CHAPTER I

INTRODUCTION

A. Background

English has become a lingua franca, a bridge or vehicular language

for people who speak different languages around the world (Fromkin,

Rodman and Hyams, 2007). It is viewed as an international language.

Therefore, there are an increasing number of people who need to learn

English to communicate around the world. Due to rapid progress in

communication systems, people who previously engaged in only face-to-

face interaction among their own community are now confronted by the

need to communicate with people, diverse linguistic and cultural

backgrounds. They increasingly

need to use English as a lingua franca, for a growing number of

occupational contexts. As a result, English for Specific Purposes (ESP)

has become increasingly important in today’s world (Hutchinson &

Walters, 1994) . The use of English as the language of

international communication contributes to the growth of tourism and

health industries. Belobaba, Odoni and Barnhart (2009) claim that the

global airline business plays a significant role in tourism and health as

airlines can transport passengers and cargo worldwide.

1

2

According to Belobaba et al., (2009) aviation industries comprise

over 2,000 airline companies with more than 23,000 commercial

aircrafts providing service in over 3,700 international airports. In 2007

alone, 29 million flights were scheduled and they transported more than

2.2 billion passengers. In

order to get a job as an airline ground attendant, it is necessary to know

the main duties or job description of airline ground attendants. The main

duties for airline ground attendants are; (1) to perform check-in

procedures for passengers; (2) to extend services for its passengers and;

(3) to handle and coordinate with related officers to serve passengers

with extra needs; for instance, VIP guests and unaccompanied minors

(Bangkok Airways, 2011). In preparing students for the world of the

airline business, a number of ESP courses are currently offered in many

vocational institutes and universities, for example “English for Hotel”,

“English for Tourism”, “English for Tourist Guides” , “English for Cabin

Crew” and “English for Airline Business” (Commission of Higher

Education, 2004). However, it is not always easy to select textbooks for

ESP courses because commercial textbooks do not often fit the teacher’s

and the learners’ specific needs. Therefore, most ESP teachers produce

their own materials to be used and distributed within their school

(Hutchinson & Walters, 1994). The designed materials will be beneficial

3

for future airline students and help them succeed in the global airline

industry. ESP is the use of

English for spesific purpose based on the learners’ need. According to

stevens (1988) he argues that ESP may be worded differently in terms of

its definitions. But, what is important is that whoever is concerned with

ESP should know that ESP is “designed to meet specified needs of

learners; related to content, to particular disiplines, occupations and

activities; and centered on teh languange appropriate to those activities,

in syntax, lexis, discourse, semantics” (Stevens, 1998, p.84). besides

ESP may be restricted to the languange skill to be learned, e.g. reading,

writing, grammar, listening and speaking. ESP has specific in skills

specific in language needed, specific learners, and specific purposes.

Spesific in skills means ESP focuses on spesific skill based on what

learners’ need for, for example focusing on academic writting for the

students who need to write essays and desertation. Specificity in

languange needed means ESP focuses on specific languange needed by

learner. For example, learner from Airline students who needs functional

languange and specific material for study based on their knowledge.

specificity in learners means, ESP learners is a learner need by the

particular learner. Based on the above quotations

the researcher found that the material which will make based on the

4

learners need according the obsevation that researcher had done.

Morever the designed material will settle with the learners because it is

refers to their students knowledge that will be found in the observation.

From the researcher’s preliminary study, it was found that the main

source to English learning materials did not exist. The teacher in one

class for instance, could only provide the students with a task book

compiled from assorted sources. This is one of the many problems

encountered by both teacher and students in the learning process. If

these problems remain unchanged, the learning process in the class will

not be going well. Because the students only get an English materials as

a general material and it is not a specific material.

Based on the facts stated previously, the researcher assumes that

the facts will become a problem if not overcome soon. By doing this

research, the researcher expected that this research can solve the

problems stated previously by designing English learning materials for

Airline students. The materials that will be designed by the researcher is

additional materials for teacher. The researcher believes that designing

materials for Airline students of vocational school is the appropriate way

to overcome the problems stated previously.

B. Problem Statement

5

The research aim to design English material for Airline students of

vocational school as the main problem of the research, In order to have

specific objectives, the researcher formulates the following research

questions:

The problem statement is about with the following research

question?

(1) how to design ESP materials for Airline students?

(2) Does the material fulfil the students need?

(3) how is the students’ satisfaction towards the designed materials?

C. Research Objectives

The objectives of this research is about:

1. to design ESP materials for Airline students.

2. To know whether the material can fulfil the students need.

3. to investigate the students’ satisfaction towards the designed

materials.

D. Research Significance

The research is expected to give both theoretical and practical

significance as follows:

1. Theoretical Significance

6

a. As new learning material which an easy to understand

exspceially for Airline students.

b. As a reference for futher researcher who wants to conduct

research about designing English material for Airline students.

c. As additional knowledge for teacher and public.

