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)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata One) in English Education

By:

Dini Rahmadani

11150140000031

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH ISLAMIC STATE UNIVERSITY

JAKARTA

2019

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ABSTRACT

Rahmadani, Dini. (2019). 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) Jakarta, UIN

Syarif Hidayatullah

This research analyzed the tourism students‟ need in English speaking

materials in SMK Wisata Harapan Massa Depok. There were two questions were

intended in this research; (1) What are the target needs of the twelfth grade students

of tourism program in SMK Harapan Massa?, and (2) What are the learning needs of

the twelfth grade students of tourism program in SMK Harapan Massa? The research

used case study with classroom observation sheet, interview, and questionnaire as the

tools in collecting data. To analyze the data, the writer used three kinds of activities:

observing the English teaching and learning process in classroom, giving

questionnaire to the 12th

grade tourism students, and interviewing the English teacher

and ten students of 12th

grade tourism program. In the data procedures, the writer

used statistical analysis for quantitative data which is questionnaire, and for

qualitative data, the writer used Miles and Hubberman model. The result of this

research, 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.

Keywords: Tourism program students, Students‟ Need, Need Analysis, English

Speaking Materials

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ABSTRAK

Rahmadani, Dini. (2019). Analisis Kebutuhan Materi Ajar Berbicara Bahasa Inggris

untuk Kelas Dua Belas SMK Wisata Harapan Massa Depok (Penelitian

Studi Kasus pada Tahun Akademik 2019/2020) Jakarta, UIN Syarif

Hidayatullah

Penelitian ini menganalisis kebutuhan siswa pariwisata dalam materi ajar

berbicara bahasa Inggris di SMK Wisata Harapan Massa Depok. Pertanyaan pada

penelitian ini adalah; (1) Apa target kebutuhan siswa kelas dua belas program

pariwisata di SMK Harapan Massa? dan (2) Apa kebutuhan belajar siswa kelas dua

belas program pariwisata di SMK Harapan Massa? Penelitian ini menggunakan studi

kasus dengan desain peneliatan adalah lembar observasi kelas, wawancara, dan

kuesioner sebagai alat untuk mengumpulkan data. Untuk menganalisis data, penulis

menggunakan tiga macam aktifitas: mengobservasi proses belajar dan mengajar

bahasa Inggris di kelas, memberikan kuesioner kepada siswa kelas dua belas jurusan

pariwisata, dan mewawancarai guru bahasa Inggris serta sepuluh siswa dari kelas dua

belas jurusan pariwisata. Dalam prosedur data, penulis menggunakan analisis statistik

untuk data kuantitatif yaitu kuesioner, dan untuk data kualitatif, penulis menggunakan

model dari Miles dan Hubberman. Hasil dari penelitian ini menunjukkan bahwa

sekolah dan guru Bahasa Inggris masih membutuhkan banyak perhatian terhadap

kebutuhan siswa jurusan pariwisata. Bahan berbicara masih belum mencukupi untuk

memenuhi kebutuhan siswa jurusan pariwisata. Selain itu, berdasarkan hasil

observasi kelas dan wawancara, dalam proses pengajaran, guru perlu menemukan

teknik dan sumber lain untuk mengajar berbicara Bahasa Inggris bagi siswa

pariwisata. Oleh karena itu, sekolah dan guru Bahasa Inggris harus menyediakan

materi Berbicara, seperti teknik dan sumber daya yang sesuai untuk siswa yang

merupakan siswa pariwisata.

Kata Kunci: Siswa Jurusan Pariwisata, Kebutuhan Siswa, Analisis Kebutuhan,

Bahan Berbicara Bahasa Inggris

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praises be to Allah, the Lord of the Universe, who has given the blessing,

inspiration, knowledge, guidance, ability and who has led the writer to finish this

research entitled − 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). May sholawat and salam be with our

Prophet Muhammad SWT who has guided us from the darkness and lightness in the

world as well as in the next world.

First of all, the writer would like to express her deepest honour and gratitude to

her beloved parents, Tri Widodo and Anita, and her brother, Doni, who always pray

and support her in finishing this research.

Then, the writer would like to express her gratitude to her advisors, Mrs. Dr.

Fahriany, M.Pd. and Mrs. Desi Nahartini, M.Ed. for valuable guidance, advices,

suggestions, and support in completing this research paper.

Furthermore, she would like to express her deep appreciation to:

1. Dr. Sururin, M.Ag. as the Dean of the Faculty of Educational Sciences;

2. Didin Nuruddin Hidayat, Ph.D., as the Head of the Department of English

Education;

3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English

Education;

4. Dr. Alek, M.Pd. as the academic advisor of Class A in academic year

2015/2016;

5. All lectures and staffs in the Department of English Education who has

provided me with skills and knowledge;

6. Hartati, S.Si. Apt. as the Head of SMK Wisata Harapan Massa Depok;

7. Dian, S.Pd. as the English Teacher of SMK Wisata Harapan Massa Depok;

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8. The students of class X11-1 of SMK Wisata Harapan Massa Depok;

9. Dearest friends, PBI A 2015 who have given me wonderful memories in my

life.

10. My best friends; Putri Fitriyani, Feby Nabila C.P., Niyata Fisolihati, Winda

Widya L., Dhita Haryani, Ulfiyah Hasan, Arista Zumarvi, and Sabrina Nur

Khaliza who always give me support and always beside me;

11. Everyone who has helped and supported the writers and whom cannot be

mentioned one by one.

Finally, the writer realizes that this research is still has weakness, mistakes, and

far from perfectness. Therefore, the writer happily accepts constructive criticism in

order to make it better. The writer hopes that this research would be beneficial to

everyone.

Jakarta, November 4th

2019

Dini Rahmadani

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TABLE OF CONTENT

APPROVAL............................................................................................................ i

ENDORSEMENT SHEET ................................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI .................................................... iii

ABSTRACT .......................................................................................................... iv

ABSTRAK .............................................................................................................. v

ACKNOWLEDGEMENT ................................................................................... vi

TABLE OF CONTENT ..................................................................................... viii

LIST OF FIGURE................................................................................................ xi

LIST OF TABLE................................................................................................. xii

LIST OF APPENDICES.................................................................................... xiii

CHAPTER I: INTRODUCTION

A. Research Background................................................................................... 1

B. Identification of the Problem ....................................................................... 4

C. Limitation of the Problem ............................................................................ 4

D. Research Questions ...................................................................................... 5

E. Objective of the Research ............................................................................ 5

F. Significance of the Research ........................................................................ 5

G. Previous Related Studies .............................................................................. 6

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Speaking

a. Definitions of Speaking.................................................................. 10

b. The Importance of Speaking .......................................................... 10

c. Types of Speaking .......................................................................... 11

d. Problems of Speaking .................................................................... 12

e. Teaching Speaking ......................................................................... 13

f. Role of Students ............................................................................. 14

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g. Role of Teachers ............................................................................ 15

2. English for Specific Purposes (ESP)

a. Definition of ESP ........................................................................... 16

3. Speaking Materials

a. Teaching Learning Materials (TLMs) ............................................ 18

b. Speaking English Materials............................................................ 19

4. Need Analysis

a. The Nature of Need Analysis ......................................................... 21

1. Target Needs ............................................................................ 22

2. Learning Needs ........................................................................ 24

b. The Purposes of Need Analysis ..................................................... 26

c. Approaches Need Analysis ............................................................ 27

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method ........................................................................................ 30

B. Research Design ......................................................................................... 31

C. Research Setting ......................................................................................... 33

D. Research Participant ................................................................................... 33

E. Research Instruments ................................................................................. 33

1. Questionnaire List ................................................................................ 34

2. Interview Guidance .............................................................................. 34

3. Classroom Observation ........................................................................ 36

F. Data Collection Technique ......................................................................... 36

1. Questionnaire ....................................................................................... 37

2. Interview .............................................................................................. 38

3. Classroom Observation ........................................................................ 39

G. Data Analysis Procedures

1. Quantitative Data (Questionnaire) ....................................................... 39

2. Qualitative Data ................................................................................... 40

H. Establishing Trustworthiness

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1. Triangulation: Credibility..................................................................... 42

CHAPTER IV: FINDING AND DISCUSSION

A. Research Finding

1. Profile of SMK Wisata Harapan Massa .............................................. 43

2. Research Question: What are the target needs of the twelfth

grade students of tourism program in SMK Harapan Massa? .... 45

3. Research Question: What are the learning needs of the twelfth

grade students of tourism program in SMK Harapan Massa? .... 56

B. Research Discussion

1. Target Needs ........................................................................................ 58

2. Learning Needs .................................................................................... 61

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion.................................................................................................. 64

B. Suggestion .................................................................................................. 65

C. Recommendation........................................................................................ 65

REFERENCES ..................................................................................................... 67

APPENDICES

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LIST OF FIGURES

Figure 2.1 The process of need analysis ................................................................ 22

Figure 3.1 Steps of conducting Need Analysis ...................................................... 31

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LIST OF TABLE

Table 4.1 The Questionnaires Result of Their

Goal in Learning Speaking .......................................................... 46

Table 4.2 The Questionnaires Result of How They

Improve Their Speaking Skill ..................................................... 47

Table 4.3 The Questionnaires Result of Their

Needs in Speaking Materials ....................................................... 48

Table 4.4 The Students‟ Questionnaires Result for Speaking

Main Sources ............................................................................... 48

Table 4.5 The Questionnaires Result of What Make the Students

Feel in Learning Speaking ........................................................... 51

Table 4.6 The Questionnaires Result of The Reason Why Speaking

is Difficult for Tourism Students ................................................. 51

Table 4.7 The Questionnaires Result Type of Speaking .............................. 52

Table 4.8 The Questionnaires Result of Students‟ Wants ........................... 54

Table 4.9 The Questionnaires Result of the Technique in

Mastering Speaking ..................................................................... 55

Table 4.10 The Questionnaires Result of Speaking Activity ....................... 56

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LIST OF APPENDIXES

Appendix 1 Students‟ Name .................................................................................. 70

Appendix 2 Questionnaire Guidance ..................................................................... 71

Appendix 3 Students‟ Question Guidance ............................................................. 75

Appendix 4 Teacher‟s Question Guidance ............................................................ 76

Appendix 5 Classroom Observation Sheet ............................................................ 78

Appendix 6 Result of Questionnaire ...................................................................... 83

Appendix 7 Sample of Questionnaire‟ Result ........................................................ 84

Appendix 8 Teacher‟s Interview Transcript .......................................................... 96

Appendix 9 Students‟ Interview Transcript ........................................................... 99

Appendix 10 Result of Classroom Observation ................................................... 113

Appendix 11 References Examination Paper ....................................................... 116

1

CHAPTER I

INTRODUCTION

This chapter covers the research background, identification of the problem,

limitation of the problem, research questions, objectives of the research, significance

of the research, and previous related studies.

A. Research Background

Nowadays, in terms of applying for a job in a foreign or local company, it

will need the ability to speak English. Many people take English lessons only to

qualify for interview sessions when applying for jobs. In Indonesia, many

students who want after graduating from school immediately apply for jobs.

These students usually enter vocational high school. Students from vocational

high school are prepared to face the work-field after graduating from school.

Vocational high school is secondary school which has become the government's

priority to develop human capabilities.1

Tourism program is one of the departments in the vocational high school.

English language is needed for students from tourism programs. Those who are

proficient in English can compete more than ordinary students. They must be

able to communicate in English both oral and written. The students must be able

to speak English fluently. Graduate students from tourism programs can work in

hotels that need English language skill, for example working in the reception area

or become a tour guide. All of them need English skills.

In Curriculum 2013 described that English is included in compulsory subject

for group A with the other subjects. English materials for high school and

vocational high school students should be different because the goals that the

students will achieve based on English for Specific Purposes. Guidelines for

teachers have also been written on competency standards and basic competencies

1 Government Regulation of Indonesia, No. 66 Year 2010, about The Government Regulation

of Indonesia No. 17 Year 2010 about Management of Education, Article 1

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from the government. Each school has different standards of competence and

competency to meet the needs of student tourism programs that requires them to

be fluent in English. Therefore, each teacher has different design competency

standards too, so the teacher must be more careful in the syllabus, lesson plan,

also teaching material.

There are some problems why the students find the English is difficult to

learn. First, the students‟ learning motivation is still low. According to Devy

Angga Gunantar, nowadays, people starting to aware about the important of

English not because the knowledge, science, or technology, but they know that

English can also be for their career progress.2 Speaking ability has become one of

the requirements when someone wants to apply for job in foreign company. It is

more important for tourism program students, because they prefer soft skills,

because tourism program students after graduating from school can apply the

skills that they have learned at school and it is differently from high schools‟

students.

Another problem is their ability to speak English is still lacking. They do not

have the right place to study English. Even when they are in English they use

Indonesian to talk to friends or teachers. The students are also still ashamed to

speak English for fear of being laughed at and embarrassed. According to Taiqin

in Hendra Heriansyah, the reason why the students afraid to speak English is

because they afraid of making mistakes, they do not know what to say, also they

not interested with the topic that given by the teacher.3

The teacher must be able to adjust the needs of students in learning English.

What students need is included in learning materials. Learning will be effective if

the teacher can adjust to the wishes of students. Need analysis is needed to

provide the appropriate needs for students. Need analysis holds the very

2 Devy Angga Gunantar, The Impact of English as An International Language on English

Language Teaching in Indonesia, Journal of Language and Literature, X/2, April 2016, p. 143 3 Hendra Heriansyah, Speaking Problems Faced By The English Department Student of Syiah

Kuala University, Lingua Didaktika, Vol, 6, No. 1, Desember 2012, p. 38

3

important data for educators to make the right decisions.4 Need analysis is related

for learning and teaching on the English for Specific Purposes which are the

students need to know why English is very important for vocational high school

students.

Need analysis is an essential part of curriculum development in educational

program. It is come up with lesson planning, syllabus design, materials

evaluation and development, instructional design, and assignment development.

It can be said that, need analysis is something that is basic in English as Specific

Purposes (ESP).5 Need analysis is needed to gather information about what is

really needed for students in learning a language.6 One of the parts in need

analysis is the materials used by the teacher to teach students, and must be in

accordance with what students need.

English speaking materials that used for students of tourism programs is very

important because the skills provided are not the same as other skills. Students

are required to be able to speak English in accordance with their major, namely

the tourism program. Therefore, analysis of students in English speaking

materials is needed.

This research focuses to analyse the students‟ needs in learning speaking

material. The content of speaking material is that the vocational students of

tourism program are the same with other programs. The goals of teaching

English in vocational high school especially tourism program are to provide a

place for students to be able to communicate and provide support to achieve the

language skills they want. Therefore, the school must be selective in choosing

learning materials for students. To meet the needs of English language

4 Dwi Poedjiastutie, English Learning Needs of ESP Learners: Exploring Stakeholder

Perceptions at An Indonesian University, TEFLIN Journal, Vol. 28, No. 1, January 2017, p. 2 5 Handoyo Puji Widodo, Approaches to Needs Analysis in ESP Curriculum Development,

The European Journal of Applied Linguistics and TEFL, Vol. 6, No. 1, 2017, p. 127 6 Jack C. Richards, Curriculum Development in Language Teaching, New York: Cambridge

University Press, 2017), p. 51

4

competence, the school has provided professional teachers and learning

environments. But there are still problems in the learning material and teaching

media.

