THE ANALYSIS OF STUDENTS’ NEEDS OF ENGLISH FOR
SPECIFIC PURPOSES FOR TOURISM MAJOR AT
VOCATIONAL HIGH SCHOOL
By
RADIATHUL AMELIA SILVIANA
ANTASARI STATE ISLAMIC UNIVERSITY
BANJARMASIN
2022
i
THE ANALYSIS OF STUDENTS’ NEEDS OF ENGLISH FOR SPECIFIC
PURPOSES FOR TOURISM MAJOR AT VOCATIONAL HIGH SCHOOL
AN UNDERGRADUATE THESIS
Presented to
Faculty of Tarbiyah and Teacher Training
in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan in English Language Education
by
Radiathul Amelia Silviana
180101030443
ANTASARI STATE ISLAMIC UNIVERSITY
FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION DEPARTMENT
BANJARMASIN
2022
ii
APPROVAL
Tittle
: The Analysis of Students’ Needs of English for
Specific Purposes for Tourism Major at Vocational
High School
Name
: Radiathul Amelia Silviana
SRN
180101030443
Faculty
: Tarbiyah and Teacher Training
Program
: Undergraduate Study (S-1)
Department
: English Education Department
Academic Year
: 2021/2022
Place/Date of Birth
: Sampit, May 12th 2000
Address
: JL. Yos Sudarso GG. Sulawesi No.75 Sampit
After being checked and revised, the thesis has been approved to be examined in
front of the board of Examiners of Faculty of Tarbiyah and Teacher Training UIN
Antasari Banjarmasin.
Advisor
Contents and Research Methods
Banjarmasin, May 31th 2022
Advisor
Language and Writing Techniques
Drs. Saadillah, M.Pd
NIP. 196405201992031006
Nor Izzatil Hasanah, S.Pd., M.Pd
NUP. 201701001
Acknowledged by
Head of English Education Department
Faculty of Tarbiyah and Teacher Training
UIN Antasari Banjarmasin,
Afifah Linda Sari, M.Pd
NIP. 198711102015032004
iii
VALIDATION
Title : The Analysis of Students’ Needs of English for Specific Purposes for Tourism
Major at Vocational High School Name Radiathul Amelia Silviana SRN
180101030443 has been examined by the board of thesis examiners of Faculty of
Tarbiyah and Teacher Training UIN Antasari Banjarmasin.
Day
: Friday
Date
: July 22th 2022
Stated
: Passed
Score
: 77,4 (B+)
Dean Faculty of Tarbiyah and Teacher Training
UIN Antasari Banjarmasin
Dr. H. Hamdan, M.Pd
NIP. 196604051993031005
THE BOARD OF EXAMINERS:
Name
Signature
1. Drs. Sa’adillah, M.Pd
(Chairperson)
2. Dr. Hj. Raida Ashfihana, M.Pd
(Member)
3. Nor Izzatil Hasanah, M.Pd
(Member)
iv
STATEMENT OF AUTHENTICITY
I, the undersigned, Radiathul Amelia Silviana, declare that this undergraduate thesis
is my original work, gathered and utilized specially to fulfil the purposes and
objectives of this study, and has not been previously submitted to any other university
for any degree or other purposes. I also declare that the publications cited in this work
have been properly acknowledged. If someday, it is proven otherwise, I understand
that my degree will be revoked.
Banjarmasin, June 15th 2022
The writer,
Radiathul Amelia Silviana
v
ABSTRACT
Radiathul Amelia Silviana. 2022. The Analysis of Students’ Needs of English for
Specific Purposes for Tourism Major at Vocational High School. Thesis. English
Education Department, Faculty of Tarbiyah and Teacher Training, Antasari State
Islamic University. Advisors: (I) Drs. Saadillah, M.Pd, (II) Nor Izzatil Hasanah,
S.Pd., M.Pd.
Keywords: Needs Analysis, English for Tourism, Vocational High School
ESP has an emphasis on practical outcomes with the aim of preparing learners
to communicate effectively in the tasks prescribed by their study or work situation,
including the students majoring in tourism at vocational high school where their
future work in the field of tourism must need particular skills of English to support
their work performance. However, tourism is a new major at Vocational High School
(SMKN) 4 Sampit, so the teaching and learning process of English subject does not
focus on the use of English language for tourism field. Therefore, this study aims to
conduct a needs analysis to find the student’s needs on English subject for Tourism
Major at Vocational High School (SMKN) 04 Sampit.
This study used qualitative descriptive method to obtain facts about students'
needs on ESP for tourism. 22 students at twelfth grade were involved in the study.
Questionnaire and interview were used as research instruments to collect the data
about students' needs on English subject for tourism major. The data collected were
analyzed through several stages such as data reduction, data display, and conclusion
drawing and verification.
The conclusion of this study specifically answers the research question which
focuses on students’ needs on English subject for Tourism Major at Vocational High
School (SMKN) 04 Sampit. It was found that the students really need to improve
their speaking skill which focuses on developing fluency and pronunciation since
tourism is very related to communication activities. In addition, they need some
improvements in the learning system to help them learn English better, such as in
terms of the learning materials, teacher’s explanation, teaching method, and learning
activities. Nonetheless, they still hope the program will be properly implemented in
the school.
vi
ABSTRAK
Radiathul Amelia Silviana. 2022. Analisis Kebutuhan Siswa Terhadap Bahasa
Inggris untuk Keperluan Khusus Jurusan Pariwisata di SMK. Skripsi. Jurusan Tadris
Bahasa Inggris., Fakultas Tarbiyah dan Keguruan, UIN Antasari Banjarmasin. Dosen
Pembimbing: (I) Drs. Saadillah, M.Pd, (II) Nor Izzatil Hasanah, S.Pd., M.Pd.
Kata kunci: Analisis Kebutuhan, Bahasa Inggris untuk Pariwisata, Sekolah
Menengah Kejuruan
ESP menekankan pada hasil praktis dengan tujuan mempersiapkan peserta
didik untuk berkomunikasi secara efektif, termasuk bagi siswa jurusan pariwisata di
sekolah menengah kejuruan. Namun, pariwisata merupakan jurusan baru di Sekolah
Menengah Kejuruan (SMKN) 4 Sampit, sehingga proses belajar mengajar mata
pelajaran bahasa Inggris tidak terfokus pada penggunaan bahasa Inggris untuk bidang
pariwisata. Oleh karena itu, penelitian ini bertujuan melakukan analisis kebutuhan
untuk mengetahui kebutuhan siswa pada mata pelajaran Bahasa Inggris Jurusan
Pariwisata di Sekolah Menengah Kejuruan (SMKN) 04 Sampit.
Penelitian ini menggunakan metode deskriptif kualitatif untuk memperoleh
fakta tentang kebutuhan siswa terhadap ESP untuk pariwisata. 22 siswa di kelas XII
terlibat dalam penelitian ini. Kuesioner dan wawancara digunakan untuk
mengumpulkan data tentang kebutuhan siswa pada mata pelajaran bahasa Inggris
untuk jurusan pariwisata. Data yang terkumpul dianalisis melalui beberapa tahapan
seperti reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi.
Kesimpulan penelitian ini secara khusus menjawab pertanyaan penelitian
yang berfokus pada kebutuhan siswa pada mata pelajaran Bahasa Inggris Jurusan
Pariwisata di Sekolah Menengah Kejuruan (SMKN) 04 Sampit. Hasil penelitian
menyimpulkan bahwa para siswa sangat perlu meningkatkan keterampilan berbicara
mereka yang berfokus pada pengembangan kefasihan dan pengucapan karena
pariwisata sangat terkait dengan kegiatan komunikasi. Di samping itu, mereka
membutuhkan beberapa perbaikan dalam sistem pembelajaran untuk membantu
mereka belajar bahasa Inggris dengan lebih baik, seperti dalam hal materi
pembelajaran, penjelasan guru, metode pengajaran, dan kegiatan pembelajaran.
Meski demikian, mereka tetap berharap program tersebut dapat diterapkan dengan
baik di sekolah.
vii
MOTTO
“It doesn't matter if you're going slow, as long as you never stop trying”
-Confucius.
viii
DEDICATION
I dedicate this thesis for:
1.
My beloved parents, Sri Wahyuni and Alfiannur who pray the best for me,
provided me, support me mentally, spiritually, materially during the time of
study and the process of making this thesis.
2.
My lovely sibling The late Ms. Gina Alviana.
3.
All of my family members who always provide moral and material support.
4.
My closest friends especially Ira Iasha, who always gives encouragement in
doing the thesis, and is always together in undergoing the thesis consul because
we are the same supervisor.
5.
My best friends during college, especially Selvi Nazarina and Nor Hikmah who
always provide support, enthusiasm and are always troubled.
6.
My classmates in EED B 2018 and EED D 2018, Antasari State Islamic
University Banjarmasin, thank you for all the friendships, happiness, and
sadness that made me stronger and better.
7.
All of my family and friends in Antasari State Islamic University Banjarmasin
and others, who have given me supports and love for completing my
undergraduate.
8.
For someone special in my life, Heri Setiawan Armada, S.AB, thank you for
providing support, enthusiasm, motivation, unrelenting affection and always
praying for me in completing this thesis.
9.
To all parties that I cannot mention one by one, who have helped me in the
processof making thesis.
10. Last but not least for myself who was able to keep spirit until now. I wanna thank
me, I wanna thank me for believing in me, I wanna thank me for doing all this
hard work, I wanna thank me for having no days off, I wanna thank me for never
quitting.
ix
ACKNOWLEDGEMENT
‫الصالة والسال م على اشرف األ نبياء والمر سلين سيدنا‬. ‫ الحمد هلل رب العالمين‬.‫بسم هلال الر حمن الر حيم‬
.‫ اما بعد‬.‫وموالنا محمد وعلى اله وصحبه أجمعين‬
Praise to Allah the Almighty who has been giving me guidance till the writer
finished this thesis entitled “The Analysis of Students’ Needs of English for Specific
Purposes for Tourism Major at Vocational High School”. Peace and salutation always
be upon Prophet Muhammad P.B.U.H and all his friends who struggle for Allah. The
writer like to express appreciation and gratitude to:
1.
Dr. H. Hamdan, M.Pd as the Dean Dean of Faculty of Tarbiyah and Teacher
Training of Antasari State Islamic University and all her staff for their help in the
Administrative and matters.
2.
Afifah Linda Sari, M.Pd, as the Head of English Education Department for the
assistance and motivation.
3.
My academic advisor, Hj. Nur Laila Kadariyah, S.Ag., M.Pd, for the guidance
and encouragement.
4.
My thesis advisors, Drs. Saadillah, M. Pd, as the advisor of content and research
methods for the advice, helps, suggestion and correction.
5.
Nor Izzatil Hasanah, S. Pd., M. Pd as the advisor of language and writing
techniques for the advice, helps, suggestion and correction.
6.
All lecturers and assistants in Faculty of Tarbiyah and Teacher Training for the
priceless knowledge.
x
7.
Dr. Saifuddin, M.Ag head of the UIN Antasari Banjarmasin library along with
the staff and managers of the Faculty of Tarbiyah and Teacher Training UIN
Antasari Banjarmasin who helped a lot in terms of lectures and writing in this
thesis.
8.
H.Sirojuddin Noor,BA.,S.Pd.,MM as head masters of SMKN 4 Sampit, and all
the English teacher whohave given the chance to do research there.
Finally, the writer hopes that this research will be useful for the next researchers.
The writer admits that this research paper is not perfect yet. Therefore, suggestion
will be expected to make it better.
Banjarmasin, Dzulhijjah, 22th 1443 A.H
July, 22th,2022 A.D
Writer
xi
CONTENTS
COVER PAGE
LOGO PAGE ................................................................................................................ i
TITLE PAGE .............................................................................................................. ii
APPROVAL................................................................................................................ iii
VALIDATION ............................................................................................................ iv
STATEMENT OF AUTHENTICITY ....................................................................... v
ABSTRACT ................................................................................................................ vi
ABSTRAK ................................................................................................................... vii
MOTTO .................................................................................................................... viii
DEDICATION ............................................................................................................ ix
ACKNOWLEDGEMENT .......................................................................................... x
CONTENTS ............................................................................................................... xii
LIST OF TABLES ................................................................................................... xiv
LIST OF APPENDICES........................................................................................... xv
CHAPTER I INTRODUCTION ................................................................................ 1
A. Background of Study........................................................................... 1
B. Research Questions ............................................................................. 7
C. Objectives of Study ............................................................................. 8
D. Significance of Study .......................................................................... 8
E. Definition of Key Terms ..................................................................... 9
CHAPTER II THEORETICAL REVIEW ............................................................. 10
A. Need Analysis ................................................................................... 10
1. The Definition of Need Analysis .................................................. 10
2. The Purposes of Need Analysis .................................................... 13
3. Approaches to Need Analysis ...................................................... 19
4. Elements of Need Analysis .......................................................... 20
xii
5. Need in ESP.................................................................................. 21
B. English for Specific Purpose (ESP) .................................................. 23
1. The Definition of ESP .................................................................. 23
2. Teaching Material in ESP............................................................. 28
3. Types of ESP ................................................................................ 31
4. Characteristics of ESP .................................................................. 33
5. The Teachers’ Roles in ESP Classroom ....................................... 33
C. Vocational High School .................................................................... 35
1. The Definition of Vocational High School ................................... 35
2. Five Majors in Vocational High School ....................................... 36
D. Review of Previous Studies .............................................................. 41
CHAPTER III RESEARCH METHOD ................................................................. 44
A. Research Design ................................................................................ 44
B. Research Setting ................................................................................ 44
C. Subject ............................................................................................... 45
D. Data ................................................................................................... 45
E. Technique of Data Collection ........................................................... 45
F. Data Analysis .................................................................................... 48
CHAPTER IV FINDINGS AND DISCUSSION .................................................... 50
A. Findings ............................................................................................. 50
B. Discussion ......................................................................................... 68
CHAPTER V CLOSURE ......................................................................................... 74
A. Conclusion ........................................................................................ 74
B. Suggestions ....................................................................................... 75
REFERENCES .......................................................................................................... 76
APPENDICES ........................................................................................................... 80
CURRICULUM VITAE ......................................................................................... 114
xii
i
LIST OF TABLES
Table 4.1 Purposes of Learning English ..................................................................... 50
Table 4.2 English Topics ............................................................................................. 51
Table 4.3 English Skills to Improve ............................................................................ 51
Table 4.4 Reason for Choosing Specific Skill to Improve .......................................... 52
Table 4.5 Difficulties in Learning English .................................................................. 52
Table 4.6 English Skill Difficult to Learn ................................................................... 53
Table 4.7 Reason of Difficulty in English Teaching and Learning ............................. 53
Table 4.8 Teacher’s Method in English Class ............................................................. 54
Table 4.9 Teacher’s Explanation ................................................................................. 55
Table 4.10 Main Source of English Teaching and Learning ....................................... 55
Table 4.11 Relationship between English Materials and Students’ Target Area ........ 56
Table 4.12 English Material Delivered by the Teacher ............................................... 56
Table 4.13 English Class ............................................................................................. 57
Table 4.14 English Learning Process .......................................................................... 57
Table 4.15 Teacher Lets Students Give Responses..................................................... 58
Table 4.16 Responding to the Teaching and Learning Process .................................. 58
Table 4.17 The Way of Responding to the Learning Process ..................................... 59
Table 4.18 Students’ Opinion toward ESP Courses .................................................... 59
Table 4.19 Students’ Opinion about ESP Program in the School ................................ 60
Table 4.20 Hope to the School toward ESP Program .................................................. 60
xiv
LIST OF APPENDICES
APPENDIX 1 : Qur’an Literation............................................................................ 80
APPENDIX 2 : Questionnaire ................................................................................. 81
APPENDIX 3 : Interview Guidelines ...................................................................... 86
APPENDIX 4 : School Profile ................................................................................. 87
APPENDIX 5 : Research Letter .............................................................................. 97
APPENDIX 6 : Research Recommendation Letter 1 .............................................. 98
APPENDIX 7 : Research Permit Letter 1................................................................ 99
APPENDIX 8 : Research Permit Letter 2.............................................................. 100
APPENDIX 9 : Research Recommendation Letter 2 ............................................ 101
APPENDIX 10 : Research Letter of Statement ....................................................... 102
APPENDIX 11 : Certificate of Completed Research .............................................. 103
APPENDIX 12 : Application Letter for Thesis Title Approval .............................. 104
APPENDIX 13 : Decree of the Appointment of Thesis Advisory Lecturers........... 105
APPENDIX 14 : Certificate of Thesis Proposal Seminar 1 ..................................... 106
APPENDIX 15 : Thesis Proposal Seminar Notes.................................................... 107
APPENDIX 16 : Certificate of Thesis Proposal Seminar 2 ..................................... 109
APPENDIX 17 : Consultation Notes ....................................................................... 110
APPENDIX 18 : Documentation ............................................................................. 112
xv
CHAPTER I
INTRODUCTION
A. Background of Study
English for Specific Purposes (ESP) is a learner-centered method for
teaching English as a foreign language or as a second language that is
intended to meet the needs of the majority of students who must learn a
foreign language for use in their particular fields, such as science, technology,
medicine, and academic study. An ESP approach to course design is required
by needs analysis (NA), which necessitates awareness of a desired condition.
