A STUDY OF TEACHER’S LESSON PLAN DESIGN BASED ON STUDENTS’ NEED AT HOSPITALITY PROGRAM OF STATE VOCATIONAL HIGH SCHOOL 1 BUDURAN SIDOARJO.

A

STUDY OF TEACHER’S LESSON PLAN

DESIGN BASED ON STUDENTS’ NEED

AT

HOSPITALITY PROGRAM OF STATE

VOCATIONAL HIGH SCHOOL 1 BUDURAN

SIDOARJO

TITLE SHEET

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

ULIL FAUZIYAH

NIM D05212045

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

PERNYATAAN KEASLIAN TULISAN

Yang bertanda tangan dibawah ini Nama : Ulil Fauziyah NIM : D05212045 Semester : VIII

Fakultas/Prodi : Tarbiyah dan Keguruan/Pendidikan Bahasa Inggris

Dengan ini menyatakan sebenar-benarnya bahwa skripsi yang berjudul “A Study of Teacher’s Lesson Plan Design Based on Students’ Need at Hospitality Program of State Vocational High School 1 Buduran- Sidoarjo”adalah benar-benar merupakan hasil karya sendiri. Segala materi yang diambil dari karya orang lain hanya digunakan sebagai acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah yang ditetapkan oleh jurusan.

Demikian pernyataan ini dibuat dengan sebenar-benarnya, apabila pernyataan tidak sesuai dengan fakta yang ada, maka saya selaku penulis bersedia dimintai pertanggungjawaban sesuai ketentuan peraturan perundang-undangan yang berlaku.

ADVISOR APPROVAL SHEET

This thesis by Ulil Fauziyah entitled “A Study of Teacher’s Lesson Plan Design Based on Students’ Need at Hospitality Program of State Vocational High School 1 Buduran Sidoarjo” is ready to be examined by the Boards of Examiners.

APPROVAL SHEET

This thesis by Ulil Fauziyah entitled “A Study of Teacher’s Lesson Plan Design Based on Students’ Need at Hospitality Program of State Vocational High School 1 Buduran Sidoarjo” has been examined on August 12th, 2016 and approved by the board of examiners.

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:

Nama : ULIL FAUZIYAH

NIM : D05212045

Fakultas/Jurusan : FTK/PENDIDIKAN GURU BAHASA INGGRIS E-mail address : ulilzya@gmail.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Sekripsi Tesis Desertasi Lain-lain

(………)

yang berjudul :

A STUDY OF TEACHER’S LESSON PLAN DESIGN BASED ON STUDENTS’ NEEDS

AT HOSPITALITY PROGRAM OF STATE VOCATIONAL HIGH SCHOOL 1 BUDURAN SIDOARJO

beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext _{untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama} tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 18 Agustus 2016

Penulis

(Ulil Fauziyah) E-Mail: perpus@uinsby.ac.id

ABSTRACT

Fauziyah, Ulil. (2016). A Study of Teacher’s Lesson Plan Design Based on Students’ Need at Hospitality Program of State Vocational High School 1 Buduran Sidoarjo. A Thesis. English Teacher and Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor : Dra. Irma Soraya, M.Pd.

Key Words: Lesson plan, students’ needs, Hospitality program.

Teaching English in Vocational School teachers encounter difficulties when they plan their lessons. Some of these difficulties are immediate evidence in the lesson plans if they are aware of their students’ competence and also their needs. This study focuses on analyzing lesson plan design based on students’ need in Hospitality program. Therefore, this research conducted based on the research questions (1) What are the hospitality student’s needs in learning English at State Vocational High School 1 Buduran Sidoarjo (2) Is the teacher’s lesson plan design accordance with the students’ needs in learning English in part of formulating learning objectives and learning procedures. The subject of this research is English teacher and 72 students of tenth grade in Hospitality program. In this research, the qualitative approach is used to present the data. Meanwhile, in collecting the data, the researcher used questionnaire, observation sheet and interview with the stages distributing need analysis questionnaire to all students in Hospitality program, interview the English teacher and continued by analyzing the document studies. The result of questionnaire showed that speaking is the most expected skill to learn due to the job they expect to have after graduation. While for the expected job areas and the conversation content that the students interested to learn is front officer. For sub-skill the students need to learn some English sub-skills such as grammar, and vocabularies to support they future goal. The formulation of learning outcomes and learning procedures are designed well regarding the concept of scientific approach in curriculum 2013. However, due the available time for English lesson in vocational school is only two lessons hour (2 JP) in a week, all the needs of Hospitality students cannot be fulfilled in every lesson prepared. Therefore, the teacher is only able to adjust the needs with some activities in learning procedures by adding the related materials based on the formulation of learning outcomes which is appropriate with the Basic Competence.

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGEMENTS ... vi

ABSTRACT ... vii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENTS ... x

LIST OF TABLE ... xii

LIST OF CHART ... xiii

LIST OF APPENDICES ... xiv

LIST OF ABREVIATION ... xv

CHAPTER I : INTRODUCTION A. Background of Study ... 1

B. Research Problems ... 7

C. Objective of The study ... 7

D. Significance of The Study ... 8

E. Scope and Limit of The Study... 8

F. Definition of Key Term ... 9

CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Foundation ... 11

1. English for Spesific Puposes Definition ... 11

2. Indicators of ESP for Hospitality Program ... 13

a. The absolute characteristic ... 13

b. The variable characteristics ... 14

3. Students’ Needs ... 17

a. Necessities ... 17

b. Lacks ... 18

c. Wants... 18

4. Lesson Plan ... 19

5. The Development Principles of Lesson Plan ... 21

a. Formulating Learning Outcomes ... 22

b. The Degree of Competence from KI and KD ... 25

c. Learning Procedures ... 30

A. Research Approach and Design ... 35

B. Setting of The Study ... 36

C. Data and Source of Data ... 36

D. Research Stages ... 37

E. Data Collection Technique ... 39

F. Data Collection Instrument ... 40

G. Data Analysis Technique ... 41

CHAPTER IV : FINDINGS AND DISCUSSION A. Research Findings ... 45

1. Finding of Students’ Needs Analysis ... 45

2. Finding of Lesson Plans Analysis ... 76

B. Discussion ... 87

1. Discussion of Students’ Needs at Hospitality Program ... 87

2. Finding of Lesson Plans in Formulating Learning Outcomes and Learning Procedures ... 94

CHAPTER V : CONCLUSION B. Conclusion ... 98

C. Suggestion ... 100 REFERENCES

CHAPTER I

INTRODUCTION

This study is about teacher’s lesson plan design based on students’ needs in Hospitality. This chapter discusses the area of the study that will be covered in some headings; background of study, research problems, objectives of the study, significance, scope and limitation, then definition of the key terms.

A. Background of Study

English language teaching (ELT) in Indonesia is generally categorized into two kinds, they are ELT for general purposes (EGP) and ELT for specific purposes (ESP)1. However, students majoring in English are often regarded as students who focus on EGP2. Although they may study English for a certain purpose, the context of ELT in Indonesia they are regarded as EGP learners. On the other hand, students majoring in subjects other than English in their study (e.g., science, economics, and engineering) are classified as ESP students because the focus of their English learning is on the use of English within the specific area rather than on general use3.

