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 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 , 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 the notes for et al . , 2010). Interpretation is about fulfilling its observation. Some data should be analysed by purpose, telling its story, describing it and researchers. There are field notes, audio tapes, creating explanations while representations video recordings and observations from include how data is presented. Researchers can observers. Transcription can also be used to show graphs, photographs, diagrams, drawings, support researchers in analysing field data (Ary and frameworks while representing the data (Ary et al., 2010). Research is possible but not et al., 2010). Occasionally, certain findings are advised, without having transcripts. nice to be visually reflected, and the new Researchers in this study read the full technology provides many ways of displaying results of questionnaires and interviews. The qualitative results. researcher then analyzed the questionnaire and FINDINGS AND DISCUSSION processed the data in order to obtain the results for the material development from the needs The findings from this study were obtained analysis. Therefore, researchers did not conduct through a questionnaire and interview analytics video recording in interviewing Tourism process. The questionnaire was distributed at Program graduates. Instead, he noted on the SMKN 1 Pangsid Kabupaten Sidenreng Rappang interview sheet, documenting all that happened to third graders of vocational students in the during the interview. The researcher made a few tourism programme, and interviews were remarks, too. requested from some students and a Tourism The researcher could start the coding and Program teacher. subtraction process after familiarizing the data The Analysis of Needs and arranging it to facilitate the search. Encoding and subtraction form the basis of qualitative There are two main questions in the research and provide group definition, patterns, questionnaire. The first five questions are about and changes. Ary et al . ( 2010) said the coding English in the Tourism Program and the last comes from the creation of the unpurified seven questions regarding the content of English definition of data. Axial encoding, open coding, in the Tourism Program for vocational students. provisional coding, or temporary coding is the The first five Needs Analysis results show the first step of encoding. The best thing to do when third vocational graders in the Tourism Program analyzing data is to read and re-read all the data at SMKN 1 Pangsid desperately need English for and filter it by looking for sense units like words their majors for multiple reasons. In other words: , phrases , sentences, ways of thinking, patterns (1) the students of the SMK Tourism Program of behavior and events that tend to be normal and will certainly ramble people who speak English recognizable. When reading without additional to interact with each other; (2) English is an information all data should be marked and international language often spoken not only by understood. Coding is designated to label data English-speaking tourists but also by non- and enable researchers to analyze data. English - speaking tourist countries; (3) English This time, researchers collected data and will enable students to work in the future in marked it as accurate, accurate, inappropriate and relation to Tourism; and (4) English is badly incorrect as possible. Then he reads the less spoken by tourists. important and unimportant data again and In reality, ten graders of Tourism removes the unqualified. This process is called Program vocational students largely agree that downsizing. In addition , researchers establish the Tourism Program, closely linked to English, and classify the meaning of the quality of all data helps them to establish ways of communicating encoded. Coding is sufficient to help the with foreign tourists. So the most important researcher focus on the most important data that language skills that vocational students need to matches the content that should be included in acquire is because the Tourism Program is very the needs analysis material of the tourism difficult for learners to talk a lot. Indeed, SMK 1 programme. After coding, researchers synthesize Pangsid students have a mandatory program named Guiding for new students. Guiding is a

ESP Course Design : The Need Analysis (Andi Asrifan et al.) 72

completed activity in a moving bus and the technique of practicing English in the performed by an SMK SMK 1 Pangsid student to classroom does not help much, as they have tell and describe the place or building along the reported. Additionally , there are various reasons way. In addition to developing English language to choose Speaking as their most demanding materials for the Tourism Program, vocational ability, namely (1) The Guidance Program students must also provide English language requires speaking skills; (2) English is required resources to meet their needs, desires and when communicating with foreigners; and (3) demands. The results are consistent with the English is highly demanding in the global era. English Specific Purposes Theories (ESP) where Most vocational student third graders in major differences in learning require different the tourism program believe that strong speech special materials. Additionally, a Tourism will balance speaking ability well. Some learners Program teacher needs to provide well-applied show they typically do pronunciation exercises media and relevant majors-related books to by