According to Hutchinson and Waters (1992), learners are particularly aware
of the reasons they are learning a language, and ESP may be able to pinpoint
these reasons provided the learner is conscious of a need. An evaluation of
needs takes place before to, during, and after a language program. Although
academics have differing views on what needs analysis is, some of them
consider it to be a technique that takes into account the criteria, objectives,
and needs of students in their profession. (Oktarin, Syahrial, & Harahap,
2019, p. 15).
ESP has an emphasis on practical outcomes with the aim of preparing
learners to communicate effectively in the tasks prescribed by their study or
work situation (Basturkmen, 2010, p. 2). Examples include English for the
1
2
hotel reception courses, where students learn the necessary language to carry
out the various daily tasks, which comprise their job. In sum, ESP is English
for vocational purposes, where the word vocation is used loosely to include
education and all kinds of professional activity (Ulfa, 2014, p. 69)
English for Specific Purpose (ESP) is program instruction in which the
content and aims of the course are fixed by specific needs of a particular
learner (Richards & Schmdit, 2010). In addition, English for specific
purposes is a term that refers to teaching or learning for a particular career or
for business in general (Dayu & Haura, p. 10).
It prepares learners to use English in academics such as doctors, nurses
and tour guides. ESP is part of regional language teaching but its
implementation is still lacking. In the world of tourism, English is used as an
international language and is the most commonly used language. Therefore,
vocational students majoring in tourism must have English language skills
according to their needs so that graduates are ready to work and have a good
language so that they can make it easier when communicating with foreign
guests or customers. SMK students are prepared for success in the future of
the tourism industry, because SMK graduates are ready to work. Graduates
are expected to be able to carry out and develop businesses in the field of
hospitality services, travel agents or business trips, and also to develop their
professional and industry-related skills.
3
Designing an ESP course begins with analyzing the peculiar
requirements of a certain set of students. In essence, the ESP approach starts
with a study of students' requirements. (Widodo, 2017). A course
development process known as “need analysis” identifies and takes into
account the language and skills that students will use in their target vocational
workplace in relation to their current level of knowledge, how they perceive
their needs, and the practical opportunities and limitations of the teaching
environment. (Basturkmen, 2010, p. 19). Additionally, Songhori (2008) said
that needs analysis has a vital role in the process of designing and carrying out
any language course, whether it be English for Specific Purposes (ESP) or
general English course. Other definition of need analysis generally refers to
the activities that are involved in collecting information that will serve as the
basis for developing a curriculum that will meet the needs of a particular
group of students (Evenddy, Prabowo, & Rima, 2020, p. 4)
These factors alone motivated the researcher to conduct a study on the
need analysis in English for the tourism program at a vocational school. A
formal educational institution that aids in the development of students'
abilities and talents is the vocational school (SMK). Vocational schools place
a significant priority on educating students for the workforce by requiring
them to show mastery of science, technology, and high-level skills. The Inpres
No. 09 Th. 2016 on the Revitalization of SMK may have given the impression
that English is important for preparing SMK graduates for success in the local
4
and international job market. Simply because SMK is an Indonesian
vocational school, English is important for the development of SMK students'
talents. (Lestari, 2019, p. 4).
Basically, English teaching learning at SMK are the same as at other
Senior high schools, such as the use of curriculum, syllabus, and lesson
planning, and the English text books, so there is no basic differences between
English subject taught at SMK and SMA, English is taught by common
topics or materials whether at SMK or SMA, whereas there is a special need
for vocational school students who are different from other schools,
vocational schools are provided by the government to be ready to work in a
certain field., because in vocational education students are equipped with
special skills both in theory and practice in accordance with the selected skills
program.
Based on these special needs, there are several majors provided by
Vocational that should provide English learning for special purposes that will
make these students ready to work where English can help them in carrying
out their work, such as in hospitality, tourism, banks, companies and offices.
In fact, almost all vocational schools in Indonesia still teach general English
language materials to their students that are not appropriate for their future
jobs. This also happened at SMKN 4 Sampit. The school has five study
programs, namely; Agribusiness of Horticulture Food Crops, Agribusiness of
5
Plantation Crops, Agricultural Processing Technology, Hotel Accommodation
and Tourist Industry.
English language learning materials for each class are related to their
study program but in reality none of the material seems to be related to the
study program. This condition can hinder students from developing their skills
to communicate using English in their field work target situations. If such
conditions occur, the goal of teaching English will not become achieved.
Unfortunately, some majorities which need not only mastery the
knowledge and the skills based on its majorities, but also need English to
support their jobs at the works. Hence the teacher at SMK need to teach the
students English which students who undergraduate and work in tourism can
speak English to foreign tourist. This situation is very important because their
future work as a tour guide for everyone, especially foreigners, really depends
on their English skills, so that they can provide clear and complete
explanation about particular things. The importance of learning foreign
language has also been narrated in Qur’an that tells about a messenger who is
sent to a people. Allah SWT says:
َ ‫ي‬.َ‫ََ ۖ ف‬
‫ض ََل اللاهَ َم َن َم َن ۖ َوَه َو الَ َع َزي َز‬
َ
َ‫ل‬
‫ ه َدي يَ َشا‬.‫ي َشاء وي‬
َ ََ َ َ
‫م‬
َ‫ء‬
‫َوَما أََر َسلَنَا َم َن َر َسوَل‬
‫ َوَم َه‬.َ‫إَاََل بَلَ َسا َن ق‬
‫ي‬
ََ ‫ ن‬.َ‫لَيَب‬
‫ا ََلَكَي َم‬
The verse above talks about the importance of using appropriate
languages in conveying a message to other people. Related to this, English is
6
considered a common language that can be used as a communicating language
between foreign people. By mastering English well, good communication can
be done between foreign people, especially in the field of tourism.
Teaching learning process must use class time effectively and teach
aspects that are most needed by students. A learner-centered classroom is a
need taken into account as a group as individuals, and they are encouraged to
participate in the learning process all the time (Jones, 2007). In addition, the
ESP courses are designed for the ESP program which focuses mostly on taskbased teaching, and is specifically designed for tourism English. The teaching
and learning process at SMK Negeri 4 Sampit is not very complex according
to what is needed by students because the English taught by the teacher is not
specific such as the skills or vocational chosen by the students but only
general English is taught. The impact for vocational school graduates who do
not master English in accordance with their majors, especially tourism majors,
will be difficult to communicate with foreigners and in tourism deposits, the
use of English plays an important role, especially in guiding activities. This is
due to the fact that providing guidance involves knowledge delivery
facilitated by two-way dialogue between guides and visitors. As a result,
language plays a significant part in the guiding process, notably English and
other languages that it supports. (Masruroh, 2001, p. 40)
This research aimed to explore of the teacher and students obstacles on
English teaching and learning. These were inextricably linked to teacher
7
concerns in English language teaching activities; the two most essential
problems are the lack of curriculum renewal and the advancement of teaching
and learning techniques. This circumstance could make it difficult for the
student to practice speaking English in the context of their fieldwork. The
researcher believed that an examination of learners' needs in English based on
English for Specific Purpose was necessary to accomplish the goal. In this
regard, ESP may successfully promote the English teaching program at SMK
and, in doing so, may satisfy students' reasons for enrolling in the program.
Thus according research done on classroom observations, one of the most
fundamental issues students have when learning English is a lack of
sophisticated vocabulary. Instead, they acquire generic English during the
learning process. The absence of ESP in the scope of the tourism course is an
additional barrier for students.(Lestari, 2019, pp. 2-3).
Based on the explanation above, this study will discuss further about
one particular topic with the title “The Analysis of Students’ Needs of English
for Specific Purposes for Tourism Major at Vocational High School.”
B. Research Questions
Based on the background above, the research question is What are the
students’ needs on English subject for Tourism Major at Vocational High
School (SMKN) 04 Sampit?
8
C. Objectives of Study
Regarding the research question above, the objective is To find the
students’ need on English subject for Tourism Major at Vocational High
School (SMKN) 04 Sampit.
D. Significance of Study
The results of this research are expected give advantages, such as: The
Significances of the research from the reason why this research was
conducted, those were: First, it was anticipated that the research would
improve instructors' and students' awareness of the ideas behind need analysis
in English for Specific Purpose.
By analyzing the needs of tourism students at Vocational high school
(SMKN) 04 Sampit in ESP, it was hoped that this research could serve as a
useful reference when considering the improvement of a curriculum renewal
and the development of a learning method in English for Specific Purpose at
Vocational School.
Last but not least, the researcher also hoped that this study would be
beneficial and could help to contribute to a clear discussion about how crucial
it is to improve the capacity of English Language Teaching and Learning for
both teachers and students in order to improve the quality of English in
vocational schools.
9
E. Definition of Key Terms
1. Analysis is an profession that involves a variety of tasks including parsing,
differentiating, sorting, and grouping items in order to classify and
reorganize them in accordance with specific criteria, followed by an
interpretation of their meaning. (Nugroho, 2020, p. 135).
2. Students’ needs is an information collecting procedure and highly helpful
to pinpoint the learning program's direction so that it is more successful in
terms of its instructional strategies, teaching materials, and learning
activities .(Rizal, 2017, p. 495).
3. English for Specific Purposes (ESP) teaches and learns English as a
second or foreign language with the intention of employing it in a certain
sector. (Otila, 2015, p. 54).
4. Tourism Major means Tourism study program is a study program that
learns all things related to tourism. It usually includes destination
management, tour and travel, and hospitality. Graduates of this department
are expected to be able to provide quality hospitality services.
5. Vocational High School a school giving education in one or more skilled
or semi-skilled trades or vocations is referred to as a vocational school.
(Hutchinson & Waters, 1987). In this study, the school where the
researcher conducts the research is Vocational High School (SMKN) 04
Sampit.
CHAPTER II
THEORETICAL REVIEW
A. Need Analysis
1. The Definition of Need Analysis
In order to more accurately establish the path of the learning program
and boost the efficacy of the ESP program, needs analysis (NA) is a
procedure for gathering information. (Lestari, 2019, p. 11).
According to ESP specialists Munby (1978), Hutchinson and Waters
(1987), and Dudley-Evan and St. John (1998), the first stage in
developing an ESP English learning program is to conduct a requirements
analysis. It first appeared in language planning in the 1970s, and the
Council of Europe's modern language project is responsible for its widespread adoption and proliferation in the field (Samira Fateme, 2013) as
cited in (Lestari, 2019, p. 11).
The origin of needs analysis may have been ESP at first since this
method worked best when learners' “needs are tied to” various
communication contexts. The capacity for perceive and/or generate the
linguistic components of the object scenario is Hutchinson and Water's
definition of need in terms of language training. Need may be categorized
into at least three different types (Hutchinson and Water, 1987) as cited in
(Lestari, 2019, p. 12).
10
11
a. Needs as necessities
Needs as necessities relate to what English learners must
understand in order to participate actively in the language they are
learning.
b. Needs as wants (desire)
So what is desired is the necessities as well as wants (desire)
related with personal ambitions.
c. Needs as lacks
Needs and deficiencies pertaining to the student's early
knowledge of English, or what the learner has not yet learnt, Findings
on gaps are highly helpful in establishing the teaching program's
beginning point, which will increase the program's efficacy in
meeting the target needs.
At the same time, when included in a program, it may assist in
enhancing its many elements and generating a more student-centered
program. Needs analysis is the initial phase in course design in the subject
of teaching languages, and it ensures the validity and relevance of all
future course design activities. (Mehdi Haseli Songhori, 2008) as cited in
(Lestari, 2019, p. 12).
