continued Task 19
The word “partner” is inappropriate.
Changing the word into
“classmates”.
Task 21 The word “group” in
“in group of three” is incorrect.
The sentence “Create
a greeting
card according
to the
situations given ” is
incorrect. Changing
the word
“group” into “groups”. Changing the sentence
into
“Create a greeting card
based on
the situation given.”
Reflection The
words “compliment”
and “understand” need to
be in the form of verb- ing.
Changing the words into “Complimenting”
and “Understanding”.
B. Discussion
This research aims to develop English learning materials for Beauty Study Program. The materials that are developed is based on the needs
analysis since this study uses an ESP approach. It is designed to fulfill the specific needs of the learners Tomlinson and Masuhara, 2004: 169.
The very first step to develop the materials is conducting a needs analysis. The needs analysis was conducted in September 2014 by
distributing questionnaires to the students. The questionnaires were developed based on the principle of needs analysis proposed by Hutchinson and Waters
1987 that cover Target needs and Learning needs. The target needs cover necessities, lacks and wants. The learning needs cover input, procedures,
setting, learners’ role and teacher’s role. All of those components are considered as the basis for developing English learning materials for Beauty
study program.
The first component is input. Based on the results of the needs analysis, the input texts that are needed by the students are those related to
beauty. It can be both make-up and hairdo. Considering that the beauty world always changes rapidly, the students then need texts with current beauty
trend. In addition, the students consider to have simple texts accompanied by pictures which contain beauty terms. Since the developed materials cover four
skills, the input texts were in the form of spoken and written texts. The second component is procedure. Based on the results of the needs
analysis, the learning procedures that the students want are varied since the unit covers four skills. In terms of listening and speaking, most of the
students want to identify detail information of texts and have role-playing, while in terms of reading and writing, the students like to complete blanks in
incomplete texts and answer comprehension questions based on the texts given.
The third aspect is setting. Based on the needs analysis, most of the students prefer working in small groups. However, the tasks are also designed
to be done individually and in pairs to create balance among the activities. The students also like to do the tasks outside the classroom.
The last aspects are lear ner’s role and teacher’s role. By referring to
needs analysis result, in terms of learner’s role, most of the students prefer to actively participate in the classroom discussion and be involved in solving the
tasks. In terms of teacher’s role, the students want the teacher to be able to
create a good atmosphere in the teaching and learning process in order to get the students
’ involvement in the classroom activities. The next step after analyzing the needs analysis is developing a
syllabus. The syllabus was developed as the basic outline to develop the materials. The results of the needs analysis were the basis to design the
syllabus. Moreover, the core competence and basic competence were also considered in developing the syllabus. The syllabus covers the topic of the
unit, the title of the unit, the learning indicators, language focus grammar and vocabulary, a description of the activities and the list of input texts.
There are three units in the developed materials. Each unit covers four skills. This decision is based on Grave
’s theory 2000 stating that activities should integrate the four skills of speaking, listening, reading, and writing
because the four skills mutually reinforce each other. Each unit of the developed materials consists of 25 tasks. The unit starts with the title of the
unit and a brief description about the unit. The first task is warm-up. It aims to introduce the students to the topic. The second part is lesson proper which
is divided into two cycles, spoken and written. Each cycle follows the scientific steps. The spoken cycle encourages the students to perform oral
communication, while the written cycle encourages the students to produce written texts. The third part is reinforcement. In this stage, the students are
given homework. Moreover, the review part is also given to recall the students’ understanding about the unit they have learned. In addition, the
developed materials are completed by a reflection part to give chances to
students to evaluate themselves. To end the unit, there is a list of relevant vocabularies and the Indonesian meaning.
The developed materials are then evaluated by the materials expert. The evaluation was done by distributing a questionnaire to the expert. The
questionnaire consists of four aspects which are taken from Instrumen Penilaian Buku Bahasa Inggris SMK. Those aspects are appropriateness of
content, appropriateness of presentation, appropriateness of language and appropriateness of lay-out. Based on the results, the English learning
materials for Beauty Study program that are developed are considered appropriate with the needs of Grade X students of Beauty Study Program.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
The aim of this research is to find out the target needs and the learning needs and to develop appropriate English learning materials for Grade X students
of Beauty Study Program. This chapter presents the conclusions and proposes suggestions based on the findings.
A. Conclusions
1. Target Needs
Based on the results of the needs analysis, it can be concluded that the target needs are as follows:
a. The main goal of the students to learn English is to be able to
communicate in English both written and oral to support their future job 42.42.
The second highest tendency is 39.39, where the students’ goal is to pass the national exam.
b. Most of the students 51.51 consider that their current English
proficiency is at the level of beginner. However, the majority of the students 84.84 consider that the necessary level to have is at the
level of advanced. c.
The highest tendency of the respondents 63.63 consider that the topic of texts they will find when they work is about recent beauty
trends make-up hairstyle. The students 78.78 also want to master words that are related to their expertise.
