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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A CULINARY ENGLISH COURSE BOOK FOR VOCATIONAL HIGH SCHOOL STUDENTS A Thesis Presented to the Graduate Program in English Language Studies in Partial Fulfilment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies by Wilhelmina Kurnia Wandut 166332023 THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2018 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A CULINARY ENGLISH COURSE BOOK FOR VOCATIONAL HIGH SCHOOL STUDENTS A Thesis Presented to the Graduate Program in English Language Studies in Partial Fulfilment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies by Wilhelmina Kurnia Wandut 166332023 THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2018 i PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MOTTO For by grace are ye we saved through faith; and that not of yourself, it is the gift of God. Not by works. So that no one can boast. Ephesians 2: 8 —9 Give thanks to the Lord, for He is good; his loves endures forever. 1 Chronicles 16: 34 iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI STATEMENT OF ORIGINALITY This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phrases, sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else's idea, phrase, or sentence without proper references. Yogyakarta, July 4", 2018 Wilhelmina Kurnia Wandut PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama: Wilhelmina Kurnia Wandut NIM: 166332023 Demi mengembangkan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: A CULINARY ENGLISH COURSE BOOK FOR VOCATIONAL HIGH SCHOOL STUDENTS beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalti kepada saya selama mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 4 Juli 2018 Yang menyatakan, Wilhelmina Kurnia Wandut vi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI TABLE OF CONTENTS TITLE PAGE 00... ceccceccccececeseeecseee cesses ceescseseeeceessesesecsssesscsesecesseeseseseescseeeeseseescaeeee i APPROVAL PAGE o.oo. ccccesesescseseeseesescsessesesesscseesseseescsescsseeecseeesasseescseeeeseaee ii THESIS DEFENSE APPROVAL PAGE ou... cccccescccescssesees sees seseseeseseeseseeeeseaee iii MOTTO oo ccecces ces cseseseseseccnecsesesesesesesescseseseseseseueseseceneceneceneeeseceseeeneeeneseee iv STATEMENT OF ORIGINALITY ....0.......0.ccccsceses cess cseseescseeeeseseescseeseseseesesees v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS .0.....10.cssssessssessssesessesesteseseescseeseseseeseseeeee vi ACKNOWLEDGEMENT. ............ccsscssssssscssssssssssscsssssssssseceessssseeceseseeseneeseeeseeens vii TABLEIOBIC ONTENTS iirc... etctcttiticscsscscscccescccacescceeMtcee Mocs cece rssnssetthas oon coee ix MIST ORSTAIBILES Vo... 000-000... Maeemtetatnet ocecesccsesccvucesvcessccreseseecesscceseccoves thatthe xiii ISTHORWIGURES ie nsceccsscssroscscoMtorsccocscavesversoccvarrsversocereceecettioc Miscroveccsrevese™s xiv LISTHORPA PPENDICESiireccsses: Massa Ressrsssscsseresceveersserrsccrsersreres Memiscuorsscsrorssward XV ABSERA CT... cesses ssccMecasseass gett RRas cesecces cee ceses Moc coes ecoated Xvi ABSTRAK...0.0.00.0.00 MessossssvcovesovsssssesMboscnsgasassssassseasodisMessosessoss ceseceeteseaatecceeseoeet xvii CHAPTER I INTRODUCTION AMResearch Backgroundeeeeseeenssteet teers. ce Te cesses 1 BaRroblempldentificationl ...c.cs.cscse Memos scssescsserescsseressestRereceseccascctcesesrst At once cones 6 CAProblemslbimitationen s csccsscsscscsesMemtsscescssecesceses care MMM cae cee cesrcctems vnceceeee 7 D. ‘Research QUES tion ae Me, ee, Me cesses craces es atte eo cessteer stthcncocecncccncestctt sosesosesoves 8 E. Research Goals aR Bis teias..ccsscett score scscecsTIS MMS coscccecesecces eg eM sesceseesecessees 8 F, ResearGh\Benefits.r........ cease Meme tn MR Mts seocsceresscrsscsrsscseccN Mt soseceesecesseceseees 9 CHAPTER II LITERATURE REVIEW A. Theoretical ReViCW .......c:ccesccsescssesesscseeecseseeecseessesescseseseseescseeseseseescseeteseaeeneee 11 1. Instructional Design .......c.ceceecseeceseseeseseeeeseseeecsesssseseescseeeseseescseeseseseeseseeees 11 A. ADDIE ...essecsecseessesssessssscssesseesseesecsnsssscsnessuessesseeseesecesseeseesseesseaneesneaneese 14 1) Analyse ix PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2) Design 16 3) Developing.......ceccecceceseeecseeseseeeeecseessssesessssssesesessessssesesscseeseseseeseaeeees 18 4) Implementation ..........ceseecceceseseeesesseseeseescesesseeseescssesueesessesneseescesaseense 19 5) Evaluation... ccc cecssesecseseseeseseceesceeeseseceescuesaceeceesceeeaeeecaeseeenseneceeaeee 21 b. Dick and Carey 22 1) Identify Instructional Design ............ecceseeeseeeeseeeescseeeeseseescseeeeseseeseee 23 2) Conduct Instructional Analysis ..........cceccesesseseescseeesseseescseeeeseseeseseeees 23 3) Identify Entry Behaviours and Learner Characteristic 24 A) Write) Performance! Objectivesm..........-..ce.sccesesee esses Mea Rcevesesronesveet 24 5) Develop Criterion-Referenced Test Items ............cccsesessceeeeseseeseseeees 25 6) Develop Instructional Strategy ..........cceeccsesesseseescseeseseseescseeseseseeseseeees 25 7) Develop and Select Instructional Materials..............ccssseesseseeseseeees 25 8) Develop and Conduct Formative Evaluation............ccsceseseseseeeees 25 9) Develop and Conduct Summative Evaluation..........csceccsesesesseneeee 26 2. English for Vocational High School Culinary Division ............c0cecseeeee 26 a. Vgcationall School iite...encmmtsnscttstrcccssessesccncecsasecssesrase te cons cess scensoes ove 26 b, Culitary "Bra gta irvenncsras stents sstrnscscsttes cette cove sosecossesessececsecoes 28 c. English for Vocational High SChOOI .........ccccseseeseeseseseeteseseeseesceseeseenes 29 3. Need AnalySis......cccsccescssesesscseescseseescsesssseseescseesssesesseseescseseescseeceseseescseesesene 31 4. Content-Based Instruction .....c.cssesescessesesseeseseseessescesesseessesesseseeceseseeseenees 36 5. The Four Strands ........scessesccsseseseeecessesseseeecessseeseescssssneeseesesueseesesneseessessennaee 38 x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI B. Related Research Report . C. The Characteristic of Target Population 1. The Participants of Research and Information Collecting ............cscee 43 2. The Participants of Expert Validation ............cccsesessceeesseseescseeceseseeseseeseseeee 44 3. The Participants of Implementation and Users Validation ..........cc:ccceee 45 D. Theoretical Framework .........csessescssseseseeesesseseeseescesssseeseescasesueecesseseseenceseaneenee 45 CHAPTER III RESEARCH METHODOLOGY A. Research and Information Collecting.. B. Planning C. Developing Preliminary Form of Product ...........csscsssssssssescseeseseseescseeseseseeneee 58 I) Wereliminarsy plsic ld sesti li omssenerenesussesnseestssetsensessesesasnseseneescen sent saseserseenrtsess 59 Ey MainghroductRevisinbsrcessessss a. coimtscsssusrasassessensesenssessasrasersee tipassacsenceseeseee 59 Fe Main) Bield Destin 2 ents... ......ctee acess ogee emRscs cececcescorecesre MM cvreseseat 63 G. Operational Product Revision ..........cccccssesecsesessessescseesessseescseeseseseeseseeseseseeseee 64 CHAPTER IV RESEARCH FINDINGS A. The Schematic Model of Culinary English ..........ccscseccssesesseesesseseeseesceneaseenee 66 1. Research and Information Collecting ...........cccccessssesesscseeseseseescseesesssneseseeees 66 a Information ollecting........amencws.cccsessesesosbisc tee MR ce sscce ssc ats ocsn nee 67 ibsNeed AnaliysisyRESUIt. tier tii. tt cescsscite Mtass os cces cscs esses itrs vncecneceee 67 2. PLANIING................c0tese costes eM ML MLR cc cee suscccesecee suede Mseesececnecscseses 76 a. Stating the Goal, Learning Objectives, Units and Topics. b. The Result of Forum Group Discussion ........scscsesseseeseeesseseecesssseessenees 79 3. Schematic Model.. B. Culinary English Course book of Vocational High School.........c.c:c:eceeecee 87 1. Develop Preliminary Form of Product ........c.csccessssesesssseessseseescseeseseseeseseeees 87 xi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES Figure 2.1 Relationship among terms associated with instruction (Smith, P. L & Ragan, T. J. 1999) ...ceccecsesssesssessesseessesseeseeeseeeeeeeeesees 12 Figure 2.2 A Review of ADDIE (Clark 2007) ......c.sscsssesssesssesseesseesseeseessesseeeeeeeeees 15 Figure 2.3 Dick and Carey’s Model of Instructional Design (2009: 1)... 23 Figure 2.4 Systematic approach to designing and maintaining language curriculum (Brown. 1995) . Figuirer25) Framework: Theory... toned scscssecssceressevce tr. ceciRacseoceseces SS maces sececoe 46 Figure!3! IGREDIicycle from) Borg SAG alls .c...c.cc.ccccsccceveseseestcvsvescevesesescssostetMbis ove 51 Hi gurev4MleCoveron the OOKsmrmscmmecerecesscererrecerersererecerstaemtcoreerersesere a 88 Figure 492 Whe) Preface’. .x....sseetsca eis tecassececccnsessesecacestosersvescasecsees EMM cca cersesee soa 89 Figure 4.3 Let’s Take a Look... FeO ees end OU eee ee eee eee eee eee cccscecsececcucctescesescocest om 92 Figure 4.5 Let’s Amal yZe.....ceccccssessessecscsseeseecssseseseescessseeseescssesneesesscsneseescesnaneenee 93 FigureyAVe etss)Practice}ssssssccessresetmmoesssesscassesscessersccrssedgeraceesees Rett scesat A -sseses 94 Figure 4.7 Let’s Produce .......cccccsessessesscsseseecesssseseescessseeseescssesueesessesneseessessssenee 95 Figures: 8 REP e Ct One. ottnrsctet tet tei, chet ons Mss Mcesaacasets teascencescasesecastMets soos oes os 96 Figure SQ Vocabulary en... ccs. scmraste meetin taste tt cose socncescoscnceescasteMtrens cess ssensoes ose 97 xiv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF APPENDICES Appendix 1. Questionnaire for Students’ Needs ........c.eseseseseseseeseseeseseseereneeens 113 Appendix 2. Questionnaire for Validator........scsscccssesesesceseseeseescesesseesesesesnees 119 Appendix 3. Result of Need Analysis Questionnaire ..........c.cccsescseseeceeeeseeeeee 123 Appendix 4. Result of Validation by Expert ........ccccscsesesseseescseeseseseessseeeeseeeeee 126 Appendix 5. Result of Course Book Implementation ............cccescseseescee essen 128 Appendix 6. Schematic Model. Appendix 7. Syllabus of the Designed English Course Book..........cccceseseseee 135 Appendixas she! Course BOOkn nn terme cscsscscersscersersverssccesreseecesscrerecrores seem 147 XV PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ABSTRACT Wandut, Wilhemina Kurnia, 2018. A Culinary English Course Book for Vocational High School Students. Yogyakarta: Graduate Program in English Language Studies, Sanata Dharma University. The vocational high school contributes to develop the workers ability by training them to have specific skills since early stage. Nowadays, having English ability is also one the requirements of workers. However, the vocational high school does not provide specific English on each program to support students’ performance. One of the programs offered in vocational high school is the culinary program. This study aims to develop a culinary English course book of the vocational high school. There are two formulated research questions of the study. First is “What is the schematic model of culinary English for vocational high school?” and second is “How is the course book for vocational high school students like?”