By conducting this research, the writer tries to find out the needs of the

twelfth grade of tourism program students of SMK Wisata Harapan Massa

Depok in English speaking material. Furthermore, English speaking material was

developed so that it can help teachers and students in learning activities, so

students can improve their English speaking skills.

B. Identification of the Problem

Based on the background of the problem described above, it can be

identified several issues that the writer found; First, the lack of students‟

speaking in English. They still do not know how to speak English in the right

way, because they still embarrassed for being laughed by others. Speaking

English for vocational students is very important for their future in the field of

work. All they know is that they have to learn English for the purposes of the

national exam.

Second, how they learn English. Vocational teachers still use traditional

methods that make students increasingly lazy to learn English. The teacher still

teaches by explaining and listening to students, there is no active interaction

between the students and the teacher.

C. Limitation of the Problem

Based on some limitation, the writer limits the problem into analysis an

English speaking material and task which is relevant to the curriculum and the

learners‟ capacity. It is conducted to find out what the learners need on the

speaking skills which are relevant for their needs in their future.

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D. Research Questions

Based on the focus of the study, the problems of this study can be formulated

as follows:

1. What are the target needs of the twelfth grade students of tourism program in

SMK Harapan Massa?

2. What are the learning needs of the twelfth grade students of tourism program

in SMK Harapan Massa?

E. Objective of the Research

This research describes the need in English speaking material of the twelfth

grade students of tourism program of SMK Wisata Harapan Massa Depok in

academic year of 2019/2020.

F. Significance of the Research

This research is expected to give valuable contribution to the following parties:

1. For the students of Tourism Program, the result of this research can be useful

to improve their speaking skill in order to prepare them to face the work

field.

2. For the English teachers of Tourism Program, the developed materials from

this research can be a guidance to improve the students„ speaking skill. The

result of this research can also be useful to give an idea to develop other

learning materials.

3. For other researchers, the result of the research can be a reference on how to

develop the English teaching and learning material, especially speaking.

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G. Previous Related Studies

There are two researchers that are relevant to this research, such as:

1. English for Agriculture Vocational School Students: A Need Analysis at

SMK Negeri 2 South Bengkulu by Desi Veranita, Syahrial, and Irwan Koto.7

Their research was aimed to identify the need of the students of agriculture

study program on English materials. They used mix method (combine both

qualitative and quantitative method). There were 15 respondents; 2 English

teachers, 6 teachers of productive program, 1 the assistant of curriculum, and

6 the alumni of SMK Negeri 2 South Bengkulu. The researchers used

interview and questionnaire techniques to collect the data of the research.

The questions included of four English language skills and each skill divided

into several topics or statements. Because they used mix method, they have

to combine the two databases. The first approach is called a side-by-side

comparison. These comparisons can be seen in the discussion sections of

mixed methods studies. They might start to start with qualitative findings

and then compare them to the quantitative results.

The result of their research is showed from the most needed English

skills for the students of agriculture, 80% respondents measured that reading

skills is the most useful skills should be mastered for students of agriculture

study program. From speaking sub-skills for students of agriculture study

program showed that the most important speaking sub skills in English class;

speaking with fluency, taught the accuracy with words and pronunciation,

use the true vocabulary, use correct ways or manners of speaking. The most

useful reading topics related to agriculture terms, there were reading part of

plants, reading technique of irrigation, reading the instruction of using

fertilizer, reading text of marketing products, reading the instruction of using

7 Desi Veranita, Syahrial, and Irwan Koto, English for Agriculture Vocational School

Students: A Need Analysis at SMK Negeri 2 South Bengkulu, Journal of Applied Linguistics and

Literature, Vol. 2 No. 2, June 2017.

7

tractors or hard equipment farming, reading the instruction of using

laboratory instrument, reading job advertisement, reading text related to

agriculture terms, reading report of productive practice, reading part of

farming instrument, and reading scholarship advertisement. The most useful

speaking topics and activities should be presented in speaking class, those

were: do direct conversation related to agriculture terms, describe of using

hard equipment farming orally, describe of maintenance the plants orally and

presenting the field practice.

The similarities between this research and this thesis are the object of

the research, which is focus on the need analysis of students‟ English in

vocational students. While the difference between this research and this

thesis is the subject of this research is for agriculture program students, while

this subject of this thesis is tourism program students.

2. The Portrait of Students’ Need for English Speaking Materials in Nursing

Vocational School at SMK Negeri 1 Bulango by Nursiti Aisyah Paputungan,

Moon H. Otoluwa, and Karmila Machmud.8 The aim of this research is to

analyze students‟ need for developing English speaking materials. This study

uses quantitative and qualitative descriptive methods. The data collected

through observation, interview, and questionnaire. In observation, the

indicators are the tenth-grade students and the English teacher. In interview,

the researcher interviews the English teacher about the materials of English

for tenth-grade students and what are the students‟ difficulties in speaking

activities. In questionnaire, the students asked to answer several questions

related to their problems and needs in speaking English materials by

choosing one or more options from the several options. Responded

background refers to see the student's condition and experience in learning

8 Nursiti Aisyah Paputungan, Moon H. Otoluwa, and Karmila Machmud, The Portrait of

Students‟ Need for English Speaking Materials in Nursing Vocational School, The 65th TEFLIN

International Conference, Universitas Negeri Makassar, 12-14 July 2018

8

English. The result of the responded background shows that they have a lack

experience in English such as; all of them never learn English in English

course. In fact, in the options of the student's proficiency level of English

(very good, good, average, and bad), almost all of the students confess that

their proficiency level of English is average, while others choose badly. By

looking at that situation, the researcher considers it is very important to

enhance and give them motivation in learning English especially in speaking

English.

The students responded in the category of goal there are 80 % students

agree in the item to have a good grade in learning English and can pass the

examination. Moreover, there are 50 % who choose the item of to be able to

speak English in daily activities. In the part of learning needs, there are some

parts of task components, there are setting, input, procedures, learner‟s role,

and teacher‟s role. In finding above, there are students agreed 73,33% learn

in pairs. Finally, the researcher will arrange the students setting in the

classroom based on their need. Learning in pairs and in a large group can

help students that have a lack motivation in learning English especially in

speaking. Moreover, in task component of input, the result shows that 63,33%

agreed in choose the texts to have the length around 50-100. Then, next

alternative 43,33% of the students strongly agreed in choose the speaking

input of the text length around 100-150 words. Furthermore, in the task

component of learning needs, there are also learners' role and teacher's role.

Learners‟ role refers to find the information about the role of the student.

The result shows that 66,67% students strongly agreed to want to listen to

the teacher's explanation well.

The similarities between this research and this thesis are the main

focus of this research which is students‟ need of speaking English materials

and the technique collecting data that uses observation and interview. The

result in speaking task activities in this research is about a half of the total

9

participants, meanwhile for this thesis is more than 50 % which was 62,5 %.

Meanwhile, the difference between this research and this thesis is this

research used mix method which are qualitative and quantitative method,

while this thesis uses qualitative method.

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CHAPTER II

THEORITICAL FRAMEWORK

This chapter covers the nature of speaking, English for Specific Purposes (ESP),

materials, English speaking materials, and need analysis.

1. The Nature of Speaking

a. Definitions of Speaking

Speaking is a form of communication with others to convey messages or

information. Many experts expressed their opinions about what was meant

and their perspective on speaking skill. According to Gert and Hans stated in

Efrizal1, speaking is speech or utterance which aims to acknowledge the

existence of the speaker and receive a statement to know the intent and

intention. Meanwhile, Khorashadyzadeh specified that speaking is not only

to understand the structure of the words, grammar, but also how they

comprehend when they speak why they speak, and how the speak.2

b. The Importance of Speaking

Speaking is one of the most difficult skills in learning English. The

learners should have a better speaking ability to speak with other people, and

also need to master the components that include in speaking. The reason why

speaking is important is because the students can express their feeling or

emotions through talking with their friends, and also share ideas, discuss

with their friends. Today, English speakers have become more important

because English speakers have more opportunities to get jobs from variety

organization. According to Baker and Westrup, they stated that a person who

1 Dedi Efrizal. Improving students‟ speaking through communicative language teaching

method at Mts Ja-alhaq, Sentot Ali Basa islamic boarding school of Bengkulu, Indonesia. International

Journal of Humanities and Social Science, 2(20), 2012, pp. 127-134. 2 Khorashadyzadeh.. Why to use short stories in speaking classes? International Journal of

Foreign Language Teaching in the Islamic World, Vol. 2 No. 1, 2014, pp. 9-15.

11

can speak English well, they are easier for getting better education, finding

occupation, and also getting promotion from their jobs.3

c. Types of Speaking

Speaking is not just knowing how to talk but there are types that we must

know. According to Brown and Abeywickrama, there are five types of

spoken language that explained in the following below:4

1. Imitative

This type requires the speaker to copy words, phrases, and

sentences. Grammar is one of the things seen during assessment, but the

most important thing is pronunciation. Communicative competence in

the language carried out by this type is unnecessary. They need to

acquire information by talking orally. What they speak and hear is what

information they get.

2. Intensive

Unlike imitative, which prioritizes pronunciation, intensive

prioritizes understanding the meaning of the reading they read.

Examples of activities are reading sentences or dialogs loudly.

3. Responsive

In this type, the conversation becomes the most important part

because the speaker must respond directly to what is being discussed.

The conversation should be done appropriately. Like in the short

conversation or making simple comment are kind of activity that can be

done in responsive.

3 Lai-Mei Leong and Seyedeh Masoumeh Ahmadi. An Analysis of Factors Influencing

Learners‟ English Speaking. International Journal of Research in English Education, 2017, p. 35 4 Yenny Rahmawati and Ertin. Developing Assessment for Speaking, IJEE, Vol. 1, No. 2,

2014, p. 201

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4. Interactive

Responsive and interactive are very different types. Responsive is a

type where someone directly responds to what the speaker is talking

about and only needs to use a short conversation, while interactive is the

type that requires more complex sentences and usually requires more

than 2 people.

5. Extensive

Extensive speaking can also be called the hardest type compared to

the previous type, because extensive speaking requires the speaker to

speak directly and respond to what is being discussed using words that

they already know and talking fluently. Usually this kind of type is

being use to make discussion or answering questions.

d. Problems in Speaking

According to Zhang cited in Samira Al Hosni, speaking is the most

difficulties skill to master for the majority of English learners and they still

incapable to speak English orally. There are so many factors that make

English learners still find that mastering English speaking is very difficult.

1. Inhibition. Most English learners are still afraid and ashamed to speak

English because they are afraid of being criticized by others.

2. Nothing to say. English learners do not know what to say if they talking

in English because they are still lack of vocabularies.

3. Low and uneven participation. Although there are many English

learners who cannot speak English, there is one student who is

dominated from others that make the others do not have so much to

speak.

13

4. Mother-tongue use. English learners tend to speak more in their mother-

tongues language because in their environment they can be more freely

speaks with their own language than speak in English.

Moreover, there still so many factors that make English learners still

find difficulties to speak English. According to Rababa‟h, he stated that the

factors that make English learners difficult to speak English, he said some of

the factors is the learners themselves, also the teaching strategies, the

curriculum, and their environment. English learners still think that they don't

really need to be able to speak English. They do not know how to learn to

speak English correctly. Littlewood stated, “motivation is the crucial force

which determines whether a learner embarks in a task at all, how much

energy he devotes to it, and how long he preservers.”5

e. Teaching Speaking

Kurikulum Tingkat Satuan Pendidikan (KTSP) claimed that teaching

speaking skill nowadays is communicative efficiency. In teaching speaking,

teachers need to help the students to give knowledge about real-life

communication. Teaching strategy in teaching English should focused on

students‟ participation and make the students active in teaching and learning

activity, also make the students motivated by learning speaking skill. The

teacher has to find solution how to make students feel comfortable in

learning speaking in the classroom. A good teacher is not only teaching how

to speak and get response from the students, but he or she needs to know

how organize the classroom. One of the goals of teaching speaking is how

the students develop the language itself. Also, the goal of the students in

teaching speaking is they can speak fluently. Fluency is how the speaker can

speak naturally and can engage the meaning when they communicate with

5 Samira Al Hosni. Speaking Difficulties Encountered by Young Learners. International

Journal on Studies in English language and Literature (IJSELL), Vol. 2, Issue 6, June 2014, p. 24

14

others. Ur declared that make the students write and listen are easier than

make them speak when teaching and learning activity, the students do not

have enough time to speak because of the allocation time that they give.

Their time is up to listen to the teacher to speak and make them lack the

opportunity to speak English.6

f. Role of Students

The reason why the students shy and still cannot speak to express their

feelings to other people because they do not know what is the role of student

itself in how to speak English. Harmer explained that there are four kinds of

how to be able to speak English properly.

a. Preparation

Wilson described that the students need to make preparation to

speak what they want to say. It is better to give them more time to think

before they talk to other people. Although not many students want to

speak spontaneously but some of others is not, so teacher needs to give

some space for them to think before they speak.

b. The value of repetition

When the students do repetition with speaking tasks that they

already done before, it might be make them feel more confidence

because they already done before. Repetition also can engage their

vocabularies so that they can improve their English speaking skill and

knowledge of the vocabularies.

c. Mandatory participation

This method makes students think more because they will be given

activities that they have not given before and at the end they guess what

they have learned. The teacher make them into some groups and the

6

Selcuk Koran. The Role of Teachers in Developing Learners' Speaking Skill. 6th

International Visible Conference on Educational Studies and Applied Linguistics. 2015, pp. 404-405

15

teacher make „speaking grid‟ that use for teacher to write who is being

ask by the teacher.

g. Role of Teachers

According to Harmer, teacher is like a gardener, because they plant the

seeds and watch them grow. The students are the seeds and the teacher

watering the seeds until they grow and become the flowers. Seeds if watered

every day will grow into beautiful flowers and also make the surrounding

environment become fresh. Likewise for the students, the teacher gives his

knowledge to the students, and students receive the knowledge and utilize

the knowledge that has been given.7 In teaching the English learners, the

teacher was asked to keep the spirit to teach their students and accompany

their students in class. The energy that teachers spend also must make

students always motivate in following the teaching and learning process.

There are three particular ways of how the teacher helps his students to

speak English.

a. Prompter

If students feel difficulties in speaking learning, the teacher should

allow them to overcome their own difficulties. But the teacher can help

students by giving them some suggestions that they have to choose.

