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
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
: 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, 12 Mei 2000
Address
: JL. Yos Sudarso GG. Sulawesi No.75 Sampit,
Kalimantan Tengah
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.
Banjarmasin, ........................
Advisor
Advisor
Contents and Research Methods
Language and Writing Techniques
Tittle
Drs. Saadillah, M.Pd
NIP. 196405201992031006
Nor Izzatil Hasanah, S.Pd., M.Pd
NIP. 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
Date
Stated
Score
:
:
:
:
Dean Faculty of Tarbiyah and Teacher Training
UIN Antasari Banjarmasin
Dr. H. Hamdan, M.Pd
NIP. 196604051993031005
THE BOARD OF EXAMINERS:
Name
Signature
1.
(Chairperson)
2.
(Member)
3.
(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, 15 June 2022
The writer,
Stamp
Rp. 10000
Signature
Radiathul Amelia Silviana
………………..…
Rp.6000
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 they really need English learning
activities related to the field of tourism, especially the practice of speaking skill
which focuses on developing students’ fluency, pronunciation, and tourism
vocabularies. Besides, they also 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.
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 mereka sangat membutuhkan kegiatan pembelajaran bahasa
Inggris yang terkait dengan bidang pariwisata, terutama praktik keterampilan
berbicara yang berfokus pada pengembangan kefasihan, pengucapan, dan kosakata
pariwisata. Selain itu, mereka juga 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. Khusus terkait materi pembelajaran, mereka menegaskan
bahwa dunia kerja sangat cocok menjadi topik umum materi pembelajaran mata
kuliah ESP karena mereka berada di SMK yang berorientasi pada kerja.
vii
MOTTO
“It doesn't matter if you're going slow, as long as you never stop trying”
-Confucius.
viii
DEDICATION
Thanks to almighty who has given me everything so I can finish this thesis. 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 هللا 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.
The 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.
The head masters of SMKN 4 Sampit, and all the English teacher who have 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, 15 June 2022
Radiathul Amelia Silviana
xi
CONTENTS
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 .......................................................... 11
A. Need Analysis ................................................................................ 11
1. The Definition of Need Analysis ............................................... 11
2. The Purposes of Need Analysis ................................................. 14
3. Approaches to Need Analysis .................................................... 20
4. Elements of Need Analysis ........................................................ 21
5. Need in ESP .............................................................................. 22
B. English for Specific Purpose (ESP) ................................................ 23
1. The Definition of ESP ............................................................... 23
xii
2. Teaching Material in ESP .......................................................... 28
3. Types of ESP............................................................................. 32
4. Characteristics of ESP ............................................................... 33
5. The Teachers’ Roles in ESP Classroom ..................................... 34
C. Vocational High School ................................................................. 35
1. The Definition of Vocational High School ................................. 35
2. Five Majors in Vocational High School ..................................... 37
D. Review of Previous Studies ............................................................ 41
CHAPTER III RESEARCH METHOD .............................................................. 45
A. Research Design ............................................................................ 45
B. Research Setting ............................................................................ 46
C. Subject ........................................................................................... 46
D. Data ............................................................................................... 46
E. Technique of Data Collection ......................................................... 47
F. Data Analysis................................................................................. 49
CHAPTER IV FINDINGS AND DISCUSSION .................................................. 51
A. Findings ......................................................................................... 51
B. Discussion ..................................................................................... 65
CHAPTER V CLOSURE ..................................................................................... 71
A. Conclusion ..................................................................................... 71
B. Suggestions .................................................................................... 72
REFERENCES ..................................................................................................... 74
APPENDICES ....................................................................................................... 78
CURRICULUM VITAE ..................................................................................... 104
xiii
LIST OF TABLES
Table 4.1 Purposes of Learning English .................................................................. 51
Table 4.2 English Topics......................................................................................... 52
Table 4.3 English Skills to Improve ........................................................................ 52
Table 4.4 Reason for Choosing Specific Skill to Improve........................................ 53
Table 4.5 Difficulties in Learning English ............................................................... 53
Table 4.6 English Skill Difficult to Learn ................................................................ 54
Table 4.7 Reason of Difficulty in English Teaching and Learning ........................... 54
Table 4.8 Teacher’s Method in English Class .......................................................... 55
Table 4.9 Teacher’s Explanation ............................................................................. 56
Table 4.10 Main Source of English Teaching and Learning ..................................... 56
Table 4.11 Relationship between English Materials and Students’ Target Area ....... 57
Table 4.12 English Material Delivered by the Teacher ............................................ 57
Table 4.13 English Class ......................................................................................... 58
Table 4.14 English Learning Process....................................................................... 58
Table 4.15 Teacher Lets Students Give Responses .................................................. 59
Table 4.16 Responding to the Teaching and Learning Process................................. 59
Table 4.17 The Way of Responding to the Learning Process ................................... 60
Table 4.18 Students’ Opinion toward ESP Courses ................................................. 60
Table 4.19 Students’ Opinion about ESP Program in the School
61
Table 4.20 Hope to the School toward ESP Program
61
xiv
LIST OF APPENDICES
APPENDIX 1 : Qur’an Literation ....................................................................
78
APPENDIX 2 : Questionnaire ..........................................................................
79
APPENDIX 3 : Interview Guidelines ...............................................................
84
APPENDIX 4 : School Profile .........................................................................
85
APPENDIX 5 : Surat Riset ..............................................................................
95
APPENDIX 6 : Surat Rekomendasi Riset 1 .....................................................
96
APPENDIX 7 : Surat Izin Riset 1 ....................................................................
97
APPENDIX 8 : Surat Izin Riset 2 ....................................................................
98
APPENDIX 9 : Surat Rekomendasi Riset 2 .....................................................
99
APPENDIX 10 : Surat Keterangan Riset............................................................ 100
APPENDIX 11 : Surat Keterangan Selesai Riset ................................................ 101
APPENDIX 12 : Documentation ....................................................................... 102
xv
CHAPTER I
INTRODUCTION
A. Background of Study
English for Specific Purposes (ESP) is a learner-centered approach to
teaching English as a foreign or second language and designed to meet the
needs of most learners who have to learn a foreign language for use in their
specific disciplines, such as science, technology, medicine and academic
learning. The requirement of an ESP approach to course design would be
Needs Analysis (NA), since it involves the awareness of a target situation.
