Skripsi TH 19 Cabin Creq

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING AN ENGLISH COURSE BOOK FOR

FLIGHT ATTENDANT SCHOOLS
A THESIS
Presented as Partial Fulfillment of the

Requirements to Obtain the Magister Humaniora
(M.Hum.) Degree in English Language Studies
by
Sisilia Endah Lestari

Student Number: 146332042
THE GRADUATE PROGRAM OF ENGLISH STUDIES

SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
i
DEDICATION PAGE
“Give a man a fish and you feed him a day.
Teach a man to fish and you feed him for a lifetime.
-Maimonides
I dedicate this thesis to all teachers and students who never stop
learning, to my beloved parents, two elder brothers, and family,
to my husband and our future children,
to my inspiring supervisors and other lecturers,
and to everyone I love.
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ACKNOWLEDGEMENTS
As His child, I am so grateful for His blessings for this twenty-six-year
life. I am so blessed and thankful for His blessings so that I could finish doing my
thesis as one of meaningful accomplishments in life. I thank Lord Jesus Christ
and Mother Mary for all the time, health, motivation, belief, and support through
all the people sent to me.
I would like to express my sincere gratitude to my thesis advisor, F.X.
Mukarto, Ph.D., for his patience, guidance, and support which encourage me to
keep chasing my dreams. He taught me to think logically to do everything. He
also inspired me to be better than others. I am deeply grateful to all the lecturers in
English Language Studies; Dr. J. Bismoko and Dr. B.B. Dwijatmoko, M.A., P.
Sarwoto, S.S., M.A., Ph.D., and Patrisius Mutiara Andalas, SJ, S.S., S.T.D. for
the knowledge and meaningful feedback they have shared.
The English course book that I designed was reviewed by two talented and
smart lecturers, Mega Wulandari, S.Pd., M.Hum., and Josephine Pudji
Lestari, S.Pd., M.Hum. I thank them a lot for giving their helpful feedback to
improve the designed materials. The designed is more valid and better because of
their contribution.
I address my gratitude to Bunda Indar and Mbak Eka who had permitted
me to conduct my research in Jogja Flight and P3 Nusantara, who always helped
me to get what I needed during the research. I am also so grateful to have the
flight attendants candidates from Jogja Flight and P3 Nusantara who had
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contributed their willingness to participate when I implemented the designed
materials. I thank them for their feedback for my designed materials.
The biggest thankfulness is given to both of my parents, Ibu Christina
Sumiyati and Bapak Matheus Sardjono. I thank them for all the meaningful
lessons in life, support, prayers, and guidance given to me. My parents are the best
teachers, friends, and saviors in everything. I thank my elder brothers,
Willibrodus Sugiono and Agustinus Edi Wibowo, who always support me
through their prayers, advice, and love. I am the lucky sister to have them in my
life. I am immeasurably grateful to my beloved husband, Bangkit Suharjo Putra
for his never-ending love, support, and prayers. I thank him for being such a great
husband in my life.
I thank all the people who have given their time, advice, guidance, help,
and love in the process I faced in studying. I thank my friends in English
Language Studies; Mbak Eli who was willing to be my second advisor, Dangin,
Mbak Tita, Mbak Vita, Ruly, Mas Adit, Anggi, Indra and Om Mike for being
my close and best friends. I also thank all my classmates for the laughter,
craziness, joy, and love we have shared during my study in this university.
Life is so empty without the presence of the people we love in this life.
Therefore, I thank all of the people whom I have not mentioned previously for the
help and love we have shared. The gratefulness is addressed to everyone I love
especially who has helped me in accomplishing this thesis.
Sisilia Endah Lestari
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TABLE OF CONTENTS
Pag
e TITLE PAGE..............................................................................................i
APPROVAL PAGES.....................................................................................ii
DEDICATION PAGE....................................................................................iv
STATEMENT OF WORK’S ORIGINALITY..............................................v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI..............................vi
ACKNOWLEDGEMENTS...........................................................................vii
TABLE OF CONTENTS...............................................................................ix
LIST OF TABLES.........................................................................................xiii
LIST OF FIGURES.......................................................................................xiv
LIST OF APPENDICES................................................................................xv
ABSTRACT...................................................................................................xvi
ABSTRAK.......................................................................................................xvii
CHAPTER I. INTRODUCTION......................................................................1
A. RESEARCH BACKGROUND.............................................................1
B. PROBLEM IDENTIFICATION...........................................................5
C. PROBLEM LIMITATION....................................................................6
D. RESEARCH DELIMITATION............................................................7
E. RESEARCH QUESTION.....................................................................8
F. GOAL OF RESEARCH AND DEVELOPMENT................................8
G. PRODUCT SPECIFICATION.............................................................9
H. BENEFIT OF RESEARCH AND DEVELOPMENT.........................10
CHAPTER II. LITERATURE REVIEW...........................................................11

A. THEORETICAL REVIEW....................................................................11
1. Instructional Design Model.............................................................11
a. ADDIE Model............................................................................12
1) Analysis..................................................................................13
2) Design...................................................................................15
3) Development..........................................................................15
ix
4) Implementataion...................................................................16
5) Evaluation............................................................................17
b. Dick and Carey Model...............................................................18
2. Flight Attendant’s Job.....................................................................25
3. English for Specific Purposes.........................................................31
a. The Nature of ESP.....................................................................32
b. Needs Analysis..........................................................................35
4. English Course Book Evaluation...................................................38
a. Criteria of Good Materials by Graves (2000)............................39
b. Kirkpatrick’s Four Levels of Evaluation..................................43
5. The Four Strands...........................................................................47
6. Flight Attendant School.................................................................52
B. THEORETICAL FRAMEWORK........................................................55
CHAPTER III. METHODOLOGY..................................................................63

A. RESEARCH METHOD........................................................................63
1. Reseacrh and Information Collecting.............................................65
2. Planning..........................................................................................66
3. Developing Preliminary Form of Product......................................67
4. Preliminary Field Testing...............................................................67
5. Main Product Revision, Main Field Testing, Operational Product
Revision.........................................................................................68
B. RESEARCH PARTICIPANTS............................................................70
1. The Participants of the Research and Information Collecting......70
2. The Participants of the Expert Validation......................................71
3. The Participants of the Implementation and User Validation.......71
C. RESEARCH INSTRUMENTS.............................................................72
1. Interview.........................................................................................72
2. Questionnaire..................................................................................73
D. TECHNIQUE OF DATA COLLECTION............................................77
E. DATA ANALYSIS...............................................................................79
1. Research and Information Collecting.............................................80
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2. Preliminary Field Testing...............................................................81

3. Main Field Testing..........................................................................83
F. PROCEDURE........................................................................................84
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS......................86

A. THE SCHEMATIC MODEL................................................................86
1. Analysis............................................................................................87
a. Needs Analysis Result.................................................................88
b. Context Analysis Result..............................................................90
2. Design...............................................................................................94
a. Stating General Objectives, Specific Learning Objectives,
Unit, and Topics..........................................................................94
b. Choosing the Teaching Activities................................................98
c. Course Book Template Design....................................................100
1) The Specific Disciplines and Level of Students’ Proficiency
101 2) Stating the Specific Needs...............................................101
3) The Familiarity of the Materials..............................................102
4) More Practices........................................................................102
5) Understandable Instructions..................................................102
6) Students’ Affective Needs....................................................103
7) The Language Features..........................................................103
B. THE ENGLISH COURSE BOOK.........................................................104
1. Development.....................................................................................104
a. The Course Book Cover...............................................................105
b. The Preface..................................................................................106
c. The Units and Topics...................................................................106
d. The Main Activities.....................................................................107
e. The Language Focus....................................................................108
f. The Daily Expressions.................................................................109
2. Expert Validation (Development and Evaluation)...........................110
a. The Descriptive Statistics of Experts’ Opinion on
the Designed English Course Book.............................................111
xi
b. The Experts’ Comments and Suggestion on the Designed

English Course Book...................................................................113
3. User Validation Result (Implementation).........................................114
CHAPTER V. CONCLUSIONS AND SUGGESTIONS....................................119

A. Conclusions..............................................................................................119
B. Suggestions..............................................................................................121
1) Suggestions for the English Teachers of Flight Attendant Schools 121
2) Suggestions for the Students.............................................................122
3) Suggestions for Further Research.....................................................123
BIBLIOGRAPHY...............................................................................................124
APPENDICES....................................................................................................128
xii
LIST OF TABLES
Page
Table 2.1 Garuda Indonesia Flight Attendant Training Program......................30
Table 2.2 Types of Information that can be Gathered when Assessing Needs 36
Table 3.1 Summary of Expert Validation Questionnaire Blueprint..................75
Table 3.2 Summary of User Validation Questionnaire Blueprint.....................76
Table 3.3 Data Collection..................................................................................77
Table 3.4 Descriptive Statistics of Users’ Opinion on the Designed Learning
Model................................................................................................................81
Table 3.5 The Interpretation of the Degree of Agreement (Best, 1970:179)....82
Table 3.6 The Meaning of Score Criteria..........................................................82
Table 3.7 The Meaning of Score Criteria (2)...................................................83
Table 38 Research Procedure............................................................................84
Table 4.1 The Specific Learning Objectives of English for Flight Attendant
Schools..............................................................................................................95
Table 4.2 The Fourteen Criteria of Good Materials as the Basis of Choosing
the Learning Activities......................................................................................98
Table 4.3 The Course Book Template Design..................................................100
Table 4.4 The Descriptive Statistics of the Experts’ Opinion..........................111
Table 4.5 The Descriptive Statistics of the Users’ Opinion.............................115
xiii
LIST OF FIGURES
Page
Figure 2.1 The Adapted Rogers’ ADDIE Model (2002)....................................13
Figure 2.2 Evaluation Phase of ADDIE Model..................................................17
Figure 2.3 System Approach Model for Designing Instruction (Dick and Carey,
2009)....................................................................................................................20
Figure 2.4 A List of Considerations for Developing Materials (Graves, 2000) 42
Figure 2.5 Kirkpatrick’s Four Levels of Evaluation..........................................44
Figure 2.6 Summary of the Four Strands (Nation, 2007)..................................52
Figure 2.7 Model Development Framework......................................................56
Figure 3.1 ADDIE Instructional Design Model Matched up R&D Framework 69
Figure 4.1 The Designed English Course Book’s Cover....................................105
Figure 4.2 The Preface.......................................................................................106
Figure 4.3 The Main Activities Sample..............................................................108
Figure 4.4 The Language Focus..........................................................................109
Figure 4.5 The Daily Expressions.......................................................................110
xiv
LIST OF APPENDICES
Page
Appendix 1 Surat Permohonan Izin Penelitian.............................................129
Appendix 2 Jogja Flight Syllabus..................................................................130
Appendix 3 Interview Blueprint...................................................................133
Appendix 4 Questionnaire Blueprint.............................................................136
Appendix 5 Interview Result.........................................................................144
Appendix 6 Questionnaire Result..................................................................150
Appendix 7 Sample of Questionnaire Result.................................................156
Appendix 8 Syllabus of the Designed English Course Book.......................162
xv
ABSTRACT
Lestari, S. E. (2017). Designing an English Course Book for Flight Attendant

Schools. Yogyakarta: The Graduate Program in English Language
Studies, Sanata Dharma University.
Flight attendants are expected to serve the passengers well. For international
flights, English is highly needed in any situation including emergency and to face
several English tests to apply for a job in an aviation industry. Hence, developing
communicative competence of flight attendant candidates is essential to improve
their performance in English. Therefore, the researcher is interested in designing
an English course book which consists of functional topics, authentic materials,
well-ordered activities, and more speaking exercises.
As the researcher’s interest to design materials, this research aimed to
contribute to English language teaching especially for flight attendant schools.
This research improves the quality of human beings by conducting the research,
implementing the designed English course book, and learning the needed
materials. The designed English course book is the end product of this research.
As the basis, two research questions were formulated, as follows: (1) What is the
schematic model of the English course book for flight attendant schools? (2) What
does the English course book for flight attendant schools look like? In order to
answer those two research questions, ADDIE Instructional Design model which
consists of five phases: Analysis, Design, Development, Implementation, and
Evaluation was employed. The phases were incorporated into a Research and
Development (R&D) method. In the Analysis phase, the researcher conducted
interview to an experienced flight attendant and to an English teacher who was
also a flight attendant so that the real needs were obtained. The interview was
conducted as the confirmation of a literature review of a book entitled “Flight
Attendant Training Standard” by Commercial and Business Aviation, Canada.
The syllabus and the course book were developed based on the real needs. The
course book was reviewed by two experts and implemented to fifteen students of
a flight attendant school. The final revision was done after the students gave their
feedback of the designed English course book.
The result of the research was the schematic model and the course book for
flight attendant schools. The schematic model presents the theories such as
English for specific purposes, the Four Strands, list of the flight attendants’ jobs,
and the evaluation. The theories were used to design and develop the syllabus,
determining the criteria of materials for specific purposes, topics, exercises, and
the evaluation. The course book was designed by doing some revisions based on
the results of expert and user validation. Based on the evaluation, the course book
was very good to use for flight attendant candidates.
The designed English course book is a good and acceptable instrument to
improve students’ English proficiency. The course book consists of functional
topics, authentic materials, well-ordered activities, more speaking activities, and
language games. Therefore, the researcher recommends that this book could be
implemented in flight attendant schools. Further research on designing the course
book for other level of proficiency is highly suggested.
xvi
Keywords: English course book, ADDIE Instructional Design model, flight

attendant schools.
ABSTRAK
Lestari, S. E. (2017). Designing an English Course Book for Flight

Attendant Schools. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa
Inggris, Universitas Sanata Dharma.
Pramugari dan pramugara memiliki kewajiban untuk melayani penumpang

dengan baik. Penggunaan Bahasa Inggris pun dianggap sebagai suatu kebutuhan
dalam situasi apapun termasuk situasi darurat apalagi dalam penerbangan
internasional. Bahasa Inggris juga sangat diperlukan untuk mempersiapkan diri
menghadapi beberapa tes masuk suatu industri penerbangan. Maka dari itu,
mengembangkan kemampuan komunikatif dirasa penting untuk meningkatkan
performa seorang pramugari dan pramugara. Peneliti bertujuan untuk menyusun
buku ajar Bahasa Inggris yang terdiri dari topik-topik fungsional, materi autentik,
aktifitas yang tersusun rapi, dan lebih banyak latihan berbica. Ketertarikan peneliti
akan menyusun buku ajar juga bertujuan untuk berkontribusi terhadap
pembelajaran Bahasa Inggris terutama untuk sekolah pramugari dan pramugara.
Maka dari itu, penelitian ini dapat meningkatkan kualitas hidup manusia dengan
menyusun, menerapkan, dan mempelajari buku ajar Bahasa Inggris untuk
pramugara dan pramugari.
Buku ajar Bahasa Inggris merupakan produk akhir dari penelitian ini.
Sebagai dasar, peneliti memformulasikan dua rumusan masalah, yaitu: (1) Apa
model teoritis dari buku ajar Bahasa Inggris untuk sekolah pramugari? (2)
Seperti apa model ikonik dari buku ajar Bahasa Inggris untuk sekolah
pramugari? Untuk menjawab dua rumusan masalah tersebut, model Instruksional
Desain ADDIE yang terdiri dari lima tahapan; Analisis, Desain, Pengembangan,
Implementasi, dan Evaluasi digunakan. Tahapan-tahapan tersebut digabungkan
dengan metode Penelitian dan Pengembangan (R&D). Dalam tahapan Analisis,
peneliti mengadakan wawancara kepada seorang pramugari berpengalaman dan
guru Bahasa Inggris sekaligus mantan pramugari. Wawancara ini bertujuan untuk
memperoleh kebutuhan yang sebenarnya untuk belajar Bahasa Inggris.
Wawancara ini merupakan konfirmasi dari kajian literatur sebuah buku berjudul
“Flight Attendant Training Standard” oleh Commercial and Business Aviation,
Canada. Silabus dan model ikonik buku ajar Bahasa Inggris dikembangkan
berdasarkan kebutuhan yang sebenarnya. Model ikonik buku ajar Bahasa Inggris
dikaji oleh dua ahli dan diimplementasikan ke lima belas siswa di sebuah sekolah
pramugari. Revisi akhir selesai dibuat setelah para siswa memberikan saran dan
kritik dari buku ajar Bahasa Inggris.
Hasil penelitian ini adalah model teoritis dan buku ajar Bahasa Inggris dari
untuk sekolah pramugari dan pramugara. Model teoritis menghasilkan teori-teori
Bahasa Inggris untuk tujuan khusus, teori Four Strands, daftar pekerjaan
pramugari dan pramugara, dan evaluasi buku ajar. Teori-teori tersebut digunakan
untuk menyusun dan mengembangan silabus, menentukan kriteria materi untuk
xvii
tujuan tertentu, topik, latihan, dan evaluasi. Buku ajar Bahasa Inggris disusun
dengan revisi dari hasil validasi para ahli dan para siswa.
Berdasarkan hasil evaluasi dari para ahli dan siswa, buku Bahasa Inggris
untuk pramugari/pramugara merupakan buku yang sangat bagus dan valid
pengguna. Buku ini sangat bagus untuk meningkatkan kualitas berbahasa Inggris
para murid. Keunggulan buku tersebut adalah topik yang fungsional, materi yang
autentik, aktifitas yang tersusun rapi, lebih banyak latihan berbicara, dan
permainan dalam Bahasa Inggris. Peneliti menyarankan agar penelitian lebih
lanjut untuk mendesain buku ajar Bahasa Inggris untuk level lain dapat
dilaksanakan.
Kata kunci: buku ajar Bahasa Inggris, model Instruksional Desain ADDIE,
sekolah pramugara dan pramugari
xviii
CHAPTER I
INTRODUCTION
The thesis aims to design an English course book for flight attendant
schools. This chapter discusses the needs to design the course book as elaborated
in the research background. Given the background of the research, the problem
identification, problem limitation, and problem delimitation are discussed. Two
research questions are formulated. The goal of research and development is then
presented. The product specification and benefit of research and development are
discussed further in this chapter.
A. RESEARCH BACKGROUND
Indonesian airlines nowadays have grown advanced. They serve the
passengers to have overseas flights. Foreign passengers come to Indonesia and
leave for other countries. In order to serve the passengers well, flight attendants as
front liners have to perform well in the airplanes. Therefore, being flight
attendants are expected to be fluent in English in order to support their jobs
especially when they have to deal with foreign passengers. Aiguo (2007) as cited
in Dibanaka and Hiranburana (2012, 1) argues that “a good command of English
language will enable them to communicate with their counterparts around the
world and serve their customers better on work-related issues.” Consequently, the
flight attendants are expected to do some responsibilities like giving instruction,
giving direction, offering help, offering something, handling complaints, and
being responsible for any crucial moments happen in the airplane which are
1
explained in English and the service should be done well. Furthermore, flight
attendants are not only dealing with passengers, more importantly, flight
attendants need to face several processes like having some English tests, a job
interview, and following training program from the airlines. In Viva College
Australia, which has a program to prepare becoming the flight attendants, there
are some objectives of learning English. The students will be able to learn English
to be flight attendants, be better prepared for further studies in an industry, be
prepared for a job interview, and stand out from other applicants in the job
interview. Before being accepted as the flight attendants, the students will have a
job interview as well. In this case, they need to know some terms and questions in
English with the responses in English. It is hardly deniable that flight attendants
do not need English as their second language to deal with the passengers.
Flight attendants need to fulfill the requirements of handling the job.
According to a book by the Department of Transport in Canada, entitled Flight
Attendant Training Standard (2008, iv), “the practical examinations of the safety
equipment, emergency equipment, and emergency procedures shall verify the
flight attendant’s skills in the operation of the safety and emergency equipment
and their ability to accomplish appropriate emergency procedures.” One of the
competency requirements mentioned previously manifests that flight attendants
are fully responsible for the passengers’ safety. Accordingly, having good skills of
communication in English is required. Regarding the importance of having good
English skills, Kongsuriyanawin (2011, 1) argues that “flight attendants are
recognized as front-line employees who are one of the major tools making the
airlines thrive in the industry. Absolutely, a high level of English communicative

