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The Need Analysis on Tourism Department in Indonesia Vocational High Schools

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The Need Analysis on Tourism Department in Indonesia Vocational High Schools 69 JOURNAL OF ADVANCED ENGLISH STUDIES, Vol. 3, No.2, August 2020, Page 69-77 ESP COURSE DESIGN: THE NEED ANALYSIS ON TOURISM DEPARTMENT IN INDONESIA VOCATIONAL HIGH SCHOOLS Andi Asrifan1, K.J. Vargheese2, Syamsu T3, Muhammad Amir4 1,3Universitas Muhammadiyah Sidenreng Rappang, Indonesia 2Christ College Autonomous (Irinjalakuda) Kerala, India 4Universitas Islam Negeri Alauddin Makassar, Indonesia Email: [email protected] E-ISSN : 2615-3092 P-ISSN : 2615-3084 Abstract. Centered on the 2013 Curriculum (Indonesia's national curriculum), English subject matter is equated to the high school standard. Both high school and vocational school students receive the same English content, while English is to be differentiated for special purposes for high school and vocational high school students. It is difficult to find an English textbook in a vocational school which fits into the department of the student. Additionally, there is often not enough time for teachers to develop English materials for vocational students. This study aims to explore the content that should be included in SMKN 1 Pangsid Kabupaten Sidenreng Rappang to design English language materials based on needs analysis in the Tourism Program and to find out the response of teachers to the development of English material in the Tourism Programme. Fundamental analysis uses Qualitative Descriptive, and the findings are described in terms. The study results indicate that the content to be included in the English language material in the SMKN 1 Pangsid Kabupaten Sidenreng Rappang tourism program is speaking and pronunciation for language skills and components; media videos and images; and asking questions about teaching techniques. Creation of English language materials consists of several speaking practice presentations, many videos to practice listening, speaking and reading, reading sections and documents, and some information that the Tourism Program learners need to know. Keyword: Vocational schools, materials development, English for specific purposes (ESP),tourism program. http://sastra.unifa.ac.id/journal/index.php/jes/index INTRODUCTION an accountant needs to understand the accounting requirements language, the hotel receptionist English becomes a universal language should be able to speak English to greet foreign because it is spoken not only as a second guests, and so on. It clearly demonstrates the language or a foreign language in English- need for and advice for different English speaking countries but also in non-English - materials to help people and learners to write and speaking countries. Additionally English is used speak English according to their jobs or interests. in various communication styles such as trade, English teaching has two specifications; General education , employment. Moreover, in today's English (GE) and English for Specific Purposes ( classroom, many students don't just study ESP). English to obtain their marks. They want to learn Far (2008) acknowledged that General both written and spoken English, so they can be English refers to a setting in which needs and interested in English. In addition, most job interests can not be decided, such as a school. In vacancies require the ability to learn a foreign achieving goals such as ESP, it is more language, especially English. Therefore, studying considered to offer a variety of grounding rather English is one of important topics which have than comprehensive and selective specifications. been studied many previous researchers (Yusri et English for Specific Purposes articulated to al., 2018; Romadloni et al., 2017; Yusri et al., accommodate the different types of learner needs 2018; Mantasiah, 2020). and demands. Therefore, due to the appropriate So, equipping learners with English is feedback of choice in language teaching their important. What people need in English, need will be a significant role in teaching however, is distinct from each other. Of starters, planning. Moreover, ESP focuses more on the secretary must have the ability to correspond; teaching meaning than grammar instruction and ESP Course Design : The Need Analysis (Andi Asrifan et al.) 70 the fundamental aim is to bring content directly heavily on the analytical and integrative abilities to the real world of students (Unal, 2014). of researchers as well as on the context with Therefore, according to Hutchinson and Waters which data are collected. Ary et al . ( 2010) said (1987: 19), English for Specific Purposes is an qualitative descriptive work is structured to gain approach to language teaching, where content knowledge about the current trend. The aim of and methods rely heavily on learners' needs and qualitative descriptive research is to define the interests. They have also stated that there is no current variables, attitudes held, and the significant difference between ESP and GE. continuing process of teaching and learning. In the sense that words and sentences are Descriptive qualitative research is thus a study examined, the ESP varies from GE, and the designed to explain the things or events that were subject matter is all applicable to a particular observed during the course of research. area. During the meantime, students of GE will There are two research instruments used study English and even vocabulary widely. in this study by the researchers. They 're Unlike GE, ESP has a special vocabulary for questionnaires and guides to interviews. The identifying learners ' needs in meeting target questionnaire provides a basis based on an needs. Hutchinson and Waters ( 1987) assert that inquiry (Brancato et al., 2004). It is also useful to ESP can not be differentiated from GE by the collect data for problem number one in Chapter presence of such needs but by the knowledge of One of the content contained in the material need itself. So, there is little difference in both. based on an overview of the needs. GE is primarily taught and hired in high school, Semi-structured Questionnaires includes and ESP targets those with major professionals the union of open and closed questions (Hague, such as accounting, engineering, midwives, 2006: 137). This type of questionnaire is useful nurses and many others. to gather a mixture of qualitative and quantitative The students of high school learn all of data. The researcher gave 13 questions for the English skills as their subject. The skills they answering the number one research issue. The must learn are not unique. Most learn all of the first five questions are about what the content language skills and components of language. students need to learn English in the Tourism However, students at SMK (Vocational Program at a vocational school. The last eight Secondary School) may need specific subjects. questions are about the content that should be We don't really have to learn all the subjects like included in the Tourism Program English course high school graduates. We just need to know material, as this analysis focuses solely on the about the expectations and needs that will help Tourism Program. them in finding a job, as most students at Ary et al . ( 2010) say interview guides vocational school will usually apply for a job are instruments for getting some people's after graduation. Such specifications can also information about their feelings, opinions and help them find jobs, and allow them to do so. ideas about something. Interview guides are Sadly, most of the students were taught in the useful for obtaining knowledge by asking a few vocation, General English. Their content is questions about their studies that researchers nearly similar to high school students, based on want to learn. 3 Interview sessions were the Curriculum 2013 syllabus (Indonesia's conducted by researchers. The first interview was national curriculum). For vocational students with Tourism Program of the 10th grade. The there is no distinction or specification of the interview is also for a Tourism Program English content. Applying General English to vocational instructor at SMKN 1 Pangsid, before designing students may seem inappropriate because of the English content. Finally, as this is also to learn English content they need to suit their needs and that the instructor does the researcher write an interests. response to English materials. Researchers used several instruments in RESEARCH METHOD conducting the research, such as semi-structured Researchers carried out detailed work in questionnaires, interview guidelines for this report, using qualitative analysis. Johnson vocational students and interview guides for and Christensen (2004 ) indicate that descriptive teachers in the Tourism Program. Researchers qualitative analysis is mainly focused on the analyze, describe, and synthesize this field after compilation of qualitative data (no numerical researching the field (Bogdan and Biklen, 2003). data, such as words and images). Battacherjee Researchers will complete three stages (Ary et (2012 ) argues that qualitative analysis relies al., 2010), namely: (1) Learning and Organizing, 71 JOURNAL OF ADVANCED ENGLISH STUDIES, Vol. 3, No.2, August 2020, Page 69-77 (2) Coding and Reducing, and (3) Interpreting material content for the Tourism Program based and Representing. on analysis of their needs. The first step the researchers must do is Interpretation includes a focus on the familiarize themselves with and coordinate. study participants' words and behavior, and an Investigators would be familiar with the data significant theoretical interpretation of them (Ary obtained by reading and re-reading
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