DEVELOPING A TASK-BASED ESP LEARNING MATERIAL FOR

BOUTIQUE DRESSMAKING SKILL PROGRAM OF SMKN 3 PACITAN

(A Research and Development at the Eleventh Grade of SMKN 3 Pacitan in

the Academic Year of 2013/2014)

A THESIS

By

NINIK SRIMUKTI

S891202047

Submitted as a Partial Fulfillment of the Requirements for the Graduate

Degree in English Education

By:

NINIK SRIMUKTI

S891202047

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “Developing A Task-

Based ESP Learning Material For Boutique Dressmaking Skill Program of

SMKN 3 Pacitan (A Research and Development at the Eleventh Grade of SMKN

3 Pacitan in the Academic Year of 2013/2014)”. It is not plagiarism or made by

others. Anything related to others’ works is written in quotation, the sources of

which are listed on the list of bibliography. If then this pronouncement proves

wrong, I am ready to accept any academic punishment, including the withdrawal

or cancellation of my academic degree.

Surakarta, October 2015

Ninik Srimukti

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ABSTRACT

Ninik Srimukti. S891202047. 2015. Developing A Task-based ESP Learning

Material for Boutique Dressmaking Skill Program of SMKN 3 Pacitan (A

Research and Development at the Eleventh Grade of SMKN 3 Pacitan in the

Academic Year of 2013/2014). Consultants: (1) Dr. Ngadiso, M.Pd., (2) Dr.

Abdul Asib, M.Pd. Thesis. Surakarta: English Department of Graduate School of

Teacher Training and Education Faculty, Sebelas Maret University.

This research is aimed at developing an ESP learning material to fulfil the

students’ needs in learning English at boutique dressmaking skill program of

vocational high school. It uses Research and Development (R&D) proposed by

Borg and Gall as the research design of this research. This study was oriented to

the product development in the form of procedural model and was conducted in

two main stages; (1) exploration stage and (2) product development stage.

The exploration stage includes: (1) the description of the existing condition

of English textbook and (2) the need analysis of the ESP learning material. The

product development stage describes: (1) the description of the prototype, (2) the

try out of the prototype, and (3) the feasibility of the product. This research was

conducted at SMKN 3 Pacitan. There were two teachers and twenty eight students

involved in this research.

The data of the exploration stage were obtained through conducting

document analysis, having interview, and distributing questionnaire. It was done

to know the quality of the existing English textbook used at SMKN 3 Pacitan. The

findings show that the textbook used at the school contains general English

material and it is less specific to be used for the students of boutique dressmaking

skill program. Thus, it implies that there should be ESP learning material

developed in regard to provide the teacher and the students of boutique

dressmaking skill program.

The ESP learning material was developed by considering some aspects. It

contains theoretical theories of ESP, TBLI, the existing curriculum, and also the

students’ need. Then, it was evaluated and reviewed through expert judgment and

implemented in class XI BSB A SMKN 3 Pacitan, East Java, to make the material

feasible. Through conducting observation and having focus group discussion

(FGD) between the researcher, the teacher, the expert, and the students, the draft

or the prototype was revised to be the final draft. Therefore, after three trials, the

draft is feasible to be applied as supplementary material for boutique dressmaking

skill program students of vocational high school.

Keywords: ESP, material development, research and development study, TBLI,

textbook

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MOTTO

“After asking Allah to guide you to the straight path, don’t just stand there, start

walking!” - (Amal Ahmed Abaz)

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DEDICATION

This thesis is dedicated to my father and mother.

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ACKNOWLEDGEMENT

All praises are given to Allah SWT for His mercy and blessing that the writer

can finally finish the thesis as a partial fulfillment of the requirements for

Graduate Degree in English Education. In doing this work, she realizes that she is

unable to finish it without contributions, helps, and supports from other people.