12
The process of identifying the needs for which a learner or group of
learners requires a language and prioritizing those needs is known as
needs analysis. Rob Cunningham as cited in (Juliansyah, 2020, p. 19).
Collecting data on needs analysis under the categories of objective
and subjective requirements. The learning outcomes' goals serve as the
foundation for the objective needs discovered from students' personal
information (I Ondara Douglas, B.ED)as cited in (Juliansyah, 2020, p.
19).
Therefore, in order to be truly relevant for their needs in the
workplace, the teacher must truly comprehend the students' priorities for
learning English in their setting. The next step in course design, whether
for a regular English course or an English for Specific Purposes (ESP)
course, is needs analysis, which is also known as demand or requirement
needs. Additionally, thorough information regarding all contextual
aspects, including learning aids, surroundings, and materials, is included
in a needs assessment (Chin-Ling Lee) as cited in (Juliansyah, 2020, pp.
19-20).
In general, the majority of academics have a similar perspective on
the needs analysis and the significance of this topic.
13
2. The Purposes of Need Analysis
Understanding the essential adjustments that should be made to
improve the curriculum via content specification in the area of English
language learning is one of the requirements analysis' key goals. In order
to make well-informed decisions about the aims and goals that a new
curriculum should cover and to guarantee that the curriculum material
meets the students' requirements as closely as feasible, English language
needs analysis for students is primarily conducted to obtain in-depth
insights and far more information on the requirements of language
learners now and in the future from a variety of viewpoints, including
subject instructors as well as current and former students (Suad
AbdulAziz Al-Hamlan & Abdallah Ahmad Baniadelrahman) as cited in
(Juliansyah, 2020, p. 20).
The purpose of conducting needs analysis explained above leads to
the creation of good instruction for English teaching because it could
generate content specification for English learning, collect multiple
perspectives of students’ language learning needs, and construct learning
materials on the basis of the collected needs. Besides, good instruction is
one of God’s advices in terms of teaching and learning process. Allah
SWT says:
14
ََ ‫ك ۖ َو َجا َد‬
‫َه َي‬
‫ۖ إَ َهو أ َعلَم ََبَن‬
‫ا َدعَ إَ َ ََل‬
َ ‫َسبَي َل َربن‬
‫ك‬
َ ‫بَا ََلَ َك َم َة َوالَ َم َوعَ لَ َم بَالاََت أَ َح َس ان َربا‬
‫ظََة ا ََلَ َسنَ َة‬
‫َن‬
‫ضلا َع َن َسبَيلَ َه ۖ َوَه َو أَ َعَل َم بَالَ َم َهتَ َدي َن‬
َ
The verse above talks about an advice for making a good instruction
in teaching good values to people. In the context of teaching and learning,
the same principle should be conducted so that it could generate good
values and outcome among the students.
In order to build and improve the teaching materials, learning
activities, examinations, and assessment methods in the ESP program, a
requirements analysis is the first step. As Hutchinson and Waters (1992)
categorized the students' requirements into the following categories, there
are a few techniques to determine the students' needs through analysis of
the goal needs and learning needs:
a.
Target Needs
Target needs according to Hutchinson and Waters (1987, p. 54)
the learner must act in this manner in the goal circumstance. Target
needs is sort of like an umbrella word that in reality conceals a lot of
key terms like necessities, lacks, and wants.
1) Necessities
For students to perform well in the target environment, they must
understand that need is a sort of need that is determined by the
demands
of
the
target
circumstance.
For
businessperson would need to comprehend business
instance,
a
15
correspondence, speak well at sales conferences, get relevant
data from sales catalogues, and other things. Additionally, he or
she will need to be familiar with the conversational, functional,
structural, and lexical language elements that are frequently
applied in the aforementioned contexts.
2) Lacks
To ascertain which knowledge the learners currently possess in
order to ascertain which needs they lack. The expected
proficiency must be compared to the learners' present
competency. The difference between the two is known as the
learners' lacks.
3) Wants
Wants refer to what the students feel they need or desire. Since
the aim only requires an objective sense and the real learners do
not participate actively, the learner also has an understanding of
their own demands. The understanding of wants is what makes
an ESP scenario unique. However, perception determines
consciousness, and perception can change depending on one's
perspective. The needs of the goal circumstance may be crystal
evident to learners. The pupils will undoubtedly perceive their
deficiencies. However, it's feasible that the learner's perspective
will differ from that of other interested parties: course creators,
16
sponsors, and teachers. Bearing in mind the importance of
learner motivation in the learning process, learner perceived
wants cannot be ignored.
Analyzing
the
target
needs
involves
far
more
than
simplerecognizing the language characteristics of the intended
context. Information regarding the target needs may be acquired in a
variety of methods, including through questionnaires, interviews,
observations, and data collecting techniques including text gathering
and informal meetings with sponsors, learners, and others. According
to Hutchinson and Waters (1987, p. 59), the study of target scenario
needs essentially entails asking 23 questions regarding the target
setting and the individual learners' attitudes about it. The intended
frameworks for scenario analysis are:
1) 1) What makes the language necessary? (1) for study, (2) for job,
(3) for training, (4) for a mix of these, and (5) for some other
reason, such as status, a test, or promotion.
2) How will the terminology be applied?
(1) Mode of
communication: speaking, writing, reading, or listening; (2)
Mode of communication: face-to-face or over the phone; (3)
Mode of communication through text discourse: academic texts,
lectures, casual chat; (4) Technical manuals, catalogues.
17
3) What subjects will be covered? (1) Subjects, such as biology,
mathematics, or medicine; (2) Business or Engineering; and (3)
Level, such as technician, postgraduate, or secondary school.
4) Who will the language learner use it with? (1) Native speakers
and non-native speakers; (2) the recipient's degree of
understanding, such as expert, layperson, or student; (3)
Relationship:
coworker,
instructor,
client,
superior,
and
subordinate
5) In which contexts will the language be used? (1) Physical
location, such as an office, lecture hall, hotel, workshop, or
library; (2) Human context, such as being by oneself, attending a
meeting or demonstration; or (3) Linguistic context, such as
being in one's own country or overseas.
6)
In which contexts will the language be used? (1) Physical
location, such as an office, lecture hall, hotel, workshop, or
library; (2) Human context, such as being by oneself, attending a
meeting or demonstration; or (3) Linguistic context, such as
being in one's own country or overseas.
b.
Learning Needs
According to Siti Nurfahmi (2013, p. 84–85), learning needs are
categorized into inputs, processes, settings, lecturer roles, and student
18
roles using a similar checklist to that used for target scenario
analysis. An analysis framework for learning requirements:
1) 1) Why are the students enrolling in the course? (1) Obligatory
or voluntary; (2) Overt or covert necessity; (3) Is prestige,
money, or advancement at stake? (4) What do students believe
they will accomplish? (5) How do they feel about taking an ESP
or general English course?
2) How are students taught? (1) What educational background do
they have? (2) How do they see education and learning? (3)
What approach will they find appealing? (4) What methods are
most likely to bore or alienate them?
3) What resources are offered? (1) The quantity and caliber of
teachers; (2) Their attitudes toward ESP; (3) Their understanding
of and attitudes about the subject matter; (4) Materials; (5) Aids;
and (6) Opportunities for extracurricular activities
4) The learners are who? (1) Age, gender, and nationality; (2) How
much English do the 25 already know? (3) What academic
backgrounds do they have? What are their areas of interest? (5)
What sociocultural background do they have?
5) What types of instructional methods are prevalent in the Englishspeaking world?
19
6)
Where will the general or ESP course be held? (1) Is the
environment comfortable, uninspiring, loud, or chilly?
7) When will the general or ESP course be held? (1) The time of
day; (2) Daily/Weekly; (3) Full-Time/Part-Time; (4) Concurrent
with Need or Pre-Need.
Both the learning demands and the needs of the target setting
must be considered. Language use is examined in relation to target
scenario demands. Analysis of the circumstance at hand might reveal
how individuals use words. It's also important to understand how
pupils pick up linguistic skills..
3. Approaches to Need Analysis
The model of ESP needs, according to Dudley-Evans and St. John
(1998, p. 125), focuses on the following: (1) Learner professional
information; (2) Learner personal information; (3) Learner language
information; (4) Learner lacks; (5) Learner needs from the target course;
(6) Learner needs for language learning; (7) Learner communication
information in the target situation; and (8) Environmental information
Some components of linguistic needs analysis include the following:
a.
Students are utilizing English for tasks and activities that need target
situation analysis (TSA) in order to meet objectives.
20
b.
Information on the students' backgrounds, expectations, and reasons
for enrolling in the course, as well as their attitudes about learning
English, which might have an impact on how they learn.
c.
Information regarding the students' English language proficiency,
including a present situation analysis (PSA) of their language usage
and skills.
4. Elements of Need Analysis
In need analysis, The learning challenge, the aims and objectives, the
audience's demands, prior knowledge, and any other pertinent student
characteristics are all identified by the designer. The analysis also takes
into account the project's timeframe, delivery choices, constraints, and
learning environment. The designer gains a good picture of the “gaps”
between the targeted results and the audience's current knowledge and
abilities during analysis. The following inquiries are utilized throughout
the analytical phases:
a.
Who is the target audience and what traits do they possess?
b.
What kinds of learning restrictions are there?
c.
What choices are there for delivery?
d.
What are the pedagogical (verbal, visual, tactile, and aural)
considerations?
e.
What is the projected completion date for the project?
21
Prior to starting the training, it is important to pinpoint the
precise abilities that the student needs to have acquired. This is a list
of the specific abilities that learners must possess before the training
can start, not a list of everything they can currently perform.
Identifying any particular student characteristics that could be crucial
to take into account while creating instructional activities is also
vital. The lesson's design will be influenced by the analysis's
findings. General traits, specialized entrance capabilities (knowledge,
skills, and attitudes), and learning styles are the domains associated
to the analysis. Similar to this, Casper (2003) asserts that a need
analysis encompasses all the methods used to gather data on the
learning requirements, wants, wishes, or desires of the pupils. In
addition,
Munby
(1987)
suggests
the
requirement
analysis
components connected to the participants: the communication need
processor, the profile needs, the language skills selector, the
linguistic encoder, and the communicative competence definition.
5. Need in ESP
English for specific purpose (ESP) according to Hutchinson &
Waters, a revolution in language adapting English for actual
communication usage originates from the demands of the brave new
world, which include commercial development and globalization (1987).
22
ESP uses the underlying philosophy and practices of the fields it supports
and is created to address unique requirements of learners. ESP is also
focused on the linguistic abilities, discourse, and genres suited to these
tasks, according to Dudley- Evans and ST John (1998). In order to
specifically define the target needs and learners' requirements, ESP is
based on needs analysis. Three broad categories may be used to classify
ESP needs which are:
a.
Target objective needs: these are perceptible and verifiable. They
deal with professional information on the tasks and activities that
students will use to practice their English.
b.
Learning / subjective needs: these are observable and relate to
emotive and cognitive elements. The issues relate to learner privacy,
including past academic experiences, cultural considerations,
expectations, and attitudes.
c.
Present needs: the third category focuses on the language and ability
gaps and strengths of learners and what is required to meet specific
requirements. (Sarintom Pongjumpa) as cited in (Juliansyah, 2020,
pp. 20-31).
23
B. English for Specific Purpose (ESP)
1. The Definition of ESP
English for Specific Purpose (ESP) is the teaching of English to
students whose primary language is not English but who require it for a
specific task, activity, or goal. The function of English in a language
course or program of instruction in which the objectives and content of
the course are determined by the unique requirements of a particular set
of learners is often referred to as ESP. In order to assist their professional
activities in a specific workplace, it implies that the ESP program is an
English learning program focused on a specific educational setting. As a
result, the ESP's instructional materials are dependent on the setting of
their employment or department of education. (Robert Cunningham) as
cited in (Juliansyah, 2020, p. 9).
English for Specific Purpose is teaching the pupil English that is
pertinent to them. The term particular demonstrates a unique linguistic
necessity in learning English as well as a unique area as the student's
learning objective. Teaching and studying English as a second language
with the intention of applying it in a specific area is known as English for
Specific Purpose (ESP). The ESP course makes an effort to make it easier
for students to learn English so they may participate in all activities in
their specialty. It refers, in Harmer's opinion, to circumstances where a
24
pupil is motivated to learn a language for a particular cause. Different
motivations for achieving this language competency have arisen as a
result of the communicative trend in English teaching and learning.
(Harmer Jeremy) as cited in (Lestari, 2019, p. 17).
It may be predicted that students will be more highly motivated to
learn about themes and texts that are connected to their study or job
domains as ESP courses are based on need analysis and have more
evident learning objectives than generic ESL courses. ESP teaching
objectives are broken down into four categories: competency, knowledge,
emotional, and transfer. No matter what language is being learned and
taught, the same principles apply. A comparable description of ESP is
provided ten years later by Dudley-Evans et al, and both authors worked
together to provide both absolute and variable properties of ESP. Most
studies appear to agree on these two traits: ESP is based on two things: a)
a specific setting; and b) the demands of the learners. 2015's Hondary
Zahid Javid as cited in (Lestari, 2019, p. 18).
Potocar contends that ESP may be thought of as a unique and focused
version of EGP that includes practical language abilities to prepare
students for the effective completion of professional duties. The
fundamental objective of implementing ESP in various non-native /
foreign contexts is to provide learners with the essential English language
abilities to meet communication obstacles in real-world situations in their
25
future employment. Anthony (2018, p. 12) argued that “Some individuals
defined ESP as nothing more than the straightforward teaching of English
for any purpose that could be identified. Others, however, were more
specific, referring to it as “English instruction employed in academic
studies or instruction of English for vocational or professional
objectives.”.
The core of requirements analysis for ESP is to first identify the
context or premises in which the learners will use English and engage in
their line of work, after which the pertinent instruction is adapted to fit
those circumstances. While an ESP teacher's primary responsibility is to
create a curriculum with realistic goals and assess students' performance
using pertinent language skills, an EGP teacher is not always in charge of
setting the program's goals and objectives. Instead, ESP teachers give
their students the authentic language they need to succeed in their future
careers.
An EGP teacher, on the other hand, is involved in an educational
operation’ equipping learners with a general capacity, to cope with
undefined eventualities in the future. As a result, an ESP teacher is
basically involved in a “training operation” equipping the learners with a
“restricted competence” to cope with defined tasks. (Anthony. 2018) as
cited in (Lestari, 2019, p. 19).
