Then the last question is to ask the students to choose four topics of ten topics available. It aimed to choose the topics used to develop the materials. 84
of the students chose “My Happy Holiday”, 16 of them chose “Indonesian Traditional Ceremony”, 32 of them chose “I Have a Dream”, 72 of them
chose “I Like Doing It”, 20 of them chose “Global Warming”, 76 of them chose “Welcome to my Paradise”, 40 of them chose “Be Healthy, Be Happy”,
48 chose “Hello Who is Speaking, Please?”
b. The Results of the Interview with the English Teacher
To gain further information which was not covered in the questionnaire for the eleventh grade students of tourism department of SMK Karya Rini YHI
Kowani, the researcher conducted an interview with the English teacher. There were fifteen questions to ask. It is attached in Appendix B. The result of the
interview is also attached in Appendix B. The teacher said that English subject was taught five contact hours per
week. The English subject for the eleventh grade students of tourism department was taught on Tuesday and Thursday. On Tuesday, the meeting lasted in two
contact hours and on Thursday, the meeting lasted in three contact hours. One contact hour took forty five minutes.
She also stated that among four skills, speaking is the skill need to learn most for the students of tourism department. After graduating, the students will
work as roomboy or waiter or waitress. She explained that English was important for people working in tourism field. That is why mastering English, especially
speaking is important for the students.
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In teaching English, the teacher did not always convey the lesson in English because the students cannot understand the explanation well. She also did
not always ask the students to speak in English, but sometimes she asked them to speak in English.
As the speaking practice, the teacher usually asked the students to practice dialog. It aimed to enhance the student’s speaking ability. The teacher
asked the students to read the dialog in the textbook and then make their own dialog.
The teacher said that the students’ vocabulary was poor. That limited their speaking ability. That is why the teacher always taught vocabulary first
before asking the students to practice speaking. The teacher told that sometimes she found some mistakes in the
textbook. She gave example that to tell about experience the speaker should have used simple past tense but the text used simple present tense. It made the students
got a wrong pattern. The students needed something better to enrich their knowledge about
the real communication in English. The teacher said that role play and simulation which were so popular in communicative language teaching could make the
students speak actively, but it needed more time to practice. She also explained that pair and group work as usually done in communicative language teaching
could help the teacher to handle all students. Unfortunately, she added that sometimes the students were lazy to practice without the teacher’s guidance.
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The teacher stated that the use of authentic materials could help the students to understand the material better although it was more difficult to prepare
the materials. The authentic materials would help the students to know the real situation of the communication.
The teacher then added in SMK Karya Rini YHI Kowani she usually used textbook, CD and cassettes. She explained that she usually played cassettes for the
listening practice because the English laboratory was limited only for 20 students. The class should be divided into two groups to use the facility in turn. It would
waste time.
2. Planning
