VOCATIONAL SCHOOL OF TOURISM

Istiqomatul Mauludah
PASCA SARJANA UNTIRTA
(isti.noize@gmail.com)/ 085945014123

ESP teachers also want to use audio and video, overhead transparancis, computers
and, occasionally, other equipment or real objects. English teaching materials is the strategy
which has been almost entirely neglected by general ESP both concern fourth skills .The
research applied method with ADDIE Model. In this research the writer develops about forth
skills in English teaching activity. In doing so, this Research and Development conducted in
SMKN 3 Cilegon. On the purpose of English teaching materialson vocational school of
tourism with uses English for specific purposes focused on what the tourism students needed
in English materials. ESP is practical discipline with the main focus on helping students to
learn in the analysis and design phase of this research, it shows that the changes will
determine the ideas and teaching materials will be selected to be focus of writing and reading
skills in the development and implementation of this phase shows a significant change, in
which writer develops the teaching materials through media that is easy and attractive to be
understood by the students that affects the methodology and becomes more specific in
tourism material based scientific approach.

Key words : ESP, English teaching materials in Toursm students, and use ADDIE model

A. INTRODUCTION

The wide range of purposes and contexts in which English is used has made English
for specific purposes (ESP) an eclectic discipline. Typically trained as writing or language
teachers, ESP teachers work outside of their own disciplines, and must become
ethnographers, exploring unfamiliar language varieties, disciplinary cultures and modes, and
drawing on scholarship from a wide range of fields to do so. These include sociocultural
studies, literacy studies, second language (L2) writing studies, rhetoric, and systemic
functional linguistics.
Perhaps because of the rapid expansion of English for science and technology (EST)
in the last 50 years, science and technology were an early focus for ESP researchers. The

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initial interest of EST teachers and researchers was on linguistic forms, with later emphasis
on skills, a more recent focus has been on disciplinary socialization, and most recently a
critical perspective, which considers how literacy practices express societal or disciplinary
power differences. In tracing this expansion, the writer note that each expanded focus
comprehends rather than replaces prior ones.
In addition, also English for Specific Purposes biology student takes on the grounds
that many of Tourism books in English and some part of the Reservation using structure
English composition and grammar are good, the sample can be taken: Transportation,
Guiding and reservation.
English for specific purposes (ESP) is an umbrella term the refers to the teaching of
English to students who are learning the language for a particular work or study related
reason.
The ESP teacher will need to take an approach that meets the particular needs of the
ESP learner.This will involve emphasizing certain areas of mainstream ELT practice, rather
than inventing wholly new ones. It will certainly mean interacting closely with the students
and their needs. But the General English or newly-trained teacher should be reassured that
key concepts such as being communicative, using authentic materials, analyzing language in
a practical way, and generally relating to the students on as many levels as possible, are just
as true in ESP as in General English-if not more so.

 Research Questions :

Based on the background of study above, the problem of the study is as follows:

1. How to develop English teaching materials in vocational school of tourism in

1. To prepare students for managerial and academic positions in their future careers by
providing them with a contemporary education programme that caters for the needs of
the tourism industry. All of the academic and administrative staff works with a team
spirit towards training students to serve the needs of the tourism industry.
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 2. To equipped with the required know how, students learn to think analytically and
learn how to successfully lead a business in the international tourism industry as
managers, entrepreneurs and consultants.

B. THEORITICAL FRAMEWORK

The ESP teacher will need to take an approach that meets the particular needs of the ESP
learner. This will involve emphasizing certain areas of mainstream ELT practice, rather than
inventing wholly new ones. It will certainly mean interacting closely with the students and
their needs. But the General English or newly-trained teacher should be reassured that key
concepts such as being communicative, using authentic materials, analyzing language in a
practical way, and generally relating to the students on as many levels as possible, are just as
true in ESP as in General English-if not more so.
There are some general do's and don'ts:
1. Think about what is needed. Such as grammar syllabus (or functional syllabus, or
topical syllabus).
2. Think about what the students understand the nature of subject area or vocation. Talk
to them about their job or vocation. Be interested: ask to visitthe facility, lab, factory,
workplace. And if they are pre-work, getthem thinking about where they might
eventually be using theirEnglish-in other words. Spend time working out their
language needs in relation to the subject.
3. Use contexts, texts, and situations from the students' subject area. Whether they are
real or simulated, they will naturally involve the language the students need.
The activities in this chapter to involve students actively in awareness of health
and safety issues and their practical implementation. The language work involved is
fairly closely defined by the topic, for example, modals, imperatives, advice, and
conditionals, plus some reporting language (past tenses).
The vocabulary is fairly specific, with lexical sets on such areas as: dangers and
hazards, injuries, and verbs such as slip/fall. As they are set in the context of daily
routines and work practices, the activities will also give intensive practice of specialism
vocabulary-so even if do not consider health and safety to be a particular need for
students, it has a value by providing content language in a personalized context.

