To obtain information about students’ characteristics and needs, the writer conducted a survey research by distributing a set of questionnaires. The
questionnaire was given to a class of Diploma III Perhotelan, STP-AMPTA, Yogyakarta
. There were 30 students as the participants. The questionnaire was divided into some statements to judge and some questions to answer. The question
consisted of closed and open questions.
a Statements
There were five statements to be judged by 30 students as the participants of the pre-design survey. The first statement was intended to find out students’
attitude toward English lesson. The second statement was to get the information about the students’ English proficiency. The statements 3, 4, and 5 were intended
to find out students needs in learning English. There were five criteria to judge the statements. The five criteria were
strongly agree, agree, undecided, disagree, and strongly disagree. The criteria were labelled numerically. The details were: 1 is interpreted as ‘strongly
disagree’, 2 is ‘disagree’, 3 is ‘doubt’, 4 is ‘agree’, and 5 is ‘strongly agree’. Then the numerical data was processed. The data was analysed to find out the central
tendency or mean. The result is presented in this following table. 45
Table 4.1: The result of the pre- design survey part I No.
Statements Responses
Number Mean
1. You like English lesson
Strongly agree Agree
Undecided Disagree
Strongly disagree 9
20 1
- -
4.3
2. English is easy for you
Strongly agree Agree
Undecided Disagree
Strongly disagree -
7 17
6 -
3.2
3. You
prefer English
material combining more than one language
skills for example: speaking and reading
Strongly agree Agree
Undecided Disagree
Strongly disagree 10
18 2
- -
4.3
4. For each topic, a certain part
discussing vocabulary related to tourism is needed
Strongly agree Agree
Undecided Disagree
Strongly disagree 15
15 -
- -
4.5
5. A certain part to discuss grammar is
needed in each topic. Strongly agree
Agree Undecided
Disagree Strongly disagree
9 19
2 4.2
From the result of the first part of the questionnaire, it could be concluded that the students had positive attitude toward English lesson, preferred integrated
English materials that combined four English skills, and needed vocabulary and grammar discussion in each topic. From the statements no.2, it seemed that
students were not sure about their English ability.
b Questions
This part of the questionnaire investigated students’ need in learning and using English in the future. The result is presented in the table below.
46 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.2: The result of the pre-design survey part II No. Questions
Responses Number
∑: 30 1.
What learning strategyies do you like in learning English?
a.Lecturer’s presentation
b.Individual task c.Discussion
d.Role play e.Games
24 8
19 11
21 80
26.7 63
37 70
2. Which topics related to tourism
do you need to discuss? a.Check In
b.Room Service c.Restaurant Service
d.Dealing with
Complaint e.Check Out
f. Travel Brochures g.Hotel Brochures.
h. Reserving
Accommodation i. Explaining
Tourism Place j. Sightseeing
k.Talking about
Hotel Management 20
13 25
20
13 6
8 16
7 -
12 67
43 83
67
43 20
27 53
23
40 3.
What job do you want to have after
you graduate
from AMPTA?
1.manager 2.hotel staff
3.chef 4.cruise ship crew
5.entrepreneur 6.tourist guide
7.stewardess steward 8.waiter
9.security guard 10. bank staff
11 6
3 2
2 2
1 1
1 1
36.7 20
10 6.7
6.7 6.7
3.3 3.3
3.3
3.3 4.
What is the level of the difficulty of
the four
language skills
listening, speaking, reading, and writing?
1. Easiest Listening
Speaking Reading
Writing 2. Easy
Listening Speaking
Reading Writing
2 5
21 2
- 5
5 20
6.7 16.6
70 6.7
- 16.7
16.7 66.7
47 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Difficult Listening
Speaking Reading
Writing 4. Most difficult
Listening Speaking
Reading Writing
7 15
3 5
23 3
1 3
23.3 50
10 16.7
76.7 10
3.3 10
5. What
is the
level of
the importance of the use of the four
language skills
listening, speaking, reading, and writing?
1. Most important Listening
Speaking Reading
Writing 2. Important
Listening Speaking
Reading Writing
3. Unimportant Listening
Speaking Reading
Writing 4. Least important
Listening Speaking
Reading Writing
4 25
1 -
15 5
1 9
5 -
13 12
6 -
16 8
13.4 83.3
3.3
50 16.7
3.3 30
16.7 -
43.3 40
20 -
53.3 26.7
There were five options provided in the first question. They were lecturer’s explanation, individual task, discussion, role play, and games. Those five options
were some activities included in Cooperative Learning. The answers to the first question showed activities in learning English that are preferred by the students.