According to Hutchinson and Waters (1992), learners know particularly the
reason why they are learning a language and it is the consciousness of a need
that ESP figures out. Needs analysis is a progressive term which is conducted
before, while and after a language program. Scholars have diverse views on
the description of needs analysis; however, several of them perceive needs
analysis as an approach mirroring the requirements, desires and needs of
learners in their subject area (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
hotel reception courses, where students learn the necessary language to carry
1
2
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.
Analyzing the special needs of a particular group of learners serves as
an important start in the design of an ESP course. Basically, the ESP approach
3
begins with an analysis of the needs of students (Widodo, 2017). Need
Analysis refers to a course development process where the language and skills
that the learners will use in their target vocational workplace are identified
and considered in relation to the present state of knowledge of the learners,
their perceptions of their needs and the practical possibilities and constraints
of the teaching context (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)
Those are very reason for researcher to do research about need
analysis in English for Vocational School on Tourism Program. Vocational
School (SMK) is a formal education unit level institution that plays a role in
developing students' skills and talents. Vocational schools prioritize preparing
students to enter employment by demonstrating mastery of science,
technology and high skills. Through the Inpres No. 09 Th. 2016 about the
Revitalization of SMK, it could be implied that English is matter for making
the SMK graduated could be competed in work world of work in global and
local. Just because SMK is a vocational programmed of school in Indonesia,
English is matters for developing of SMK students skills (Lestari, 2019, p. 4).
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
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
5
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:
ِ ‫ان قَوِم ِه لِيب نِّي ََلم ۖ فَي‬
ِ
ِ ِِ ِ ٍ
‫ض ُّل اللاهُ َم ْن يَ َشاءُ َويَ ْه ِدي َم ْن يَ َشاءُ ۖ َوُه َو الْ َع ِز ُيز‬
ُ
ْ ُ َ َُ ْ ‫َوَما أ َْر َسلْنَا م ْن َر ُسول إاَّل بل َس‬
ِْ
‫يم‬
ُ ‫اْلَك‬
The verse above talks about the importance of using appropriate
languages in conveying a message to other people. Related to this, English is
considered a lingua franca 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.
6
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
because guidance is the delivery of information supported by reciprocal
communication between guides and tourists. Therefore the role of language in
the guiding process is very large, especially English and supported by other
languages. (Masruroh, 2001, p. 40)
This research aimed to explore of the teacher and students obstacles on
English teaching and learning. Those were related to teacher problems in
English language teaching activities automatically, two the most fundamentals
issues of the teacher obstacles are about nothing renewal of curriculum and
development teaching and learning methods. This condition might prevent the
7
student to develop their skill communicate using English in the target
situation of their field works. In order to achieve the purpose, the researcher
thought that there should be an analysis of learners‟ need in English based on
English for Specific Purpose. In this relation, ESP may play an important role
in successfully promoting English teaching program at SMK and thereby can
satisfy students‟ purposes for entering the program. Researcher did on
observation in classroom setting, one of the most fundamentals problem for
students through English Language Learning is the lack of deep vocabulary
and they learn general English in the learning process. Then the further
obstacle of students there is no ESP in scope of Tourism Course (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, the research was expected to increase students'
and teachers' knowledge and information about the theories of need analysis
in English for Specific Purpose.
Second, this research was hoped could be the useful reference in
considering the improvement of a renewal of curriculum and the development
of learning method in English for Specific purpose at Vocational School by
analyzing of the needs of tourism students at Vocational high school (SMKN)
04 Sampit in ESP.
The last, the researcher also hoped that this research be useful and
could contribute to provide a clear discussion about how important the
improving the capability of English Language Teaching and Learning for both
teacher and student in making a better of Vocational school quality for
English.
9
E. Definition of Key Terms
1. Analysis is an activity that contains a number of activities such as parsing,
distinguishing, sorting something to be classified and regrouped according
to certain criteria and then searched for its meaning and interpreted its
meaning (Nugroho, 2020, p. 135).
2. Students’ needs is an information gathering process and very useful to
determine the direction of the learning program more precisely so that the
effectiveness of the ESP program is increasing in aspects teaching
materials, teaching learning activities and teachers’ methods (Rizal, 2017,
p. 495).
3. English for Specific Purposes (ESP) can be defined as teaching and
learning English as a second or foreign language for the purpose of using
it in a particular domain (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 School means a school offering instruction in one or more
skilled or semiskilled trades or occupations (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
Needs analysis (NA) is an information gathering process and very
useful to determine the direction of the learning program more precisely
so that the effectiveness of the ESP program is increasing (Lestari, 2019,
p. 11).
As stated by ESP some experts such as Munby (1978), Hutchinson
and Waters (1987) and Dudley-Evan and St. John (1998) that needs
analysis is the first step that needs to be taken in the preparation of ESP
English learning program. Its emergence in language planning can be
traced back to the 1970s and its widespread proliferation in the domain is
attributable to its adoption by The Council of Europe’s modern language
project (Samira Fateme, 2013) as cited in (Lestari, 2019, p. 11).
At first the needs analysis came from ESP, this might be due to the
fact that the needs analysis approach was more useful when learners
'needs are related to' different communication situations. Hutchinson and
Water also state the meaning of need in relation to language teaching as
the ability to comprehend and/or produce the linguistic features of the
11
12
target situation. Need can be interpreted at least in three categories
(Hutchinson and Water, 1987) as cited in (Lestari, 2019, p. 12).
a. Needs as necessities
Needs as necessities relate to what English needs to be known by
the learners in order to play an active role in the language it learns.
b. Needs as wants (desire)
While the needs as wants (desire) associated with personal goals
is what is wanted.
c. Needs as lacks
Needs as lacks, related to the early knowledge of English
possessed by the learner, that is, what the learner has not learned yet.
The findings on the lacks are very useful to determine the starting
point of the teaching program so that it will create the effectiveness
of the teaching program to achieve the target needs.
At the same time used as part of a program can help in improving the
various components of the program and creation this is more oriented to
the needs of students. From the field of language teaching, needs analysis
is the first step in course design and it provides validity and relevancy for
all subsequent course design activities (Mehdi Haseli Songhori, 2008) as
cited in (Lestari, 2019, p. 12).
13
Needs analysis refers to the process of determining the needs for
which a learner or group of learners require(s) a language and arranging
the needs according to priorities (Robert Cunnigham) as cited in
(Juliansyah, 2020, p. 19).
Gathering needs analysis under two specific notions, like objective
needs and subjective needs. The objectives of the learning outcomes as
the basis for the objective needs obtained from the personal data of
students (I Ondara Douglas, B.ED) as cited in (Juliansyah, 2020, p. 19).