1

Khan, Tariq M. et. al., “Needs Analysis of English for Occupational and Specific Purposes”, International Journal of Social Sciences and Education, Vol. 1, No. 4, 10-2011, accessed on

www.gen.lib.rus.ac.id on: November 1st, 2015

2 _{Marwan, Ardi. “}

ESP Teaching Challenges in An Indonesian Vocational Higher Institution”. State Polytechnic of Pontianak, Indonesia. The English Teacher Vol. XXXVIII: 1 – 12

3

Yi-Hsuan Gloria Lo, “ESP versus EGP: A case study of an ESP program for vocational high school

students of Tourism”, Taiwan International ESP Journal, vol.3, no.2, 71, 2012, accessed:

Generally, ESP is taught in vocational higher instituion or university. However in Indonesia, it is also taught in vocational high schools level4. Thus, English which is learned in this field also has a similar vocational context. As Lubna stated that learners studying English in Vocational High School are expected to master some knowledge of English usage through general class, yet they have not learned to use language in their specialized contexts of profession and study5. Therefore, English becomes a significant subject that needs high attention to the development of teaching in Vocational High School.

In line with it, State Vocational High school 1 Buduran has a vision to become an educational and training institution which is able to produce professional, independent and competitive graduates in national and international social work6. To achieve that vision, vice of the head master states that English becomes one of the main subjects which the students have to master especially for those who are in hospitality program. For instance, one of the divisions in Hospitality program becomes a Guest Relation Officer (GRO). This division is directly related to the guests whom communicatively welcome and serve to attract them to come in7. Therefore, language teachers have to prepare a lesson

4

Marwan, Ardi. ESP Teaching Challenges in an Indonesian Vocational Higher Institution” State Polytechnic of Pontianak. The English Teacher Vol. XXXVIII:1-12

5_{Algadrie, Lubna. “Need Analysis: Strategic Issue on the Teaching of English for Specific Purposes}

for the Study of Science and Tecchnology”. University of Sidney

6

Profil smkn 1 Buduran Sidoarjo. Accessed on http://www.smkn1buduran.sch.id/profil.html

December, 4 2015.

7

Hatchinson, Tom, – Alan Waters. English for specific Purposes: A learner centered approach. New York: Cambridge university press, 1987. P. 55

for their learners in order to perform a role needed in their future job or profession.

Thasevka states thatlanguage teachers encounter difficulties when they plan their lessons. Some of these difficulties are immediate evidence in the lesson plans if they are aware of their students’ competence and also their needs8. Thus, the researcher intends to conduct a study toward the teacher’s lesson plan design of English based on students’ needs in hospitality. The determination of the research is taken into account in this study. Designing English lesson plan have some differences from designing any other subjects. Instead of designing the lesson plan based on the curriculum, the teachers also have to pay attention on the students’ needs. Moreover, the teacher also said that the first consideration before designing lesson plans is formulating proper learning outcomes (indicators) which meet the demands of their students’ different level of knowledge. In addition, sometimes the teachers are still less to notice how to formulate a proper indicator when they design a lesson plan that leads to a failure of achieving basic competence by the learner individually9.

Concerning to the teachers’ lesson plan design, it should be based on the applied curriculum. There are two curriculums which are applied by the

8

Tashevska, Svetla. “Some Lesson Planning Problems for New Teachers of English”. Accessed

onhttp://www.teachingenglish.org.uk/article/lessonplans?utm_source=facebook&utm_medium=soci

al&utm_campaign=bc-teachingenglish

9

Nur Dewi, “Merancang Pencapaian Kompetensi Dasar Melalui Pencapaian Indikator” accessed

on

http://www.lpmpsulsel.net/v2/index.php?option=com_content&view=article&id=361:pencapaian-kompetensi-indikator&catid=42:ebuletin&Itemid=215 Dec, 9 2015. Artikel E-Buletin Edisi Maret

government in Indonesia; they are KTSP (Kurikulum Tingkat Satuan Pendidikan) and K-13 (Kurikulum 2013). However, the curriculum applied in State Vocational High School 1 Buduran is K-13 in which a test is given at the beginning to accommodate their expertise based on the major10. In the government regulation No. 70 2010 about Implementation and Management of Education Article 80 point 1, it is stated that the majors in vocational or other equivalent level is categorized the area of students’ expertise11. Yet, the syllabus design is not classified based on the majors.

According to Graves’ point of view, a clear set of learning outcomes serve as a bridge between students’ need and goals. Hence, in case of formulating learning outcomes, there are some aspects that should be considered by the teachers before specifying them to the objectives. First, learning outcomes should meet the demands of competence contained in the verb used in Basic Competence (KD). Second, the learning outcomes should achieve a minimum level of competence that can be developed to exceed the minimum proficiency in accordance with the potential and students’ need12

. Therefore, the teacher should also pay attention on what the students’ present knowledge (what they know at that time), the students’ required knowledge (what they need to know by the end

10

Permendikbud No. 70 2013. Kerangka dasar dan struktur kurikulum SMK/MAK. p: 12

11

Ibid p: 13

12

Kemendiknas. Panduan Pengembangan Indikator. Jakarta. Direktorat Pembinaan SMP Kemendiknas. 2010. p: 10

of the class) and the last is the students’ subjective needs (what the students want to know).

In teaching process, matching the activities and materials in lessons becomes one of the common problems occurred in the class with a various students’ proficiency levels13. However, the English taught in vocational school is one of ESP sub-branches areas where the teaching process should be based on the learners’ need in their respective specialized subjects14. In teaching ESP, the teachers will also have to face three kinds of problems; materials writing, responsibility of content and student motivation15. It is likely to happen due to the fact that EGP learners are often exposed to a more fun learning environment than the ESP learners. That fact is in line with Basturkmen’s point of view “the students in ESP classes often have restricted time to learn English, it makes sense to teach them only the bits of English they need”16.

Related to this research, there was some similar researches which had straight relationship with this research; the first study entitled “ESP Teaching Challenge in an Indonesia Vocational Higher Education” conducted by Ardi

13

Soraya, Irma. “English Curriculum” A handbook for English Department Undergrraduate Students. UIN Sunan Ampel press. 2014. p: 26

14

Hatchinson, Tom, – Alan Waters. English for specific Purposes: A learner centered approach. New York: Cambridge university press, 1998. Accessed: www.tu-chemmitz.edu , on: 1-11-2015.

15

Astika, Gusti. 2009. “The Role of Need Analysis in English for Specific Purposes”, accessed on:

www.journal.teflin.org , on: 1-11-2015.

16

Basturkmen, Helen. 2008. “Ideas and options in English for specific purposes”. London. Lawrence erlbaum associates, publishers.

Marwan17. Here, the researcher found some problems showed by the English teacher in teaching ESP. The problems were students had low motivation, the resource was hard to find, and preparing material was time consuming. Therefore, although teaching English is considered important to be taught in Vocational school, it practically has some complex problems. The research about students’ need also conducted by NiPutu Anggareni entitled “Syllabus and Student Needs: An Analysis of English Syllabus at Mathematic Education Department State Islamic University of Sunan Ampel Surabaya in 2014”18. In this study, the researcher attempted to find out the syllabus designed by Mathematics Department whether it met with students’ need or not. However, her study was English for Academic Purposes (EAP) oriented which concerned researching and teaching the English needed by those who use the language to perform academic tasks.