competence is strongly required in the FA career.” Consequently, the flight
attendants meet some kind of English testing systems like TOEFL, IELTS, and
TOEIC. Another requirement of having a good English communication skill is
stated by McGrath (2015, 1) that flight attendants “must be able to communicate
effectively in the English language” because “in an emergency situation, flight
attendants are relied upon to give instruction to passengers.” McGrath says that
the ability to communicate in English is ‘one of the most highly regarded flight
attendant requirements.”
According to McGrath (2015), the skills cover verbal and literacy skills
such as listening, comprehending and giving instructions, reading and writing.
Considering the importance of English for flight attendants, the researcher decides
to design an English course book for flight attendant schools in P3 Nusantara and
Jogja Flight, the schools which train the students to hold their head high in
handling a job as the flight attendants.
The institutions have already set up the materials for the teaching learning
process. In fact, the institutions need more theoretical and conceptual model
learning for the English course book designed for the students. Hence, the
researcher helps the institutions to design new materials to support the existing
ones. The current materials used by the teachers and the students are mainly
focused on grammar-based learning. Thus, before designing the English course
book, the researcher needs to conduct a needs analysis to find the needs of
learning English for the students.
This research focuses on designing an English course book for flight
attendant schools. The reasons of choosing English for flight attendants are based
on the fast growth of Indonesian airlines industry, the request from the institution,
and the researcher’s interest of English for specific purposes. Therefore, the
researcher finds that there is a need to contribute something meaningful to English
education. Moreover, the number of flight attendants is increased at the moment.
.According to McKay (2011) as cited in Kongsuriyanawin (2011, 1), “the
employment of FAs was predicted to be the most popular occupation through the
year 2018.” In fact, the ASEAN Economic Community (AEC) has been started in
2015. Hence, people should be more creative, competitive, and enthusiastic in
facing the big challenges in South East Asia. They will be more successful if they
can communicate in English as the required language since they serve the foreign
passengers well.
Before designing the materials, it is important to find out where the course
is, how the materials will be, the numbers of the participants in the class, what the
learners need, and the objectives of the learning. This information will be useful
for designing materials that fit to the context. The context is very important to
help the researcher to focus on what is realistic and appropriate and thus plan for
success (Graves, 2000.p 17). For example, the information about time will help us
to make decision about what areas should be covered. Considering those factors,
the researcher defines the context in P3 Nusantara and Jogja Flight, the schools
which prepare the students to be flight attendants. Those schools as the training
center for students who will work as flight attendants are chosen because the
institutions need the supporting materials especially for English to improve their
teaching strategy and the students’ mastery in English. Moreover, the researcher
needs to implement the designed learning model in the schools to produce valid
and reliable English course book.
This research contributes on the improvement of English teaching and
learning especially for flight attendant schools. The contribution is obviously seen
by the end goal of the research. The end goal of this research is the production of
the final revision of the English course book for flight attendant schools. The
contents of the English course book are expected to fulfill the teachers’ and
students’ need to meet one of the requirements of being flight attendants which is
to be able to have good English communication skill. The English course book is
set with clear instructions, effective learning, and well-ordered activities to
enhance the students’ skills in English learning. Subsequently, the students’
English communication skills are effectively improved by comprehending the
theories and practicing the concepts provided in the English course book.
B. PROBLEM IDENTIFICATION
Regarding the growth of airlines in Indonesia and the rapid growth of
passengers’ mobility from Indonesia to other countries and vice versa, it requires
flight attendants as the front liners to communicate in English as one of the
requirements to be a flight attendant. Moreover, the existence of ASEAN
Economic Community increases many foreigners to come to Indonesia who will
possibly travel by air. Therefore, the flight attendants should be competent in
English communication skill. Moreover, the students will face several English
testing systems when they apply for a job in some airlines continued by having a
job interview in English. In fact, some of the English materials prepared by the
schools focus more on the grammar and expressions without concerning the
essential goal of the learning which is fluent speaking in English. Contributing
something meaningful to English education is one of the goals of this research. To
handle previous problems and needs, this research identifies the needs of learning
English for flight attendant school students. The needs become the basis for the
research to develop the course book.
After finding the needs, the researcher starts designing, developing,
implementing, and evaluating the English course book as the solutions for the
problems mentioned before. The evaluation is done twice by the experts and the
users. The final revision is done after the implementation done for the users. The
English course book is designed as a set of instructional materials with the
strategy, theories, and practices to improve the students’ English communication
skill for flight attendant schools.
C. PROBLEM LIMITATION
In this section, the researcher highlights some limitations of the research.
First, this research focuses on the research and development of an English course
book for flight attendant schools. Therefore, there is no experimental research to
measure students’ proficiency after they have participated in the implementation
of the English course book itself. Second, this research will only focus on
designing and developing four unit materials of English learning considering the
time allocation of the course and the real needs.
The third limitation deals with the reason of choosing English course book
as the media for the students to enhance their English communication skill. This
\research is the development of the similar research done by the researcher and
two other partners in Program Material Design course. One of the goals of the
course is to design an English course book for certain area which meet our interest
and needs. Fourth, the population of the research is limited to the students of P3
Nusantara and Jogja Flight.
D. RESEARCH DELIMITATION
There is a research which has the similar object. The research is done by
Anothai Dibakanaka and Kulaporn Hiranburana in 2012. It proposes the use of a
competency-based approach, and an instructional design for developing an e-
Learning English course for chief flight attendants (CFAs) to enhance the English
oral communication. The objectives of the research are to investigate the English
language needs of the CFAs, to develop an e-learning competency-based English
course, to evaluate the effectiveness of the developed course and to examine the
opinions of the learners toward the course. The researchers use descriptive and
experimental research. Therefore, they implement the course and have the course
evaluation. They have the pre-test and post-test to compare the result of the
teaching learning process before and after the course is implemented. The
differences are on the research method and the kind of course book. In this
research, the researcher uses Research and Development which has a printed
English course book as the end result of the research.
Flight attendants need to speak English fluently in order to handle foreign
passengers. Therefore, speaking is considered as the main skill to enhance. The
other skills will still be improved but will not be the main focus.
E. RESEARCH QUESTION
This research contributes on English language education research and
development, particularly for flight attendant schools. Therefore, the research sets
out to address the following research questions:
1. What is the schematic model of the English course book for flight attendant
schools?
2. What does the English course book for flight attendant schools look like?
F. GOAL OF RESEARCH AND DEVELOPMENT
According to Graves (2000, 75), “goal means a way of putting into words
the main purposes and intended outcomes of the course.” The first research
question is formulated to provide the schematic model as the concept of designing
and developing the English course book for flight attendant schools. One of the
main purposes of this research is to improve the English performance of the
students of flight attendant schools by designing an English course book which
will become their effective and efficient learning materials. In addition to the main
goal of the research, the course book is produced to improve the design of English
education in flight attendant schools when it is implemented in a teaching learning
process. The English course book can be an authentic and appropriate guideline
for the students to utilize the skills of speaking for the purposes of: socializing,
providing and obtaining information, expressing personal feeling and opinion in
the targeted language or topics. In short, as the fundamental purpose of the
research, the English course book helps the students to gain communicative
competence in the target language based on their good competent of acquiring the
knowledge. The researcher also expects that the research would give a meaningful
contribution to English language teaching especially for flight attendant schools.
The other important goal is to improve the quality of human being by
conducting this research, especially for the researcher. As an English teacher, the
researcher will be more competent if she tries to design the instructional materials
as well. According to Graves (2000, 4), “a reflective teacher will take part in
curriculum development and be involved in school change effort, and take
responsibility for his or her own professional development.” In this case, the
researcher takes part and is involved in designing and developing English course
book for flight attendant schools to contribute a better understanding for the
students dealing with English learning.
G. PRODUCT SPESIFICATION
This thesis aims to design an English learning model for flight attendant
schools. The product is designed to improve students’ speaking, listening, reading
and writing skills through various practices on certain model of texts. The
students face no significant difficulties when learning since the course book has
functional topics and authentic materials. The topics and materials are designed
based on the real situations the students will experience in companies. The
activities are well-ordered so that the students improve their skills gradually from
the easier to the more difficult activities. As the main skill, speaking exercises are
provided in each section of the course book. Language games are also employed
to make the activities more various and fun.

10
The target users are flight attendant school students who are included in
intermediate level of English proficiency. The students go through several English
tests to join the school. Therefore, they are not included as beginner learners who
do not know basic grammar.
The product consists of four units and nine topics with 17 meetings for the
teaching learning process. Each meeting has 120 minutes which is enough for the
students to learn and practice the skills. Daily expressions list is provided to let
the students learn outside the class.
H. BENEFIT OF RESEARCH AND DEVELOPMENT
The benefits of research and development cover theoretical and practical
benefits. Theoretically, this research provides scientific information in teaching
and learning English for flight attendant schools. The information consists of the
needs of learning English, the characteristics of the school and the students, and
the teaching learning activities.
Practically, this research provides the materials related to the students’
needs in learning English. The materials cover the four skills with speaking as the
main skill to develop. The students get benefits by having more practices and
knowledge in order to be fluent in speaking English. The course book will
hopefully help students to enhance their English mastery in order to prepare them
to become qualified flight attendants. For further research, an Ex Post Facto
research could be done to find the effectiveness of the treatment or the learning
model.
CHAPTER II
LITERATURE REVIEW
This chapter discusses relevant theories to support the research. The
purpose of this chapter is to reveal related theories in accordance with the goal of
the research which is to design an English course book for flight attendant school.
This chapter consists of two sections which are theoretical review and theoretical
framework. The first section discusses the Instructional Design Model, Flight
Attendant’s Jobs, English for Specific Purposes, English Course Book Evaluation,
The Four Strands, and Flight Attendant School. Meanwhile, the second section
presents the framework of the discussed theories.
A. THEORETICAL REVIEW
This section elaborates six theories on Instructional Design Model, Flight
Attendant’s Jobs, English for Specific Purposes, English Course Book Evaluation,
The Four Strands, and Flight Attendant School. Those six theories support the
research since designing an English course book should be based on the scientific
approaches and other related theories. In short, the theories become the basis of
the research.
1. Instructional Design Model
According to Holden (2015, 3), “the ultimate goal of designing instruction is
to improve human performance.” One of the goals of the research is to improve
the English performance of the students by designing an English course book
which will become their effective and efficient learning materials. Designing an
11
12
English course book is a part of instructional program design. According to
Whitmyer (1999) as cited in Kramer (2013, 2), “instructional design is defined as
a system using learning theory that creates specifications for the development and
implementation of learning experiences, materials, and environments.” In the
other hand, Moss (2012, 2) states that “Instructional Design is the practice of
creating instructional tools and content to help facilitate learning most
effectively.” According to the theories, the researcher defines Instructional Design
as an instructional system consists of theories and instructional strategy to create a
program in order to facilitate an effective learning. Effective learning happens
when the goals of learning are achieved.
In order to design the English course book, the researcher reviews two
models to consider which one is the most appropriate model to be applied. In fact,
there are many instructional models which have been used to create programs.
According to Moss (2012, 2), “there are more than 100 different instructional
models from which to choose, such as ADDIE, the Dick and Carey, the Kemp,
Rapid Prototyping, and Robert Gagne’s.” The two instructional design models
which the researcher reviews are widely used in designing and developing a
program. Furthermore, the researcher elaborates each model from ADDIE Model
and Dick and Carey Model.
a. ADDIE Model
ADDIE model has five phases which is the acronym of the letters, Analysis,
Design, Develop, Implement, and Evaluation. According to Holden (2015, 4), the
model is the “most widely used instructional design model since over 50 years
ago.” Rogers (2002, 2) develops five phases in his Instructional Design Model.
13
The first phase is conducting need analysis (Analyze), followed by identifying
instructional goals and analyzing tasks, and writing the assessment (Design),
choosing teaching strategies and instructional media (Development), teaching the
course (Implementation), doing evaluation and revision (Evaluation). The model
has been widely used by teachers and other training developers. According to
Moss (2009, 5), argues that “training developers typically use ADDIE model as a
generic process for designing models.”
Figure 2.1 The Adapted Rogers’ ADDIE Model (2002)
1) Analysis
In the Analysis phase, Kramer (2013, 3) explains that “an instructional
designer sets instructional goals by determining the desired newly acquired skill
set or knowledge of the learner.” In this phase, the researcher is expected to
conduct a need analysis to find the perceived and real needs of the students.
Perceived need is the need which is perceived or assumed by the teachers,
students, and the designer. Real need is the need which is based on the job or
competence needed to perform the jobs. According to Holden (2015, 4), “it is
important to distinguish between the real need, as opposed to the perceived need,
14
that can be solved by instruction/training intervention.” In designing the English
course book, the researcher looks for the real needs based on the literature review
and interview. The students do not need to state their expected competence since
they will need to acquire the knowledge which has been set by the airlines.
Holden (2015, 5) states that in the Analysis phase, there are eight steps to
consider, One of them is Occupational/Educational/Mission Analysis which
“identifies the duties and tasks of an occupation or job, the goals and content area
of an educational requirement, or the characteristics of a mission.” In this
research, the students are obviously prepared to be flight attendants. Therefore,
the researcher does not need to ask the students about the jobs which they will
have after the training. The researcher conducts an educational analysis which is
“reviewing the educational requirements, developing educational goals, and
developing statements of how to achieve the goals.” Mission analysis is also
conducted to “review mission requirements, developing collective task statements,
and arranging the collective tasks in a hierarchical relationship.”
In the needs assessment, the researcher also conducts Target Audience
Analysis as stated by Holden (2015, 7) that this analysis is “the process of
determining the entry-level skills or behaviors that students should have prior to
entering a course of instruction.” This analysis is also called context analysis
where the researcher also analyzes the students’ characteristics. Holden (2015, 7)
adds that “This analysis also identifies the general characteristics they should have
such as reading grade level, physical strength, attitude, and previous experience.”
Holden (2015, 7) says that this analysis aims to determine the “instructional
content, level of content, motivational needs, and instructional methods.”