When teachers let them go and let them overcome their own difficulties,

it can make students think more and not feel frustrated because they can

solve their problems.

b. Participant

Teachers can participate in speaking learning, they can help

students become part of "role-play" or discussions that conducted by

students, because with teacher experience, it can make the atmosphere

7 Jeremy Harmer, The Practice of English Language Teaching; Fourth Edition. (London:

Pearson Longman, 2009), p. 107

16

in the classroom more conducive. But the teacher must be able to see the

situation where he must take part and not, because the students cannot

focus directly on what they did because their teacher entered the

situation wrongly.

c. Feedback Provider

Giving feedback to students depends on how the situation is being

done by students. If a student is having a discussion and he is making a

mistake in speaking, either his pronunciation, his grammar, the teacher

should not immediately correct the student's mistakes because it can

interfere with his concentration. But when they have finished an activity,

the teacher can correct what is wrong with the activities they have done.

All depends on what situation is being carried out.

2. English for Specific Purposes (ESP)

a. Definition of ESP

English for Specific Purposes is where someone learns English as their

second language with a specific purpose. The focus on ESP is on language

and skills for learners. The main key to ESP for learners is to identify what

the learners‟ need, what learners can do and help learners to achieve their

goals.8 ESP in need analysis is very necessary for student needs and syllabus

used in accordance with the provisions. An ESP can be a program for tourism

students in learning to speak English because for example it will become a

tour guide.9

Meanwhile, Titik Agustina stated that many people interpret ESP as

teaching English for a particular purpose, but its broad meaning is the

depiction of learning English as an academic meaning carried out in the

8 B. Paltridge and S. Starfield, The Handbook of English for Specific Purposes. (Malden: John

Wiley & Sons, Inc., 2013), p. 2 9 Momtazur Rahman, English for Specific Purposes (ESP): A Holistic Review, Universal

Journal of Educational Research, Vol. 3, No. 1, 2015, p. 24

17

department of majors, or someone who wants to learn English for certain

goals to achieve.10

Hutchinson and Waters in Momtazur Rahman stated that

ESP is an approach to learning and build from student needs.11

Furthermore, there are four types of ESP consist of teaching language

learning, there are;

1) made for student needs,

2) connected with the particular subject matter, such as activities,

occupation, etc.,

3) focus on the language skill, and

4) it is different from General English (GE).

The role of an ESP practitioner as a teacher is to ESP learner beyond

himself when teaching as usual. Usually, an ESP practitioner will feel the

burden is higher because the learning area is already known with ESP

learner. He will be increasingly challenged because the students usually

know the learning area compared to him. In doing so, an ESP practitioner

has at least five key roles that must in an ESP practitioner, as follows:12

1) teacher;

2) course designer and material provider;

3) collaborator;

4) researcher;

5) evaluator.

In essence, ESP is created specifically for someone who wants to learn

English for certain purposes, and is very suitable for students of tourism

program who learn to speak English for needs after graduating from school

and applying for jobs in hotels or as tour guides.

10

Titik Agustina, English for Specific Purposes (ESP): An Approach of English Teaching for

Non-English Department Students, Beta, Vol. 7, No. 1. Mei 2014, pp. 38-39 11 Momtazur Rahman. op. cit., p. 25 12

Choudhary Zahid Javid, English for Specific Purposes: Role of Learners, Teachers and

Teaching Methodologies.,European Scientific Journal, Vol. 11, No. 20, July 2015, pp. 22-23

18

3. Speaking Materials

a. Teaching Learning Materials (TLMs)

As a teacher, teachers are required to be able to provide learning in

accordance with student needs. One of them is when the teacher provides

materials for learning. The teacher must pay attention to what materials are

suitable to be taught to students and according to what students need.

Teaching Learning Materials (TLMs) can be explained, is a tool for a teacher

in helping him teach to conform to the provisions and concepts in the

curriculum. According to Ahmadi, one of the important thing in class is

methods that used by the teacher to facilitate in the language learning

activity.13

In addition, Richards state in Andi Tenri Ampa, M. Basri D., and

Andi Arie A., there are some roles as resources in language teaching in the

learning process, such as, for presentation materials either spoken or written,

for learners‟ practice and communicative interaction, as a reference for

learners on English skills and sub-skills, and for stimulation and ideas for

classroom activities.14

Materials are teaching materials that have several types, some printed

and some non-printed. For printed materials, textbooks, workbooks, books,

worksheets, etc, and non-printed materials are tapes, CDs, videos, etc.

Nowadays, many teachers use materials that come from the internet, for

example youtube or google. The teacher also realizes that students nowadays,

know more about technology and can arouse more enthusiasm for learning.

Tomlinson and Genç Iter in Ahmadi state that the use of computer-based

13 Ahmadi, The Use Of Technology in English Language Learning: A Literature Review,

International Journal of Research in English Education, Vol. 3, No. 2, June 2018, p. 116 14 Andi Tenri Tampa, Muhammad Basri D., and Andi Arie Andriani, The Development of

Contextual Learning Materials for the English Speaking Skills, International Journal of Education and

Research, Vol. 1, No. 9, September 2013, p. 1

19

activity can provide good information and materials for students, and

students can be more motivated to learn.15

Principles in materials are needed to assist teachers in developing

materials to be taught in class. According to Nunan in Tomlinson16

state that

there are six materials principles that should be known by the teacher to

develop the materials, those are: Materials must be based on the curriculum

that has been provided, materials must be valid in both text and assignments,

materials must encourage students to communicate, materials must give

students a focus in language learning, materials must be encourage students

to develop their language skills, and materials must be encourage the

students to develop their learning skills outside the classroom.

b. Speaking English Materials

In regard to speaking English materials, it can be defined as things or

objects that can facilitate students for learning speaking in class. The form

can be a variety of materials, such as methods, strategies, textbooks, etc.

Materials are needed to enable students to speak English effectively.

Effective material allows students actively:17

(1) share and process information, sharing information means exchange

information that is not yet known by students and getting it from

partners or groups, meanwhile, process information means exchange

information with what students already know and add to it from

experiences they have experienced, (2) control meanings, communication skills are the best skills to develop

because students do not have to wait for teaching from the teacher but

15 Ahmadi, loc.cit. 16 Brian Tomlinson, Developing Materials for Language Teaching: Second Edition, (New

York: Bloomsbury Publishing Plc, 2013), p. 98 17 Ibid., p. 417

20

can learn it themselves. Because of this, materials should enable 'self-

directed learning' and respect students' decisions, (3) choose how to participate, students must adapt to the subject they are

learning, in other words, students must be allowed to choose, assess,

and decide what they want and do not want, (4) utilize affectivity, good materials are materials that can inspire

students and students can develop them. The effectiveness in materials

can be built by giving tasks that contain problems that make students

able to exchange ideas, and give their opinions, (5) utilize individual knowledge, if students are given a new topic to

write, students can find sources from reading from books or do

research, and can write, meanwhile, in oral communication, this cannot

be done because if students do not know the topic, there is nothing to

talk about. For example, Thai students were asked to tell the skiing

experience, they could not explain because in fact there was no snow

in Thailand, (6) become aware of ellipsis in spoken language, some features that are

included in verbal discourse, such as, verbal ellipsis, conjoined short

expressions, planned and unplanned speech, fillers and hesitations,

vague and reformulated speech, repetitions, co-constructed information,

and register variations denoting roles and relationships. Materials that

are good for speaking not only on these features but on how students

manage an activity task that makes them work together, for example,

making small talk, discussing experiences, giving advice, exchanging

opinions or information, etc., (7) move beyond the Initiation-Respond-Feedback model, IRF models

are mostly done in the classroom by making teachers evaluate what

students have done. This method is already inefficient because students

are not developing. Effective materials should be design by making

21

students talk in class, for example, what students have done, the

teacher gives feedback in the form of questions that can make students

think what they have answered. In the process of making materials, not only people like curriculum

officers who make materials, but teachers and students also take part in

making materials, and also in more creative ways because teachers and

students will do it in real classroom. According to Nunan state in Tomlinson,

learning assessed from the learning process itself, not a product (results).

Tomlinson stated that materials that made from the syllabus are not the result

of products that can be directly distributed to the teaching and learning

activity, it is more to the predesigned plan. Teachers and students can change

or add materials that have been provided from the syllabus. Therefore, many

assume that materials that made from the syllabus are sometimes

incompatible with what happens in the classroom.18

4. Need Analysis

a. The Nature of Need Analysis

According to Hélder, the term need analysis has been widely used for

the learning context, but there are still many irregularities related to the

purpose of need analysis and it is not clear what it means. In the dictionary,

the meaning of "need" is the obligation, demand, and necessity, while

"analysis" means some parts that become one unit.19

Meanwhile, Zhang

Jinzhu stated that need analysis is the core of a person's learning and

teaching in learning a foreign language. There are six characteristics of Need

18 Ibid., p. 408 19

Hélder Fanha Martins, Revisiting Need Analysis: A Cornerstone for Business English

Courses, International Journal of English Language and Translation Studies, Vol. 5, Issue. 6, March

2017, p. 58

22

Analysis, such as core, hierarchy, separability, measurability, variability and

multidimensionality.20

Figure 2.1 the process of need analysis

Hutchinson and Waters stated that there are particular differences

between target needs (what students do to achieve certain goals) and learning

needs (what students do to learn).21

1) Target Needs

Target needs is a term which in its activities hides many differences.

Target needs divided into three parts, such as necessities, lacks, and

wants. Necessities means what must be known by students so that the

goals to be achieved run effectively, lacks means must know what

students already know in order to know the shortcomings that students

have, what students need to do, and wants is where someone wants the

skills needed but because he is in a certain scope that requires him to

master other skills than the skills he needs.

20 Nunun Indrasari, English for Specific Purposes: A Need Analysis at The Second Semester

of Physics Education Students of IAIN Raden Intan Lampung in The Academic Year of 2015/2016,

English Education: Jurnal Tadris Bahasa Inggris, Vol. 9, No. 1, 2016, p. 162 21

Tom Hutchinson and Alan Waters, English for Specific Purposes: A learning-centered

Approach, (Cambridge: Cambridge University Press, 2010) , pp. 55-56

needs analysis

course design

teaching-learning

assessment

evaluation

23

Hutchinson and Waters then suggest to analyze the target needs and

learning needs.22

A target situation analysis framework

why languages are needed

for

Study

Work

Training

a combination of these

some other purpose, e.g. status,

examination, promotion

how language is used

medium: speaking, writing, reading, etc

channel: e.g. telephone, face to face

types of text or discourse: e.g. academic

texts, lectures, informal conversations,

technical manuals, catalogues

the content areas for any

language used and

according to their

respective subjects and

levels

subjects: e.g. medicine, biology,

architecture, shipping, commerce,

engineering

levels: e.g. technician, craftsman,

postgraduate, secondary school

who will use the language

and with whom

native speaker or non-native

level of knowledge of receiver: e.g.

expert, layman, student;

relationship: e.g. colleague, teacher,

customer, superior, subordinate.

where the learner used the

language

physical setting: e.g. office, lecture

theatre, hotel, library

human context: e.g. alone, meetings,

22 Ibid., p. 59

24

demonstrations, on telephone

linguistic context: e.g. in own country,

abroad

when the learner used the

language

Concurrently with the ESP course or

subsequently

Frequently, seldom, in small amounts, in

large chunks

2) Learning Needs

In its application, sometimes we only think about what will be

obtained later by students if they learn English but do not think about

how to achieve the desired target situation. On the way to the desired

destination that is seen are mistakes and desires to be achieved, but we

do not see how the path to be taken to achieve the desired desires. The

overall process of ESP is not just “knowing” or “doing”, but “learning.”

It looks innocent if you think that a journey (i.e. the learning situation) is

only seen from the beginning of the journey to the end, but what about

the journey itself. What obstacles can be found while on the road, if we

really want to provide the student‟ needs.23

A framework for analyzing learning needs

the reason why the

learners taking the lesson

compulsory or optional

apparent need or not

status, money, promotion

what do learners think they will achieve?

what are their attitude towards the ESP

course?

do they want to improve their English or

23 Ibid., p. 60

25

do they resent the time they have to spend

on it?

how the learners learn

what are their learning background?

what are their concept of teaching and

learning?

what methodology will appeal to them?

what sort of techniques are likely to

bore/alienate them?

is it the resources

available?

number and professional competence of

teachers

attitude of teachers to ESP

teachers‟ knowledge of and attitude to the

subject content

Materials

Aids

opportunities for out-of-class activities

Who are the learners?

age/sex/nationality

do they know already about English?

what subject knowledge do they have?

what are their interests?

what is their socio-cultural background?

what teaching styles are they used to?

what is their attitude to English or to the

cultures of the English speaking world?

Where will the ESP course

take place?

are the surroundings pleasant, dull, noisy,

cold etc.?

When will the ESP course

take place?

time of day

every day/once a week

26

fulltime/part-time

concurrent with need or pre-need

In short, need analysis includes all actions for students, both in

student needs and what students want. In the process, it must be seen

from the side of the teacher, students, the school environment, because

the need analysis is informal, the time used is fast, and focused.

b. The Purposes of Need Analysis

According to Jack C. Richards24

, there are some purposes of need

analysis, those are:

1) To find out what is language ability that should be learn by the

students.

2) To help students to decide which courses that the students need.

3) To form a group of students that are need more training.

4) To know which students are be able to and students need to be able to.

In many cases, the students who learn language for specific purposes are

easier to determine in particular, work field such as tourism, nursing, or the

hotel industries. In this case, employees who use English as a language

requirement can be observed. This information can be used as a basis for

planning training programs.

In other cases, students‟ needs may not be instantly, for example,

students who learn English in secondary school, which even though only

compulsory subject but it is very important for students.25

Although students

do not yet know about the importance of needs, the curriculum planner has

already informed to parents, teachers about the importance of English later

for students when they graduate.

24 Jack C. Richards, op. cit., p. 52 25 Ibid., p. 53

27

c. Approaches Need Analysis

In its implementation, there are several approaches that can be taken.

According to Handoyo Puji Widodo, there are several approaches to need

analysis26

, as follows:

1) Situational Analysis

Situational analysis is the initial arrangement of the process of

curriculum development. This is a dynamic approach to need analysis.

Situational approaches focus on needs that are based on complex and

varied situational factors, because in the context of language, languages

have many diverse dimensions that play a role in certain situations.

There some factors in situational approach, such as political, ideological,

social, economic, historical, cultural, and institutional. In ESP context,

there are some institutional majors, such as academic, professional,

occupational, and vocational.

1. Task-Based Approach

A task based-approach to need analysis is to see how the target can

be achieved by the learners. The result of this analysis is to tell how

pedagogics are classified and sorted. The purpose of task-based analysis

is to make the task in the real world become pedagogic activity.27

In ESP area, tasks are used for academic, professional, occupational

and vocational. For example, in vocational high school, tasks are created

to help students in English for learning and provision for the field work.

At the same time, students are given the opportunity to continue to

perform tasks that are relevant to their learning in their majors. The

development of pedagogic tasks as vocational materials for students

26 Handoyo Puji Widodo. op.cit. p. 130 27 Ibid., pp. 130-131

28

must be done inside and outside the classroom so that students are given

the opportunity to different aspects of their English skills.

2) Ethnographic Approach

Ethnographic approach is an investigative tool, a center of broad

knowledge, automatic process, and there are several steps, as follows;

a) Choose a case,

b) obtaining and negotiating,

c) observing and interviewing,

d) processing the data,

e) analyzing the data analysis and writing a research report.