The effectiveness of lesson plan will be responsive to the clearly articulated learning destination of students, needs, and also the successful outcome of the lesson. Consequently, finding the study toward the lesson plan which accommodates the students’ need is important. Besides, identifying the students’ need in this certain major can be source information knowledge for the teachers to design a lesson plan better. Therefore, in the following teaching and learning

17

Marwan, Ardi. ESP Teaching Challenges in an Indonesian Vocational Higher Institution” State Polytechnic of Pontianak. The English Teacher Vol. XXXVIII:1-12

18

Anggaraeni, N. “Syllabus and Students’ Need: An Analysis of English Syllabus at Mathematic

Education Department State Islamic University of Sunan Ampel Surabaya”. (Surabaya:Perpustakaan UIN Sunan Ampel Surabaya, 2014)

process, it can become a set of guideline for the teachers to plan a lesson including approach, method, technique, objectives, activity even task which in accordance with their students’ need.

B. Research Problems

Related to the research background, the problems of the study are:

1. What are the hospitality student’s needs in learning English at State Vocational High School 1 Buduran Sidoarjo?

2. Is the teacher’s lesson plan design accordance with the students’ needs in learning English in part of formulating learning objectives and learning procedures?

C. Objectives of The Study

The objective of the study relates to the research problems which are concerned in identifying the accordance of the hospitality students’ needs with the teacher’s lesson plan in part of formulating learning objectives and learning procedures. If the lesson plan is designed appropriately based on the student`s need, it can be a good resource for English teacher to design a relevance lesson plan to teach English especially for Hospitality Students. However, if the lesson plans are not in accordance with the student`s need, the analysis can be a good tool to develop the lesson plans in order to create a better course that matches to student needs.

D. Significance of The Study

By conducting this research, the researcher hopes that it will give many benefits for the hospitality students and teacher.

1. For Hospitality Students

The researcher expects that the result of the study can bridge student`s necessities and student`s objectives in order to maximize their potentially to be successful in acquiring English in Hospitality program.

2. For the Teachers

The study can also give the clear indicators for teacher especially in hospitality to make an effective lesson plan which is based on student`s need in learning English by gathering information from students’ perspective. 3. For English Teacher Education Department

Recognizing that the study will be conducted in Vocational High School, the researcher also look ahead the study can give more insight to the Department to not only prepare students with EGP but also with ESP.

E. Scope and Limit of The Study

1. Scope of the Study

This research is focused on the English teacher’s lesson plan design in hospitality program. As stated in background, there are some terms used to design a good lesson plan including learning objectives, procedures, strategies/methods, media, and evaluations. In this case, the researcher will

only focus on two parts of lesson plan, which are; formulating learning outcomes and procedures.

These two parts are considered from Development Principles of Lesson Plan in K-13 that the teachers should notice on students’ characteristics of early education units such as their abilities, needs, students’ learning motivation and cultural background. A learning procedure designed to provide a learning experience that involves mental and physical processes through interaction between learners, teachers, environment and other learning resources in order to achieve the basic competence (KD). 2. Limits of the Study

This research is limited to tenth grade of hospitality major at State Vocational High School 1 Buduran, Sidoarjo. There are 2 classes in this major.

F. Definition of The Key Terms

1. Lesson Plan

A lesson plan is the teachers’ guide for running a particular lesson, and it includes the goal (what students are supposed to learn), how the goal will be reached (the method, procedure) a way of measuring how well the goal was reached (test, worksheet, homework etc)19. For this study, lesson plan means

19

https://www.englishclub.com/esl-lesson-plans/what-is-a-lesson-plan.htm accessed on December, 12

a set of assumptions of what teacher will do in teaching English for hospitality students at State Vocational High School 1 Buduran Sidoarjo. 2. Students’ Need

John Macalister argues that needs is divided into two terms; they are target needs (what the learners need to do in target situation) and learning needs (what the learners need to do in order to learn)20. Thus in this research, students’ needs refers to what the learners need to learn and what they want to learn as a process to establish some aspects of students’ basic need generated by need analysis. It is as a preference of learning process which can equip teachers’ domain to formulate goals and objectives related to the provided indicators in syllabus.

3. Hospitality Program

Based on Cambridge Advance Learner Dictionary, hospitality is defined as a term when people are friendly and welcoming to guests and visitors21. In this study, hospitality refers to a group of students at State Vocational High School 1 Buduran Sidoarjo who learn particular topics for hospitality where the English is needed to be used in certain situation especially for dealing with hotels’ customers.

20

Macalister, John. Language Curriculum Design. New York: Routledge Tailor and Francis Group, 2010. p. 24

21

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher will explicate several theories through reviewing some literatures related to this study. This theoretical construct deals with four main areas, they are English for Specific Purposes (ESP), Students’ need, lesson plans and the development priciples of lesson plan.

A.Theoretical Foundation

1. English for Specific Purposes Definition

In term of English as foreign language or English as second language, ELT is divided into two main categories; they are English for General Purposes (EGP) and English for Specific Purpose (ESP). ESP is a technical name that denotes English for Specific Purposes which means teaching a specific genre of technical English to students with specific goals, majors or jobs1. ESP is in fact a learner-centered approach to teaching English as a foreign or second language. In the sense of linguistic terminology, ESP means what learners needs in target situation or what they want about his function of language usage or what are their needs according to their own views2. It closely refers to what the students require regarding the language they will use in certain situations.

1

Abu-Zahra, J. Majid, “Is ESP a Need? Birzeit Public Administration Students”, Department of Languages & Translation Birzeit University, accessed on 5 Jan, 2016.

2

Khan, Tariq M. et. al., “Needs Analysis of English for Occupational and Specific Purposes”, International Journal of Social Sciences and Education, Vol. 1, No. 4, 10-2011, accessed on

Moreover, Pauline also defines ESP as Goal-oriented language learning that means student has a specific goal that is going to be attained3. Through the experience of ESP Need Analysis research conducting in Pakistan, ESP is presupposed that the learners will use the language practically which is meant to meet their needs in a special context. For that purpose, the course is designed and is expected to provide the required competence to fulfill the students’ needs through language learning.

In general school, English for General (EG), the subject is designed for the students to the potential of language in general which is used by the learners whenever they will come across the situation in future4. Here, the restriction is not possible to specific tasks to achieve the specific ability. However in vocational school level, the learners are not only purposed to master four skills of language but also to support the certain skill through a language. Here is English for Specific Purpose (ESP) applied in the teaching and learning process. Thus, what distinguishes English for Specific Purpose (ESP) from General English (GE) is not the existence of a need as such but rather than awareness of the need5. Yet, this distinction is not applicable in Indonesian vocational school, due to most of the teacher are not aware of what their students’ needs in learning English.

3

Robinson, Pauline C.,ed. Hywel Coleman, Working with Language: A Multidisciplinary Consideration of Language Use in Work Contexts. New York: Mouton de Gruyter1989, p 398

4

Yi-Hsuan Gloria Lo, “ESP versus EGP: A case study of an ESP program for vocational high school

students of Tourism”, Taiwan International ESP Journal, vol.3, no.2, 71, 2012,

5

Hatchinson, Tom, – Alan Waters. English for specific Purposes: A learner centered approach. New York: Cambridge university press, 1987. p. 53

2. Indicators of ESP for Hospitality Program

The indicators of a good ESP can be seen by looking at the core principles and the characteristics of ESP. If the ESP course fills the core principles and the characteristics of ESP means that the ESP course is good. The core principles of ESP are: needs driven, specificity, and relevance46. In addition, the expert of English shares their idea about the characteristics of ESP. Laurence Anthony cited in Duddley - Evan explains that ESP has some characteristics. The characteristics are divided into two groups according its ´absolute´ and ´variable´ attributes.

a. The absolute characteristics are:

1) ESP is defined to meet specific needs of the learner.

2) ESP uses of the underlying methodology and activities of the discipline it serves.