15
Therefore, the researcher can adjust the students’ motivational needs, the
instructional methods, and content to the designed learning materials. Holden
(2015, 7) adds that this analysis “allows the designer to base the instructional
system on the skills, knowledge, and attitudes (SKA) of the target audience.”
2) Design
The next phase is Design, which requires the researcher to deal with
“learning objectives, assessment instruments, exercises, content, subject matter
analysis, lesson planning and media selection” (Moss, 2009:3). The researcher
needs to define the objectives for the students to achieve. The learning objectives
should be specific, measurable, appropriate, realistic, and time bound.
In this phase, the researcher does sequencing the objectives using Bloom’s
Taxonomy; remembering, understanding, applying, analyzing, evaluating, and
creating. The objectives lead the students to learn gradually from the easier to the
more difficult materials. After sequencing the learning objectives, the researcher
determines the instructional and evaluation strategy.
3) Development
The third phase is Development. According to Moss (2009, 4), “the
development phase is where instructional designers and developers create and
assemble the content assets that were blueprinted in the design phase.” In addition
to the elaboration of Development phase, Kramer (2013, 3) states that “during
development, trial version of the materials is given to a text class.” In the
researcher’s point of view, the implementation is placed in the Implementation
phase. The researcher starts designing the English course book as the learning
materials for the students to learn. According to Holden (2015, 9) “this phase
16
involves the actual creation of any "deliverables", e.g., print-based materials
(handouts), electronic learning support tools (PowerPoint), and other supporting
learning materials.”
The researcher needs to organize the content of the learning materials.
Holden (2015, 9) states that “some of the tasks to be developed in this phase
include plans of instruction, writing lessons, producing instructional materials,
and developing interactive courseware.” Moreover, Graves (2000, 149) argues
that “materials development is the planning process by which a teacher creates
units and lessons within those units to carry out the goals and objectives of the
course.” In short, the Development phase is the process of organizing the content
of the English course book based on the syllabus which has been made in the
Design phase.
4) Implementation
Moss (2009, 4) argues that “during the implementation phase, a procedure
for training the facilitators and the learners is developed.” In this phase, the
researcher conducts training for the learners only. The implementation is done for
the students of P3 Nusantara since the limitation of time. Moreover, the lecturer in
the school is only one. Therefore, the training for the lecturer is not an obligatory
need.
Holden (2015, 10) says that “the primary responsibilities of the
implementation phase are sustained and efficient delivery of learning support to
the target audience, maintenance of facilities and records, and ongoing
management of the learning system.” In the implementation, the researcher
delivers one unit of the course book in two meetings. In short,
Implementation
17
phase is trying out the instructional materials to the students to get their feedback
to improve the instructional materials.
5) Evaluation
The last phase is Evaluation. According to Holden (2015, 4), Evaluation is
“performed during development, during implementation, immediately after
training, and six months or more after training.” Dick, et al (2009); West, et al
(1999); Smith & Ragan (2005) as cited in Holden (2015, 11) state that “the focus
of evaluation is continuous improvement in instructional system quality
evaluation phase consists of formative evaluation, summative evaluation, and
operational evaluation.” The figure below shows that evaluation is a continuous
improvement.
Figure 2.2 Evaluation Phase of ADDIE Model
According to Holden (2015, 12) “the main goal of evaluation is to increase
learning by assessing the value of the learning experience to the target audience,
instructors/facilitators, and other key stakeholders.” In addition to the goal of
evaluation, Dick, et al (2009) as cited in Holden (2015, 12) say that “the purpose
of evaluation is to improve the effectiveness of instruction and ultimately improve
human performance.” Similarly, the goal of evaluating the English course book is
18
to improve the designed instructional materials to be an effective media for the
students and teachers of flight attendant schools. In this research, the evaluation is
applied in the process of making the syllabus, the development of instructional
materials, assessment plan, and done after implementing the instructional
materials to the students of flight attendant schools. It consists of formative and
summative evaluation. According to Moss (2009, 5),
formative evaluation is present in each phase of the ADDIE process, while

summative evaluation consists of tests designed for domain specific criterion-
related referenced items and providing opportunities for feedback from the
users which were identified.
According to Holden (2015, 12), “formative evaluation validates the goals of the
instruction are being achieved and to improve the instruction, if necessary, by
means of identification and subsequent remediation of problem areas.” Formative
evaluation is an ongoing process done to improve the instructional materials.
Holden (2015, 13) adds that:
Summative evaluation is a process of identifying larger patterns and trends in

performance and judging these summary statements against criteria to obtain
performance ratings. It provides information on the product's efficacy (its
ability to do what it was designed to do). Moreover, summative evaluation is
typically quantitative, using numeric scores or letter grades to assess learner
achievement.
b. Dick and Carey Model
After reviewing the ADDIE Model, the researcher continues reviewing
another Instructional Design Model by Dick and Carey (2009). The researcher
reviews the Dick and Carey Systems Approach Model for Designing Instruction.
This book of Dick and Carey (2009) inspires the researcher in reviewing the
theory since this book is very detailed and complete. According to Dick and Carey
(2009, 3), the purpose of the book is “to describe a system approach for the
19
design, development, implementation, and evaluation of instruction.” The steps of
the system approach are clear and understandable. The steps are interrelated and
meaningful which can be implemented in conducting a similar research. In
addition to the aim of the book, Dick and Carey (2009, 1) define the word
“system” as “a set of interrelated parts, all of which work together toward a
defined goal.” As mentioned by Dick and Carey, the steps have their own
contribution to the learning outcomes. Furthermore, Dick and Carey (2009, 3)
define the word instruction as “purposeful activity intended to cause, guide, or
support learning.” The steps include the components of the design such as the
learners and teachers. Dick and Carey (2009, 1) say, “the components of the
system are the learners, the instructor, the instructional materials, and the learning
environment, all interacting to achieve the goal.”
The Dick and Carey Model is also one of the well-known instructional
design models. The model is known as the System Approach Model. According to
Moss (2009, 5), “Walter Dick and Lou Carey originally published the model in
1978 in their book entitled The Systematic Design of Instruction.” Unlike ADDIE
model, this model has more phases. Dick and Carey Model has ten phases such as
Identify Instructional Goal (s), Conduct Instructional Analysis, Analyze Learners
and Contexts, Write Performance Objectives, Develop Assessment Instruments,
Develop Instructional Strategy, Develop and Select Instructional Materials,
Design and Conduct Formative Evaluation of Instruction, Revise Instruction, and
Design and Conduct Summative Evaluation. The phases are described in figure
2.3 which can be seen as follows:

20
Figure 2.3 System Approach Model for Designing Instruction (Dick and
Carey, 2009)
The first phase of Dick and Carey Model, Identify Instructional Goal is
similar with the first step in ADDIE Model. According to Dick and Carey (2009,
6), “the first step is to determine what new information and skills you want
learners to have mastered when they have completed your instruction, expressed
as goals.” The goals can be derived from the people who are doing the jobs and
from a needs assessment.
According to Kramer (2013, 4), in the first phase of the model, “the
instructional designer focuses on and researches the intended learning outcomes.”
In this research, the need analysis is focused on discovering the real needs based
on the real situations the students will face. The perceived needs are considered
unnecessary since the standards are set by the aviation industry and the schools.
After identifying the instructional goal, the second phase is to “determine
step by step what people are doing when they perform that goal and also look at
sub skills that are needed for complete mastery of the goal” (Dick and Carey,
2009:6). In Conduct Instructional Analysis phase, the instructional designer is

21
required to assess the learning environment. Dick and Carey (2009, 6) add that
“the final step in the instructional analysis process is to determine what skills,
knowledge, and attitudes, known as entry skills, are needed by learners to be
successful in the new instruction.”
This phase requires the instructional learners to analyze “the context in
which they will learn the skills, and the context in which they will use them”
(Dick and Carey, 2009:6). In Analyze Learners and Contexts phase, there are two
contexts to be analyzed in this phase. The first context is the situations at school
and the second context is the real situations when the students implement the
skills they have learned at school.
Dick and Carey (2009, 6) elaborate further that “learners’ current skills,
preferences, and attitudes are determined along with the characteristics of the
instructional setting and the setting in which the skills will eventually be used.”
The researcher analyses the students’ skills to determine their level and also the
students’ preferences. The attitudes toward learning English are also analyzed.
The analysis is done in a form of interview with the English teachers and a flight
attendant who has the real experience in the aviation industry.
After conducting the previous phases, the instructional designer
determines the goals that the learners will be able to achieve. The phase is called
Write Performance Objectives. According to Dick and Carey (2009, 6), the goals
are “derived from the skills identified in the instructional analysis, identify the
skills to be learned, the conditions under which the skills will be demonstrated,
and the criteria for successful performance.” In this research, the objectives are
22
based on the literature review of the training standard for flight attendants, the
previous studies, and the needs analysis. This phase will determine the next phase.
Graves (2000, 94) adds that “Objectives should be more specific than
goals.” Therefore, the learning objectives should be simple and achievable. The
goals of learning English for the flight attendant candidates are to be able to
communicate in English fluently and succeed in the English tests and job
interview.
The next phase is Develop Assessment Instruments. According to Dick and
Carey (2009, 6), “based on the instructional analysis, you develop assessments
that are parallel to and measure the learners’ ability to perform what you described
in the objectives.” In this phase, the instructional designer develops criterion for
the assessments. Dick and Carey (2009, 7) add that “the range of possible
assessments for judging learners’ achievement of critical skills across time
includes objective tests, live performances, measures of attitude formation, and
portfolios that are collections of objectives and alternatives assessments.”
In Develop Instructional Strategy phase, the researcher develops
instructional strategy to achieve the goal of the learning. According to Dick and
Carey (2009, 7), “the strategy will emphasize components to foster student
learning.” The strategy includes the method and activities the students will have.
Moreover, Dick and Carey (2009, 7) argue that “the strategy will be based on
current theories of learning and results of learning research, the characteristics of
the media that will be used to engage learners, content to be taught, and the
characteristics of the learners who will participate in the instruction.”

23
The strategy is based on the theories of the researcher has reviewed. The theories
are about the Instructional Design Model, flight attendants’ job, English for
specific purposes, English textbook evaluation, and the Four Strands. The
characteristics of the media will be based on the theories which are functional,
authentic, and provide various activities to enhance the students’ proficiency and
confidence.
The next phase is Develop and Select Instructional Materials. Dick and
Carey (2009, 7) say that “in this step, you use your instructional strategy to
produce the instruction.” Instructional materials include all forms of instruction
such as instructor’s guides, student reading lists, PowerPoint presentations, case
studies, videos, podcasts, and web pages for distance learning. This step is similar
with the second and third phases of ADDIE Model.
After developing and selecting the instructional materials, the next phase is
Design and Conduct Formative Evaluation of Instruction. This phase is similar
with the last phase of the ADDIE Model which is Evaluation. According to Dick
and Carey (2009, 7), this type of evaluation is called formative because its
purpose is to help create and improve instructional processes and products.” The
goal of designing and conducting this phase is to design formative evaluation and
improve the instruction. The formative evaluation is designed in the forms of
practices the students will have. The instruments of the tests or evaluation are not
included in the course book.
Next phase is similar with Evaluation phase in ADDIE Model, Revise
Instruction. This phase enables the instructional designer to revise the instruction
based on the previous evaluation. Dick and Carey (2009, 7) argue that “data from
24
the formative evaluation are summarized and interpreted to identify difficulties
experienced by learners in achieving the objectives and to relate these difficulties
to specific deficiencies in the instruction.” The revised instruction is then
evaluated in the next phase.
The last phase of Dick and Carey Model is Design and Conduct Summative
Evaluation to design and conduct summative evaluation. This phase is included in
the last phase of ADDIE Model which is Evaluation. In this phase, Dick and
Carey (2009, 8) say that “it is an evaluation of the absolute or relative value of the
instruction and occurs only after the instruction has been formatively evaluated
and sufficiently revise to meet the standards of the designer.”
According to Moss (2009, 6), “the model focuses on the interrelationship
between context, content, learning and instruction, and addresses instruction as an
entire system.” Dick and Carey model is considered as a good instructional design
model. According to Dick and Carey (2009, 8), “the system approach is a
powerful tool for planning successful standards-based education because of the
tight alignment among learning outcomes, students characteristics, instructional
activities, and assessments.”
Regarding the review of Dick and Carey Model, there are ten phases in
designing and developing a course. The phases are actually included in each step
of ADDIE Model. The goals of each phase are similar with the goals of each step
in ADDIE Model. ADDIE Model has simpler phases but it has included many
more aspects. Based on the review between ADDIE model and Dick and Carey
model, the researcher considers ADDIE model as a flexible and simple model to
be implemented in designing and developing the English course book. According

25
to Moss (2009, 2), ADDIE model “serves as a flexible and dynamic guideline for
planning instruction and training.” In the ADDIE model, each step has clear goal
and outcome which make the process systematic. In contrast with the Dick and
Carey Model and the Kemp Model, ADDIE model has fewer phases than the
others but it has been completed and covers many aspects of designing and
developing a course. According to Rogers (2002, 200), “at the same time, it is
more flexible, makes more use of the content and context of the subject matter,
and is more customer and learner focused.”
2. Flight Attendant’s Job
In this research, flight attendant’s job is limited to the jobs which deal with
passengers and job interview only. The other jobs are briefing with other crews,
getting to know the communication systems, lighting systems, water and waste
systems, and electronic devices. This section of Theoretical Review focuses more
on the jobs dealing with passengers that the flight attendants will handle. More
specifically, the jobs are dealing with servicing passengers using English.
According to an article entitled What does a flight attendant do?, “a flight
attendant is someone whose primary duty is to ensure the safety and comfort of
passengers during an airline flight.” Flight attendant is a person who works in a
plane, handles the passengers’ need and is also responsible for the passengers’
safety. According to the article, “almost all of the flight attendant's duties are
safety-related, though customer service is also important.” In general, before
taking off from the airport, the flight attendant checks the ticket, give safety flight
instructions, and fulfill the passengers’ need in the plane. Further descriptions of
26
the jobs based on the article What does a flight attendant do? are described as
follows:
Flight attendants are also responsible for briefing the passengers on safety
standards specific to the aircraft in a safety demonstration. Passengers are
made aware of how to locate their nearest emergency exit, how to properly
buckle their safety belts, what to do in the event of turbulence, how to operate
safety vests or flotation devices, and how to use the drop-down oxygen
masks. In some cases, passengers will watch a short video covering this
information while the flight attendant monitors their behavior. After the
safety demonstration, attendants secure the cabin, making sure electronic
devices and cell phones are turned off, carry-on are stowed correctly, seats
are in an upright position, and tray tables are stowed. The entire procedure,
from boarding to takeoff, is known as pre take off service.
Regarding all of the jobs of flight attendants in the airplane and the office,
they need to learn English in order to be a good flight attendant who will deal with
foreign passengers and international industry. Therefore, in this research, the
researcher designs an English course book to prepare them dealing the real
working experiences. Before designing the English course book, the researcher
reviews previous related studies. A previous research related to designing an
English course book for flight attendant schools is done by Dibakanaka and
Hiranburana in 2012. The research is entitled “Developing an e-learning
competency-based English course for chief flight attendants.” In this research,
Dibanaka and Hiranburana elaborate flight attendant’s jobs. According to
Dibanaka and Hiranburana (2012, 1), “CFAs and their flight attendant team
ensure the emergency and safety of the aircraft, as well as the in-flight service
delivery to their passengers.” CFA is an acronym of Chief Flight Attendants,
whose job is to manage the flight attendants. Dibanaka and Hiranburana (2012, 1)
add that “studies have concluded that the assertive flight attendants are essential
for the rapid evacuation of aircraft.” The research shows that the job of a flight
27
attendant is absolutely important. According to English for Crew (2011) as cited
in Dibanaka and Hiranburana (2012, 1), “in U.S.A., the National Transportation
Safety Board (NTSB) and other aviation authorities view flight attendants are
essential for passenger’s safety.” Flight attendants are responsible for delivering
the message to the passengers. Meanwhile, Beech (1990) as cited in Dibanaka and
Hiranburana (2012, 1) says that
CFAs do not only get the information through or deliver the message across,
but they should also be able to show politeness, professionalism,
respectfulness, and leadership, able to communicate with excellent listening
and problem solving skills, to understand and to deal with
customers/situations diplomatically, equipped with a high level of service
orientation, strong communicative skills, autonomy, flexibility and
dedication.
Flight attendants’ jobs are essential. The jobs deal with passengers’ safety and
satisfaction of the service at the plane. The flight attendants might meet foreign
passengers for national and international flight. Therefore, a good mastery in
speaking English must be achieved. Aiguo (2007) as cited in Dibanaka and
Hiranburana (2012, 1) argue that “a good command of English language will
enable them to communicate with their counterparts around the world and serve
their customers better on work-related issues.” Another research has done by
Kongsuriyanawin (2011, 1) who investigates the attitude of Thai flight attendants
towards communication strategies used when speaking English. He argues that
“flight attendants are recognized as front-line employees who are one of the major
tools making the airlines thrive in the industry. Absolutely, a high level of English
communicative competence is strongly required in the FA career.”
The jobs of flight attendant are listed clearly in a book entitled Flight
Attendant Training Standard by Commercial and Business Aviation, Department