. The researcher used ADDIE model and Dick and Carey model to figure out the concept of instructional design. The approach used is Content-Based Instructional. There are nine stages of procedures in conducting the study. They are information collecting, making the schematic model, evaluating the schematic model, revising the schematic model, developing the course book, validating the course book, trying out the course book, evaluating the course book and revising the course book. This study only used six out of ten stages of R&D stages. The first two stages which are Research and Information Collecting and Planning answered the first research questions related to the schematic model. The rest which are Develop Preliminary Form of Product, Preliminary Field testing, Main Product Revision, Main Field Testing and Operational Product Revision answer the second research question related to culinary English course book. There are two results of the study which are the schematic model and yhe course book which consists of four units. The name of the units are Kitchen Utensils, Fruit and Vegetables, Meat, and Appetizer, Main Course and Dessert. The course book was validated and revised based on the opinions, comments and suggestion by experts. Moreover it was implemented to the target learners before having the final revision. Based on the result and revision made, it is perceived that the culinary English course book is effective and practical to the culinary program of vocational high school. Keywords: Instructional design, Research and development, Vocational High School, English Culinary Xvi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI According to Kotsikis (2007), the term vocational education is general and includes every form of education that aims to the acquirement of qualifications related to a certain profession, art or employment or that provides the necessary training and the appropriate skills as well as technical knowledge, so that students are able to exercise a profession, art or activity, independently of their age and their training level, even if the training program contains also elements of general Education. Moreover, Kotsikis (2007) adds that vocational training is generally defined as the part of vocational education that provides the specialized professional knowledge and skills, which attribute professional adequacy to the trainee and are the focus of every vocational training program. Vocational training can be seen as an activity or a set of activities designed in order to transmit theoretical knowledge and also professional skills that are required for certain types of jobs. Vocational school has the same level as senior high school but the students in vocational school are already shaped with their main courses based on the program that has been chosen. For example, the students who are on culinary program will have subjects related to culinary field. Their courses are focusing to support their professional skill of the program. Besides providing the related courses to their major, in order to help the students to be ready to work, vocational school facilitates the students with working field experience or PKL (Praktek Kerja Lapangan). The students have the chance to experience the working field of their job in the future. They need to gain the soft skill as well as the hard skill of their courses. They can see, practice and apply their soft skill outside the classroom. Therefore, whether the students want to continue their studying to higher level or start to have job after PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI graduating, they are expected to have the criteria as profesional workers. As what defined by Mortaki (2012) that Vocational Education and Training has met great development as it is applied in great extend in developed, mostly industrially, countries, in order to equip their work force with the new skills that the labor market demands. Moreover, it helps in the social assimilation of various social groups However, there is still a problem for the workers since they need to have English ability related to their jobs. Since in this era, having the capability to work well is not enough without having English competecy. Therefore, besides learning about their program it is important for vocational school to also master English which is related to their program. In Indonesia, the English material for vocational high school are the same with the English material for senior high school. The English materials are based on the curriculum which provide general English for learners. This facts might be a problem for those who are in vocational program since the English material is not contextual with their program. Some of English teachers of vocational school figure out solution by providing their own material which are related to the program. For instance, they provide passage or conversation which are related to the program. The fucntion is so that the students are familiar with vocabularies and terms related to their program. Another school provide English for Spesific Purpose (ESP) for the students. The school takes 1,5 - 2 hours in a week to provide the students with ESP. Those ways are helpful for the students of vocational high school to English material which are related to their jobs in the future. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI One of the programs offered by vocational school is culinary program. Through this program, the students are expected to have the ability to work on culinary field after graduating and if they want to continue their studying to higher level, they have good basic of culinary knowledge that has been learned for three years. Therefore, the students are trained with hard skill and soft skill to deal with culinary. It includes the nature of culinary and business of culinary. Culinary business is related with food production, marketing and distribution. While the nature of culinary is related with food cooking. Widodo (2015) developed a study entitled the Development of Vocational English Materials from a Social Semiotic Perspective: Participatory Action Research revealed that the current language policy gives opportunity for the teacher to have an autonomy to design their own materials in the classroom. Therefore, in that study the teachers and the researcher created and used text-based material based on students’ program on the vocational high school. Moreover, Widodo (2015) also perceived that material development process as professional learning and wat to understand SFL (Systemic Functional Linguistic) theory and apply it to pedagogical pratices such us based instruction and text based instruction. Those who work on culinary’s working field must be familiar with English. Culinary is one of the working fields wich has wide connection. There are many career options in culinary field such as food service workers which including waiter or waitress, bartenders, hostesses, dishwashers, line cooks, prep cooks and head chefs. For those kinds of careers, workers might deal with people or situation where they should use English. Therefore, having preparation for English which is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The first steps of this research is collecting the information to alayze the need of culinary students. The information is collected by observing the English class of culinary students, distributing questionairre and interview the English teacher of vocational high school. After that making the schematic model of the course book. There are four contents in the schematic model which are goals, processes, learning materials and contents. The schematic model are the benchmark to design the course book. This schematic is validated by a forum group discussion. The group refers to teachers and researchers who have experience in designing materials and the researcher who are doing the same type of research. They give their persepective whether the topics that be proposed in the schematic model are authentic and reliability for the students. They also state the reason of choosing certain topics to be included in the course book. The next step is designing the material and compose the stages to provide the proper scaffolding for the students. After that, the culinary English materials are validate by Experts and users. The last is final revision which is done based the expert judments and the implementation result. C. Problem Limitation In order to avoid broad discussion, this part elaborates the limitation of the research. First, the scope of this research focuses on the designing the academic English course book for culinary division of vocational school. Therefore, it is important to recognize that this course book focuses on the academic English culinary however knowledge of the culinary contains in this book is not too specific. Even though it also provides the content but the main purpose is focusing on English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI development of the students. Second, the population od participants of need analysis depicted in this research is limited to the students and the teacher of SMK BOPKRI 2 Yogyakarta. However, the information about English for culinary in this research is general and reliable for most of vocational high schools in Indonesia. Third, the English culinary materials are designed for second year of vocational high school. The materials are decided based on the subjects of culinary in the vocational high school and the consideration of Forum Group Discussion’s result. D. Research Question Based on the background that has been stated in previous, it is expected that the result of this research might answer the problems arise in vocation high school especially culinary program. Therefore, there are two research questions formulated in this research which can be seen as follows: 1. What is the schematic model of English culinary for vocational school? 