3) ESP is centered on the language (grammar, lexis, and register), skills, discourse and genres appropriate to these activities.

b. The variable characteristics are seen in five points:

1) ESP uses specific teaching situations, a different methodology from that of general English.

2) ESP is designed for adult learners, either at a tertiary level institution or in a professional work situation.

6

Kevin Knight, et.al., English for Specific Purposes: An Overview for Practitioners and Clients (Academic & Corporate, 2010),3

3) ESP is generally designed for intermediate or advanced students. 4) Most ESP courses assume some basic knowledge of the language

system, but it can be used with beginners7.

Beside the principle and characteristic, activity is also important aspect in a teaching process. In term of teaching English in vocational high school context, here are some activities for Hospitality students8.

a) Speaking: speaking to foreign visitors, taking care to customers’ arrival, speaking on the phone, taking part in meetings, taking part in conferences, giving presentations. b) Writing: business letters, e-mail, memorandums, reports, essay,

summaries of articles.

c) Reading: business letters, e-mail, memorandums, reports, price lists, standard operational procedure.

The activities above are related to the job areas that the students will have when they are in work field. Some job areas for hospitality students are9:

a) General Manager: The general manager has duties walking around to each department in the morning to check in with the

7_{Milevica Bojović,, Teaching Foreign Language for Specific Purposes:}

Teacher Development, 487

8

Kyunghee. Need Analysis of Tourism and Hotel Industry. Hanyang Women’s Collage

9

Burdov, Veronika. English for Specific Purposes (Tourist Management and Hotel Industry), Bachelor work Brno 2007

staff in different departments taking care of any issues that may have come up while he was out of the office and others.

b) Front Officer: this job represents the hotel to the guest throughout all stages of the guest's stay. This front officer has also to determinate a guest's reservation status and identifies how long the guest will stay.

c) Housekeeping: this job area is charged with cleaning and maintaining the rooms and premises in and around a hotel. This may involve sweeping, waxing and polishing floors, emptying waste baskets, changing sheets, folding and ironing clothes and cleaning the rooms and hallways.

d) Laundry Service: the duty of this laundry attendant is to clean garments and linens. This job is to set up cleaning machines depending on the garments that needs washing. The laundry worker is responsible for repairing minor damages on a client or others.

e) Ticketing Service: this job is Responsible for serving the general public by selling event related tickets. And the responsible for this job is cash management and compliance and this job is also operates a cash register and/or credit card equipment.

3. Students’ Need

The relevance of ESP and students’ needs is elaborated by Khan. He stated that to make a clear assumption that ESP is based on how the students use the language according to the students’ content areas10

. Similarly, he also mentioned the definition of a need itself as a condition or situation in which something is required. This is why the awareness of a need takes a significant vitality for the learners or teachers to know why they learn English and to influence on what will be acceptable and reasonable content in learning language. In sum, the course designed should be based on an analysis of need. As a reason that needs analysis makes sure that the course will contain relevant and useful things to learn11.

To understand more what the students’ need is, let see a brief explanation regarding to the different school level; as mentioned above that vocational school is generally different from general school. In vocational school, a placement test is given at the beginning to accommodate the expertise of students based on the major. The need of the students can be seen clearly due to the variety of department is also offered in this school. The tendency of the language need in each department is also quite different. It is influenced by the skill that will be achieved in the department regarding to the purpose of learning English.

10

Khan, Tariq M. et. al., “Needs Analysis of English for Occupational and Specific Purposes”, International Journal of Social Sciences and Education, Vol. 1, No. 4, 10-2011

11

Macalister, John. Language Curriculum Design. New York: Routledge Tailor and Francis Group, 2010. p. 25

According to the theory of English for Specific Purpose (ESP), the teacher has considered the target need to find out the students’ needs in learning English12. Those terms are able to figure out by conducting an analysis for students’ needs, or it is familiarly known as need analysis. Needs analysis is a process which is undertaken by trainers, teachers and course designers to ascertain the pre-requisites for developing a course and its implementation13. It could be declared that needs analysis is name of providing all the things and collecting all the information which are necessary to start a journey to reach the destiny14. Citied by Macalister, Hutchinson and Waters defined that target Need is something an umbrella term which has practice hides a number of important distinctions. It is more useful to look at the target situation in term of necessities, lacks, and wants.

a) Necessities

Necessities can be defined as the type of need determined by the demands of target situation; that is what the learner has to know in order to function effectively in target situation15. For example, one of the divisions in Hospitality becomes a Guest Relation Officer (GRO). This division is directly related to the guests whom communicatively welcome and serve to

12

Hatchinson, Tom, – Alan Waters. English for specific Purposes: A learner centered approach. New York: Cambridge university press, 1998. Accessed: www.tu-chemmitz.edu , on: 1-11-2015.

13 ibid

14

Nurhayati, Siwi. 2014. Teacher’s Perception on The Student Needs in Learning English and Its Impact to The Teaching Strategies at Pastry Student of SMKN 2 Trenggalek. (IAIN Tulungagaung, 2014) p. 19

15

Macalister, John. Language Curriculum Design. New York: Routledge Tailor and Francis Group, 2010. p. 25-30

attract them to come in. In line with it, the student is supposed to acquire speaking skill and enough knowledge related to their job.16.

b) Lacks

Since the concern is in ESP with the needs of particular learners, it is also important to identify what the learners already know, so that the teachers can decide which of the necessities and the learners’ lacks (present knowledge). Analyzing the learners’ present knowledge is aimed to get some particular details to decide the necessities of students. Thus, the teacher can make a gap of those two matters.

c) Wants

Two previous points above are considered on target need only in an objective senses with the passive role learners. However, the learners must have their own interest related the material they want to learn. It is named “wants”. As Richterich, citied by Hutchinson, stated that a need does not exist independent of a person, it is people who build their images of their needs on the basis of data relating themselves and their environment17. Therefore, it is also important for the teacher to know what the hospitality students expect in learning English related to their real field.

16

Hatchinson, Tom, – Alan Waters. English for specific Purposes: A learner centered approach. New York: Cambridge university press, 1987. P. 55 Accessed: www.tu-chemmitz.edu , on: 1-11-2015.

17

Hatchinson, Tom, – Alan Waters. English for specific Purposes: A learner centered approach. New York: Cambridge university press, 1987. P. 55 Accessed: www.tu-chemmitz.edu , on: 1-11-2015.

4. Lesson Plan

Before going to the classroom, teachers need preparation to what to do in the classroom. This planning learning phase is called a lesson plan. As Lorin elaborated that planning in teaching and learning is a process of the teachers to visualize and design an outline to guide their proceedings in the future.18 Meanwhile, planning, according to Scrivener, is “imagining the lesson before it happens which includes prediction, anticipation, sequencing, organizing, and simplifying.”19

Planning helps most teachers to predict what they will perform by using a guide.

According to O’Bannon, a lesson plan is a teacher’s complete course’s explanation and description of instruction for one class.20 He further explains that details may be varied depending on the teacher’s preference, covered subject, and students’ interest and need. This statement means that a lesson plan is designed for guiding teacher to run the activities based on the students’ need, the subject, and the school system related with it.

