Full

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ENGLISH FOR SPECIFIC PURPOSES MODULE:

NEED ANALYSIS OF FPMKB MEMBERS
IN PSBDK ANNUAL EVENT
A SARJANA PENDIDIKAN RESEARCH PAPER
Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Olivya Agustia
Student Number: 111214090
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
i
The big power brings big responsibility

-Spiderman-
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ABSTRACT
Agustia, Olivya. (2017). English for Specific Purposes Module: Need Analysis of
FPMKB Members in PSBDK Annual Event. Yogyakarta: English Language
Education Study Program, Sanata Dharma.
One of the types of English learning is English for Specific Purposes

(ESP). The main objective of needs analysis in ESP is to identify what learners
will be required to do with English in the target situation and how learners might
master the target language during the period of training. According to Yalden
(1984), the need analysis of ESP is about the need for a syllabus. An
administrative document of the syllabus is a module as a tool to improve students'
English capability. FPMKB (Forum Pelajar dan Mahasiswa Kabupaten
Bengkayang) is a student group administrated by Bengkayang government in
Yogyakarta which constantly participates in PSBDK (Pekan Seni Budaya Dayak
se-Kalimantan). In the events, FPMKB has an exhibition stand that presents
Bengkayang’s traditional foods especially for the international visitors. Therefore,
in this paper, ESP becomes the model and practice to FPMKB in order to master
Bengkayang’s traditional foods material in English. Thus, they are able to explain
it effortlessly to the foreigners.
This research has two problem formulations: (1) do FPMKB members
need an English module of Bengkayang’s traditional foods? and (2) what kind of
English module of Bengkayang’s traditional foods do they need?
This research applied a mixed-method. The combination of both
qualitative and quantitative research targeted a population of eighteen FPMKB
members. Quantitative research method is a numeral strategy using questionnaire
to take numerical data to explain quantitative description. Qualitative research
method is to take non-numerical data using the interview guidelines.
The first result is that FPMKB members need the English module. It is
proved by four tables: (1) table of interest is 66.7%, (2) table of motivation in
72.2%, (3) table of improve confidence and material needed is 55.5% and (4)
table of improving English knowledge increases the confidence is 77.8%. The
members said that English module helps them not to feel nervous in explaining
Bengkayang’s traditional foods. The last result of substance of module is about
(1) Bengkayang’s traditional foods with 88.9%, (2) the pictures, proved by 83.3%
(3) the food explanation proved by 94.4%, (4) the ingredients proved by 88.9%,
(5) traditional tools proved by 94.4% and (6) the manner of cooking proved by
94.4%.
Keywords: ESP, module, need analysis, FPMKB, PSBDK
vii
ABSTRAK
Agustia, Olivya. (2017). English for Specific Purposes Module: Need Analysis of
FPMKB Members in PSBDK Annual Event. Yogyakarta: Pendidikan Bahasa
Inggris, Sanata Dharma.
Salah satu jenis pembelajaran Bahasa Inggris adalah Bahasa Inggris untuk
Tujuan Tertentu atau English for Specific Purposes (ESP). Tujuan utama analisa
kebutuhan dalam ESP adalah untuk menemukan apa yang perlu dipelajari oleh
peserta didik dalam situasi tujuan pembelajaran Bahasa Inggris dan bagaimana
mereka dapat menguasai Bahasa Inggris selama masa pelatihan. Menurut Yalden
(1984), analisa kebutuhan ESP adalah kebutuhan tentang sebuah silabus.
Dokumen administrasi silabus adalah sebuah modul sebagai alat untuk
meningkatkan kemampuan Bahasa Inggris peserta didik. FPMKB (Forum Pelajar
dan Mahasiswa Kabupaten Bengkayang) merupakan sebuah forum yang dinaungi
oleh pemerintahan Kabupaten Bengkayang di Yogyakarta. Setiap tahunnya,
FPMKB berpartisipasi dalam PSBDK (Pekan Seni Budaya Dayak se-
Kalimantan). Di dalam acara tersebut FPMKB memiliki sebuah stan pameran
yang memperkenalkan makanan tradisional Kabupaten Bengkayang. Oleh karena
itu, di dalam makalah ini ESP menjadi model dan penerapan bagi FPMKB dalam
menguasai materi berbahasa Inggris tentang makanan tradisional Kabupaten
Bengkayang. Sehingga mereka dapat menjelaskannya dengan mudah kepada
orang asing.
Makalah ini mempunyai dua formulasi permasalahan: (1) apakah anggota
FPMKB membutuhkan modul berbahasa Inggris tentang makanan tradisional
Kabupaten Bengkayang? dan (2) modul berbahasa Inggris tentang makanan
tradisional Kabupaten Bengkayang yang seperti apakah yang mereka perlukan?
Makalah ini menerapkan sebuah metode campuran. Gabungan antara
penelitian kualitatif dan kuantitatif yang menyasar delapan belas anggota
FPMKB. Metode penelitian kuantitatif adalah sebuah strategi yang menggunakan
angka dengan kuesioner untuk mendapatkan data yang menjelaskan deskripsi
kuantitatif. Metode penelitian kualitatif mengambil data non-numerik
menggunakan pedoman wawancara.
Hasil yang pertama menunjukkan bahwa anggota FPMKB membutuhkan
modul berbahasa Inggris. Dibuktikan oleh empat tabel: (1)tabel minat 66.7% (2)
tabel motivasi 72.2% (3) tabel kepercayaan diri dan kebutuhan materi 55.5% (4)
tabel peningkatan pengetahuan tentang Bahasa Inggris menambah kepercayaan
diri 77.8%. Anggota FPMKB mengatakan bahwa modul berbahasa Inggris
membantu mereka untuk lebih merasa percaya diridalam menjelaskan makanan
tradisional Kabupaten Bengkayang. Hasil yang terakhir adalah isi pokok modul
yaitu tentang (1) makanan tradisional Kabupaten Bengkayang 88.9%, (2) gambar
makanan 83.3%, (3) penjelasan makanan 94.4%, (4) bahan makanan 88.9%, (5)
alat masak tradisional 94.4% dan (6) cara memasak makanan 94.4%.
Keywords: ESP, module, need analysis, FPMKB, PSBDK
viii
ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to the almighty God who
has been giving me strengths and health so that I could manage to finish this
research paper. I also owe a great debt of gratitude to my beloved parents, daddy,
momma, papa, mama, papi and mami, who have always supported and loved me
in any way parents can do to their children. To my siblings, bang Oca, Panie, and
Yongki, I am extremely grateful for their dearest love and care they have always
showed, especially, in my darkest times.
I would like to give my thanks to my research paper advisor, Paulus
Kuswandono, Ph.D., who has compassionately guided me in writing this paper
and to all English Language Education Study Program lecturers for their patience
and perseverance in transferring their knowledge to me during my study times in
this Sanata Dharma University. To all my friends, Iik, Mia, Kikay, Nyonk Ica,
Mican, Bro Igna and Kakak Git, I would like to thank them all for the warm
friendship during the times of joys and sorrows of my student and private lives.
Finally, to all people who I cannot mention one by one, I thank them all
for your kind supports so that I could realize this research paper. I know that I
could not repay all kindness they have given to me up to this very moment. I
could just say, “Thank you very much,” to you all.
Olivya Agustia
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i