The use of this approach is to revise and redesign English language

programs.

3) Narrative Approach

Narrative Approach is a story or someone's experience. In education,

a narrative approach is used to capture a person's perspective on life or

experience. In need analysis, the narrative approach is a very important

tool because it can uncover someone's needs that cannot be seen and

observed, for example values, attitudes, and opinions, actions that can

be observed, for example the practice of a teacher or student. Narrative

approach allows someone to realize how important language use is in

the context of learning English.28

4) Corpus Approach

A corpus is a collection of texts on an electronic media. Corpora

have been used to inform about the content of a language curriculum.

There are two classifications for corpora, namely specialist and general.

Corpora can help teachers and students make decisions, which

28 Ibid., p. 135

29

vocabulary and grammar they will learn. In the context of ESP, corpora

is used as a tool to provide opportunities for teachers and students to

create their own corpora and most importantly is more pedagogic for

teachers and students.29

5) Discourse Approach

Discourse approach is used as a methodology tool in observing

beliefs, values, worldviews and practices of any verbal, written and

visual texts as social semiotic artifacts. Discourse approach has become

a subject in the world of discipline and education. This approach is a

potential tool for dismantling everything in the world of education. The

results of this approach can inform textual data and what is actually

needed. The textual data is used as a source for ESP practitioners to

enrich the material in the academic and professional fields, and also,

discourse analysis includes texts targets, text-as-data description,

analytic data analysis.30

6) Critical Approach

Critical approach is historically rooted in a philosophy that makes

efforts, "historicizing, critiquing, and exposing human relationships of

domination and subordination". In education, teachers are challenged to

ask about basic theories such as philosophy, beliefs, and assumptions

about pedagogics, and provide their own assessment of how practices

and assessments are beneficial for students. The teacher must be critical

in seeing and questioning student learning and giving an impact that the

students will get after learning.

29 Ibid., p. 136 30 Ibid., pp. 138-139

30

CHAPTER III

RESEARCH METHODOLOGY

This chapter covers research method, research design, research setting, research

subject, research instrument, and data collection with classroom observation,

questionnaire, and interview. Those can be elaborated and explained below:

A. Research Method

One of the best ways to improve students‟ speaking skill is to know what

students‟ need in learning English speaking. The author hopes that speaking

English materials' framework for SMK Harapan Massa can be implemented. A

case study was procedure to collect and analysis the data. The method of this

research is mix method. Sometimes, research questions do not only answer with

only one method, qualitative or quantitative, at such times, mix methods emerge

to create new approaches, so that researchers can gain advantages from

quantitative and qualitative. According to Fernando Almeida, mix method is an

approach that combines qualitative and quantitative methods into one study to get

more concrete results.1 Quantitative data got from the questionnaires, consisted

of 11 questions items which covered with the difficulties of speaking English,

knowing what students need to learn, students‟ purposes of speaking the English

speaking material, students‟ need of teaching English speaking method, and,

students‟ strategies to learn English speaking. Meanwhile, the qualitative method

data got from classroom observation, teacher and student interviews. Student

interviews were conducted to get clearer results from the questionnaire that they

were already answered.

1 Fernando Almeida, Strategies to Perform a Mixed Methods Study, European Journal of

Education Studies, Vol. 5, Issue. 1, 2018, p. 138

31

B. Research Design

This study has two research designs, the first is need analysis which adopted

and adapted by Brown2, that have three general stages with ten steps. The

framework will explained below:

Figure 3.1

Steps of conducting Need Analysis

(Adopted and Adapted by Brown and modified by the researcher)

Based on the figure above, the steps of conducting need analysis of this

research as follows:

The first stage, get ready to do Need Analysis: The first step is defining

the purpose of the NA. The writer asked the letters of permission to the head of

English department to get permission to do research in SMK Harapan Massa

2 Vali Mohammad and Nasser Mousavi, Analyzing Need Analysis in ESP: A (re) Modeling,

International Research Journal of Applied and Basic Sciences, Vol. 4, No. 5, 2013, p. 1015

Get ready to do

Need Analysis

Do the Need

Analysis research

Use the Need

Analysis results

1. Define the purpose of

the NA

2. Delimit the student

population

3. Decide upon

approach(es) and

syllabus(es)

4. Recognize constraints 5. Select data collection

procedures

6. Collect data 7. Analyze data

8. Interpret results

9. Determine objectives

10. Evaluate the report on

the NA project results

General stages

adopted and

adapted by

Brown

32

Depok. Then, the writer gave the letter to the school to get the permission and do

the preliminary research, after getting the permission, the writer come to the

school and explained the purpose and the goals of what she will doing in the

school to the curriculum teacher. The second step is delimiting the students‟

population. The writer chooses the twelfth grade students of tourism program as

a research sample. In choosing the sample, the writer uses stratified sampling, the

purpose is the data obtained will be grouped according to the appropriate strata of

a population. The researcher wants to know the characteristics from students,

rather they categorized as high, average, or low level in class with the guide of

teacher. According to Ilker E. and Kabiru B., stratified sampling is used to take

the best sample representative, This sample type divided the entire population of

sample results into several population groups which are more homogeneous than

the entire population (sub-populations are called strata) and selected items from

each strata that will produce samples for this problem.3 The third step is the

writer decided to choose the task based-approach as need analysis approach. The

writer wants to see how the target can be achieved by the students. It was

different from other approaches, for example in situational analysis approach, the

needs is focus on complex amd varied situational factors, meanwhile in task-

based approach, it already seen that the result of the analysis is to tell how

pedagogics are classified and sorted. For curriculum and syllabus, the writer used

the national curriculum and the syllabus from the school as the guidance in

conducting need analysis. The writer asked about the curriculum and syllabus

that being used in the school. The fourth step, to know about constrains of the

students, the writer will get it from the results from interview with students and

teachers in order to know what exactly the difficulties by the students about

learning English speaking. The fifth step is the writer did classroom observation,

questionnaire, and interview to collect the data.

3 Ilker E. and Kabiru B., Sampling and Sampling Methods, Biometrics and Biostatistics

International Journal, Vol. 5 Issue. 6, 2017, p. 2

33

Second, do the Need Analysis research: The sixth step is collecting the

data. The writer made the indicators for the questionnaire. Questionnaire filled

out by the twelfth grade students of tourism program. The seventh step is

analyzing the data. The data analyzed both quantitatively and qualitatively. The

quantitative data analyzed using simple descriptive statistic (frequency and

percentage), meanwhile qualitative analyzed the observation and interview

results. The eighth step is interpreting the results. After the writer knows the

results, the writer made the finding and the conclusion.

Third, use the need analysis results: The ninth step is determining

objectives. The writer determined the objectives of making the speaking

materials framework. The results used in order to select the English speaking

materials according to students‟ need. The tenth step is evaluating the report on

the Need Analysis results.

C. Research Setting

The research conducted in SMK Wisata Harapan Massa. It is located at Jl.

Komp. Perum Depok Indah II Blok G No. 15. It has three grades with two

different programs; pharmacy and tourism. This research was conducted from

September 2019 to October 2019.

D. Research Participant

The English teachers, and the students were the subject of this research, but

the main participant of this research is twelfth grade students of Tourism

Program. There were 32 students of twelfth grade of tourism program. The

researcher used stratified sampling because the data obtained will be grouped

according to the appropriate strata of a population. The researcher wants to know

the characteristics from students, rather they categorized as high, average, or low

level in class with the guide of teacher.

34

E. Research Instruments

The instruments of this research were questionnaire, observation, and

interview. Those are used to gather information and analyze the data of tourism

program students‟ needs of English speaking materials.

1. Questionnaire List

This questionnaire is used to know information about students‟ needs of

English speaking materials before they were interview from the writer, also

for collect the data. There were 11 questions that consisted about the goals,

speaking materials, lack, needs, and wants.

2. Interview Guidance

This instrument is for guiding the writer in deepening the problem of

what is being faced by tourism program students. There were interviewed for

English teachers, and the tourism program students, here is the guidance:

STUDENTS’ INTERVIEW QUESTION GUIDANCE

General background information

Why do you want to improve your speaking skill?

What makes you feel difficult in learning speaking?

Why do you think learning English is difficult?

Target Needs

What is your purpose in learning English?

How do you use the language you have learned?

Who will you use English with?

Where will you use English?

When will you use English?

Learning Needs

35

What is your reason taking the lesson (English language)?

What is your concept for learning English?

What sort of techniques that are likely to bore or alienate you?

Is it the resources for learning English available? (for example: materials,

aids, teachers‟ knowledge of and attitude to the subject content)

Do you know already about English?

What teaching styles are you used to?

How is the learning atmosphere in the classroom?

When does English learning take place?

TEACHERS’ INTERVIEW QUESTION GUIDANCE

General background information

Are there students in the class who are good at speaking English?

Are students in the class required to speak English when English classes

take place?

Are there any difficulties in teaching English for students of tourism

program?

Target Needs

What is your purpose in teaching English?

How do you use the language you have learned?

Who will the students use English with? (according to what you have

taught)

Where will the students use English? (according to what you have taught)

Learning Needs

What techniques are commonly used to teach students to learn to speak

English?

What materials are commonly used in teaching and learning activities?

36

Is there any particular material to improve speaking skills for students in

tourism program?

Are the specific materials used is appropriate with the needs of students?

Does the teacher provide additional material that is not part of the syllabus

to help students learn English?

What teaching styles are you used to?

How is the learning atmosphere in the classroom?

When does English learning take place?

3. Classroom Observation

This instrument is used for helping the writer to know more about how

the atmosphere of learning in the classroom. The writer used a guidance

checklist based on a syllabus that has been modified by the writer. There are

3 components and consists of two or more indicators. The components are

English material for tourism program, responses of the tourism program

students, and technique used by English teacher.

F. Data Collection Technique

To produce the data, the writer must process the data completely and be able

to communicate it properly. Therefore, the selection of instruments is important

for achieving the desired research goals. According to Ahmad Fauzi and Ika W.

Pradipta, in the diversity of subjects, there are five kinds of methods, such as test,

questionnaire, interview, observation, and document analysis.4 In this research, a

researcher uses at least three instruments to get the desired results, namely

classroom observation, questionnaire, and interview.

Before doing the real data collection, the writer did preliminary observation

to know the problems of the school. When the preliminary is done, the writer

4 Ahmad Fauzi, and Ika W. Pradipta, Research Methods and Data Analysis Techniques in

Education. Indonesian Biology Educational Journals. Vol. 4 No. 2, 2017, p. 124

37

were interviewing the English teacher, the writer asked several questions about

the problems that faced the students to learn English speaking and also ask about

the materials used in the school. For the students, before the writer doing

interviews the writer give them questionnaire that consists about the purpose of

speaking skill, what skill that they want to improve, the materials that they want

to use in order to learn English speaking, what makes them thinking why English

is difficult, etc. After the writer gets all the answers from the questionnaire, the

writer was interview the students based on the questionnaire that they already

answered.

1. Questionnaire

Questionnaire is the beginning of instruments for the writer in retrieving

data. The writer uses guidance to conduct a questionnaire. This instrument is

an escort to investigate the need for analysis of speaking material for energy

grade students of tourism program.

The need analysis questionnaire adapted from Tom Hutchinson and Alan

Waters, and modified by the writer. This instrument covered goals, level,

speaking material, lacks, necessities, and wants that adapted from Tom

Hutchinson and Waters.

The questionnaire of goal consist one question, asking about the students‟

purpose in improving speaking skill. Level consist one question consist one

question, asking about skill that the students want to improve. Speaking

materials consists three questions, asking about the materials that used by

students in order to learn English. Lacks consists three questions, asking

about the students‟ difficulties in improving speaking skill. Necessities

consists one question, asking about the students‟ needs in order to improve

their speaking skill, and wants consists two questions, asking about the

students‟ wants to input in improving speaking skill.

Moreover, the questionnaires after all consists 11 (eleven) questions that

given to the participants.

38

2. Interview

The writer used interview techniques to find out the findings of the

questionnaire about the need analysis of speaking material by asking the

opinions, idea, and reason of eleventh grade students of tourism programs.

There are seven steps of interview based on Lincoln and Guba in

Sanapiah Faisal in Hengki Wijaya and modified by the writer, those are:5

1) Determining to whom the interview will be conducted. The writer The

writer assigns an interview to eleventh grade students majoring in

tourism and interviewing 2 classes, also interviewing an English

teacher and head of curriculum in the school.

2) Preparing the main issues that will be discussed. The writer has

prepared several questions to ask students, English teachers and

curriculum teachers. For students, the writer will ask questions about

general background information that consists of 4 questions, target

needs that consist of 6 questions, and learning needs that consist of 11

questions. For English teachers and head of curriculum will be asked

about general background information that consists of 4 questions,

target needs that consist of 4 questions, and learning needs that consist

of 8 questions.

3) Starting or opening the interview flow. In the opening interview, the

writer will ask questions about data information for names and classes

for the students and, for English teachers and head of curriculum will

be asked about what name and position in school.

4) Holding an interview flow. The questions will be asked according to

interview guidance that has been created by the writer.

5 Hengki Wijaya, Analisis Data Kualitatif Ilmu Pendidikan Teologi, (Makassar: Sekolah

Tinggi Theologia Jaffray, 2018), pp. 40-41

39

5) Confirming the results of the interview and ending it. The writer does

not forget to ask whether the answer is to be added or not, or if there

are other opinions to be conveyed.

6) Write down the results of the interview in the field notes. Aside from

the writer recording the results of the interview, the writer writes

down important points in the notes so that there is no

misunderstanding between the writer and the interviewer.

7) Identifying follow-up results of interviews that have been obtained.

The writer checks more about the results of the interviews that have

been conducted.

3. Classroom Observation

The writer did classroom observation to find out exactly how the teacher

teaches. The writer has made observation guidance adapted by syllabus from

the school, and modified by the writer to match what would be produced.

First, the writer asked for permission from the school to conduct classroom

observation, after that she meets with an English teacher to attend his class.

Second, with the guidance prepared by the writer, she began to observe the

teacher who was teaching. Third, after the teacher finishes teaching, if there

is anything that needs to be asked the writer immediately asked that there be

no misunderstanding.

G. Data Analysis Procedures

1. Quantitative Data (Questionnaire)

The data from questionnaire were analyzed using statistical analysis. The

highest percentages of the answer of each question are presenting the students‟

need. The data were calculated using the following formula:

NP (%) =

x 100

40

In which:

NP : Percentage

N : Total participants

R : Amount of the students‟ answer

2. Qualitative Data

In collecting the qualitative data, the writer were analyzed with Miles and

Hubberman model, there are three steps, those are, data condensation, data

display, and conclusion drawing/verification.6

Figure 3.2

Components of Data Analysis: Interactive Model

Miles and Hubberman Model

1) Data Condensation

In this phase, the writer did some steps to process the data. The first

step, the writer collected the interview and observation results, then the

data translated it into English. The second step, the writer was checking

the answers. In checking the data, the writer did some steps: (1) Sorting

6 Matthew B. Miles, A. Michael Huberman, and Johnny Saldana., Qualitative Data Analysis:

A Methods Sourcebook Edition 3, (USA: Sage Publications, Inc., 2014) pp. 8-10

Data Collection Data Display

Data Condensation Conclusion

Drawing/Verification

41

the interview and observation results, whether the results will suitable to

be processed or discarded from the process. (2) Checking the

completeness of the results. If the interview results still need more

answers from the students or teachers or the writer needs to clarify the

interview and observation results. The third step is data coding. In this

step, the writer was doing some important things, such as the writer has

to make notes, memos, comments, or paraphrases and then write the

summaries of the interview and observation results. After that, the writer

was dividing into categories.