Planning is often viewed as a key aspect in achieving a successful teaching21. A lesson plan as it is operationally defined in most colleges of education consists of an introduction, objectives (behavioral or not), materials, procedures, and evaluations, all produced by an individual teacher candidate

18

Lorin W. Anderson, The Effective Teacher, (Singapore: McGraw Hill Book Company, 1989), 47

19

Jim Scrivener, Learning Teaching 2nd edition, (Oxford: Macmillan, 2005), 109

20

O'Bannon, B. "What is a Lesson Plan?" Innovative Technology Center, (The University of Tennessee, 2008), Cited in http://en.wikipedia.org/wiki/Lesson_plan

21

Woodward, Tessa. Planning lessons and courses: designing sequences of work for the language classroom. Cambridge University Press. 2009. p. 1

or classroom teacher22. A successful lesson in teaching learning is mostly determined before the teaching learning process.

In designing a lesson plan, teachers should be able to determine the main teaching techniques and activities to present in the classroom. A large variety of techniques and activities can be drawn on when designing lessons. There are four major types of activity in the lesson plan which is covered by Macalister:23

a) Experience activities; trying to keep as much as possible of the knowledge needed to perform the activity within the learners’ previous experience.

b) Shared activities; involving the learners achieving group work which cannot be accomplished when working alone.

c) Guided activities; involving the learners doing already partly completed task. It is the activities which involve the teachers to provide what part is needed so that the learners’ task is made easier and less likely to result in error.

d) Independent activities; is the ultimate goal of the other three. This activity involves the learners work with no assistance or preparation.

22

Jalongo, Mary Renck. Planning for Learning. New York and London: Teachers College Press: Columbia University, 2007. p. 12

23

Macalister, John. Language Curriculum Design. New York: Routledge Tailor and Francis Group, 2010. p. 100-103

5. The Development Priciples of Lesson Plan

As stated in Research Background that there are two curriculums which are applied by the government in Indonesia; KTSP (Kurikulum Tingkat Satuan Pendidikan) and K-13 (Kurukulum 2013). However, the school, where the research is conducting, applies K-13 which means the concern of designing lesson plan should also be based on K-13. This curriculum applies the definition of competence stated in the Law on National Education System of the three integrated dimensions; attitudes, knowledge, and skills. Thus, it has also a rule that the teachers should notice some points before designing a lesson plan. The rules are laid on subheading four “The Principles in Designing Lesson Plan”. Those principles are24:

a) Lesson plan design is aimed to administer the characteristics of the educational unit as early ability of learners, interest, learning, motivation, talent, potential, social skills, cultural background, etc.

b) Lesson plan design should be based on learner center approach.

c) Lesson plan should contain a draft of program providing positive feedback, reinforcement, enrichment, and remedy.

d) Lesson plan is prepared intended to the connected and coherence between Core Competence (KI) and Basic Competence (KD), learning materials,

24

Lampiran III PERMENDIKBUD No. 60 Th. 2014 Kurikulum 2013 Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan.

activities (procedures), assessment, and learning resources in the integrity of the learning experience.

Since the object of this study is lesson plan, the definition is as same as the statement of O’Bannon that lesson plan is a comprehensive description of the teaching for one class. Details will vary depending on the teacher’s preference, subject being taught, and the students’ need. A good lesson plan is outlining the teachers about the content of the materials to be taught, the techniques to motivate learners to be used, well-arranged procedure and activities for students to be done, the instructional materials and the evaluation process to be utilized in the classroom. However, for this study the researcher only focuses on 2 parts in designing lesson plan, they are; formulating learning outcomes and learning procedures, below are the theories regarding those concerns.

a. Formulating Learning Outcomes

Learning outcomes, familiarly known as objectives is statements describing the behavior of students that teachers expect after completing a particular learning process25. In principle, formulating objectives before teaching is a good thing. But practically, it might also become one of the hardest aspects of lesson design for the teacher. In addition, studies on the teachers’ planning process showed that teachers are primarily focused on the

25

Haynes, Anthony. “100 Ideas for Lesson Planning”. Continuum International Publishing Group. 2010. p; 15

“concretes” of the classroom: what they will teach, how they will teach it, the students in the classroom26. Otherwise, formulating objectives (learning outcomes) and learning procedures in the lesson plan can be the first step to guide the teacher in setting what and how they will teach in the classroom.

Not all teachers set language learning objectives for the activities they use in class. Teachers are primarily concerned with making sure that the learners have something to do and that they are happy while doing it27. On the other hand, there are two bigger obstacles of formulating objectives. One is lack of time. Generally, the teachers who have full days in teaching at school do not really have much time to formulate objectives for their lesson. The other is that people don’t know how to formulate them. Thus, this subheading is meant to elaborate how to formulate the objectives in a way that makes sense to the students’ need.

Since the school where this study conducted applies curriculum 2013, it is significant to comprehend the competencies hierarchy of K-13 includes Standard Competencies (SKL), Core Competence (KI), and Basic Competence (KD).

Standard Competencies (SKL) is used as criterion regarding the qualifications of graduates’ abilities including attitudes, knowledge and skills. The Core Competencies (KI) is the level of capability that should be

26

Graves, Kathleen. “Designing Language Course”. Heinle & Heinle Publishers. 2000. p: 74

27

Macalister, John. Language Curriculum Design. New York: Routledge Tailor and Francis Group, 2010.

possessed by the students in each grade and also as a base to the development of Basic Competence. Meanwhile, Basic Competence is a number of capabilities of minimum that should be mastered by the learners to the certain Standard Competence which is used as references to the development of learning outcomes28.

According to Nur Dewi, the first step in formulating learning outcomes is to analyze the level competence from KD29. It is necessary to meet the demand of minimum standards. The level of competence can be seen through the operational verb used in KD. In addition, it can also be classified into three parts of level. They are; knowledge, process and the application. The operational verbs which are used in level of knowledge are lower than at the process and application level.

Thus, in formulating learning outcomes, the teachers should notice the following qualifications30:

1) Each Basic Competence is developed into at least three objectives. 2) The overall objectives should meet the demands contained in the verb

used in Basic Competence and can be developed beyond the minimum competence in accordance with the potential and the needs of learners.

28

PERMENDIKNAS No. 41 tahun 2007

29

Nur Dewi, “Merancang Pencapaian Kompetensi Dasar Melalui Pencapaian Indikator” accessed

onhttp://www.lpmpsulsel.net/v2/index.php?option=com_content&view=article&id=361:pencapaia

n-kompetensi-indikator&catid=42:ebuletin&Itemid=215 Dec, 9 2015. Artikel E-Buletin Edisi

Maret 2015 ISSN. 23553189

30

Kementerian Pendidikan dan Kebudayaan. 2013. Pedoman Pelatihan Implementasi Kurikulum 2013. Jakarta. Kemendikbud.

3) The objectives accommodate the characteristics of the lessons and focus on students’ behavior.

4) The objectives develop beyond the minimum competence in accordance with the potential and the needs of learners.

5) Specific and measurable action verbs are used to describe what students are expected to demonstrate proficiency through some observation action or generation of appropriate product.

6) Learning objectives clearly convey the expected student action.

7) Formulations of objectives develop into a number of assessments that includes the realm of attitudes, knowledge and skills.

8) The objectives align with the needs and capabilities of the students at this stage of their intellectual development in this stage of their

curriculum.

b. The Degree of Competence from KI and KD

The first step in formulating learning outcomes is to analyze the competence degree from KI and KD. This step is aimed to fulfill the minimum demands of competence that can be a national standard. The degree of competence can be seen through operational verbs that are used in KI and KD and it can be classified in three parts, they are knowledge, level of process, and level of

application31. The verbs in knowledge level are lower than those which are in level of process and application. The level of application is the higher demands competence which is expected. The classification of competence based on verbs used is displayed on the table below32.

