Developing A Task-Based ESP Learning Material for Boutique Dressmaking Skill Program of SMKN 3 Pacitan (A Research and Development at the Eleventh Grade of SMKN 3 Pacitan in the Academic Year of 2013/2014).

DEVELOPING A TASK-BASED ESP LEARNING MATERIAL FOR
BOUTIQUE DRESSMAKING SKILL PROGRAM OF SMKN 3 PACITAN
(A Research and Development at the Eleventh Grade of SMKN 3 Pacitan in
the Academic Year of 2013/2014)

A THESIS

By
NINIK SRIMUKTI
S891202047

Submitted as a Partial Fulfillment of the Requirements for the Graduate
Degree in English Education

By:
NINIK SRIMUKTI
S891202047

ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY
SURAKARTA
2015

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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “Developing A TaskBased ESP Learning Material For Boutique Dressmaking Skill Program of
SMKN 3 Pacitan (A Research and Development at the Eleventh Grade of SMKN
3 Pacitan in the Academic Year of 2013/2014)”. It is not plagiarism or made by
others. Anything related to others’ works is written in quotation, the sources of
which are listed on the list of bibliography. If then this pronouncement proves
wrong, I am ready to accept any academic punishment, including the withdrawal
or cancellation of my academic degree.

Surakarta, October 2015

Ninik Srimukti

iv

ABSTRACT

Ninik Srimukti. S891202047. 2015. Developing A Task-based ESP Learning
Material for Boutique Dressmaking Skill Program of SMKN 3 Pacitan (A

Research and Development at the Eleventh Grade of SMKN 3 Pacitan in the
Academic Year of 2013/2014). Consultants: (1) Dr. Ngadiso, M.Pd., (2) Dr.
Abdul Asib, M.Pd. Thesis. Surakarta: English Department of Graduate School of
Teacher Training and Education Faculty, Sebelas Maret University.
This research is aimed at developing an ESP learning material to fulfil the
students’ needs in learning English at boutique dressmaking skill program of
vocational high school. It uses Research and Development (R&D) proposed by
Borg and Gall as the research design of this research. This study was oriented to
the product development in the form of procedural model and was conducted in
two main stages; (1) exploration stage and (2) product development stage.
The exploration stage includes: (1) the description of the existing condition
of English textbook and (2) the need analysis of the ESP learning material. The

product development stage describes: (1) the description of the prototype, (2) the
try out of the prototype, and (3) the feasibility of the product. This research was
conducted at SMKN 3 Pacitan. There were two teachers and twenty eight students
involved in this research.
The data of the exploration stage were obtained through conducting
document analysis, having interview, and distributing questionnaire. It was done
to know the quality of the existing English textbook used at SMKN 3 Pacitan. The
findings show that the textbook used at the school contains general English
material and it is less specific to be used for the students of boutique dressmaking
skill program. Thus, it implies that there should be ESP learning material
developed in regard to provide the teacher and the students of boutique
dressmaking skill program.
The ESP learning material was developed by considering some aspects. It
contains theoretical theories of ESP, TBLI, the existing curriculum, and also the
students’ need. Then, it was evaluated and reviewed through expert judgment and
implemented in class XI BSB A SMKN 3 Pacitan, East Java, to make the material
feasible. Through conducting observation and having focus group discussion
(FGD) between the researcher, the teacher, the expert, and the students, the draft
or the prototype was revised to be the final draft. Therefore, after three trials, the
draft is feasible to be applied as supplementary material for boutique dressmaking

skill program students of vocational high school.
Keywords: ESP, material development, research and development study, TBLI,
textbook

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MOTTO
“After asking Allah to guide you to the straight path, don’t just stand there, start
walking!” - (Amal Ahmed Abaz)

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DEDICATION

This thesis is dedicated to my father and mother.