Therefore, the teacher should really understand about the students’
priority in learning English in their context in order to be really
appropriate for their need in the work place. Then, needs analysis is also
regarded as demand or requirement needs, which has become a necessary
and important stage of course design for either general English course or
English for Specific Purposes (ESP) course. Furthermore, detailed
information about all contextual factors like learning materials, aids, and
environment are included into a more comprehensive needs (Chin-Ling
Lee) as cited in (Juliansyah, 2020, pp. 19-20).
Overall, most of the scholars have a similar vision of the needs
analysis and the importance of this issue.
14
2. The Purposes of Need Analysis
One of the main purposes of the needs analysis is to understand the
necessary changes which should be done in order to improve the
curriculum by means of content specification in the field of English
language learning. English language needs analysis for students is mainly
carried out in order to obtain deep insights and greater inputs about the
current and future needs of language learners from multiple perspectives,
including subject teachers as well as present and former students to assist
in making well-advised decisions on the objectives and the goals that a
new curriculum should address and to ensure that the curriculum content
matches the students‘ needs as closely as possible (Suad AbdulAziz AlHamlan & 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:
15
ِ
ِ
ِ ْ ‫اْلِكْم ِة والْموعِظَِة‬
ِ َ ‫ْادعُ إِ َ َٰل سبِ ِيل ربن‬
‫ك ُه َو أ َْعلَ ُم ِِبَ ْن‬
َ ‫َح َس ُن ۖ إِ ان َربا‬
ْ ‫اْلَ َسنَة ۖ َو َجاد َْلُ ْم بِالاِِت ه َي أ‬
َْ َ َ ْ ‫ك ب‬
َ َ
ِ
ِِ ِ
ِ
‫ين‬
َ
َ ‫ض ال َع ْن َسبيله ۖ َوُه َو أ َْعلَ ُم بالْ ُم ْهتَد‬
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 short, a needs analysis is the first step on the way to the
development and improvement of the teaching materials, enhancing the
learning activities, improving tests and assessment strategies in ESP
program. There are some ways to identify the students’ needs through
analyzing the target needs, learning needs, as Hutchinson and Waters
(1992) divided the students’ needs as follows:
a.
Target Needs
Target needs according to Hutchinson and Waters (1987, p. 54)
that is what the learner needs to do in the target situation. Target
needs is something of an umbrella term, which in practice hides a
number of important term such as necessities, lacks and wants.
1) Necessities
Necessity is a type of the need, which determined by the
demands of the target situation, that is what the students have to
know in order to function effectively in the target situation. For
example, a businessman might need to understand business
16
letters, to communicate effectively at sales conferences, to get
necessary information from sales catalogues and so on. He or she
will also need to know the linguistic features-discourse,
functional, structural, and lexical which are commonly used in
the situations identified.
2) Lacks
To know what the learners knows already, so that we can
decide which of the necessities the learners’ lacks. The target
proficiency needs to be matched against the exiting proficiency
of the learners. The gap between the two can be referred to as the
learners’ lacks.
3) Wants
Wants mean what the learners want or feel they need. Since
the target need only an objective sense with the actual learners
playing no active role, the learner also have a view as to what
their needs are. The awareness of the needs that characterizes the
ESP situation. But awareness is a matter of perception, and
perception may vary according to one‘s standpoint. Learners
may well have a clear idea of the necessities of the target
situation. The students will certainly have view as their lacks.
But it is quite possible that the learners view will conflict with
the perceptions of the other interested parties: course designers,
17
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 simple
identifying the linguistic features of the target situation. There are a
number ways in which information can be gathered about the target
needs, they are: questionnaire, interview, observation, and data
collection e.g. gathering text, informal consultations with sponsors,
learner and others. Hutchinson and Waters (1987, p. 59) argued, the
analysis of target situation needs is in essence a matter of asking 23
question about the target situation and the attitudes towards that
situation of the various participants in the learning process. The
target situation analysis frameworks are:
1) Why is the language needed? (1) For study; (2) for work; (3) for
training; (4) for a combination of these; (5) for some other
purpose, e.g. status, examination, promotion.
2) How will the language be used? (1) Medium: speaking, writing,
reading, or listening; (2) channel: e.g. telephone, face to face; (3)
Types of text discourse; e.g. academic texts, lectures, informal
conversation; (4) technical manuals, catalogues.
18
3) What will the content areas be? (1) Subjects: e.g. medicine,
biology, mathematic; (2) commerce, engineering; (3) Level: e.g.
technician craftsman, postgraduate, secondary school.
4) Who will the learner use the language with? (1) Native speakers,
non- native speakers; (2) level of knowledge of receiver: e.g.
expert, layman, students; (3) Relationship: colleague, teacher,
customer, superior, subordinate.
5) Where will the language be used? (1) Physical setting: e.g.
office, lecture theater, hotel, workshop, library; (2) Human
context: e.g. alone, meeting, demonstrations, on the telephone;
(3) Linguistic context: e.g. in own country, abroad.
6) When will the language be used? (1) Concurrently with the ESP
course or subsequently; (2) frequently, seldom, in small amount,
24 in large chunks. It is obviously necessary to obtain answers to
the questions from variety of sources, and then to try and
negotiate a satisfactory compromises.
b.
Learning Needs
According to Siti Nurfahmi (2013, p. 84-85), to analyze learning
needs that similar checklist used for target situation analysis in
learning need are grouped into inputs, procedures, settings, lecturer
roles and student roles. A framework for analyzing learning needs:
19
1) Why are the learners taking the course? (1) Compulsory or
optional; (2) Apparent need or covert; (3) Are status, money,
promotion involved? (4) What do learners think they will
achieve? (5) What is their attitude towards the ESP or general
English course?
2) How do the learners learn? (1) What is their learning
background? (2) What is their concept of teaching and learning?
(3) What methodology will appeal to them? (4) What sort of
techniques are likely to bore/alienate them?
3) What sources are available? (1) Number and professional
competence of teachers; (2) Attitudes of teachers to ESP; (3)
Teachers’ knowledge of and attitude to the subject content; (4)
Materials; (5) Aids; (6) Opportunities for out-of-class activities.
4) Who are the learners? (1) Age/sex/nationality; (2) What do 25
they already know about English? (3) What subject knowledge
do they have? (4) What are their interests? (5) What is their
socio-cultural background?
5) What teaching styles are they the culture of the English speaking
world?
6) Where will the ESP or general course take place? (1) Are the
surroundings pleasant, dull, noisy, or cold?
20
7) When will the ESP or general course take place? (1) Time of
day; (2) everyday/once a week; (3) full-time/part-time; (4)
Concurrent with need or pre-need.
