The Results of Expert Judgement of Questionnaire of the Third Draft of

Based on Table above, the expert generally agreed on the appropriateness of materials presentation of the third draft of materials. It is shown on Table that the overall standards about materials presentation appropriateness were accomplished by the third draft of materials as the lowest value of the mean is 4.37. Therefore, the materials presentation of the third draft of materials is categorised as appropriate based on the standard proposed by BNSP . 4 The appropriateness of materials layout Table 44. The Descriptive statistic of expert’s Opinion on the Appropriateness of the Materials Layout of the Third Draft of Materials No Items Means Description of Agreement 1 The layout of the content 4.58 Strongly Agree 2 The illustration of the content 4.58 Strongly Agree 3 The typography of the materials 4.16 Agree Based on Table 44, the means value of the items range from 4.16 to 4.58. It indicates that the expert agreed on the appropriateness of the layout of the third draft of materials based on the standard of appropriate learning materials. The overall standards about the materials layout appropriateness were achieved by the third draft of materials as presented in Table. Therefore, the materials presentation of the third draft of materials is categorised as appropriate based on the standards proposed by BNSP. Finally, the conclusion from the results above is that the third draft of materials has accomplished the standards of appropriateness of learning materials. The conclusion is based on the materials expert’s opinion which indicates the agreement on the approrpriateness of this unit based on the stanndards proposed by BNSP about learning materials for vocational high school. Nevertheless, the first draft of the materials still has some weakness. The expert, who was asked to evaluate the materials, still found some parts of the first draft which needed some revisions. The revisions were necessary in order to make the draft more appropriate. Therefore, the suggestions from the expert were used to revise the first draft of the materials. The opinions of the expert will be presented in the next section. 10.The Review of the Third Draft of Materials Table 45 below presents the evaluation and revision of the third draft of the materials. The complete version of the final draft of the materials can been seen in the appendix I Table 45. The Evaluation and the Revision of the Unit 1 of the Third Draft of Materials Tasks Evaluation Revision Task 1 None None Task 2 None None Task 3 None None Task 4 None None Task 5 The names of the pictures should be provided. The names of the pictures are provided. Task 6 An example should be provided. An example is provided. Continued.... Continued.... Tasks Evaluation Revision Task 7 The task should be in form of a phone dialogue. “In pairs, use the information in the previous task to perform a dialogue in order to complete the instructions contained in the following cards.” The instruction is revised. “In pairs, use the information in the previous task to perform a phone dialogue in order to complete the instructions contained in the following cards. ” Task 8 None None Task 9 None None Task 10 None None Task 11 None None Task 12 None None

a. The Evaluation and Revision of Unit 2

Table 46 presents the evaluation and revision of Unit 2 of the third draft of the materials. The complete version of the final draft of the materials can be seen in Appendix I Table 46. The Evaluation and the Revision of the Unit 2 of the Third Draft of Materials Tasks Evaluation Revision Task 1 None None Task 2 None None Task 3 None None Task 4 None None Task 5 None None Task 6 None None Task 7 None None Task 8 An example is needed An example is provided Task 9 None None Task 10 None . None Task 11 None None

b. The Evaluation and Revision of Unit 3

Table 47 below presents the evaluation and revision of Unit 3 of the first draft of the materials. The complete version of the final draft of the materials can be seen in Appendix I Table 47. The Evaluation and the Revision of Unit 3 of the Third Draft of Materials Tasks Evaluation Revision Task 1 None None Task 2 None None Task 3 None None Task 4 None None Task 5 None None Task 6 None None Task 7 None None Task 8 None None Task 9 None None Task 10 None None Task 11 None None

B. Discussion

Nowadays, the daily job descriptions of a hotel reception staff, especially in a hotel which is located in big cities like Yogyakarta requires a good English mastery in order to be able to communicate with guests, especially foreign guests. The nature of English used by hotel reception staff in their job description is different from English in general. The English needed by hotel reception staff is English which can be useful for their career, and designed to match their sole needs, that is English for Specific Purposes. Furthermore, a specified course book for hotel reception staff is also needed in order to fulfill their needs of English materials. Therefore, this study employed ESP approach in assessing the learners’ needs which is the very first step in developing a course book of English for hotel reception staff. The purpose of needs analysis was to make sure that the materials could make the learners learn the language needed in the target situation. The thoery proposed by Hutchinson and Waters 1987 about target needs and learning needs was used to develop the needs assessment questionnaire. The questionnaire which was distributed had two main objectives. They were to know the target needs of the reception staff of Vidi hotel Yogyakarta and the learning needs desired by the learners to achieve the goals of learning. The results of the needs assessment were used to develop a course grid. The course grid was developed to provide a framework for the process of materials development. Since Vidi hotel Yogyakarta was not an academic institution, the course grid was developed based on the needs assessment and interview results. Therefore, the materials would be appropriate according to students’ needs. The materials were developed into three units. Each unit consisted of a consistent pattern, which include introduction, main activities, and closing reinformcement. The introduction section presented the unit title and an introductory paragraph which provided information about the learning objectives and context. The main activities section presented the tasks which were supposed to make the learners achieve the objectives. Although focused in speaking, there were three sub-sections which were Lead-in, Listening and Speaking, and Reading and Writing . Finally, the closing or reinforcement section provided the learners