2. How does the culinary English course book for vocational high school students look like? E, Research Goals Based on the research questions formulated, there are two goals of this research. First is making the schematic model of culinary English which is authentic and reliable for the students of vocational high school. This schematic model is helpful to decide the contextual topic and become the benchmark to design the English culinary course book. The next goal is designing the culinary English material for vocational high school students. These goals are expected to contribute PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI the development of education especially English developments. Specifically, the purpose of this research is to help the students of vocational high school have the knowledge of English which are related to culinary field. As what has been stated in the background that the English teacher of vocational school have to find their own material to help the student learn contextual English. Therefore, this book provides material includes passages, conversation, pictures and exercise which are related with the subject of culinary program in the high school. Therefore, the culinary English course book which becomes the result of this research is reliable and acceptable to be used by the second-year students of vocational school. The composed course book is expected to be effective and practical for the students since before the final stage, the book is tried out at school and be evaluated by expert’s judgments. Moreover, the topics and materials of the course book are design fundamentally to be implemented in culinary division as English for specific purpose content. F. Research Benefits The research is contributed to the development of knowledge particularly in English development. Besides, the research is conducted to give some advantages. First, the course book can help the teacher to provide contextual material to the students related to their subjects. Moreover, through this course book, it is expected that they can be familiar with the culinary vocabularies and terms, they can greet their fellow workers to maintain the relationship, they can read or make a recipe in English, and they can use some expression related to culinary to communicate with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 12 attainment of some intended goal. The relationship between education, instruction, training and teaching can be seen as below: Teaching Figure 2.1 Relationship among terms associated with instruction (Smith, P. L & Ragan, T. J. 1999) There are many instructional designs but the writer chooses two instructional designs to be reviewed and used as the guidelines of conducting the research. They are ADDIE instructional design and the instructional design from Dick and Carey (2011). ADDIE instructional design is chosen because it offers a systematically process, dynamic and flexible guideline to develop an effective material. The number of phase in the instructional design are five phases which make the process are easier to understand. Besides, the end product of one phase is the starting product of the next phase. The instructional design from Dick and Carey is chosen because the instructional design provides detailed information of creating the materials. There are nine stages in this instructional and all of them elaborated activities that should be done to create an effective instructional design. Besides, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13 the instructional design could be perceived as one of the examples of instructional design since it constantly being updated. However, in order to present the methodology of the study, this writer uses Research and Development study which is well-known as R&D. Borg (1983) defines that “research and development is a model developing in which the findings of research are used to design new products and procedures, which then are systematically field — tested, evaluated, and refined until they meet specified criteria of effectiveness, quality or similar standard” (p. 589). The goals of this research are making the schematic model and designing an appropriateness instructional design. After developing English culinary course book for vocational school, the researcher validated from the perspective of evaluator and users. Born and Gall (1983: 772) says that educational research and development (R & D) is a process used to develop and validate educational products. Learning materials is going to be the product of this educational research and development. This part will be divided into four parts namely specific goal, setting, procedures, and nature and sources of data. The following explanation elaborates two instructional design which are used as guidelines to make the instructional design. The first is ADDIE instructional design which consists of five phases and second is Dick and Carey (2011) instructional design that consists of nine stages. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 14 a. ADDIE ADDIE is an acronym for the processes of the instructional system development of Analysis, Design, Development, Implementation, and Evaluation (Molenda et al., 2003). Molenda (2015) also stated that ADDIE is shorthand for describing any process-based approach to developing instructional content. He also argued that the very acronym is virtually interchangeable with the term instructional design, and that many different design frameworks fall under this umbrella abbreviation. What is important about ADDIE, though, is that it is iterative, involving review and revision throughout the design process. The ADDIE Model is an iterative instructional design process, where the results of the formative evaluation of each phase may lead the instructional designer back to any previous phase. The end product of one phase is the starting product of the next phase (Mcgriff. 2000) Moreover, Welty (2007) states that ADDIE model is an iterative feedback model, which means that the results of the Evaluation phase are returned to the origination point (fed back), closing the loop, facilitating further refinement of the learning product. If the evaluation shows that the module has shortcomings, for example, that the objectives of the module do not align with organizational objectives, those shortcomings are returned to be analyzed again. Further design and development efforts follow, until the module meets organizational needs. A review of the Clark’s (2007) modified ADDIE model provides a mechanism to expand the ADDIE process can be seen as following. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 17 items, selecting a delivery system, and sequencing the instruction. The outputs of the Design phase will be the inputs for the Develop phase (Mcgriff. 2000). Welty (20007) implies that on the design phase, there must be approach planned to addressing the performance gaps which outline and approved. This planned approach has three components. They are fitting the proposed learning product into the larger curriculum, outlining the proposed learning product and securing management approval of the outlined learning product. Aldoobie (2015) states that in this phase is about applying the instruction. The designer thinks the ways to make the design instruction be effective and can facilitate the target learners’ learning and the interaction between the materials created and provided. Aldobiee (2015) said that there are three activities done in these steps which are designing assessment for the topics, select a form of the course and creating the instructional strategy. The three steps proposed by Aldoobie (2015) are elaborated more on the following explanation. Before assessing the learners’ outcome of the subject, it is important to know how to assess the outcomes when working on the instructional design. In order to the assessment effectively, the data which are collected from the Analyse phase could be used. Besides, it is necessary to convince that the assessments is strongly related to the content and context. Therefore, making sure the task and questions of the assessments are well written is important to avoid the mistake and misunderstanding that lead confusion for the learner. The second part is choosing a delivery system. Form’s course means the way the materials are presented about a certain topic. In fact, there are many formats that can choose to deliver the content. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18 It means that choosing the right form of the course which match with the design assessments is necessary. The next step is creating instructional strategy. After finishing the assessment’s design and creating the delivery system, the next is creating the strategies for the instructional design. Basically, the course strategy is a combination of many methods to help the learners understand the topic (for instance, lectures, discussions, reading, and activities, etc.). Another important point as well is to give the students chances in the instructional strategies to participate in and consider activities, but those things need to be accompanied with feedback. 3) Developing The third phase of ADDIE instructional design is developing. Mcgriff (2000) states that the purpose of this phase is to generate the lesson plans and lesson materials. During this phase you will develop the instruction, all media that will be used in the instruction, and any supporting documentation. In this phase, the instructional designers integrate the technology with the educational setting and process (Aldoobie.2015). Moreover, the instructional designer starts to develop and create a good quality factual sample for the instruction design that has function to show to the directors that the instructional design is on the right track. it is very helpful to show our learner the blueprint with our instruction strategy created in the Design phase. Another aims is to have feedback from a sample of the population that the instructional design is created. Second is developing the materials of the course. This activity includes making the instructional strategy with the sample PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19 made before. It is important to consider the advice and suggestion from the supervisor to the improvements of the materials. Furthermore, it also give a review section of the course material to the client and ask for comments, criticisms and suggestions. The third is running through the conduction of the design. After developing course materials the next step is running through of the design, like a practice run or a pilot test. This step is the actual time to do rehearsal for the instructional design using all materials created. In this situation, it will be great if we prepare an assessment for feedback in order to help us find out weaknesses and work hard to improve it. Welty (2007) said that the learning product, the training materials and the assessment materials are developed to address the performance gap. 4) Implementation Mcegriff (2000) defines that the Implementation phase refers to the actual delivery of the instruction, whether it's classroom-based, lab-based, or computer- based. The purpose of this phase is the effective and efficient delivery of instruction. This phase must promote the students' understanding of material, support the students’ mastery of objectives, and ensure the students' transfer of knowledge from the instructional setting to the job. While Aldoobie (2015) states that this phase is about transforming the plan into action. There are three major steps considered in this phase which are training the instructors, preparing the learners, and organizing the learning environment. Using these three steps, the course are displayed in very PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 22 this material was effective and identifying the strength and the weaknesses of our materials and working to improve it. In the small evaluation group, the instructor evaluate the effectiveness and achievement of the changes that have been discovered during in the step one to one. It is important to observe id the activities work well for the group situation. Besides, the assessment of these activities must be lucid, effective, and practicable. Even more, to make this stage of evaluation more effective, it is important to carefully choose different subpopulations that entirely represent our groups of learners in the course (Aldoobie. 