Target situation needs and learning needs must be taken into
account. Analysis of target situation needs is concerned with
language use. Analysis of the target situation can tell us what people
do with the language. What also needs to know is how students learn
to do what they do with language.
3. Approaches to Need Analysis
Dudley-Evans and St John (1998, p. 125) argues, the model of ESP
need focuses on (1) learners‘ professional information, (2) learners‘
personal information, (3) learners‘ language information , (4) learners‘
lacks, (5) learners‘ needs from target course, (6) language learning needs,
and (7) communication information in the target situation, and (8)
environmental information. These aspects of language needs analysis are
as follow:
a.
Professional information about the students: the tasks and activities
students are using English for target situation analysis (TSA) and
objectives needs.
b.
Personal information about the students: factors which may affect the
way they learn such as previous learning experiences, reasons for
21
attending the course and expectations of it, attitude to English wants
means subjective needs.
c.
English language information about the students: what their current
skills and language use are present situation analysis (PSA)-this
could.
4. Elements of Need Analysis
In need analysis, the designer identifies the learning problem, the
goals and objectives, the audience‘s needs, existing knowledge, and any
other relevant characteristics of students. Analysis also considers the
learning environment, any constraint, the delivery options, and the
timeline for the project. During analysis, the designer develops a clear
understanding of the “gaps” between the desired outcomes, and the
audience's existing knowledge and skills. The questions used during the
analysis phases are:
a.
Who is the audience and what are their characteristics?
b.
What types of learning constraints exist?
c.
What are the delivery options?
d.
What are the pedagogical considerations (verbal, visual, tactile,
auditory)?
e.
What is the timeline for project completion?
22
To identify the specific skills that the learner must have mastered is a
prior to beginning the instruction. This is not a listing of all the things
learners can already do, but an identification of the specific skills they
must be able to do in order to begin the instruction. It is also important to
identify any specific characteristic of the learners that may be important
to consider in the design of the instructional activities. The results of
analysis will guide to design the lesson. The areas related to the analysis
include-general characteristics, specific entry competences (knowledge,
skills, and attitudes) and learning styles. Similarly, Casper (2003) states
that a need analysis includes all the activities used to collect information
about the students' learning needs, wants, wishes, or desires. Furthermore,
Munby (1987) proposes the elements of need analysis which are related
to the participants, communication need processor, profile needs,
language skills selector,
linguistic encoder, and communicative
competence specification.
5. Need in ESP
English for specific purpose (ESP) emerges from demands of the
brave new world – business expansion and globalization: a revolution in
linguistic tailoring English for real communication usage: and focus on
the learners who have different needs, motivation and interest said
Hutchinson & waters (1987). ESP is designed to meet specific needs of
23
learners and makes use of underlying methodology and activities of the
disciplines it serves. Moreover Dudley – Evans &ST John (1998) said
ESP is centered on the language skills, discourse and genres appropriate
to these activities. Therefore, ESP is based on needs analysis which aims
to specifically identify what are the target needs and learners’ needs.
Needs in ESP can be classified into 3 main categories which are:
a.
Target objective needs: these can be perceived and verified. They
concern professional information about learners: the tasks and
activities where learners will apply their English.
b.
Learning / subjective needs: these can be felt and correspond to
cognitive and affective factors. The concerns involve personal
information about learners: previous learning experiences, cultural
aspects, expectations and attitudes.
c.
Present needs: the third category concerns learners’ weaknesses and
strengths in terms of language and skills, and what is needed to reach
targeted needs (Sarintom Pongjumpa) as cited in (Juliansyah, 2020,
pp. 20-31).
B. English for Specific Purpose (ESP)
1. The Definition of ESP
English for Specific Purpose (ESP) is teaching of English to students
whose first language is not English but who need it for a particular job,
24
activity, or purpose. In general, ESP can be defined as the role of English
in a language course or programme of instruction in which the content
and aims of the course are fixed by the specific needs of a particular
group of learners. It means that ESP program is an English learning based
on specific context of education in order to support their professional
activities in a certain work place. Therefore, the teaching and learning
materials of ESP is based on the context of their job or department of
education (Robert Cunningham) as cited in (Juliansyah, 2020, p. 9).
English for Specific Purpose is teaching English that is relevant with
the student. The word specific shows special linguistic need in learning
English and special area as aim why the student learning English. English
for Specific Purpose (ESP) can be defined as teaching and learning
English as a second foreign language for the purpose of using it in
particular domain. Therefore ESP course tries to facilitate the students in
learning English to support them in all activities in special area.
According to Harmer it refers to situations where the student has some
specific reasons to learn a language. The communicative trend in teaching
and learning English has resulted in different reasons for acquiring this
language proficiency (Harmer Jeremy) as cited in (Lestari, 2019, p. 17).
ESP course are based on need analysis, the learning objectives are
more obvious that would be in the case of general ESL course and it can
be assumed that students will be more highly motivated in learning about
25
topics and texts which are related to their study or work areas. Stem
distinguished for types of ESP teaching objectives: proficiency,
knowledge, affective and transfer. The same principles apply no matter
which language is being learnt and taught.
Ten years later, Dudley-Evans et al gives similar definition of ESP
and both authors cooperated to offer absolute and variable characteristics
of ESP. Most researches seem to agree on two characteristics: a) ESP is
based on a particular context; b) ESP is based on the learners; specific
needs (Chondary Zahid Javid, 2015) as cited in (Lestari, 2019, p. 18).
According to Potocar, ESP can be viewed as a special and specific
edition of EGP that incorporates practical linguistic skills to enable
students for the successful performance of professional tasks. The main
goal of introducing ESP in various non-native /international settings is to
equip learners with necessary English language skills to face their
practical situation communication challenges in their future careers.
Anthony (2018, p. 12) argued that “some people described ESP as simply
being the teaching of English for any purpose that could be specified.
Others, however, were more precise describing it as the teaching of
English used in academic studies or the teaching of English for vocational
or professional purposes”.
The fundamental of needs analysis for ESP is first to define the
situation or premises in which the learners will use English and practice
26
their profession, and then the relevant instruction is aligned accordingly.
While the primary role of an ESP teacher is to design a syllabus based on
realistic goals and evaluating students` performance through the
evaluation of relevant language skills, the EGP teacher does not
necessarily set the goals and objectives of the programmed and teachers
of ESP courses provide authentic and specific language in their students‟
needs to succeed in future career.