APPROVAL PAGE ................................................................................................ ii
RESEARCH PAPER APPROVAL PAGE ............................................................ iii
STATEMENT OF WORK’S ORIGINALITY ....................................................... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI....................................... vi
ABSTRACT .......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGEMENTS ................................................................................... ix
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES ................................................................................................ xii
CHAPTER 1: INTRODUCTION ........................................................................... 1

1.1 Background .............................................................................................. 1
1.2 Problem Formulations .............................................................................. 5
1.3 Significance of the Research .................................................................... 5
1.4 Methodology ............................................................................................ 6
1.4.1 Research Method ............................................................................... 6
1.4.2 Data Collection Method .................................................................... 7
1.5 Research Participants ............................................................................... 7
1.5.1 FPMKB Profile ................................................................................. 8
CHAPTER 2: DISCUSSION ................................................................................ 10

2.1 Review of Literature ............................................................................... 10
2.2 The Need of Syllabus ............................................................................. 13
2.3 FPMKB Members Knowledge about Traditional Foods ....................... 19
2.4 The Need of English Module ................................................................. 24
2.5 Substance of Module .............................................................................. 28
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xi
CHAPTER 3: CONCLUSIONS ........................................................................... 34

3.1 Conclusions ............................................................................................ 34
REFERENCES...................................................................................................... 36
APPENDICES ...................................................................................................... 38
LIST OF TABLES
Table 1. Respondent Identity ..................................................................... 16
Table 2. Self-Capability: Speaking ............................................................ 18
Table 3. Self-Capability: Vocabulary ........................................................ 19
Table 4. Interest .......................................................................................... 25
Table 5. Motivation .................................................................................... 26
Table 6. To Improve Confidence and Material Needed ............................. 26
Tabel 7. Improving English Knowledge Increases the Confidence ........... 27
Table 8. Kind of Bengkayang’s Traditional Foods .................................... 29
Table 9. Food Picture ................................................................................. 30
Table 10. Food Explanation ....................................................................... 30
Table 11. Ingredients .................................................................................. 31
Table 12. Traditional Tools ........................................................................ 32
Table 13. Manner of Cooking .................................................................... 32
xii
CHAPTER 1
INTRODUCTION
This chapter discusses the background, problem formulation, significance
of the research, methodology of the research and research participant.
1.1 Background
English is used as the legal language in United Nation (UN). It is served as
one of the authorized languages in UN established at San Fransisco Conference.
These are English, Russian, Spanish, Chinese and French (Schemers & Blokker,
2011, p. 281). English is the most important and useful language in the world.
Everywhere and every time people go the other side of the world, they use English
to communicate to other people although they do not know the local language.
Through English, people know a lot of information about the local culture they
visit. Moreover, they can introduce our culture and local heritage by speaking
English.
Nowadays, there are two types of English learning. Both are General
English and English for Specific Purposes (ESP). In ESP program, the simplest
way to acquire English is from the need of syllabus (Yalden, 1984). So, the
concrete application of the need of syllabus in learning English language is having
a module. Yalden said that the language learning is recognition of the diversity of
learners' needs, wants, and aspirations; the concept of the syllabus becomes much
more highly elaborated and has been examined at length, particularly in the
context of ESP programs (Yalden, 1984, p. 14).
1
A module becomes an instrument and a guideline for the learners in
achieving the aims of acquiring English. By having and learning from the module,
the learners are able to speak to foreigners more easily whatever they want to say
especially about their culture and heritage. Since culture and heritage become the
identity of a particular group of people, they are very worthy to discover and
explore. Oftentimes, the foreigners come and visit a tourist destination not only to
have a vacation but also to get information about the culture and heritage. Surely,
they want to know about local ethnic, tribal language, traditional merchandise,
local land view/landscape, ancient relief, and traditional foods. Consequently, the
learners have to inform all of the materials by using English.
This paper concerns with West Borneo culture. West Borneo has many
cultures, traditional weapon, language, ethnics, clothes, and foods. All of the
cultures spread into each regency of West Borneo. Though some cultures in the
regency have the same value, however, they have specific characters for each type
of the culture.
At this time, the research is going to discuss traditional foods. Traditional
food refers to cuisine that belongs to a group of people for a long time ago.
Furthermore, traditional food represents a culture. Since the ingredients of the
food are available only in the local regions, it makes the food different from other
food. It gives self-experience to the foreigner to taste it directly because the food
cannot be found in the other part of the world. Therefore, the traditional foods will
also be a representative tool for each culture and destination. In addition, it can be
a chance for each locality to introduce their culture to foreigner especially in
Bengkayang Regency.
Bengkayang is one of the regencies in West Borneo. A number of people
from the Regency live in Yogyakarta. Mostly, they are students of several
universities in Yogyakarta. The students have a group which is administrated by
the government authority. It is called FPMKB (Forum Pelajar dan Mahasiswa
Kabupaten Bengkayang) or Bengkayang Regency Student Forum. This forum was
established in 2005. The major goal of the forum is to introduce Bengkayang
Regency culture.
FPMKB constantly participates in Borneo annual event in Yogyakarta.
The event is known as PSBDK (Pekan Seni Budaya Dayak se-Kalimantan) or
Dayak Cultural Art Week of Kalimantan. PSBDK is an event that holds many
culture and heritage from Borneo Island. One of the activities in the event is
building an exhibition stand or booth. Each regency or province takes part in this
event. So does Bengkayang Recency.
Every year the exhibition booth has different themes. In the year 2017, the
theme is about traditional foods. Bengkayang Regency has a chance to show their
traditional foods in this occasion. It can be introduced to the people who visit the
exhibition booth. From here, Bengkayang can get more acknowledgments on their
culture, especially from the visitors. Since Yogyakarta is a tourism area from
many countries in the world, PSBDK’s visitors are not from local and national but
also international. Thus, the English skills have a significant role in delivering the
information about the traditional foods.