She would like to express her gratitude to:

1. The Dean of Teacher Training and Education Faculty for his

recommendation and permission to write this thesis;

2. The Head of English Education of Graduate Program of Sebelas Maret

University who has suggested and guided her to do this thesis well;

3. Dr. Ngadiso, M.Pd. as the first consultant who has passionately guided and

corrected for the completion of this thesis;

4. Dr. Abdul Asib, M.Pd. as the second consultant who has guided and

supported her in completing the thesis;

5. Dr. Hersulastuti as the expert who has shared her valuable time and

knowledge in evaluating and giving constructive comments in order to make

a better product;

6. The Headmaster of SMKN 3 Pacitan who has given his permission for her

to conduct the research for the thesis;

7. All teachers at SMKN 3 Pacitan who have kindly welcomed and given their

warm assistance during the research;

8. Her beloved XI students of Boutique Dressmaking in the academic year of

2013/2014 for their endless cooperation;

9. Her friend, Novitasari, who has been a great friend, supporter, and non-

formal collaborator in this research.

The writer realizes that there are still many shortcomings in this thesis.

Therefore, she welcomes the objective criticism and constructive suggestion for

this work. Finally, she hopes that this thesis is useful not only for her, but also for

the readers.

Surakarta, October 2015

Ninik Srimukti

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TABLE OF CONTENTS

APPROVAL ............................................................................................................ ii

LEGITIMATION ................................................................................................... iii

PRONOUNCEMENT ............................................................................................ iv

ABSTRACT ............................................................................................................ v

MOTTO ................................................................................................................. vi

DEDICATION ...................................................................................................... vii

ACKNOWLEDGMENT ...................................................................................... viii

TABLE OF CONTENTS ....................................................................................... ix

LIST OF APPENDICES ………………………………………..……………….xii

LIST OF TABLES ……………………………………………………………...xiii

LIST OF FIGURES …………………………………………………………….xiv

LIST OF ABBREVIATIONS …………………………………………………...xv

CHAPTER I INTRODUCTION ............................................................................. 1

A. Background to the Study ............................................................ 1

B. Formulation of the Problem ........................................................ 3

C. Objectives of the Study ............................................................... 4

D. Significances of the Study .......................................................... 4

1. Theoretical significance .......................................................... 4

2. Practical significances ............................................................ 5

CHAPTER II REVIEW THEORIES AND CONCEPTUAL FRAMEWORK ...... 6

A. Literature Review ....................................................................... 6

1. English for Specific Purposes ................................................ 6

a. Definition of ESP .............................................................. 6

b. The Needs of ESP Students ............................................... 8

c. Vocational High School Students as ESP Learners ........ 10

d. ESP Materials for Vocational High School ..................... 11

2. Task-Based Language Instruction ........................................ 14

a. Definition of Task-Based Language Instruction ............. 15

b. Goal of Task-Based Language Instruction ...................... 16

c. Language View ............................................................... 16

d. Learning Theory .............................................................. 18

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e. Task-Based Syllabus Design ........................................... 20

f. A Framework for Task-Based Language Instruction ...... 23

g. Components of a Task ..................................................... 25

h. Rationale for Task-Based Language Instruction ............. 29

3. Materials Development ........................................................ 29

a. Steps in Designing Materials ........................................... 31

b. Materials Evaluation ....................................................... 34

B. Review of Related Studies ........................................................ 38

C. Conceptual Framework ............................................................. 42

CHAPTER III RESEARCH METHODOLOGY ................................................. 46

A. Research Design ....................................................................... 46

B. Research Procedure .................................................................. 49

1. Exploration ........................................................................... 49

2. Product Development ........................................................... 51

3. Steps in Trying Out the Product ........................................... 54

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................... 55

A. Exploration Stage ...................................................................... 55

1. The Description of the Existing Condition of English

Textbook ................................................................................... 56

a. Brief Description about Get Along with English ............. 56

b. The Evaluation of Get Along with English ...................... 57

1) Aims and approaches .................................................. 57

2) Design and organization ............................................. 59

3) Language content ........................................................ 59

4) Skills ........................................................................... 60

5) Topic ........................................................................... 61

6) Methodology ............................................................... 61

7) Teacher’s books .......................................................... 62

8) Practical considerations .............................................. 62

2. Need Analysis ....................................................................... 65

a. The Result of Interview .................................................... 65

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b. The Result of Class Observation ...................................... 68

c. The Result of Questionnaires ........................................... 69

1) Goal ............................................................................. 70

2) Input ............................................................................ 72

3) Procedure .................................................................... 73

4) Student role ................................................................. 74