Table 2.1

The Level of Competence for Operational Verbs

No. Classification Level of

Competence The Operational Verbs used 1. Berhubungan dengan mencari

keterangan (dealing with retrieval) / knowledge

1. Mendeskripsikan (describe) 2. Menyebutkan kembali (recall) 3. Melengkapi (complete) 4. Mendaftar (list)

5. Mendefinisikan (define) 6. Menghitung (count) 7. Mengidentifikasi (identify) 8. Menceritakan (recite) 9. Menamai (name) 2. Memproses (processing) 1. Mensintesis (synthesize)

2. Mengelompokkan (group) 3. Menjelaskan (explain) 4. Mengorganisasikan (organize)

5. Meneliti/melakukan eksperimen (experiment) 6. Menganalogikan (make analogies)

31

Panduan Pengembangan Indikator. hal, 5

32

7. Mengurutkan (sequence) 8. Mengkategorikan (categorize) 9. Menganalisis (analyze) 10. Membandingkan (compare) 11. Mengklasifikasi (classify) 12. Menghubungkan (relate) 13. Membedakan (distinguish)

14. Mengungkapkan sebab (state causality 3. Menerapkan dan

mengevaluasi (Application and evaluation)

1. Menerapkan suatu prinsip (applying a principle) 2. Membuat model (model building)

3. Mengevaluasi(evaluating) 4. Merencanakan (planning)

5. Memperhitungkan/meramalkan kemungkinan (extrapolating)

6. Memprediksi (predicting)

7. Menduga/Mengemukakan pendapat/ mengambil kesimpulan

(inferring)

8. Meramalkan kejadian alam/sesuatu (forecasting) 9. Menggeneralisasikan (generalizing)

10. Mempertimbangkan /memikirkan kemungkinan-kemungkinan

(speculating)

11.Membayangkan /mengkhayalkan/ mengimajinasikan (Imagining)

12. Merancang (designing) 13.Menciptakan (creating)

14. Menduga/membuat dugaan/ kesimpulan awal (hypothezing)

However, the development of learning outcomes should accommodate the level

competence which is accordance with the tendencies used in KI and KD. In addition,

the use of operational verbs in learning outcomes show the emphasizing the expected aspect of what the students’ need to comprehend at the end of teaching process. Here, are the operational verbs based on Bloom Taxonomy’s level of thinking.

Table 2.2

The Cognitive Operational Verbs for Each Stage in Bloom’s Taxonomy of Thinking

No. Levels Process Products

1. Knowledge Identifying Mentioning Showing Naming Listing Underlining Matching Choosing Defining Stating

Lists, description, fact sheet

2. Comprehension Explaining Describing Formulating Summarizing Changing Giving example Predicting Concluding Interpreting

Essay, diagram, drawing

Replacing Developing Proving 3. Application Demonstrating

Counting Connecting Calculating Proving Producing Showing Completing Providing Adapting Finding out

Models, role plays, map,

journal,

4. Analysis Separating Accepting Eliminating Connecting Choosing Comparing Contrasting Dividing Making Arranging Diagram/scheme Showing the relation

Survey, graphs, interviews, book review

5. Synthesis Categorizing Combining Creating Designing Setting up Rearranging Stringing up Concluding Making pattern Invention, story, song, play, Poem

6. Evaluation Comparing Concluding Criticizing Evaluating Proving Giving opinion Conclusion, summary,

report, jury, review, evaluation form

Interpreting Discussing Estimating

Choosing between Differentiating Supporting Refusing

c. Learning Procedures

Learning activities at school in Indonesia which has been a tradition is teacher centered. This staging is commonly carried out the steps; instance, while teachers is explaining the rules, formulas, showing images, the students are listening to get understand; at the end of class, the learners have the exercise in classroom. Thus, the teacher centered of learning activities may not be implemented without the use of textbooks as the main source of learning, due to the lesson taught by the teacher, it still requires the uniformity of teaching materials.

Basically, learning procedures is designed to provide students learning experience. It involves both mental and physical processes through interaction among learners, between learners and teachers, environment and other learning resources in order to achieve (basic competence)33. Thus, learning experience may be able to be achieved through the variety of Scientific Approach with students centered learning.

33

According to Ministry of Education and Culture, Scientific Approach in curriculum 2013 underlies to determination and selection of learning steps, attitudes, knowledge and skills, which includes five learning activities: to observe, to ask, to gather information, to associate and communicate34. This approach is integrated in formulating the elements of the learning framework, from defining learning objectives up to carrying out the evaluation of learning outcomes.

Learning procedures in a Scientific Approach can be elaborated as follow35;

- To observe

Learning procedures carried out at this stage is the activities that maximize the senses in a way to see, hear, and read, or watch. The things should be observed by the students is material in the form of social function, the structure of text, which is heard or read from any sources. For that, when conducting these stage, the teacher should prepare the observation guide in the form of task format.

- To ask

At the stage of this activity is the process of constructing knowledge about the function of the social, linguistics element and the structure of the text

34

Kementerian Pendidikan dan Kebudayaan. 2013. Kerangka Dasar Kurikulum, Struktur, Implementasi dan Evaluasi Kurikulum. Jakarta. Kemendikbud.

35

Kementerian Pendidikan dan Kebudayaan. 2013. Pedoman Pelatihan Implementasi Kurikulum 2013. Jakarta. Kemendikbud.

through a group of class discussion. This process is meant to develop curiosity and critical thinking of students, which is required to obtain a good observation. At the same time, the students may also learn to ask reasonable and meaningful questions in English.

- To collect information

This stage is undertaken through trying or exploring activities which is aimed to internalize the current knowledge and skills that has been learned. In this process, the learners practice to state what they have learned and try to declare in the real context, outside/inside the class. This process is an individual learning activity conducted through collaborative learning within a group under teacher’s guidance.

- To associate

This activity is the process of developing the ability to categorize and compare a variety of ideas and events to set it into a fragment of memory. For English subject, at this stage the learners are guided to classify and compare the text based on social function, the text structure and also linguistics elements.

- To communicate

These activities are aimed to develop the ability to present knowledge and skills that have been mastered either orally or in writing. At this stage, it is not only knowledge or skill that should be communicated / presented, but also the problems and successes experienced during the learning process.

Communication activities may include verbal interaction during the learning process, an oral presentation in front of the class orgroup.

B.Review of Previous Study

Here, the researcher reviews some researches which were related to this research, as follows:

There were some similar researches which had relationship with this research: The first study was in a form of journal and done by Kyunghee Choi, Hyang Women College in year 2005. The title was “Need Analysis of Students of Tourism English”36. In this research, the subject was the student of tourism. Kyunghee’s research was aimed to find out the material of English that college student of tourism want to learn in the conversation classes, and find out the way to help them to achieve better result, licenses and got the job.

Other similar study was done in 2012, entitled “ESP Teaching Challenge in an Indonesia Vocational Higher Education” conducted by Ardi Marwan37. Here, the researcher found some problems showed by the English teacher in teaching ESP. The problems were: students had low motivation, the resource was hard to find, and preparing material was time consuming. Therefore, although teaching English considers important to be taught in Vocational school, it practically has some complex problems.

36

Choi, Kyunghee. Need Analysis of Students of Tourism English. Hyang women college. 2005

37

Marwan, Ardi. ESP Teaching Challenges in an Indonesian Vocational Higher Institution” State Polytechnic of Pontianak. The English Teacher Vol. XXXVIII:1-12

The newest research was done by NiPutu Anggareni in 2014 with the research entitled “Syllabus and Student Needs: An Analysis of English Syllabus at Mathematic Education Department State Islamic University of Sunan Ampel Surabaya”38. In this study, the researcher attempted to find out the syllabus designed by Mathematics Department whether it has met with students’ need or not. However, her study was English for Academic Purposes (EAP) oriented which concerned researching and teaching the English needed by those who use the language to perform academic tasks.