28
of Transport Canada. In this book, the list of jobs for flight attendants is presented
as a guide for the trainees before working as flight attendants. This training
standard “outlines the minimum requirements for compliance with the regulations
respecting the use of aircraft in airline operations, and contains three components;
Training Syllabus, Program Content, Schedule A – Aircraft Exit Compatibility
Groups.” The program itself focuses on Initial Training, Annual Training, and
Requalification Training. The Initial Training “reflects minimum criteria and is
intended to ensure that each trainee is provided with the knowledge necessary to
fulfill the responsibilities and duties assigned in the interest of safety.” Like the
other initial trainings in other companies, the goal is to prepare the trainees with
minimum criteria of the competence to achieve. The Annual Training is “designed
to focus more upon the verification of the crew member’s knowledge and skills
than upon instruction.” Requalification training is “designed to ensure that the
trainee, who is returning to work following an absence during which
qualifications lapsed, receives sufficient instruction to enable qualifications to be
regained by successful completion of annual training.” The main discussion that
the researcher looks for is the list of the jobs which deal with the passengers. The
book provides complete jobs that the trainees should understand and practice. In
this case, the researcher lists the jobs which directly deal with the passengers only.
The first topic from the book is Aviation Terminology. In this section of the
program “the trainee will be able to define aviation terminologies common to the
air operator and be able to use them in the appropriate context.” In the designed
course book, the students need to know the terminology used in the air operator or
29
airlines industry. The students will increase their vocabulary mastery on the
aviation terminology.
The second topic is Passenger Briefing. The trainee should accomplish the
goal of the course which is to “identify the content of the mandatory
announcements and when they must be performed.” They should learn how to
give the announcements properly.
The announcements consist of information about cabin baggage, pre-flight
safety announcement/demonstration, after take-off, enroute turbulence, pre-
landing, after landing, and special attention passenger individual pre-flight
briefing. In dealing with the research, the students will learn how to give
announcement.
The third topic is about Safety Checks. The training objective of safety
checks is that “the trainee will be able to identify the importance of cabin and
passenger safety checks and will define what is meant by the aircraft minimum
equipment list.” The subject is dealing with the aircraft minimum equipment.
However, in the designed course book, asking for permission is more suitable
with the students’ job to check the passengers’ safety.
Based on the book, Turbulence, Oxygen Administration, Fire Fighting, and
Evacuations are separated. In accordance with the research, the topics could be
placed in one unit as giving safety instructions in each situation. The discussions
on the book are more technical on the use of its system. Regarding the English
learning, it will focus more on the expressions and vocabularies used in safety
instructions.
30
Garuda Indonesia also provides a syllabus from the Flight Attendant
Training Department. The syllabus consists of five main trainings. The syllabus is
shown as follows:
Table 2.1 Garuda Indonesia Flight Attendant Training Program (p. 192)
Training Program/Content
Regular F/A Safety Training Syllabus Regular F/A Service Training Syllabus
- Zero Hour F/A Safety Training - Zero hour F/A Service Training
- Transition/AC Type Safety Training - Transition/AC Type Service Training
- Differences Safety Training - Service Recurrent Training
- Recurrent F/A Safety Training - Re-qualification F/A Service Training
- Re-qualification F/A Safety Training - Cabin Management Service Training
- Cabin Management Safety Training
Hajj F/A Hajj Safety Training Syllabus Hajj F/A Service Training Syllabus
- Zero Hour Hajj F/A Safety Training - Zero Hour Hajj F/A Service Training
- Initial New Hire Hajj F/A Safety - Initial New Hire Hajj F/A Service
Training Training
- Re current Hajj F/A Safety Training - Re current Hajj F/A Service Training
- Re-qualification Hajj F/A Safety - Re-qualification Hajj F/A Service
Training Training
Special Training Program

- Initial New Hire F/A Safety Training
- Initial New Hire F/A Service Training
- Initial Zero Hour Native F/A Safety Training
- Initial Zero Hour Native F/A Service Training
- VVIP SEP Training
- VVIP Service Training
In this research, the researcher describes flight attendant’s jobs as an
important job such as handling the passengers’ needs, ensuring the passengers’
safety, receiving and delivering the message. The jobs require the flight attendant
to work professionally. In order to handle the jobs with foreign passengers, having
a good speaking in English is highly needed. Based on the review on related
studies, book, and articles, the suggested topics are divided into four categories;
pre-take-off service, in-flight service, pre-landing service, and getting ready to
work. The topics are adjusted and modified based on the needs in learning English
31
for the flight attendants. For pre-take-off service, the topics are greeting,
introduction, asking for and giving information about willingness to do something
(asking for permission to make sure electronic devices and cell phones are turned
off, carry-on are stowed correctly, seats are in an upright position, and tray tables
are stowed) and safety flight demonstrations (the passengers are made aware of
how to locate their nearest emergency exit, how to properly buckle their safety
belts, what to do in the event of turbulence, how to operate safety vests or
flotation devices, and how to use the drop-down oxygen masks). For in-flight
service, there will be asking for and offering help, and announcement; the flight
attendant will give announcement on certain situations as turbulence, oxygen
administration, fire fighting, and evacuations. For pre-landing service, the topics
are dealing with time and price, and giving direction. The additional topics to
learn are aviation terminology, and job interview which will be included in the
getting ready to work category.
3. English for Specific Purposes
The needs to learn English for specific fields are growing. According to
Anthony (2008, 1), “from the early 1960's, English for Specific Purposes (ESP)
has grown to become one of the most prominent areas of EFL teaching today.” In
accordance with the needs of learning specific skills in English, flight attendant
schools provide a program for the students to improve their English. The needs,
the goals of learning, and the instructional materials are specific which will be the
base of the approach. Therefore, reviewing the theory of English for specific
32
purposes is needed and herein the researcher provides two aspects to describe; the
nature of ESP and needs analysis.
a. The Nature of ESP
Long (2005) as cited in Belcher (2009, 1) suggests that “ideally, English, or
any language, is taught with specific purposes explicitly in mind.” The students
will focus on what they need to learn based on where and how they will use it for
their future jobs. Nowadays, the teachers in schools provide too much input of
English learning so that the students might not meet the goals of learning. Long
(2005) as cited in Belcher (2009, 1) argues that:
general (language for no purpose) courses at any proficiency level almost

always teach too much, e.g., vocabulary, skills, registers or styles some
learners do not need, and too little, e.g., omitting lexis and genres that they
do. Instead of a one-size-fits-all approach, it is more defensible to view every
course as involving specific purposes.
Therefore, formulating specific and functional goals is essential for the teachers,
course designer, and the stakeholders in order to have effective English learning.
In that case, the students will also have more authentic and functional
instructional materials. Regarding the needs of having authentic materials and
functional learning, the researcher reviews the theory of ESP since the designed
English course book is based on specific needs and skills of the students.
Dudley-Evans (1997) as cited in Anthony (2008, 2) argues that “ESP is
defined to meet specific needs of the learners.” Specific needs are achieved
through specific instructions. Dudley-Evans (1997) as cited in Anthony (2008, 2)
adds that “ESP is centered on the language appropriate to these activities in terms
of grammar, lexis, register, study skills, discourse and genre.” Day and
Krzanowski (2011, 5) add that “the P in ESP is always a professional purpose – a

33
set of skills that learners currently need in their work or will need in their
professional careers.” Similarly, ESP focuses on the specific skills to be achieved
by the students. In addition to the definitions of ESP, Dudley-Evans (1997) as
cited in Anthony (2008) lists five variable characteristics of ESP as follows:
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology
from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level
institution or in a professional work situation. It could, however, be for
learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
From the definitions, the researcher argues that ESP is not merely about a specific
discipline. According to Anthony (2008, 2), “ESP can but is not necessarily
concerned with a specific discipline, nor does it have to be aimed at a certain age
group or ability range. ESP should be seen simple as an 'approach' to teaching, or
what Dudley-Evans describes as an 'attitude of mind.” Moreover, Dibakanaka &
Hiranburana (2012, 2) argue that “the revised variable characteristic is that ESP is
not completely in contrast with General English (Dudley-Evans and St. John,
1998: 4-5). Besides, what has been added to ESP variable characteristics is the
level of learners.” Another definition of ESP comes from Hutchinson and Waters
(1987) as cited in Dibakanaka & Hiranburana (2012). They propose a broader
definition of ESP as “an approach to language teaching in which all decisions as
to the content and method are based on the learner’s reason for learning.” ESP is
not the product of the English course book for flight attendant school, but the
approach itself. Hutchinson and Waters (1987) as cited in Dibakanaka &
Hiranburana (2012, 2) add that “ESP is not a particular kind of language or a

34
language methodology, or does it consists of a particular type of teaching
material.”
Teachers might get confused of defining ESP and General English. Knight,
Lomperis, Naerssen, and Westerfield (2010, 6) argue that General English is
taught “for those who may be literate in native language but not in English with
coping skills as shopping, housing, travel/transportation, healthcare, and
schooling.” General English is usually taught to those who are not familiar with
English yet. The students learn English from basic to be fluent in speaking,
accurate in grammar, good in listening, writing, and reading skills. ESP has two
branches; English for Academic Purposes (EAP) and English for Occupational
Purposes (EOP). According to Knight et al (2010, 6), the students study EAP to
“enter professions, focusing on the language of academic performance in specific
discourse communities (and sometimes preparing for near-future identified
workplace needs.)” EAP is taken by the people who will enter certain professions
in many fields such as business, engineering, medicine, and law. The focus is on
the academic performance. While EOP is “learned in industry sectors, focusing on
the language of job performance (or preparing for identified employment
opportunities).” The fields of EOP are industry sectors, government, United
Nations, and NGOs. An additional information from Day and Krzanowski (2011,
7) makes the understanding about General English and ESP clearer. They argue
that:
for teachers of General English, a key question is finding materials and

methodologies which are effective for a particular class (e.g. ‘Is the approach
or method I’m using appropriate for learners of this age, culture, level, first
language(s) etc.’?). This question is also relevant to ESP but one other factor
should also be considered: subject specific knowledge (of legal procedures,
of engineering methods, of software programming etc.).
35
In short, the difference between ESP and General English is the needs of learning
specific knowledge. In this research, the researcher defines ESP as an approach to
design specific instructions which focus on the linguistic descriptions (grammar,
lexis, and register), skills, discourse and genres analysis for flight attendant school
in order to meet the specific needs.
b. Needs Analysis
In handling ESP class, a teacher has to conduct a needs analysis before
beginning the class. Since the skills and needs are specific, which the teacher
might not really master on that, needs analysis is essential to conduct. Day and
Krzanowski (2011, 7) argue that in handling ESP class, ”the first thing to do is to
carry out a needs analysis (sometimes known as a skills audit). If a needs analysis
for each and every learner is conducted well, then the chances of delivering a
quality ESP course that will satisfy its participants are very high.”
Holden (2015, 4) defines needs as the knowledge gap between what the
learner knows and what the learner should know, which drives the requirement for
instruction/training intervention to “bridge” the gap. Needs analysis can be done
by interviewing the teachers and the students or by distributing questionnaires to
them. Therefore, a list of questions is needed to gain the needs. Knight et al (2010,
9-10) list several of questions to analyze the students’ needs. The questions are
listed as follows:
who the learners are, their educational background, their age, qualifications,
their experience, their skills, whether they have different levels of ability and
performance in speaking, writing, reading, listening, and their learning styles.
Another question is asking about the impact on the process of learning and
teaching.
36
In addition to the list of the questions, the researcher reviews the theory of
needs assessment by Graves (2000, 98) who states that “needs assessment is a
systematic and ongoing process of gathering information about students’ needs
and preferences, interpreting the information, and then making course decision
based on the interpretation in order to meet the needs.” Graves (2000, 98) argues
that doing needs assessment may consider this following information:
Table 2.2 Types of Information that can be Gathered when Assessing Needs
No. The Present No. The Future

1 Who the learners are 1 The learners’ (or others involved)
goals and expectations
2 The learners’ level of language 2 The target contexts: situations, roles,
proficiency topics, and content
3 The learners’ level of intercultural 3 Types of communication skills they
competence will need and tasks they will
perform
4 Their interests 4 Language modalities they will use
5 Their learning preferences
6 Their attitudes
Information about who the learners are is helpful to know the learners’ age,
gender, educational background, profession, nationality, and the language they
speak. Information about the learners’ level of language proficiency covers the
information about the learners’ ability in speaking, writing, reading, and listening,
their grammar and vocabulary mastery, and pronunciation skills. According to
Graves (2000, 103), “this information can help to make choices about the kinds of
texts to use, which skills to develop, which elements of grammar to emphasize
and so on.” The learners’ level of intercultural competence is asked to “make
choices about the kind of material to use, and the sociolinguistic and sociocultural
skills to develop and emphasize.” The information about the learners; interest
cover the information about the topics, personal and professional experience they
37
bring. It can “help teachers to gear the course toward students’ experience and
interests.” The next information is about the learners’ learning preferences and
attitudes which will help the researcher to the learners’ interest of learning
method, activity, and strategy. The learners’ attitude is asked to know their
“confidence using the target language, and whether they are comfortable with
making mistakes, and feel positive about being in the classroom or not.” The
information about the future is asking about the learners’ needs to learn and the
improvement of the learning materials and strategy.
In this research, needs analysis is defined as the process of analyzing the
information about students’ needs and preferences, interpreting the information,
and then making course decision based on the interpretation in order to meet the
needs. The analysis is done by collecting information through the literature review
and confirming the information through an interview to the experienced people in
airlines industry. The researcher gets the needs without distributing the
questionnaires. Graves (2000, 114), says that “questionnaires are an obvious
choice for needs assessment, but not always the most effective, depending on
when they are given and how well the learners understand the kind of information
that is sought.” Moreover, the needs are already obtained by the literature review
and the interview. The needs of English learning are not based on the students
wants because it should be based on the requirements and conditions in the
airlines industry.
38
4. English Course Book Evaluation
English teachers can save their time and energy when teaching by having
various English learning materials. Nowadays, English learning materials are
already provided by the government and schools to be applied in the teaching and
learning process. Moreover, English learning materials are provided freely in the
internet where the teachers can browse and download everywhere and every time.
In fact, English teachers do encounter some problems deal with the students’
achievement. The problems are caused by the ineffective learning, insufficient
exercises, and inappropriate testing system. One of the indicators of the problem
is the ineffective learning materials. The ineffective learning materials are
designed without any consideration on the real and perceived needs of the
students. Different classes with different characters of the students do matter in
choosing the suitable materials.
The effective English learning materials will produce effective and efficient
teaching and learning process. In order to be effective and efficient, English
learning materials should be designed based on a research, teachers’ experience,
and the real situation in the target situation. The English teachers have more
experience in teaching and know the real situation in the class. According to
Graves (2000, 4), “a reflective teacher will take part in curriculum development
and be involved in school change effort, and take responsibility for his or her own
professional development.” Therefore, the English teachers should take part in
designing and developing the English learning materials.
In this research, the English materials are in the form of a course book.
English course book is still needed and considered as an essential guidance for
39
teachers and students in learning English. According to Betsy Parrish (2004, 227)
as cited in Weddel (2009, 3), the benefits of using a textbook are:
assuring a measure of structure, consistency, and logical progression in a

class, minimizing preparation time for teachers, and allowing learners to
review material or preview other lessons. A textbook can help the students to
meet their needs or expectations of something concrete to work from and take
home for further study. Moreover, it provides novice teachers with guidance
in course and activity design.
The English teachers still need good English textbooks although various online
materials are already provided. In this research, the English textbook for flight
attendant schools is designed to meet the real needs of English learning based on
the jobs, the characteristics of the students, and the instructional systems.
Regarding a good quality of English textbook, an effective English textbook
should meet the criteria of a good English textbook. Therefore, an
evaluation should be conducted to determine the worth, strength, validity, and
practicality of the textbook. Harris (1968) as cited in Gokhan (2015, 106)
identifies evaluation as “a systematic process to and determine the worth, strength,
sufficiency or allure of something with respect to specific criteria and goals.” In
order to evaluate the program, the researcher reviews some theories of English
textbook evaluation.
a. Criteria of Good Materials by Graves (2000)
Kathleen Graves is the author of a book entitled “Designing Language
Course: A Guide for Teachers. In this book, the process of designing language
course is described in details. The process starts from articulating the belief until
the evaluation of the course. Each process is elaborated clearly so that the
teachers can apply the theory easily in designing language course. The last phase
in ADDIE Model which is Evaluation is also provided in Graves’ book. The

40
evaluation focuses on the activities, considerations for developing materials, and
evaluation the course itself.
Instructional materials cover the instructions which are formed in the
activities. The activities are made based on the goals and objectives. Graves
(2000, 76), “Through objectives, a goal is broken down into learnable and
teachable units.” In order to make teachable and learnable units, the goals and
objectives should be clear and interrelated. Graves adds that “for this reason, the
objective must relate to the goal.” The activities in a language course should meet
the fifteen criteria suggested by Graves (2000, 152-155). The first criterion of
good activities is that “activities should draw on what students know (their
experience, their current situations) and be relevant to them.” This kind of activity
is usually applied in the beginning of the materials. The aim of giving this activity
is to draw on what they have known before moving to the new knowledge they
will acquire. Giving this activity will also engage the students’ interest. The
second criterion is that “activities should focus on students’ outside of class needs,
if appropriate, so that the needs can be met.” The aim of giving this kind of
activity is to make relevant to their target needs. The next criterion is that
“activities should build students’ confidence.” The activities should make relevant
to the students’ affective needs. The teachers can sequence the activities so they
provide enough practice. The fourth criterion is that “activities should allow
students to problem solve, discover, analyze.” When the students participate to
give their comments, opinion, and suggestion towards the given topics, the
students will be engaged by using the target language. “Activities should help
students develop specific skills and strategies, so that they can transfer skills to
41
other learning situations.” This fifth criterion of good activities requires the
teacher to provide effective learning which focuses on the skills needed by the
students. In this case, the students need to improve their speaking skill as the main
skill to work in airlines industry. The sixth criterion is that “activities should help
students develop specific language and skills they need for authentic
communication.” Therefore, the students can practice more on the needed
vocabularies, grammar, functions, and pronunciation. The seventh criterion
requires the teachers to provide “activities which are integrated the four skills of
speaking, listening, reading, and writing because the four skills mutually reinforce
each other.” Subsequently, “activities should justify how a text is constructed so
that students can gain access to similar text.” In learning a language, the students
should be provided with authentic texts in order to engage their interest and be
suitable with their future jobs. The ninth criterion of good activities deals with
“the cultural context and cultural differences so the students can have more
confidence in target culture and understand own culture better. “Activities should
also enable students to develop social awareness so they can navigate systems in
target culture, and be as authentic as possible so that students see relationship with
real language use, so that students gain experience with real language use.” Then,
“the students are required to develop critical social awareness in their working
environment later.” The twelfth criterion shows that “activities should vary the
roles and groupings within the class: so that students get different types of
practice and responsibilities, with respect to social context: so that students
experience/analyze different social roles.” This kind of activity aims to build the
students’ responsibility in many different situations. The thirteenth criterion is