Therefore, an ESP teacher is basically involved in a `training
operation` equipping the learners with a `restricted competence` to cope
with defined tasks, an EGP teacher, on the contrary, is involved in an
educational operation` equipping learners with a general capacity, to cope
with undefined eventualities in future (Anthony. 2018) as cited in
(Lestari, 2019, p. 19).
“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 focus on the origin of ESP and its development is closely linked
with learners’ interest in various specific disciplines e.g. ‘Law English’,
‘English for Hotel Industry’ or ´English for Tourist Management’,
English for business, English for medicine, etc.
Students learn English for a specific purpose, represented by studying
subject matter, to gain and develop appropriate knowledge and skills
27
through English. Students study ESP not only they are interested in
English language but because they have to perform a task in English.
Their command of the English language must be such that they can reach
a satisfactory level in their specialist subject studies. In other words,
students who have studied English for Specific Purposes during their
universities years, would be easy for them to adapt to their work
conditions and would be easily employed in their fields. The fact that
“learners know specifically why they are learning a language”
(Hutchinson and Waters, 1992, p. 6) is a great advantage on both sides of
the process.
The group of ESP learners is going to achieve the same goal in the
field of studying branch, so learners’ motivation, in a form of the same
aim, enables teacher to meet learners’ needs and expectations easier.
Learner and the way of learning (´acquiring language´) are considered to
be the main factors in the whole process. Hutchinson and Waters (1992)
emphasize ESP to be an approach not product that means language
learning not language use is highlighted. They draw the attention to a
‘learning-centered approach´ “in which all decisions as to content and
method are based on the learner’s reason for learning” (Hutchinson and
Waters, 1992, p 19).
In fact, it always comes to our mind such a question, 'What is the
difference between the ESP and “General English” approach?’ According
28
to Hutchinson, the answer to this question is quite simply, "in theory
nothing, in practice a great deal". At the time, teachers of ‘General
English’ courses, while acknowledging that students had a specific
purpose for studying English, would rarely conduct a needs analysis to
find out what was necessary to actually achieve it. Teachers nowadays,
however, are much more aware of the importance of needs analysis, and
published textbooks have improved dramatically allowing the teacher to
select materials which closely match the goals of the learner. Perhaps this
demonstrates the influence that the ESP approach has had on English
teaching in general. Nevertheless, the line between where ‘General
English’ courses stop and ESP courses start has become very vague
indeed. Although many ‘General English’ teachers can be described as
using an ESP approach, basing their syllabi on a learner needs analysis
and their own specialist knowledge of using English for real
communication, many so-called ESP teachers are using an approach
furthest from that described above. Thus, it can be said that ESP derives
from the need to use language as a tool in facilitating success in
professional life (Bracaj, 2014, p. 42).
2. Teaching Material in ESP
In designing teaching materials in ESP program, the background
information asked for teaching materials covers: the teacher should know
29
the information about the students related to their age, gender, languages
spoken, whether the student worked or was a student (or both), what they
use English for, how long they had been studying at the school and how
long they planned to continue. It means that teaching materials in ESP
really consider some aspects of the learners, especially their
professionalism in working field. Therefore, ESP-based learning is
usually developed based on an analysis of needs, goals, and learning
activities where English is needed. More precisely it can be explained that
ESP should always be associated with ideally a profession or scientific
discipline which in the learning process the method used is relatively
different from the method used in EGP learning. In detail Dudley-Evans
& St. John as quoted by Rahman outlines three permanent characteristics
of the ESP learning definition. First, ESP learning is designed for
accommodate the specific / specific needs of the learner. Second, that
ESP learning uses methodologies and learning activities that are
appropriate to the discipline / profession carried out by the learner, and
third is that ESP learning is centered on language (grammar, vocabulary,
and register), skills, and specific genres according with activities in the
above scientific disciplines or learning professions.
Besides three absolute characteristics above, Streven (in Rahman,
2015) also describes four characteristics of variables that can be used to
define ESP learning. These characteristics:
30
a.
ESP learning can be linked or designed for specific disciplines,
b.
ESP learning (in certain learning situations) can use a methodology
different from EGP,
c.
That ESP learning is generally designed for adult learners, both is at
the higher education level and in professional work situations, and
finally.
d.
That ESP is generally designed for middle or high level learners,
however it is not closing the possibility of ESP can be done with a
beginner-based learner.
Then, the teacher should also consider the quality of learning
instruction in the classroom in order that the students can reach maximum
advantages. According to Farhady the quality of instruction that the
learners receive in teaching is influenced by learners‟ perceptions of the
course and its objectives; their preferred activity types and their
preferences consequently the context which covers all different facets of
the course in which the objectives are achieved will change (Farhady, H.)
as cited in (Juliansyah, 2020, p. 13).
Teaching materials can be said as one of the most important element
in teaching and learning ESP. That is why Hutchinson and Waters
maintain it an established tradition which helps ESP teachers develop inhouse teaching materials which commonly aim at the students of a
specific institution. Teaching materials of and ESP program must be
31
tightly related to learners‟ target needs because the very goal of this
program is to expose learners to authentic language the way it is used in
academic contexts (Yasin Khoshhal) as cited in (Juliansyah, 2020, p. 15).
The detail description of ESP materials above lead to the function of
teaching and learning materials. With regard to the role of teaching
materials in an EAP context Hyland outlines four major functions.
a.
Materials help students with comprehension of language use. In other
words, materials support the students to develop the control of
various texts and involve them in thinking about and using the
language. Students can get familiar with different language samples
using and being exposed to well-selected and designed materials.
They can have the chance to communicate and decipher salient
linguistic structures using these teaching materials.
b.
Materials function as models because of their representative samples
of appropriate language use in different contexts. Learners can
investigate different possible instances of a genre considering
identification of their structure and comprehending their conveyed
meaning.
c.
Stimulus materials are texts that consist of a wide range of media
such as video, graphic or audio materials, items of Realia, computer
and/or Internet-mediated resources, lectures, etc. They stimulate
students’ creativity, planning and engagement with others. While
32
explicit materials, for example a lecture recording, can motivate
language use in a considerably structured way, less explicit materials
for instance Lego bricks help learners to produce divergent
responses.
d.
ESP materials eventually consist of reference materials, which
emphasize knowledge rather than practice in opposition to materials
used for scaffolding and modeling. These materials include texts or
17 Web based information, dictionaries, encyclopedias, explanations,
examples of relevant grammatical, stylistic and rhetorical forms and
give the learners self-study experience. University websites can be
another source for these kinds of materials which can come in tips on
academic writing or in different ESP or EAP textbooks (Yasin
Khoshhlal) as cited in (Juliansyah, 2020, p. 16).