Seeing from the studies that have been conducted before, the researcher concludes that all the previous studies have the similarity and different areas of study. Those previous studies could be the foundation of conducting this research. The previous studies mostly focus on the ESP materials, syllabus design and the challenges in teaching ESP, while in this research, the researcher focuses on the lesson planning which is design by English teacher in Vocational high school.

In addition, related to the object of the research, some of the objects of the previous research above are the syllabus design that the format is all aspects of syllabus and the concern is in English for general purposes, while in this research, the researcher focus on the designing lesson plan on certain aspects such as objectives and learning procedures which analyze its accordance with the students’ needs.

38

Anggaraeni, N. “Syllabus and Students’ Need: An Analysis of English Syllabus at Mathematic

Education Department State Islamic University of Sunan Ampel Surabaya”. (Surabaya:Perpustakaan UIN Sunan Ampel Surabaya, 2014)

CHAPTER III

RESEARCH METHODS

This chapter deals with the procedures of conducting the research, it covers research approach and design, setting of the study, data and source of data, data collection technique, research instruments, data analysis technique.

A.Research Approach and Design

Uwe Flick states that Research design is a plan for collecting and analyzing evidence that makes it possible for the researcher to answer the questions he or she has posed1. Thus, this research was typically designed as descriptive with qualitative approach because it concerned with social phenomena dealing with teacher’s lesson plan and students’ needs in learning English in Hospitality at state Vocational High School 1 Buduran Sidoarjo. It was in line with Beverley Han cock’s theory that qualitative research was concerned with developing explanations of social phenomena2.

In addition, descriptive approach is the information describes the phenomena happens at the present3. In this study, it described the result of students’ needs and analyzed the teachers’ point of view toward the analysis result as their reference in designing lesson plans. It would deal with the teacher’s formulation of objectives based on regulation of standardization in

1

UweFlick, An introduction to qualitative research fourth edition (Singapore: SAGE Publications, 2009), 143

2

Beverley Han cock, Elizabeth Ockleford, Kate Windridge, An Introduction To Qualitative Research, national institute for health research, 7

3

Kothari, C,R, 2004, Research Methodology Methods And Techniques, new age international publisher, New Delhi, pg. 2-3

Education and Culture Ministry which was used to plan and decide learning procedures.

B.Setting of The Study

The subject of this study was the first grade of Hospitality program. This study was held at State Vocational High School Buduran Sidoarjo. The researcher conducted the research for Hospitality students in tenth grade. There are 2 classes in Hospitality major. The location was decided because of some considerations bellow:

1) Tenth grade was chosen because the students in this level were prepared to master skills that they will use to have a job training outside the schools in eleventh grade.

2) Hospitality major provides opportunities for students to interact with many people in term of tourism and also hospitality itself. Thus, this major has special communication strategies in ways to teach the students how to serve the customers. State Vocational High School Surabaya is the only school which has its own hotel, named Edotel, located in the center of Sidoarjo regency. This school has already got chances to interlace with some hotels in Indonesia and overseas.

C.Data and Source of Data

The data in this study are about students’ need and lesson plan. Those data were collected from source data as follow; the first source was tenth grade of Hospitality students to get data of students’ needs, the second was the English teacher of tenth grade to do an interview and checklist regarding his approach

in designing lesson plans based on students’ need, and the last was documents of teacher’s lesson plans that have formulated before.

D.Research Stages

Based on Suharsimi’s point of view, there are five steps that the researcher do in conducting a research. They are preliminary study, research preparation, research action, analyzing data and writing result of the study4. Thus, the researcher implements those steps in this study. They are described as follows:

1) Preliminary Study

This step is regarded as the researcher’s preparation of the study. The preparation was done by asking some questions dealing with the lesson plan designed by English teacher at Hospitality program. In this study, the researcher has conducted this step on October 24, 2015. Proposing a good title, formulating research questions were included in this step. It was conducted to make research proposal to know the possibility of the research.

2) Research Preparation

After conducting the preliminary study about lesson plans at Hospitality program, the researcher did research Preparation. In this step, the researcher managed the research design, and prepared the instrument related to collect the data about students’ needs and also teacher’s point of view in designing English lesson plan.

4

3) Research Action

The researcher conducted the research action after the researcher has prepared for the study. This research action was completed during May 2nd 2016 to August 8th 2016. This step had three main purposes. The first, the researcher distributed the questionnaire to 72 students of Hospitality program at tenth grade (APH 1 and APH 2) and interviewed some students who have answered of questionnaire and also some students from eleventh grade as the complement informant. The second part was interviewing the teacher related the lesson plans and the students’ need at Hospitality program. And the last was documentation study to describe how the teacher designed lesson plans.

4) Analyzing Data

The researcher used the data from the instruments which have been obtained from the research. Then, the researcher analyzed the instruments to clarify and answer the research questions because the researcher had to present some conclusions based on related literatures and experts. The researcher has examined the analysis which was started from May 20th, 2016 to June 16th, 2016.

5) Writing the Result of The Study

This step gave opportunity to the researcher to arrange the design of the report, the main explanation of the result of the study, some parts of the result’s complement and written format of the report. In this step, while

analyzing the data which have been obtained from the study, the researcher also wrote the result of the study.

E.Data Collection Technique

In case of collecting the data of the research, the researcher needed the instrument. In this study, the researcher obtained the data by distributing the questionnaire, conducting interview and doing checklist. In short, the process of collecting the data was specified in the table below:

Table 3.1 Techniques for Collecting Data Based on Research Questions Techniques

Research Questions

Questionnaire Observation

Sheet Interview

RQ 1 Hospitality Students (see app 1)

- -

RQ 2 - Lesson plan

(see app 2)

Teacher (see app 3)

1) To answer the first research question about what the hospitality students’ needs in learning English at state vocational high school 1 Buduran, the researcher obtained the data by distributing the questionnaire to the hospitality students to analyze the target needs. Then, the result of the questionnaire would be used as a tool to examine the lesson plans designed by English teacher.

2) To answer the second question if the students’ need in learning English was accordance with the teachers’ lesson plan design in part of formulating learning objectives and learning outcomes, the researcher obtained the data by conducting interview to the English teacher at state

vocational high school 1 Buduran. This technique was used by researcher to find out the teacher’s points of view regarding his students’ need and his lesson plans design.

F. Data Collection Instrument

To answer the research questions, some instruments were used as follow: 1) Questionnaire

The questionnaire is useful in gathering data for a large number of participants5. In this study, it was used to get data to answer the research question. Giving the questionnaire to the students was intended to get information about their needs to learn English. Furthermore, student’s needs is an abstract thing, it cannot be seen by observation. Therefore, students’ need analysis was used to examine the needs in Hospitality students. The instrument of the questionnaire was formulated as follows (see Appendix 1).

2) Observation sheet

The observation sheet in this study was used to get the data related to the formulation of objectives and learning procedures in the lesson plans designed by English teacher in Hospitality major. In this section, the instrument was designed by considering some theories regarding to students’ needs analysis and the lesson plans. This instrument is used to assist information about how the lesson plans designed regarding the needs of Hospitality students (see Appendix 2).