listening to music and listening to support the learning process. conversations with teachers. If the Tourism The findings of the last seven questions Program's third graders can pronounce every show that the English material should be to word correctly, the stranger will understand what improve the vocational students ' language skills. they're saying. Speaking to be the best option to grow the Vocational learners require their majors expertise. In addition to developing Speaking, to use various English materials; the 10th grade the language aspect most frequently chosen is Tourism Program will also include similar Pronunciation. In addition, teaching strategies English language materials. Nonetheless, the that SMK learners learned for requests often ask findings of the interview show that English is questions and pose questions. To endorse this less descriptive and largely borrowed from approach it would be important to use media in textbooks. The 10th graders need material that teaching and learning. Tourism program students suits their desires, preferences, and demands. must have a video player as a means to help them Even so, others decided it was strong enough to understand the Tourism-related talks and introduce. The learners should be able to work phrases. The video is a good model for learners with the learning process as long as the content is to practice their speech and speech. understandable. Many of the third graders in the Tourism Learners say English content is more Program demonstrate that they have learned the based on the Guides but is still relatively popular, forms of text (Descriptive, Narrative, and and in the Tourism Program they barely fulfill Speech), tense (Present Tense, Past Tense, and their needs. Including referring to mandatory Future Tense), language skills (Listening, textbooks, teachers should check for other outlets Talking, Reading , and Writing) and two of the that will inspire learners to be more involved in three language elements (Vocabulary and the classroom, so they have plenty of chances to Grammar / Structure) so far. Researchers ask speak. Learners need to learn the ability to speak learners randomly whether the source of the from the start because they're more used to material is derived solely from the book, or speaking English sooner. Consequently, the aim whether the teacher gets his material. The 's needs should be achieved as well as possible. findings indicate that teachers relate only to the It can be inferred that SMKN 1 Pangsid 2013 Curriculum-based educational authority Kabupaten Sidenreng Rappang's English textbooks. language content for the 10th graders of the The most challenging skills they need to Tourism Program is a material composed of learn the most are speaking according to the third more speech and pronunciation exercises. Others graders of SMK students in the Tourism also demand better and broader English materials Program. During the interview , the researchers as there are various activities in the Tourism added questions about approaches usually used Program that learners should do such as tickets, by the students to develop their speaking planning, and coaching. abilities. The average student acknowledges that Also, students in the 10th grade expect most of them practice and develop their speech English material to enable and support their skills by watching English movies and listening future work, as it is highly recommended to to music while they are not classy and attempting equip themselves with English in the era of to practice it while in class with their classmates. global competition. Furthermore, some reported However, because few students speak English, that English content would help learners improve

73 JOURNAL OF ADVANCED ENGLISH STUDIES, Vol. 3, No.2, August 2020, Page 69-77 the ability to interact with strangers through learn in the language learning process. There are speech. So English material should have a lot of also some Tourism-related events that help speech and pronunciation practice, and learners students, namely (1) City Tour; (2) Guidance; need some activity that encourages them to be and (3) How to Table. more active and creative. Andi Rasdiana is a Teachers need wider resources and teacher with the SMKN 1 Pangsid Kabupaten information about some places that could be the Sidenreng Rappang Tourism Program or Travel next destination for Guides and City Guides to Business Enterprise. She conducts two grade 10 help with all of these activities. Initially, City schools. He explained that English application Tour and Guiding activities can be performed in was well implemented and was associated with a wider area, such as in Kabupaten Toraja. Now, the Tourism Programme. Furthermore, if any teachers and learners only need to do City Tour content is not associated with the Tourism and Guiding in South due to education Curriculum , teachers will look for other sources authority policy. Thus, it can be concluded that to match Tourism needs. English material should consist of speaking For example, teachers need to collect exercises and language skills and other some information and background about specific complementary language components since the locations where the activities are taking place in 2013 Curriculum uses integrated skills in a City Tour event where learners can alert and improving human resources through education. describe cultural, buildings, and historical sites. Reaction by the teacher to English language City Tour activities are mostly carried out in content (, town, , Sidenreng Rappang regency, The instructor reflected on the job most and ) are