42
almost similar with the prior criterion which is “activities should be of various
types and purposes, to provide adequate practice.” The aim of having this kind of
activity is to enable the students to be more advanced in the target language. The
next two criteria show that “activities should use authentic texts or realia when
possible so that students are familiar with/have access to language as used in real
world and “should employ a variety of materials, to engage students, to meet
different learning needs.” Those criteria are simply described in figure 2.4 as
follows:
Learners
1. Make relevant to their experience and background
2. Make relevant to their target needs (outside of class)
3. Make relevant to their affective
needs Learning
4. Engage in discovery, problem solving, analysis
5. Develop specific skills and
strategies Language
6. Target relevant aspects (grammar, functions, vocabulary)
7. Integrate four skills of speaking, listening, reading,
and writing
8. Use/understand authentic texts
Social context
9. Provide intercultural focus
10. Develop critical social
awareness Activity/Task types
11. Aim for authentic tasks
12. Vary roles and groupings
13. Vary activities and purposes
Materials
14. Authentic (texts, realia)
15. Varied (print, visuals, audio).
Figure 2.4 A List of Considerations for Developing Materials (Graves, 2000)
The criteria of the evaluation proposed by Graves (2000) are seeking for
good materials. Good materials can be evaluated from its goals and objectives.
The goals and objectives should be realistic, appropriate, and achievable. The
course content should cover the students’ needs, be in the right level, be
43
comprehensive, and be focused enough. The evaluation can also justify the
course. The course should be well-organized. It should flow from unit to unit and
within units. Graves (2000, 155) argues that “the materials and the method should
be in the right level, engaging, and relevant.” The students should have enough
opportunities to learn what they need to. The students should also be comfortable
with their roles and the teachers’ role. Regarding the assessment plan, the students
should understand how they will be assessed and why they need to be assessed.
The assessment activities should assess what has been learned by the students.
The assessment should also be timely and measure the students’ progress and
achievement. For the course evaluation plan, it should cover the students’
understanding on how the course is being evaluated and their role. The evaluation
should justify whether the students understand the purpose or the course, the
effective formative evaluation, and the course’ effectiveness in providing useful
information.
In this research, the evaluation criteria proposed by Graves (2000) will be
used to formulate the questions in the Expert Validation and User Validation
phases. The questions are chosen and randomly written in the questionnaires
based on the aspects designed by the researcher. In short, the theory of evaluation
by Graves (2000) is adapted to the Evaluation phase.
b. Kirkpatrick’s Four Levels of Evaluation
Evaluation of the program should be conducted to prove that the program is
valid, practical, and reliable. According to Gokhan (2015, 106), “being
purposeful, systematic and carefully implemented, evaluation is a continuous

44
process and it is performed as the very basic part of the program activities to
attain data to conclude if there is a need to make changes or eliminations, or
accept something in it.” Evaluation aims to make sure that the program needs to
be changed or improved based on the criteria. Gill and Sharma (2013) as cited in
Gokhan (2015, 106) say that “Kirkpatrick’s four level evaluation model is
extensively employed to evaluate the effectiveness of educational programs.” As
suggested by Holden (2015), the researcher uses Kirkpatrick’s Four Levels of
evaluation to evaluate the designed English course book for flight attendant
schools. Gokhan (2015, 106) argues that the evaluation form proposed by
Kirkpatrick (1994) is “one of the mostly employed models by the program
evaluators.” Many program evaluators including teachers use Kirkpatrick’s Four
Level of evaluation to validate the program or the course book designed by the
researcher.
According to Holden (2015, 13), “the four levels of evaluation were
developed by Donald Kirkpatrick (1994) where each successive evaluation level
is built on information provided by the lower level.” The good criteria of the
English course book are determined by the first until the fourth level of evaluation
proposed by Kirkpatrick. The four levels of the evaluation are shown as follows:
Figure 2.5 Kirkpatrick’s Four Levels of Evaluation

45
Reaction, as the first level of Kirkpatrick’s evaluation, “assesses students’
initial reactions to a course, per se, what did the students think of the training
program and measure students’ satisfaction with a course.” It allows the
researcher to measure if the students feel they are learning and satisfied with the
training. Reaction level asks “if the students like the English course book and the
relevance of the course book to their job.” The types of reactions include
affective, utility, instructor, course delivery, and technology reactions.
Affective Reactions deal with the students’ preference and satisfaction of
using the English course book. Utility Reactions items assess students’
perceptions the information and skills taught were useful and job relevant.
Instructor reactions deal with satisfaction with instructor assesses the students’
perceptions of the instructor’s contributions to learning. Course Delivery
Reactions justify the satisfaction with delivery assesses students’ perceptions the
material was presented in an organized and coherent manner. While Technology
Reactions deal with the satisfaction with technology assesses students’
perceptions the course technology was easy to use and facilitated learning.
The second level is Learning. Kirkpatrick (1994) as cited in Holden (2015,
15) says that “assessing at this level moves the evaluation beyond learner
satisfaction and assesses if the student has advanced in skills, knowledge, or
attitude (SKA).” This level of evaluation evaluates the students’ competences
toward the learning program provided in the English course book. “Basically, it
assesses the amount of information the students learned.” This level assessed the
students’ achievements after acquiring the knowledge from the designed English
46
course book. In measuring the competences, there are three types of learning
outcomes proposed by Kirkpatrick: Cognitive, Skill-based, and Affective
Outcomes. Cognitive Outcomes “include the acquisition of declarative knowledge
—the facts and principles presented in the course.” The Cognitive Outcomes refer
to the students’ knowledge toward the target language. Skill- based Outcomes
refer to “outcomes involve the development of technical or motor skills.” Skill-
based Outcomes “indicate the students’ ability to perform the skills demonstrated
in the course.” The skills employed in the learning are speaking, writing, listening,
reading, and other elements of English language. The criteria of evaluation for the
students’ skills are the “speed, accuracy, and technique.” The criteria are dealing
with delivery of the learning. The Affective Outcomes “include changes in
trainees’ attitudes and motivation levels.” The criteria of evaluation for the
Affective Outcomes are the students’ “organizational commitment, tolerance for
diversity, and self-efficacy.” In addition to the Affective Outcomes, the outcome
deal with the students’ confidence during and after the learning is applied.
The third level is Transfer. According to Kirkpatrick (1994) as cited in
Holden (2015, 16), “a behavioral outcomes indicate if the material presented in
training is successfully transferred to the workplace.” This level evaluates the
teachers’ delivery of knowledge, skills, and attitude in class. “This level measures
the transfer that has occurred in learners' behavior due to the training program.”
This level evaluates the students’ competence in everyday environment or at
work.
47
The fourth level, Impact assesses the results from training allows an
organization to examine the impact of training on organizational objectives. This
level of the evaluation determines if the English course book should be changed
or improved. In other word, this level is also called as Result.
5. The Four Strands
Learning a language involves several activities which includes the four
skills in English such as listening, speaking, reading, and writing. Those skills
should be integrated properly to have balance opportunities for learning. When the
students have balance learning of the four skills, and the skills are taught in
sequenced ways, the students will learn effectively. Paul Nation from Victoria
University of Wellington proposes the four strands, the long sets of learning
conditions throughout the whole course of learning. The four strands are the sets
of appropriate balanced opportunities for learning. In short, each skill deserves
equal attention as they are unique.
The basis of the four strands is time-on-task principle when learning
involves doing something (learning by doing). The basic idea of the four strands is
the more time the students spend doing something, the better they are likely to be
at doing it. But, it does not mean that quantity matters more than quality.
Therefore, the students will have more sequenced activities which require them to
learn the language well.
Nation (2007, 1) classifies the activities in language learning by having the
four strands of language course, which are Meaning-Focused Input, Meaning-
Focused Output, Language-focused Learning, and Fluency Development.

48
Meaning-Focused Input means learning through listening and reading and is
called as receptive language use. Meaning-Focused Output which is productive
language use, refers to learning through speaking and writing. The next strand is
Language-focused Learning which is called as form-focused instruction and refers
to deliberate learning of language features like spelling, pronunciation, grammar
and vocabulary. Fluency Development strand involves four skills in English
language learning which are listening, speaking, reading, and writing.
The first strand is Meaning-Focused Input. Nation (2007, 2) says that “in
this strand which is meaning-focused input, students focus is on understanding
and obtaining knowledge from what they are listening to and reading.” The focus
of this strand is gaining knowledge. Therefore, the activities are related to the
receptive language use such as extensive reading, shared reading, listening to
stories, and being a listener in a conversation. Nation (2007, 2) gives limitation
that “meaning-focused input only exists when students are familiar to what they
are listening to and reading, when they like the input and want to understand it,
when they can get knowledge by clue and background knowledge and when the
quantities of input are large.” Consequently, the topic should be familiar to the
learners. Moreover, the students should be interested in the input and should
desire to understand it. The words are also familiar to them or 95-98% of the
words are known by the learners.
This stand is considered as fragile strand since it is dependent on the quality
of reading or listening. The learning should be affected by background knowledge
and needs large quantities of input so that this strand can work well. The unknown
49
language items should be learned through context clues and background
knowledge.
The next strand is Meaning-Focused Output. This strand involves learning
through speaking and writing. The students are required to use the language
productively. Nation (2007, 3) assumes that
this strand can be presented if students write and talk something that is
familiar to them, if students’ main goal is to express their message or
communicative with other, if they can use communication strategies,
dictionary or previous input when they need and if there are sufficient
opportunities to write and speak.
Therefore, the students should write and talk about things which are familiar to
them. The teachers need to focus that the goal of learning in this strand is to
convey message to others which can be done by talking in a conversation, giving
a speech, writing a letter, writing a note, telling a story, or telling someone how to
do something. In this strand, the students have plenty of opportunities to talk and
write.
Language-focused Learning involves the students to be aware of the
language features in English. The students need to apply the language features
appropriately. The language features consist of pronunciation, spelling,
vocabulary, grammar, and discourse. Therefore, the typical activities are
pronunciation practice, use of substitution tables and drills, vocabulary learning
from word cards, intensive reading, translation, memorizing dialogue, getting
feedback, and dictation. Nation (2007, 5) says that,
language-focused learning will succeed when students have conscious

attention to language features, when they should process the language
features deeply and considerate ways, when there should be chance to
provide spaced and repeated attention to the same features, when the features
that students learn should be simple and should not depend on the knowledge
50
that they do not have, and when features in language-focused learning should
also be included in the other three strands frequently.
Consequently, the learning should deliberate attention to language features. The
process or learning the language should be deep and focused. In order to master
the language features well, the learning should be spaced and repeated.
Subsequently, the features should be simple, and presented in previous strands.
The last strand is Fluency Development. Nation (2007, 6) says that “the
fluency strand occurs when students listen to, read, speak, and write things that
are familiar to them, when their focus is on transmitting and receiving message,
when there are some supports to perform faster, and when input and output should
be large.” Therefore, this strand includes four skills in English. The goal of the
learning is becoming fluent in the four skills in English, receiving and conveying
messages. Nation (2007, 6) states that “fluency development strand considers
about transferring and receiving message and engages listening, reading, speaking
and writing.” The students make best use of what they already know from the
previous strands. After learning from the previous strands, the typical activities
such as speed reading, repeated reading, repeated retelling, and timed writing and
listening are done. The students have some pressure to perform at a faster-than-
usual speed. This strand is good to develop students productive skills. Nation
(2007, 6) says that “in fluency development strand, some activities to promote
communication may be used such as speed reading, short writing and listening to
easy story.”
In order to evaluate the activities in the Evaluation phase, the researcher
considers the ten pedagogical principles proposed by Nation (2007). Five out of
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the ten pedagogical principles will be used in this research. The pedagogical
principles are based on Nation (2007: 9-10). The first pedagogical principle is to
encourage students to create spoken and written output by using communication
activities in variety of circumstances, employing role plays, or matching writing
and speaking tasks to student needs. The second pedagogical principle used in this
research is to offer chances for cooperative communication by doing group work
and getting students to work together on writing and reading. The third
pedagogical principle is to guide students in strategies that will contribute to
language learning by guessing from context, using dictionary, analyzing word part
and learning through word cards. The next principle is to offer Fluency
Development activities in each of the four skills of listening, speaking, reading,
and writing by running a speed reading course, including repeated reading,
providing an extensive reading program, doing 4/3/2 activities, organizing a
regular ten-minute writing program and listening to stories. The last pedagogical
principle is to apply analysis, monitoring and assessment to help in dealing with
students’ language and communication needs. In short, the summary of the four
strands is shown in Figure 2.6.

52
Language reading and listening

Input
speaking and writing

Langugae
Output
spelling, pronunciation,
grammar, vocabulary
Language
Focus
Fluency four skills of English

Development
Figure 2.6 Summary of the Four Strands (Nation, 2007).
In conclusion, the four strands of language course are necessary. Since
learning a language needs to integrate the four skills in English, the four strands
are considered important to be applied in the teaching and learning process to get
balance learning. The activities provided in the English course book will also be
based on the four strands.
6. Flight Attendant School
Flight attendant is also well-known as a steward and a stewardess.
According to Kongsuriyanawin (2012), “flight attendant is defined by the Vision
100-Century of Aviation Reauthorization Act published by an anonymous author
(2003, 7) as a trained person who is responsible for looking after the passengers in
the cabin of an airplane.” Flight attendant is a trained person who works in an
aviation industry and responsible for looking after the passengers in any situation.
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The qualification of a flight attendant is that she/he should be trained before
working in the aviation industry. This qualification is written legally in the
Ministry of Transportation’s Regulation No: PM 28, 2013 about Civil Aviation
Safety Regulations Part 121.447. The Ministry or Transportation sets the rule that
the aviation industry should not employ anyone who has no capacity as a flight
attendant, except that the person (1) has the flight attendant certificate, (2) has
done the training and examination agreed by the aviation industry.
To fulfill the qualification, the flight attendant candidates should pursue the
flight attendant education in a formal and licensed flight attendant school. Based
on an article from www.sekolahpramugari.org, there are eight flight attendant
schools in Yogyakarta. Two of the schools are P3 Nusantara and TOD Jogja. P3
Nusantara is a training center for flight attendant candidates which has been
legalized by Dinas Tenaga Kerja dan Transmigrasi and is located at Jl. Polisi
Istimewa No. 10, Yogyakarta. In this school, the students are prepared to be
professional flight attendants. The students have several materials and activities
related to flight attendants’ job. Besides, the students are provided with Ground
Handling and Ticketing to prepare them serving the passenger. The students will
have a ten-month-training program including ground handling, ticketing, and
tourism, including a five-month program for communicative and interactive
English program. The other flight attendant school is Total Outsource
Development (TOD) Jogja, a training center which provides three training
programs for flight attendant candidates, hospitality, and ground staff. TOD is
located at Jl. HOS Cokroaminoto No. 26 Yogyakarta. Flight attendant training
program is the favorite program in this training center which has competence-
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based curriculum. The curriculum consists of 30% theory and 70% practice to
train the trainees in interacting with the customers. TOD has extracurricular to
complete the knowledge and performance of the trainees. The extracurricular
consists of Poise and Grace and Table Manner. The activities are not just set for
the extracurricular, TOD assigns the trainees to have some practices such as
visiting the airport, train station, travel agent, and practicing the online system.
This training center has similarities as P3 Nusantara which has On the Job
Training (OJT) program. The trainees will practice the theory in the aviation
industry for about two months.
Flight attendant school does not only exist in a public formal school
building. The training for flight attendant candidates and also for the employees is
also held in some of the aviation industries. One of the aviation industries which
holds the training is Garuda Indonesia. According to Garuda Indonesia’s profile in
the Annual Report (2012, 12) “Garuda Indonesia has developed comprehensive
training programs for its employees and established a dedicated training facility
named as Garuda Indonesia Training Center, in West Jakarta.” The training
consists of four kinds of training; Airline Business Training, Flight Attendants
Training, Flight Operation Training and Flight Operations Office Training. In
relations to the demands of employing professional flight attendant, Garuda
Indonesia prepares the flight attendants to be reliable and professional cabin crews
with “a scope both in Service and Safety that has been referred to the Civil
Aviation Safety Regulations (CASR) Part 121.”
Flight Attendant Training Department provides five kinds of training which
are Regular Flight Attendant Safety Training, Regular Flight Attendant Service
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Training, Hajj Flight Attendant Safety Training, Hajj Flight Attendant Service
Training, and Special Training Program. The detailed training syllabus is
described in Table 2.2 Garuda Indonesia Flight Attendant Training Program.
Garuda Indonesia also includes Language Competencies Improvement (LCI) as
one of the four contents in its curriculum for the training program. LCI is an effort
to improve participants’ competence in a foreign language, especially English,
which will equip cabin crews with a strong ability to communicate in a foreign
language. The trainees will be also prepared to have TOEIC tests held by Garuda
Indonesia. For the initial participants, Garuda Indonesia provides extra English
classes to improve their English competence.
B. THEORETICAL FRAMEWORK
Given the review of related theories, the researcher tried to answer the
research questions theoretically using the discussed concepts. The related theories
became the fundamental scientific ideas before designing the English course
book. The model development framework could be seen in the following figure.
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Theory of Flight Attendant's Job, ESP, English