3. Types of ESP
Carter (1983) identifies three types of ESP: English as a restricted
language, English for academic and occupational purposes, and English
with specific topics. The language that is used by air traffic controllers
and waiters is example of English as a restricted language. The second
type of ESP identified by Carter (1993) is English for Academic and
Occupational Purposes. In the “tree of ELT” from Hutchinson &Waters
(1987), ESP is broken down into three branches: English for Science and
33
Technology (EST), English for Business and Economic (EBE), and
English for Social Studies (ESS). Each of these subject areas is further
divided into two branches: English for Academic Purposes (EAP) and
English for occupational Purposes (EOP). An example of EOP for the
EST branch is English for Technician, whereas the example of EAP for
the EST branch is English for Medical studies. The third type of ESP is
English with specific topics. Carter (1983) notes this type of ESP is
uniquely concerned with anticipated future English needs, for example,
scientists requiring English for postgraduate reading studies, attending
conferences or working in foreign institutions. It is an integral component
of ESP courses or programs which focus on situational language. This
situational language has been determined based on the interpretation of
results from needs analysis of authentic language used in target workplace
setting (Carter) as cited in (Trisyanti, 2009, p. 70).
4. Characteristics of ESP
Authentic materials, purpose-related orientation and self-direction are
three features common to ESP courses. If we revisit Dudley-Evans (1997)
claim that ESP should be offered at an intermediate or advanced level,
use of authentic learning material is entirely feasible. Closer examination
of ESP materials will follow, suffice it to say at this juncture that use of
authentic content materials, modified or unmodified in form, are indeed a
34
feature of ESP, particularly in self-directed study and research tasks.
Purpose-related orientation refers to the simulation of communicative
tasks required of the target setting. Finally, self-direction is characteristics
of ESP courses in that the” point of including self-direction…is that ESP
is concerned with turning learners into users” Carter (1983, p. 134). In
order for self-direction to occur, the learners must have a certain degree of
freedom to decide when, what, and how they will study. (Dudley Evans,
1997) as cited in (Trisyanti, 2009, p. 71).
5. The Teachers’ Roles in ESP Classroom
ESP teachers are different from general English Teacher. ESP
teachers deal with the needs analysis, syllabus design, materials writing or
adaption and evaluation. Before coming to the classroom, there are some
teaching instruction that the teachers must prepare. They must design
teaching materials based on national syllabus. However, it must also
related to the students’ need based on the teacher need analysis in the
preliminary activity. In the ESP teaching and learning process, teachers’
duty is as a language consultant and has an equal status with the learners
who have their own expertise in the subject matter.
The teachers’ duties are not limited only in the classroom. However,
the students can also discuss about their difficulties outside the classroom.
It is for developing students’ activities based on their context of job.
35
Teaching ESP must be more specific since ESP students will achieve a
certain goal. They need English not just because they are interested in
general English, it is because they need English for their work purpose.
Therefore, need analysis is important activity to do in order to know the
real need of English for students. As the result, the English content or
materials are related to the students’ future professional activities. The
English skill will be useful to support their career in the future (Laela
Febriatun) as cited in (Juliansyah, 2020, pp. 17-18).
C. Vocational High School
1. The Definition of Vocational High School
Vocational education is education that prepares students to be able to
work in certain fields (UU No. 13 Tahun 2003). The meaning of more
specific vocational education is explained in government regulation (PP)
No. 29 Tahun 1990, namely education at the secondary level which
prioritizes the development of students' ability to carry out certain types
of work. In the National Education System UU No. 20 Th 2003 pasal 15
describes that Vocational School as a form of secondary education unit
that prepares students mainly to work in certain fields (UU tentang Sistem
Pendidikan Nasional) as cited in (Lestari, 2019, p. 20).
Vocational high school (VHS or SMK (Sekolah Menengah Kejuruan)
is one of the education institutions responsible for producing skilled
36
workers with the ability to adapt to the changes in the need of the society
as the effect of the dynamic international economy with the support of
Indonesian demographic bonus. VHS can be a powerful weapon in
improving manpower participation and productivity by taking advantages
of education processes. Pardjono, Sugiyono, and Budiyono (2015) state
that ‘vocational education cannot be removed from existing workforce
development’. Under the same light, in their research, Ramayani, Aimon,
and Anis (2012) conclude that Indonesian government has to support the
efforts made to improve manpower productivity by producing policy that
focuses on education and health and providing more fund in the area
related to human resource building.
In the Law No. 20 of 2003 of Republic of Indonesia concerning
National Education System, VHS is defined as the education institution
responsible for preparing students to work in certain fields of work.
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). VHSs then play an important role in
determining the competitive edge of Indonesian manpower by providing
ready-to-work and high quality workers for national and also international
needs. As stated by Komariah (2010), vocational high school is an
37
education institution responsible to prepare students for labor market and
nation-building effort (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,
rubber, coffee, cocoa, etc.) and annual plantation crops (cotton,
sugarcane, tobacco, etc.)
38
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
know, understand, and implement about those related to both things.
Graduates majoring in hospitality accommodation will get job
39
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.
Likewise, the importance of mastery of English and tourism
knowledge for tourism graduates is:
40
a.
Tourism has developed into a global phenomenon with actors
involving hundreds of millions of people, both from the community,
government, and the tourism industry. In its development, tourism
has undergone various changes, both changes in the pattern, shape
and nature of activities, and the motivation of tourist travel.
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 mainstay sectors to obtain foreign exchange
from non-oil and gas income. In addition to foreign exchange
acquisition, tourism also plays a role in other strategic areas, such as
creating and expanding employment, encouraging environmental
conservation and cultural development of the nation and fostering a
sense of love for the homeland.
d.
A person who is on a tourism trip will carry out a series of activities
including the determination of tourist destinations, preparation of
departures, transportation, lodging, and tour guides. Thus, tourism
activities will involve various companies engaged in transportation,
41
accommodation, food companies, and service companies. Progress in
the field of business will support the development of tourism in
Indonesia.
e.
In the tourism sector, mastery of English plays an important role,
especially in driving activities. This is because the core of guidance is
the delivery of information supported by reciprocal communication
between guides and tourists. Therefore, the role of language in the
process of guidance is very large, especially English and supported
by other languages.
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.
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
42
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)
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
43
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'
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
44
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) . Qualitative research is a research approach that
represents the understanding of positivism, while qualitative research is an
approach that represents a familiar naturalistic research (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).