also followed by of them had been thinking about. He said Guiding. Guiding normally starts at the Sultan learners are slowly motivated to talk more by Hasanuddin International Airport to the hotel making several presentations by speaking, and where the visitors live. Tourists may pass certain the Scientific Approach where learners select places in Parepare City during their trip to the images to be discussed, find more information, hotel, such as Pasar Senggol, Lumpue Beach, return information well, and convey the Jompie City Forest, and many other places and outcomes of their discussions. The stuff, on the entertainment venues. The tourist will enjoy the whole, is really fine. He indicated, however, that time in some places in Sidrap Regency, for it would be best if the assignments were to be example, the Datae Tourism Center, Pusat rearranged from the easiest to the most difficult, Kerajinan Batu Allakkuang, Pusat Kerajinan so that learners could study the material well and Besi Massepe. In this scenario, both in gradually. Yes, as described in the syllabus, he Indonesian and English, learners must do their added that the content should be tailored to the research because visitors are not only domestic required meeting. citizens, but also foreigners. Additionally, the Regarding the second question, teachers implementation of the 2013 Curriculum in strongly accept that in learning English, the Tourism Program was well implemented as the production of Descriptive and Speaking materials teaching and learning process always refers to meets the learners' needs, desires, desires and the 2013 Curriculum syllabus. The teacher states demands. He said both materials were too that he typically modifies lesson plans rather than detailed and fascinating. Even the photographs updates the syllabus. shown in the course of material creation are eye- According to the English Specific catching. Purposes Theories (ESP), vocational learners The final question, the teacher, admits have to have unique, narrow English content. that the creation of the Material Definition and Teachers also said vocational learners should Record reflected the needs of the students in the work at school according to their vocation or Tourism Program for vocational schools. Much department. Therefore they need specific English of every chapter's content creation is closely material to assist and support their skills in their linked to the Tourism Program. Product future work. Apprentices need proper English development is happening very much in East content. But sometimes the materials listed in the Java and Indonesia in general which learners syllabus are not suitable, and due to learners ' need to know. Furthermore, he said, the videos needs. The teachers recommend ordering the met target needs in all chapters. right materials and following what the learners

ESP Course Design : The Need Analysis (Andi Asrifan et al.) 74

Researchers establish a kind of material circumstances where learners satisfy their based on the Needs Assessment by the English learning needs and reach out to what they are Purposes (ESP) theory that vocational learners looking for (Hutchinson and Waters, 1987). The require basic and limited content (Hutchinson aim of studying English in the Tourism Program and Waters, 1987). The results showed that is to get a job through their majors like working SMKN 1 Pangsid Kabupaten Sidenreng Rappang in a travel agency and working abroad. The students from class XI Tourism Program agreed emphasis of the development of English content to learn English as a compulsory subject to comes from different sources. Initially, the develop English skills. Indeed, they are thinking emphasis for guidance exists only in Surabaya, about the unique talent they ask for the most. In but equipping learners with some other learning English, learners must have unique knowledge of tourism from the wider places in English resources to suit their needs, desires, and Indonesia and other countries is also relevant. demands. In this end, teachers need to provide The category of English content that the learners with media, textbooks, and more SMKN 1 Pangsid Kabupaten Sidenreng Rappang advanced learning materials to facilitate the 10th grade Tourism Program consists of the learning process. grammar and interpretation of components and As learners state that English should be skills; and media videos and photos. Researchers able to help learners get jobs in the future, more are therefore developing English language talk and pronunciation activities are required to material that has a lot of talk activities to develop their English skills. Some of the ways encourage and enforce learners to say more. learners need to ask questions and submit more Additionally, the strategies that would have been in the learning process is also. The student- used by the learners and questions answered. The teacher contact should allow learners to talk learners will be motivated to speak by offering more. The teacher shows pictures or videos may more feedback and questions. During the be listening and answering questions. production of the content the role of posing and Learners are demanding the type of answering questions is given both verbally and material because they often have general English semi-written. In addition, the videos are geared material from teachers which is less appropriate to the needs of the Tourism learners. One of his for vocational students. They've been learning videos depicts an Indonesian archipelago told some texts so far, such as Descriptive, Recount, like a tour guide. Learners are expected to