Textbook Evaluation, and the Four Strands
Schematic Model
Syllabus
Developing the Course

Book
Expert Validation
Main Product Revision
Implementatio
n
User Validation
Operational Product The English

Revision Course Book
Figure 2.7 Model Development Framework
In relation to answer the first research question, the schematic model of
designing the English course book for flight attendant schools is based on the
theories of flight attendant’s jobs, English for specific purposes, English course
book evaluation, and the four strands by Paul Nation. The theories will be the
basis of making the needs analysis instrument, determining the content, choosing
the suitable activities, and evaluating the English course book. While the steps of
designing and developing the English course book is based on the phases in
ADDIE model.
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The first theory about the flight attendant’s job helps the researcher to
classify the needs of learning English for the students of flight attendant schools.
Since the needs of learning English in flight attendant schools are already set in
the job description in aviation industry, the researcher focused on the real needs
only. The flight attendants’ jobs are divided into three classifications such as pre-
take-off service, in-flight service, and pre-landing service. The main job of a flight
attendant is dealing with giving service. According to an article entitled What
does a flight attendant do?, the jobs are explained as follows:
Flight attendants are also responsible for briefing the passengers on safety
standards specific to the aircraft in a safety demonstration. Passengers are
made aware of how to locate their nearest emergency exit, how to properly
buckle their safety belts, what to do in the event of turbulence, how to operate
safety vests or flotation devices, and how to use the drop-down oxygen
masks. In some cases, passengers will watch a short video covering this
information while the flight attendant monitors their behavior. After the
safety demonstration, attendants secure the cabin, making sure electronic
devices and cell phones are turned off, carry-on are stowed correctly, seats
are in an upright position, and tray tables are stowed. The entire procedure,
from boarding to takeoff, is known as pre take off service.
In the designed English course book, the flight attendant candidates will also
practice having a job interview. The other topics are selected from a book entitled
Flight Attendant Training Standard by Commercial and Business Aviation,
Department of Transport Canada (2008). There are many topics including
technical system in aviation industry that the trainees should have. In this
research, the topics about aviation terminology, passenger briefing, safety checks,
turbulence, oxygen admiration, fire fighting, and evacuation are chosen based on
the needs of English learning in flight attendant schools. The topics are modified
and classified into four main units; pre-take-off service, in-flight service, pre-
landing service, and getting ready to work. The subjects about job interview and
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aviation terminology are included in the additional topics for getting ready to
work category. In the pre-take-off service, the students will learn about greeting,
short introduction, and asking for information about willingness to do something
(making sure electronic devices and cell phones are turned off, carry-on are
stowed correctly, seats are in an upright position, and tray tables are stowed) and
giving safety flight demonstrations. In the in-flight service, the students will learn
about asking for and offering help, and giving announcement. Lastly, in the pre-
landing service, the students are assigned to learn about showing direction, telling
time and price. The topics are obtained from the related book and will be
confirmed by interviewing two flight attendants of an aviation industry.
The English course book uses the ESP approach since the goals, processes,
and resources are specific. In relation to the theory of English for Specific
Purposes (ESP), the researcher defines ESP as an instructional system approach in
English learning to meet specific needs of the learners. According to Hutchinson
and Waters (1987) as cited in Dibakanaka & Hiranburana (2012, 2), ESP is “an
approach to language teaching in which all decisions as to the content and method
are based on the learner’s reason for learning.” Moreover, Anthony (2008) argues
that “ESP should be seen simple as an 'approach' to teaching, or what Dudley-
Evans describes as an 'attitude of mind’’.” ESP enables the students to learn the
skills they need in their work. Day and Krzanowski (2011, 5) say that “the P in
ESP is always a professional purpose – a set of skills that learners currently need
in their work or will need in their professional careers.” In this research, the
language learning is included as English for Academic Purposes (EAP) since the
aim is to “enter professions, focusing on the language of academic performance in

59
specific discourse communities (and sometimes preparing for near-future
identified workplace needs)” (Knight et al 2010, 6).
In designing and developing the English course book, the first step is
assessing the students’ needs. Day and Krzanowski (2011, 7) argue that in
handling ESP class, ”the first thing to do is to carry out a needs analysis
(sometimes known as a skills audit).” In this research, the needs are already set by
the schools and the aviation industry. Therefore, the needs are called real needs
obtained from a literature review and interview. The list of the questions is set
based on the theory proposed by Holden (2015) and Graves (2000). The questions
will ask about the present and the future. For the questions in present, the focus is
on who the learners are, the learners’ level of language proficiency, the learners’
level of intercultural competence, their interests, their learning preferences, and
their attitudes. While the questions about the future are about the learners’ goals
and expectations, the target contexts situations, roles, topics, and content, types of
communication skills they will need and tasks they will perform, and language
modalities they will use.
In evaluating the English course book, there are two kinds of evaluation
named expert and user validation. The evaluation for expert validation uses the
theories from Graves (2000) as the main basis. The other theories are employed
from Dudley-Evans (1997), Aiguo (2007), Nation (2007), Dick and Carey (2009),
Moss (2012), and Holden (2015). The user validation questionnaire employs the
theories from Kirkpatrick’s Four Levels of Evaluation, Graves (2000), Dudley-
Evans (1997), Aiguo (2007), Nation (2007), and Dick and Carey (2009) to state
the students’ opinion on the learning objectives, instructions, activities, language

60
features, assessment, and the design itself. Based on the theories from Graves
(2000), there are fifteen criteria to assess the activities (Figure 2.4) and ten criteria
to assess the goals and objectives, the course organization, the materials and
method, the opportunities to learn for the students, the students’ feeling, and the
assessment. The researcher uses fourteen criteria as the fourteenth criteria is
similar with the other criteria shown in Figure 2.4.
The user validation mainly adopts the evaluation criteria by Kirkpatrick
(1994). There are four levels of evaluation where each successive evaluation level
is built on information provided by the lower level (Holden, 2015, 13). The first
level is reaction, which assesses students’ initial reaction to a course. The next
level is learning, which assesses the students’ satisfaction of the learning and if
the students have advanced in skills, knowledge, or attitude. The third level is
transfer, which evaluates the teachers’ delivery of knowledge, skills, and attitude
in class. According to Kirkpatrick (1994) as cited in Holden (2015, 16), “a
behavioral outcomes indicate if the material presented in training is successfully
transferred to the workplace.” Lastly, the fourth level is impact, which assesses
the results from training allows an organization to examine the impact of training
on organizational objectives.
The activities in the English course book are determined by the theory of the
four strands by Paul Nation. The four strands are the long sets of learning
conditions throughout the whole course of learning. The sets of the learning
conditions are made to balance the opportunities for learning the four skills in
English. The first strand is meaning-focused input, which means learning through
listening and reading. The second strand is meaning-focused output, which means
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learning through productive language use; speaking and writing. The next strand
is language-focused earning which is called as form-focused instruction. This
strand refers to deliberate learning of language features such as spelling,
pronunciation, grammar, and vocabulary. The last strand is fluency development,
which considers about transferring and receiving message and engages listening,
reading, speaking and writing. The four strands of language course is necessary to
design an integrated learning from the four skills. English learning should include
the four skills with balance portion for each skill. In this research, the portion for
listening will be 20%, speaking will be 40%, reading will have 20%, and writing
will have 20%. Speaking skill becomes the main skill to improve since the
students’ job in the airplane will deal with communicative skills.
In relation to instructional design, the phases are based on ADDIE model.
This theory will be mainly used in order to design and develop the course book.
The five phases of ADDIE model are Analysis, Design, Development,
Implementation, and Evaluation. The phases are explained further. The first phase
is Analysis. In this phase, the researcher conducts a need analysis to find the real
needs of the students. This step will produce the needs which could be used to
formulate the learning outcomes or competencies. The second phase is Design. In
this phase, the researcher starts formulating and sequencing the objectives,
choosing the instructional strategy, designing the syllabus, lesson unit plan, and
assessment. The next step is Development where the course book’s content is
organized and developed. The designed course book is then evaluated. This phase
includes the expert validation. The expert validation could be continued by
revising the course book and then it is implemented in the next phase, which is
62
Implementation. The course book is then evaluated by the users or the students.
This step is called as user validation. Based on the feedback from the students, the
course book is revised for the last time. The Evaluation phase is done twice before
and after the course book is implemented. The evaluation is called expert and user
validation.
CHAPTER III
METHODOLOGY
This chapter discusses the methodology to answer the two questions
of the research so that the researcher can meet the goals of the research. The
methodology focuses on the techniques and methods applied to answer the
questions of the Research part and the Development part. The discussion involves
the research method, followed by research participants, research instruments,
technique of data collection, data analysis, and research procedure.
A. RESEARCH METHOD
One of the goals of the research is to design an English course book for
flight attendant schools. In order to achieve the goal, a research method named
Research and Development (R&D) was chosen. Research and Development
method was chosen because it was considered as the best research method to
answer the research question due to the rapid growth of media for educational
purpose. According to Borg W. R. & Gall M. D. (1983, 772), “Educational
research and development (R & D) is a process used to develop and validate
educational products.” In this research, the researcher developed and validated
educational product, which was an English course book for flight attendant
schools. The research gives benefits to the schools and the students in improving
their teaching learning process. Furthermore, Borg and Gall (1983, 772) argue that
“R&D is considered as the new method which is promising for school
improvement.” According to Borg & Gall (1983, 771), R&D has two main goals;
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take the “research knowledge and incorporate it into a product that can be used in
the schools and to bridge the gap that frequently exists between educational
research and educational practice.” In this research, R&D helps the researcher to
acquire the research knowledge to find the schematic model of the research, which
was the basis for the course book.
Borg (1978, 183) suggests the researcher to pay attention to some aspects
when conducting R&D. The first aspect is developing “a detailed chronological
list of all the steps that must be carried out.” When developing this, the researcher
needs to estimate the person-hours of effort which will be required in each step
and support (transportation, phone, etc.) which will be needed. The second aspect
is related with what Borg calls as the two strategies. The researcher may choose to
conduct R&D by implementing the first strategy or the second strategy. The first
strategy is usually conducted by those who have research backgrounds. When
conducting the first strategy, the researcher studies “the variables that had been
found to be related to effective discussion by conducting either a series of classic
single variable experiments or a large scale factorial study in which all of the
discussion variables would be manipulated.” Instructional program is revised
based on the study. Strategies and techniques which contribute the less are
eliminated while strategies which contribute the most are used. The main problem
with this strategy is that it takes much time and “large samples of teachers.”
The second strategy is suggested by Borg because it saves more time. This
strategy is done by combining “all relevant teaching skills that had been found
effective in previous research into our prototype program and then carry out
evaluation of the outcomes brought about by the total program rather than
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attempting to identify the degree to which each element in the program
contributed to that outcome.”
The third aspect is giving the hypothesis a fair test. A developer should not
develop “weak prototype of the instructional program and test the hypothesis with
this weak prototype.” It is because “it is impossible to determine whether the
negative results that so often follow are because the hypothesis has no merit or
because the treatment is so weak that a fair test of the hypothesis was never
carried out.”
The first aspect proposed by Borg and Gall is about listing the steps needed
in conducting the research, In accordance with the first aspect, the researcher
listed the steps which were used to answer the research questions. For the second
aspect, the researcher focused on the second strategy which saves more time. The
strategy is done by combining some relevant teaching skills that had been
reviewed in Chapter II into the English course book. In designing the English
course book, the researcher used the steps of R&D by Borg and Gall which were
matched up with the ADDIE Instructional Design. There are ten major steps in
R&D steps. Due to some limitation, only seven steps were employed.
1. Research and Information Collecting
The first step of R&D method consisted of product selection and
information collecting. This step is correlated with Analyze step in the ADDIE
Instructional Design model. In this step the researcher used the review of
literature to find out the context and needs analysis. According to Borg and Gall
(1983, 182), “A thorough and thoughtful review of previous work is essential to
adequate planning.” The big picture of the design was then got after doing the
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literature review. The construct map was then made and presented in the
theoretical framework. However, the previously published research is not enough
to support the material designed in R&D. The previous research and literature
should be cross-checked with real situations. Therefore, the researcher conducted
a survey research by having the interview in order to know the learning’s goals,
the learners’ background and abilities, their language proficiencies, and the
teaching method.
In research and information collecting, the investigation on the curriculum
of the English learning was done through literature review and syllabus checking.
After the researcher got all data about the context and the needs, the general and
specific learning objectives were made. The theoretical framework was used to
get the big picture of which would become the basis for the research. The
information obtained from this step was useful to start the design of the English
course book for flight attendant schools. The next step was stating the objectives
of the product, the topics, and the strategy.
2. Planning
In this step, the researcher needs to define the skills, state objectives,
determining course sequence, and conduct small scale feasibility testing. The
objectives were in line with the curriculum used by the schools. This step is
correlated with the Design step of ADDIE Instructional Design model.
The researcher worked on the framework of the materials. The framework
consisted of the general objective and competence standard of the learning, the
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topics, the indicators, and the organization of the subject content. This framework
is usually called by syllabus. The skills were already defined from the first step.
3. Developing Preliminary Form of Product
This step is involved in the Development part of ADDIE Instructional
Design model. In this step, the researcher needs to design instructional materials,
handbooks, and evaluation devices. Regarding the two previous steps, the
researcher designed the English course book based on the gathered data, which
were the context, needs, and the syllabus.
The units, topics, and activities are designed. The first draft of the English
course book is then produced. The next step is evaluating the course book to the
experts.
4. Preliminary Field Testing
Preliminary field testing involved the expert validation after the design of
the English course book was done. According to Latif (2007, 5), “in the process of
validation, qualitative data from experts’ validation were collected and used as the
basis of revision of the product being developed.” The evaluation was done by
distributing open-ended/unstructured questionnaires to two lecturers in English
Studies at Sanata Dharma University and two English teachers of the flight
attendant schools. Those two lecturers have experienced in designing some
English course books.
The other evaluations were gained from the two English teachers of the two
flight attendant schools. The evaluation can also be collected from students’
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opinion and achievement. The purpose is to gain opinion, comment, suggestion
and criticism as an evaluation.
5. Main Product Revision, Main Field Testing, and Operational
Product Revision
This step is correlated with the Development part in ADDIE Instructional
Design model. According to Borg and Gall (1983, 775), “in this step, the
researcher revised the product based on the preliminary field-test results.” The
evaluation gained from the result of Preliminary field testing consisted of the
strength and the weakness of the design materials. The materials were then
revised based on the suggestion from the two English teachers of the flight
attendant schools and the two lecturers of English Studies, Sanata Dharma
University.
After the design was validated and revised based on the previous steps, an
implementation of the design was held. The researcher held the implementation to
the flight attendant schools. After the implementation was done, the researcher
distributed questionnaires to gain information as the users’ validation. This step
aimed to implement the revised and improved design of the materials and to get
feedback from the students related with the students’ improvement in learning
English with the course book given. The implementation was done in two
meetings.
According to Borg and Gall (1983, 775), “this step was conducted by
revising the product as suggested by main field-test results.” The feedback
obtained from the Main field testing was used to revise and improve the final
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designed materials. The final revision of the designed materials would be the
course book, as the answer of the second research question. In designing the
learning model, the researcher used ADDIE Instructional Design model
collaborated with Borg and Gall’s R&D cycles.
R&D Cycles ADDIE Instructional

Design Model
Research and information

collecting
Analysis
Planning
Design
Developing preliminary form
of product
Developmen
t
Preliminary field testing
Implementatio
n
Main product revision
Evaluation
Main field testing
Operational Product Revision
Figure 3.1 ADDIE Instructional Design Model Matched up R&D Framework
In figure 3.1, the steps of R&D cycles and ADDIE Instructional Design
model are in line. The first step of R&D cycles is in line with the first step of
ADDIE Instructional Design model. In this step, the goal was to find the needs
and the characteristics of the students and the English learning in class. The
second step of R&D cycles is also in line with the second step of ADDIE
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Instructional Design model. The third, the fifth, and the last steps are in line with
the Development part of ADDIE Instructional Design model. The fourth and sixth
steps of R&D cycles are in line with the Evaluation part since those steps were
done by distributing questionnaires to evaluate the learning model.
B. RESEARCH PARTICIPANTS
One of the goals of this research is to produce an English course book for
flight attendant schools. Before developing the learning model, the researcher
collected some data to analyze the context and the needs and to evaluate the
learning model. The data were gained from the three categories of the participants.
The categories were chosen based on each step in R&D cycles.
1. The Participants of the Research and Information Collecting
In collecting the data to find the context and needs of the learning, the
researcher used review of literature and interview. The researcher did not
distribute questionnaires since the data were gained from the review of literature
and interview were enough to state the objectives and to design the syllabus. The
review of literature was done by analyzing the needs of learning English for the
students of the flight attendant schools. The literature was from a book entitled
Flight Attendant Training Standard published by Department of Transport,
Canada in 2008.
To strengthen the data validation of the needs, the researcher interviewed a
flight attendant of Garuda Indonesia and an ex flight attendant of Garuda
Indonesia who is now teaching English in P3 Nusantara. To obtain the data of the
context and needs analysis, the researcher interviewed two teachers from the two
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flight attendant schools in Yogyakarta, Jogja Flight and P3 Nusantara. The
interview was aimed to gather the data about the schools, the English class,
students’ proficiency, the applied teaching strategies, and students’ characteristics.
2. The Participants of the Expert Validation
The participants were two lecturers from English Language Education Study
Program, Sanata Dharma University. The first lecturer is a woman, and another
lecturer is a man. Those lecturers are competent in designing English course
books.
One of the lecturers had ever designed English course books and had
published the books. She had the expertise in designing English course books. The
other lecturer had published his first book entitled “Write Well: Improving
Writing Skills” which was published in 1995. He is teaching writing and grammar
classes which means he is competent in evaluating the design particularly the
grammar, content, and layout.
3. The Participants of the Implementation and Users Validation
The participants of Main field testing were the students of P3 Nusantara.
The students were the freshmen of the school. Most of them were the graduates of
some senior high schools and vocational schools. They came from different
cultural backgrounds.
The students’ English proficiency was considered good based on the
interview. They were passed the English test before joining the school. There
were fifteen students were participated in the implementation of the learning