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 By the term English for Specific (or Special, Specified, Specifiable) Purposes
is meant that type of language learning which has its focus on all aspects of language
pertaining to a particular field of human activity. In other words, it is a way of
teaching/learning English for specialized subjects with some specific vocational and
educational purposes in mind.
ESP must be founded in the first instance on sound principles of learning, and
it is with this purpose inview that we have proposed a learning-centred approach to
ESP. In. The following pages we shall explain what this shift in focus entails for ·the
ESP practitioner.
Most teachers might regard this as an unnecessary question. A syllabus is a
document which says what will (or at least what should) be learnt. But, in fact, there
are several different ways in which a syllabus can be defined. This stems from the fact
that the statement of what will be learnt passes through several different stages before
it reaches its destination in the mind of the Ieamer. Each stage on its route imposes a
further layer of interpretation.
The conceptions of “target needs” and “learning needs” have been widely used
in the literature. Target needs are understood as, what the learner needs to do in the
target situation; whereas learning needs are what the learner needs to do in order to
learn. The analysis of target needs involves identifying the linguistic features of the
target situation or learners necessities what is English needed for, what learner does
not know, and wants what learner feels s/he needs.
For successful ESP learning, the incorporation of learners future needs what is
known as real world needs and the development of learner ability to transfer language
knowledge to the real situations, together with the usage of acquired skills in real life
communication are considered to be vital parts of ESP syllabus. This is why needs
analysis has focused for the last thirty years on learners‟ communicative needs. It has
generally been accepted that an initial pre-course needs analysis can aim at
establishing the structure and content of a language course.
On the whole, needs analysis is a complex process which is usually followed
by syllabus design, selection of course materials, teaching/learning a course, and its
evaluation. Learners often find it difficult to define what language needs they have
and cannot distinguish between needs, wants and lacks. Although these three concepts
are interrelated, it is important for teachers to be aware of their impetus on successful

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 learning. Another stimulus for successful learning is adjusting the course to the
changes in learners‟ needs. This implies the significance of ongoing needs analysis.
A syllabus an partically ESP syllabus, also ·has a cosmetic role, sponsors and
students will want some reassurance that title or imvestment of money and or time
will be worth while. If nothing else, the syllabus shows that some thought and
planning has gone into the development of a course. This aspect is, obviously, of
particular when there are commercial sponsors involved.

C. FINDING AND DISCUSSION

The needed for English teaching materials can be seen from the above analysis, the
type of teaching materials can be derived from their learning experiences. The more
clearly outlined learning experience will more easily determine the type of material he
taught lecture. If the analysis is performed on the entire decree, it will be known how
many teaching materials to be prepared by the lecture.
This could involve the following :
a. Instructional Goals
At the end of this course students are expected to have knowledge of terminology
related to tourism, the ability to use English language in note-taking, summarizing,
report writing, Comparing and writing in the academic context as well as
understanding the text in English.
b. Learning Outcomes
To know what the learning outcomes in this English subject, we can know through
tests that researchers gave to someof biology students.
c. Learner Characteristics
The prior knowledge do learners have is understand and concern in English specific
purposes for tourism students. The researcher can motivate students by providing
direction of and instructions on how to learn English the fun.
d. Learning Environment
With used Students Center Learning, the biology students can more focused and
enjoyed the English subject, even more with materials development that provide by the
researcher.

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e. Project Management
There are almost constraints, both time, resource and staff affect the successful
implementation of this project.
Design of English teaching materials prepared after known how many teaching
materials should be prepared through a needs analysis of teaching materials.
Designneedsteaching material is required to determine the amount of teaching
materials that must be written and these quence or taught. Sequence of teaching
materials is indispensable in determining the priority of writing. In addition, the map
can be used to determine the nature of instructional materials, whether
dependent(dependent) or independent (stand-alone). Dependent teaching materials is
no relation between the teaching materials with the teaching materials, so that the
writing should be caring for each other, especially if each requires. While the
instructional materials teaching materials which are independent stand-alone or in
preparation does not have to pay attention to or bound by the reteaching materials.
Development is the process of realizing the design blue print had become a
reality. That is, if the design requires a form of multimedia learning software, then it
should be developed multimedia. One important step in the development stage is a trial
before being implemented.
Study listening in biology class is an excellent example of such an approach.
Should the material adopt a task oriented approach in which students initially listen for
specific information. The listening text must be authentic in source and purpose. An
orally delivered lecture is very different from a written text , reading aloud from a written
text does no reflect normal use and such listening lacks authenticity of purpose. For
example in Guiding some tourist or give the maping board for visiting tourism place.
Active listening also involves paraphrasing and summarising so that the speaker knows
that their message has been heard. Thus active listening can involve speaking.
Study speaking in tourism class such as speaking activities often just provide a
scenario for interaction whereas learners might find it helpful to consider first what the
features of a successful interaction would be. This would focus their attention on
appropriate language and skills, and provide a basis for evaluation at the feedback stage.
That is, at this stage all of which have been developed in such a way installed or
set in accordance with the role or function to be implemented. The main purpose that
include:

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a. Guiding students to achieve the goals or competencies.
Students achieve the goals or competencies focuse on writing and
reading skill based on syllabus. The case study material can goes on to paint of
nephron picture inthe test of reading and in writing skill the student can make
sure fill in the blank about sentence and matching for structure of nephron. In
speaking and listening students achieve the goals can goes on to listen what
the writer said for the human body material and the student can speak what the
name of human body based on the picture. There is easy and interesing for
biology students. With uses material development with English for specific
purpose focused on biology it can motivated the biology student to learned of
English materials.
b. Ensure the solution of the problem /solution to address gaps faced by the
learning out comes of students.
Teachers look for ways that they can beyond the classroom, and many
instructions are making use of virtual learning environment. They are often
used to help with the management of activities as well as to display and work
with interactive exercise. They are in effect small portable computer which can
be used to present and interact with materials of various type. Such as;
Transportation, Reservation, Guiding, and Maping of all these samples using
the English language.
Students are interesting to uses English teaching material development
with English for specific purpose focuse and biology. Using video, picture like
this is motivating for students because it is recognised as being part of their
digital reality beyong the classroom. This video and picture material contains
the fundamental elements that aren’t described in the syllabus be clearly. The
lectures role becomes one of supporting the learner and making sure the every
students in the class is able the progress effectively.

c. Ensure that at the end of the learning program, students need to have the
competencies-knowledge, skills, and attitudes-are required.
In the end of the learning program the tools are easy to use of
interactivity depends on what the lecture wants to include in their materials.
The role of this English teaching materials to make students understand and
can develop of fourth skills. And the end of the semester students should be

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 able to write abstractions. For the reason Speaking and Listening skill have
more servings than reading and writing based on the syllabus.

Evaluation

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4 Material
3
2 Material
1
Development
0
Test

In this step the evaluation, the researcher try to present what is already in the can
by biology students after going the application stage by using a test of some of the
materials that have been developed and analyzed in the previous design. Seen from the
results of tests after the application of the material development biology students more
aware and more interested after the implementation of English with English Specific
materials development purposes. In the diagram shows that the material for the writing
skills portion exceeded in accordance with the syllabus. For this reason the authors also
developed a lot more material on writing skills, for example in the test report, note-
taking, and summary.
The material be evaluated it is often in impressionistic way, which tentes to
favour materials which have face validity. There are more materials requiring investment
by the learners in order for them to make discoveries for themselves from analysis of
samples of language in use concern on torism and travel.

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D. CONCLUSION

Having read the discussion about development English teaching material for
vocational school of tourism with uses ADDIE model, the researcher concludes:
1. The aim of developing materials for language teaching is to view current
developments in materials development through the eyes of developers and users of
material and to help teacher to make decisions about materials for themselves and to
help them to contribute to the development of metarials which can facilitate the
acquisition of English language.
2. ESP is practical discipline with the main focus on helping students to learn.
3. In the analysis and design phase of this research, it shows that the changes will
determine the ideas and teaching materials will be selected to be the focus of the
reactor two writing and reading skills.
4. In the development and implementation of this show a significant change, in which
the writer develops the teaching materials through media that is easy and fast
attractive to be understood by the students. There are some handouts from the
power point. image anatomy, cardiac structure that is not in the syllabus but the
authors develop speaking and listening skills. The writer also uses audio and video
media.
5. That affects the methodology and becomes more specific in tourism material based
scientific approach.

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 E. REFERENCES

Anderson, Neal G. Practical and Process Research and Development. California: Process
Solution, L.L.C, 1997.
Brown, H Douglas. Language Assessement Principles and Classroom Practices. New York:
Longman, 2003.
Douglas. Dan. Assessing Languages For Specific Purposes. London: University Of
Cambridge, 2000.

Dudley-Evans, Tony. Developments in English for Specific Purposes: A multi-disciplinary

Fraenkel, Jack. R and Norman.E. Wallen. How to Design and Evaluate Research in
Education.New York: Mc.Graw Hill.Inc, 1990.

Basturkmen, Helen. Ideas and Options in English for Specific Purposes. New Jersey:
Lawrence Erlbaum Associates Publisher, 2006.

Harding, Keith. English for Specific Purposes . Oxford University Press: Oxford.2007.

Hutchinson,Tom. Waters, Alan. English for Specific Purposes A Book For Teacher.
Cambridge: Cambridge University Press, 1987.

Kristen Gatehouse. Key Issues in English for Specific Purposes (ESP) Curriculum
Development.New York :The Internet TESL Journal, 2003

Paltridgee, Brian. Starfield, Sue. The Hand Book of English Specific Purposes.West Sussex:
A John Wiley & Sons, Ltd Publication , 2013.

Tomlison, Brian. Developing Materials for Language Teaching. Cambridge : Cambridge

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