26
“English for specific purposes is a term that refers to teaching or
studying English for a particular career (like law, medicine) or for
business in general”. (International Teacher Training Organization, 2005).
If we concentrate on where ESP came from and how it developed, we will
see that it is closely related to students' interest in a variety of specialized
fields, such as “Law English,” “English for the Hotel Industry,” or
“English for Tourist Management,” as well as English for business,
English for medicine, etc.
When studying a subject, students learn English with a specific goal
in mind—to acquire and advance useful information and abilities in
English. In addition to having an interest in the English language,
students study ESP because they must complete an assignment in English.
Their mastery of the English language must be sufficient for them to
succeed in their study of the specialized subjects. In other words,
university students who studied English for Specific Purposes would find
it simple to adjust to their working environments and get employment in
their areas. On both sides of the equation, it is extremely advantageous
that “learners know explicitly why they are acquiring a language”
(Hutchinson and Waters, 1992, p. 6).
Since the group of ESP students will work toward the same objective
in their field of study, students' ambition to attain that objective helps
teachers better satisfy the needs and expectations of their students. The
27
fundamental components of the entire process are thought to be the
learner and the method of learning (also known as “acquiring language”).
Hutchinson and Waters (1992) stress ESP as a strategy rather than a
result, emphasizing language learning rather than language usage. They
highlight a “learning-centered approach” “in which all decisions about the
course of study and the instructional strategy are focused on the learner's
purpose for learning.” (Hutchinson and Waters, 1992, p 19).
The question, "What is the difference between the ESP and "General
English" approach?" actually pops into our heads often. Hutchinson's
straightforward response to this query is, "In theory nothing, in practice a
tremendous lot." While accepting that students were learning English for
a specific goal at the time, teachers of 'General English' courses very
seldom carried out a needs analysis to determine what was truly required
to achieve it. Today's teachers, however, are much more cognizant of the
value of needs analysis, and published textbooks have much improved,
enabling the instructor to choose materials that closely align with the
objectives of the learner. Maybe this shows how the ESP method has
affected English instruction in general. However, the distinction between
ESP classes and "General English" courses has grown quite hazy.
Although many "General English" teachers can be said to use an ESP
approach, basing their curricula on an analysis of their students' learning
needs and their own specialized knowledge of using English for real
28
communication, many so-called ESP teachers actually take the approach
that is the furthest from what was previously described. Thus, it may be
claimed that the necessity to use language as a tool to facilitate success in
the workplace gives rise to ESP. (Bracaj, 2014, p. 42).
2. Teaching Material in ESP
The teacher should be aware of the students' age, gender, languages
spoken, whether they have ever worked or been a student (or both), for
what purpose they use English, how long they have been attending the
school, and how long they intend to continue studying there, when
designing teaching materials for the ESP program. It implies that some
features of the learners are actually taken into account in the ESP training
materials, particularly their professionalism in their line of work. As a
result, the development of ESP-based learning is typically based on an
examination of the needs, objectives, and learning activities where
English is required. More specifically, it may be said that ESP should
always be connected to, ideally, a profession or scientific field where the
teaching methodology differs significantly from that of EGP. Rahman's
citation of Dudley-Evans & St. John describes three enduring properties
of the ESP learning concept in detail. First of all, ESP learning is created
to meet the unique demands of each student. Thirdly, Language
(grammar, vocabulary, and register), abilities, and specific genres are the
29
main areas of attention in ESP learning as they relate to activities in the
aforementioned scientific fields or learning professions. Second, ESP
learning uses techniques and educational activities that are suitable for the
learner's field of study or line of work.
Along with the three aforementioned absolute criteria, Streven (in
Rahman, 2015) lists four variable features that can be utilized to
characterize ESP learning. The following traits:
a.
ESP education can be related to or tailored for certain subjects,
b.
In some learning scenarios, ESP learning may employ a different
paradigm than EGP,
c.
Finally, it should be noted that ESP learning is often created for adult
learners who are enrolled in higher education.
d.
Although ESP is often created for intermediate or advanced students,
it is still possible to use ESP with a beginner-level learner.
In order for the pupils to benefit the most, the instructor should
also take into account the standard of classroom education. Farhady
contends that students' perceptions of the course and its objectives, as
well as their preferred activity types and preferences, have an impact
on the quality of instruction they receive in the classroom, changing
the context (which encompasses all relevant aspects of the course) in
which the objectives are met. (Farhady, H.) as cited in (Juliansyah,
2020, p. 13).
30
One of the most crucial components of ESP instruction and learning
may be regarded as the teaching materials. For this reason, Hutchinson
and Waters uphold a long-standing custom that aids ESP teachers in
creating internal teaching materials that are often geared at the students of
a particular school. The basic purpose of an ESP program is to expose
students to actual language as it is used in academic situations, hence the
teaching materials for this program must be closely aligned to the
demands of the learners (Yasin Khoshhal) as cited in (Juliansyah, 2020, p.
15).
The role of teaching and learning materials is implied by the
foregoing detailed description of ESP resources. Hyland identifies four
key roles that instructional materials serve in an EAP environment.
a.
Materials assist students in understanding how language is used. In
other words, the resources encourage students to think critically and
use language as they build their ability to govern a variety of texts.
Using carefully chosen and created resources, students may become
acquainted with various language examples. Using these instructional
resources, they will be able to communicate and understand key
linguistic structures.
b.
Materials serve as models because they provide typical examples of
how to use language appropriately in various settings. Students can
31
research many genre examples while identifying their structures and
understanding the messages they express.
c.
Stimulus materials are texts that incorporate a variety of media,
including lectures, video, visual, or audio content, realia, computerand/or Internet-mediated resources, and more. They encourage
pupils' imagination, organization, and interpersonal interaction.
While more explicit resources, like a lecture video, might encourage
language usage in a highly organized fashion, less explicit materials,
like Lego blocks, encourage learners to come up with original ideas.
d.
ESP resources eventually consist of reference materials, which
contrast with scaffolding and modeling materials by emphasizing
knowledge over practice. These resources provide the students selfstudy experience and contain texts or 17 Web-based information,
dictionaries, encyclopedias, explanations, examples of pertinent
grammatical, stylistic, and rhetorical forms. These elements, which
can be found in textbooks on ESP or EAP or in suggestions on
academic writing, can also be found on university websites (Yasin
Khoshhlal) as cited in (Juliansyah, 2020, p. 16).
3. Types of ESP
English as a limited language, English for academic and professional
reasons, and English with specialized subjects are the three categories of
32
ESP that Carter (1983) distinguishes. English is an example of a limited
language when it is used by waiters and air traffic controllers. English for
Academic and Occupational Purposes is the second category of ESP
recognized by Carter (1993). ESP is divided into three branches in the
"tree of ELT" from Hutchinson and Waters (1987): English for Science
and Technology (EST), English for Business and Economic (EBE), and
English for Social Studies (ESS). The two branches of English for
Academic Purposes (EAP) and English for Occupational Purposes (EOP)
further separate each of these topic areas (EOP). English for Technician is
an example of EOP for the EST branch, whereas English for Medical
Studies is an example of EAP for the EST branch. English with
specialized subjects constitutes the third category of ESP. According to
Carter (1983), this sort of ESP is specifically concerned with projected
future English demands, such as those of scientists who need to speak
English in order to attend conferences, read for postgraduate degrees, or
work in foreign institutions. It is a crucial element of ESP classes or
programs that emphasize situational language. Based on the interpretation
of the findings from the requirements analysis of the actual language used
in the target employment context, this situational language has been
developed (Carter) as cited in (Trisyanti, 2009, p. 70).
33
4. Characteristics of ESP
Three characteristics of ESP courses include authenticity of the
information, a focus on the objective of learning, and self-direction. If we
go back to Dudley-Evans' (1997) assertion that ESP should be taught at
an intermediate or advanced level, it is certainly possible to employ real
learning materials. It will be followed by a closer review of ESP
materials, but for now only know that using authentic content resources,
whether changed or unaltered in form, are in fact a characteristic of ESP,
particularly in jobs requiring independent study and inquiry. The
modeling of communication activities necessary for the goal environment
is referred to as purpose-related orientation. Last but not least, selfdirection is a hallmark of ESP courses because, according to Carter, "ESP
is concerned with transforming learners into users" (1983, p. 134). The
learners must have some degree of control over when, what, and how they
will study in order for self-direction to take place. (Dudley Evans, 1997)
as cited in (Trisyanti, 2009, p. 71).
5. The Teachers’ Roles in ESP Classroom
ESP instructors differ from regular English teachers. The
requirements analysis, syllabus design, creating or adapting of materials,
and assessment are all tasks that ESP instructors do. The teachers must
prepare certain instructional materials before entering the classroom.
34
They must create instructional materials based on the national curriculum.
But it must also be tied to the needs of the pupils as determined by the
teacher's study of those needs in the preparatory activity. Teachers' role in
the ESP teaching and learning process is that of a language consultant,
and they are on an equal footing with students who are already
knowledgeable about the subject.
The responsibilities of teachers extend beyond the classroom. The
pupils can, however, also talk about their struggles outside of the
classroom. It is used to create learning exercises for students depending
on their work setting. Since ESP students will accomplish a specified
goal, teaching ESP needs to be more targeted. They require English
because it is necessary for their jobs, not merely because they are
interested in general English. Therefore, doing a need analysis is crucial if
you want to understand the students' actual English needs. As a
consequence, the English-related information or resources are relevant to
the students' potential future careers. The ability to speak English will
help them in their future professional endeavors (Laela Febriatun) as cited
in (Juliansyah, 2020, pp. 17-18).
35
C. Vocational High School
1. The Definition of Vocational High School
Vocational education is training that equips students to work in
particular fields (UU No. 13 Tahun 2003). Government Regulation (PP)
No. 29 Tahun 1990, which describes secondary education that places a
priority on the development of pupils' abilities to carry out certain sorts of
job, explains what is meant by more specialized vocational education.
Vocational Schools are described as a type of secondary education unit in
the National Education System UU No. 20 Th 2003 pasal 15 that
primarily educates students for employment in certain sectors (UU
tentang Sistem Pendidikan Nasional) as cited in (Lestari, 2019, p. 20).
VHS is described as the educational institution in Law No. 20 of
2003 of Republic of Indonesia concerning National Education System as
being in charge of training students to work in particular sectors of
employment. Billett (2011) argues that vocation is ‘personally directed
and assented but often socially derived practices, that reflect an
individual’s enduring aspirations and interests, and are usually
manifested in culturally and historically derived activities that may carry
worth for both the individual and their community’ (p. 66). By delivering
skilled, ready-to-work personnel for both domestic and foreign demands,
VHSs go a long way toward establishing the competitive edge of
36
Indonesian labor. Vocational high schools, according to Komariah
(2010), are educational institutions tasked with preparing students for the
job market and efforts to improve the nation. (Soenarto, Amin, &
Kumaidi, 2017, p. 107).
2. Five Majors in Vocational High School
a.
ATPH : Agribisnis Tanaman Pangan dan Horticultura Agribusiness
of Food Crops and Horticulture
Agribusiness of Food Crops and Horticulture (ATPH) is a
vocational field of vocational high schools that study agribusiness
discourse in relation to food crops and horticulture. Agribusiness
objects can be plants, animals, or other organisms. Graduates
majoring in ATPH will get job opportunities to become (1)
employees of oil palm plantation companies, rubber etc. (2) Tractor
Operators and agricultural mechanics (3) Farming Well (4)
Agricultural business, civil servants, TNI, POLRI etc.
b.
ATP: Agribisnis Tanaman Perkebunan Agribusiness of Plantation
Crops
Plantation Crop Agribusiness Expertise Competency is an
educational program at SMK Pertanian, containing a set of learning
materials that focus on the technical and managerial expertise of
plantation crops, which includes annual plantation crops (oil palm,
37
rubber, coffee, cocoa, etc.) and annual plantation crops (cotton,
sugarcane, tobacco, etc.)
Graduates majoring in ATP will get job opportunities as
Entrepreneurs / Entrepreneurs, Lecturers (In general) or Academics
or Teaching Staff,
New Commodity Business, Government Agency Employees,
Employees of Agricultural Companies (STATE-OWNED or private)
and Researchers.
c.
TPHP : Teknologi Pengolahan Hasil Pertanian Agricultural
Processing Technology
Agricultural processing technology is an activity that utilizes
agricultural products as raw materials, designing and providing
equipment and services for these activities. The processes used
include alteration and preservation through physical or chemical
treatment, storage and distribution.
Typically, TPHP alumni work in the food industry as Staff
Research & D Development (R&D), Quality Control (QC),
production supervisor, and other parts.
d.
AP: Akomodasi Perhotelan Hotel Accommodation
Hospitality Accommodation or often abbreviated as AP is a
program of expertise that engages in the field of front office and
housekeeping. The program of activities is enough to make students
38
know, understand, and implement about those related to both things.
Graduates majoring in hospitality accommodation will get job
opportunities as hotel managers, hospitality graduates will be
responsible for managing all aspects of hotel operations, marketing,
and sales. This job also requires basic knowledge around business,
management, and finance in order to manage the hotel properly.
e.
UPW: Usaha Perjalanan Wisata Tourism Industry
Tourism Industry is one of the expertise programs that prepare a
skilled workforce in the field of tourism. Tourism Industry (UPW) is
a study program that studies activities of a commercial nature that
organize, provide, and organize services for a person, a group of
people who travel with the main purpose of traveling. A graduate
majoring in Tourism Industry is needed. Graduates of this department
can work as Tourism Consultants, Tourism Researchers, Travel
Agents, Attraction Managers, Event Managers, work in the tourism
industry or become entrepreneurs in the field of tourism.
Of the five majors above it is very important for these five majors to
master English because English has become a universal language used in
the world of technology, education, politics, trade and even in the tourism
and hospitality industry we have been required to be able to communicate
using English. And like not like, nowadays English has dominated all
aspects in terms of communication.
39
Likewise, the importance of mastery of English and tourism
knowledge for tourism graduates is:
a.
With hundreds of millions of participants from the community, the
government, and the tourist sector, tourism has grown into a
worldwide phenomenon. Throughout its evolution, tourism has
experienced a number of modifications, including adjustments to the
frequency, form, and type of activities as well as the factors that drive
travel by tourists.
b.
In developing countries, tourism development is economically
oriented and exploitable. But since the last two decades, there has
been a development of tourism oriented to justice and equality called
alternative tourism and eco-tourism. Sticking to the above concept,
Kusuma Agrowisata develops plantation tourism that not only carries
out its function as a tourist spot, but also as a form of participation in
environmental conservation.
c.