The descriptive qualitative method in this research was purpose to do a
research about the study in Vocational School (SMK) of English in used and
applied that being a need analysis and English for specific purpose in order to
reach the goals of the objectives and the significances of the study in this
research.
45
46
B. Research Setting
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.
C. 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.
D. 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.
47
E. 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
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
48
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,
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
49
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
in ESP (English) learning. In drawing verification and interpretation data,
data collected from interviews is also used for student description and
identification‟ lack.
F. 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 refers to resume the data, choosing the main things,
focusing on the important things and look for the theme of the research.
Next steps of these activities would be selecting, focusing, and making
simpler the resource data that has been collected and making of
abstracting and also transforming the data that will be collected. The
reduction steps in this research were: resume of the result the data
collecting from the instrument of the research, including the interview,
and also depth questionnaires.
50
2.
Display the data
Display the data is the collection of information which arranged and
gives possibility to get the conclusion and take the action. In making the
data could be displayed in the best understanding, this was displayed to:
Display the questionnaire and interview data that was done and was
arranged into written text and Display the data from the data has been
collecting.
3.
Drawing conclusion and verification
Verification means the processes which are able to answer the
research question and research objectives and also the goals and
significances of the research. On this research, with drawing the
conclusion would do by comparing between questionnaire data and
interview data. Thus, the researcher got conclusion about the application
of English and its needs analysis for tourism students. (Miles and
Huberman) 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
51
52
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
Listening
Speaking
Reading
Writing
Total
Frequency
1
17
4
0
22
53
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
Always
Often
Sometimes
Never
Total
Frequency
0
10
12
0
22
54
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
Listening
Speaking
Reading
Writing
Total
Frequency
4
11
3
4
22
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
55
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
Very interesting
Interesting
Not really interesting
Not interesting
Total
Frequency
0
5
10
7
22
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.
56
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
English textbook
Teacher
Internet
Environment
Total
Frequency
0
19
2
1
22
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
57
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
Very easy to master
Easy to master
Hard to master
Very hard to master
Total
Frequency
1
3
17
1
22
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
58
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
It is very effective
It is effective
It is not really effective
It is not effective
Total
Frequency
2
9
8
3
22
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
Really enjoyable
Enjoyable
Not really enjoyable
Not enjoyable
Total
Frequency
1
5
7
9
22
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
59
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
Always
Often
Sometimes
Never
Total
Frequency
2
4
13
4
22
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
Always
Often
Sometimes
Never
Total
Frequency
1
3
17
1
22
Related to the previous question, the table above tells that many of
the students (N = 17) sometimes responded to the teaching and learning
60
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
Total
Frequency
7
0
8
7
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
Extremely good
Good
Enough
Bad
Total
Frequency
6
8
8
0
22
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
61
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
Extremely agree
Agree
Do not really agree
Disagree
Total
Frequency
4
17
1
0
22
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
Total
Frequency
11
9
2
0
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
62
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.
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
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.”
Student N added:
63
“…karena kegiatan pariwisata tidak selamanya hanya di Indonesia
saja.”
“…because tourism activities are not forever only in Indonesia.”
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. 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.”
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. 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.”
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
64
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.”
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. 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.”
About the school’s plan to open ESP courses for each study program,
the students told their expectations through the interview. Some of them
stated that the plan must 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.”
65
Besides, some of them also hoped that the learning activities can be
more enjoyable and fun so they can learn English better. Overall, the
students expected that the learning process through ESP courses could
help them improve English skills more proficiently.
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),
66
developing students’ communicative competence through English learning is
really necessary (Hortas, 2008).
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 lingua franca 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
67
materials, unclear explanation, uninteresting method, and unenjoyable
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
68
support their work system in the field, especially in terms of the fluency,
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.
69
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
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
70
career in the field of tourism. Second, they need more enjoyable and exciting
learning activities from the implementation of various teaching methods and
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 they really
need English learning activities related to the field of tourism, especially the
practice of speaking skill which focuses on developing students’ fluency,
pronunciation, and tourism vocabularies. Besides, they also 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.
71
72
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, the results of this study can be evaluated and considered
as one of resources to develop appropriate instructional components such
as syllabus, methods, media, and so on.
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.
REFERENCES
Basturkmen, H. (2010). Developing courses in English for specific purposes. New
York: Springer.
https://doi.org/10.1057/9780230290518
Bracaj, M. M. (2014). Teaching english for specific purposes and teacher training.
European Scientific Journal, 10(2).
https://doi.org/10.19044/esj.2014.v10n2p%25p
Goodrich, J. N. (1997). Book reviews : The language of tourism: A sociolinguistic
perspective by Graham M. S. Dunn (Cab international, Wallingford, UK,
1996, 298 pages). Journal of Travel Research, 35(3), 89-90.
https://doi.org/10.1177/004728759703500315
Dayu, A. T., & Haura, R. (n.d.). Designing ESP Materials of English Tourism Subject
at English Education and Training Program of Uniska Banjarmasin. The 63rd
TEFL in International Conference 2016.
Evenddy, S. S., Prabowo, J., & Rima, R. (2020). Designing A Model of English for
Tourism Materials using Communicative Approach at English Departement of
Sultan Ageng Tirtayasa university. MAKNA: Jurnal Kajian Komunikasi.
Bahasa dan Budaya, 6(2).
https://doi.org/10.33558/makna.v7i2.2178
Gresswell, J. (2014). Research Design: Qualitative, Quantitative, and Mix Method
Approaches. SAGE.
Helmiati. (2013). Micro Teaching: Melatih Keterampilan Dasar Mengajar.
Yogyakarta: Aswaja Pressindo.
Hortas, J. D. (2008). English for Specific Purposes. Retrieved June 11, 2022, from
http://www.studyusa.com/articles/esp.asp
Hutchinson, T., & Waters, A. (1987). English
https://doi.org/10.1017/cbo9780511733031
for
specific
purposes.
Hutchinson, T., & Waters, A. (1992). English for Specific Purposes: A LearningCentred Approach. Cambridge: Cambridge University Press.
https://doi.org/10.1017/s0272263100007968
Jones, L. (2007). The student-centered classroom. Oxford : Oxford University Press.
74
75
Juliansyah. (2020). Need analysis on english teaching materials for students of hajj
and umrah management study programme at economic and islamic business
faculty of iain bengkulu. Thesis, State institute of islamic studies (IAIN)
bengkulu, English education study program, Bengkulu.
Lestari, I. (2019). Need analysis of english for specific purpose at vocational school.