2. Practical Significance

a. As the instructional material for the teacher who teach at

vocational school of Airline Department.

b. As a reading material for those who is intrested about Air

ground attendants.

c. The materials will be benificial for students who decide to seek

employment in the airline and tourism bussiness

d. the material will help the student to promote their

competence in languange skill and equip them with the

knowledge needed for Airline ground service

E. Research Scope

This research aimes to create an ESP materials on English for Airline

students in Airline school of vocational school in academic year

2015/2016 who enroll English as a general subject for completing their

skill and knowledge in English. There will be 15 students selected via

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purposive sampling that will hold a Course English for “Air Ground

attendants” which will begin after the researcher has developed the

design material for trying-out the designed material .The materials will

consist of five units based on Content-Based Approach. The material

fulfil the students’ need. Futhermore, the students’ satisfaction toward

the designed materials will be explored.

F. Operasional definition of Terms

The title of this research is “Designing English Material for Airline

Students of Vocational School”. In understanding the topic of this

research easily, the writer would like to present the definition of key

terms, they are;

1. Designed

Design is a proccess to product a new item which is made from the

raw data, in order to get an experience and learning from the item which

has been created. The ultimate aim is to lead the learners’ particular

state of knowledge.

2. Material

Material is a visible product activity which helps to organize teaching

learning proccess, provides a stimulus learning such as containing

interesting texts and enjoyable activity which makes the learners to

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exist their knowledge and skill, and also provide a clear and coherent

unit activity.

3. Airline Student

Airline Student is the learner who learns about the flight

program/lesson and flight training as a general learning to enchace the

learners skills and performance rates about the Airline, otherwise, airline

students also has a spesific goal for their future such as personal

preferences, available time and the other factors that fit the learners

spesific need.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Literature Review

1. Some Previous Related Research Findings

Based on the ESP material development research, there have been

many studies done on the ESP material development in many specific

areas. Among of them are Chimloy (2003) who created an ESP learning

package in “English for Immigration Officers”. From this study, the ESP

designed material on English for immigration officer was efficient in

81.97/86.73, which meets the criteria 80/80, and the immigration

9

officers’ knowledge in English for immigration officer was significantly

improved after using the designed material including their satisfactions

toward the designed learning package was rated at a “satisfied” level.

Similarly, a relevant study done by Komgumpol (1997) who developed

ESP Computer Multimedia Assisted Instruction on “Practical Hotel English

for Room Maids”was efficient in 95.83/89.00, and students’ satisfaction

toward the designed computer multimedia assisted instruction was rated

at a “very satisfied” level. In brief, the courses on English for airline

students and related training materials are needed in Thai higher

educational settings (Commission of Higher Education, 2004) .

Currently, commercial textbooks on “English for Airline

Students” are relatively limited.Therefore, this study aims to address

these gaps by creating ESP materials based on airline requirements. The

designed materials will be beneficial for future airline students and help

them succeed in the global airline industry.

2. Some pertinent ideas

a. Content-Based Approach

The Content-Based Approach is a way for students to learn language

and subject content simultaneously. Snow and Brinton (1989) suggested

that studying only the structure and the function of a language is

10

insufficient, but learning the content of the text can enhance the

students’ language skills and the content knowledge at the same time.

The ContentBased Approach is comparable to English for Specific

Purposes (ESP) as both of them focus on language learning and content

at the same time . Snow and Brinton (1989) also stated that the

Content-Based Approach plays an important role in both ESL and EFL

settings at any educational level. An example of the Content-Based

Approach taught in school is an immersion program or bilingual school.

There are three types of Content-Based Approaches

taught in various educational settings. They are: (1) the Theme-Based

Model; (2) the Sheltered Model; and (3) Adjunct Model (Snow and

Brinton, 1989). ESP teachers who wish to conduct a contentbased

classroom should be familiar with the three models in order to be able to

properly apply them to their own teaching contexts.

1). The Theme-based Model

The Theme-based Model is language-oriented. It is content-

based instruction where the teacher selects the topics and themes or

the students choose their topic of interest to be learnt. As this model

focuses primarily on language, the main objective of this model is to

learn the topics and to develop language proficiency. It is suitable for

students with diverse linguistic backgrounds.

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2). The Sheltered Model

The Sheltered Model is content-oriented. It focuses on teaching at

the level of the students’ language proficiency. Foreign language

students and native students are separated. Such classification enables

the learners to be in the same group of language proficiency, which

helps reduce the students’ anxiety. This model is applicable for

secondary and post-secondary levels, especially in vocational and

university settings.

3). The Adjunct Model

The Adjunct Model is language and content-oriented. It is a

combination of a language and content course, where students enroll in

both a subject matter course and a language course, for example,

“Biology” and “ESL”. This course is taught by both language and content

teachers. It is suitable for adults and the advanced language learners.

b. Materials in Language Teaching

Richards and Schmidt (2002) define teaching materials as “anything

which can be used by teachers or learners to facilitate the learning of a

language. Materials may be linguistic, visual, auditory, or kinesthetic,

and they may be presented in print, audio or video, CD-ROMS, on the

internet or through live performance or display”. Nunan

(1991) similarly points out that materials form part of a curriculum and

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syllabus. Once the learning goals and objectives have been set, the

materials can then be developed. The materials help define the goal of

the course, the role of the teachers and learners, and the detail of the

course, including the content, task and activities.

In sum, materials in language teaching represent anything that the

teachers and the learners use in language classes in order to promote

and develop the students’ language skills.Teaching material

development involves three processes: (1) Material evaluation, (2)

Material adaptation, and (3) Material development.