pay Process and other tenses. The text is still popular, attention and learn how the narrator explains the however, and they do not meet their needs as environment for their instruction programme. vocational high school Tourism students. Since Depending on the 2013 curriculum, there will be some Tourism events including every subject addressed should be introduced to Guiding, City Tour, and Table Manner, learners the learners. There is an summary of the need activities that allow them to talk to other terminology in every chapter of material people. Guiding, City Tour, and Table Manner creation. The language the researcher creates is are very demanding competences for good Descriptive Language and Word Text. That speech. Hence it is critical for teachers to help section also displays text examples, accompanied support their activities by supporting learners by text structures and language features that are like media, textbooks, or other sources. used to write text. The use of English language By contrast, most SMKN 1 Tourism content to improve speaking skills also students teach General English at Pangsid complements the pronunciation activities Kabupaten Sidenreng Rappang, which is clearly accompanied by the interpretation of each less suitable for their majors. Teachers rely vocabulary. To order to learn how to pronounce mainly on the Government's approved and understand the meaning of through compulsory textbooks. In fact the English vocabulary spoken to the video and written in the textbook itself. And those in high school and text, vocabulary practice is taken from video and vocational schools can use the same textbook in conversation. Also, when students listen to a English. It can not, in reality, meet the needs, video in Recount Text, they need to complete the demands and desires of vocational students in missing dialogs that are mentioned in the video. English learning. Therefore, if the production of Videos are not only models for the practice of materials for the Tourism Program has met the speech but are also used to measure the learners' requirements, expectations, and desires, understanding of learners as they listen. Visual it should meet the target needs. Goal needs are

75 JOURNAL OF ADVANCED ENGLISH STUDIES, Vol. 3, No.2, August 2020, Page 69-77 activities in the process of preparation and of texts, ending texts, defining key ideas, completing True-Wrong. identifying synonyms / antonyms in texts, The researchers do not adapt or adopt defining ideas in particular paragraphs and from any source while writing the dialogue. interpreting sentences listed in the text. Alternatively, he puts together the observations, There are many reasons why the concepts, and evidence contained in the field. In researchers at SMKN 1 Pangsid Kabupaten developing the content, the researcher uses the Sidenreng Rappang create and incorporate Packaging Knowledge Theory whereby the English content for the tourism programme. authors may combine their ideas and put other English textbooks now being used appear less existing materials through the simplification and suited to Tourism System learners. Based on the adjustment of learners ' needs (Pannen and Needs Analysis findings, tourism learners need Purwanto 2001). to have a lot of talking practices that will help A section to read and follow questions is them interact well. Practice sources of speech in Descriptive Text and Greeting. For learners to can come from videos or images. Researchers write as their final project for each book, reading thus put a lot of talk behavior into English comprehension is required as an example. The content in several exercises. Expected through reading comprehension text is designed to suit the results of Needs Analysis, the production of the 10th grader's level of understanding. English language materials in the Tourism Furthermore, grammatical angles are necessary Program meets the needs, desires and demands to demonstrate the tense patterns used in each of the learners. text such as Present Tense and Past Tense and The Teacher 's response to the material's accompanied by questions so that tense usage overall development is strong. The teacher can be applied directly by the learners. In comments on some prejudices, assignments, addition , researchers have also added a reading comprehension, videos, dialogs, crossroads culture to provide the learners with drawings, grammatical angles, and quizzes after new information. As suggested, the researcher reviewing the material. He clarified that it is placed the Indonesian and United States Manner good to start encouraging learners with these Table into Descriptive Text. Likewise, images to identify and sample the conversation, researchers put a Crossing Culture called Anglo- because the most requested skills are talking. American Anglo in the Recount Paper, since the Then learners are exposed to the text they'll previous task showed a video of two people know by guessing the image and reading the speaking with different English accents. So, let's dialogue. In reality, by illustrating on the next demonstrate the accent better. page, learners then review the text and its According to the results of Needs meanings, goals, structure and features of Analysis the SMKN 1 Pangsid Kabupaten language. The role is perfect to get the learner to Sidenreng Rappang also requested an picture. think a lot about too. Comprehension of text There are certain images in Descriptive Text that reading is fascinating, and it can be a perfect you would like to describe. The photos are about example for learners to write as their final places , people and