2015). b. Dick and Carey Dick and Carey (2009) state that all of the elements of the instructional such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environment are connected to work with each other (p. 1) The goal is to create desire student learning outcomes. Dick and Carey’s model is divided into 9 stages which can be seen as follows: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 23 Figure 2.3 Dick and Carey’s Model of Instructional Design (2009: 1) 1) Identify Instructional Design According to Dick and Carey (2009) “Goals are clear statement of behaviors that learners are to demonstrate as a result of instructions” (p. 33). They also emphasize that identifying the instructional design is the most critical event in the process of instructional design. If done improperly, the instruction may not intend the learners’ real needs (p. 15). 2) Conduct Instructional Analysis In this stage teachers need to identify the exact performance that used to connect the present performance and the desired performance. It means that what is done by learners during the instructional materials should be the same with the desired performance. Teacher also should convince that the relevant between steps PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 24 taken in performing goal with objectives should be achieved by learners. Therefore, the materials and performances learned by the learners support and lead them to the goals of learning. 3) Identify Entry Behaviours and Learner Characteristics Identifying the background and general characteristics of the learners includes skills, experience, motivation levels, and basic demographics; those are related skills and topics that will be taught by teachers. The information should have enough detail to identify the correct starting point of the instruction so that students do not waste time reviewing material they already known and does not omit content they need to know. This step helps teacher in designing the materials, techniques and strategies used. It also helps teachers to start the learning process at level that appropriate for students. 4) Write Performance Objectives Performance objectives consist of a description of the task or skills to be learned, the standards or criteria, and the conditions that the task must be performed. This stage is the most important part of the instructional design since it describes description of what learners are able to do after following a unit of instruction. Moreover, it also describes what learners are able to do outside the learning situation or when they are in real situation using the skills and knowledge from the instruction in daily life. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 27 to work by preparing the students with knowledge and skill based on program competence and their own potency (Depdikbud, 1999). Vocational school refers to trade schools or career schools that provide practical training with few unrelated academic course requirements. They are relevant for many kinds of learners, including individuals who are planning to enter industry for the first time and professionals who wish to pursue a new career field. The relation between vocational high school and career field in Indonesia is elaborated by Suryadama. (2009). It shows that expanding access to vocational education can be an attractive option for policymakers in developing countries seeking to improve labour market outcomes. It states that in 2016, the Ministry of National Education in Indonesia began to expand the vocational schools. According to their strategic plan (Ministry of National Education, 2006), the main reason for this policy is to increase the size of the labour force that is ready to work, especially among those who do not continue to higher education. In addition, the Ministry argues that because the unemployment rate of vocational graduates is lower than general graduates, increasing the share of vocational graduates in the mix would result in a lower overall unemployment rate. In Indonesia, after finishing primary school there are two stages of secondary school which are junior high school and senior high school. Each of them taking three years to complete, however, after finishing the junior high school students can choose general high school or vocational high school. Wiratama (1986) states that basically there are five elements to produce good quality graduate students of vocation high school. First is the education program PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 28 must be elaborated in dynamic curriculum. Second is the proper facilities to support the learning and teaching process. Next is the teachers must have the ability to teach the students to work efficiency and professionally. Then, there is efficient and professional stakeholder and the last is the good potential from the students to be taught and trained well. b. Culinary Program Culinary is a knowledge about food which include how to prepare until how to preserve the food in traditional and international way (Bartomo.2010). Besides, Bartomo (2010) also stated that the needs of culinary workers especially from outside the country and the cruise ship give big influence for education culinary program in Indonesia. Therefore, since vocational high school provides the culinary program, it is expected that it could produce skilful workers through method of teaching specifically, efficient and effectively through intensively practice A career in culinary arts is quite promising for those who want to study it can develop the passion in cooking and give freedom to create based on their creativity. There are many opportunities offered to the culinarians to work in culinary world. Culinarians also have the flexibility to work in the location of their choice. There are positions available within hotels, resorts, cruise ships, schools, private homes, restaurants, corporations and much more. Therefore, it is suggested for them to consider they the type of culinary focused that they want to deal with to make them familiarized with the program. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 29 In Indonesia, the curriculum of vocational school (1999) which signed by Education minister, sets five principles which are Broad Based Curriculum (Berbasis luas, kuatdanmen dasar), Competency Based Curricullum (Berbasis Kompetensi), Mastery Learning (Pembelajaran tuntas), Dual Based Program (Berbasis Ganda), and preparing competence and adaptation ability after graduating. As one of the programs offered in vocational school, culinary division suppose to adopt the principles as benchmarks in developing programs and courses (Lioew. 2006). Based on the research done in SMK BOPKRI 2 Yogyakarta, it is know that the purpose of the culinary program of vocation high school is to make the student get the knowledge of processing the food and deal with the culinary field as soon as they graduated. Culinary division provides programs to train the students who wish to pursue a careers in the food service in professional way. Culinary division can be found in university and also in vocational high school. The outcomes of the program depend on the school/college but most of them are demonstrating professionally recognized culinary skills, using safe and sanitary practices within any food production departments, demonstrating professional written and verbal communication skill in culinary field and effectively supervising and train kitchen personnel. c. English for Vocational High School English teaching at Vocational High Schools aims to develop the students’ English proficiency by which the students can improve their professional skills. In PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 32 to meet the needs. Besides, Chambers (1980) in Basturkmen (2010) states that needs analysis should be concerned with the establishment of communicative needs resulting from an analysis of the communication in the target situation. Richards (2001: 52) lists a number of reasons for conducting needs analysis before starting a course for a group of learners. They are finding out what languages skills a learners needs in order to perform a particular role, helping determine if an existing course adequately addressed the needs of potentials students, determining which students from a group are most in need of training in particular language skills, identifying a change of direction that people in a reference group feel is important and identifying a gap between what students are able to do and what they need to be able to do to collect information about a particular problem learners are experiencing. Nunan (1988) defines that needs analysis refers to the procedures for gathering information about learners and about communication tasks for use in syllabus design. Richards et al. (1992: 242-243) defined needs analysis in language teaching. Ellis and Johnson (1994) added that needs analysis is a method of obtaining a detailed description of learner needs or a group of learner needs. It takes into account the specific purposes for which the learner will use the language, the kind of language to be used, the starting level, and the target level which is to be achieved. Information can be obtained from a range of different people such as company staff, trainers, and the learners themselves. It will have implications for the future training approach Moreover, Cunningham (2014) states that the result of need analysis should be clear, cohesive and thorough curriculum. It is important that data collection be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 33 carried out in awaits that is equally clear, cohesive and thorough. Thus is the best way to ensure that a curriculum is defensible which meant that the choices made in developing the curriculum are based on factual data that have been carefully collected and analysed. The importance of curriculum development cannot be overstate. There are some popular ways of conducting need analysis as citing in Cunningham (2014). They are by distributing questionnaires (Chia et al., 1999; Crosling &Ward,2002; Kim, 2006; Liu et al., 2008; Bacha &Bahous,2008; Taillefer,2007), conducting interviews (Spence &Liu,2013), combining interviews and questionnaires (Chostelidou,2010; Deutch,2003; Mazdayasna &Tahririan,2008), and triangulating interviews and questionnaires with observations (Bosher&Smalkoski,2002; So-mui &Mead 2000). According to Brown (2005) as cited in Cunningham (2014) states that Triangulation is the practice of using multiple measures of collecting data and/or multiple sources for data collection. This practice increases the amount and variety of data the analyst has to work with and increases the credibility, quality, and dependability of the NA and results in a better understanding of learner needs and a more defensible curriculum. Hutchinson and Waters (1987) state that the definition of “wants” (perceived or subjective needs of learners) corresponds to learning needs. They propose a framework for analysing learning needs which consists of several questions, each divided into more detailed questions. The framework proposed by Hutchinson and Waters (1987) is elaborated in the following table: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 2.1 A need analysis framework by