1). Material Evaluation

According to Richards and Schmidt (2002), material evaluation

involves choosing the most appropriate materials to suit the learning

and teaching goals. It involves the process of determining whether

commercial materials or existing materials suit the learning purpose.

This process saves time in producing in-house materials as ESP

teachers can select and use commercial materials that are well designed

in terms of language, content and organization (Howard & Major, 2009) .

2). Material Adaptation

Nunan (1991) points that commercial textbooks are typically written

by reputable authors or teaching experts in the field and the materials

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are generally well-designed and well-organized. However, teachers may

need to slightly modify them. Tanvir (2009) presents five ways in

adapting the materials which are addition, deletion, modification,

simplification and rearrangement or re-ordering.

3). Material Development

Swales (1980) indicates that material development plays an

important role in ESP programs as ESP teachers need materials that

serve their specific teaching and learning Purposes. Howard and Major

(2009) also note the benefits of a teacher self-producing materials: (1)

Contextualization is a teacher can produce their own materials that fit

the learners’ educational and cultural context, (2) Individual student

needs. a teachers can create materials to suit individual learners in each

context, (3) Personalization or a “personal touch” isteachers can add to

self-designed materials, and can encourage and motivate students in

learning, and (4) Timelinessmeans teachers can add up-to-date local or

international issues in self-designed materials; therefore, students are

attracted to learn new current topics and events.

Teachers who wish to produce their own teaching materials are

required to be familiar with the process of textbook writing. Jolly and

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Bolitho (1998) present a teacher’s path on textbook writing processes

through on the production of new or adapted material.

c. English for Specific Purposes (ESP)

The demand for English for Specific Purses (ESP) courses in

educational contexts developed from English language teaching for

students who needed to learn English for specific academic areas.

Having originated from English as a foreign language, most ESP courses

are commonly taught to non-native speakers.

ESP courses are based on English language teaching and mostly

required by non-native speakers in learning English as a foreign

language. Moreover, ESP courses can be classified into English for

Science and Technology (EST), English for Business and Economics

(EBE), and English for Social Sciences (ESS) which are in the area of

English for Academic Purposes (EAP) and English for Occupational

Purposes (EOP).ESP defines as a specific course designed to serve the

learners’ needs and is based on the language usage and subject matter.

Moreover, ESP programs are mainly offered to adult learner at

intermediate or advanced level in order to help the learners prepare for

their future careers. (Hutchinson & Walters,1994). Course and syllabus

design is an important part for an ESP course. Hutchinson and Walters

(1994) show the three main factors affecting ESP course and syllabus

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design. First, needs analysis is the first step in designing an ESP course.

It involves collecting the information on the needs of the learners or

employers. Second, language description is the way a teacher organizes

the language in an ESP course, and lastly, learning theories inform the

approaches and methodologies used in an ESP course.

CHAPTER III

METHOD OF THE RESEARCH

This chapter presents research design, subject of research, instrument of research,

types of research data, data collection and technique of analyzing data.

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A. Research Method

This research used Research and Development ( R & D) method. The

research designed in this research was ADDIE model design. The

researcher applied ADDIE model that was more applicable because the

model had more than one revision in the R&D cycle. It made the

product more valid.

The ADDIE Model was designed to ensure that the learners achieved

the goals and objectives of the learning purposes. It also allows the

evaluation of students’ need and provides simple procedure to design

and develop materials.

Figure 1 ADDIE Model, Diagram by: Steven J. McGriff (2014)

The explanation as follows:

1. Analysis

Analysis

Design

Development

Implementation

Evaluation

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In analysis phase, the researcher identified and developed clear

understanding of learners’ need. The researcher also indentified a set of

goals and objectives of the course based on the existing syllabus used at

the school. Then, the researcher considered time line and budget

needed in this research. Actually, this phase was similar to need analysis

where need analysis was a set of procedures used to collect information

about learners’ need (Richards, 2003:51 as cited in sukirman 2012)

2. Design

In this phase, the researcher designed English materials for Airline

students considering the goals and objectives of the learning process,

designing blue print or material framework, determining target

population description, selecting delivery materials, and identifying as

much as sources.

3. Development

This phase was done based on the two previous phases, analyze and

design phase. There are some steps in doing this phase. First, the

researcher will list what activities which can assist the learners learn the

materials. Second, the researcher will select the best way which is

appropriate with learners’ styles. Third, the researcher developed and

produced English for Airline students’ materials dealing with learners’

need and the goals and objectives of the course. Then, the researcher

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organized the materials. After that, the researcher validated the

materials to expert to make sure whether the material was match to the

students’ need as well as the goals and objectives of the course or not.

Finally, the final product was ready to be implemented.

4. Implementation

This phase deals with trying-out the product. In this case, the product

was going to be implemented in the real learning/teaching. Because of

this research is undergraduate research so the implementation phase is

not done yet.

5. Evaluation

This phase was designed to measure the rate of quality of the

materials as being implemented. It measures the content of the develop

materials. In this evaluation, two experts involved to check the quality of

the product.

B. Try out and Product

Try-out product had done to analyze or to evaluate the result of the

product whether the product reach the aim of researcher or not. It

means that if the product does not reach the aim of the research, the

product was revised.

