word meanings, tenses, structures, topics, functions, skills, and others are presented. Gradation could be based on the complexity of an item, its frequency in
written or spoken English, or its importance for the learner. Nunan 2004 adds that grading and sequencing tasks are decisions on what to teach first, what
second, and what last in a coursebook or a program. Tasks must be graded and sequenced from the easy one to the difficult
one. It can be seen in reading and listening skills in which the input becomes an important part that must be sequenced. Grammatical factors influence the
complexity of the input. The difficulty will be affected by the length of a text, propositional density, the amount of low-frequency vocabulary, the speed of
spoken text and the number of speakers involved, the explicitness of the information, the discourse structure and the clarity with which it signaled Nunan,
2004. The same input can be used for more than one task with different level of task difficulty. It can be done by adjusting the procedural demands on the
learners. Nunan 2004 also states that tasks must be sequenced from the less
demanding to the more demanding, moving from comprehension-based procedures to controlled production activities and exercises, and finally to ones
requiring authentic communicative interaction.
B. Review of Related Studies
The research conducted was related to ESP course in which the researcher developed the appropriate learning materials for specific group, in this
case was the students of beauty skin care study programme. In order to develop the appropriate learning materials, the learners‟ specific needs must be known. A
study related to this research was conducted by Kaur and Baksh 2010. The research was about developing English learning materials for Art and Design
students of University of Science, Malaysia. Based on their research, it was found that the students wanted their lectures or practitioners to include the workplace-
based materials, specialised vocabulary activities for the course material, also the topics must be relevant to students‟ area of specialization.
Dealing with the materials, the ESP course uses the authentic materials as the inputs. There were discussions related to the use of authentic materials in the
teaching and learning process. Guariento and Morely 2001; Hyland 2003: 94 as stated in Al-Azri and Al-Rashdi 2014, say that authentic materials help to
motivate learners to learn the language by making them feel they are learning the „real‟ language. It gives a good impact on their learning process.
In addition, Oguz and Bahar 2008 as stated in Baghban and Ambigapathy 2011, state that if the learners interact with the materials with
interest and without difficulty, they can participate actively in the teaching and learning process and in the same way their motivation levels may raise. Therefore,
it is important to develop the English learning materials which the the topics are related to the learners‟ interest, especially for beauty skin care study programme.
The authentic materials are also needed as it can gather learners‟ interest and
enhance the learners‟ motivation in the teaching and learning process.
C. Conceptual Framework
In the teaching and learning process, the crucial aspect must be considered is the material. However, it is difficult to find English materials for
vocational high schools especially that focus on Beauty Skin Care study programme, based on Curriculum 2013. By developing English learning materials
for grade eleven students of Beauty Skin Care programme that based on their needs and Curriculum 2013 using scientific approach, it is expected that the
materials will support the teaching and learning process and help students to develop their English competence to prepare themselves for their future job.
There are some factors need to be considered in developing English materials for Beauty Skin Care programme. English for Vocational High School
can be categorised as English for Specific Purposes ESP which focuses on specific field. The first step of ESP is conducting needs analysis by using a
questionnaire to know the students target needs and learning needs. After conducting the needs analysis, the next step must be considered is
the materials will be developed. Researcher choosed to use Content-Based Instruction as one of the basis in developing the materials. CBI was chosen
because it focuses more on the content rather than the grammatical structures. For vocational high school students, the knowledge to understand and use the