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model and were expected to give feedback towards statements and questions
presented in the questionnaires.
C. RESEARCH INSTRUMENTS
The instruments were designed to gain data in the process of collecting the
information for the context and needs analysis until developing the learning
model. The instruments were in the form of documents which were processed
through literature review. The other instruments were interview guidelines and
questionnaires. The documents were used to gain information on the needs of
English learning. The interview guidelines were questioned to the English
teachers of the schools in order to gain data on the English learning, the applied
teaching strategies, students’ characteristics, and the schools’ profile. The other
interview guideline was used to ask and confirm the needs of English learning in
the flight attendant schools after the literature review was done. The interview
was conducted to the flight attendants of an aviation industry. The questionnaires
were distributed to gain the evaluation of the learning model from the Preliminary
field testing and Main field testing.
1. Interview
According to Seliger and Shohamy (1989, 166) “an interview is conducted
to obtain information by actually talking to the subject.” In this research, the
interview was conducted to the English teachers of the flight attendant schools
and to a flight attendant and an ex flight attendant who have the experience of
working in an aviation industry. The first interview with the English teachers was
done on February 16th, 2017 and February 22nd, 2017 by asking several questions
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to obtain data about the needs, about the schools, the English class, students’
proficiency, the applied teaching strategies, and students’ characteristics. The
second interview aimed to ask and confirm the English needs based on the
literature review to the flight attendants. The interview was done in November
18th, 2016 and February 22nd, 2017. In short, the interview is aimed to obtain the
needs and context analysis.
In several previous researches, questionnaires were used to collect the data
for the needs analysis. Considering the reason stated by Graves (2000, 114), who
says that “questionnaires are an obvious choice for needs assessment, but not
always the most effective, depending on when they are given and how well the
learners understand the kind of information that is sought.” As the needs and
context were questioned to three participants and the data would be used as the
basis for developing the materials, an interview was considered as the best way to
obtain the data.
2. Questionnaire
Seliger and Shohamy (1989, 172) say that “questionnaire is a printed list for
the data collection, which contained questions or statement for the subject to
response.” The questionnaire used in this research consisted of printed list of
questions to collect the data for the evaluation of the iconic learning model.
According to Stone (1993, 1264), the question in the questionnaire should be
“intelligible” so that the participants can understand it. In addition to the criteria
of a questionnaire, Stone (1993, 1264) says that a questionnaire should be piloted
before use. In order to make the questionnaire valid, the questionnaire was piloted
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first before it was distributed to the participants. According to Ary, Jacobs, and
Razavieh (2002, 5), there are two types of questionnaires; they are structured or
close questionnaire and unstructured or open questionnaire. In the structured
questionnaire, the questions and answers were already provided. While in the
unstructured questionnaire, the participants gave their own opinions based on the
given questions. The participants of the expert and user validation stages were
asked to give their responses on several statements by choosing one (1) to five (5)
points of agreements. Moreover, the participants were instructed to give their own
responses freely. The researcher used Likert scale as the basis for the structured
questionnaire.
Likert scale was originally developed by Dr. Rensis Likert in 1932. The
theories used were taken from an article by Bertram. He explains that Likert scale
is “a psychometric response scale primarily used in questionnaires to obtain
participant’s preferences or degree of agreement with a statement or set of
statements.” The participants’ opinions were measured by an “ordinal scale”.
According to Boone & Boone (2012, 1) , the original Likert scale used a series of
questions with five response alternatives: strongly approve (1), approve (2),
undecided (3), disapprove (4), and strongly disapprove (5).” The participants were
free to choose the responses based on their own opinions. The questionnaires were
distributed for the expert validation and the user validation. Therefore, there were
two kinds of questionnaire distributed to the participants. The expert validation
questionnaires were distributed to two lecturers of English Language Education
Study Program, Sanata Dharma University. The two lecturers were considered as
the experts of designing English course books since they have worked on
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designing several English course books. The user validation questionnaires were
distributed to the students of P3 Nusantara, Yogyakarta.
Table 3.1 Summary of Expert Validation Questionnaire Blueprint
Closed Questions
No. Number of
Aspects
Item
A Goals of the Design
1 Improving the students’ performance 1, 2
2 Effective learning
B Learning Objectives
1 Specific and suitable learning objectives. 3, 4, 5
C Instructions
1 Understandable instructions 6
D Activities
1 Considerations of good activities to develop the 7, 8, 9, 10, 11,
materials 12, 13, 14, 15,
16, 17, 18, 19,
20, 21, 22, 23
E The Language Features
1 Simple and familiar language features 24, 25
F Assessment
1 Objective-based assessment 26
G The design
1 Teachable and learnable units 27, 28
Open Questions
The experts’ opinion and suggestions
1 The experts’ opinion in general. 1, 2, 3
2 The good things of the English course book
3 Things to improve
The Expert Validation questionnaire consists of 26 close questions and
three open questions. The closed questions were formulated based on the theories
from Holden (2015), Moss (2012), Dudley-Evans (1997), Graves (2000), Aiguo
(2007), Nation (2007), and Dick and Carey (2009). The questionnaire aimed to
collect the experts’ opinion and suggestions to validate the designed English
course book.
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Table 3.2 Summary of User Validation Questionnaire Blueprint
Closed Questions
No Number of
Aspects
Item
A Reactions
1 The students’ initial reactions to a course 1, 2, 3, 4, 5, 6, 7,
8, 9
B Learning
1 The students’ satisfaction 10, 11, 12, 13,
2 The students’ skills, knowledge, and attitude 14, 15, 16, 17
C Transfer
1 The transfer that has occurred in the students’ 18
behavior due to the training program.
D Impact
1 The results from the training 19, 20
E Learning Objectives
1 Specific and suitable learning objectives. 21, 22, 23
C Instructions
1 Understandable instructions 24
D Activities
1 Considerations of good activities to develop the 25, 26, 27, 28,
materials 29, 30, 31, 32,
33, 34, 35, 36,
37, 38, 39, 40
E The Language Features
1 Simple and familiar language features 41, 42
F Assessment
1 Objective-based assessment 43
G The design
1 Teachable and learnable units 44, 45
Open Questions
The users’ opinion and suggestions
1 The users’ opinion in general. 1, 2, 3
2 The good things of the English course book
3 Things to improve
The User Validation questionnaire consists of 43 closed questions and
three open questions. The questions were formulated based on some theories from
Kirkpatric (1994), Dudley-Evans (1997), Graves (2000), Aiguo (2007), Nation
(2007), and Dick and Carey (2009). The questions were provided in English since
the students were considered good in English proficiency. In giving the opinions,
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the students were guided by the researcher to avoid misunderstanding of the
questions.
D. TECHNIQUE OF DATA COLLECTION
The data needed in this research were divided into three categories based on
the R&D stages combined with ADDIE Instructional Designed Model. The first
stage is Research and Information Collecting, followed by the fourth stage
Preliminary Field Testing and the sixth stage Main Field Testing. The instruments
used were books as the instruments for literature review, the interview guidelines
for the context and needs analysis, and questionnaires for the evaluation.
Table 3.3 Data Collection
Steps Data Needed Participants Instruments

Research and  the teacher’s  two English Interview
Information background teachers of P3 guideline
Collecting  learning objectives Nusantara and
 characteristics of the Jogja Flight
(Analysis) students  a flight
 the students’ attendant of
language proficiency Garuda
 the teaching and Indonesia
learning method
 the evaluation phase
 the needs of English
learning
 the students’ interest
 the students’ attitude
 the target context
 types of
communicative
skills and tasks
 language modalities
Preliminary  goals of the design  two lecturers of Questionnaire
Field Testing  learning objectives English
 instructions Language
(Evaluation)  activities Education
 language features Study Program,
 assessment Sanata Dharma
 the design University
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Steps Data Needed Participants Instruments

 opinions about the
course book in
general
good things of the
course book
 the things to improve
Main Field  the participants’  Fifteen students Questionnaire
Testing reactions of P3 Nusantara
 the students’
(Implementation learning
& Evaluation)  transfer
 impact
 learning objectives
 instructions
 activities
 language features
 assessment
 the design
course book in
general
good things of the
course book
 the things to improve
The first stage Research and Information Collecting was done before the
designed learning model was made. The research was done in November 2016
and February 2017. It was conducted in P3 Nusantara and Jogja Flight as the
flight attendant schools which prepare the students to become flight attendants.
For the interview with the flight attendant, it was done by WhatsApp conversation
since the flight attendant was comfortable doing the interview by writing down
the answers and she was in Jakarta. The first data were gained from the literature
review from a book published by Transport Canada to find the needs of English
learning for flight attendant schools. After the needs of English learning were
gained from the literature review, the researcher conducted interview with the
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English teachers and a flight attendant to confirm the needs and to conduct
context analysis.
After conducting context and needs analysis, the designed learning model
was made. The designed learning model was evaluated by the experts and the
users. Therefore, the researcher distributed questionnaires for the expert and user
validation. In the expert validation, the participants were asked to give their
opinion and suggestions. Next, the researcher implemented the revised learning
model based on the expert validation stage. After the implementation was done,
the researcher distributed questionnaires for the user validation. The participants
were given the questionnaires. The participants were the students of P3 Nusantara
who were asked to give their opinion, comment, and suggestions to improve the
designed learning model. The opinion, comment, and suggestions from the user
validation were obtained and used for the final revision of the designed learning
model. The detailed information on the data collection is described as follows:
E. DATA ANALYSIS
In conducting the research, there were literature review for the needs
analysis, interview guideline, and questionnaires as the instruments to collect the
data. The researcher conducted interview to the English teachers of the flight
attendant schools to assess their needs of teaching and learning English.
Moreover, the interview was aimed to find the context of the schools and English
learning. The interview was done to a flight attendant and an ex flight attendant to
confirm the needs of English learning based on the literature review. After the
research on the English needs was done, the questionnaires were distributed to the
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development part of the research. The questionnaires were aimed to evaluate the
designed learning model in the Preliminary Field Testing and Main Field Testing
stages. As the data were collected, the researcher analyzed the data. In this
research, the data were analyzed based on the stages. The first stage was Research
and Information Collecting, Preliminary Field Testing, and Main Field Testing.
1. Research and Information Collecting
In this stage, the researcher collected some data in order to find the context
and the needs of English learning for flight attendant schools. In finding the
needs, the researcher has done a literature review which was written in Chapter II.
The needs were then classified into some points which became the basis of the
development of the English course book. In finding the learning objectives, the
learners’ background and abilities, their language proficiencies, and the teaching
method, the researcher did interview with the English teachers of the flight
attendant schools. The interview was aimed to confirm the needs of English
learning as got previously from the literature review. The similar interview of
confirming the needs of English learning was done to the professional flight
attendant and an ex flight attendant of Garuda Indonesia.
In order to analyze the interview results, the recorded interview were put
into a transcript. Subsequently, the information in the transcript was classified and
organized. After classifying the information from the recorded interview, the
researcher summarized the information into some paragraphs to make further
interpretation.
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2. Preliminary Field Testing
In this stage, the information was in the form of scores for the closed
questions, comments and suggestion for the open questions. In gaining feedback
for improvement of the designed learning model, the researcher used Likert scale
to analyze the data from the closed questions. The researcher used five point
scales to collect the participants’ opinion on the designed English course book.
The information included the strength, weakness, and the suggestions of the
designed learning model based on its classification. In the questionnaire, the
participants were free to state Strongly Disagree with the statement (1), Disagree
with the statement (2), Doubt with the statement (3), Agree with the statement (4),
and Strongly Disagree with the statement (5). The score was calculated using
descriptive statistics to the source of variance. The central tendency of the
participants’ opinion is recorded in the following table:
Table 3.4 Descriptive Statistics of Experts’ Opinion on the Designed English
Course book
Frequency of points of Central

No. Participants’ opinion on agreement Tendency Interpretation
1 2 3 4 5 N Mn
Notes: N = Number of cases (the number of participants)
Mn = Mean (indicators of central tendency of the set of source)
∑X
The formula to get mean is: M =
N
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According to Best (1970, 179), the interpretation of point of agreement is
presented as follows:
Table 3.5 The Interpretation of the Degree of Agreement (Best, 1970, 179)
Range Meaning
1.00 – 1.99 Replace the rejected part of the design
2.00 – 2.99 Add more part or modify part of the design based on
the lack on the statement
3.00 – 3.99 Conduct more exploration on the existing part of the
design based on the statement
4.00 – 5.00 No revision
The researcher did not only analyze the score and the interpretation from the
questionnaires. The result of the data analysis showed that the designed English
course book is very good or poor. Therefore, the mean of each item should be
categorized by obtaining the ideal Mean (Mi) and ideal Standard Deviation (Sdi).
The formulas are based on Munadi (2004) which could be seen as follows:
Mi (ideal Mean) = 1 (highest score + lowest score)

2
= 1 (5 + 1) = 3
2
SDi (ideal Standard Deviation) = 1 (highest score – lowest score)

6
= 1 + (5-1) = 0.6
6
Table 3.6 Meaning of Score Criteria
Formula Score Range Criteria

≥4 Very High / Very Good
Mi + 1.5 SDi = 3 + 1.5 x 0.6 = 3.9 3.4 – 3.9 High / Good
Mi + 0.5 SDi = 3 + 0.5 X 0.6 = 3.3 2.8 – 3.3 Fair
Mi – 0.5 SDi = 3 – 0.5 x 0.6 = 2.7 2.2 – 2.7 Low
Mi = 1.5 SDi = 3 – 1.5 x 0.6 = 2.1 ≤ 2.1 Poor

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In order to decide whether the designed English course book is very good or
even poor, the researcher used the meaning of score criteria proposed by Sudjiono
(2011). The designed English text score book was considered as very good if the
range was more than four (4). The designed English course book was considered
as poor if the score range was under two point one (2.1). The other interpretation
as proposed by Best (1970) determined whether the English course book should
replace the rejected part of the design or continue by having no revision.
3. Main Field Testing
The information obtained from distributing the questionnaires to the user
validation was analyzed using descriptive statistics to the source of variance. The
researcher used central tendency as a means of measurement. In this research, five
point scales were used to collect the participants’ opinion on the designed English
course book. Table 3.7 shows the meaning of score criteria
Table 3.7 the Meaning of Score Criteria (2)
Criteria Score Meaning

Very High/Very Good 4.00 – 5.0 Most participants strongly agree with the statement
High/Good 3.4 – 3.9 Most participants agree with the statement
Fair 2.8 – 3.3 Most participants are not sure with the statement
Low 2.2 – 2.27 Most participants disagree with the statement
Poor 0 – 2.1 Most participants strongly disagree with the
statement
For the experts’ and users’ comments from the open questions, the data
were classified by making a list of participants’ comments. The researcher also
made the interpretation to show whether the designed English course book was
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good or not. The experts’ and users’ comments were useful to consider whether
the designed English course book should replace some rejected part or continue
with no revision.
F. PROCEDURE
The research procedures were done from research and information
collecting until the iconic learning model was finished. The steps of R&D cycles
were collaborated with the steps of ADDIE Instructional Design model. Since the
researcher used ADDIE Instructional Design model as the approach of conducting
the research, the procedures were described as follows:
Table 3.8 Research Procedure
No. Steps Outcomes

1 Analysis
a. Context analysis a. The schools’ profile, students’ proficiency, the
applied teaching strategies, and the students;
characteristics.
b. Needs analysis b. The needs of English learning for the future jobs
as flight attendants.
2 Design a. Stating general objectives
b. Specifying the learning objectives
c. Stating the topics
d. Choosing the teaching activities
e. Course book template design
3 Development The feedback from the experts’ validation.
4 Implementation The feedback from the users.
5 Evaluation The feedback from the users and the experts.
In the Analysis phase, the researcher gained the schools’ profile, the
learning process, and the students’ characteristics. The real needs of learning
English were analyzed through review of a book, some articles, and previous
related studies. The real needs were confirmed by a professional flight attendant
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and two English teachers in a form of interview. The Design phase was done to
prepare the syllabus and the course book template design. The development of the
course book was done after designing the syllabus and the template design. The
implementation was conducted to the students of P3 Nusantara after being
evaluated by the experts in the Expert Validation. The final revision was made
after the Implementation.