2) Data Display

The second step is displaying the data. It is used for looking the

after all research results. After the data has been placed in each

categories, so the data need to be displayed. There are two data displays

on the finding. Because the writer using mix method, which are

quantitative from questionnaires which table and chart as the data

display, and qualitative from interview and observation which described

and interpreted as the data display.

3) Conclusion Drawing/Verification

The last step is conclusion drawing and verification. The writer

verified and rechecked the final results. The writer hopes that the final

results would answered the problem of English speaking to tourism

program students. After all the verification activities were done, the

writer drags into the conclusion of the study.

4) Establishing Trustworthiness

To make this study become trusted research, the writer needs to check the

validity to get a reliable finding. The data will be tested by using two techniques,

such as, triangulation and audit trail.

42

1. Triangulation: Credibility

Triangulation in credibility testing is defined as checking data from

several sources. Some of the checking techniques conducted to determine the

overall confirmation followed by the following types:

a. Member checking

Member checking is the process of checking data obtained by the

researcher to the data giver. The purpose of member checking is to find

out how far the data will be obtained in accordance with what is

provided by the data giver so that the data is valid, and it is more

credible/trusted, but if the data found is not agreed upon by the data

giver, the researcher needs to have discussion with the data giver, and if

the difference is very incompatible, the researcher should changes his

findings, and must adjust to what is provided by the data giver.

b. Transferability

Transferability criteria regarding to the questions, the research can

be applied or used in other situations that has the same context. It means

that this research was transferable to another study which analyzed the

eleventh grade of tourism program, then, this study can be developed by

other researchers. It can be also be references for other researchers, then,

the researcher in making his report must provide a detailed, clear,

systematic, and reliable description.

43

CHAPTER IV

FINDING AND DISCUSSION

This chapter explained about the findings and discussion of the study based on

the need analysis of English speaking materials for twelfth grade students of tourism

program. The findings are the results by combining within three instruments, those

are, questionnaire, teacher and students‟ interview, and classroom observation.

A. Research Finding

1. Profile of SMK Wisata Harapan Massa

a. General Description of SMK Wisata Harapan Massa

SMK Wisata Harapan Massa is one of the vocational high schools

in Depok, located at Jl. Komp. Perum Depok Indah II Blok G No. 15.

SMK Wisata Harapan Massa has two different majors, those are tourism

and pharmacy. Each major has consists of two classes. As vocational

high schools that has two different majors, SMK Wisata Harapan Massa

as one form of community participation in education that is to help

realize national education goals. Their vision is “Become a place for

education of basic tourism personnel whose graduates are noble and have

competence at both the national and national levels.”

SMK Wisata Harapan Massa has several missions, those are:

a) Improve the quality of education

b) Forming noble character in carrying out community service

c) Improve networking with stakeholders both at regional and national

levels

b. English Teacher

There are two English teachers in SMK Wisata Harapan Massa,

they are Mrs. D. and Mrs. N. Each of them has their responsibility to

44

teach tourism students. Mrs. D teaches 10th

and 12th

grade students, and

Mrs. N teaches 11th

grade students.

In conducting this research, the writer chose X11-1 as research

subject after the writer selected the class randomly. The English teacher

of X11-1 is Mrs. D. In teaching English, while explaining the material,

she as much as possible to explain in English, but because only a few

students understood, Mrs. D. explained again in Indonesian. To create

activeness in the classroom, Mrs. D. tries to give students questions

related to the material being explained. The students did not understand

with what being explained by the teacher, and asked her to explain it in

Indonesian.

c. Tourism Students of X11-1

X11-1 consists of 35 students. 23 students are female, and 12

students are male. In English teaching and learning process, the teacher

is the only one who has the English textbook. She gives the students only

the materials to learn. The students did not holding the English textbook.

From the information that related to this research, it can be concluded

that the students‟ need in speaking materials is required to be analyzed.

As mentioned in the chapter I that the purpose of this research are to analyze

and discover what are the target needs and learning needs of 12th

grade students

of tourism program at SMK Wisata Harapan Massa Depok. The participants of

this research were XII-1 grade students and the English teacher. The participants

were asked through interview and questionnaires, also the writer conducted the

classroom observation to get more specific data. The questionnaire were done by

the 12th

grade of tourism program, while, the interview was done by the English

teacher, and 10 students.

The writer will answer what are being asked that stated in research question.

The first question focuses on the target needs of 12th

grade students of tourism

45

program. The second question focuses on the learning needs of 12th

grade

students of tourism program. The question will be answered one by one and

explained above:

A. What are the target needs of the twelfth grade students of tourism

program in SMK Harapan Massa?

The English teacher said that the purpose of teaching English is she wants

the tourism program students become proficient in English, because they come

from a vocational school of tourism program that requires them to master English

so that when they graduate, English becomes one of the requirements in the

world of work. “Tujuan saya mengajar speaking bahasa Inggris khususnya pada

pariwisata adalah mereka nantinya setelah lulus mereka akan bisa langsung ke

dunia pekerjaan karena skill yang sudah mereka punya dari sekolah kejuruan,

tujuan paling utama bagi saya ya itu mengajar untuk masa depan mereka nanti.

Jaman sekarang, salah satu persyaratan masuk kerja kan bisa bahasa Inggris...”

(My goal in teaching English especially speaking for tourism program is that

when they graduate they will be able to go directly to the work field because they

already have skill that they learned from vocational school. The main goal of

teaching English, for me, is teaching for their future. Nowadays, one of the

requirements for job application is English…)

The students also state the same with the teacher‟s opinion that the purpose

of learning English is speaking for getting a job. They want to speak English

fluently in order to compete with others for jobs. One of those things is in

language. “…karena kan sekarang udah era globalisasi terus persaingan buat

kerja diberbagai industri itu kan saingannya bukan dari sini doang tapi luar

juga, yang diliat kan dari segi bahasa Inggrisnya. Yang pertama dari bahasa

Inggris dan knowledgenya, skillnya juga. Menurut saya itu penting buat masa

depan…” (…because we are entered the era of globalization that we have to

46

compete for work in various countries, the competition is not only from here but

also from other countries, which is seen in terms of English. The first is from the

knowledge of English, also the skill as well. In my opinion it is important for the

future…)

It is also supported by the result of the students‟ questionnaire in the goals of

learning English speaking that showed in Table 4.1.

The goal for tourism program students in learning speaking is shown in

Table 4.1. The overall percentage of students‟ goal of tourism students in

learning speaking in Table 4.1 showed that the goal in learning speaking is for

quite high. It can be seen that 59,3% students chose speaking for future career as

the goal of tourism program students in learning speaking.

Table 4.1

The Questionnaires Result of Their Goal in Learning Speaking

The Goal of Tourism Students in Learning Speaking F %

Speaking for future career 19 59,3%

Speaking for daily communication 9 28,1%

Speaking for study abroad 4 12,5%

Speaking for pleasure 0 0%

TOTAL 32 100%

Both the students and the teacher agreed that the goal of tourism program in

learning speaking is for future career. The students also expected to improve their

speaking skill through make a note for every word they find it difficult, it was

proved by the highest percentage 37,5%. It also supported by the result of the

interview that stated by one student when she learned English in the classroom,

she would bring her note to write every word that she did not know. “…kalo aku

pribadi suka nyatet sendiri karena kan aku udah ngga bisa bahasa Inggris,

seengganya aku berusaha ningkatin dengan cara nyatetin kosakata baru…” (…I

personally take a note, because I cannot speak English, so that I tried my best to

47

write a new word in my vocabulary notes…) It is supported by the result of

questionnaire in Table 4.2 that 37,5% students chose make a note for every word

that I do not know. The following table explained above:

Table 4.2

The Questionnaires Result of How They Improve Their Speaking Skill

How They Improve Their Speaking Skill F %

I just study in the school 6 18,7%

I make a note for every word that I do not know 12 37,5%

I take English course after school 5 15,7%

I join English club in the school 9 28,1%

TOTAL 32 100%

From the table above, it can be shown that 37,5% students chose it. In the

teaching and learning speaking, the students find that the materials are still far

from what they expect. As the English teacher said, “Saya mengklasifikasikan

anak-anak Bahasa Inggris itu in the box sama out of the box. In the box tuh yang

saya kasih dia bisa, kalo yang out of the box tanpa saya dia ajarin dia bisa,

misalnya dia tuh tiba-tiba bertanya bukan pelajaran saya misalnya itu out of the

box karena kan Bahasa Inggris luas kan bisa kepelajaran bisa dari film.” (I

classified the students in learning English with in the box and out of the box. In

the box means that when I give him the materials he can do it, meanwhile out of

the box he can do it even though I didn't teach it first, for example, the student

suddenly asking about the material but not in English class time, that is out of the

box, because learning English is not only from the materials but also from the

movie.)

The students also have the same opinion related to questions about target

needs. They said that they still need more about sources in speaking materials in

order to learn speaking English, they also said that they do not have proper

48

English textbook so that they could not learn English properly. It is supported by

the result of the students‟ questionnaires of their needs in speaking material

resources that showed in Table 4.3.

The overall of students‟ needs in speaking material resources in Table 4.3

showed that the speaking material resources in students‟ need are quite high for

authentic public speaking. It can be seen that around 43,8% students chose

authentic public speaking as the material resources for the tourism students to

learn speaking. Also it showed in Table 4.4 that the highest percentage of the

students‟ need in main source of learning speaking is they need the materials

from internet.

Table 4.3

The Questionnaires Result of Their Needs in Speaking Materials

Students’ Need in Speaking Materials F %

English textbook published by the publisher 9 28,1%

Authentic public speaking 14 43,8%

Doing presentation 5 15,6%

Classroom participation 4 12,5%

TOTAL 32 100%

Table 4.4

The Questionnaires Result for Speaking Main Sources

The Main Source of Learning Speaking F %

Textbooks 6 18.7%

Internet 16 50%

English teacher 10 31,3%

TOTAL 32 100%

49

Regarding to the result in Table 4.4 it shows that 50% students chose

internet for the main source that they need in order to learn speaking, and for

English teacher shows 31,3% students chose it. Furthermore, in order to learn

speaking, the students still find the difficulties. The students think that they still

do not how to learn speaking properly. It is supported by the result of

questionnaire.

Lacks

Besides, the teacher said that she find difficulties to teach speaking for

vocational high school is that the 2013 curriculum still have not been able to

fulfill the needs that should be for vocational high school. “Sebetulnya yang sulit

tuh dituntutan kurikulumnya. Karena sekarang kan kurikulumnya udah K13 yang

baru lah ya yang revisi, itu kan kalo udah jenjang SMK karena logonya SMK

bisa kan sampai ketitik mencipta begitu jadi kalo melihat siswanya kalo kita

ketitik mencipta hmm sulit gitu, karena kan kita swasta yang pertama, yang

kedua tidak ada penyaringan yang nilai UN nya segini masuk sini ngga ada gitu,

jadi dari macam-macam background lah gitu. Ya itu sulitnya gitu, kalo di SMK

sini kan dituntutnya ke aktif komunikasinya karena pariwisata, mereka kalo di

hotel kan menyebut barang aja semua bahasa Inggris…” (Actually, the hard

thing was in the demands of the 2013 curriculum, because we have been using

the newest of 2013 curriculum so it is difficult for us as the English teacher in

vocational high school. Moreover, vocational high school has reached the point

of „creating‟ so if we see the students to reach that point it is still difficult. The

first, we are not state school, and the second because it is not state school so there

is no criteria for entering this school. So, our students come from various

background. There were the difficulties. In this school, the communication

activeness is demanded for the students, because they are from tourism program.

When they did internship, they need to communicate in English…) Also the

teacher added that she often out from the syllabus that given by the school

because it is not in accordance with what happened at school. “…saya sering

50

mengajar keluar dari silabus karena memang tidak sesuai dengan apa yang

terjadi dilapangan…” (…when I teaches English, I often out from the syllabus

because it is not in accordance with what is happening on the field…)

It seems that the students felt that learning speaking as tourism students is

difficult, because they do not know how to learn speaking properly. It is

supported by the result of the questionnaire that shown in Table 4.5. However,

there was one student who said that learning speaking is easy if we want to study.

She added that her speaking skill had improved when she learned it from other

sources. “…menurut aku ngga susah kalo ada kemauan, terus aku juga bisa

meningkat speakingnya karena aku belajar dari Youtube…” (…I think it is not

difficult if there is a will, also I personally had improved my speaking skill

because I learned it from Youtube…)

Moreover, the students added that the reason why they think that learning

speaking is difficult is the environment does not support. It is supported by the

result of the questionnaire in Table 4.6. The students still think that the learning

environment was far from what they want in learning English. Based on

classroom observation that conducted by the writer, it shown clearly that the

environment was not conducive that can be shown in the result of classroom

observation in Appendix 10.1 Meanwhile, one student stated that there are still

many friends who laugh at her when she tries to speak English. “…aku pernah

nyoba ngomong bahasa Inggris dikelas tapi malah diketawain sama yang lain

karena mereka mikirnya ngapain sih ngomong pake bahasa Inggris…” (…there

was one time I tried to speak English in the class, but my friends laughed at me

because they think why do I have speak in English…)

Furthermore, the result of questionnaire of the reason that make the students

felt learning speaking is difficult obtained almost the same results between those

who have difficulty learning speaking because they don't know how to learn

1 See on Appendix 10

51

speaking properly and the material still not support me to learn speaking English,

which is 37,1% and 34,4%. It can be shown in Table 4.5 above.

Table 4.5

The Questionnaires Result of What Makes the Students Feel in Learning

Speaking

What Makes the Students Feel in Learning

Speaking F %

I do not know how to learn speaking properly 12 37,1%

Because it is not our language 8 25%

For fear of speaking English 1 3,1%

The material still not support me to learn English speaking 11 34,4%

TOTAL 32 100%

Table 4.6

The Questionnaires Result of The Reason Why Speaking is Difficult for

Tourism Students

The Reason Why Speaking is Difficult F %

I‟m the type of person who doesn‟t like to talk 8 25%

I‟m not comfortable speaking English 4 12,5%

My environment doesn‟t support 13 40,7%

There are no friends to talk to 7 21,8%

TOTAL 32 100%

According to the result in Table 4.6 it shows that the reason why speaking is

difficult for tourism students is the environment that doesn‟t support. In the result

of questionnaire of what type of speaking they are, 34,4% chose extensive as

their type of speaking.