1. Try-out Design

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The product was tried-out to the object of the research in real

situation. The name of this try-out is field-try. In this case, the researcher

analyzed and evaluated the quality of the product.

2. Try-out Subject

The subject of this reseacrh is 3rd year student at flight school

Makassar. The subject of this research only the student who enrolled

“English for Airline Representative” in the first semester of the academic

year 2015. The reason why

the researcher chooses the subject because the students who enroll

“English for Airline Representative” are suitable with the design material

that researcher made because the material contains knowledge and

skills for the students for their future career in Airline bussiness.

3. Types of Data

Types of data was obtained on this research are qualitative and

quantitative data. Qualitative data gathers from expert who evaluates

the product of the research. Then, quantitative data was collected from

the result of the try-out at the end of the course and it was analyzed.

C. Research Instruments

The research instruments consist of the designed textbook on

“English for Airline Students”, rubric, worksheet and questionnaire. The

rubric adapted from Ghobran (2011:517 – 518) and Wodyatmoko (2011)

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will be used to evaluate or validate the product. The second instrument

is worksheet, the worksheet will be distributed to two experts which

including worksheet for the expert’s comment and suggestion. The third,

the participants will be asked to rate their satisfaction toward the course

materials on “English for Airline Students” via a questionnaire in four

aspects: the contents, the language, the exercises and the design and

lay-out. The questionnaire contains 10 items. The participants will be

asked to indicate their degree of satisfaction with five choice rankings

from “very satisfied” to “very dissatisfied”.

Number of classification Classification

4.51-5.00 very satisfied,

3.51-4.50 satisfied,

2.51-3.50 Neutral,

1.51-2.50 Dissatisfied

1.00-1.50 very dissatisfied.

The textbook will be designed based on the communicative

language teaching approach and content-based approach. There was

two units in the textbook. The topics for each unit were (1) the world of

airlines; (2) check-in procedures; (3) baggage and document check; (4)

ticketing and reservation; and (5) boarding and flight irregularities.

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Those topics will be adjusted with the students need.

D. Data Collection Procedure

The data collection procedures in this research are observation,

interview, documentation, rubric and worksheet.

The first, Observation; according to Marshall (1995) said that

“through observation, the researcher learns about behavior and the

meaning attached to those behavior”. In this research the researcher did

observe to get more information about the object of the research, they

are place, actor, and activities. The Second, Interview; according to

Esterberg (2002) define interview as “a meeting of two persons to

exchange information and idea through question and responses,

resulting in communication and joint construction of meaning about a

particular topic”. In this research the researcher did an unstructured

interview with the teacher of the English lesson. Third, Documentation;

in this step, the researcher took the syllabus (English Airline Syllabus) of

English lesson from the English teacher. Forth, rubric; in this step, the

researcher supplied the validation sheet for the experts. Then,

worksheet; in this step, the researcher analyzed the experts comment

and suggestion.

E. Data Analysis Technique

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In this research the researcher used three kinds of analyzing data.

First, whether the materials fulfil the students’ need of the textbook on

“English for Airline Students” was measured by using need analysis

assessment result. The second, the students’ satisfaction toward

materials on “English for Airline ground Attendant Service” analyzed

from the data of questionnaires by using mean and standard deviation.

On the 5-point scale of response choices, each item is scored ranking

from one to five with one representing the lowest level of satisfaction

and five representing the highest level of satisfaction. Third, the data

from the result of the expert validation from the rubric was analyzed by

considering the comments, notes, and suggestion. Then the data that

obtained from worksheet was analyzed statistically.

After collecting data, some formulas was applied in this research to

know the result of research as follows:

The researcher analyzed the data by using qualitative data

collection. In this case, the activities in qualitative data analysis are data

reduction, data display, and conclusion drawing/verification.

1. Data Reduction

The data obtained in the field is quite a lot, it is necessary to

note carefully and detail. Data reduction means: summarizing,

choosing things that are fundamental, focusing on things that are

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important, looking for themes and patterns and discarding

unnecessary. Reduce data will give a clear picture and facilitate

resea rchers to conduct further data collection, and look for it

when needed.

Data reduction can be aided with electronic device such as a

computer, to give the code on certain aspects. With the reduction,

the researchers summarize, taking important data, make

categorization, based uppercase, lowercase letters and numbers.

Data that is not important will be discarded and it can make the

researcher easily to do his research by using this data reduce.

In this phase, the researcher choosen the

various data that was obtained in accordance with the researcher

needs’. Then, the researcher select the accurate data that he

thinks as a strong relation to his research about

designing/developing English materials for Airline students’.

2. Data Model (Data Display)

After the data had been reduced, the next step was

display data. Display data in qualitative research was done in the

form of: a brief description, chart, relations between categories,

flowchart and so on. Miles and Huberman in Sugiyono (2014:249)

state the most frequent form of display for qualitative data was

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narrative text. That is most often uses to present data in

qualitative research with narrative text. In addition in the form of a

narrative, the data display can also be a graph, matrix, network

(networks). Next

step was data display, this step the researcher shown all of data

from data reduction on description text by computer.

2. Conclusion

After the data was reduced and displayed, the researcher

verifyed all of data. Preliminary conclusions presented are still

provisional, and it changed if not find strong evidence that

supports the next stage of data collection. Besides, there were still

many considered in this step because the conclusion step was

about unpredicted and it can change all the time.

