with follow-up activities. There were three parts in this section, i.e. Homework, Reflection
and Summary. This section also functioned as the evaluation activities to check the learners’ achievement through the unit.
In each unit, there were about 11 to 12 tasks which were developed in order to help the learners achieve the objectives of learning. The tasks were
designed based on the theory proposed by Nunan 2004. Therefore, each task contained six components, i.e. goal, input, procedure, setting, learner role, and
teacher role. In every unit, the tasks were sequenced from comprehension to production activities. The tasks firstly required the learners to comprehend input
then they were to do semi-guided production tasks. Finally, the learners were to do the free production stage which demanded them to perform authentic
communicative interaction. In the process of designing materials, the results of needs assessment
were used in order to achieve the appropriateness of the materials to learners’ needs. The research findings showed that the reception staff wanted learning
materials which could support them in completing daily job descriptions. Therefore, the topic of the materials were connected to the needs in the target
situation. This was in-line with one principle of Content-based Language Teaching which stated that the contents of the learning better reflected the needs
of the students RichardsRodgers, 2002. The results of needs assessments presented the data about inputs
desired by the learners. Therefore, the process of selecting the appropriate inputs considered the needs of the learners. The research findings also showed that
appropriate learning materials should employ the correct and appropriate language use. The appropriateness of the language was related to the correct inputs which
were selected for learning. This was relevant to the theory proposed by Hutchinson and Waters 1988 which stated that materials should provide models
of correct and appropriate language use. According to the needs analysis, the learners wanted to carry out the
tasks by group discussion and pairs work activities. This setting was effective to encourage their cooperation. The groups work activities to promote pair teaching
so the objectives of learning were more feasible since the learners were more confident to carry out the tasks. Besides, the learners also wanted various
activities in order to achieve the objectives. Based on the expert judgement, the first draft of materials was not
appropriate. There were many unnecessary tasks in the first draft of materials. The materials should be focused more on speaking. In total, there were three times of
expert judgement in the making of the course book. All unnecessary tasks in the first, and the second draft were omitted. While the third draft of materials was
considered appropriate for the learners’ needs but still needed a bit revisions before established as the final draft of materials.
In conclusion, the first draft and the second draft of materials generally did not meet the standards of appropriate learning materials. The results were
proven by data of expert’s evaluation questionnaire. Based on the descriptive statistic technique, the mean value ranged below 4 for every unit. The third draft
of materials eventually met the standards of appropriate learning materials with
the mean value ranged above 4, which became the standard mean of appropriate materials. The results meant that the expert agreed that the learning materials
accomplished the appropriateness which covered the standards of contents, language and presentation.
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CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusions of the research and the suggestions to other parties.
A. Conclusions
Based on the objective of this study, this study aims at producing an English course book for the reception staff of Vidi hotel Yogyakarta. By
considering the objective of the study, a conclusion was drawn. The conclusion is about how the appropriate English course book for the reception staff of Vidi
hotel Yogyakarta is developed. Below is the summary of the process of developing the materials.
The Development of an Appropriate English Course Book for the Reception Staff of Vidi hotel Yogyakarta
The first step in developing the course book was conducting needs analysis. The needs analysis was in form of a questionnaire administered to the
reception staff of Vidi hotel Yogyakarta. The needs analysis results covered the target needs and the learning needs of the reception staff of Vidi hotel
Yogyakarta. The target needs reffered to the things they need to do in their daily tasks. It includes using English well especially in form of spoken language in
dealing with reservations, check-ins, giving directions and suggestions about the city, etc. In fact, most of them were unable to use English well. The main reason
behind this was the fluency. Besides, grammar, vocabulary mastery and
pronounciation also became their problems. So from the course book, they expected to be able to undestand what their guests want, so they could fulfill it
and make the guest satisfied. Meanwhile, the learning needs reffered to what the reception staff of
Vidi hotel Yogyakara needed to do in order to learn and fulfill the target needs. The inputs they desired mostly consisted of short dialoguesmonologues and the
activities they desired were paired activities, such as role play, and discussions in pairs. However, this course book was designed to fulfill not only speaking skills,
but also listening, reading and writting skills. After conducting needs analysis, the course grid and first draft of the
materials were developed. The course grid was developed based on the needs assessment results, and the job descriptions of hotel reception staff. The course
grid itself consisted of seven items i.e. topic, unit title, indicators, language functions, inputs, language focuses and procedures. The course grid became the
scaffolding in developing the first draft of the materials. The first draft of the materials consisted of three units and was developed based on a certain pattern. It
involved Lead-in, Lesson Proper, Homework, Reflection, and Summary. This pattern was intended to guide the learners from in using the course book. The
Lead-in section became the introduction which would help build the learners’
background knowledge about the topic discussed in the unit. The Lesson Proper section consisted of Listening and Speaking and Reading and Writing tasks. There
were also vocabulary enrichment and grammar focus parts in this section. This section was designed to explore the learners’ four skills, starting from listening,
speaking, reading, and writing simultanously. The next section was Homework. This section became the evaluation phase. The tasks included in this section
enabled the learners to use the skills they learned in the previous tasks later at home. Reflection section became the next section in the first draft of the materials.
This section functioned as a self assessment activity. The learners would know how much they learned in this section. The last section was Summary. This
section cwas designed to present the summary of the language items taught in the unit.
After developing the first draft of the materials, the draft was checked by materials expert. The materials expert acted as the judges deciding whether the
materials developed were appropriate or not. The appropriateness judged included the content, language, presentation, and layout of the materials. The judgement
used a questionnaire developed based on the standards proposed by BNSP. After being judged, the first draft of the materials was revised and then given to the
reception staff of Vidi hotel Yogyakarta.
B. Implication
From the results of this study, an implication can be drawn. It says that the course book was designed based on the needs analysis of the reception staff of
Vidi Hotel Yogyakarta. The results of the needs analysis became the scaffolding in developing the course book, and also showed the characteristics of hotel
reception staff. Therefore, this course book can be used as the teaching and learning materials for reception staff of other hotels as long as the reception staff