objects. Students are project. The teacher admits that showing the supposed to guess by presenting images, explain video is really helpful. It's not hard to follow the the image well and say it so that learners can debate, and very straightforward. Teachers are meet the needs of the target. aware that dialog is not taken from the source but There is a final writing assignment for from the researchers' experiences and ideas. the last session of each chapter that the learner Dialog meets target needs as the language is very will do as illustrated in the 2013 Curriculum familiar and learners won't find it hard to syllabus, and a reading exam to test student interpret and understand its meaning. From the reading ability. Researchers need to simplify the beginning the photos in both chapters are really text in the quiz, as it originally has some odd interesting so they can attract learners. terms and needs to be translated and condensed Grammatical angles help learners understand into the information of learners. Researchers how each text uses tenses. Lastly, the teacher however also maintain the manuscript's main says the text is good for reading but a bit too long purpose. Indeed, multiple-choice quiz-tasks exist. for the quiz. Questions in multiple options are based on UNAS Vision Grid 2015/2016, such as identifying the intent of the text, applying the use

ESP Course Design : The Need Analysis (Andi Asrifan et al.) 76

The instructor overall said that the production of Bogdan, R. C., & Biklen, S. K. (2003). the Descriptive and Recount Text content is Qualitative Research for Education: An complete. The content meets learner's needs , Introduction to Theories and Methods. desires and demands. In addition, all resources in New York: Pearson Education Group. the Tourism curriculum are closely linked to the Brancato, et al. (2004). Handbook of needs of the learners. Yet it is easier to reset the Recommended Practices for Questionnaire job from the easiest to the hardest. In addition, Development and Testing in the European the content has fulfilled the Tourism needs , Statistical System. European Commision desires and demands of learners. Grant Agreement 200410300002. Chen, Y. (2006). From common core to specific. CONCLUSION The Asian ESP Journal, 1, 24-50. Based on the findings of the Dudley-Evans, T & St John, M,J. (1998). Requirement Review, SMKN 1 Pangsid Developing English for Specific Purposes: Kabupaten Sidenreng Rappang's English content A multiple disciplinary approaches. in the tourism program will include a lot of Cambridge: Cambridge University Press. speaking activities to improve learners' capacity ESP: State of the art (pp. 1-13). Singapore: and willingness to interact with foreigners. SEAMEO Regional Language. Speech lessons are also accompanied by Fadillah, M. (2014). Implementasi Kurikulum pronunciation practice so that the learners can 2013 Dalam Pembelajaran SD/MI, not only learn to communicate well, but also SMP/MTs, & SMA/MA. Yogyakarta: AR- pronounce well the words. It is more useful to RUZZ MEDIA view videos to improve the learner's speaking Far, Mohammad M. (2008). On the Relationship ability so that learners can develop speaking Between ESP & EGP: A General skills and pronunciation practices through video. Perspective. English foe Specific Purposes The English materials are built using the World Issue I (17), Volume 7,2008) findings of Needs Analysis. English content http://www.espworld.info/Articles_17/PD consists of Descriptive and Greeting, which F/On%20the%20Relationship%20between consisted mainly of speech. Through English %20ESP%20%26%20EGP%20%28Mohs material's contents are concise and recount eni%20Far%29.pdf customized to the learners ' needs such as reading Gao, J. J. (2007). Designing an ESP course for comprehension, practice, listening, video, and Chinese university students of business. conversation. Questions were established in the The Asian ESP Journal, 3(1), 98-107. exercise, based on the 2016 UNAS SMK Grid. In Hague, Paul. (2006). Practical Guide to Market reality, SMKN 1 teachers Pangsid Kabupaten Research. Geosvenor House Publishing, Sidenreng Rappang had Regency having a good Ltd. answer to English Material Growth. He replied Harding, K. (2007). English for Specific that the development of English language Purposes. New York: Oxford. materials has a comprehensive task in learning Haycraft, J. (1987). An Introduction to English English to meet the learners needs. Additionally, Language Teaching. Malaysia: Longman tasks in the materials expressed the learners ' Group Ltd. needs. Howard, J, and Major, J. (2004). Guidelines for REFERENCES Designing Effective English Language Teaching Materials. Ary, D., Jacobs, L. C., & Sorensen, C. (2006). Hutchinson,T &Waters, A.(1987). English for Introduction to Research in Education (8th Specific Purposes. Cambridge: Cambridge Edition ed.). Belmont: Wadsworth. University Press. Barancic, M. (1998). On Realistic Approaches in Hutchinson,T. (1979). Waters, A, and Breen, ESP Syllabus Design. English for Specific M.P. An English Language Curriculum for Purposes: Contradictions and Balances. Technical Students in Practical Papers in Battacherjee, A. (2012). Social Science English Language education. Vol 2. Research: Principles, Methods, and Institute for English. Language Edu. The Practices. First published 2012 ISBN-13 University of Lanchester. 1979. Benavent, TG. (2011). Use of Authentic Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Materials in the ESP Classroom. Shimizu, H., and Brown, J. D. (1999). The Encuentro 20, 2011. ISSN 1989-0796. Japanese language needs analysis.