Hutchinson and Waters (1987) 34 Why are the learners taking the course? compulsory or optional apparent need or not Is status, money, promotion involved? What do learners think they will achieve? What is their attitude towards the ESP course? Do they want to improve their English or do How do the learners learn? What is their learning background? What is their concept of teaching and learning? What methodology will appeal to them? What sort of techniques bore/alienate them? What sources are available? Number and professional competence of teachers; Attitude of teachers to ESP; Teachers' knowledge of and attitude to subject content; Materials; Aids; Opportunities for out-of-class activities. Who are the learners Age/sex/nationality; What 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? Hutchinson and Waters (1987) advocated a learning-centred approach in which learners’ learning needs play a vital role. If the analyst, by means of target situation analysis, tries to find out what learners do with language (Hutchinson and Waters, 1987) language Second Acquisition tells "what the learner needs to do in order to learn". Obviously, they advocate a process-oriented approach, not a product- or goal-oriented one. Moreover, Brown (1995) defines needs analysis (NA) as “the systematic collection and analysis of all subjective and objective information necessary to define and validate PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 which complement the ones proposed by Richards and Rodgers (2001). The principles are elaborated as following. First principle is based on instructional decisions on content rather than language criteria. It is believe that book for second language instruction is not design by the language teacher but is design course planers and material design. Moreover, the concern to choose and adapt the material to be used in the classroom is done by the language instructor, especially when working with CBI. Brinton (2003) points out that CBI “allows the choice of content to dictate or influence the selection and sequencing of language items”. In the application, CBI authorizations the choice of content. It is the content itself that defines the pedagogical decisions on selection and sequencing. Second principle is integrate skills. CBI advocates for an integrated skills approach to language teaching. For instance, a teacher may start e a lesson with certain skill or focus as the linguistic feature. Third principle is involve students actively in all phases of the learning process. One of the main characteristics of the CBI classroom is that it is learner-centered, as it depends entirely on the students’ ability to use the language, not teacher-centered. It means students must be dependent in learning and students performance must be more active that than the teacher by participating or learning actively in the classroom. Fourth principle is choose content for its relevance to students’ lives, interests, and/or academic goals. The content is closely related and contextual with students’ needs and instructional design. The next principle is select authentic texts and tasks. The feature of CBI must be authentic. The feature includes the text and task used in the classroom and they have be related and contextual with the real world. It is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 38 true that bringing and using authentic material in the class modifies its original purpose (Hutchinson & Waters as cited in Brinton, 2003). However, the use of authentic material promotes the learning of the culture of the target language. 5. The Four Strands This part elaborates the concept of four strands in the process of learning language. According to Nation (2007), in order to make the language learning balanced, the course should consist of for equal strands which are meaning focused input, meaning focused output, language focused learning ad fluency development. These four strands cover all the skills needed in order to learn a new language and those skills must be integrated in learning process. The first strand is meaning focused- input which refers to learning the language through reading and listening. The learners should have opportunity to learn new language items through listening and reading activities where the main focus of attention is on the information what they are listening to or reading. Since the learning from meaning-focused input can best occur if learners are familiar with at least 98 per cent of the running words in the input they are focusing on (Nation. 2012). Moreover, Nation (2007) It is called ‘meaning-focused’ because in all the work done in this strand, the learners’ main focus and interest should be on understanding, and gaining knowledge or enjoyment or both from what they listen to and read. This steps could be done in any various ways such as by doing extensive reading, shared reading, listening to stories, watching TV or films, and being a listener in conversation. Besides, this first strand is fragile because there are usually PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39 only small gains with each meeting with a word, learning is dependent on the quality of reading and listening skills, and learning is affected by background knowledge. Therefore, large quantities of input are needed for this strand to work well. Second strand is meaning focused — output which refers to learning through speaking and writing. Nation (2012) arguments that learners should have the chance to develop their knowledge of the language through speaking and writing activities where their main attention is focused on the information they are trying to convey. Speaking and writing are useful means of vocabulary development because they make the learners focus on words in ways they did not have to while listening and reading. Having to speak and write encourages learners to listen like a speaker and read like a writer. This different kind of attention is not the only contribution that speaking and writing activities can make to language development. From a vocabulary perspective, these productive activities can strengthen knowledge of previously met vocabulary. Aguilera (2012) states that learner's speaking skills are developed by focusing regularly on particular aspects of speaking as fluency, pronunciation, grammatical accuracy, body language. While writing also is a productive skill since while writing it needs a message and someone to communicate it to. Besides, it needs to be able to form letters and words, and to join these together to make words, sentences or a series of sentences that link together to communicate that message. Moreover, Nation (2012) states that Speaking and writing are useful means of vocabulary development because they make the learners focus on words in ways they did not have to while listening and reading. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 Second is a thesis entitled Designing a Study aid for an ESP Course English for Joiners which is done by Tafenau (2017). This study seeks to provide a short introduction to “English for spesific purposes, research how to design a course of English spesific purposes and create sample teaching materials for ESP classes in Tartu Vocational Education Centre. This study was conducted at University of Tartu, Estonia to fulfil the Master of Art degree. Third is a thesis developed by Widodo (2015) entitled The Development of Vocational English Material from a Social Semiotic Perspective: Participatory Action Research. This research was conducted at University of Adelaide, Australia. The study extends the scholarship of ESP (English for Specific Purpose) materials development in the context of schooling, integrating context analysis, material creation and material enactment. The background of conducting the study is because the result of context analysis revealed that teachers might have full autonomy to design their own materials especially for vocational high school. Therefore, with the support of the school, the teachers and researcher in consultation with the students could create used text-based materials based on students’ vocational specialization. The participants of the study are the school administrators, English teacher, Vocational teacher and 142 students’ volunteered from on Indonesian vocational high school. This study also revealed that materials development can be perceived as professional learning and a way to understand SFL theory and apply it to pedagogical practices. Fourth related study was developed by Weeks (2014) entitled Food, Nutrition, Culinary and Packaging Science undergraduate research, experimental learning and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 43 product development focusing on childhood nutrition. The thesis was conducted at Clemson University to fulfil the requirements for the degree Master of Science food, nutrition and culinary science. The objective of the study is to develop an Applied Interdisciplinary Product Development (AIPD) for two semesters for sophomore students of Food, Nutrition and Packaging Science (FNPS). C. The Characteristic of Target Population The course book is expected to meet the needs of any culinary division of any vocational school in Indonesia. Therefore, in doing the research, the participants of the need analysis and implementation are the students of culinary division at vocational high school. The research is taken place at Yogyakarta, Indonesia. It was conducted at Sanata Dharma University. The information collecting was first done by the literature review. Then, the further information for need analysis data was gained at SMK Bokpri 2 Yogyakarta. After the course book was designed and validated, the course book was implemented to the same school 1. The Participants of Research and Information Collecting In order to collect the information of the research, the first things to do is find out the needs of culinary students. There are three steps done by the researcher in collecting the information. First is by doing the literary study. The researcher collected the data by finding the information about culinary program of vocational high school and English curriculum of the vocational high school. To clarify the information of the needs, the researcher did the second step which are observing and distributing the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44 questionnaire. The participants for this step are the culinary students of SMK Bopkri 2 Yogyakarta. The researcher entered the classroom of culinary program and joined their English lesson. From this activity the researcher related the information from the first step. Then, the researcher distributed the questionnaire to figure out the needs deeper. To obtain and convince the data, the third step is doing the interview.. The participants from this step are the students and the English teacher. From the students the researcher tried to clarify some points on the questionnaire. The English teacher provided data from teacher’s perspective toward the needs of culinary students. There are two needs of English which proposed by the English teacher. First, the need to pass the national examination and second is the need to have contextual English related to their program. Moreover, the researcher also gained the data about students’ proficiency, students’ characteristic, learning strategies and topics related which are useful to be included to the course book. 2. The Participants of Expert Validation The participants of Expert Validation are two lecturers from graduate program of English Study program and undergraduate program of English Study program from Sanata Dharma University. First lecturer is a man and another on is a woman. Both lecturers are experienced in teaching English for educational purpose. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 culinary course book, the researcher used the theory of research and development proposed by Borg and Gall (1983) and ADDIE instructional design. In order to understand the concept of an instructional design, the researcher figured out the theory of instructional design proposed by ADDIE and Dick and Carey. The next theory is about English for vocational high school which is consisted of three sections. First is elaborating about the vocational high school including the aims and impact of vocational school to development of a country. Second is about the culinary program which include the information about the program and future career job for the students. the third is about English for vocational high school to figure out the existence of English lesson for the students on vocational high school. Then, the theory is followed by need analysis theory. Most of the theory is proposed by Brown (1995, 2016) and Hutchinson and Waters (1987). This theory contributes in conducting the questionnaire and interview for the target learners and English teacher. The next section is elaborating the theory of Content-Based Instruction. This theory contributes to make the syllabus and also developing the culinary course book. This type of approach is suitable to the study since it offers ways to study English and content of the culinary in the same time. Another theory that help the researcher to develop the syllabus is theory about material development. This theory elaborates the concept of developing appropriate and effective the course book. In order to answer the second research questions related to culinary English course book. The researcher uses the theory of Borg and Gall (1983) which will be elaborate more on the Ch. 3. This theory is collaborated with ADDIE instructional PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 design. There are ten stages of Research and Development proposed by Borg and Gall (1983), but this study only uses six stages to answer the second research questions. The six stages have almost the same process with the five phases from ADDIE instructional design. These theories will guidelines the process of developing the culinary course book. The first part is Research Information Collecting which can be perceived as Analyze phase in ADDIE instructional design. The second is Planning which can be compared with Design phase in ADDIE. This is the stage where the researcher makes the schematic model of culinary English course book. There are five contents on the schematic model which are topic, goal, process, learning material and content. These two first stages answer the first research question. The third until sixth stages answer the second research questions about culinary English course book. The third step is Develop Preliminary Form of Product which can be compared as Develop Phase in ADDIE instructional design. In this phase, the researcher creates the materials by using the revised schematic model as the benchmark. The fourth stage is Preliminary Field testing where the materials are evaluated and validated by experts. The next step is Main Product Revision. This step elaborates the revision of the material after being evaluated by the Expert. The last step is Main Field Testing and Operational Product Revision. This step demonstrates the implementation of the course book to the target learners and presents the data about the users’ evaluation on the course book. Then, the course book will be revised based on the result of the data. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI CHAPTER HI RESEARCH METHODOLOGY This section elaborates the procedure of the research which includes the techniques and data analysis. The aim of this chapter is to discover the empirical truth of the study and reveal the boundaries of the research In order to answer the two formulated questions of the research. The researcher did three instruments which are literature review, questionnaire and interview. The purposes of these three instruments are to find the need of analysis and the evaluation of the course book. On the Dick and Carey’ stage. The steps are found in the first stage Research and Information Collecting, then, it continued to the fourth stage Preliminary Field Testing, after that it came to the sixth stage Main Field Testing. The following table is elaborated the content of data collection during the research. There are three categories of data collecting which are Research and Information Collecting, Preliminary Field Testing and Main Field Testing (Implementation). 49 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 Product Revision, Main Field Testing, and Operational Product Revision. These steps are collaborated with ADDIE instructional design. There are five steps of ADDIE which are Analyze, Design, Develop, Implement, and Evaluation. A. Research and Information Collecting The first step is collecting the information needs to design an appropriate course book. The information consists of theories and need analysis that have been done in literature review. There are some criteria of making a good book. According Hutchinson and Waters (1987), there are some ideas of a good material. First, good materials do not teach, they encourage. Second, good materials will contain interesting texts, enjoyable activities which engage the learners’ thinking capacities, opportunities for learners to use their existing knowledge and skills, and content which both learner and teacher can cope with. Third, good materials should provide a clear and coherent unit structure which will guide teacher and learner through various activities in such a way as to maximize the chances of learning. Tomlinson (1998) in Richards (2001: 263) states that good materials should achieve impact, help learners to feel at ease, help learners to develop confidence, require and facilitate learner self-investment, expose the learners to language in authentic use, provide the learners with opportunities to use the target language to achieve communicative purposes, take into account that the positive effects of instruction are usually delayed, take into account that learners differ in affective attitudes, permit a silent period at the beginning of instruction, maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement, not PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 rely too much on controlled practice and provide opportunities for outcome feedback. Moreover, in collecting information, it figured out that English for the vocational high school are still general English which set by curriculum 2013. The English materials are the same material with senior high school. Therefore, it is also necessary to figure out the needs of the target learners. In order to deal with their major, the target learners need to learn not only general English but also specific English. In this case, they need to also learn about the academic culinary English. It is known that the business of culinary is developed through the globalization. It helps them to support their professional to deal the demanding of jobs in this era. In ADDIE instructional design, this step belongs to Analyze. According to Aldoobie, (2015) in order to carry out the analysis phase a researcher needs to analyse where the learners at as well as the skills and needs of learners. The nature of data in this section is measurement. The data were obtained by doing the literary review, distributing questionnaire to the students and interview the teacher. Through literary review, the researcher got information about the syllabus used by culinary program of vocational high school and general information about English lesson of vocational high school. Then, the researcher distributed the questionnaire to find deeper information about the needs, difficulties, method of teaching and the learning objectives of culinary students. The interview with the teacher aimed to find information from the teacher perspective toward the needs, difficulties, English proficiency, learning strategies and goals of culinary students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54 The nature of data in making the course book is measurements. In this part, the data are gained by measuring the answers given by the participants. According to Watt and Berg (2002) Measurement is the foundation of scientific inquiry. In statistics, the term measurement is used more broadly and is more appropriately termed scales of measurement. Scales of measurement refer to ways in which variables/numbers are defined and categorized. Each scale of measurement has certain property which in turn determines the appropriateness for use of certain statistical analyses. The four scales of measurement are nominal, ordinal, interval, and ratio. The instruments using for participants of collecting data and information was structured or close questionnaire in a form of Likert Scale. There are nine parts of questions to help the researcher find out the information about the needs. However, the researcher gave opportunities for the participants to write down their own opinion if it is not provided as the option of the Likert scale by providing columns in each section. The data from the participants were helpful for the researcher to make the schematic model before developing a course book. The data of need analysis questionnaire were analysed using frequencies and percentages. The highest percentages of the answers of each question were considered representing the students and teachers’ answers. The percentage is calculating by dividing the frequency by the total of the respondents and then the results is multiplied by 100%. Betram (2016) states that each specific question (or “{tem”) can have its response analysed separately, or have it summed with other PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 57 There are five contents elaborated in the schematic model. First is the unit or the topic. This topic is decided based on the general knowledge that should be known as culinary students. Second is goal which refers to the outcome that will be performed by the students in each unit. Third is elaborating the process of scaffolding done during the learning teaching activity to help the students gain the goal effectively and appropriately. Next is the learning materials provided in the units. The learning materials refers to the subject which learned by the students in certain unit. The last one is content which refers to the reading, task or exercise that will be practiced by the students to support them acquiring the goals. The schematic model was evaluated by Focus Group Discussion (FGD). This group consisted of researchers