Tourism is one of the major industries for earning foreign currency
from sources other than oil and gas. Tourism contributes to the
acquisition of foreign currency as well as other strategic goals
including job creation and growth, promoting environmental
protection and national cultural development, and cultivating a sense
of loyalty to one's country.
40
d.
A tourist will engage in a number of tasks when traveling, such as
choosing tourist sites, getting ready to go, finding housing, and hiring
tour guides. As a result, a variety of businesses involved in
transportation, lodging, food, and services will be involved in tourist
operations. The expansion of tourism in Indonesia will be aided by
advancements in the business world.
e.
English proficiency is crucial in the tourist industry, particularly in
driving activities. This is so that both advisors and visitors can
communicate effectively, which is at the heart of good advice. As a
result, language plays a significant part in the process of guiding,
notably English and other languages that it supports.
f.
Tourism knowledge, especially about the objects and attractions of
Indonesian tourism is an important insight for a tour guide in
supporting the professionalism of his work.
41
D. Review of Previous Studies
Previous research became a reference for researchers in carrying out
research. Based on the results of the review conducted by researchers there
has been no research on “Student's Needs of ESP in Tourism at Vocational
High School 4 Sampit”.
Here are previous studies that the authors will list
that are relevant to this study:
1.
First, this is a study conducted by Dini Rahmadani (2019). She is a
student majoring in English education at UIN Syarif Hidayatullah Jakarta.
His research discussed “Need Analysis of English Speaking Materials for
Twelfth Grade Students of Tourism Program (A Case Study at SMK
Wisata Harapan Massa in the Academic Year of 2019/2020)”. Regarding
the findings of his research, it can be concluded that it showed that the
school and the English teacher still need more attention to the needs of
tourism students. Speaking materials still have not been sufficient for the
needs of tourism students. In addition, based on classroom observation
and interviews, in teaching process, the teacher needs to find other
techniques and sources to teach speaking for tourism students. Therefore,
the school and the English teacher should provide Speaking materials,
such as techniques and appropriate resources for students who are
students of tourism. (Rahmadani)
42
2.
Second, this is a study conducted by Ira Lestari (2019). She is a student
majoring in English education at IAIN Bengkulu. His research is titled
“Need Analysis of English for Specific Purposes at Vocational School”.
Based on the results of his research, it can be concluded that the results of
this study found that the lack of student motivation is part of the
identification of student learning targets and goals that cannot be
achieved, so that all basic language competence skills are mastered by
students as a problem in student learning, it is represented as a learning
problem for students. This study also found that the factors that indicate
student learning problems are identified into two parts, namely the
teacher as a teacher and students in learning. In student learning
problems, it was found that reading skills consisted of 10 of the total
informants or 19.6%, speaking skills 18 of 51 informants or 35.2%,
listening skills 15 of 51 informants or 29.4% and writing skills 9 of 51
informants or 17.6%. Furthermore, the inability to understand the learning
materials delivered by the teacher in the English Teaching activity was
identified as a factor in student learning problems seen from the teacher's
aspect. The second variable also found data that the aspect of Student
Needs Analysis was the student's goal in learning English, which was
dominated by reasons for communication in Multimedia 41.1%, while an
indication of low motivation was 78% of 51 informants. The students'
43
desires are 33.3% to read, 35.2 to speak, 25.4% to listen and 5.8% to
write.
3.
Third, this is a study conducted by Rezki Atri Oktarin, Syahrial and
Alamsyah Harahap. They are majoring English education at Department
of Language and Art University of Bengkulu. Their research discusses
about “Need Analysis of ESP for Tourism Study Program at SMKN 7
(Senior Vocational School) Bengkulu. Regarding the result of the
research indicate that the needs of the Tourism Study Program student
grade XII of SMKN 7 Kota Bengkulu are materials and activities that
support their activities to work in the tourism field and the existing
English textbook used by Tourism Study Program student grade XII of
SMKN 7 Kota Bengkulu that is English textbook from Kementerian
Pendidikan dan Kebudayaan Indonesia (2015) do not cover the students’
need.
All the previous research above is about the need analysis of ESP.
Therefore, to fill the gap, the researcher tried to do a study entitled “Student's
needs of ESP for Tourism at Vocational High School 4 Sampit” where this
research not only describes the needs analysis but also the shortcomings and
authenticity for ESP for tourism.
CHAPTER III
RESEARCH METHOD
A. Research Design
This research used qualitative descriptive methods to obtain facts
about students' needs on ESP in tourism. Qualitative research is an approach
to get the deep meaning of individuals or group social issue as well as human
problem, it begins by using theories that can form or affect the research under
study (Gresswell, 2014, p. 4) . While qualitative research is a technique that
reflects a well-known naturalistic research method, it also embodies the
concept of positivism (phenomenology) (Mulyadi, 2011, p. 127).
This research is categorized as a descriptive research. Descriptive
research intends to describe a phenomenon, subject, or area accurately and
factually with its characteristics which the researcher tries to analyze,
interpret, and gives conclusion for current problems from various qualitative
resources (Nassaji, 2015, pp. 129-130).
In order to achieve the aims of the objectives and the relevance of the
study in this research, the descriptive qualitative approach was utilized in this
study with the intention of conducting research on the study of English in
Vocational School (SMK). Research Setting
44
45
This research arrangement was set in the 11th grade majoring of
Tourism in Vocational high school (SMKN) 04 Sampit located in JL. H
Arsyad, Mentawa Baru Hulu, District. Mentawa Baru Ketapang, East
Kotawaringin Regency, Sampit City, Central Kalimantan. Researcher is
interested in researching this place because this place is only school that has a
tourism major at Sampit, Central Kalimantan.
B. Subject
The subject of this study is students majoring in tourism in Vocational
High School (SMKN) 4 Sampit who are the main targets of research in a class
12 of 22 students. The reason to choose the majoring tourism because this is
new major in this school.
C. Data
The research data in this study is an analysis of the needs of ESP
students for tourism in SMKN 04 Sampit and the learning materials of
English subject for the students majoring tourism. Furthermore, the data is
collected from interviews and questionnaires.
D. Technique of Data Collection
Arranging instruments is an important step in the pattern research
procedures. The instrument serves as an assistive tool in collecting the
46
necessary data. The shape of the instrument relates to data collection methods,
e.g. interview methods whose instruments interview guidelines, Questionnaire
method, instrument questionnaires. Test method, the instrument is a test
question, but the observation method, the instrument is named check-list
(Black, 2006) (Sitoyo & M., 2015, p. 78).
Based on these explanations, determining and reporting a thing, means
that descriptive studies occur naturally and researchers have no control over
the condition or site and only the bias of measuring existing ones. Therefore,
researcher several kinds of instruments, namely questionnaires and interviews.
1.
Questionnaire
Most research generally uses questionnaires as a method that selected
to collect data. Questionnaires indeed has a lot of goodness as a data
collection instrument. Procedure for preparing questionnaires: (a)
Formulate goals to be achieved with questionnaires. (b) Identify the
variable to target questionnaire. (c) Describe each variable as a subvariable that is more specific and singular. (d) Determine the type of data
to be collected, at the same time to determine the analysis techniques.
Determination of samples as questionnaire respondents need to get
attention anyway. If the sample is incorrectly specified, the information
we need perhaps we do not get the maximum (Sitoyo & M., 2015, p. 76).
This technique is used for students to obtain data on student needs in
ESP for Tourism. There are two question sections in the questionnaire,
47
the first part is the introductory question, and the second part is the 20
questions to get the data on student needs in ESP for Tourism.
This questionnaire was given through a google form link sent through
WhatsApp group to 22 students of grade 12 majoring in tourism at
(SMKN) 04 Sampit. The results were received in AKIN researchers and
supported by interviews.
2.
Interview
Interview is a deliberate conversation between a researcher and a
person or a group of people. To start an interview, researchers will use
some questions as discussions and then ask additional questions based on
a person's response (Spaulding & K.H, 2006, p. 125).
Generally, interviews can be conducted with direct and indirect
communication.
A
live
interview
means
oral
or
face-to-face
communication, while an indirect interview means sending a list of
questions to the respondent and then answering them in written form.
Interviews are used to collect data on information related to the needs of
ESP students. The interview was conducted to students majoring in
tourism in Vocational high school (SMKN) 04 Sampit. The scope of
interview questions related to students' experience in teaching and
learning activities during learning, then the data can be realized into
several classifications oriented to the fact-oriented approaches and
applied methods used by the teacher indicated “student factors” students
48
in ESP (English) learning. In drawing verification and interpretation data,
data collected from interviews is also used for student description and
identification‟ lack.
E. Data Analysis
In making the analysis of data technique Miles and Huberman as citted
in (Lestari, 2019, p. 46) defined analysis as consisting of their concurrent
flows of activity:
1.
Reduction of data
Reduction is to summarize the data, choose the key components, pay
attention to what matters, and seek for the research's central subject. The
data that will be acquired will be abstracted and transformed, and the
resource data that has already been obtained will be chosen, focused, and
made easier. The phases in this research's reduction process were: a
summary of the findings; data collection from the research instrument,
including the interview; and depth questionnaires.
49
2.
Display the data
The gathering of information known as “display the data” is organized
and allows one to draw conclusions and take actions. To convey the data
in the most understandable manner, this was shown to: Showcase the
written material that was created from the data collected throughout the
interviews and questionnaires. Display the information gathered from the
data.
3.
Drawing conclusion and verification
Verification refers to procedures that can address the research
question, the research objectives, as well as the purposes and importance
of the study. In this study, the data from the questionnaire and the
interview would be compared to come to a conclusion. As a result, the
researcher came to a conclusion on the use of English and an analysis of
its demands for tourism students. (Huberman and Miles) )as cited in
(Lestari, 2019, p. 46).
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
In this section, the data collected from some research instruments are
used to answer the research question in Chapter 1. The researcher has stated
that this study tries to find the student’s need on English subject for Tourism
Major at Vocational High School (SMKN) 04 Sampit, thus the main question
to be answered is what aspects of English subject that these students need
related to their tourism major at vocational high school.
To answer the research question, the researcher used questionnaire and
interview guidelines as the tools for collecting the research data. There were
22 students of Class 12 from Tourism Major at Vocational High School
(SMKN) 04 Sampit who participate in this study.
1.
The Result of Questionnaire
Table 4.1 Purposes of Learning English
Options
I want to communicate using English well in tourism
activities
I want to know English better
I want to look cool because of my good English
I want to do my obligation to follow English class
Total
Frequency
12
9
0
1
22
The table above tells that more than a half of the students (N = 12)
responded that they need English for mastering good English
50
51
communication in tourism activities. Besides, almost a half of them (N =
9) also responded that they need English only for learning English better.
However, only one of the respondents said that he learns English just for
doing his obligation to follow English class, and no one responded about
learning English to look cool because of his/her good English.
Table 4.2 English Topics
Options
The world of work
The economic and business
The school environment
The daily life
Others
Total
Frequency
12
3
2
5
0
22
In terms of the topics of English that the students want to learn, Table
4.2 confirms that more than a half of them (N = 12) responded that they
need English topics related to the world of work. Some other students
responded variously such as learning English topics related to economic
and business (N = 3), school environment (N = 2), and daily life (N = 5).
Table 4.3 English Skills to Improve
Options
Frequency
1
17
4
0
Total
22
Listening
Speaking
Reading
Writing
52
Related to English skills, the table above informs that almost all
respondents (N = 17) agreed to choose speaking as the most important
skill that they want to improve. Four of them chose reading skill, only one
who chose listening skill, and no one chose writing skill. However, from
the results of another question as shown in Table 4.4, only half of the
respondents (N = 11) answered that they want to improve the skills for
supporting tourism activities. Quite a lot of them (N = 8) answered the
question for the sake of high score in English subject. In addition, two of
them answered that the skill they chose is their favorite skill, and only one
of them chose the skill because it was easy to master.
Table 4.4 Reason for Choosing Specific Skill to Improve
Options
It is very important in tourism activities
It is my favorite skill
I want to get a good score
It is easy to master
Total
Frequency
11
2
8
1
22
The table below explains about the difficulties faced by the students
in the process of learning English.
Table 4.5 Difficulties in Learning English
Options
Frequency
0
10
12
0
Total
22
Always
Often
Sometimes
Never
53
From the table above, it can be seen that some of the students (N =
12) responded that they sometimes feel difficult in learning English and
some others (N = 10) often feel difficult. However, no one answered that
they always feel difficult and never feel difficult in learning English.
Therefore, the feeling of difficulty does not come all the time when they
learn English.
Table 4.6 English Skill Difficult to Learn
Options
Frequency
4
11
3
4
Total
22
Listening
Speaking
Reading
Writing
Table 4.6 informs that half of the students (N = 11) stated that they
feel difficult in learning speaking skill, and the others have various
answers about the difficult skills to learn such as listening (N = 4),
reading (N = 3), and writing (N = 4). Therefore, speaking skill is the most
difficult skill to learn by the students.
Table 4.7 Reason of Difficulty in English Teaching and Learning
Options
I don’t understand the teachers’ explanation easily
Learning English is boring
I am difficult to understand English materials
I am not enthusiastic
Total
Frequency
5
2
14
1
22
54
Aside from the difficulty in learning English skills, the table above
tells that the students confirmed several reasons why learning English is
difficult for them. More than a half of respondents (N = 14) stated that the
English materials are not easy to understand. Other reasons confirmed by
the students are like the difficulty in understanding teacher’s explanation
(N = 5), English learning is boring (N = 2), and feeling not enthusiastic in
learning English (N = 1).
Table 4.8 Teacher’s Method in English Class
Options
Frequency
0
5
10
7
Total
22
Very interesting
Interesting
Not really interesting
Not interesting
About the teaching method used by the teacher, most of the students
think that it was not interesting (N = 7) and not really interesting (N =
10). Only some of them feel interested in the teaching method used by the
teacher (N = 5). In addition, no one thinks the teacher’s method is very
interesting. Therefore, most of the students do not feel really interested in
the teacher’s method.
55
Table 4.9 Teacher’s Explanation
Options
Clear and understandable
Not really clear but still understandable
Not really clear and hard to be understood
Unclear
Total
Frequency
2
4
13
3
22
Table 4.9 confirms that the students also concerned with the
explanation method the teacher used to deliver learning materials. More
than a half of them (N = 13) think that the teacher’s explanation was not
really clear and hard to be understood, even some of them (N = 3)
claimed that the explanation was unclear. Only two of them think that the
teacher’s explanation is clear and understandable, and four of them think
it was still understandable although not really clear.