It is not a big matter when the booth-keepers explain about Bengkayang’s
traditional foods in Indonesian. The problem is when they have foreigners as their
visitors. The booth-keepers have to know how to explain Bengkayang’s
traditional foods in English. Therefore, in this paper, English for Specific
Purposes (ESP) becomes the model and practice to FPMKB in order to master
Bengkayang’s traditional foods material. Thus, the booth-keepers are able to
explain Bengkayang’s traditional foods effortlessly to the foreigners.
In this case, ESP is a simple way to teach English for any purpose that
depends on the learners’ needs. The learners are the booth-keepers from
Bengkayang Regency. ESP has structural points in learning English which has
specified need for the learners. Because ESP is based on the learners’ specific
needs, the objectives of the learning are clearer and it can be expected that the
learner will be more motivated in learning in English which is related to their
activity. ESP method starts with an analysis of learners in order to identify their
specified needs. Afterward, we can arrange an English module for the booth-
keepers which contains Bengkayang’s traditional foods. Thus, as Yalden’s theory
about the English module or the syllabus was a FPMKB members’ guideline to
communicate effectively to the foreigners.
In this paper, the problem identification puts forward the fact that FPMKB
needs a tool using English for Specific Purposes to introduce Bengkayang’s
traditional foods. The tool contains syllabus of Bengkayang’s traditional foods for
PSBDK annual event in Yogyakarta. The problem limitations are a group of
people, place, time, and product. They are: (1) The research problem focused on a
group of people as FPMKB, (2) The research problem is according to a place in
Yogyakarta, (3) The research problem is the annual event of PSBDK, and (4) The
research problem is about Bengkayang’s traditional food. They are Lempok,
Lemang, and Tempoyak.
1.2 Problem Formulations
According to the background, problem identification, and problem
limitation here can be taken two problem formulations as below:
1. Do FPMKB members need an English module of Bengkayang’s
traditional foods?
2. What kind of English module of Bengkayang’s traditional foods do
they need?
1.3 Significance of the Research
The significance of this research is as follows:
1. FPMKB members can use this research to know the need for English
language capability.
2. FPMKB members can use this research to know the important things
about Bengkayang’s traditional foods.
3. FPMKB members can apply the result of this research to use the English
for Specific Purposes telling about Bengkayang’s traditional foods to
foreigners.
4. The Government, specifically Bengkayang Regency, can take the result of
this research as a tool to improve acknowledgment of Bengkayang’s
culture and heritage.
5. Tourists especially foreigners can take the result of this research to know
the module as a tool to understand Bengkayang’s traditional foods.
6. University or an educational institution can take the result of this research
to add the literature of Indonesian’s culture.
1.4 Methodology
1.4.1 Research Method
The research method is a plan and methodology to take data, make
analysis, and conclude data interpretation. This paper implemented mixed
methods. The combination of both qualitative and quantitative research targeted a
population of eighteen students, who are members of FPMKB.
Quantitative research method is a numerical strategy. This research used
survey method. Survey method is a research strategy to explain quantitative
description or numerical description about determination, attitude, or opinion from
a population within examining of the sample (Creswell, 2016, p. 17).
Qualitative research method is non-numerical research method. It is
narrative research. That is a design to research about humanity where a researcher
studies the life of individuals and asks a person or a group of individuals to tell
about their life (Creswell, 2016, p. 18).

1.4.2 Data Collection Method
The first, the data collection method is the first, the questionnaire as a
survey tool was distributed to FPMKB members. The second, the interview
guidelines for the qualitative approach was enquired to some members of
FPMKB. The last, the literature study was needed to learn about Bengkayang’s
culture, for examples, documents, photos, and videos.
1.5 Research Participants
This paper needs research participants as the object of the research to
answer the research problems. A participant can be a representative of the
population who knows the information about Bengkayang’s traditional foods and
PSBDK’s event. All data were collected, resumed, analyzed, and explained
according to the theory used in this research. Then, it was written in a textual
report. Participants in quantitative and qualitative methods gave a contribution to
the mixed methods to have the most comprehensive collecting data.
The research participants were taken from the population of FPMKB
members. In the quantitative method, the researcher took a numerical data that
describes the opinion of the sample which is part of a population. The numerical
data is a simple and an accurate way to identify their responses. In the quantitative
method, the researcher distributed the questionnaire as a survey tool in this paper.
The result was managed and displayed at the table formulations show a
percentage and turn out to be the primary data of this research.

Qualitative method is a verbal explanation method to take what members
informed about the theme through their grounded aspect. Since there are some
aspects that people cannot tell wholly the story of the theme in the numerical data,
the researcher needed qualitative data in the open-ended questions. The researcher
explored it through the interview guideline. It is a way of the qualitative method to
take deeper information towards the research problem. Hence, the qualitative data
can be an interpretation of the numerical data. Afterwards, the result of the
interview will be translated rendering of the subject matter.
1.5.1 FPMKB Profile
FPMKB profile explains a short description of the forum institute.
FPMKB is the abbreviation of Forum Pelajar Mahasiswa Kabupaten
Bengkayang. It is an institution organized by Bengkayang Regency’s students in
Yogyakarta which is under the government.
Bengkayang Regency is one of the regencies in West Kalimantan
Province. This regency has many students who live in Yogyakarta. They are
mostly studying in this education city. Yogyakarta is a short name of Daerah
Istimewa Yogyakarta Province. Yogyakarta itself is divided into four regencies
and one city.
The government of Bengkayang established a group of Bengkayang’s
students in Yogyakarta which aims to build friendship maintenance from within.
It is called FPMKB (Forum Pelajar dan Mahasiswa Kabupaten Bengkayang).
FPMKB has a secretariat at Affandi Street, number 49, Kelurahan Caturtunggal,
Kecamatan Depok, Sleman Regency, Daerah Istimewa Yogyakarta.