Thesis, IAIN bengkulu, English education study program, Bengkulu.
Masruroh. (2001). Pentingnya penguasaan bahasa inggris dan pengetahuan
kepariwisataan bagi para guide pada divisi agrowisata PT Kusuma Satria
Dinasasri Wisata Jaya. Praktik Kerja Nyata, Universitas Jember, Program
DIploma 3 Bahasa Inggris.
Mulyadi, M. (2011). Penelitian kuantitatif dan kualitatif serta pemikiran dasar
menggabungkannya. Jurnal Studi Komunikasi Media, 15(01).
https://doi.org/10.17933/jskm.2011.150106
Nassaji, H. (2015). Qualitative and descriptive research data type versus data
analysisi. Languange Testing Research, 129-130.
https://doi.org/10.1177/1362168815572747
Nugroho, Y. A. (2020). KAJIAN TENTANG BELAJAR KEPEMIMPINAN DARI
PEMIMPIN TERBAIK. Eqien-Jurnal Ekonomi dan Bisnis, 7(2), 135-146.
https://doi.org/10.34308/eqien.v7i2.152
Oktarin, R. A., Syahrial, & Harahap, A. (2019). Need Analysis of ESP for Tourism
Study Program at SMKN 7 (Senior Vocational School) Bengkulu. Journal of
English Education and Teaching, 3(1).
https://doi.org/10.33369/jeet.3.1.14-28
Rahmadani, D. (n.d.). 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).
Richards, J. C., & Schmdit, R. (2010). Longman dictionary of language teaching and
applied linguistics (4th ed.). Harlow: Pearson Education Ltd.
https://doi.org/10.1108/09504121111114171
Rizal, S. (2017). Developing ESP reading comprehension instructional materials
through schema theory approach at PAI study program of tarbiyah faculty of
IAIN Bengkulu. UAD TEFL International Conferenc, I, pp. 491-501.
https://doi.org/10.12928/utic.v1.205.2017
76
Sitoyo, S. M., & M. A. (2015). Dasar Metodologi Penelitian. (Ayup, Ed.)
Yogyakarta: Literasi Media Publishing.
Soenarto, Amin, M. M., & Kumaidi. (2017). An evaluation of vocational high
schools in Indonesia: A comparasion between four-year programs. REiD
(Research and Evaluation in Education).
https://doi.org/10.21831/reid.v3i2.17077
Songhori, M. H. (2008). Introduction to needs analysis. English for specific purposes
world, 4(20), 1-25.
Spaulding, D. L., & K.H, V. (2006). Educational research. San Fransisco: Jossey
Bass.
Strevens, P. (1988). ESP after twenty years are appraisal in ESP State of the art.
SEAMEO Regional Language Center.
10.12691/education-3-9-4
Sugihartini, N., Sindu, G. P., Dewi, K. S., Zakariah, M., & Sudira, P. (2020).
Improving teaching ability with eight teaching skills. Proceedings of the 3rd
International Conference on Innovative Research Across Disciplines (ICIRAD
2019).
https://doi.org/10.2991/assehr.k.200115.050
Trisyanti, U. (2009). Developing materials for esp (English For Specific Purposes)
class. Jurnal Sosial Humaniora, 2(1).
https://doi.org/10.12962/j24433527.v2i1.666
Ulfa, K. (2014). Designing ESP Materials for Tourism Students of Akademi
Pariwisata Medan. Pelita Informatika Budi drama, 9(2).
Widodo, H. P. (2017). Constructing and Negotiating Agency and Identity of English
Language Learners: Teacher-Learner Driven ESP Materials Development in
the Indonesian Secondary School Context. Electronic Journal of Foreign
Language Teaching, 14(2), 233-249.
Otilia, S. M., & Brancusi, C. (2015). Needs analysis in English for specific purposes.
Annals of the Constantin Brâncuşi University of Târgu Jiu, Economy Series,
1(2), 54-55.
Zahedpisheh, N., B Abu bakar, Z., & Saffari, N. (2017). English for tourism and
hospitality purposes (ETP). English Language Teaching, 10(9), 86.
https://doi.org/10.5539/elt.v10n9p86
77
APPENDICES
77
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.”
78
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.
79
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...
80
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...
81
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...
82
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
83
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
84
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?
85
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
86
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
87
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
88
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
89
1) Kompetensi Keahlian
Hortikultura
: a) Agribisnis Tanaman Pangan dan
b) Agribisnis Tanaman Perkebunan
c) 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
PERE
MPU
AN
X ATP 1
25
5
30
X ATP 2
25
5
30
X ATPH
23
4
27
9
12
21
X AP 1
10
15
25
X AP 2
11
14
25
X UPW
10
21
31
24
7
31
PARIWISAT
A
X APHP
7
1
5
6
KETERANGAN
108
A
G
RI
BI
S
NI
S
4
TOTAL SISWA
XI ATP 1
189
KELAS X
LAKI – LAKI = 113
PEREMPUAN =76
200
KELAS XI
81
129
PARIWISATA = 217
3
AGRIBISNIS
1
2
LAKI
LAKI
KELAS
AGRIBISNIS DAN AGRITEKNOLOGI
= 393
ROMBE
L
JUMLAH
SELURUH
SISWA
LAKI LAKI =
352
PEREMPUA
N =258
90
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
ISATA
2
6
7
PARIW
ISATA
5
LAKI-LAKI
=
117
PEREMPUAN =
83
71
156
221
KELAS XII
LAKI-LAKI = 122
PEREMPUAN= 99
65
21 RUMBEL
SISWA = 610
91
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
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
1974-09-20
Islam
92
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
93
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
39
SITI ROKAYAH
-
L
-
-
-
GTT Prov Kalteng
Kebersihan
Islam
PTT Prov Kalteng
Islam
Dapodik
Islam
Kaprog. TPHP
Kepala Tata
Usaha
-
Islam
Kristen
Islam
Islam
94
Sekolah
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
95
APPENDIX 5: Surat Riset
96
APPENDIX 6: Surat Rekomendasi Riset 1
97
APPENDIX 7: Surat Izin Riset 1
98
APPENDIX 8: Surat Izin Riset 2
99
APPENDIX 9: Surat Rekomendasi Riset 2
100
APPENDIX 10: Surat Keterangan Riset
101
APPENDIX 11: Surat Keterangan Selesai Riset
102
APPENDIX 12: Documentation
103
104
CURRICULUM VITAE
I.
II.
Personal Details
Name
: Radiathul Amelia Silviana
Date of Birth
: Sampit, mei 29th, 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
105
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