Table 4.10 Main Source of English Teaching and Learning
Options
Frequency
0
19
2
1
Total
22
English textbook
Teacher
Internet
Environment
From the table above, almost all respondents (N =19) stated that the
main source of their English teaching and learning is the teacher. Only
two of them said internet as the source for English teaching and learning,
and only one said environment as the source for English teaching and
56
learning. Therefore, the students consider the teacher as the only one who
can teach them English well.
Table 4.11 Relationship between English Materials and Students’
Target Area
Options
Frequency
2
9
9
2
Total
22
Extremely related
Related
Not really related
Unrelated
About the relationship between English materials used and students’
target area, Table 4.11 informs that the number of those saying both of
them are related (N = 9) is as much as those saying both of them are not
really related (N = 9). Only two respondents said that both of them are
extremely related, and also two respondents said that both of them are
unrelated.
Table 4.12 English Material Delivered by the Teacher
Options
Frequency
1
3
17
1
Total
22
Very easy to master
Easy to master
Hard to master
Very hard to master
From the table above, it can be viewed that almost all respondents (N
= 17) confirmed that English material delivered by the teacher was hard
to master, even one of them confirmed the material was very hard to
57
master. On the other hand, only three of them stated that the material was
easy to master, and even only one stated the material was very easy to
master.
Table 4.13 English Class
Options
Frequency
2
9
8
3
Total
22
It is very effective
It is effective
It is not really effective
It is not effective
Table 4.13 confirms that the respondents also consider about the
effectiveness of English class. However, their opinions are almost evenly
split into two sides. Some of them (N = 9) stated that the English class
was effective, and some others (N = 8) stated it was not really effective.
Besides, two of them stated it was very effective, and three of them stated
it was not effective at all.
Table 4.14 English Learning Process
Options
Frequency
1
5
7
9
Total
22
Really enjoyable
Enjoyable
Not really enjoyable
Not enjoyable
As presented in the table above, the respondents expressed their
feeling during the English learning process. The results indicated that
almost half of them (N = 9) considered the English learning process was
58
not enjoyable, and seven of them stated it was not really enjoyable. In
fact, only one student stated that the English learning process was really
enjoyable, and five of them stated the learning process was enjoyable.
Table 4.15 Teacher Lets Students Give Responses
Options
Frequency
2
4
13
4
Total
22
Always
Often
Sometimes
Never
About classroom learning activities, Table 4.15 tells that more than a
half of the respondents (N = 13) confirmed that the teacher sometimes lets
them give response toward learning. However, four of them feel that the
teacher never lets them give response toward learning. Also, four students
feel the teacher often lets them give response during the learning process,
and two of them see the teacher always do that. It can be said that their
answers are very various.
Table 4.16 Responding to the Teaching and Learning Process
Options
Frequency
1
3
17
1
Total
22
Always
Often
Sometimes
Never
Related to the previous question, the table above tells that many of
the students (N = 17) sometimes responded to the teaching and learning
59
process because they also confirmed the teacher sometimes lets them give
response toward learning, even one of them stated that they always
responded to the learning and three of them often did that. Only one who
never responded to the learning. Besides, their responses are quite various
as shown in the table below, such as by answering the teacher’s question
slowly (N = 7), asking the teacher about the material (N = 8), or even just
being silent and giving no response to the material (N = 7).
Table 4.17 The Way of Responding to the Learning Process
Options
I answer the teacher’s question slowly
I answer the teacher’s question loudly
I ask my teacher about the material
I never respond or just keep silent
Frequency
7
0
8
7
Total
22
The table below presents how the students perceive about ESP
courses in the teaching and learning process.
Table 4.18 Students’ Opinion toward ESP Courses
Options
Frequency
6
8
8
0
Total
22
Extremely good
Good
Enough
Bad
The opinions of the respondents about ESP courses were quite
various as shown in Table 4.18. Some of them thought it was extremely
good (N = 6), only good (N = 8), and enough (N = 8), but no one thought
60
it was a bad course. Thus, their opinion about ESP courses is relatively
good for teaching and learning.
Table 4.19 Students’ Opinion about ESP Program in the School
Options
Frequency
4
17
1
0
Total
22
Extremely agree
Agree
Do not really agree
Disagree
Still related to the previous question, the table above informs that
many of the students (N = 17) agreed with the plan if the ESP courses are
provided by the school, even four of them extremely agreed with the plan
and only one who did not really agree with the plan. Hence, this positive
opinion should be followed up seriously.
Table 4.20 Hope to the School toward ESP Program
Options
The school determines to provide it for all study program
The school determines to provide it for tourism program
The school determines to provide it for certain program
The school does not determine to provide it for any
program
Frequency
11
9
2
0
Total
22
To be more specific, Table 4.20 confirms that a half of the students
(N = 11) wanted the ESP courses to be provided for all study programs,
but nine of them also wanted the ESP courses to be provided only for
tourism program. Besides, only two of them hoped that the school
61
determines to provide it for certain program, and none hoped the school
does not determine to provide it for any program.
All the results of the questionnaire above are a very general overview
of how the respondents perceive about the current condition of English
teaching and learning and how they perceive about ESP courses. These
perceptions are considered as the beginning of further investigation by the
researcher to obtain the data related to their needs on English subject for
Tourism Major.
Some important points to be considered from the results of
questionnaire are that the students really need to improve their speaking
skill since tourism is very related to communication activities. In addition,
they need some improvements in the learning system to help them learn
English better, such as in terms of the learning materials, teacher’s
explanation, teaching method, and learning activities. Specifically related
to the learning materials, they confirmed that the world of work is very
suitable to be the general topic of learning materials for ESP courses as
they are in vocational high school which is work-oriented.
2.
The Result of Interview
The next step of data collection process used interview guidelines
consisting of seven questions as a research instrument to get deeper
information from the respondents. Only 17 students were involved in the
interview section as the result of screening their first responses to the
62
questionnaire. The first question of the interview focuses on how the
students correlate the English learning with their future career in tourism
activities. As can be guessed, most of their answers are related to the use
of English as a foreign language like communicating with foreign tourists
or going abroad for tourism activities. Student C said in the interview:
“Saya pikir untuk bekerja di bidang pariwisata itu pasti akan
berhubungan dengan pelanggan orang asing.”
“I think, to work in the field of tourism must be related to foreign
customers.”
Some other students such as Student J, Student H, Student D, and
Student I also stated that English is needed in the field of tourism. Student
J said:
“Iya, sangat membantu karena dalam kegiatan pariwisata bahasa
Inggris sangat diperlukan.
“Yes, it is very helpful because in tourism activities English is very
necessary.”
Student N added:
“…karena kegiatan pariwisata tidak selamanya hanya di Indonesia
saja.”
“…because tourism activities are not forever only in Indonesia.”
Similar to Student N’s response, Student DA confirmed her answer:
“Iya, karena pariwisata bukan hanya orang lokal, tapi kebanyakan
orang luar negeri juga berkunjung.”
“Yes, because tourism is not only local people, but most people from
abroad also visit.”
63
In addition to the response for the first question of interview, Student
L and Student G stated that their English skills are important to support
their tourism life abroad because what they have in mind about tourism is
related to foreign life. Therefore, they feel the need to learn English very
well.
Their responses above assert the significance of English for tourism
activities in the future. Related to this, some of the students made their
answers clear by stating that they want to be a tour guide so they need to
master English well as implied by the second question of the interview.
Student A, Student L, and Student G have similar response to the question
of how they will use English to support their tourism activities:
“Dengan menjadi tour guide untuk bule.”
“By becoming a tour guide for foreign tourists.”
Aside from that answer, some students responded to the question
with a more general answer that they will learn English more seriously so
that their English skills are good enough to be used for certain activities
such as tourism. Student D stated:
“Saya akan melatih skill Bahasa Inggris saya sampai baik dalam
menggunakannya.”
“I will practice my English skills until I am good at using it.”
Another student responded similarly. Student DA stated:
“Saya akan belajar Bahasa Inggris dengan giat agar bisa
mempermudah semua urusan yang berkaitan dengan pariwisata.”
64
“I will study English diligently in order to facilitate all matters related
to tourism.”
From the interview, most of the students clarify the reasons why
many of them chose speaking skill that they want to improve from
learning English as implied from the third question of the interview. First,
they were aware of their lack of speaking skill when they were asked to
speak in the classroom, particularly in terms of fluency
and
pronunciation. Student H stated in the interview:
“…karena saya belum terlalu bisa dalam mengucapkan kata bahasa
Inggris dengan benar.”
“…because I am not really capable of pronouncing English words
correctly.”
Student D added:
“…karena saya kurang terampil dan kurang menguasai Bahasa
Inggris, dan saat berbicara saya sering lupa dan salah baca.”
“…because I am not skilled and do not master English, and when I
speak, I often forget and misread.”
Similar to these answers, Student NH, Student I, and Student A
realized that English pronunciation is very difficult to learn. If the words
are pronounced incorrectly, the meaning could be different as stated by
Student J:
“…karena pengucapan Bahasa Inggris yang salah bisa menjadikan
arti dari Bahasa Inggris itu berubah.”
“…because the wrong pronunciation of English can change the
meaning of English.”
65
This reason makes them need to improve the speaking skill more than
other skills. Second, they were aware of the importance of speaking skill
for tourism activities, so they need to improve the speaking skill in order
to be able to help foreign tourists visit local sites. Student R said in the
interview:
“Saya akan memperkenalkan dunia pariwisata lokal ke luar
negara.”
“I will introduce the world of local tourism abroad.”
Student NH added the same view:
“Saya perlu menggunakan Bahasa Inggris dengan benar agar bisa
memperkenalkan dunia pariwisata.”
“I need to use English properly in order to introduce the world of
tourism.”
In case that learning English at school is not enough, some students
mentioned several options that they can get to learn English more outside
the school learning as implied from the fourth question of the interview.
These options include learning English from the internet, YouTube
videos, music, movies, and most of them also mentioned following a
private course or any additional English courses outside the school.
During the interview, Student I, Student N, Student D, and Student H
have similar answer to the case above:
“Saya akan mengikuti kursus bahasa Inggris di luar sekolah.”
“I will take an English course outside of school.”
66
In different way, Student R and Student J stated that YouTube videos
could also be the source for learning English outside the school. Student J
said:
“Banyak media untuk belajar Bahasa Inggris di zaman sekarang.
Contohnya saya bisa belajar melalui YouTube untuk lebih mengerti
cara penulisan dan penyebutan dalam Bahasa Inggris.”
“There are many media for learning English nowadays. For example,
I can study through YouTube to better understand how to write and
pronounce in English.”
In another way, Student S and Student NH believed that internet has
so many sources as an alternative choice for learning English outside the
school. Student S stated:
“Saya bisa menggali pengetahuan tentang Bahasa Inggris melalui
internet.”
“I can dig up knowledge about English through the internet.”
Another media that can be used as sources for learning English
outside the school are songs and movies, as confirmed by Student G and
Student A. Student G said:
“…bisa dengan mendengarkan lagu atau menonton film berbahasa
Inggris.”
“…it can be by listening to English songs or watching English
movies.”
About the school’s plan to open ESP courses for each study program,
the students told their expectations through the interview as implied from
the fifth question of the interview. Some of them stated that the plan must
67
be actualized into a real course that all students can learn English more
related to their study program. During the interview, Student Y asserted:
“Harapan saya program ini harus dijadikan, bukan sekadar
harapan.”
“I hope this program must be actualized, not just a wish.”
Similarly, Student D affirmed:
“Saya harap semoga program ini benar-benar dijadikan, bukan
sebatas harapan saja, karena harapan saya semua jurusan
khususnya pariwisata tidak lagi kesulitan dalam berbicara,
membaca, atau menulis dalam Bahasa Inggris.”
“I hope that this program is really made, not just a hope, because my
hope is that all majors, especially tourism, will no longer have
difficulties in speaking, reading, or writing in English.”
Besides, some of them also hoped that the learning activities can be
more enjoyable and fun so they can learn English better as stated by
Student DA:
“Harapannya semoga pelajaran melalui program ini lebih mudah
dan menyenangkan untuk dipelajari.”
“The hope is that the lessons through this program will be easier and
more fun to learn.”
Overall, the students confirmed through the interview that they really
need English learning activities related to the field of tourism, especially
the practice of speaking skill which focuses on developing students’
fluency and pronunciation. Thus, they can properly use English language
to introduce the world of local tourism abroad. Besides, they also have
some alternatives to learn English outside the school that can help them
68
improve English skills more. Nonetheless, they still hope the program
will be properly implemented in the school.
B. Discussion
The findings presented above regarding students’ needs on English
subject for Tourism Major at Vocational High School (SMKN) 04 Sampit can
be categorized into two major components of needs analysis; namely target
needs and learning needs (Hutchinson & Waters, 1992). By identifying the
target needs and learning needs of the students, it is easier to formulate the
best answer to the research question of this study, i.e. what are the students’
needs on English subject for Tourism Major at Vocational High School
(SMKN) 04 Sampit?
Three main components of target needs are necessities, lacks, and
wants (Hutchinson & Waters, 1992). The results of questionnaire given to the
students mostly include all these three components. In terms of necessities, it
was very clear that English learning needed by the students is the one related
to their tourism major. Since English for Tourism is considered a part of
English for Specific Purposes (ESP) or specifically of English for
Occupational Purposes (EOP) (Zahedpisheh, Abu Bakar, & Saffari, 2017),
developing students’ communicative competence through English learning is
really necessary (Hortas, 2008).
69
The importance of communicative competence for tourism activities
was also confirmed by students’ answers in the questionnaire that most of
them need speaking skill more than other skills to support their future career
in tourism business. Furthermore, globalization requires many aspects of
current businesses to be able to compete with the international world, so the
use of English as a common language in international tourism and travel
contexts represents the significance of speaking skill (Zahedpisheh, Abu
Bakar, & Saffari, 2017).
In terms of the lacks, it was surprising to know that the most important
skill to have in tourism activities is the one that most of the students feel
difficult to learn, namely speaking skill. In general, they confirmed through
the interview that lack of proper and interesting learning activities is the main
reason why they could not learn English better, especially the part of English
speaking skill. It can also be seen from the results of several questions in the
questionnaire that tell about students’ perception toward the current teaching
and learning components. Related to the teaching method, most of the
students thought that it was not really interesting, and the explanation method
was not really clear and hard to understand. Besides, almost all the students
confirmed the learning materials are hard to master. Further, many of them
stated that they did not enjoy the learning activities. With the difficult
materials, unclear explanation, uninteresting method, and unenjoyable
70
learning activities, it is very unlikely that the students could learn better,
especially learning English speaking skill.