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ACKNOWLEDGEMENT
All praises are given to Allah SWT for His mercy and blessing that the writer

can finally finish the thesis as a partial fulfillment of the requirements for
Graduate Degree in English Education. In doing this work, she realizes that she is
unable to finish it without contributions, helps, and supports from other people.
She would like to express her gratitude to:
1. The Dean of Teacher Training and Education Faculty for his
recommendation and permission to write this thesis;
2. The Head of English Education of Graduate Program of Sebelas Maret
University who has suggested and guided her to do this thesis well;
3. Dr. Ngadiso, M.Pd. as the first consultant who has passionately guided and
corrected for the completion of this thesis;
4. Dr. Abdul Asib, M.Pd. as the second consultant who has guided and
supported her in completing the thesis;
5. Dr. Hersulastuti as the expert who has shared her valuable time and
knowledge in evaluating and giving constructive comments in order to make
a better product;
6. The Headmaster of SMKN 3 Pacitan who has given his permission for her
to conduct the research for the thesis;
7. All teachers at SMKN 3 Pacitan who have kindly welcomed and given their
warm assistance during the research;
8. Her beloved XI students of Boutique Dressmaking in the academic year of

2013/2014 for their endless cooperation;
9. Her friend, Novitasari, who has been a great friend, supporter, and nonformal collaborator in this research.
The writer realizes that there are still many shortcomings in this thesis.
Therefore, she welcomes the objective criticism and constructive suggestion for
this work. Finally, she hopes that this thesis is useful not only for her, but also for
the readers.
Surakarta, October 2015
Ninik Srimukti

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TABLE OF CONTENTS
APPROVAL............................................................................................................ ii
LEGITIMATION ................................................................................................... iii
PRONOUNCEMENT ............................................................................................ iv
ABSTRACT ............................................................................................................ v
MOTTO ................................................................................................................. vi
DEDICATION ...................................................................................................... vii
ACKNOWLEDGMENT ...................................................................................... viii
TABLE OF CONTENTS ....................................................................................... ix

LIST OF APPENDICES ………………………………………..……………….xii
LIST OF TABLES ……………………………………………………………...xiii
LIST OF FIGURES …………………………………………………………….xiv
LIST OF ABBREVIATIONS …………………………………………………...xv
CHAPTER I INTRODUCTION ............................................................................. 1
A. Background to the Study ............................................................ 1
B. Formulation of the Problem ........................................................ 3
C. Objectives of the Study ............................................................... 4
D. Significances of the Study .......................................................... 4
1. Theoretical significance .......................................................... 4
2. Practical significances ............................................................ 5
CHAPTER II REVIEW THEORIES AND CONCEPTUAL FRAMEWORK ...... 6
A. Literature Review ....................................................................... 6
1. English for Specific Purposes ................................................ 6
a. Definition of ESP .............................................................. 6
b. The Needs of ESP Students ............................................... 8
c. Vocational High School Students as ESP Learners ........ 10
d. ESP Materials for Vocational High School ..................... 11
2. Task-Based Language Instruction ........................................ 14
a. Definition of Task-Based Language Instruction ............. 15

b. Goal of Task-Based Language Instruction ...................... 16
c. Language View ............................................................... 16
d. Learning Theory .............................................................. 18

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e. Task-Based Syllabus Design ........................................... 20
f. A Framework for Task-Based Language Instruction ...... 23
g. Components of a Task ..................................................... 25
h. Rationale for Task-Based Language Instruction ............. 29
3. Materials Development ........................................................ 29
a. Steps in Designing Materials........................................... 31
b. Materials Evaluation ....................................................... 34
B. Review of Related Studies ........................................................ 38
C. Conceptual Framework ............................................................. 42
CHAPTER III RESEARCH METHODOLOGY ................................................. 46
A. Research Design ....................................................................... 46
B. Research Procedure .................................................................. 49
1. Exploration ........................................................................... 49
2. Product Development ........................................................... 51

3. Steps in Trying Out the Product ........................................... 54
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................... 55
A. Exploration Stage ...................................................................... 55
1. The Description of the Existing Condition of English
Textbook ................................................................................... 56
a. Brief Description about Get Along with English ............. 56
b. The Evaluation of Get Along with English ...................... 57
1) Aims and approaches .................................................. 57
2) Design and organization ............................................. 59
3) Language content ........................................................ 59
4) Skills ........................................................................... 60
5) Topic ........................................................................... 61
6) Methodology ............................................................... 61
7) Teacher’s books .......................................................... 62
8) Practical considerations .............................................. 62
2. Need Analysis ....................................................................... 65
a. The Result of Interview .................................................... 65