FPMKB has been established in 2005 by Government of Bengkayang. The
forum has 90 people as active members in the year of 2017. The Borneo
community also has 14 people as active official members. The official has a
responsibility to do programs for the forum such as a gathering night, social
service, and culture event.
FPMKB is a part of West Borneo’s Forum in Yogyakarta. West Borneo’s
Forum has a program to build a relationship with Borneo Community. It is the
way to tie the community relationship in Yogyakarta. Each year, the forum holds
an annual event. The annual event is PSBDK (Pekan Seni Budaya Dayak se-
Kalimantan). It presents Dayaknese’s culture and heritage: dance, clothes,
weapon, and traditional foods. One of the activities in PSBDK is a cultural
exhibition. PSBDK provides an exhibition room for each of the regencies. The
exhibition room is a chance for every regency to introduce their heritage.
Therefore, FPMKB must follow this annual event.
Every year the exhibition booth has different themes. In 2017, the theme is
about traditional foods. In this occasion, Bengkayang Regency has a chance to
show their traditional foods, introduced to the people who visit the exhibition
booth. From here, Bengkayang can get more acknowledgments on their culture,
especially from the visitors. Since Yogyakarta is a tourist destination for many
countries in the world, it is very likely that PSBDK’s visitors are not from local
and national but also international.

CHAPTER 2
DISCUSSION
In this chapter, the researcher discusses the review of related literature, the
need of syllabus and the research findings as well as the discussion related the two
research questions previously mentioned.
2.1 Review of Literature
The research used literature as theory bases the methodology. It is English
for Specific Purposes theory. English for Specific Purposes (ESP) is different
from general English. General English studies about the universal standard of
English teaching. It teaches five standard learning about (1) subject matter, (2)
vocabulary and structures, (3) exercises, (4) illustrations, and (5) physical make-
up (Chegeni, 2016, p. 2326).
General English has different functions than ESP. A General English aims
to increase students’ general ability in English. It gives students the standard and
basic English as a second language while ESP gives the clearly specified topic to
study about English. ESP is usually designed for adult learners or intermediate
and advanced students (Dudley-Evans & St. John, 1998). However, nowadays it
can be used for the under intermediate students or beginners, so that they can
study English sooner and easier.
ESP is based on students’ or learners’ specific needs. According to
Richards (2001), the description of the need is:
10
11
The term needs is not as straightforward as it might appear, and hence the
term is sometimes used to refer to wants, desires, demands, expectations,
motivations (p. 54).
According to Maslow theory, the needs is the human necessity that the
requirements must be fulfilled for satisfying (Martin & Joomis, 2007). It is
supported by the human motivation’s theory in Green (2000):
Human needs arrange themselves in hierarchies of pre-potency. That is to

say, the appearance of one need usually rests on the prior satisfaction of
another, more pre-potent need. Man is a perpetually wanting animal. Also
no need or drive can be treated as if it were isolated or discrete; every
drive is related to the state of satisfaction or dissatisfaction of other drives
(p. 370).
On the other side, the want is described as an object for satisfying the needs. Want
is also as a fulfillment of a specific need. The problem about want is framed by
cost, time, power, and space (Kotle & Keller, 2016). The want is a psychological
drive in organizing the needs. The statement about want to fulfill of the need is
indicated by Green (2000):
He dreams food, he remembers food, he thinks about food, he emotes only

about food, he perceives only food and he wants only food. The more
subtle determinants those ordinarily fuse with the physiological drives in
organizing even feeding, drinking or sexual behavior (p. 374).
Another description of needs is from David McClelland theory noted in
Branden (2000). He says that needs are related to motivation. Branden (2000)
explained that “David McClelland’s research indicates individual is motivated
based on three needs: the need for achievement, need for power and need for
affiliation” (p. 1). Branden (2000) said that need for achievement can be people’s
motivation to strive to succeed (p. 1).

12
The need to acquire English in order to explain the traditional foods
straightforwardly is through ESP. According to Anthony noted by Javid (2013),
“ESP is divided into two groups. The first is ESP as English for any purpose that
could be specified. The second is ESP as English for academic purposes and
professional purposes” (p. 139).
This research applied the second types of ESP about professional purposes
as the scope of English for Occupational Purposes (EOP) (Hutchinson & Waters,
1987). EOP is used for learners who want to acquire English at working area or
office that need to serve people using English.
In this research, a need analysis is used in ESP program in order to help
the learners study English effectively. According to Richards (2001), “ESP should
be based on analysis of the learners needs. The procedures used to collect
information about learners’ needs are known as a need analysis. The need analysis
is as a distinct and necessary phase in planning educational programs in part of
curriculum development” (p. 51).
The main objective of the needs analysis in ESP is to identify what
learners will be required to do with English in the target situation and how
learners might master the target language during the period of training. Need
analysis is also applied to know what and how the specific purposes of English
can be taken by students.
According to Yalden (1984), a formulation of need analysis of ESP is
material selection, curriculum design, and assessment. Then, he says that need
analysis of ESP is about a syllabus. The syllabus can be a tool to improve

13
students' English capability according to a particular situation. Yalden (1984)
outlined the syllabus concept:
As well as a recognition of the diversity of learners needs, wants, and

aspirations, the concept of the syllabus for second language teaching has
taken on new importance…particularly in the context of ESP programmes
(p. 14).
According to Yalden (1984), a syllabus is a new way of need analysis
formulation as ESP course. The syllabus is an administrative document to give
many materials of a specific domain as the instructional model of ESP. The usage
of ESP syllabus is more efficient and effective for the learners because it is more
relevant to the learners’ needs.
Yalden (1984) assumes that syllabus must have a component of language
such as subject material. The subject materials will form theme or topic. Then,
some topics will make a framework into specific language course. It is called a
module. The module involves materials, curriculum, methodology, assessment,
and evaluation.
2.2 The Need of Syllabus
The need of syllabus is an applied theory of ESP model. The research
theory to fulfill the need of syllabus is explained by the need for achievement
theory of McClelland and Yalden’s theory.
The need for achievement theory explains that the need for achievement
can be a step to improve the culture or heritage is through the need for
achievement motivation. The need for achievement will encourage a culture from
14
a community to be used as a movement. Bengkayang’s culture is a part of the
movement. The movement presented gradually or continuously will make other
people know better about the culture.
The need for achievement about culture is connected to communication.
Based on Yalden’s theory to extend culture is through language. Language is an
oral capability to inform many things about culture. English for Specific Purposes
(ESP) becomes a specialized programme which is designed to increase the
communication capability; therefore, Yalden’s theory says that ESP needs
syllabus. The concrete syllabus is the need for an administrative document such as
a module.
In 1984, Stern noted, “Every such examination has its 'syllabus', that is a
statement of the subject matter, topics, or areas to be covered by the course
leading to the particular examination” (p. 5). Yalden (1984) has described the
concrete syllabus is the need for an administrative document such as a module.
She concluded the module in its function in ESP.
The modules represent beads of topics and tasks which elicit certain
behaviours. Within each bead, a proportional approach is maintained, and
the whole string can also be arranged so as to represent a proportional shift
from form to function (in general education, for example), or from function
to form (in adult education or ESP courses) (p. 19).
Meanwhile, Allen (1984) explained about the mark of the module.
The aim of modules is to provide training in English in association with

other school subjects, and thereby to 'infuse important themes and topics of
educationally worthwhile content (p. 70)
English module can be an important instrument to answer the research
problem of acquiring English in furtherance of transferring information about