Several previous studies which conducted needs analysis for ESP also
confirmed that learning materials provided for ESP learning are not sufficient
to help students improve their language skills (Lestari, 2019). In tourism
major, the learning materials should focus on improving students’ speaking
skill more than other skills, especially in terms of the fluency and
pronunciation as confirmed by the students through the interview. Besides, the
vocabularies to be mastered by the students must be special and related to the
specific field of ESP in order to support their communicative activities in the
field (Dann, 2001).
About the students’ wants from English learning for tourism major,
they specifically talked about the main topic that they want to learn as a guide
for the whole learning materials. Many of them stated that the world of work
is interesting to be the main topic of learning materials because it is related to
their status as students of vocational high school which prepares them mainly
to work in certain fields (Lestari, 2019).
In short, the necessities of students majoring in tourism related to
English learning include several important points that in general must be
related to tourism activities. In relation to that, speaking skill is the one skill
mostly used in the field of tourism so they need sufficient speaking skills to
support their work system in the field, especially in terms of the fluency,
71
pronunciation, and tourism vocabularies. About the lacks, it turns out that
speaking skill is also the one that the students are still lacking in mastering
due to several shortcomings of the existing learning system such as difficult
materials, unclear explanation, uninteresting method, and unenjoyable
learning activities. In terms of the wants, they want the learning materials to
discuss more about the world of work as they are in vocational high school
which is work-oriented. Therefore, all these target needs are expected to help
the students learn and perform in the target situation more proficiently.
Analyzing the learning needs in a need analysis can be conducted by
using the framework for analyzing learning needs (Hutchinson & Waters,
1992) which consists of several questions. Some of these questions can lead to
identify the learning needs of students or what they need to do in order to
learn. First, the question focuses on the reason of taking the ESP course and
students’ attitude towards it. If the course is finally applied by the school, then
it will be a compulsory subject which replaces the general English subject.
This also confirms why there are still some students who want to learn
English only for the sake of the high score because they don’t feel really
interested in the ESP course. Nevertheless, there are also some other students
with a positive attitude towards ESP who can recognize its importance for
their future career in tourism field.
About students’ method of learning or what they need the teacher to
do as a teaching method, the findings of this study inform that the teacher
72
needs to make a variation and combination of certain teaching methods to
make the learning process more enjoyable and get the students more interested
in learning. Several studies have proven that variation skill is one of essential
basic skills of teaching that could help the improvement of learning outcomes
(Sugihartini, Sindu, Dewi, Zakariah, & Sudira, 2020). In short, teaching all
the materials with the same method or technique will not make the students
pay attention long enough during the learning because they can get bored
easily. With various methods, teachers can always get students’ attention
every time the method changes.
The quality of a teacher can also determine how good students can
learn. The term quality may include the depth of material understanding, the
attitude towards the students, and of course all the essential basic skills of
teaching such as 1) questioning skill, 2) reinforcement skill, 3) variation skill,
4) explaining skill, 5) opening and closing skill, 6) guiding small group
discussion skill, 7) classroom management skill, and 8) organizing small
group and individual work skill (Helmiati, 2013).
In conclusion, the learning needs of students majoring in tourism
include several important aspects they need in order to learn English better.
First, they need to determine their positive attitude toward ESP course and
believe that mastering English well could help them develop a good future
career in the field of tourism. Second, they need more enjoyable and exciting
learning activities from the implementation of various teaching methods and
73
techniques by the teacher. Last, they need a quality teacher who is capable of
mastering all basic skills of teaching so the learning process can be conducted
more effectively. Therefore, all these learning needs are expected to facilitate
the students to learn better during the course.
CHAPTER V
CLOSURE
A. Conclusion
The conclusion of this study specifically answers the research question
which focuses on students’ needs on English subject for Tourism Major at
Vocational High School (SMKN) 04 Sampit. It was found that the students
really need to improve their speaking skill which focuses on developing
fluency and pronunciation since tourism is very related to communication
activities. In addition, they need some improvements in the learning system to
help them learn English better, such as in terms of the learning materials,
teacher’s explanation, teaching method, and learning activities. Nonetheless,
they still hope the program will be properly implemented in the school.
74
75
B. Suggestions
From several points concluded above, the present study provides some
suggestions to be implemented by several related parties in the future:
1.
For the school administrator, the plan to execute ESP program for tourism
major or for all majors should be well prepared in terms of many things
such as the syllabus, teachers, materials, facilities, and etc.
2.
For the teachers, instead of using General English or even English for
Academic Purpose, ELT for EFL vocational students should think about
using the English For Specific Purpose model. Each major has various
requirements in all areas since SMK cannot implement the approach
through a bilingual system or language aspects if the ELT model is the
same in each department.
3.
For future researchers, the results of this study can be further investigated
with another specific topics or with different research method to obtain
more insight and knowledge related to English for tourism at vocational
high school.
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APPENDICES
79
APPENDICES
APPENDIX 1: Qur’an Literation
Transliteration
Wa maaa arsalnaa mir
rosuulin illaa bilisaani
qoumihii
liyubayyina
lahum, fa yudhillullohu
may yasyaaa-u wa yahdii
may yasyaaa, wa huwal'aziizul-hakiim
Transliteration
Ud'u ilaa sabiili robbika
bil-hikmati
walmau'izhotil-hasanati
wa
jaadil-hum billatii hiya
ahsan, inna robbaka huwa
a'lamu bimang dholla 'ang
sabiilihii wa huwa a'lamu
bil-muhtadiin
Ibrahim Verse 4
English Translation
And We did not send any
messenger
except
(speaking) in the language
of his people to state
clearly for them, and Allah
sends astray (thereby)
whom He wills and guides
whom He wills. And He is
the Exalted in Might, the
Wise
An-Nahl Verse 125
English Translation
Invite to the way of your
Lord with wisdom and
good instruction, and
argue with them in a way
that is best. Indeed, your
Lord is most knowing of
who has strayed from His
way, and He is most
knowing of who is
(rightly) guided.”
80
Indonesian Translation
Dan Kami tidak mengutus
seorang
rasul
pun,
melainkan dengan bahasa
kaumnya, agar dia dapat
memberi
penjelasan
kepada mereka. Maka
Allah menyesatkan siapa
yang Dia kehendaki, dan
memberi petunjuk kepada
siapa yang Dia kehendaki.
Dia Yang Maha Perkasa,
Maha Bijaksana.
Indonesian Translation
Serulah (manusia) kepada
jalan Tuhanmu dengan
hikmah dan pengajaran
yang baik, dan berdebatlah
dengan mereka dengan
cara
yang
baik.
Sesungguhnya Tuhanmu,
Dialah
yang
lebih
mengetahui siapa yang
sesat dari jalan-Nya dan
Dialah
yang
lebih
mengetahui siapa yang
mendapat petunjuk.
81
APPENDIX 2 : Questionnaire
Questionnaire
Name
:
Student’s number
:
Time and Date
:
Variable
: Need Analysis of ESP for XII Tourism
The following statements are describing your needs in studying English. In
answering these statements, you have to choose one of the provided answers or more
based on your personal needs or situation. If there is no suitable answer for you in the
provided answers, you are allowed to add yours.
The student’s purpose in learning English
1.
2.
My purpose in learning English is that...
a.
I want to communicate using English well in tourism activities
b.
I want to know English better
c.
I want to look cool because of my good English
d.
I want to do my obligation to follow English class
I want to study the topic of English related to...
a.
The world of work
b.
The economic and business
c.
The school environment
d.
The daily life
e.
Others (Please specify: . . .)
English skills that the students want to improve
3.
English skill that I want to improve is...
82
4.
a.
Listening
b.
Speaking
c.
Reading
d.
Writing
I want to improve that skill because...
a.
It is very important in tourism activities
b.
It is my favorite skill
c.
I want to get a good score
d.
It is easy to master
The students’ difficulties in learning English
5.
6.
7.
I feel difficult in English teaching and learning process.
a.
Always
b.
Often
c.
Sometimes
d.
Never
English skill that I feel difficult to learn is...
a.
Listening
b.
Speaking
c.
Reading
d.
Writing
I feel difficult in English teaching and learning process because..
a.
I don’t understand the teachers’ explanation easily
b.
Learning English is boring
c.
I am difficult to understand English materials
d.
I am not enthusiastic
The students’ opinions toward teaching method used by the teacher
8.
The method used by my teacher in English class is...
83
9.
a.
Very interesting
b.
Interesting
c.
Not really interesting
d.
Not interesting
My English teacher’s explanation is...
a.
Clear and understandable
b.
Not really clear but still understandable
c.
Not really clear and hard to be understood
d.
Unclear
The students’ opinions toward English teaching materials used by the teacher
10. The main source of English teaching and learning in my class is...
a.
English textbook
b.
Teacher
c.
Internet
d.
Environment
11. The Relationship between English materials used and my target area is...
a.
Extremely related
b.
Related
c.
Not really related
d.
Unrelated
12. The English material delivered by my English teacher is...
a.
Very easy to master
b.
Easy to master
c.
Hard to master
d.
Very hard to master
Students’ opinion toward English teaching and learning process
13. My opinion about the English class is that...
84
a.
It is very effective
b.
It is effective
c.
It is not really effective
d.
It is not effective
14. My feeling during English learning process is that it is...
a.
Really enjoyable
b.
Enjoyable
c.
Not really enjoyable
d.
Not enjoyable
The students’ responses toward English learning process in the classroom
15. My English teacher lets me give my response.
a.
Always
b.
Often
c.
Sometimes
d.
Never
16. I respond to the teaching and learning process.
a.
Always
b.
Often
c.
Sometimes
d.
Never
17. The way I respond to the teaching and learning process is that...
a.
I answer the teacher’s question slowly
b.
I answer the teacher’s question loudly
c.
I ask my teacher about the material
d.
I never respond or just keep silent
The students’ opinion toward the school’s plan in opening ESP courses for each
study program
85
18. My opinion toward ESP courses is...
a.
Extremely good
b.
Good
c.
Enough
d.
Bad
19. If the school provides ESP program, I...
a.
Extremely agree
b.
Agree
c.
Do not really agree
d.
Disagree
20. My hope to the school toward ESP program is that...
a.
The school determines to provide it for all study program
b.
The school determines to provide it for tourism program
c.
The school determines to provide it for certain program
d.
The school does not determine to provide it for any program
86
APPENDIX 3 : Interview Guidelines
1.
Do you think learning English will help your future career in tourism activities?
Why do you think so?
2.
If it may help your future career, how will you use English to support your
tourism activities?
3.
From the questionnaire, you have chosen (listening/speaking/reading/writing)
skill that you want to improve. Why did you choose that skill?
4.
How will you improve that skill if learning at school is not enough for you?
5.
What do you expect from the school’s plan in opening ESP courses for each
study program?
87
APPENDIX 4: School Profile
A. IDENTITAS SEKOLAH
1. Kode Registrasi (NSS)
NPSN
NPWP
2. Nama Resmi Sekolah
321140402012
30201384
009226150712000
: SMK Negeri 4 Sampit
3. SK. Pendirian
a. Nomor SK
b. Tanggal SK
: Akta Pendirian Sekolah
: No. 36 Tahun 1979
: 12 Mei 1979
4. Akreditasi Program Unggulan
a. Status Akreditasi
: Amat baik
1) Jurusan
: Agribisnis dan Agroteknologi
a) Mk.025449 (ATPH) / 06 November 2015
b) Mk. 025450(ATP) / 06 November 2015
c) No. 62.18.000710 ( TPHP ) / 02
Desember 2018
2) Jurusan
: Pariwisata
a) No. 62.18.000710 ( Perhotelan ) / 02 Desember
2018
b) No. 62.18.000710 ( UPW ) / 02 Desember 2018
5. Alamat Lengkap Sekolah
a. Jalan
b. Desa / Kelurahan
c. Kecamatan
d. Kabupaten
e. Provinsi
f. Nomor Telepon
g. E-mail
6. Identitas Kepala Sekolah
a. Nama Lengkap
: H.M. Arsyad Km. 0,5 Sampit
: Mentawa Baru Hulu
: Mentawa Baru Ketapang
: Kotawaringin Timur
: Kalimantan Tengah
: ( 0531 ) 21502
: smk.sppn@gmail.com
:
: H.Sirojuddin Noor,BA.,S.Pd.,MM
88
b. NIP
c. Pangkat/ Golongan
d. Alamat Rumah
e.
f.
g.
h.
Sampit
Telepon Rumah / HP
SK Pengangkatan
TMT
E-mail
19620226 198701 1 001
: Pembina/ IV/a
: Jl. Suka Bumi Gg. Sawi Manis No 53
Kel. Baamang Hilir Kec. Baamang 0813 4979 4169
: 190/Kepsek/SPP/VI/BKD/2017
: 14 Juni 2017
: sirojuddinn@gmail.com
B. KEADAAN SEKOLAH
1. Luas Lahan 1
2. Luas Lahan 2
3. Luas Lahan 3
4. Luas Bangunan Sekolah
5. Jumlah Rombel
6. Jumlah Ruang Kelas
7. Jumlah Ruang Guru
8. Jumlah Ruang Administrasi
9. Koperasi
10. Laboraturium Pasca Panen
kelas )
11. Laboratorium IPA Biologi
kelas )
12. Laboratorium Komputer
13. Ruang Praktek Siswa
a. Ruang Praktek Perhotelan
b. Ruang Praktik Pertanian
kelas )
14. Gudang Bahan Alat Praktik
15. Geen House
16. Mushola
17. BK
pertanian )
18. Kantin Sekolah
19. Perpustakaan
kelas )
20. WC Siswa
a. WC Putra 4 kamar
: 10.500 m2
: 15.724 m2
: 1.500 m2
:± 12.000 m2
: 21 Ruang
: 14 Kelas
: 1 Ruang
: 1 Ruang
: 1 Ruang
: 1 Ruang ( 1 ruang untuk ruang
: 1 Ruang ( 1 ruang untuk ruang
: 4 Ruang
: 3 Ruang ( 3 ruang untuk ruang
: 1 Ruang
: 3 Ruang
: 1 Ruang
: 1 Ruang ( 1 Ruang di RPS
: 5 Kantin
: 1 Ruang ( 1 ruang untuk ruang
: 4 Ruang
89
b. WC Putri 4 kamar
c. WC Guru 1 kamar
d. WC Mushola
21.