52

It can be seen in Table 4.7. It also supported by the answer of their interview

result about why they chose extensive type. “…karena kan lebih enak kalo

ngomong bahasa Inggris langsung, gak usah pake diskusi dulu jadi lebih kayak

conversation aja gitu jadi merespon langsung apa yang lagi dibicarain…”

(…because it more comfortable when we speak English directly without any

discussion before we speak, also it looks like we do conversation and we directly

respond what is being talked…)

Table 4.7

The Students’ Questionnaire Result of What Types of Speaking

The Students’ Type of Speaking F %

Imitative 3 9,4%

Intensive 2 6,2%

Responsive 7 21,9%

Interactive 9 28,1%

Extensive 11 34,4%

TOTAL 32 100%

The English teacher added that the students have different types when they

learn speaking. “…kalo tipe belajar speaking mereka ya beda-beda, ada yg

pengennya lewat film, terus ada juga yg lebih suka membaca dan mengulang

kembali bacaannya dengan melalui speaking…” (…they have different types

when learning speaking, some of them want learn speaking from movie, also the

others like to read and repeat again from the reading material through speaking…)

Wants

The English teacher also said on the interview that she was still not sufficient

for the needs of students in tourism. She said that she was trying to improve the

skill of tourism program students, and one of her ways is to require students to

53

speak English in the English class which can help them to master English

speaking. She said, “dulu itu saya pernah nerapin kalo pelajaran bahasa Inggris

harus berbicara bahasa Inggris, tapi ya gitu karena disini swasta ya jadi kurang

peminatnya malah ngga ada yg ngomong. Tapi kayak makin kesini itu yang

mereka paling butuhan, mereka kadang ngeluhin kenapa ngga bisa bahasa

Inggris gitu gitu, mungkin karena sayanya kurang ngepush mereka untuk belajar.

Jadi mungkin teknik itu bakal saya terapin buat ngebantu mereka belajar

English speaking.” (I used to apply to the students when English lessons they

must speak in English, but you know that we are public school so that there is no

demand and makes them passive. But I realized that this is the need of the

students. Sometimes they complain why they can't speak English, maybe that I‟m

not fully enough push them to study English. So that is the technique that I want

to apply again in order to make them study English speaking.)

As tourism students, they want to communicate with other people in hotel, or

they can become a tour-guide, more likely, they want to speak with foreigners.

“…karena kita dari pariwisata yang pasti kita pengen bisa ngobrol sama orang

luar negeri, karena kalo di hotel kan banyak yang dari luar negeri dan kita

sebagai pegawai disana harus bisa bahasa Inggris…” (…because we are from

tourism program so we want to speak English with foreigners, as we know that in

the hotel, there are so many foreigners and as an intern we have to speak

English…)

Both the teacher and the students agreed that they want in every English

class, the students must speak in English. As Hutchinson and Waters stated that

wants is where someone wants the skills needed but because he is in a certain

scope that requires him to master other skills than the skills he needs. It is

supported by the result of questionnaire in table 4.8 above:

54

Table 4.8

The Questionnaires Result of Students’ Wants

Students’ Wants F %

Every English class, the students must speak in English 16 50%

Having a group discussion before English class begin for

15 minutes

10 31,2%

Homework for pairing conversations every week 6 18,7%

TOTAL 32 100%

Regarding to the result in Table 4.8 it shows that half of the students chose

the technique in every English class, the students must speak in English. To

improve their speaking skill, the students need technique that can help them to

master English speaking. The writer gave some options for the students to choose

which technique that they want the teacher does in teaching and learning activity

in order to master English speaking. The students stated that group discussion

would be the best technique for them in mastering English speaking. “…aku

pengen ada group discussion sih karena itu kan bener-bener ngebuat kita

ngomong apapun yang kita bisa pake bahasa Inggris jadi ngga ada alasan buat

temen-temen yang lain untuk ngga ngomong…” (…I want to do group discussion

as our technique to master speaking because it makes us speak anything in

English, so there is no exception for our friends to not speak in English…) It

shown that 40,7% students chose group discussion as the techniques. The result

of the questionnaire can be indicated in Table 4.9. It also showed in Table 4.10

that the students chose the role-play as the activity that they want to do in

mastering English speaking. “…kayaknya seru aja kalo pake roleplay, bermain

peran gitu kan masing-masing punya bagian, dan itu mungkin salah satu cara

55

untuk meningkatkan speaking kita…” (…I think it would be so much fun if we

do role-play, we can have roles for everyone and maybe it can help us to improve

our speaking skill…) It supported by the result in the questionnaire in Table 4.10.

Table 4.9

The Questionnaires Result of the Technique in Mastering Speaking

The Students’ Technique in Mastering Speaking F %

Make a pair 5 15,6%

Group discussion 13 40,7%

Presenting a Topic 11 24,3%

Self-study 3 9,4%

TOTAL 32 100%

Table 4.10

The Questionnaires Result of Speaking Activity

Speaking Activity F %

Role-play 20 62,5%

Simulations 1 3,1%

Storytelling 6 18,7%

Picture describing 5 15,7%

TOTAL 32 100%

Moreover, it seems different from the teacher‟s answer, in Table 4.8 that the

students chose group discussion more than presentation. The teacher said

techniques that are usually used when teaching and learning activity is doing

presentation. “…kalo teknik saya lebih ke group presentation sih karena itu bisa

56

ngebantu mereka dalam menguasai speaking…” (…I prefer the students doing

group presentation for the technique so that they can master English speaking…)

B. What are the learning needs of the twelfth grade students of tourism

program in SMK Harapan Massa?

The question was designated to find and analyze the learning needs of

twelfth grade students of tourism program in SMK Harapan Massa. The result of

learning needs for 12th

grade students of tourism program was obtained by the

result of students‟ and teacher‟s interview, also the result of classroom

observation. There were some questions that being asked by the writer according

learning needs for students and English teacher. The first was “What technique

are commonly use teaching and learning English speaking?” The second was

“What materials commonly use teaching and learning English speaking?” The

third was “Does the teacher provides additional material that is not part of the

syllabus to help students in learning English speaking?” The fourth was “How is

the learning atmosphere in the classroom” The result of the interview and

classroom observation showed in the following statement above.

The form of materials can be methods, technique, strategies, textbooks, etc.

On the interview, the teacher agreed that applying technique to the students is a

good way to improve their speaking skill. “…saya kalo nerapin teknik ke siswa

disini sebenernya masih kurang karena takutnya merekanya malah ngga ngikutin.

Tapi, saya disini mencoba menggunakan teknik yang mudah untuk mereka…”

(…when I try to apply the technique to the students sometimes I feel it still

difficult, because I‟m afraid that they could not follow the learning activity. But,

I try to apply technique that makes them easy to follow…) As already explained

in the previous research question that the teacher used group presentation as the

technique to make the students improved their speaking skill.

57

Besides, the students agreed with the teacher‟s opinion, “…untuk teknik kita

emang biasanya pake presentasi gitu…” (…for the technique we usually doing

presentation…) It also supported by the classroom observation that conducted by

the writer that can be seen in Appendix 10.2 Furthermore, the students feel there

is no appropriate material in learning needs. The students argued that the teacher

teaches with only textbook and did not give them proper materials for learning

English speaking. ”…kalo buat material khusus gitu ngga ada karena gurunya

aja cuma pake buku dan itupun cuma beliau yang pegang jadi kita belajar ya

sesuai apa yg dikasih sama guru aja…” (…we don‟t have kind of the specific

material for learning speaking because the teacher only one who use the textbook,

so we learn it from what the teacher given to us…) It also showed in the result of

classroom observation that only the teacher that using the English textbook as the

main source. “…saya disini cuma pake textbook dari Erlangga dan anak-anak

ngga megang karena memang ngga dikasih oleh sekolah, di perpus pun ngga

ada textbook untuk bahasa Inggris…” (…I have using the textbook from

Erlangga and the students did not hold the textbook because it did not provide by

the school, also there is no English textbook in the library…)

In the teaching and learning activity, the teacher provides additional material

that is not part of the syllabus to help the students to learn speaking. “…kadang-

kadang keluar dari silabus, keluar dari kurikulum, karena kendala buku yang

emang ngga ada jadi saya biasa ngegunain internet buat jadi bahan ajar saya…”

(…”sometimes I do out from the syllabus, also the curriculum itself due to

textbook constraints that don't exist so I use internet for the additional material in

teaching and learning…)

Based on the result of classroom observation, the writer found that the

learning atmosphere in the classroom was not conducive. The result can be seen

2 See on Appendix 10

58

in the Appendix.3 In the classroom observation, the students try to observe the

oral and written texts about writing simple reports, but some of them still make

conversations with their friends. But, in analyzing, the students did not even

listen to the teacher to analyze, even though the teacher already explained it in

Indonesian, they still did not listen to her. It also supported by the result of the

students‟ interview that conducted by the writer, she said, “…yang dengerin ya

dengerin yang ngga ya ngga, ada yang sibuk main handphone, ada yang ngobrol,

guru cuma ngasih tau doang. Abis dikasih tau diem sebentar terus ngobrol

lagi…” (…those are who listened and those are who didn‟t. Some of them were

busy playing with their mobile phones, and others whom talking with the friends.

The teacher is only advises them. After being advised, they stay quiet for a while

and started to talk again…)

B. Research Discussion

Based on the finding above, it can be discussed that speaking is one of the

most important skills of English. The questions were intended to find out what

exactly the target needs of tourism programs are students in order to improve

their speaking skill. The English teacher is still find the of the students‟ need of

tourism program. She added that from the materials, techniques, and methods

still lacking in having needs in tourism students program.

Although, the students have already know the goal of learning speaking but

they still far to get what students of tourism programs‟ wants. The ability of

English speaking for tourism program students was very important for them as

because they need to prepare themselves for working after high school

graduation. Therefore, speaking materials which provided by schools are still not

sufficient for tourism students. Thus, need analysis was required that was

included target needs and learning needs.

3 See on Appendix 10

59

a. Target Needs

Target needs were what the students do to achieve certain goals in the

target situation. There are three aspects related to the target needs in

speaking materials which are the goal, the students‟ level, and the speaking

materials. The goals are the target can be achieved by the learners in learning

process.4

Based on the result of both questionnaire and interview, the

students‟ goal in learning speaking is for their future career. It indicates that

the students‟ goal in learning speaking is to be a hotel employee or tour-

guide. This is similar with Baker and Westrup stated in Lai-Mei Long and

Seyedeh Masoumeh Ahmadi, that a person who can speak English well, they

are easier for getting better education, getting a job, and also getting

promotion from their job.5

Most of the tourism students expect to improve their speaking skill

because of their future career. Moreover, in order to improve their speaking

skill, they make a note for every word that she or he doesn‟t know. It can

make them improve their speaking skill rather than study in the school. They

can improve their speaking skill with technique or method that used to them.

Rababa‟h stated that one of the factors why the English learners difficult to

speak English is the learners themselves.6

As a teacher, teachers are required to be able provide learning in

accordance in students‟ needs. The teacher must pay attention to the

materials that are suitable to be taught to students and according to students‟

need. Related to the tourism students‟ speaking material, almost half of the

total participants are choosing authentic public speaking. It means that the

4 Handoyo Puji Widodo, Approaches to Needs Analysis in ESP Curriculum Development,

The European Journal of Applied Linguistics and TEFL, Vol. 6, No. 1, 2017, p. 130 5 Lai-Mei Leong and Seyedeh Masoumeh Ahmadi. An Analysis of Factors Influencing

Learners‟ English Speaking. International Journal of Research in English Education, 2017, p. 35 6 Samira Al Hosni. Speaking Difficulties Encountered by Young Learners. International

Journal on Studies in English language and Literature (IJSELL), Vol. 2, Issue 6, June 2014, p. 24

60

students prefer to get learning using the internet more than English textbook.

This is similar with Nunan‟s opinion cited in Tomlinson that one of the

materials principals that should be known by the teacher to develop the

materials is material must be encourage students to develop their language

skills.7

Furthermore, the difficulties of tourism students come from the

materials, strategy, technique, and learning environment in the class. It

shown that 34,4% students chose the material still not support them to learn

English speaking. That was exactly what the writer wants that the tourism

students‟ needs still lack in learning speaking. The material that given by the

teacher was only English textbook that published by publisher and that was

the teacher who is holding the textbook and the students did not. This is

different from Ahmadi‟s statement that one of the important thing in class is

methods that used by the teacher to facilitate in the language learning

activity.8

Meanwhile, the learning environment was also the cause of difficulties

of tourism students. 40,7% students felt that the environment did not help

them to improve their speaking. This is similar with Rababa‟h‟s opinion that

the environment is one of factors in English learners to improve speaking

skill.9

In the learning English speaking, there are five types of speaking. 34,4%

students chose extensive as their type in speaking. Extensive requires the

speaker to speak directly and respond to what is being discussed using words

that they already know and talking fluently. The reason why the students

7 Brian Tomlinson, Developing Materials for Language Teaching: Second Edition, (New

York: Bloomsbury Publishing Plc, 2013), p. 98 8 Andi Tenri Tampa, Muhammad Basri D., and Andi Arie Andriani, The Development of

Contextual Learning Materials for the English Speaking Skills, International Journal of Education and

Research, Vol. 1, No. 9, September 2013, p. 1 9 Samira Al Hosni, loc.cit.

61

chose extensive type is because they want to learn from the real situation, in

fact, there are tourism students so that they need to be ready to talk with

other people in English. Meanwhile, it was different with the teacher‟s

answer because she said that the students‟ need was still not sufficient for the

needs of students in tourism. As the tourism program students, they want to

communicate with foreigners in the hotel, or if they become a tour-guide

they need to speak English fluently.

It can be conclude that the students‟ needs in English speaking materials

for tourism program it will help them to their future career, also it still needs

to be analyzed again related to what materials are needed by tourism

program. Therefore, the teacher should give the material according to the

finding above. Paltridge and Starfield explained that the main key to ESP for

learners is to identify what the learners‟ need, what learners can do and help

them to achieve their goals.10

b. Learning Needs

Learning needs is the path of achieve the desired target situation. There

are some questions regarding to the learning needs that already explained on

the finding above. Tomlinson stated that speaking material can be defined as

things or objects that can facilitate students for learning speaking in class.11

The teacher used group presentation for speaking activity in the class. But

the teacher looks confused when the writer asked about the technique,

because when the writer asked about what techniques are used in class she

answered that she is using the group presentation for the technique but he

also answers the application of techniques for speaking is still lacking due to

lack of material at school. This is the same with Harmer‟s opinion about role

10 B. Paltridge and S. Starfield, The Handbook of English for Specific Purposes. (Malden:

John Wiley & Sons, Inc., 2013), p. 2 11 Brian Tomlinson, loc.cit.

62

of teachers that teacher become the participant when the students do the

group presentation.12

Also it is similar with Nursiti‟s study that learning in

pairs and in a large group can help students that have a lack motivation in

learning English especially in speaking.