5) Teacher role ................................................................ 74

6) Setting ......................................................................... 75

B. Product Development Stage ...................................................... 77

1. Prototype Development ........................................................ 77

a. Description of the Prototype ............................................ 77

b. Expert Judgment .............................................................. 80

2. The Try-out of the Prototype ................................................ 82

a. Try-out I ........................................................................... 83

b. Try-out II .......................................................................... 89

c. Try-out III ......................................................................... 93

3. The Feasibility of the Product ............................................... 96

C. Discussion ................................................................................. 98

1. Exploration Stage .................................................................. 98

2. Product Development Stage ............................................... 102

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........... 104

A. Conclusion ................................................................................ 104

1. The Existing Condition of English Textbook at SMK 3 .... 104

2. The Development of Task-based ESP Material for Boutique

Dressmaking ........................................................................... 104

B. Implication ................................................................................ 105

C. Suggestion ................................................................................. 106

BIBLIOGRAPHY ............................................................................................... 109

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LIST OF APPENDICES

Appendix 1. Evaluation of the Textbook ………………………………... 112

Appendix 2. Interview for Exploration Stage …………………………… 117

Appendix 2.1. Interview guideline for English teacher …………………… 117

Appendix 2.2. The result of the interview ………………………………… 118

Appendix 2.3. Interview guideline for boutique dressmaking students …... 120

Appendix 2.4. The result of the interview ………………………………… 121

Appendix 3. Observation Result on the Use of the Textbook in the Field 123

Appendix 4. Need Analysis ……………………………………………... 126

Appendix 4.1. Guideline for the questionnaire ……………………………. 126

Appendix 4.2. Questionnaire form ………………………………………... 127

Appendix 5. Course Grid ………………………………………………... 134

Appendix 6. Expert Judgment …………………………………………... 135

Appendix 6.1. Validation form and the result …………………………….. 135

Appendix 7. Try-out Observation ……………………………………….. 138

Appendix 7.1. Observation guideline ……………………………………... 138

Appendix 7.2. Field note of try-out I ……………………………………… 143

Appendix 7.3. Field note of try-out II …………………………………….. 149

Appendix 7.4. Field note of try-out III ……………………………………. 155

Appendix 8. Focus Group Discussion (FGD) …………………………… 160

Appendix 8.1. FGD I ……………………………………………………… 160

Appendix 8.2. FGD II ……………………………………………………... 163

Appendix 8.3. FGD III …………………………………………………….. 165

Appendix 9. Final Product ………………………………………………. 167

Appendix 10. Permission Letter ………………………………………….. 190

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LIST OF TABLES

Table 4.1 Summary of Strengths and Weaknesses of the Textbook ……. 63

Table 4.2 Summary of the Textbook Evaluation ……………………….. 64

Table 4.3 Summary of the Result of the Feasibility of the Textbook …... 69

Table 4.4 Result of Need Analysis for Goal Aspect ……………………. 70

Table 4.5 Result of Need Analysis for Input Aspect ……………………. 72

Table 4.6 Result of Need Analysis for Procedure Aspect ………………. 73

Table 4.7 Result of Need Analysis for Student and Teacher Role ……… 75

Table 4.8 Result of Need Analysis for Setting ………………………….. 75

Table 4.9 Summary of Need Analysis 76

Table 4.10 Competence Standard and Basic Competence for the

Prototype ……………………………………………………... 78

Table 4.11 Result of Evaluation of the Prototype ………………………... 82

Table 4.12 Summary of Trying Out the Prototype ……………………… 95

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LIST OF FIGURES

Figure 2.1 Components of A Task …………………………………………… 25

Figure 3.1 Data Validity in Exploration Stage …............................................. 50

Figure 3.2 Data Analysis Technique ………………………………………… 52

Figure 3.3 Data Validity in Product Development Stage …………………… 53

Figure 4.1 Sample of Course Grid of the Prototype …………………………. 78

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LIST OF ABBREVIATIONS

BSB : Busana Butik

BSNP : Badan Standar Nasional Pendidikan

ESP : English for Specific Purposes

FGD : Focus Group Discussion

GEA : Get Along with English

R&D : Research and Development

TBLI : Task-Based Language Instruction