who were doing the same research. The data was gained mostly by discussing. In order to record the data, the researcher contributed the questionnaire to them which included topics, learning objectives, processes, learning materials and contents of the course book. There are seven participants from FGD who evaluated the schematic model. These participants are chosen because they also have R & D research for their research and make a course book as the result. The data gathering instruments used for FGD is likert scale and open- ended questions. Next step is revising the material based on the evaluation done by Focus Group Discussion. There are five contents on the schematic model which are topic, goal, learning objectives, process, material and content. In order to make it easy to administer, the researcher count the mean score of participants answer and figure PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 58 out the category of the result. The revising of the schematic model is also done by the considering of the concepts or theories that have been elaborated in chapter 2. C. Developing Preliminary Form of Product Based on the feedback and suggestion from the FGD, the next step was developing the course book. In ADDIE instructional design, this step is the same as Development. The developing was based the on the schematic model. There are eight units that will be including in that book. Each unit has purpose both for English and for culinary knowledge. Therefore, the content-based instruction is needed as the approach in developing the course book. The course book was developed to stance the students achieve the objectives of learning that have been set for them. Therefore, the course book supposed to cover the needs of culinary students and the goals of learning English. Besides, the design of the course book also considered the learning strategies that applied in the classroom and tools used. Therefore, the English course book is reliable the culinary students of vocational high school. The course book covers four skills. Therefore, the course book also will be provided by CD player for audio. Besides, the book gives opportunities for the students to develop their communicative language skills. Moreover, there are five stages that should be performed by the students in each unit. On the last part, there is a reflection section for students to reflect and evaluate themselves during the learning process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 59 D. Preliminary Field Testing On this step, the English course book was evaluated by validator. She validated the reliability and acceptance of the course book. The validator is a lecturer of English Education Study of Sanata Dharma University and has been experienced in teaching English and guide the candidate of English teacher for years. She gave her opinion toward the goal, learning objectives, language focus, language feature, topics, material and design of the course book. E. Main Product Revision The next step is validating the course book which will be done by Experts. the Experts will give their opinion on the English culinary course book and their comment and suggestion. Therefore, there are two sections of questionnaire for the experts which are closed questionnaire and open questionnaire. According to Ary, Jacobs and Razavieh (2002), there are two types of questionnaire. First is structured or close questionnaire and second is unstructured or open questionnaire. In the structured questionnaire the questions and answers were already provided. While in the unstructured questionnaire, the participants gave their own opinion based on given questions. In this research the researcher used Likert-scale form as the structure questionnaire. According to Betram, (2016) Likert Scale is “a psychometric response scale primarily used in questionnaire to obtain participant’s preference or degree of agreement with a statement or set of statements. Likert Scale are a non-comparative scaling technique and are one- dimensional (only measure a single trait).” in this activity the respondent are asked PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 the weakness and strength of the course book. These thoughts were helpful to revise the course book. In order to get the mean of the data questionnaire of on the research and information collecting, Focus Group Discussion perception, expert validation result and users’ implementation result, the researcher used this formula: = Ut M N Notes: N: Number of cases (number of participants) M: Mean (Indicator of central tendency of the set of the source) Descriptive analysis is counted by comparing the average score of each variable with normal curve (Sudijono, 2011) The data of collecting information from the students were analyse using the formula proposed by Sudijono (2011). The formula can be seen as following. Table 3.3 Data Analysis Interpretation (Anas Sudijono, 2011) Formula Category (M + 1,5 SD) <X< maksimum score Very High (M +0,5 SD) <X<(M+15SD) High (M - 0,5 SD) <X <(M+0,5 SD) ‘Average (M - 1,5 SD) <X <(M-0,5 SD) Low Minimum Score <X <(M - 1,5 SD) Very Low Notes: X: Average Score M: Ideal Mean = % ( Ideal Maximum Score + Ideal Minimum Score) SD : Standar Deviation ideal = 1/6 ( Ideal Maximum Score - Ideal Minimum Score). Using the formula above, the result of data that have been described will be interpreted using based on the category on the table. the result is categorized as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63 very high if the mean score is 4.0 — 5.0. The result is considered high if the result is 3.4 — 3.9. Moreover, 2,8 — 3,3 is considered as fair category. When the result is 2.2 —2.7, the result will be interpreted as low. The category is interpreted poor when the result is between 0 — 2. 1. F. Main Field Testing On this stage, the revised English course book was implemented to the target learners. Besides, the target learners were also distributed questionnaire to find out their perception toward the course book. The questionnaire figured out whether the English course book contextually and meet the needs of the target learners. In ADDIE instructional design, this step is correlated with Implementation step. The school was chosen since the school is represented the general vocational high school in Indonesia. The aim of trying the course book is to seek the target learners reaction and perception toward the course book. Therefore, implementation questionnaire will be developed and distributed to the students. the result will help the writer do the main revision on the culinary English course book. The researcher revised the course book by considering the feedbacks and suggestions from the validators. Then, the researcher implemented the course book to the target learners. The users of the book were the culinary students of vocational high school. The data were gained by using structured or close questions. The blue print of the questionnaire can be seen as following. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 64 Table 3.4 Summary of Users Validation Blueprint Aspects | Number of Items Reaction A. | Interesting 1,2,3,4,5,6,7 Understandable Satisfied Organized Learning Objectives B. | Cover the needs of the students 8,9 Contextual Topic C. | Contextual 10 Language D. | Understandable lal uli?) Familiar Materials E. | Appropriate for the students 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28. Instruction F. | Clear 29 Layout G. | Colour 30,31.32 Layout Font Design H. | Teachable 33, 34 Learnable G. Operational Product Revision The last step is the final revision of the course book. The researcher considered all the feedback and data during the implementation to revise the course book. This step is the same as Evaluation in ADDIE instructional design. By doing the last step, it was expected that the course book was ready to be applied on culinary program of vocational high school. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 67 is analysis from the English teacher of culinary program. The result analysis of the three steps are presented into three parts as following. a. Information Collecting The first step of find out the need analysis is by doing literary review and interviewing the English teachers of vocational high school. The researcher tried to find out all the information related to the subject of the research. The researcher found out the information about the syllabus of English for vocational high school and the subjects of culinary program in helping find the contextual topic for the students. Based on the English syllabus of vocational high school, it is known that the English material set by curriculum for vocational high school are the same. However, vocational schools find their own ways to provide the school with English related to the program. For instance, the English teacher finds related passage or conversation related to the students’ program even though this activity does not happen every time. Other schools provided English for specific purpose as one of the subjects learnt by the students. Therefore, beside the students learn general English based on their curriculum, they also might learn the specific English related to their program. Another way is by providing the students time to learn contextual English after the third year. Therefore, the students finished the studying in vocational high school for four years. b. Need Analysis Result The second step of Research and Information Collecting is finding the analysis through distributing questionnaire to the culinary students of vocational PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 68 high school. There are nine section of questions delivered for the students. They are students’ proficiency, the difficulties in learning English, the problem usually faced by the students from the four skills (reading, writing, speaking, listening), the activities that can be done in doing the four skills, learning objectives, the needs of the students, the contents of the course book, the exercise included in the course book, the topics which need to be included. The result of the questionnaire in each section of the students’ need analysis is represented in following section. The first section is students’ proficiency. In learner-center instruction, it is important for instructors to consider the level of knowledge and skill development attained by the learners prior to instruction The best way to get this information is by asking the learners themselves (Dick, Carey, & Carey, 2004). Most of the students have learned English before entering the elementary school. A few of them learn English since in elementary school and only one of them start learning English in Junior high School. From this data, it is perceived that most of the students are familiar with English. The second section is gaining data about students’ perception about the important of English skills as general for the student. The detailed of the data of this section is presented as following: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.1 The Importance of English Skills 69 No | Skills 1 2 3 4 5 N | Total Mean 1_ | Speaking 0 | 0 3 5 14 | 22 99 4.5 2 | Writing 0 | 0 5 13. | 4 22 87 4.0 3 | Reading 0 | 0 5 7 10 | 22 93 4.2 4 | Listening 0 0 5 6 11 22 94 43 The highest score as the most important skill according to the students is speaking skill. This skill seems intuitively to be the most important for the students who are going to work on culinary field. The second skill that is considered important is listening. The third important skill for the students is reading and the last one is reading. The next data of need analysis is identifying the difficulties of the students in learning English. Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. The more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all of their students. (Felder 2005) Table 4.2 The Difficulties in Learning English No | Skills 1 3 4 5 N Total | Mean 1 Speaking 0 | 0 1 3 18 22 105 48 2 Writing 0 1 8 7 11 22 94 43 3 Reading 0 | 0); 0 9 13) 22 101 46 4 Listening 0 0 0 6 16 22 104 47 Even though the students perceive that speaking skill is the most important skill for them, but it is also considered as the most difficult skill for them. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 The activity that the students like the most in speaking ability is discussing a certain topic. After that, speaking in pair in front of the class and speaking in role play get the same percentage as the activities that the students like in speaking activity. The lowest percentage activities is speaking individually in front of the class. Deciding whether the statement is true or false gets the highest percentage as the activity that the students like in reading activity. The second highest activity is answering the questions based on the text. Then, it followed by matching the statements with the explanation as the activity that the student prefer in reading ability. The activities that gets lowest percentage in reading ability is finding the main topic of a text. In writing ability, composing sentences into paragraph becomes the activities has highest percentage. Then, it followed by activity making sentence based on the vocabulary learned. Then, the last activity preferred by the students is writing down sentences/passages based on the examples provided. The next data gathering is about the objectives of the study. The analysis of roles, tasks and competencies generate a set of learning objectives. These objectives should inform the development of a set of training needs, and should be used to derive the criteria, or standards, against which the trainee is d sessed during and/or after training (Nuclear Security Technical Assessment Guide. 2017). The following table provides the result of need analysis related to the learning objectives perceived by the culinary students of vocational high school. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 Table 4.5 Learning Objectives No | Statements 1};2;};3|}4],5|N|T IM 1. | To communicate in English with others | 0] 1] 3 | 4 | 14 | 22 | 97 | 44 related to culinary 2. | To master the vocabularies related to|0}0] 1 | 8 | 13 | 22 | 100] 4.5 culinary both of ingredients and equipment. 3. | Understand and use the words, sentences | 0/0] 5 | 11 6 | 22 | 89 | 4.0 and expression in English 4. | To master the grammar well. O;1) 5 | 6 | 10} 22] 91 | 41 5. | To give information about a certain topic | 0] 0) 6 | 4 | 12 | 22 | 94 | 43 related to culinary 6. |To make conversation with other|0]1] 10} 5 6 | 22 | 82 | 3.7 workers to maintain the relationship The learning objectives that has the highest mean is mastering the vocabularies related to culinary both of ingredients and equipment. The students also consider that communicating in English with others related to culinary is the second important objectives for them. The third one is giving information about a certain topic related to culinary. The students also perceive that learning grammar and understand and use the word, sentences and expression in English as their objectives of learning English. After having the result of learning objectives, the next part is gaining the data about the course book. There are three parts of this section of data. First is finding the data analysis of the content of the book. It provides information about the pictures, passages, conversations, expressions or reflections that are included in the book. The second is kinds of exercise for the students and the third is the topics which becomes the units of the book. The result of the development of the book can be seen on the following tables. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 Table 4.6 Content No | Statements 3/4] 5 N T|M 1 | Pictures to help the students discuss 5 | 6 | 11 | 22 | 94 | 4.2 the certain topic 2 | Vocabulary related to culinary with 1/13] 8 22 | 95 | 4.3 the phonetic transcription 3 | Passages related to certain topic in 3] 14] 5 22 | 90 | 4.9 culinary 4 | Conversation related to certain topic 4 |13] 4 | 22 | 86 | 3.9 in culinary 5 Questions related to the passages and 11} 5} 6 | 22 | 83 | 3.7 conversation provided 6 | Explanation about grammar 4/7] 11} 22 | 95 | 43 7 | Reflection toward students’ 5 | 11} 6 | 22 | 89 | 4.0 difficulties in learning. 8 | Reflection about how far students 5 | 5 | 11 | 22 | 92 | 4.1 understand a certain topic The result of this data gathering helps the researcher to decide the content that will be included to the course book. Providing passage related to certain topic related to culinary has the highest mean score chosen by the students. Moreover, based on the result of the mean, it could be perceived that almost all the contents are agreed to be included in the course book. The next data gathering is about the exercise that will be included into the course book. the exercise refers to question or practice performed by the students. the result of data can be seen on the following table. Table 4.7 Exercise No | Statements 3/ 4/5 |,N T M 1 Matching the pictures with 4 ]11] 6 | 22] 88 4.0 vocabularies 2 Matching the words or terms with 3] 12] 7 | 22] 95 43 right explanation 3 Deciding whether 6/11} 5 | 22] 87 3.9 statement/information is true or false PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 the questionnaire and interviewing the English teacher. The English teacher of vocational high school stated that there are two goals of English in culinary program of vocational high school. First goal is passing the national examination and second is learning English related to culinary. The first goal is accomplished by learning English based on the curriculum set by government. The second goal could be accomplished by giving the students opportunities to learn authentic English related to their program. The vocational high schools give the students opportunities in learning authentic English based on their program in different ways. Some schools allocate time to learn English for Specific Purpose to the students even though it is not as much as the general English, other school give chances to study authentic English for the students after they graduate from the vocational high school. The students spend six until one year to study English. Based on the goal, the researcher formulated the learning objectives of the culinary students of vocational high school. The data about the learning objectives were gained based on the need analysis result include the questionnaire for the students and interview with the teachers. It is considered that the students of vocational high school already what? The result of the learning objectives of culinary English of vocational high school can be seen as following. Table 4.9 List of Learning Objectives Topic Learning Objectives Kitchen 1. Identify vocabulary of utensils correctly. Utensils 2. Use the expressions of telling the function of kitchen utensils. 3. Describe a kitchen using correct preposition. Fruit and | 1. Identify vocabulary of fruit and vegetables. Vegetables 2. Analyse the methods of cooking fruit and vegetables. 3. Explain different methods of handling fruit and vegetables. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 78 . Make a procedure text based on the ingredients provided. Meat . Identify kinds of meat. . Tell different types of cut. . Give information about different types of cooking methods. . Ask and give suggestion based on types of cut and cooking methods of meat. RON eS Appetizer, 1. Identify appetizer, main course and dessert. Main Course | 2. Ask and give opinion about the menu appetizer, main course and and Dessert dessert to others. Based on the learning objectives, the researcher makes the units of culinary English course book of vocational high school. There are four units of materials provided in the culinary English Course book. The researchers provided some units and discussed with the English teacher. The units presented are chosen based on the interview with the English teacher. The units are Kitchen Utensils. Fruit and Vegetables, Meat and Appetizer, Dessert and Main course. The learning objectives are inserted to be achieved in these four units. The first unit is Kitchen Utensils. In this unit, the students are introduced the vocabulary of kitchen utensils. They also could tell the function of the utensils. Moreover, the students could give information about what they can do in a certain kitchen with the kitchen utensils provided there. Then, they could describe a kitchen written and spoken. The second unit is Fruit and Vegetables. In this unit the students are introduced to the vocabulary of fruit and vegetables. The students also study about the methods of handling the fruit and the cooking methods for vegetables. As the result, the students could make their own recipe of fruit and vegetables based on the ingredients provided. On the next unit the students learn about meat. The students are introduced with the vocabularies of meat. Besides, the students also learn the types of cutting and the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 79 cooking methods of meat. The students are expected to be able to ask and give suggestion about the cut and cooking methods of meat. Therefore, the third unit is Meat. The last unit is Appetizer, Main course and Dessert. On this unit, the students are introduced to the different meal as appetizer, main course and dessert. Moreover, the students also learn to offer the menu to the customer based on the menu list provided. At the result, the students could interact and respond by asking and giving suggestion about the menu to the customers based on what the customers wants. b. The Result of Forum Group Discussion The data gained in Forum Group Discussion (FGD) mostly gained through discussion. After stating the goal, learning objectives, units and topics, the researcher formulated a schematic model of culinary English for vocational high school and distributed questionnaire to the members of Forum Group Discussion. The member of FGD refers to the researchers who were doing the same research and researcher who ever did the same type of research. There are seven items of questions that included in the questionnaire. The questions are related with the effectiveness, appropriate and the relevance of unit, goal, process, learning material and content in each topics. The result is analyse by finding the average of percentage. The result of the Forum Group Discussion could be seen as following.