5_{Mother and child health. “Qualitative field research” www.o}

3) Interview guideline

This interview guideline was used by researcher to find out the teacher’s point of view about his students’ need and his lesson plan (see Appendix 3). By having the interview, the researcher could collectthe data and examine them with the lesson plans.

G.Data Analysis Technique

Data analysis technique is a process of resolving data into its constituent components, to reveal its characteristic elements and structure. Based on Robert K. Yin, data in qualitative research is analyzed in five- Phased technique: (1) Compiling, (2) Disassembling, (3) Reassembling (and Arraying), (4) Interpreting, and (5) Concluding. However, the data in this study were analyzed in four phases because disassembling and reassembling phase could be combined (assembling). The steps and figures will be depicted as follows:

1. Compiling (Assessing students’ needs)

The first stage of this study was called Compiling. This stage was used to conduct the need analysis of the students. In this stage, questionnaire was distributed to the hospitality students to obtain data about their needs. Besides, interview to some students was also done in this step. The researcher interviewed some students from tenth grade related the answers of questionnaire and three students from eleventh grade as the complement informant.

Chart 3.1 The Modification Steps of the Analytic Phases (see Yin, K. Robert. 2011). The Guilford Press

2. Assembling (Interview the teacher)

After distributing the questionnaire, the second step that the researcher did with the instrument was interview to the English teacher at Hospitality program. In this step, the researcher asked the teacher’s point of view in designing lesson plan and also their students’ needs.

3. Interpreting (Examining the result of questionnaire and document study) In this stage, the researcher analyzing the result of need analysis that was conducted before and continued by analyzing the documents studies which means here the lesson plan designed by English teacher using the observation sheet.

4. Concluding (Elaborating the findings and stating conclusions)

In the last section of analysis data, the researcher could decide to draw the findings about the data obtained, representing it in tables or charts to summarize and explain the conclusions in words to provide answers of the research questions6. The result of collected data then would be analyzed by using descriptive qualitative, means that data was described as the way it was whether the lesson plan which means here learning outcomes and learning procedure are accordance with the students’ needs or not.

6

44 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with the research findings and discussion of the study. The researcher describes and analyzes the data which are obtained during the research process. It includes the results of interview, questionnaire, and observation sheet for document studies analysis. The researcher distributed the questionnaire to students of Hospitality program at State Vocational High School 1 Buduran Sidoarjo (Appendix 1). There are 72 students of Hospitality program which is divided into two classes, APH 1 and APH 2. The researcher also did an interview to some students from tenth grade and three students from eleventh grade as complement informant to get data regarding the answers of questionnaire which need more reasons.

After distributing the questionnaire, the next step was doing interview with the English teacher of Hospitality program using interview guideline (Appendix 3). This step is aimed to get the data regarding the needs’ of Hospitality students based on the teacher’s perception and also the data of lesson plans which is designed by the English teacher. Afterward, the researcher collected the last data that is Document Studies. The document studies in this research are Lesson plans designed by English teacher of Hospitality program. Then this data was analyzed by using observation sheet (Appendix 2). In addition, this chapter also contains the discussion about the answer of the research problems. The research problems are:

1. What are the hospitality student’s needs in learning English at State Vocational High School 1 Buduran Sidoarjo?

2. Is the teacher’ lesson plan design accordance with the students’ need in learning English in part of formulating learning objectives and Learning procedures?

A. RESEARCH FINDINGS

1. FINDING OF STUDENTS’ NEEDS ANALYSIS

The first research problem is to find the Hospitality students’ needs that can be answered by analyzing the questionnaire and interview to some students. There are three parts in the questionnaire; they are lacks, wants and necessities. The data for each part is presented on the table and it is supported by a chart. Then the analysis after each part is described after the chart. Moreover, the interview to the students is to confirm some selected answers in the questionnaire. The finding from questionnaire is presented as follow:

a. Lacks

This section is aimed to identify the learners presents knowledge. There are five questions that are presented to identify what the learners already know. The first is about the time consuming in learning English during their process of studying, the second is about the level in each English skill they have, the following is figuring out the expected and difficult skill in English, and the last is the important sub-skills that is needed to learn in Hospitality program.

1) The Time Consuming in Learning English

The question is how long have you been studying English? The data is presented in table 4.1 below:

Table 4.1

The data of time consuming of Hospitality students in learning English Time 1-2 years 2-5 years 5-9 years over 9 years Total

Number 6 11 0 55 72

The comparison of data can be seen clearly from the chart below:

Chart 4.1

The comparison chart of the first data

Based on the chart above, it can be seen that the highest percentages is over 9 years. 77% of respondents have been learning English for over 9 years old. 15 % is 2-5 years and 8 % is 1-2 years. The answers are variety due to the education background of the respondents. Most of them have been learning English since they were at Elementary school. While 6 from 72 students answered they have been learning English 1-2 years.

8% 15%

0%

77%

1-2 years 2-5 years 5-9 years over 9 years

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b) Wants

This section is aimed to identify the students’ interest related the English material they want to learn at Hospitality program. The result of questionnaire showed that 58% the students like learning in pairs in the class. While for the expected job areas of Hospitality program that the students want to have is front officer. This also relates to the conversation content that the students expected to learn during their learning process, 62 % of respondents chose front officer as the conversation which needs practicing. The topic that students’ interest in learning is about job. The interesting activity for reading is picture-cued task, Descriptive essay for writing, watching short movie in English conversation for listening and role-play for speaking.

c) Necessities

This section is aimed to identify what the learner has to know in order to function effectively in target situation. And the result of the questionnaire showed that the Hospitality students need to improve their speaking skill in order to meet their future goals. It is got 90 % for this case. For the supported skill, 54 % answered learning some English sub-skills such as grammar, and vocabularies. Due to the reason they learn English is for work, the language area that is important to master in order to support their carrier after graduation is taking part in meetings for speaking, writing an article or essay for writing skill, and reading or replay an email for reading skill.

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2. The teacher’s lesson plan design in formulating learning outcomes and learning procedures

The formulation of learning outcomes and learning procedures are designed well regarding the concept of scientific approach in curriculum 2013. The teacher can provide the activities that can support students’ understanding from one level to a higher level by giving a various activities and tasks in each stage of the teaching. The teacher also filed four major types of activity in his learning procedures. They include experience activity, shared activity, guided activity, and independent activity. However, due to the available time for English lesson in vocational school is only two lessons hour (2 JP) in a week, all the needs of Hospitality students cannot be fulfilled in every lesson prepared. Therefore, the teacher is only able to adjust their needs with some activities in learning procedures by adding the related materials based on the formulation of learning outcomes which is appropriate with the Basic Competence.

A. Suggestion

After conducting the study, the researcher would give some suggestions to the teacher and for the next researcher.

1. For the teacher in Hospitality program

After conducting the analysis of students’ needs and the lesson plan in Hospitality program, it can be concluded that the teacher has tried to adjust the lesson plan with the needs of students by designing activities

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and adding the certain materials based on the learning outcomes of the day. However, the teachers should consider carefully in adjusting the learning materials because the curriculum in vocational school still uses curriculum of 2013 which the In addition, to ensure the appropriateness of the assessment techniques and the assessment rubric should also be considered well. They should give clear instruction and appropriate rubric which have to be in line with the instructional objectives.

2. For the next researcher

Other researcher can continue to conduct the study regarding with the implementation of the lesson plan based on the Hospitality students’ needs in the class to make sure whether the teachers had a teaching and learning process based on the lesson plan which has been set up or not. In addition, the next researchers are able to cover some participants to generalize the conclusion of the study.

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