are some strengths and weaknesses that can be identified. The following are

the strengths of the ESP textbook book:

a. This book can develop the communicative competence because it provides

some tasks that give the students opportunities to learn four language skills

and practice them in real world context. Authentic inputs were given and the


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students also have to be engaged in real world activities related to the inputs.

For instance, when the students were given curriculum vitae, they had to write

them as what they do in the real life.

b. Different learning techniques can be applied in this book because it is quite

flexible to accommodate them. The tasks in this book can be exploited more

based on students‘ ability and teaching situation in the class. It can also be

supported by video or other authentic materials.

c. Tasks in the ESP textbook can make the students active in participating in the

learning process. They will be more motivated because what they learn is

something that they do in real life and what they need in the future job.

d. ESP textbook can be used as supplementary book because the course book

used is too general. It was developed by using learners‘ needs as well as the

learning needs toward the English teaching and learning process, and then

proposing the effective English learning materials based on the needs.

Therefore it can fulfill the students‘ need toward specific English material

about culinary.

The ESP textbook does not only have strengths but also have some

weaknesses. The weaknesses of this book can be described as follows:

a. It needs more preparation to use this book such as media and properties. Those

media and properties are useful to support the students‘ understanding toward

the material.

b. The teacher also needs to have good knowledge about culinary field, master

the material and has good ability in managing the class. She should play good


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role as learning resources, facilitator, motivator, supervisor, etc. The students

and the teacher have the inseparable roles in the class. The roles for them are

interchangeable; when the students are being active in the task, then the

teacher comes with the control to the students and so on.

c. This book was developed based on KTSP whereas since this year the

government has been applying Kurikulum 13 for the first grade students and

therefore it has out of date curriculum if it is used for the later second grade

students. However, the teacher still can adapt the book because the content of

the book does not have a big different from the new curriculum.

d. It does not contain all materials for the first semester. Actually there are five

indicators of basic competence to be achieved but the book only contains three

of them.

e. There was no review test in the end of the unit and thus the teacher should

make by herself a test to review the material in each unit.

chapter iv · chapter iv this chapter ... also completed by grammar that is used in each unit and...

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