Jumlah Guru
a. Guru PNS
b. GTT Provinsi
c. Guru Honor Tidak Tetap Sekolah
d. Tenaga Kependidikan
:
: 40 Orang
: 15 Orang
: 20 Orang
: 5 Orang
7 Orang
22. Jumlah Siswa
Data siswa berdasarkan program keahlian dan kelas dalam jangka waktu 3
(Tiga ) tahun terakhir

Tahun Pelajaran 2019/2020
NO
1
2
3
PROGRAM
KEAHLIAN
Agribisnis
Tanaman
Perkebunan
Agribisnis
Tanaman Pangan
& Hortikultura
Agribisnis
Pengolahan Hasil
Pertanian
4
Akomodasi
Perhotelan
5
Usaha Perjalanan
Wisata
KELAS
JUMLAH SISWA
X
XI
XII
X
XI
XII
X
XI
XII
X
XI
XII
X
XI
XII
55
53
53
83
35
31
41
24
18
40
26
35
28
24
26
JUMLAH KESELURUHAN SISWA

Tahun Pelajaran 2020/2021
TOTAL
159
149
83
78
101
570
90
NO
1
2
3
PROGRAM
KEAHLIAN
Agribisnis
Tanaman
Perkebunan
Agribisnis
Tanaman Pangan
& Hortikultura
Agribisnis
Pengolahan Hasil
Pertanian
4
Akomodasi
Perhotelan
5
Usaha Perjalanan
Wisata
KELAS
JUMLAH SISWA
X
XI
XII
X
XI
XII
X
XI
XII
X
XI
XII
X
XI
XII
63
58
51
32
66
35
35
35
23
46
38
24
23
27
26
JUMLAH KESELURUHAN SISWA

TOTAL
172
133
93
108
76
582
Tahun Pelajaran 2021/2022
NO
1
2
3
PROGRAM
KEAHLIAN
Agribisnis
Tanaman
Perkebunan
Agribisnis
Tanaman Pangan
& Hortikultura
Agribisnis
Pengolahan Hasil
Pertanian
4
Akomodasi
Perhotelan
5
Usaha Perjalanan
Wisata
KELAS
JUMLAH SISWA
X
XI
XII
X
XI
XII
X
XI
XII
X
XI
XII
X
XI
XII
60
63
57
27
31
64
21
35
35
50
48
38
31
23
27
JUMLAH KESELURUHAN SISWA
23. Program Keahlian / Kompetensi Keahlian yang telah ada atau telah
dibuka :
a. Program Keahlian Agribisnis Produksi Tanaman
TOTAL
180
122
91
136
81
610
91
1) Kompetensi Keahlian
Hortikultura
: a) Agribisnis Tanaman Pangan dan
a) Agribisnis Tanaman Perkebunan
b) Agribisnis Pengolahan Hasil
Pertanian
b. Program Keahlian Pariwisata
1) Program Keahlian
: a) Usaha Perjalanan Wisata
b) Akomodasi Perhotelan
24. BPP ( Biaya Penyelenggara Pendidikan ) Sekolah
a. Nomor SK Pengangkatan : 421.2/840/14/SMKN-4
SPT/TUS.03/VII/2020
b. Tanggal SK
: 15 Juli 2020
DATA JUMLAH SISWA SMK NEGERI 4 SAMPIT
TA. 2020/2021
Update Data Januari 2022
7
1
25
5
30
X ATP 2
25
5
30
X ATPH
23
4
27
KETERANGAN
108
X APHP
9
12
21
X AP 1
10
15
25
X AP 2
11
14
25
X UPW
10
21
31
XI ATP 1
24
7
31
189
KELAS X
LAKI – LAKI = 113
PEREMPUAN =76
200
KELAS XI
81
129
PARIWISATA = 217
6
X ATP 1
TOTAL SISWA
PARIWISAT
4
5
PERE
MPU
AN
A
3
AGRIBISNIS
1
2
LAKI
LAKI
KELAS
AGRIBISNIS DAN AGRITEKNOLOGI
= 393
ROMBE
L
JUMLAH
SELURUH
SISWA
LAKI LAKI =
352
PEREMPUA
N =258
92
XI ATP 2
23
9
32
3
XI ATPH
27
4
31
4
XI APHP
6
29
35
5
XI HOTEL 1
13
11
24
XI HOTEL 2
15
9
24
XI UPW
9
14
23
1
XII ATP 1
22
7
29
2
XII ATP 2
26
2
28
XII ATPH 1
27
6
33
XII ATPH 2
23
8
31
XII APHP
3
32
35
XII AP
16
22
38
XII UPW
5
22
27
7
3
4
AGRIBISNIS
6
PARIW
2
6
7
PARIW
5
LAKI-LAKI
=
117
PEREMPUAN =
83
71
156
221
KELAS XII
LAKI-LAKI = 122
PEREMPUAN= 99
65
21 RUMBEL
SISWA = 610
93
Daftar Pendidik dan Tenaga Kependidikan
SMK NEGERI 4 SAMPIT
T.A 2021/2022
No
Nama
NUPTK
JK
Tempat Lahir
Tanggal
Lahir
NIP
Status
Kepegawaian
196202261987011001
PNS
Tugas Tambahan
Agama
Kepala Sekolah
Islam
1
H. SIROJUDDIN NOOR,
BA.,S.Pd.,MM
3558740642200022
L
Lumajang
2
RUSTAM, S.Pd
2854748650200022
L
Sampit
1970-05-22
197005222005011007
PNS
-
Islam
3
MEITY KRISTIANA CICIE, SP
9837756657300002
P
Ramang
1978-05-05
197805052006042040
PNS
-
Kristen
4
WALUYO, SP
5544747650200113
L
Gunung Kidul
1969-12-12
196912122006041017
PNS
Waka Kesiswaan
Islam
5
FARIDA YULIANI, SP.,MM
2040753655300083
P
Pagatan
197507082008012015
PNS
Kepala
Perpustakaan
Islam
6
RUSMANIAH, M.Pd.I
4541752653300023
P
Sampit
1974-12-09
197412092007012014
PNS
-
7
DIAN SUSANTI WIDIASTUTI, SP
7746755656210102
P
Sampit
1977-04-14
197704142009042002
PNS
Kaprog Agronomi
Kristen
8
DARNIYAH, SP
1252752653220003
P
Cilacap
1974-09-20
197409202009042002
PNS
Bendahara
Sekolah
Islam
9
SITI MARDIANA, S.Pd
3534763664300122
P
Sampit
1985-03-02
198503022010012004
PNS
-
Islam
10
DWI ASTUTIK, S.Pd
9034760662210093
P
Jember
1982-07-02
198207022011012013
PNS
Waka Kurikulum
Islam
11
YULIANI, S.Pd
5045764665300093
P
Tewang Papari
1986-07-13
198607132011012018
PNS
Waka Sarpras
Islam
1962-02-26
1975-07-08
Islam
94
12
IRSAN ROSENO, M.Pd
2239763664120003
L
Palembang
1985-09-07
198509072011011013
PNS
13
INDRIYANI,S.Pd
3544765665300022
P
Kotawaringin
Timur
12-02-1987
14
RESTI AMINATUN,S.Pd
6137771672230143
P
Grobogan
1
ROSENANI,S.Pd.I
1533754656300052
P
15
DEWI PUSPITA SARI, S.Pd
094876663300122
16
TETISUMAINI, S.Pi
198702122010022002
PNS
05-08-1993
199308052020122025
PNS
Tangkiling
15-05-1973
197601022007012010
PNS
P
Sampit
1984-06-16
-
GTT Prov Kalteng
Bendahara BPP
Islam
7959753653300002
L
Ugang Sayu
-
GTT Prov Kalteng
Kalab. Pasca
Panen
Kristen
17
SITI NURAENI, S.Pd
1536761662300063
P
Tuban
1983-12-04
-
GTT Prov Kalteng
Islam
18
YUYUN NAZWATI NIZAM, S.Pd
3649766667130112
P
Tumbang
Senamang
1988-03-17
-
GTT Prov Kalteng
Islam
19
TONY KURNIAWAN, S.Kom
7444763664130142
L
Sampit
1985-01-12
-
GTT Prov Kalteng
20
SRI AGUSTINA, S.Pd
5134765666130133
P
Palangka Raya
1987-08-02
-
GTT Prov Kalteng
21
SITI MUHAJAR, S.Pd
0239765666130163
P
Samuda
-
GTT Prov Kalteng
22
SIYAM, S.Pd
6834766667130142
L
Kalimanah
1988-05-02
-
GTT Prov Kalteng
Islam
23
NARULITA EKA SARI, S.Pd
5455762666210003
P
Sampit
1987-06-15
-
GTT Prov Kalteng
Kristen
24
PUTRI APRIYANI, A.Md
-
P
Surakarta
1983-04-21
-
GTT Prov Kalteng
Kristen
25
ERWANSYAH, S.Pd
4947767668130882
L
Jaya Karet
1989-06-15
-
GTT Prov Kalteng
Islam
1975-06-27
1987-09-07
Waka Humas
Bendahara BPP
-
Kalab. Komputer
Islam
Islam
Islam
Islam
Islam
Islam
Kaprog
Pariwisata
Islam
95
Nama
NUPTK
JK
Tempat Lahir
Tanggal
Lahir
NIP
Status
Kepegawaian
Tugas Tambahan
Agama
26
FITRA RIZALI, S.Pd
1942764667130242
L
Tamban
1986-06-10
-
GTT Prov Kalteng
27
ARIF JULIANTO, S.Pd
304471671130033
L
Sampit
1993-07-12
-
GTT Prov Kalteng
28
NIKMATUS SHOLICHAH, S.Pd.I
-
P
BLITAR
1993-08-22
-
GTT Prov Kalteng
-
Islam
29
RAHMAT AGUS RIADI, S.Pd.I
7136771672130013
L
Bapeang
1993-08-04
-
GTT Prov Kalteng
-
Islam
30
VATRIA STEPHANIE TUNDAN,
SH
8356765666130113
P
SAMPIT
1987-10-24
-
GTT Prov Kalteng
-
Kristen
31
BINA GUNARI, S.Pd.K
6239748649130113
P
Medan
1970-09-07
-
GTT Prov Kalteng
-
Kristen
32
RIA OKTORYNA, S.Pd
2337770671130033
P
Sampit
1992-10-05
-
GTT Prov Kalteng
-
Islam
33
HERI SUSANTO, S.ST
1841763665130162
L
Paringin
09-05-1985
-
GTT Prov Kalteng
34
IRARIE DIENI, SP
9450758659300072
Kuala Kapuas
18-01-1980
-
GTT Prov Kalteng
35
CENDIKIAWAN GILANG
NUGRAHA, S.Pd
5759763664130162
L
Palangka Raya
1985-04-27
-
36
DINI RUKMANA, S.Sos
7253767668230193
P
Sampit
1989-09-21
-
GTT Prov Kalteng
37
RISNO
-
L
Cilacap
1965-01-07
-
GTT Prov Kalteng
Satpam malam
Islam
38
TASLAM
-
L
Ciamis
1971-08-21
-
GTT Prov Kalteng
Satpam pagi
Islam
PTT Prov Kalteng
Islam
Dapodik
Islam
Kaprog. TPHP
Kepala Tata
Usaha
-
Islam
Kristen
Islam
Islam
96
39
SITI ROKAYAH
-
L
-
-
-
GTT Prov Kalteng
Kebersihan
Sekolah
Islam
40
PARDI
-
L
Sampit
08-07-1987
-
GTT Prov Kalteng
Toolmen
Islam
41
RADIATUL ADAWIAH,S.Pd
-
P
Sampit
03-05-1988
-
Honor Sekolah
-
Islam
42
IR.SRI MURNI
0962745646130072
P
Palangka Raya
1967-06-30
-
Honor Sekolah
-
Kristen
43
CICA SAGITA, S.Pd
-
L
Sebabi
1990-12-04
-
Honor Sekolah
-
Hindu
44
TAUFIKUR RAHMAN, S.Tr.P
-
L
Sampit
04-02-1997
-
Honor Sekolah
-
Islam
45
HASIM
-
L
Sampit
10-07-1956
-
Honor Sekolah
-
Islam
46
NURMA RAHMATIYANINGSIH,
S.Pd
-
P
Sampit
02-01-1998
-
Honor Sekolah
-
Islam
97
APPENDIX 5: Research Letter
98
APPENDIX 6: Research Recommendation Letter 1
99
APPENDIX 7: Research Permit Letter 1
100
APPENDIX 8: Research Permit Letter 2
101
APPENDIX 9: Research Recommendation Letter 2
102
APPENDIX 10: Research Letter of Statement
103
APPENDIX 11: Certificate of Completed Research
104
APPENDIX 12: Application Letter for Thesis Title Approval
105
APPENDIX 13: Decree of the Appointment of Thesis Advisory Lecturers
106
APPENDIX 14: Certificate of Thesis Proposal Seminar 1
107
APPENDIX 15: Thesis Proposal Seminar Notes
108
109
APPENDIX 16: Certificate of Thesis Proposal Seminar 2
110
APPENDIX 17: Consultation Notes
111
112
APPENDIX 18: Documentation
113
114
CURRICULUM VITAE
I.
II.
Personal Details
Name
: Radiathul Amelia Silviana
Date of Birth
: Sampit, may 12th, 2000
Gender
: Female
Material Status
: Single
Religion
: Islam
Nationality
: Indonesian
Father’s Name
: Alfiannur
Mother’s Name
: Sri Wahyuni
Sibling
: The late Ms. Gina Alviana
Formal Educational Background
2005-2006
:Halimatus Sa’diyah Kindergarten Sampit
2006-2012
:Sampit State Elementary School 1 Downstream
(SDN-1 MB Hilir)
2012-2015
: PPKP Islamic Junior High school Sampit
(MTs PPKP Sampit)
2015-2018
: Vocational High School 4 Sampit
2018-2022
: English Education Departement of Antasari State
Islamic University Banjarmasin
115
III.
Organization Experience
2013-2014
: Juvenile Red Cross (PMR)
2013-2017
: Scout
2015-2017
: Drum Band
2018-2022
: Antasari Music Studio Banjarmasin
2018-2019`
: LPPQ UIN Antasari Banjarmasin