15
culture. In this research, the problem formulations are: (1) Do FPMKB members
need an English module of Bengkayang’s traditional foods? and (2) What kind of
English module of Bengkayang’s traditional foods do they need?
The answers to these two problems can help module designers identify
kinds of English module as guidance in explaining Bengkayang’s traditional foods
in English which in turn can help the booth-keepers improve their English
communication skills. The discussion about the result of the observation is
explained in the following subchapters.
This research is about how important English module is needed by
FPMKB members to introduce the traditional foods. First, the researcher had to
know the identity of the members. Second, the researcher had to know about the
capability of their language, their interest of learning English, and the importance
of having a module, and the syllabus prominent.
The researcher took respondents as the sample of the research on 15th of
September 2017. The sample was taken from a population of FPMKB members.
The total of the sample is 18 people. All of them are university students. There are
five questions which were asked to know about their language capability of
speaking, writing, reading, listening, and vocabulary.
The identities of the samples represent the population of FPMKB
members. Their identities are about gender and age. Here is the respondent
identity table:
16
Table 1. Respondent Identity
No. Name Age Gender Total

Female % Male % Sum %
1 Ani
Bibi
18 3 30 1 12.5 4 22.2
Cici
Didi
2 Eni 19 1 10 0 0 1 5.6
3 Fifi
Gigi
20 3 30 1 12.5 4 22.2
Heni
Indi
4 Jedi
Keti
21 2 20 1 12.5 3 16.7
Lili
5 Meti
Noni
22 1 10 3 37.5 4 22.2
Ovi
Preti
6 Qiqi
>23 0 0 2 25 2 11.1
Riri
Total (%) 100 100
Total 10 55.6 8 44.4 18 100
The sample consists of six age group members. They are from 18 to 22
years old and above 23 years old. The gender groups are female and male. The
female respondents are 55.6 percent, slightly higher than the male respondents.
Between the groups, the third biggest ranges of the age are 18, 20, and 22 years
old is about 22.2 percent.
Percentage distribution to 21 years old is 16.7 percent. Then, above 23
years old is about 11.1 percent. The lowest is 19 years old with 5.6 percent. Then,
17
it can be recognized that the FPMKB members are mostly in the range of 18 to 22
years old.
The table displays there were males than females respondents on the age of
22 years with 75 percent. In male group, the researcher recognized that male of 22
years group is the biggest sum with 37.5 percent than other. At female group on
the table, the researchers identified that the biggest sum of age group is 18 and 20
years old, with each is in 30 percent.
Before the researcher looked at the need for an ESP module, the researcher
would see about the self-capability of FPMKB members. They are about
speaking, writing, reading, listening, and vocabulary. According to Yalden’s
theory about the module, the capability is divided into two groups. They are non-
administrative capability and administrative capability. The administrative
capability is related to the need of other tools to support the capability. They are
writing and reading capability. The two skills need tools such as pencil, ballpoint,
and paper. The non-administrative capability is related to the capability that does
not need the tools.
In English language, there are four basic language skills. They are
listening, speaking, reading and writing. In 2004, Lotherington said based on
Baker that, “the four basic language abilities are commonly regarded as listening,
speaking, reading and writing” (p. 65).
Moreover, Aydogan (2014) mentioned the dividing of basic skills in
English, “Basic skills of English language are divided two groups, macro-skills
and micro-skills. Macro-skills are listening, speaking, reading and writing. Micro-
18
skills are vocabulary, grammar, pronunciation and spelling. Macro-skills are the
ability about oral and written competence of communication. The oral
competence: listening and speaking. The written competence: reading and writing.
Reading and listening are called the input or reception while speaking and writing
are called output or production. From the input, the learners can improve micro-
skills. The combination of the reception and micro-skills will build the productive
skills; speaking and writing” (pp. 673-674).
In this paper, the researcher used speaking as a representation of macro-
skills and vocabulary as a representation of micro-skills. Accordingly, both are
displayed for the two tables.
Table 2. Self-Capability: Speaking
Value Frequency Percentage

Bad 3 16.7
Enough 13 72.2
Good 1 5.6
Best 1 5.6
Total 18 100.0
In the speaking table, the researcher knew that the most capability of the
members is enough. There are 13 answers from the sample. It is 72.2 percent, so
that the members have good capability to introduce their traditional foods.
Speaking skill is important to tell about traditional foods for foreigners to take
information. Speaking is one of macro-skills of English. If the booth-keepers are
in an enough condition of speaking skills, it will be their basic skill to explain
about culture to the foreigners. Although speaking is the basic skill in

19
communication, the booth-keepers still need another skill in English called micro-
skills to make speaking skill better. It is vocabulary. The table of vocabulary
capability is as below:
Table 3. Self-Capability: Vocabulary

Worst 1 5.6
Bad 6 33.3
Enough 8 44.4
Good 3 16.7
Total 18 100.0
The table shows us about the highest vocabulary capability of FPMKB
members is in a fair condition. It is in 44.4 percent. A good group is in 16.7
percent. The good and enough group are in 61.1 percent. It can be identified that
the vocabulary capability of FPMKB members is in a good condition.
Because the tables above show that the statistical value majority range is
good capability, FPMBK’s members have a good position in speaking and
vocabulary skills.
2.3 FPMKB Members Knowledge about Traditional Foods
FPMKB members’ knowledge about traditional foods is good enough on
condition that they explain it in Indonesian. They know the special things of
Bengkayang’s traditional foods if they are compared to other foods from another
area. However, the issue is about how the members effortlessly explain the foods
to the foreigners in English. In order to explore the knowledge of the members,
the researcher used a qualitative method. The qualitative method used an

20
interview guideline to explore the knowledge of FPMKB members. The field
research told us that the majority of the members comprehend their traditional
foods. Several traditional foods they mentioned are cucur, tempoyak, tumpi,
pekasam, dange, lempok, lemang, kue keranjang, and kelepon. The foods are
made from local ingredients or local environment, for example, durian fruit.
Durian fruit is majority plants in West Borneo. Durian is the basic ingredient to
make some famous traditional foods in Bengkayang, such as Lempok and
Tempoyak.
Then, they also told that traditional foods become famous in Bengkayang
because they are always provided by the people when they hold the local
ceremonial, such as wedding ceremony and traditional event. The interview data
proved such as below:
“Researcher: Do you know about Bengkayang’s traditional foods?