However, if the conclusion was appropriate with the data that

was obtained in the field after the researcher collecting the data,

the conclusions that presented was the credible conclusion

(trustworthy).

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CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings of this research are the description of three research

question of this research:

1. Designing English material for Airline students

a. Need Analysis

Products designed were English material. The products were the educational product

that is needed in learning process. The product was from preliminary study that researcher

did in the school. He found that the students’ need a material that is specific for their

subject because they are enrolled English for Airline which is very different with general

English material that usually the other students’ got. Because, they thought that the material

which they got in the school just like the general English material not a specific English

material

Based on that case the researcher gave the students’ need analysis assessment to fulfill

the students’ need and helped the researcher to design the English material as specific

purpose based on the students’ need.

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2. The Material fulfill the Student’s need

To know that the material fulfill the student’s need were based on

students’ need assessment analysis. The participants of this research

were 12 students of Airline student of vocational school. They were all

students sitting in the third grade. The students need was got after the

researcher indentified their need by giving the students questionnaire

with the students to find out how English material in their class should

be presented. Since the thesis focused on producing English material,

the processing details of needs analysis are not discussed here.

The need assessment in this study consisted of 18 questionnaire

they are: (a) What is your comment on English material learned in the

class?; (b) According to you, what are the strengths of English material

learned in the class?; (c) According to you, what are the weaknesses of

English material learned in the class?; (d) How many textbook do you

use in learning English?; (e) Are the English material which learned

correlated to your need in learning English?; (f) Do you think your

English ability is improved when learned English in the school?; (g) What

are your obstacles in learning English in the class?; (h) What are the best

way to improve your English ability?; (i) How often do you practice your

English ability in the class?; (j) Is the time allocation of learning English

enough?; (k) What method do you need to learn English?; (l) Do you like

27

English colorful textbook?; (m) Do you like English material pictorial

textbook?; (n) In term of materials picture, which pictures do you

prefer?; (o) In term of main topic arrangement, which materials do you

prefer?; (p) In term of quality of the topic and examples, which materials

do you prefer?; (q) How do you improve your English ability?; (r) what is

your expectation in learning English?. In the second research question,

not all of the questionnaire will be discussed. Only the question related

to research question number two discussed. The result of the

assessment indicates the following things:

Table1. Summary of Needs Assessment Result

No

Questions Aspect Category Result

1 What is your comment on English material learned in the class

English

Material

Understandable

Teaching

Personality

Techniques

Teacher’s

Students’ aspect

Materials

2 According to you, what are

English

Material

Strengths Teaching strategies

Techniques

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the strengths of English material learned in the class?

Achievement

Materials

Long term benefit

Teachers

Personality

Classroom management

3 According to you, what are the weaknesses of English material learned in the class?

English

Material

Weaknesses Teaching strategies

Lack of time

Incomprehensible

Lack of material learning

Lack of tasks and example

Lack of grammar

4 How many textbook do you use in learning English?

English

Material

Fulfillment Two

5 Are the English materials which learned correlated to your

English

Material

Contextual Relevant 60%

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need in learning English?

6 Do you think your English ability is improved when learned English in the school?

English

Ability

Progress

Perception

Improvement

Motivating

Stuck

Getting more knowledge

Endurance

Better

Speaking

Listening

Material

Comprehensible

7 What are your obstacles in learning English in the class?

English

Ability

Hindrance/

Obstacles

Teacher’s competence

(30%)

Understandable

(60%)

Achievement

(10%)

8 What are the best

Material Strategy Awareness (80%)

30

ways to improve your English ability?

Elements Consul (20%)

9 How often do you practice your English ability in the class?

English

Elements

Element of English

Ability

Always (30%)

Seldom (70%)

10 Is the time allocation of learning English enough?

Time span

Time

Allocation

Time allocated was not proportional

11 What method do you need to learn English?

Learning style

Teaching methods

Talk to classmate (70%)

Listen to the teacher (10%)

Discussion (20%)

12 Do you like English colorful textbook?

English

Material

Color Yes (85%)

No (15%)

13 You like English material

English Picture Yes (98%)

31

14

pictorial textbook?

In term of materials picture, which pictures do you prefer?

Material

English

Material

Skill Preference

(Pictures)

No (2%)

Human (45%)

Cartoon (45%)

Human and Cartoon (15%)

15

16

17

In term of main topic arrangement, which materials do you prefer?

In term of quality of the topic and examples, which materials do you prefer?

How do you

English

Material

English

Material

Learning

Strategies

Material

Order

Focus Input

(Quality)

Strategies

Giving examples than main topic (88%)

Giving main topic than examples (12%)

More exercises than main topic (80&)

More main topic than exercises (5%)

More examples than main topic (15%)

English club (75%)

Studying with friend

32

18

improve your English ability?

What is your expectation in learning English?

Learning

Expectation

Expectation/

Orientation

(10%)

Private (15%)

Teacher Competence

Fluency

Improvement

Comprehension

Communication

Time allocated

Knowledge

Daily

Understandable

Table 1 above shows that the students assumed that the English

material provided by the teacher to learn in class was difficult and such

difficulties were derived from three main sources; materials, teacher and

socio-psychological factors.