Furthermore, the teacher sometimes teaches English out from the

syllabus and even the curriculum. It is a fact because the teacher only use

textbook and she has to give the students more material so that can help to

improve their speaking. This is the same with Tomlinson‟s opinion that the

materials that made from the syllabus are not the result of products that can

be directly distributed to the learning class, so the teachers and students can

change or add materials that have been provided from the syllabus, because

the syllabus sometimes incompatible with what happens in the classroom.13

Although the students agreed about the technique that used by the

teacher, it still cannot be denied the learning needs is needed. The speaking

materials should be appropriate to the tourism students because it becomes

their provision later when they graduate from high school. They need proper

speaking material to help them improve their speaking. In order to make

them improve speaking, half of the participation chose every English class

the students must speak in English so that they can improve their speaking

skill. Hutchinson and Waters stated that wants is where someone wants the

skills needed but because he is in a certain scope that requires him to master

other skills than the skills he needs.14

Moreover, the learning environment is one of causes in the difficulties

of tourism program students in learning speaking. The classroom is not

12 Jeremy Harmer, The Practice of English Language Teaching; Fourth Edition. (London:

Pearson Longman, 2007), p. 107 13 Brian Tomlinson, loc.cit. 14 Tom Hutchinson and Alan Waters, English for Specific Purposes: A learning-centered

Approach, (Cambridge: Cambridge University Press, 1991) , pp. 55-56

63

conducive. Although they need speaking for future careers, but they have not

been able to be invited to work together in improving speaking skills. They

should think that speaking materials is one way they can achieve the goals

they have chosen. According to task-based approach, in vocational high

school, tasks are provide to help the students in English for learning and

provision for field work.

It can be concluded that learning needs for tourism program students is

their needs have not yet been reached. For learning needs they prefer to use

new techniques, i.e. every English class the students must speak in English.

That should be one way to make them improve their speaking skill.

Based on the analysis above, the target needs and learning needs for tourism

students have not yet been achieved because need analysis includes all actions

for students both in student needs and what students want. Target needs is what

students do to achieve certain goals, and learning needs is what students do to

learn. The result of the analysis above still not able to meet the students‟ need,

because many factors that exist in the school. In the process, it must be seen from

all sides including the teacher, the students, and the school environment.

64

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter describes the conclusion of the research result, suggestion,

recommendation, and closing.

A. Conclusion

1. Target Needs

Based on the previous chapter, the questionnaire, interview, and

classroom observation related to the to the target needs in speaking materials

which are the goal, the students‟ level, and the speaking materials. The

students‟ goal in learning speaking is for their future career. It indicates that

the students‟ goal in learning speaking is to be a hotel employee or tour-guide.

In order to improve their speaking skill, they make a note for every word that

she or he doesn‟t know. It can make them improve their speaking skill rather

than study in the school. They can improve their speaking skill with

technique or method that used to them.

Related to the tourism students‟ speaking material, almost half of the total

participants are choosing authentic public speaking. It means that the students

prefer to get learning using the internet more than English textbook.

Furthermore, the difficulties of tourism students come from the materials,

strategy, technique, and learning environment in the class.

2. Learning Needs

There are some questions regarding to the learning needs. The teacher

used group presentation for speaking activity in the class. Furthermore, the

teacher sometimes teaches English out from the syllabus and even the

curriculum. It is a fact because the teacher only use textbook and she has to

give the students more material so that can help to improve their speaking.

The speaking materials should be appropriate to the tourism students because

65

it becomes their provision later when they graduate from high school. In

order to make them improve speaking, half of the participation chose every

English class the students must speak in English so that they can improve

their speaking skill.

Moreover, the learning environment is one of causes in the difficulties of

tourism program students in learning speaking. The classroom is not

conducive.

B. Suggestion

Based on the conclusion that explained above, the writer had suggestion that

intended for:

1. The English Teacher

English teachers must pay more attention to the material presented to

students to match what is stated in the syllabus. The teacher must also

provide specific techniques for English speaking for tourism students, so

that the students can get what they want in learning English speaking.

2. The School

The school should be more pay attention to the needs of the tourism

students, whether in target needs and learning needs, also the school must

give the main source for the tourism program, so that the students can

learning English speaking comfortably.

C. Recommendation

The writer provides some recommendation that were given for:

1. The English Teacher

a. The English teacher requires to give the tourism students teaching

technique to teach English in the class, so that the students can be easier

to learn speaking.

b. The English teacher requires to give the students about the speaking

materials. It can be from the textbook, internet, journal, etc.

66

c. The English teacher needs to be gives more attention to the speaking

material for tourism program students.

2. The School

The school need to be more gives pay attention of the main source that

should be used by tourism programs in learning English speaking.

67

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64

APPENDICES

70

Appendix 1 Students’ Name

No. Students' Name

1 Ade Reza A.

2 Alfiana Aulia

3 Andrian Nurrohman

4 Ardiyan

5 Awalul Hidayah

6 Betrand Marcellyus Andi

7 Dechfira Andini

8 Desy

9 Dhiandra Nadhifa Janias Gunawan

10 Farhan Afrialdi

11 Hafidz Raihan Fajar

12 Ishma Fachrya

13 Jumadil

14 Laudi P.

15 Lidya Melianti

16 Marco Jonathan

17 Maulana Saputra

18 Muhammad Hanif Salathin

19 Nova Anggraini

20 Patricia Angellita Pereira

21 Pieter Prokhorus

22 Rahma Nurfitria

23 Rehan

24 Revi Novia

25 Rifdha A. R.

26 Salma Hanifa Khansa

27 Stefani D. S. Ganap

28 Syafiq Irjiansyah

29 Syahrani Rahmanita

30 Tabroni

31 Vieka Putri Utami

32 Yesie Kendiza Putri

71

Appendix 2 Questionnaire Guidance

THE QUESTIONNAIRE OF NEED ANALYSIS OF ENGLISH SPEAKING

MATERIAL FOR TWELFTH GRADE OF TOURISM PROGRAM

The questionnaire of need analysis is adapted from Richards, 2007, p. 73 and Tom

Hutchinson and Alan Waters, 1991, p. 55, and modified by the researcher.

This research instrument is used to get information about the needs of the twelfth

grade of tourism students in SMK Wisata Harapan Massa Depok. This interview will be

answered by the eleventh grade students of tourism program in the academic year of

2019/2020.

Rules:

1. These questionnaires are modified to collect data on the need analysis of English

speaking material.

2. Answer each of these questions honestly and do not try to cheat each other.

3. Do not forget to fill your data below!

4. Please fill the number based on your priority. Number 1 is the lowest priority and

until number 5 is the highest priority.

Example:

Which English skills that you want to improve?

3 Speaking 2 Listening 1 Reading 4 Writing

Name of the student : _____________________________________

Class : _____________________________________

Time and Date : _____________________________________

No. Aspect Questions Fill the number of

priority on the line

1 Goals

What is your

purpose to learn

and improve

your speaking

__Speaking for my daily communication

__Speaking for study abroad

__Speaking for my future career

72

skill? __Speaking for pleasure

__Others…………………………

……………………………………

2 Level

What do you do

to improve your

speaking skill?

__I just study in the school

__I make a note for every word that I do

not know

__I take English course after school

__I join English club in the school

__Others…………………..............

…………………………….............

3

Speaking

Material

What is your

main source in

English

learning?

__Books

__Internet

__English teacher

__Others…………………...............

……………………………………

4

Which speaking

resources that

you need to add

your speaking

material

knowledge?

__English textbook published by the

publisher

__Authentic public speaking resources

(ex. TED Talks)

__Developing and delivering a

presentation

73

__Classroom participation

__Others…………………………………

…………………………..

5

Which type of

speaking do you

need to learn

more?

__Imitative (this type requires the speaker

to copy words, phrases, and sentences)

__Intensive (understanding the meaning

of the reading they read. Examples of

activities are reading sentences or dialogs

loudly.

__Responsive (the conversation becomes

the most important part because the

speaker must respond directly to what is

being discussed)

__Interactive (the type that requires more

complex sentences and usually requires

more than 2 people)

__Extensive (requires the speaker to

speak directly and respond to what is

being discussed using words that they

already know and talking fluently)

6 Lacks

What makes you

feel difficult in

learning

speaking?

__I do not know how to learn speaking

properly

__Because it is not our language

__For fear of speaking English

__The material still not support me to

74

learn speaking English

__Others…………………………………

…………………………..

7

Why do you

think learning

English is

difficult?

__I'm the type of person who doesn't like

to talk

__I'm not comfortable speaking English

__My environment does not support

__There are no friends to talk to

__Others…………………………………

…………………………..

8

How many time

propositions do

you need to

learn English in

school?

__Once a week

__Twice a week

__Everyday

__Others…………………………………

…………………………..

9 Necessities

Which speaking

technique do

you need to

improve your

speaking skill?

__Make a pair with your friend

__Make a group discussion

__Teacher gives the topic and I

presenting the topic about

__Self study

__Others…………………………………

75

…………………………..

10

Wants

What do you

want to do so

you can master

English as fast

as possible?

__Every English class, the students must

speak in English

__Having a group discussion before

English class begin for 15 minutes

__There are homework for pairing

conversations every week

__Others……………………….......

……………………………………

11

Which speaking

activity in the

class that you

want to do

more?

__Simulations

__Role-play

__Storytelling

__Picture describing

__Others…………………………………

…………………………..

76

Appendix 3 Students’ Question Guidance

STUDENTS’ INTERVIEW QUESTION GUIDANCE

General background information

Why do you want to improve your speaking skill?

What makes you feel difficult in learning speaking?

Why do you think learning English is difficult?

Target Needs

What is your purpose in learning English?

How do you use the language you have learned?

Who will you use English with?

Where will you use English?

When will you use English?

Learning Needs

What is your reason taking the lesson (English language)?

What is your concept for learning English?

What sort of techniques that are likely to bore or alienate you?

Is it the resources for learning English available? (for example: materials,

aids, teachers‟ knowledge of and attitude to the subject content)

Do you know already about English?

What teaching styles are you used to?

How is the learning atmosphere in the classroom?

When does English learning take place?

77

Appendix 4 Teacher’ Question Guidance

TEACHERS’ INTERVIEW QUESTION GUIDANCE

General background information

Are there students in the class who are good at speaking English?

Are students in the class required to speak English when English classes

take place?

Are there any difficulties in teaching English for students of tourism

program?

Target Needs

What is your purpose in teaching English?

How do you use the language you have learned?

Who will the students use English with? (according to what you have

taught)

Where will the students use English? (according to what you have taught)

Learning Needs

What techniques are commonly used to teach students to learn to speak

English?

What materials are commonly used in teaching and learning activities?

Is there any particular material to improve speaking skills for students in

tourism program?

Are the specific materials used is appropriate with the needs of students?

Does the teacher provide additional material that is not part of the syllabus

to help students learn English?

What teaching styles are you used to?

How is the learning atmosphere in the classroom?

When does English learning take place?

78

Appendix 6 Classroom Observation Sheet

CLASSROOM OBSERVATION SHEET

The researcher will observe English teaching and learning process in the classroom of the twelfth grade of tourism program at

SMK Wisata Harapan Massa Depok.

Subject observed : Teacher and students of the twelfth grade of tourism program in SMK Wisata Harapan Massa Depok.

Program : Tourism

Time and Date :

No. Basic Competence Indicators Subject Matter Components

Fact

Notes

Yes No

1

3.25 Menganalisis

fungsi sosial,

struktur teks dan

unsur kebahasaan

teks interaksi

transaksional yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

penulisan laporan

3.25.1 Mengidentifikasi

fungsi sosial,

struktur teks

dan unsur

kebahasaan

dalam teks

mengenai

memberi dan

meminta

informasi terkait

penulisan

Simple report

writing

a. Social

function

To write a report

in a simple form

b. Text

structure

The outline of the

Teacher used the main

textbook in English

learning process.

Students observe oral

and written texts about

writing simple reports

Students analyze

social functions about

the text of simple

report writing

79

sederhana

laporan

sederhana

sesuai dengan

konteks

penggunaannya.

report: Title, page

content,

acknowledgment,

introduction,

background,

methodology,

conclusion,

recommendations,

references,

c. Linguistic

Elements

- Passive Voice

- Simple Past

Tense

- Simple present

tense

- Conjunctions

contained in the text

Students analyze the

text structure of

simple report writing

texts contained in the

text

Students analyze the

linguistic elements of

simple report writing

texts contained in the

text

Teacher helps students

to analyze the text

structure of simple

report writing texts

contained in the text

Teacher delivers

material related to the

students‟ program.

80

Teacher let the

students to ask

questions in English.

Teacher allows

students to give their

opinions in English.

Students ask questions

and give opinion in

English

2

4.25 Menyusun teks

interaksi

transaksional tulis

dan

mengkomunikasik

annya dengan

melibatkan

tindakan memberi

dan meminta

informasi terkait

penyajian laporan

4.25.1 Menyusun teks

lisan dan tertulis

mengenai

penulisan

laporan

sederhana

sesuai dengan

konteks

penggunaannya.

Reporting

Presentation

Tips for

presenting reports

How to open

a speech

How to

propose

ideas

Teacher implements

certain technique to

make the students

easier to speak

English.

Students implement

the technique that the

teacher used.

Teacher gives the

example of how to

81

dengan

memperhatikan

fungsi social,

struktur teks dan

unsur kebahasaan

yang benar dan

sesuai dengan

konteks

penggunaannya di

dunia kerja.

How to

elaborate the

idea

How to close

a speech

How to

handle

questions

How to use

body

language

How to

maintain

audience

attention

How to use

presentation

aids

Clear, neat and

precise spelling

and punctuation

present a report

Students present their

report results

smoothly, clearly, and

precisely spelling

82

Speech, word

pressure,

intonation, when

presented

verbally

This classroom observation sheet is developed from English syllabus of SMK Wisata Harapan Massa Depok and modified by the

researcher.

83

Appendix 6 Result of Questionnaire

84

Appendix 7 Sample of The Questionnaires’ Result

85

86

87

88

89

90

91

92

93

94

95

96

Appendix 8 Teacher’s Interview Transcript

INTERVIEW TRANSCRIPT

Name : Mrs. Dian

Date : Thursday, October 10th

2019

Place : Teacher‟s room

Teacher

Question Pertanyaan

Target Needs Kebutuhan Siswa Answer (Jawaban)

What is your purpose in

teaching English?

Apa tujuan Anda mengajar

bahasa Inggris?

Karena mereka nantinya setelah lulus akan bisa

langsung ke dunia pekerjaan karena skill yang sudah

mereka punya dari sekolah kejuruan, tujuan paling

utama bagi saya ya itu mengajar untuk masa depan

mereka nanti. Jaman sekarang, salah satu persyaratan

masuk kerja kan bisa bahasa Inggris.

Are there students in the class

who are good at speaking

English?

Apakah ada siswa dikelas yang

mahir dalam bahasa Inggris?

Saya mengklasifikasikan anak-anak Bahasa Inggris itu

in the box sama out of the box. In the box tuh yang saya

kasih dia bisa, kalo yang out of the box tanpa saya dia

ajarin dia bisa, misalnya dia tuh tiba-tiba bertanya

bukan pelajaran saya misalnya itu out of the box

karena kan Bahasa Inggris luas kan bisa kepelajaran

bisa dari film.