Participant: Yes, I know. Bengkayang’s traditional foods are cucur,
tempoyak, tumpi, pekasam, dange, lempok, and lemang.”
Other participants answered below:
“I know it because the traditional foods are always made in traditional

wedding ceremonial. They are the dishes and ceremonial complement.”
“I know enough about the traditional foods because I have been living in
Bengkayang since a young age.”
Bengkayang’s traditional foods are made from local environment sources,
such as local plantation and animal which is easy to be found. Three of the most
popular traditional foods are lempok, tempoyak, and lemang. Lempok and
tempoyak as traditional foods made from Durian fruit, while Lemang is as

21
traditional food made from glutinous rice cooked in hollow bamboo. It is wrapped
with banana’s leaves and entered in the bamboo then roasted for about five hours.
All of FPMKB members know about the three traditional foods. They tell
that lempok or often called as dodol has durian fruit as the main ingredient in five
to eight hours cooking. Dodol durian is kind of sweet candy which is sticky and
rubbery. Tempoyak is made from fermented durian for few days. The participant
told as below:
“Lemang is one of Bengkayang’s traditional foods made from glutinous

rice cooked in a piece bamboo, and it is roll-wrapped with banana’s
leaves.”
Other participants told as below:
“Lempok is made from durian fruit as dodol. Tempoyak is made from

fermented durian fruit meat separating from its seeds.”
The 18 participants agreed that the traditional foods have plenty of
uniqueness. All of them gave information that the foods are special because of the
five aspects clarified below:
a. The Taste
Fourteen of the participants said that Bengkayang’s traditional foods have
a special taste which cannot be found in other regions. The foods make each
people experience the different taste in one bite, thus, it will be an unforgettable
moment. The information related to the special taste of Bengkayang’s traditional
foods assumed by Ani:
“These traditional foods have an exclusive taste.”

22
The above citation proves that the taste is one special thing that must be included
in the explanation of the module of Bengkayang’s traditional foods.
b. The Package
Six of the participants agreed that the traditional foods also have special
packing for its prominent. The things that make Bengkayang’s traditional foods
special are the usage of bamboo as a natural container and a simple plastic food
container to prepare. Bibi approved related to the special package:
“The traditional food is served with a simple packaging using the natural
resources.”
The information explains that the packaging is one unique thing because it uses
the simple and natural resources. As a result, it can be one of the subject matters
of the explanation of Bengkayang traditional foods module.
c. The Ingredients
Three of the participants told that people use natural and simple
ingredients for the traditional foods. It is easy to find because the resources are
from the local environment. All of the ingredients are from natural resources
which can be found in Bengkayang. Cici said related to the special ingredients:
“... the ingredients of the traditional foods are from nature.”
The ingredients are food identity used original resources from a region. The
ingredients surrounding in Bengkayang Region dished up prominent uniqueness.
Henceforth, the ingredients should be in Bengkayang traditional food module.

23
d. The Tools
Two of the participants explained that to make the traditional foods,
Bengkayang’s people use traditional tools which are usually from nature. Besides
modern tools, the effect of traditional tools makes the food taste different. It
makes the food fresher, tastier, more aromatic, and long-lasting. Didi made clear
related to the special tools:
“…the traditional food is made by using the traditional tools which still
exist.”
The tools for making Bengkayang traditional foods are arranged for the
combination of the traditional and modern peripherals. The tools process the
traditional foods until they have a special quality that different from other foods.
Hereafter, it must be in the module.
e. The Way for Cooking
Six of the participants informed that the method to cook is unique. It uses
the traditional cooking method. Hence, the output of the foods is rarely for the
example is tempoyak. It only uses salt, afterward; it is poured into durian fruit and
laid in the glass/plastic container for few days. Then it can be served and it will be
in a good condition for more than a year. Eni said in the open-ended question:
“The special thing about the Bengkayang’s traditional foods is the way it is
cooked.”
The citation above proves that the way for making Bengkayang traditional foods
are truly unique and out of ordinary. This subject must be in the module in order
to complete the fourth subject matters above.
The information above, it can be identified that the knowledge and self-
capability are the basic resources to create a good communication in giving an

24
explanation about the traditional foods to foreigners. However, there is still a
problem to do with the communication and it is related to a psychological
problem. It is about self-confidence. Some people have no self-confidence when
they tell something in English. Four of the participants said that they often feel
nervous when they have to talk to foreigners. Fifi gave opinion related to the
nervous feeling:
“Researcher: If the three traditional foods must be explained and

demonstrated to foreigners in PSBDK event, are you confident to tell it in
English?
Fifi: “No, because I am still nervous about my vocabulary and speaking.”
Therefore, it is a necessity to take anticipation for decreasing the psychological
problem.
2.4 The Need of English Module
The need of English module is also known as the need of English syllabus
in Yalden’s theory (1984). According to Yalden (1984), the solution is about
releasing a module. So, English module to explain the traditional foods is needed,
primarily, to explain the traditional foods. McClelland (MindTools Content Team,
2017) says the module can be a way to be a need for achievement motivation.
The solution helps FPMKB members to explain traditional foods by using
the English module. Gigi said that:
“Yes, because when we use the (English) module, it helps us in explaining

the material easily.”
The statistical data shows us about the need of syllabus such as English
module formulation. For this research, the data is made from quantitative research
25
model. It told us about the need of English module. The need is according to two
groups. The first group is the need for the type of achievement. They are
motivation, interest, and importance. Then, the second group is about module
function to improve their English capability and their self-confidence. The table of
interest is as follows:
Table 4. Interest

Very Low 1 5.6
Medium 5 27.8
High 7 38.9
Very High 5 27.8
Total 18 100.0
Table 4 announces us about how important FPMKB members need an
English module. The Very Low group has 5.6 percent translates into 1 answer.
The medium group has 27.8 percent projected to 5 answers. Furthermore, the high
level has less than 40 percent or 38.9 percent, represents 7 answers. The very high
level has 27.8 percent or 5 answers. By combination, the high and very high levels
are more than half of the samples or 66.7 percent.
Later, the interesting rate is supported by motivation data. Motivation data
shows us about FPMKB members’ motivation which needs a syllabus such as
English module. The data tells us as follows:

26
Table 5. Motivation

Very Low 1 5.6
Medium 4 22.2
High 11 61.1
Very High 2 11.1
Total 18 100.0
Table 5 shows us the need of a module for FPMKB members. The very
low group has 5.6 percent translates into 1 answer. The medium group has 22.2
percent projected to 4 answers. Therefore, The high level has more than 50
percent or 61.1 percent, represents 11 answers. The very high level has 11.1
percent or 2 answers. By combination, the high and very high levels are more than
half of the samples or 72.2 percent.
FPMKB members believe that the English module will be beneficial. It is
for improving their self-confidence and their English capability. The data will be
in two following tables:
Table 6. To Improve Confidence and Material Needed

Very Low 1 5.6
Medium 7 38.9
High 6 33.3
Very High 4 22.2
Total 18 100.0
Table 6 conducts us about the need for FPMKB members to improve the
confidence and the need of the material. The very low group has 5.6 percent
27
translates into 1 answer. The medium group has less than 38.9 percent projected to
7 answers. So, the high level has less than 35 percent or 33.3 percent, represents 6
answers. The very high level has 22.2 percent or 4 answers. By combination, the
high and very high levels are more than half of the samples or 55.5 percent. The
module will help all of the FPMKB members to increase their English capability
and also improve their confidence. The statistical data shows us as below:
Tabel 7. Improving English Knowledge Increases the Confidence

Very Low 1 5.6
Medium 3 16.7
High 10 55.6
Very High 4 22.2
Total 18 100.0
Table 7 displays us about FPMKB members’ belief. Their belief is an
English module will improve their English knowledge. From the data, improving
English knowledge increases their confidence too. The very low group has 5.6
percent translates into 1 answer. The medium group has 16.7 percent projected to
3 answers. Thus, the high level has more than 50 percent or 55.6 percent,
represents 10 answers. The very high level has 22.2 percent or 4 answers. By
combination, the high and very high levels are more than half of the samples or
77.8 percent.
From the data above, it can be identified that all members need an English
module as the tool in explaining Bengkayang’s traditional foods to foreigners. The
need of the English module is more than 50 percent which means that it is in a
28
High condition. The data is proven by four tables. They are the table of interest,
table of motivation, table of to improve confidence and material needed, and table
of improving English knowledge increases the confidence. All of the tables
indicate that their need is in a high condition. Therefore, this is the answer to the
first research question “Do FPMKB members need an English module of
Bengkayang’s traditional foods?”.
Since English is an international language, the existence of the English
module will be a benefit for the members. Through English, they can
communicate to foreigners in PSBDK annual event. Because the event is not only
visited by local tourists but also foreigners, they can use it as a guideline to speak
clearly. They also believe the module can improve their English knowledge and
vocabulary. Furthermore, the English module can be a tool for each FPMKB
member in order to train them in being a good booth-keeper.
2.5 Substance of Module
The substance of English module of Bengkayang’s traditional foods is
discussed in this section. This is the answer to the problem of the English module
of Bengkayang’s traditional foods like do they need. This substance consists of
what materials are needed in the module. Therefore, the module must contain the
more prominent of Bengkayang’s traditional foods that show that it is different
from the other foods. There are six substances that should be in the module. These
consist of (1) the kind of Bengkayang’s traditional foods, (2) the pictures of
Bengkayang’s traditional foods, (3) the explanation of Bengkayang’s traditional

29
foods, (4) the ingredients of Bengkayang’s traditional foods, (5) the traditional
tools to cook, and (6) the traditional manner of cooking. Thenceforth, it will be the
curriculum design as Yalden’s said. The six substances will be displayed in the
following tables.
Table 8. Kind of Bengkayang’s Traditional Foods

Low 2 11.1
Medium 8 44.4
High 7 38.9
Very High 1 5.6
Total 18 100.0
Table 8 shows that the module must contain Bengkayang’s traditional
foods. The low group has 11.1 percent translates into 2 answers. The medium
group has 44.4 percent projected to 8 answers. Hence, the high level has 38.9
percent, represents 7 answers. The very high level has 5.6 percent or 1 answer. By
combination, the medium, high and very high levels are more than half of the
samples or 88.9 percent.
Afterwards, the module should consist of three famous traditional foods in
Bengkayang Regency such as lemang, lempok, and tempoyak. It also has to
provide the picture of, at least, the three traditional foods. The need of the picture
as one of the substances in the module is mentioned as the statistical data says
follows:
30
Table 9. Food Picture

Low 3 16.7
Medium 3 16.7
High 8 44.4
Very High 4 22.2
Total 18 100.0
Table 9 shows us about the need of picture in the module. The low group
has 16.7 percent translates into 3 answers. The medium group has 16.7 percent
projected to 3 answers. Furthermore, the high level has 44.4 percent, represents 8
answers. The very high level has 22.2 percent or 4 answers. By combination, the
medium, high and very high level are more than half of the samples or
83.3percent.
However, the module does not only provide the picture, it should have an
explanation of it. The need of the explanation about Bengkayang’s traditional
foods is mentioned as below:
Table 10. Food Explanation

Low 1 5.6
Medium 8 44.4
High 7 38.9
Very High 2 11.1
Total 18 100.0
Table 10 displays that the food explanation is needed. The low group has
5.6 percent translates into 1 answer. The medium group has 44.4 percent projected
31
to 8 answers. Hence, the high level has 38.9 percent, represents 7 answers. The
very high level has 11.1 percent or 2 answers. By combination, the medium, high
and very high level are more than half of the samples or 94.4 percent.
After having the traditional foods, the pictures of the traditional foods, and
the food explanation, the module needs the ingredients for the substance of the
module as well. The statistical data about ingredients is as follows:
Table 11. Ingredients

Low 2 11.1
Medium 5 27.8
High 7 38.9
Very High 4 22.2
Total 18 100.0
Table 11 of ingredients tells us that the need is in a high condition. The
low group has 11.1 percent translates into 2 answers. The medium group has 27.8
percent projected to 5 answers. Therefore, The high level has 38.9 percent,
combination, the medium, high and very high level are more than half of the
After that, the researcher also needs the traditional tools as one of the
substances inside the module. The data will introduce as follows:

32
Table 12. Traditional Tools

Low 1 5.6
Medium 6 33.3
High 7 38.9
Very High 4 22.2
Total 18 100.0
Table 12 tells us about the need of the traditional tools within the module.
The low group has 5.6 percent translates into 1 answer. The medium group has
33.3 percent projected to 6 answers. Hence, the high level has 38.9 percent,
combination, the medium, high and very high level are more than half of the
samples or 94.4 percent. The last substance of the module is about the manner of
cooking. The need of the manner of cooking is told as below:
Table 13. Manner of Cooking

Low 1 5.6
Medium 4 22.2
High 9 50.0
Very High 4 22.2
Total 18 100.0
Table 13 tells us about the need for the cooking manner on Bengkayang’s
traditional foods. The low group has 5.6 percent translates into 1 answer. The
medium group has 22.2 percent projected to 4 answers. So, the high level has 50.0
percent, represents 9 answers. The very high level has 22.2 percent or 4 answers.
33
By combination, the medium, high and very high level are more than half of the
All of the information above tells us that the substance of the module must
consist of six points. They are Bengkayang’s traditional foods, the picture, the
explanations, the ingredients, the traditional tools, and the manner of cooking.
Finally, statistical data tell us through the six table of Substance of Module. Here
it can be identified that the six substances are proven in high condition needed.
Therefore, at least, the English module must contain the six substances.
Furthermore, this is the answer to the second research question “What kind of
English module of Bengkayang’s traditional foods do they need?”.

CHAPTER 3
CONCLUSIONS
This chapter presents the conclusion of this research. It highlights that the
need and the kind of English module of Bengkayang’s traditional foods.
3.1 Conclusions
This research implemented two methods. They were quantitative and
qualitative methods. Quantitative took numerical data from the respondents. As a
sample, the respondents were taken from FPMKB members’ population.
Afterward, qualitative takes non-numerical data. The participant is taken from
some students as members in FPMKB.
The first research question of this research is as follows: “Do FPMKB
members need an English module of Bengkayang’s traditional foods?”. This
research proves that all of the members need an English module to introduce
Bengkayang’s traditional foods. The foods are of three famous foods, namely:
lempok, lemang, and tempoyak. The need for the module is proven by numerical
data. The data says about the tables of (1) interest, (2) motivation, (3) to improve
confidence and material needed, and (4) improving English knowledge increases
their confidence. All of the tables show that they are in high condition.
The benefits of the module are for the FPMKB members so that they can:
(1) use it as guideline to speak, (2) use it as a guide about what must be explained
to foreigners, (3) explain what should be informed clearer, faster, and easier, (4)
use it as improvement for their English knowledge and their vocabulary, and (5)
34
35
use the module as a tool to train the FPMKB members especially the booth-
keepers.
Then, the second research question is “What kind of English module of
Bengkayang’s traditional foods do they need?”. The participants clarified that the
substance materials of the module must contain at least the following aspects: (1)
kind of Bengkayang’s traditional foods, (2) the picture, (3) the explanations, (4)
the ingredients, (5) traditional tools, and (6) traditional manner of cooking.
The researcher concludes that FPMKB members need an English module
of Bengkayang’s traditional foods which consist of six features: (1) Bengkayang’s
traditional foods, (2) the picture, (3) the explanations, (4) the ingredients, (5) the
tools, and (6) the way for cooking.

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APPENDICES
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ENGLISH FOR SPECIFIC PURPOSES MODULE:

A SARJANA PENDIDIKAN RESEARCH PAPER

Presented as Partial Fulfillment of the Requirements

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

The big power brings big responsibility

One of the types of English learning is English for Specific Purposes

Keywords: ESP, module, need analysis, FPMKB, PSBDK

Keywords: ESP, module, need analysis, FPMKB, PSBDK

showed, especially, in my darkest times.

I would like to give my thanks to my research paper advisor, Paulus

Kuswandono, Ph.D., who has compassionately guided me in writing this paper

and perseverance in transferring their knowledge to me during my study times in

could just say, “Thank you very much,” to you all.

TITLE PAGE ........................................................................................................... i

CHAPTER 1: INTRODUCTION ........................................................................... 1

CHAPTER 2: DISCUSSION ................................................................................ 10

CHAPTER 3: CONCLUSIONS ........................................................................... 34

This chapter discusses the background, problem formulation, significance

of the research, methodology of the research and research participant.

English is used as the legal language in United Nation (UN). It is served as

one of the authorized languages in UN established at San Fransisco Conference.

concrete application of the need of syllabus in learning English language is having

context of ESP programs (Yalden, 1984, p. 14).

A module becomes an instrument and a guideline for the learners in

learners have to inform all of the materials by using English.

At this time, the research is going to discuss traditional foods. Traditional

Furthermore, traditional food represents a culture. Since the ingredients of the

a chance for each locality to introduce their culture to foreigner especially in

Bengkayang is one of the regencies in West Borneo. A number of people

universities in Yogyakarta. The students have a group which is administrated by

the government authority. It is called FPMKB (Forum Pelajar dan Mahasiswa

Kabupaten Bengkayang) or Bengkayang Regency Student Forum. This forum was

established in 2005. The major goal of the forum is to introduce Bengkayang

FPMKB constantly participates in Borneo annual event in Yogyakarta.

The event is known as PSBDK (Pekan Seni Budaya Dayak se-Kalimantan) or

event. So does Bengkayang Recency.

information about the traditional foods.

It is not a big matter when the booth-keepers explain about Bengkayang’s

visitors. The booth-keepers have to know how to explain Bengkayang’s

traditional foods in English. Therefore, in this paper, English for Specific

Bengkayang’s traditional foods material. Thus, the booth-keepers are able to

explain Bengkayang’s traditional foods effortlessly to the foreigners.

learner will be more motivated in learning in English which is related to their

keepers which contains Bengkayang’s traditional foods. Thus, as Yalden’s theory

communicate effectively to the foreigners.

needs a tool using English for Specific Purposes to introduce Bengkayang’s

PSBDK annual event in Yogyakarta. The problem limitations are a group of

group of people as FPMKB, (2) The research problem is according to a place in

research problem is about Bengkayang’s traditional food. They are Lempok,

Lemang, and Tempoyak.

1.2 Problem Formulations

According to the background, problem identification, and problem

limitation here can be taken two problem formulations as below:

1. Do FPMKB members need an English module of Bengkayang’s

2. What kind of English module of Bengkayang’s traditional foods do

1.3 Significance of the Research

The significance of this research is as follows:

about Bengkayang’s traditional foods.

for Specific Purposes telling about Bengkayang’s traditional foods to

4. The Government, specifically Bengkayang Regency, can take the result of

this research as a tool to improve acknowledgment of Bengkayang’s

culture and heritage.