It showed that most of them liked to listen to lecturer’s explanation in the class. There were 24 students 80 who stated that. Meanwhile, there were 21
students who liked games, 19 students liked discussion, and 11 students liked role play as the learning activities in the class. The students’ answer also showed
48 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
that most of the students did not like individual task in the class. There were only 8 eight students who answered that they liked individual task in learning
English. Besides knowing their preference in learning English, the designer knew the ‘learning needs’ as proposed by Hutchinson and Waters. 1987: 54
The designer did not determine the topics herself. However, the topics in the instructional materials designed were also determined by the students. The
students chose at most five topics provided. The students might also add other topics. As a result, there were big eight topics chosen; Restaurant Service, Check
In, Dealing with Complaint, Reserving Accommodation, Room Service, Check Out, Talking about Hotel Management, and Hotel Brochure. By having the eight
topics chosen, the designer found out the students’ target needs especially the ‘wants’. Jordan said that ‘wants’ are the subjective needs of the learner 2004:
25 To relate the instructional materials to the students’ needs in their future
working world, the third questions asked what job the students wanted to have. Therefore, the designer could find out what the learners have to know in order to
function effectively in the target situation. Jordan called it as the students’ necessities. 2004: 25. From 30 students, most of them wanted to be a hotel
manager 11 students. Six students wanted to be a hotel staff. Three students wanted to be chef. There were two students who wanted to be cruise ship crew
and two students wanted to be entrepreneur. Two students were interested to be a tourist guide. The four others wanted to be a stewardess, a waiter, a security
guard, and a bank staff. 49
The question number four was intended to know the students’ strengths and weaknesses in English. The result showed that reading was the easiest skill for
most of the students. Most students thought that writing was easy. On the other hand, speaking was a difficult English skill to most of the students. Listening was
the most difficult skill for most of them. By knowing their strengths and weaknesses, the designer understood their proficiency in certain English skills.
Considering the students’ needs as the prospective tourism workers, there was a question to find out the students’ opinion about the important skill they had
to master. This question was also to investigate the students’ necessities. From thirty students answering the questions, there were 25 students who stated that
speaking was the most important English skill to master. Four students stated that listening was the most important skill to them. It was also explained that listening
and speaking were important skills to master by the students. Therefore, the two most important skills had more portion in the designed materials.
2. Identifying Instructional Goal
The next step after conducting needs survey was identifying the instructional goal. The designer stated the goal as standard competence in the syllabus. At the end
of the course, the students were supposed to able to communicate written and spoken English related to tourism context.
3. Conducting Instructional Analysis
In this stage, the designer formulated the specific skills intended to achieve the goal of the course. The designer formulated the intended skills by listing the
topics that must be learned by the students in the course. 50
The topics are listed as follows: a. Reserving Accommodation
b. Check-in c. Room Service
d. Restaurant Service e. Dealing with Complaints
f. Check-out g. Hotel Brochure
h. Talking about Hotel Management
4. Writing Performance Objectives
Writing performance objectives meant identifying condition and criteria for successful performance that must be accomplished by the students. The writer
formulated the performance objectives in Basic Competences and Indicators. The detail could be seen in the table 4.3 below.
Table 4.3: The Basic Competences and Indicators
Unit Basic Competence
Indicators
1 Students are able to communicate
in English in a setting of reserving accommodation correctly
Students are able to: 1. read the conversation and the useful
expressions with correct pronunciation
2. complete sentences using preposition of time in, on, and, at
correctly 3. find out the meaning of the
vocabularies related to reserving accommodation
4. complete a missing conversation using appropriate words or
expression 5. perform conversation in reserving
accommodation 51
2 Students are able to communicate
in English in a setting of check in correctly
Students are able to: 1. read the conversation and the useful
expressions with correct pronunciation
2. write ‘yesno question’ correctly 3. find out the meaning of the
vocabularies related to reserving accommodation
4. complete a registration form based on the dialogue correctly
5. perform a conversation about checking in
3 Students are able to communicate
in English in a setting of giving room service correctly
Students are able to: 1. read the conversation and the useful
expressions with correct pronunciation
2. make ‘wh- question’ correctly 3. find out the meaning of the
vocabularies related to reserving accommodation
4. find out the missing parts in the conversation correctly
5. perform a conversation in a room service setting with partner
4 Students are able to communicate
in English in a setting of giving restaurant service correctly
Students are able to: 1. read the conversation and the useful
expressions with correct pronunciation
2. complete a paragraph with ‘much or many’