In term of materials, some students found it difficult as lacked of

material learning which very hard to understand for students. For socio-

psychological factors, some student motivation and enthusiasm to learn

English then these became hindrance for them to learn English actively.

33

Teacher as the source of hindrance was more about his/her voice and

teaching techniques. For this reason, it is important to make an English

material providing with more glossaries in each unit, attractive,

interesting and teachable.

For the students the English material providing by teacher to learn in

the class has some strengths according to the students. Some materials

have a long term benefit, as a resource for the students in achieving a

better score in learning. In other cases, the students also found that the

materials which they learn in the class are easy to practice individually,

pair or in group. Some students also responded in terms of teachers’

personality, technique and classroom management which are

considered to be irrelevant with the question.

Beside the strengths, the materials the students learn also had some

weaknesses. Those weaknesses according to the students were more

related to the teacher strategies in learning so the students did not

concentrate to learn because the teacher strategies did not set with

students. The students’ also believed that in some materials, it was

found that the English which they learn was lack of grammar

components. However, some students also needed more grammatical

components and also need more relevant task. Apart from the content,

the students also found the materials to be incomprehensible. they

34

needed more time and attractive learning material. One of the students

also complained that there was a tendency for the teacher to give them

tasks before having fully understood of what to execute.

The number of textbook that student have been using so far was only

two types. But, the students felt that both of the textbook had their own

strengths and weaknesses. Moreover, using two textbook in learning

process indicates that the students didn’t have enough source of

learning materials to achieve the target learning objective in curriculum.

As the English materials should enable students to know English well for

their daily life or for their future, around 60% of the students opted that

the materials they used in the class so far were relevant to their needs.

As the students who lacked English, the students need more

vocabulary to present in the beginning of each unit of the English

materials. They hope, their English is getting better.

In term of colorful textbooks, more than half students like a colorful

textbook. The students assumed that colorful materials will stimulate

excitement and interest to materials. In addition, the color of materials

should be well arranged because consideration of printing cost.

At the age of middle learner, textual book is not always interesting

for them. Otherwise, the pictorial textbook will stimulate their sense of

curiosity to the materials. More than 98% of students liked pictorial

35

textbook picture. Based on these facts, the use of pictures in the

material must be increased. Furthermore, the pictures that will be used

in the developed materials are pictures of human and cartoon.

As much as 88% of students liked inductive materials model. They

prefer to be given examples at the beginning than the main topic. Only a

few of them liked deductive materials model. For that reason, the

material that will be developed will provide examples for each subject

matter and using inductive model. The teacher should provide more

examples of the topic being learned or discussed.

The improvement in English ability should be the main objective set

when students are forced to learn English. In such case, the students

found that their achievement improved in term of speaking, listening

and more important was in increasing their English better. Along with

this, they also felt that their interest and motivation had improved as

they endured in learning it.

In term of time allocation in learning English, most of the students

agreed that it was not enough. It was probably the teacher’s lack of

management the time proportion for each part of English learning. For

this reason, the teacher should be able to organize the time well and

more prepared with lesson plan, for avoiding the lack of time in learning.

As for the learning strategies in English, most of the

36

students preferred practice with their friends. The exercises and

examples of designed materials should be developed with lots of

activities that involve interaction among students.

Half of the respondents agreed that joining English club will improve

their English ability. Another way they can improve their ability by

studying with their friend to get a supportive environment. As addition, a

few students said that learning English in private is more effective

because we can get more knowledge by ourselves easily depending

from the way we study. By considering this, students may be given

learning motivation and suggestion to study hard in the meeting club.

The question number eighteen was answered with a variety by the

students. Most of students expect their ability in learning English

improved, especially in term of communication with native speaker.

They hope, they are good at fluency, getting more English knowledge,

easy to understand English and can use English in daily life.

3. The students’ satisfaction towards the design ESP material on

“Designing English material for Airline students’ ”.

After using the designed material at the end of the course, twelve 3rd

year of Airline students as a sample group in this research were asked to

rate their satisfaction toward the designed material on ”Designing

English material for Airline students’ “.

37

To measure the students’ satisfaction toward the designed materials,

the result of the questionnaire rated by students was analyzed by using

mean and standard deviation (S>.D.). In summary, all of the students

were satisfied with the designed material, the total mean was 4,29,

which in shown in the table 2 on the next page.

Table 2 The students’ satisfaction towards the design ESP material on

“Designing English material for Airline students’ ”.

Opinions X< S.D. Level of satisfaction

1. The content is interesting. I really want to study this course.

4,37 0,49 Satisfied

2. The content is suitable to my level. 4,37 0,56 Satisfied

3. The content is beneficial for my future career.

4,43 0,63 Satisfied

4. The language is suitable to my level. 4,07 0,58 Satisfied

5. The language in this material can be used in real situation.

4,57 0,50 Very satisfied

6. The exercises are interesting. I really like them.

3,93 0,74 Satisfied

7. The exercises correlate with the content.

4,33 0,55 Satisfied

8. The exercises can be used for my future career.

4,53 0,57 Very satisfied

9. The illustrations are attractive and encourage me to study this course.

4,03 0,61 Satisfied

10. The size of the material is appropriate.

4,27 0,58 Satisfied

Total mean 4,29 0,58 Satisfied

38

The criteria for interpreting the mean of the students’ satisfaction

towards the designed ESP material are as follow:

4.51-5.00 students are very satisfied with the designed

material

3.51-4.50 students are satisfied with the designed

material

2.51-3.50 neutral

1.51-2.50 the students are dissatisfied with the designed

material

1.00-1.50 the students are very dissatisfied with the

designed material

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

39

A. Conclusion

Based on the research findings and discussion in the previous chapter, the

researcher comes to the following conclusions.

