d. The appropriateness of the layout of the materials
The layout covers the description of fonts, text size, and the consistency of illustration.
B. CONCEPTUAL FRAMEWORK
English teaching at Vocational High Schools aims at developing the students’ English proficiency by which the students can improve their
professional skills. In addition, the English teaching should also develop students’ communication abilities so that they can communicate in every social context
such as expressing idea and feelings, participating in social activities and analyzing a certain event BSNP, 2006.
The ideal learning materials for students of Vocational High School should meet their target needs. It means that the learning materials will be different for
each study program. The learning materials should be specified by their study program. In fact, most of the Vocational High Schools use general English to
teach their students, in this case, the students of Beauty Study Program. There are no learning materials which are related to beauty terms.
Therefore, ESP approach is used in this study to narrow the context of language teaching based on the target situation of the students. This is in
accordance with Hutchinson and Waters 1987 who state that ESP is an approach which is based on the learners’ needs. By using ESP approach, the English
learning materials will be specified by, in this case, Beauty Study Program.
To collect the information of the students’ needs, the research has been conducted by distributing questionnaire to the students of Beauty Study Program
at SMK N 3 Magelang. Then, the needs’ analysis was analyzed. The result of the needs analysis was used to create the syllabus. This syllabus was used as the basis
to start developing the materials. In accordance to the contents of the materials, CBI is used in the process
of materials development. The reason of using CBI approach in this study is based on the principles of CBI which states that English is a means of communication to
acquire information about the subject areas of the students Richards Rodgers, 2001. Through CBI, the materials will focus on the content of English for Beauty
Study Program, by providing sufficient tasks and vocabularies related to English for Beauty Study Program.
The units that are developed refer to the curriculum 2013. Each unit covers two sections; spoken listening speaking and written reading writing. Each
section follows the scientific method. Further, the process of developing the materials should consider many aspect, such as principles of materials
development Tomlinson, 1998, so that the developed materials will achieve the goals of learning. Moreover, in the process of developing materials, the system
approach proposed by Dick and Carey in Borg, Gall and Gall 2003 is used because it is relevant to achieve the goals of this study.
In materials development, one most important point is about developing tasks within the units. In designing appropriate tasks, the consideration should
look up the principles of developing tasks proposed by Nunan 2004. After
developing the units, the materials are evaluated to check whether the purpose and goal of the materials are achieved or not. In evaluating the materials, the criteria
proposed by BSNP 2011 are used. The criteria cover the items about contents, language, presentation, and layout. By using those criteria, the appropriateness of
the materials is measured.
CHAPTER III RESEARCH METHOD
In this chapter, there are discussions about the methodological steps which underlie this study. It covers the research design, research subject, research
setting, research instrument, data collection techniques, data analysis techniques, and research procedure.
A. Type of Study
The objective of this research is to develop appropriate model of English learning materials for students of Beauty Study Program. Therefore, this research
is classified as Research and Development since it aims to develop a finished product that can be used appropriately in an educational program Borg,
2002:772. B.
Research Setting
The research was conducted in September 2014 at SMK N 3 Magelang which is located at Jalan Pierre Tendean 1 Magelang. There are four Study
Programs in this Vocational High School. They are Tata Busana, Tata Boga, Tata Kecantikan, and Akomodasi Perhotelan.
