Subject and Respondents of the Research

categories, it might be claimed that Kemp model might be suitable for a systems focus rather than classroom. The Kemp model could be considered as a classroom orientation model since it leads to an output of one or few hours of instruction, whereas systems-oriented models lead to an output of a whole course or curriculum. Although the model is also mostly used to develop an instructional program, it can also be adapted to develop learning materials for additional program like Vocational English in the school this research was conducted. However, the system approach model was adapted to The adapted Kemp Model is described in the table below: Table 3.2. The Adapted Model KEMP MODEL KEMP ADAPTED MODEL 1. Identify instructional problems, and specify goals for designing an instructional program. 2. Examine learner characteristics that should receive attention during planning. 3. Identify subject content, and analyze task components related to stated goals and purposes. 4. State instructional objectives for the learner. 5. Sequence content within each instructional unit for logical learning. 6. Design instructional strategies so that each learner can master the objectives. 7. Plan the instructional message and delivery. 8. Develop evaluation instruments to assess objectives. 9. Select resources to support instruction and learning activities. Need Analysis 1. Identifying instructional problems, and specifying goals for developing instructional materials for additional program Vocational English 2. Examining learners’ characteristics, their target need, and their learning need Developing Materials 3. Identifying subject content, and analyzing task components related to stated goals and purposes, 4. Stating instructional objectives for the learner, 5. Sequencing content within each instructional unit for logical learning, 6. Designing instructional strategies so that each learner can master the objectives 7. Select resources to support instruction and learning activities Try out 8. Planning the instructional message and delivery Evaluation and revision 9. Evaluating the developed materials for revision This research was then conducted in the following 4 main steps: Step 1. Need Analysis The needs analysis was administered on September, 2015. Its purpose was to gather the information of learners ’ target and learning needs. The data were analysed as the basis of developing English learning materials for the ten grade students of Hotel Accommodation Program at SMK Negeri 1 Metro, academic year 20152016. A survey by distributing questionnaires on the students’ need was conducted to find out the lack, need and want. An informal interview was conducted to ten senior students eleventh grade having returned from their apprentice program to get input for the developed materials matching to hotel’s need. Step 2. Developing Materials. The first step was conducted to observe some references related to the designed materials, like the theory of instructional development, and the theory of English Language Teaching ELT. The writer analyzed the existing materials from the school’s vocational English syllabus to state the instructional goals and objectives of teaching and learning English for the tenth year students of Hotel Accomodation Program of Vocational High School.