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b. The Result of Class Observation ...................................... 68
c. The Result of Questionnaires ........................................... 69
1) Goal ............................................................................. 70
2) Input ............................................................................ 72
3) Procedure .................................................................... 73
4) Student role ................................................................. 74
5) Teacher role ................................................................ 74
6) Setting ......................................................................... 75
B. Product Development Stage ...................................................... 77
1. Prototype Development ........................................................ 77
a. Description of the Prototype ............................................ 77
b. Expert Judgment .............................................................. 80
2. The Try-out of the Prototype ................................................ 82
a. Try-out I ........................................................................... 83
b. Try-out II .......................................................................... 89
c. Try-out III ......................................................................... 93
3. The Feasibility of the Product............................................... 96
C. Discussion ................................................................................. 98
1. Exploration Stage.................................................................. 98
2. Product Development Stage ............................................... 102

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........... 104
A. Conclusion ................................................................................ 104
1. The Existing Condition of English Textbook at SMK 3 .... 104
2. The Development of Task-based ESP Material for Boutique
Dressmaking ........................................................................... 104
B. Implication ................................................................................ 105
C. Suggestion ................................................................................. 106

BIBLIOGRAPHY ............................................................................................... 109

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LIST OF APPENDICES
Appendix 1.
Appendix 2.
Appendix 2.1.
Appendix 2.2.
Appendix 2.3.
Appendix 2.4.
Appendix 3.
Appendix 4.
Appendix 4.1.
Appendix 4.2.
Appendix 5.
Appendix 6.
Appendix 6.1.
Appendix 7.
Appendix 7.1.
Appendix 7.2.
Appendix 7.3.
Appendix 7.4.
Appendix 8.
Appendix 8.1.
Appendix 8.2.
Appendix 8.3.
Appendix 9.
Appendix 10.

Evaluation of the Textbook ………………………………...
Interview for Exploration Stage ……………………………
Interview guideline for English teacher ……………………
The result of the interview …………………………………
Interview guideline for boutique dressmaking students …...
The result of the interview …………………………………
Observation Result on the Use of the Textbook in the Field
Need Analysis ……………………………………………...
Guideline for the questionnaire …………………………….
Questionnaire form ………………………………………...
Course Grid ………………………………………………...
Expert Judgment …………………………………………...
Validation form and the result ……………………………..
Try-out Observation ………………………………………..
Observation guideline ……………………………………...
Field note of try-out I ………………………………………
Field note of try-out II ……………………………………..
Field note of try-out III …………………………………….
Focus Group Discussion (FGD) ……………………………
FGD I ………………………………………………………
FGD II ……………………………………………………...
FGD III ……………………………………………………..
Final Product ……………………………………………….
Permission Letter …………………………………………..

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117
117
118
120
121
123
126
126
127
134
135
135
138
138
143
149
155
160
160
163
165
167
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LIST OF TABLES

Table 4.1

Summary of Strengths and Weaknesses of the Textbook …….

63

Table 4.2

Summary of the Textbook Evaluation ………………………..

64

Table 4.3

Summary of the Result of the Feasibility of the Textbook …...

69

Table 4.4

Result of Need Analysis for Goal Aspect …………………….

70

Table 4.5

Result of Need Analysis for Input Aspect ……………………. 72

Table 4.6

Result of Need Analysis for Procedure Aspect ………………. 73

Table 4.7

Result of Need Analysis for Student and Teacher Role ……… 75

Table 4.8

Result of Need Analysis for Setting ………………………….. 75

Table 4.9

Summary of Need Analysis

Table 4.10

Competence Standard and Basic Competence for the

76

Prototype ……………………………………………………...

78

Table 4.11

Result of Evaluation of the Prototype ………………………...

82

Table 4.12

Summary of Trying Out the Prototype ………………………

95

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LIST OF FIGURES
Figure 2.1 Components of A Task ……………………………………………

25

Figure 3.1 Data Validity in Exploration Stage ….............................................

50

Figure 3.2 Data Analysis Technique …………………………………………

52

Figure 3.3 Data Validity in Product Development Stage ……………………

53

Figure 4.1 Sample of Course Grid of the Prototype ………………………….

78

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LIST OF ABBREVIATIONS

BSB

: Busana Butik

BSNP

: Badan Standar Nasional Pendidikan

ESP

: English for Specific Purposes

FGD

: Focus Group Discussion

GEA

: Get Along with English

R&D

: Research and Development

TBLI

: Task-Based Language Instruction

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