97

Are there any difficulties in

teaching English for tourism

students?

Apakah ada kesulitan dalam

mengajar siswa pariwisata?

Sebetulnya yang sulit tuh dituntutan kurikulumnya.

Karena sekarang kan kurikulumnya udah K13 yang

baru lah ya yang revisi, itu kan kalo udah jenjang SMK

karena logonya SMK bisa kan sampai ketitik mencipta

begitu jadi kalo melihat siswanya kalo kita ketitik

mencipta hmm sulit gitu, karena kan kita swasta yang

pertama, yang kedua tidak ada penyaringan yang nilai

UN nya segini masuk sini ngga ada gitu, jadi dari

macam-macam background lah gitu. Ya itu sulitnya

gitu, kalo di SMK sini kan dituntutnya ke aktif

komunikasinya karena pariwisata, mereka kalo di hotel

kan menyebut barang aja semua bahasa Inggris.

Who will the students use

English with?

Dengan siapa siswa akan

menggunakan bahasa Inggris?

Yang pasti karena kita dari pariwisata jadi diutamakan

mereka bisa berbicara dengan orang luar negeri.

Where will the students use

English?

Dimana siswa akan

menggunakan bahasa Inggris? PKL mereka itu di hotel jadi digunakannya di hotel.

Learning Needs Kebutuhan Pembelajaran Answer (Jawaban)

What technique that

commonly used to teach

students in learning speaking?

Apa teknik yang biasanya

digunakan untuk mengajar

siswa belajar speaking?

Dulu itu saya pernah nerapin kalo pelajaran bahasa

Inggris harus berbicara bahasa Inggris, tapi ya gitu

karena disini swasta ya jadi kurang peminatnya

malah ngga ada yg ngomong. Tapi kayak makin

kesini itu yang mereka paling butuhan, mereka

kadang ngeluhin kenapa ngga bisa bahasa Inggris

gitu gitu, mungkin karena sayanya kurang ngepush

mereka untuk belajar. Jadi mungkin teknik itu bakal

saya terapin buat ngebantu mereka belajar English

98

speaking.

Kalo teknik saya lebih ke group presentation sih

karena itu bisa ngebantu mereka dalam menguasai

speaking

What materials that commonly

used in teaching and learning

activities?

Apa bahan ajar yang biasanya

digunakan dalam aktifitas

belajar dan mengajar dikelas?

Biasanya pake buku, saya pegang Erlangga tapi anak-

anak ngga pada pegang.

Does the teacher provide

additional material that is not

part of the syllabus to help

students learn English?

Apakah guru menyediakan

bahan ajar tambahan yang

tidak termasuk kedalam silabus

untuk membantu siswa belajar

bahasa Inggris?

Kadang-kadang keluar dari silabus, keluar dari

kurikulum, karena kendala buku yang emang ngga ada

jadi saya biasa ngegunain internet buat jadi bahan ajar

saya.

99

Appendix 9 Students’ Interview Transcript

THE STUDENT’S TRANSCRIPT

Class : XII-1

Date : Friday, October 11th

2019

Place : Class corridor

Student #1

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Iya soalnya tuh kayak lebih penting aja gitu buat kita,

karena kita kan kerja di hotel. Kalo ketemu tamu asing

gitu kayak ya harus bisa gitu.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Sebenernya ngga susah cuma aku ngga tau cara

belajar yang bener aja kayak gimana.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking?

Aku mau kerja di kapal pesiar, jadi harus bisa. Terus

biar fasih aja gitu.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris?

Sama siapa aja, yang paling penting sama orang luar

negeri.

Where will you use English? Dimana kamu menggunakan Di hotel karena disini pariwisata.

100

bahasa Inggris?

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Pengen bisa ngomong bahasa Inggris.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris?

Tekniknya biasa aja cuma ngasih materi terus

presentasi.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Paling dari internet karena kita ngga megang buku

paketnya jadi nyari sendiri.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas? Biasa aja.

Student #2

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Soalnya kalo kita ngga ningkatin ya kita kayak cari

kerja juga susah kak. Sekarang kan udah masuk

banyak orang asing terus kan toko-toko atau tempat

pekerjaan juga pengen ada yang internasional gitu.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Tergantung kitanya sih, kalo kitanya niat ya ngga

susah. Kalo dari aku materi sama guru yang

ngejelasin juga.

101

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking?

Kan pariwisata itu internasional, jadi pengen tuh ngga

stuck di hotel aja, Kan ada hotel di luar negeri.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama orang bule.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Di hotel

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Ngga ada konsep khusus.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris?

Waktu itu sempet ada, tapi kayak ngga berjalan gitu

karena muridnya juga. Waktu itu ada English

conversation setiap hari sabtu.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Aku biasanya dari internet, tapi kalo gurunya pake

buku.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas? Kadang kondusif kadang ngga.

Student #3

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve Mengapa kamu ingin Ya karna saya ingin mengetahui lebih hmm lebih apa,

102

your speaking skill? meningkatkan kemampuan

speaking?

lebih banyak.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit? Susah susah gampang.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking?

Saya ingin kerja di hotel jadi pengen bisa bahasa

Inggris.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris?

Siapa aja sih yang bisa diajak ngomong bahasa

Inggris.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Saya ingin kerja dihotel, jadi mungkin dipakai dihotel.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Ngga ada.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris? Presentasi paling.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris? Dari materi yang dikasih sama guru.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas? Kondusif sih.

Student #4

103

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Bahasa Inggris tuh udah kayak wajih gitu, kalo ngga

bisa bahasa Inggris jadi ngga bisa ngobrol apalagi

sama yang di luar sana atau disini, karena kerja kan

juga butuh bahasa Inggris.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Menurut aku sih ngga susah. Kalo ada kemauan sih

ngga. Susah karena ngga tau cara belajar yang bener

kayak gimana.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking?

Karena kalo kerja kan salah satu persyaratannya

biasanya harus mahir bahasa Inggris jadi aku pengen

bisa bahasa Inggris.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama siapa aja

Where will you use English? Dimana kamu menggunakan

bahasa Inggris?

Dimana aja yang menyanggupi ngobrol bahasa

Inggris.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris?

Konsep sih ngga ada cuma kalo aku pribadi suka

nyatet sendiri karena kan aku udah ngga bisa bahasa

Inggris, seengganya aku berusaha ningkatin dengan

cara nyatetin kosakata baru.

What technique that used the Apa teknik yang digunakan guru Untuk teknik kita emang biasanya pake presentasi

104

teacher in teaching English? untuk mengajar bahasa Inggris? gitu.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Kalo buat material khusus gitu ngga ada karena

gurunya aja cuma pake buku dan itupun cuma beliau

yang pegang jadi kita belajar ya sesuai apa yg dikasih

sama guru aja. Cuma aku sering nyari di internet

kayak di TED Talks karena emang itu kan dikhususkan

buat speaking sama listening.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas?

Kurang kondusif sih karena gurunya juga kurang

tegas buat ngasih tau yang lain.

Student #5

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Aku tuh pengen kuliah diluar negeri niatnya, cuma aku

juga pengen kedepannya itu ngga hanya cuma satu

bahasa aja aku juga pengen punya kemampuan

dibahasa lain.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Susah awalnya. Tapi kalo udah ngerti dasarnya apa

ya kaya rumus-rumusnya gitu ngga terlalu susah.

Malah itu yang bikin seneng.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking?

Itu kan wajib, jadi kalo misalkan di perhotelan, tamu

kan ngga hanya satu ya walaupun bahasa Indonesia

tapi bahasa Inggris kan bahasa internasional

seengganya tau dasarnya dulu bahasa Inggris baru

105

belajar yang lain.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama orang luar negeri.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Dimana aja.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Aku suka nyatet gitu kalo ada kosakata baru.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris?

Group presentation ada tapi aku maunya tuh ada

group discussion karena kan kalo presentasi kadang

ada q&a nya kadang ngga. Terus juga pengen ada

diharusin buat ngomong bahasa Inggris kalo jam

bahasa Inggris.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris? Sumber biasanya nyari sendiri dari internet.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas?

Kurang kondusif yang dengerin ya dengerin yang

ngga ya ngga, ada yang sibuk main handphone, ada

yang ngobrol, guru cuma ngasih tau doang. Abis

dikasih tau diem sebentar terus ngobrol lagi.

Student #6

Target Needs (Kebutuhan Siswa)

106

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Karena bahasa Inggris itu penting, yang pertama saya

pengen kerja diluar negeri, yang kedua biar lebih

dipandang orang kalau saya ini memiliki ilmu.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Belajar bahasa Inggris itu sebenernya gampang, yang

susah itu memahami cara penyampaiannya karena

ada beberapa materi yang susah dipahami. Kalo

ngomong langsung dengan tujuan, misalnya ada

orang asing yang meminta bantuan mungkin saya bisa

coba ngomong.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking? Untuk karir, biar bisa speaking sama orang asing.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama orang asing.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Dimana aja.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Ngga ada konsep khusus.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris? Teknik paling presentasi.

107

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Kalo pribadi nyarinya di TED Talks khusus buat

speaking.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas? Kadang kondusif kadang ngga.

Student #7

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Karena lebih kearah masa depan ya, soalnya kan

masa depan di pariwisata, speaking itu kan harus

diutamain, karena bahasa Inggris adalah bahasa

internasional jadi pengen ditingkatin.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Sebenernya sih mau dibilang susah tapi ngga terlalu

susah tapi dibilang gampang cuma masih ada hal

yang bisa dibilang menghambat, terutama dari kayak

lingkungan, orang-orang terdekat yang belum bisa

bahasa Inggris.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking? Untuk karir nanti setelah lulus.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama siapa aja.

Where will you use English? Dimana kamu menggunakan Dimanapun yang bisa ngobrol menggunakan bahasa

108

bahasa Inggris? Inggris.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris?

Konsepnya paling nyari cara gimana bisa cepet bisa

bahasa Inggris sih.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris?

Tekniknya presentasi grup tapi maunya sama diskusi

grup juga biar lebih ngerti juga sama materinya.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Kalo dari guru paling materi, tapi kalo pribadi nyari

di internet paling sering.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas?

Kondusif kadang tapi tergantung materi apa yang

dipelajari.

Student #8

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Karena bahasa Inggris kan bahasa Internasional jadi

pengen bisa lancar bahasa Inggris.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Belajar bahasa Inggris ngga susah cuma

lingkungannya masih kurang buat nerapin bahasa

Inggris itu sendiri.

109

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking? Untuk karir nanti setelah lulus.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris?

Sama siapa aja yang ingin diajak ngobrol bahasa

Inggris.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Dimana aja.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Ngga punya konsep khusus.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris?

Tekniknya gurunya nerangin, terus nanya muridnya

udah paham apa belum kalo belum ditanyain kalo

udah ya lewat aja. Gak ada yang kita latihan speaking

gitu. Bahasa itu kan bisa karena terbiasa. Hiduplah

bahasa itu, jadi harus diterapin.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Belum cukup banget karena emang kurang banget,

paling nyari sendiri.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas?

Ngga kondusif, sibuk sendiri-sendiri. Yang dengerin

sih dengerin.

Student #9

Target Needs (Kebutuhan Siswa)

110

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Karena kan sekarang udah era globalisasi terus

persaingan buat kerja diberbagai industri itu kan

saingannya bukan dari sini doang tapi luar juga, yang

diliat kan dari segi bahasa Inggrisnya. Yang pertama

dari bahasa Inggris dan knowledgenya, skillnya juga.

Menurut saya itu penting buat masa depan.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Kesulitannya kayak mungkin berbeda dengan bahasa

kita, terus sama jarang interaksi pake bahasa Inggris.

Mungkin kalo misalkan setiap hari percakapan bahasa

Inggris mungkin bisa mudah. Susah mungkin karena

ngga terbiasa.

What is your goal in learning

speaking?

Apa tujuan kamu belajar

speaking? Untuk kerja nanti.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama siapa aja.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Dimana aja.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris?

Konsepnya paling nulis nulis kosakata yang ngga

diketahui.

What technique that used the Apa teknik yang digunakan guru Teknik dari guru itu ada presentasi grup tapi cuma

111

teacher in teaching English? untuk mengajar bahasa Inggris? sebatas presentasi, saya maunya ada diskusi grupnya

juga. Terus juga diharusin ngomong bahasa Inggris

kalo pelajaran bahasa Inggris.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Sumbernya paling nyari sendiri di internet kan udah

banyak website yang isinya buat belajar speaking.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas?

Kondusif kok cuma ada beberapa yang main

handphone.

Student #10

Target Needs (Kebutuhan Siswa)

Question Pertanyaan Answer (jawaban)

Why do you want to improve

your speaking skill?

Mengapa kamu ingin

meningkatkan kemampuan

speaking?

Karena saya pengen belajar aja gitu, belajar bahasa

Inggris tuh biar agak lebih maju lagi biar bisa

bersaing nantinya dengan orang asing. Saya denger

denger taun 2025 orang-orang asing masuk ke

Indonesia, saya gak mau kalah saing dengan mereka.

Why do think learning English

is difficult?

Mengapa kamu pikir belajar

bahasa Inggris itu sulit?

Susah susah gampang sih, yang bikin susah itu kayak

misalkan bahasa Inggris itu banyak kata-kata yang

sama tapi artinya beda, mungkin itu sih lebih ke

kosakatanya yang susah. Saya pernah nyoba ngomong

bahasa Inggris dikelas tapi malah diketawain sama

yang lain karena mereka mikirnya ngapain sih

ngomong pake bahasa Inggris.

What is your goal in learning Apa tujuan kamu belajar Tujuannya adalah misalkan kalo di hotel itu kan ngga

112

speaking? speaking? semua orang Indonesia tapi ada luar kalo kita ngga

bisa bahasa Inggris jadi ngga bisa ngobrol sama

orang luar. Bahasa Inggris jadi bahasa paling utama

di hotel.

Who will you use English with? Dengan siapa kamu

menggunakan bahasa Inggris? Sama siapa aja.

Where will you use English? Dimana kamu menggunakan

bahasa Inggris? Dimana aja.

Learning Needs (Kebutuhan Pembelajaran)

What is your concept in learning

English?

Apa konsep kamu belajar

bahasa Inggris? Ngga ada konsep khusus.

What technique that used the

teacher in teaching English?

Apa teknik yang digunakan guru

untuk mengajar bahasa Inggris? Tekniknya presentasi aja.

Is it the resources for learning

English available?

Apakah ada sumber untuk

belajar bahasa Inggris?

Sumber dari gurunya ada buku tapi kalo pribadi lebih

sering nyari di internet.

How is the learning atmosphere

in the classroom?

Bagaimana suasana

pembelajaran didalam kelas? Kadang kondusif.

113

Appendix 10 Result of Classroom Observation

114

115

116

Appendix 11 References Examination Paper

117

118

119

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