77 JOURNAL OF ADVANCED ENGLISH STUDIES, Vol. 3, No.2, August 2020, Page 69-77

Available at: Romadloni, A., & Mantasiah, R. (2017). http://www.nflrc.hawaii.edu/Networks/N Intercultural approach in foreign language W13/NW13.pdf learning to improve students’ motivation. Johnson, B & Christensen, L. (2004). Senior Editors, 61. Educational Research : Quantitative, Safont, M. P, and Esteve, M. J. (2004). Online Qualitative, and Mixed approached. New Resources for the EAP Classroom: Ways York: Pearson Education, Inc. of Promoting EFL learner autonomy. In Lawden. (2015). Guide to Assessment. Glasgow: Linguistic Studies in Academic and Scottish Qualification Authority. Professional English, eds Inmaculada Lo, Y. F., & Sheu, C. M. (2008). The design, Fortanet, Juan Carlos Palmer, and Santiago implementation, and evaluation of an Posteguillo, 261-274. Castellon: English tour guide project. The Asian ESP Universitat Jaume I Journal, 4(2), 79-94. Sanjaya, Wina. (2008). Kurikulum dan Lo, Yi-Hsuan Gloria. (2011). ESP versus EGP: Pembelajaran. Jakarta: Kencana Prenada A case study of an ESP program for Media Grup. vocational high school students of Simion, MO. (2012). The Importance of Tourism. TIESPJ, Vol. 3: 2, 2011 Teaching English in the Field of Tourism Mantasiah, R. (2020). Semantic Feature Analysis Universities. Economy Series, Issue, Model: Linguistics Approach in Foreign 2/2012. Language Learning Material Strevens, P. (1988). ESP after twenty years: A Development. International Journal of re-appraisal. In M. Tickoo (Ed.) Instruction, 13(1), 185-196. Tomlinson, Brian. (2010). Research for Melati, et al. (2014). Blog and Culture Materials Development in Language Integration to Teach English for SMK Learning. New York: Continuum. Learners. The 61rd TEFLIN International Ulfa, K. (2015). Designing ESP Materials for Conference, UNS Solo 2014. Tourism Students of Akademi Pariwisata Menteri Pendidikan dan Kebudayaan. 2013. Medan. Pelita Informatika Budi Darma, Permendikbud No. 64 tentang Standar Isi Volume: IX, Nomor: 22. Maret, 2015. Untuk Satuan Pendidikan Dasar dan Unal, Abdulkadir. (2014). The Problems Menengah [The Rule of the Minister of Encountered in English for Specific Education Number 54/2013 on the Purpose: Business Department Case. The Graduate Standard for Primary and Clute Institute International Academic Secondary Levels of Education]. Retrieved Conferences. Munich, Germany. February 8, 2014, from Vicic, P. (2011). Preparing Materials for ESP https://docs.google.com/file/d/0B2qLrZkR Teaching. Inter Alia 2, 107-120. e9a2WUJEbkhhRXNTSUk/edit?pli Yusri, Y., Mantasiah, R., & Jufri, J. (2018). The Paniya. (2008). Designing an ESP Course for Use Of Two Stay Two Stray Model in Indonesian Vocational College Students. English Teaching to Increase Student’s Ragam Jurnal Pengembangan Humaniora Learning Outcome. Journal Of Advanced Vol. 8 No. 1, April 2008 English Studies, 1(1), 39-43. Pannen, P & Purwanto. (2001). Penulisan Bahan Yusri, Y., Rosida, A., Jufri, J., & Mantasiah, R. Ajar. Jakarta: Ditjen Dikti Debdikbud. (2018). Efektivitas Penggunaan Media Pusparini, R. (2007). Material Development and Youtube Berbasis Various Approaches Implementation of English in Primary dalam Meningkatkan Motivasi Belajar Teacher Training Program (PGSD) Bahasa Inggris. Eralingua: Jurnal UNESA. Pendidikan Bahasa Asing dan Sastra, 2(2). Richards, JC. (2005). Materials Development and Research –Making the Connection. TESOL Convention, San Antonio. March 2005. Robertson, P. (2005). How to become a flight attendant in Korean: English skills. The Asian ESP Journal, 1(3), Retrieved July 10, 2011, from http://www.asian-esp- journal.com/December_2005_pr.php