1. The result of the designing English material for Airline students’ based on the

implementation of the research is very good. The finding indicates that the product is fulfill

the students’ need and The result of the questionnaire in each aspect showed that most

students were satisfied with the designed textbook. Because the product has all of

components of how to designed the good material based the students’ need, and also it was

validated by the expert.

B. Suggestion

1. Another study on ESP instructional material development can be

conducted by creating the material in English for another occupational

field in order to meet the students and the other employers’ needs.

Furthermore, creating the material for a specific purpose to staffs at the

workplace is strongly encouraged.

2. To measure students’ mean scores before and after using the

designed textbook can be conducted with another group of students,

with having different background, in order to measure their knowledge

improvement; for example, conducting a study on 3rd year English

major students at another universities or campuses.

40

3. When the material is proved to be efficient in the first phase, the

experiment of using it can be conducted with another group of students.

An extended phase of a study to measure the efficiency of the designed

material again is recommended. This could ensure the material can be

generalized to other ESP classes.

41

References

Bangkok Airway. (2011). Job opportunities. Retrieved June 29, 2011, from

Belobaba, P., Odoni, A., & Barnhart, C. The global airline industries.Great Britain: Antony Rowe Ltd, Chippenham, Wiltshire, 2009.

Chimloy, T. (2003). The Development of a learning package in English for immigration officers.(Master’s thesis). Retrieved July 18, 2011, from www.lib.buu.ac.th

Commission of Higher Education. Compendium of programs, fields ofsStudy, and degrees, awarded by State Institutions of Higher Education. Commission on Higher Education. Bangkok: Idea Square Publishing, 2004.

Fromkin, V.,Rodman, R., & Hyams, N. An introduction to language. The United Stated of America: Thomson Higher Education, 2007.

Gall, M.D & Borg, W.R Education Research: An Introduction. New York:

Longman, 1983

Howard, J., & Major, J. (2009). Guidelines for designing effective English language teaching materials. Christchurch College of Education. Retrieved August 17, 2010

Hutchinson, T., & Walters, A. English for specific purposes. London: Cambridge University Press, 1994.

Jolly, D., & Bolitho, R. A framework for material writing. In B. Tomlinson (Ed.), Materials development in language teaching.(pp. 90-115).United Kingdom: Cambridge University Press, 1998.

Konggumpol, C. The Development of computer multimedia assisted instruction on practical hotel English for room maids.(Master’s thesis). Retrieved July 18, 2011,

42

Nunan, D. Language teaching methodology: A textbook for teacher. London: Prentice Hall International Press, 1991.

Richards, C., & Schmidt, R. Longman Dictionary of Language Teaching and Applied Linguistics.England: Pearson Education Limited, 2002.

Snow, A., & Brinton, M. The content-based classroom: Perspectives on integrating language and content. New York: Longman, 1997.

Swale, J. ESP: the textbook problem. ESP journal. 1(1): 11-23, 1980

Tanvi, S. Material adaptation (Web Blog message). Retrieved September 28, 2010

43

APPENDIX I

In order to make a good designing material and specific analysis

data, the research makes a rubric for experts for making sure the design

material is available to use for students.

EXPERTS’ JUDMENT RUBRICNo

Aspects Criteria Yes

Partly

No

1 Organization of materials

The materials are organized attractivelyThe organization of the materials in the form of chapters is appropriateThe materials are organized in logically ordered tasks.

2 Examples The examples are clearThe examples are understandableThe examples are too easyThe examples are too difficultThe examples are too confusingThe examples help the learners to understand the materialsThe examples are deal with the theory

3 Exercises The exercises are understandableThe exercises are clearThe exercises are too easyThe exercises are too difficultThe exercises reinforce what learners

44

have already learnedThe exercises are varied in formatThe exercises match with the topic being discussedThe exercises can be done by the learnersThe exercises challenge learners

4 Activities The activities are attractiveThe activities are appropriate with the students’ abilityThe activities are motive the learnersThe activities are designed for work groupThe activities are designed for individual The activities are can be done by the learnersThe activities are varied in format

5 Instruction

The instruction are clearThe instruction are appropriateThe instruction are understandableThe instruction are confusingThe instruction are ambiguousThe instruction are can be done by the learners

6 Coverage of material

The coverage of the materials is in line with the syllabus of the courseThe coverage of the materials is relevant to the goals of the courseThe coverage of the materials matches the objectives of the courseThe coverage of the materials covers both theoretical and practical points of view of English materialsThe coverage of the materials is understandableThe coverage of the materials is appropriate with the students’ needs

7 Content of material

The content of materials is clearThe content of materials is appropriateThe content of materials is understandableThe content of materials matches with the

45

objectives of the courseThe content of materials matches with the learners’ interestsThe content of materials matches with the learners’ needThe content of materials is well-designedThe content of materials is high qualityThe content of materials has covered the standard materials of English materialsThe content of materials is up-to-date

8 Language The language used is appropriate with students’ English proficiencyThe language is clearThe language used is confusingThe language is understandable

APPENDIX II

QUESTIONNAREStudents’ satisfaction toward material on English for Airline Ground Attendant ServiceThe aim of this questionnaire is to measure students’ satisfaction toward material on English for Airline Ground Attendant Service. All respondents’ data will be beneficial for further language material development. Directions: please indicate the level of your agreement with the following statements by making √ in the boxes.