3. find out the meaning of the vocabularies related to reserving
accommodation 4. arrange in a jumbled conversation
into a meaningful conversation 5. perform a conversation in a
restaurant service setting with partner
5 Students are able to communicate
in English in giving response to a complaint correctly and
appropriately Students are able to:
1. read the conversation and the useful expressions with correct
pronunciation 2. write correct causative sentences
3. find out the meaning of the vocabularies related to service
complaint 52
4. complete some conversations based on audio program
5. perform a conversation about dealing with complaint
6 Students are able to communicate
in English in a setting of check out correctly
Students are able to: 1. read the conversation and the useful
expressions with correct pronunciation
2. differentiate the use of ‘because’ and ‘because of’ in a sentence
3. find out the meaning of the vocabularies related to reserving
accommodation 4. find out the missing part in a
conversation 5. perform a conversation in a
checking out procedure with partner
7 Students are able to understand
how a good brochure and produce a hotel brochure
Students are able to: 1. answer some questions related to
hotel brochure correctly 2. differentiate the use of ‘this, these,
that, and those’ in a sentence 3. find out the meaning of the
vocabularies related to hotel brochure
4. find out the correct word to complete the sentences
5. create a hotel brochure in a group 6. present a hotel brochure in front of
the class 8
Students are able to talk about hotel management in English
accurately Students are able to
1. answer some comprehension questions about the content of the
passage 2. change a sentence into its passive or
its active form 3. find out the meaning of the
vocabularies related to hotel management
4. find out the correct word to complete the sentences
5. express idea about hotel management in English orally
53 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5. Developing Instructional Strategy
This step was to determine what the students had to do in learning activities in order to achieve the goal. The designer divided teaching learning activities into
five parts. They are: a. Warm Up
This part is to elicit students’ attention to the topic that will be discussed. b. Language Focus
Language focus is intended to make the students familiar with some daily expressions used related to the topic discussed.
c. Grammar Focus Grammar Focus is intended to strengthen students’ grammar knowledge.
d. Word Power Word power is a part of the lesson which enriches students’ vocabulary.
e. Team-Study The last part is Team-Study. In this part, students perform their understanding in
a team. The detail can be seen in lesson plan and teachers’ manual.
6. Developing and Selecting Instructional Materials
After completing the five previous steps, the designer synthesized all information into a set of instructional materials. At this stage, the writer developed 8
units of instructional materials using cooperative learning. The designed materials can be seen in appendix.
7. Designing and Conducting the Formative Evaluation
A set of designed materials was needed to evaluate by some experienced people in teaching English to meet its effectiveness and appropriateness. The
54 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
evaluation was conducted in post-design survey in which the designer distributed a questionnaire to four participants. Those four participants evaluated the designed
materials by answering the questionnaire.
8. Revising Instruction
After getting the evaluation and feedback, the designer revised the designed materials. The weaknesses found were improved.
B. POST DESIGN RESEARCH
After a set of instructional materials was completely designed, the writer conducted post-design survey. It was intended to obtain evaluation of the materials
designed. The evaluation was given by two English lecturers of STP-AMPTA and two English teachers of Wisma Bahasa English Division. By getting evaluation of the
materials, the writer could improve the instructional materials.
1. Description of the Participants
The participants of the post-design survey of this study were two English lecturers of STP- AMPTA and two English teachers of Wisma Bahasa English
Division . All participants had S1 educational background. The two lecturers have
been teaching for eleven and twenty years. The two English teachers have had two and four years teaching experience.
2. Description of the Data
In post- design survey, the types of questionnaire were closed and open questionnaire. The closed questionnaire consisted of seventeen statements related to
the materials designed. The participants judged the statements by choosing number ranging 1 to 5 as the representative of five criteria. The details were: 1 was
55 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interpreted as ‘strongly disagree’, 2 was ‘disagree’, 3 was ‘undecided’, 4 was ‘agree’, and 5 was ‘strongly agree’.
The following table explained the result of the evaluation given in the post- design survey. The table explained the judgement of the designed materials given by
four participants. Table 4.4: Description of the Data
Participants No.
Statements A
B C
D Mean
1. The
standard competencies
are well
formulated 4
4 4
4 4
2. The indicators are well formulated
4 4
4 5
4.25 3.
The indicators are considered able to support the standard competencies
4 5
4 5
4.5
4. The topics are relevant for D III Perhotelan,
STP-AMPTA 5
5 3
4 4.25
5. The
topics match
with the
standard competencies
4 4
4 4
4
6. The materials are suitable for the students of
D III Perhotelan, STP- AMPTA 4
5 4
4 4.25
7. The teacher’s manual is well presented
4 4
4 5
4.25 8.
The lesson plan is well presented 4
4 3
5 4
9. The syllabus is well presented
4 4
4 5
4.25 10.
The activities are suitable to meet the indicators
4 4
4 5
4.25 56