Materials on “English for Airline Ground Attendant Service”

Level of satisfactionStrongly agree

Agree

Neutral

Disagree

Strongly disagree

Content 1. The content is interesting. I really want to study this course.2. The content is suitable to my level.

46

3. The content is beneficial for my future career. Language. 4. The language is suitable to my level.5. The language in this material can be used in real situation. Exercises 6. The exercises are interesting. I really like them.7. The exercises correlate with the content. 8. The exercises can be used for my future career.Design and lay-out.9. The illustrations are attractive and encourage me to study this course.10. The size of the material is appropriate.

APPENDIX III

QUESTIONAIRE

No

Pertanyaan Jawaban Aspek Kategori

1 Apakah Anda menyukai buku teks yang berwarna-warni?

a. Yab. Tidak

Kenapa?

English Material

Color

2 Apakah anda a. Ya English Picture

47

menyukai materi pembelajaran bahasa inggris yang bergambar?

b. TidakKenapa?

Material

3 Terkait penggunanaan gambar Anda lebih suka materi bahasa inggris…..

a. Bergambar manusia

b. Begambar kartun

c. Bergambar manusia dan kartun

English Material

Picture

4 Terkait penempatan materi ajar Anda lebih suka materi bahasa inggris yang……

a. Memberikan contoh terlebih dahulu kemudian inti sari materi ajar

b. Memberikan inti sari materi terlebihdahulu baru kemudian contoh

English Material

Material orde

5 Terkait materi ajar dan contoh, anda lebih suka materi bahasa inggris yang……

a. Lebih banyak materi ajar dibandingkan latihan

b. Lebih banyak latihan dibanding materi ajar

c. Lebih banyak contoh dibandingkan materi ajar

d. Lebih banyak materi ajar dibandingkan contoh

e. …………………….Kenapa?

English Material

Focus Input

6 Apa tanggapan tentang materi bahasa inngris

a. Mudah untuk dipahami

b. Terkadang

English Material

Understandable

48

yang dipelajari di dalam kelas?

mudah, terkadang susah dipahami

c. Susah untuk dipahami

Kenapa?7 Menurut anda apa

kelebihan meteri bahasa inggris yang dipelajari di kelas?

………..................................…………………………….…………………………….……………………………..

English Material

Strengths

8 Menurut anda apa kekurangan materi bahasa inggris yang dipelajari di kelas?

………..................................…………………………….…………………………….……………………………..

English Material

Weaknesses

9 Berapa jumlah buku pegangan yang Anda gunkan saat belajar di kelas ?

a. Satub. Duac. Lebih dari dua

English Material

Fulfillment

10

Apakah materi yang anda pelajari sesuai dengan kebutuhan bahasa inggris Anda?

a. Yab. Tidak

English Material

Contextual

11

Bagaimana cara terbaik untuk meningkatkan bahasa inggris Anda?

a. Dengan cara meningkatkan tingkat kesadaran belajar

b. Dengan cara meminta bimbingan dari guru

c. Dengan cara belajar bersama dengan teman

Material Element

Strategy

49

12

Apakah anda sering melatih kemampuan bahasa inggris Anda (English for Airline) saat belajar di kelas?

a. Sering b. Jarang

13

Selama belajar bahasa inggris di sekolah, apakah Anda merasa kemampuan berbahasa Anda meningkat?

a. Yab. Tidak

Kenapa?………………………………………………………………

English Ability

ProgressPerceptio

n

14

Apa saja kendala yang Anda temui saat belajar bahasa inggris di kelas?

a. Penyampain guru kurang jelas

b. Materi yang diajarkna di kelas kurang sesuai dengan kebutuhan bahasa inggris saya

c. Materi yang di dapatkan di kelas terlalu sulit untuk di pahami

Englsih Ability

Hindrance/

Obstacles

15

Menurut anda apakah alokasi waktu yang digunkan untuk belajar bahasa inggris di kelas cukup?

a. Yab. Tidak

Kenapa?………………………………………………………………

Time Span

Time Allocatio

n

16

Bagaiman metode belajar bahasa inggris yang Anda butuhkan?

a. Mendengarkan guru berbicara

b. Berdiskusic. Bercakap-cakap

bersama teman kelas

Learning Strategy

Strategy

50

17

Bagaimana cara Anda meningkatkan kemampuan bahasa inggris Anda?

a. Dengan cara latihan secara mandiri

b. Dengan cara belajar kelompok dengan teman

c. Dengan cara mengikuti English club/ tempat bimbel

Learning Strategy

Strategy

18

Apa harapan Anda dalam belajar bahasa inggris di kelas?

Learning Expectat

ion

Orientation