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents the research findings and discussions of each phase
in ADDIE Instructional Design model in order to answer the two research
questions. This chapter is the actualization of what has been planned in Chapter
III. The discussions focus on two parts. The first part presents the schematic
model of the English course book for flight attendants schools. The second part
presents the findings and discussions on the English course book for flight
attendant schools.
A. THE SCHEMATIC MODEL
The researcher presents the findings and discussions based on the phases of
ADDIE Instructional Design model collaborated with the Research and
Development steps. This part presents the process of developing the schematic
model of the designed English course book. The first two steps to present the and
discuss the findings are Analysis and Design which are similar with Research and
Information Collecting in the Research and Development method.
The first part presents the results of the literature review to gain the real
needs of learning English for flight attendant candidates. The interview results
with a flight attendant of Garuda Indonesia are presented as the confirmation of
the needs analysis from the literature review. The context analysis results which
were obtained from two interviews with the English teachers of the flight
attendant schools are also presented in this part of the research. In designing the
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87
schematic model of the English course book, the second phase of ADDIE
Instructional model was employed. This part presents the findings and discussions
on specifying learning objectives, choosing the topics, choosing the activities, and
the course book template design.
Regarding the scientific information in teaching and learning English for
flight attendant schools, the researcher describes the information on the needs of
learning English, the characteristics of the school and the students, and the
teaching learning activities in each following section. In short, teaching English
for flight attendant schools need to verify the real needs first. After listing the
needs, a teacher could continue by stating the goals and objectives. The next step
is designing the syllabus. The teaching style and activities should refer to the Four
Strands by Paul Nation in order to get well-balanced learning for all the skills in
English. To be mastered in a language, certain teaching method could be applied,
but the four English skills: speaking, writing, listening, and reading should be
balanced.
1. Analysis
In the analysis phase, the researcher collected information to obtain the real
needs of learning English for flight attendant candidates. The information was
gathered through literature review and interview with the experienced flight
attendant and the other interview for the context analysis was done to two English
teachers of the flight attendant school. According to Holden (2015, 5), one of the
steps in the analysis phase is “occupational/educational/mission analysis to
identify the duties and tasks of an occupation, the goals and content area of an
educational requirement, or the characteristics of a mission.” As the students are

88
prepared to be flight attendants, they will learn English based on the jobs which
stated in a book entitled Flight Attendant Training Standard by Commercial and
Business Aviation, Department of Transport Canada. The jobs are also stated in
an article entitled What does a flight attendant do and also stated in a research by
Beech (1990) as cited in Dibanaka and Hiranburana (2012).
The articles and the book were reviewed to find the real needs of learning
English for the candidates of flight attendant. The results of the literature review
were elaborated in the Theoretical Framework, Chapter II. In short, the needed
topics were divided into four main subjects; pre-take-off service, in-flight service,
pre-landing service, and getting ready to work. The design is elaborated more
clearly in the Design part.
a. Needs Analysis Result
This part presents the interview results with a flight attendant of Garuda
Indonesia who has worked for eight years. The interview aimed to confirm the
real needs as stated in the Theoretical Framework. The collected data include the
purpose of using English, the skills to be improved more, the learning process, the
needs to learn introduction, job interview, direction, time and price, the relevance
of learning about aviation terminology, greeting, asking for information about
willingness to do something, giving safety flight demonstrations, giving
announcement, and offering help. As the last question, the researcher asked about
the suggested topics based on the syllabus or teaching learning process in the
training.
In the interview, the flight attendant stated that English is important to serve
the passengers. She has good English proficiency since she stated that there are no
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problems in English when idea stated from an article entitled What does a flight
attendant do? that “a flight attendant is someone whose primary duty is to ensure
the safety and comfort of passengers during an airline flight.”
The flight attendant of Garuda Indonesia gave her opinion on the skills to be
improved more. She stated that speaking is one of primary skills to become a
flight attendant. She argued that when flight attendants work, they will interact
directly to different passengers come from other provinces and countries.
Therefore, English speaking is very important. In the designed English course
book, the researcher designed more speaking activities in order to enhance the
students’ communicative competence.
The third question of the interview confirmed the learning process
conducted in class. The flight attendant explained that the learning process is
divided into three main topics such as pre-take-off service, in-flight service, and
after landing service. She added that it is important to learn about giving a short
introduction, job interview, giving direction, telling time and price. She argued
that the topics are essential to inform the passengers about their needs in the
airplane. The students should also learn about job interview which she thought
very important.
The researcher did ask the interviewee, who was the flight attendant to state
her opinion on the relevance of learning about aviation terminology, greeting,
asking for information about willingness to do something, giving safety flight
demonstrations, giving announcement, and offering help. The topics were chosen
based on the jobs listed in “Flight Attendant Training Standard” by Commercial
and Business Aviation, Department of Transport Canada. The interviewee

90
confirmed that those topics are very relevant to the jobs of flight attendants.
Therefore, the researcher referred to the interviewee’s confirmation to determine
the needed topics.
Regarding the other question about the suggested topics, the interviewee
implied that conversation is needed by practicing more on speaking. She
explained further that topics related to culture should be added because Garuda
Indonesia as the airline of Indonesia represents the diversity that the country has.
Therefore, the flight attendant could promote Indonesia to the world.
The needs explained by the interviewee are in line with the real needs
gathered from the articles and the book. The topics about culture are added in
terms of students’ cultural awareness in speaking politeness and the different
ways of speaking and stating certain case in American and British English. The
activities are also focused on speaking as suggested by the interview which is also
in line the needs of learning English for flight attendant candidates. Generally, the
topics are in line with the theory proposed by Day and Krzanowski (2011, 5) who
say that “the P in ESP is always a professional purpose – a set of skills that
learners currently need in their work or will need in their professional careers.”
b. Context Analysis Result
In conducting the context analysis, the researcher investigated two English
teachers of Jogja Flight and P3 Nusantara. The interview aimed to collect the data
on the students’ background, level of language proficiency, interest, learning
preferences, attitude, goals and expectations of learning, target contexts, types of
communicative skills and tasks, and language modalities. The information is
essential to determine the suitable level of the designed English course book, the
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kinds of topics, activities, target context, skills, language modalities, and the goals
of learning.
In the interview the English teacher from Jogja Flight stated that the
students’ age are around 17 and 18 years old. The students of P3 Nusantara are
about 17 to 19 years old. Most of the students graduated from vocational and
senior high school. Therefore, the information in the designed English course
book is mostly related to teenagers. The layout is also simple and not too colorful
which is suitable for the flight attendant students. The students come from all
around Indonesia with different cultures, which mean that they are included as a
multicultural group. Regarding the students’ percentage of gender, most of the
students are women. In Jogja Flight, the percentage of the gender is 80% of the
students are women and 20% of the students are men. While in P3 Nusantara,
90% of the students are women and 10% of the students are men.
Regarding the students’ level of language proficiency, the English teachers
implied that they have good proficiency since they got English test before joining
the schools. The students are quite fluent in speaking but not really good in
grammar. The students’ grammar, vocabulary, and pronunciation skills are
considered standard. The students’ skills in those language features are not really
bad but not too good as well.
The students’ interests are different from each other. The students prefer
learning while watching movies, playing games, and listening to songs. The
students from Jogja Flight are interested in learning about current issues,
everything deals with artists, tourism places, and giving directions. The students
of P3 Nusantara prefer to learn about how to handle a job interview. They like
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telling stories in class as well to improve their speaking skills. The interviewee
from P3 Nusantara implied that the students are really interested in the materials.
Besides, the interviewee from Jogja Flight said that the students’ attitude toward
the topics given is not really good. Since it is a one-year program, the students
have four months only to take English lesson. After taking the classes, the
students are supposed to have job training. The other students who have not got
the job training will feel left behind. The English teacher should go to the
dormitory when the students sometimes do not come to the class because the
distance from the school and the dormitory is quite far. When the teacher arrives
in the dormitory, the other problem comes because there is no proper room to
study. The students need to study outside. The problems are caused by the facility
and time allocation for studying.
The next discussion is about the learning preferences. The students prefer to
learn more on speaking. The interviewees argued that the students need more
practices in speaking especially for job interview topic. The students from P3
Nusantara have extra speaking practice in the dormitory. Next, the typical
activities that the students have are playing games, telling stories, and other
speaking activities. Therefore, the students expect to be tested by speaking
practices or examinations. The students work well in group moreover if they have
games. The students love to do some homework and other activities in groups.
The English teachers’ role is as facilitator which is focused more on students-
centered method.
Regarding the students’ attitude toward themselves as the learners, the
English teacher from Jogja Flight said that they lack of motivation. The English
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teacher from P3 Nusantara implied that the some of the students are not so serious
in learning English. For example, they will be unmotivated when they know that
the time is almost finished. Therefore, the students of both schools are not highly
motivated because of the facility and the delivery of the teaching. The next
question was asking about the students’ attitude toward the target language and
culture. The English teacher from Jogja Flight said that the students do not think
about that, and the English teacher from P3 Nusantara said about the goals of
English learning which are following the job interview, applying for a job, making
application letter, speaking and communication in English. The English teacher
hopes that the students should be interested in and motivated to learn English for
their own improvement to achieve their goals to be flight attendants.
The researcher asked about the goals and expectations of learning English.
The students should learn English to communicate with others well. The students
will improve their speaking if they use it regularly. Then, they will have their self
confidence and fluency in speaking English. They have to have good grammar
since they will face some English tests in written and spoken form to apply for a
job in certain airlines. The English teacher from P3 Nusantara hopes that the
students are not shy anymore to interact with others. The English teacher from
Jogja flight said that the students should achieve the general goals which are
improving speaking and passing the job interview with the English tests. The
students expect to learn how to improve their speaking skills.
The next discussion is about the target contexts which focusing on the topics
that the students need to be able to communicate. The English teacher from Jogja
Flight said that the students need to learn about color, daily activities, shape of the
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things, and direction. The English teacher from P3 Nusantara expected that the
students learn about daily conversation. If the students can speak English well,
their confidence is good also.
For the types of communicative skills and task, the students should improve
their speaking to be more confident. More speaking exercises will bring the
students to join the job interview easily. Subsequently, the skill that the students
should improve more is speaking.
2. Design
After analyzing the collected data from the literature review and the
interview with three interviewees, the researcher used the information to design
the framework of the English course book. The framework consists of general
objectives, specific objectives, the units, the topics, the teaching activities, and the
course book template design. The result of this phase is the syllabus which is
attached in Appendix 8 on page 162. This part focuses on the fundamental ideas
before developing the designed English course book.
a. Stating General Objectives, Specific Learning Objectives, Unit, and Topics
Based on the interview result, the researcher stated the general objectives,
specific learning objectives, and the unit. The researcher got the syllabus of
English learning in Jogja Flight and used is as the reference in stating the goals
and the unit. The syllabus designed by the English teacher of Jogja Flight consists
of 24 topics. The other information in the syllabus is the materials and the
activities without any goals stated in the syllabus. The topics are Introduction,
Time, Number and Date, Simple Present Tense, Leisure Time, Present
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Continuous Tense, Simple Future Tense, Simple Past Tense, Present Perfect
Tense, Passive Voice, WH-Questions, Giving Information, Direction, On the
Telephone, in Restaurant, Dealing with Complaint, Traveling and Vacation,
Selling and Offering, Foods and Beverages, Weather and Seasons, Describing
People, Training and Safety, Asking and Giving Opinion, Watching a Movie, and
Job Interview. The researcher modified the syllabus into more functional syllabus
by concerning the students’ real needs to learn English when working in the
airplane.
The general objectives were obtained from the needs and context analysis.
The interviewees stated that improving speaking skill, being successful in English
tests and the job interview are the main goals of learning English. During the
class, the students are prepared to do the English tests well and to answer the
questions in a job interview appropriately.
After stating the general objectives, the researcher formulated the specific
learning objectives for the whole topics that the students need to learn and
practice. Table 4.1 shows the list of specific learning objectives based on the
literature review and the interview results with the flight attendant of Garuda
Indonesia and two English teachers of flight attendant training schools.
Table 4.1 The Specific Learning Objectives of English

for Flight Attendant Schools
No. Specific Learning Objectives

1 Students are able to greet and respond to greeting appropriately.
2 Students are able to introduce themselves and others fluently.
3 Students are able to ask for and give information about willingness to do
something.
4 Students are able to give safety in-flight instructions.
5 Students are able to perform the safety in-flight demonstration.
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6 Students are able to ask for and respond to request.

7 Students are able to comprehend the contextual meaning of in-flight
announcement text.
8 Students are able to give in-flight announcement appropriately.
9 Students are able to give information about time and price.
10 Students are able to ask for and show direction appropriately.
11 Students understand the meaning of the aviation terminologies.
12 Students are able to pronounce the new words correctly.
13 Students are able to write an application letter properly.
14 Students are able to demonstrate ability in a job interview properly.
According to Graves (2000, 76), “through objectives, a goal is broken down
into learnable and teachable units.” Therefore, the units were made after
formulating the goals. The designed English course book has four units which are
based on the literature review and has been confirmed by the flight attendant of
Garuda Indonesia by having the interview. The complete information about the
literature review result is elaborated in Chapter II and the confirmation of the
units is explained in the interview result in the Analysis phase in this chapter. The
four units were chosen based on the needs of learning English in each stage. The
first unit focuses on the students’ readiness to greet and introduce themselves in
front of the passengers before flying. After the students introduce and greet the
passengers, they will ask for information about willingness to do something such
as asking for permission to make sure electronic devices and cell phones are
turned off, carry-on are stowed properly, and seats are in an upright position, and
the students learn about giving safety in-flight instructions and performing the
safety in-flight demonstration. Those three topics are included in the first unit,
pre-take-off service. The second unit named in-flight service consists of two topics
which enable the students to serve the passengers well during the flight. The first
topic aims to enable the students to give help and the second one is to announce
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properly. The third topic in the in-flight service unit is “May I Help You” which
enables the students to ask for and respond to request and consists of two
meetings. In the in-flight service, the flight attendants might be asked by the
passengers to prepare the complimentary drink or be asked about their lunch box.
The flight attendants will also ask for the passengers’ need during the flight like
offering snacks and blanket. The last topic in the second unit is aimed to enable
the students to comprehend the contextual meaning of in-flight announcement text
and to give in-flight announcement appropriately. The title of the topic is ”Ladies
and Gentlemen, Please Remain Seated.” The topic is considered functional since
the flight attendants usually give announcement in any situations such as
turbulence, after turbulence, and descent. The students should know about the
content of the related announcement texts and announce it directly to the
passengers.
The last two units are about the situations that might happen after landing
and the preparations of the students to get the job. The first topic in pre-landing
unit focuses on telling the time and price in English. In this topic, the students are
expected to tell the time and price properly to the passengers. The flight attendants
usually give information about the time when the airplane is about to land. The
other occasions that might happen is when the passengers ask for information
about the time to land after delayed and the time to get the snacks or drinks.
During two meetings, the students will be prepared by practicing how to tell the
time in American and British English and say the price properly. The last topic in
the third unit focuses on the possibility that the flight attendant might be asked
about showing the directions. The flight attendants are asked about the directions
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to go the baggage claim or the toilet. This topic is necessary if the students are
asked in other occasion during the in-flight service.
The last unit has two topics; Aviation Terminology: What should I know?
and Be Ready to Get Your Dream. This unit is designed to prepare the students
before working as flight attendants. The students need to know certain aviation
terminologies which will be used when working as flight attendants. The second
topic consists of two meetings which focused on the students’ ability in writing
the application letter and having a job interview.
b. Choosing the Teaching Activities
This part presents the discussions on the teaching activities used in the
designed English course book. The teaching activities were determined based on
the general objectives, specific learning objectives, the units, and the topics. The
theories used were proposed by Graves (2000) and Nation (2007).
Table 4.2 The Fourteen Criteria of Good Materials

as the Basis of Choosing the Learning Activities
No. The Criteria Learning Activities

1 The learners a) Students are able to make relevant to the
experience they will have.
b) Students are able to make relevant to their needs to
be flight attendants.
c) Students are able to make relevant to their interest
and motivation in learning English.
2 The learning a) Students are able to solve their communication
problems.
b) Students are able to analyze the language features
in every topic.
c) Students are able to develop their speaking skills.
3 The language a) Students are able to enhance their grammar skills.
b) Students are able to enhance their acquisition of
pronunciation skill.
d) Students are able to enhance their vocabulary
building.
e) Students are able to do exercises in speaking,
listening, reading, and writing.
f) Students are able to understand announcement texts
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No. The Criteria Learning Activities

in the airplane.
4 The social context a) Students understand intercultural focus happen in

working as flight attendants.
b) Students are able to develop their social awareness.
5 The activity/task a) Students are able to serve and give information in
types English to the passengers.
b) Students are able to work in groups.
c) Students are able to do various practices.
6 The materials a) Students are able to acquire knowledge through
printed materials, audio, and visuals.
The activities in a language course should meet the fifteen criteria suggested
by Graves (2000). The fifteen criteria could be seen in Figure 2.4. The researcher
employed fourteen criteria by omitting the fourteenth criteria since it is almost
similar with the eleventh criteria. Those two criteria focus on the authenticity of
the tasks. In short, the activities are relevant to the students’ experience,
background, target needs, and affective needs. The activities should also develop
the students’ specific skills and strategies. In this case, the students develop their
speaking more. The activities contain the target relevant aspects such as grammar,
functions, and vocabulary. In accordance with the theory proposed by Nation
(2007, 1), who “classifies the activities in language learning by having the four
strands of language course, which are Meaning-Focused Input, Meaning-Focused
Output, Language-focused Learning, and Fluency Development.” Therefore, the
activities integrate the four skills of speaking, listening, reading, and writing. The
provided texts should be authentic in order to make it more familiar to the
students. The activities should be varied and contain social context. The summary
of the fourteen criteria which used as the underlying theory for choosing the
learning activities is presented in Table 4.2.

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c. Course book Template Design
After specifying the learning activities, the researcher selected the
instructional media. The instructional media was designed based on the criteria of
good materials by Graves (2000). The template of the designed English course
book is drawn in Table 4.3.
Table 4.3 The Course Book Template Design
No. Criteria Types of Activity

1 The course book is related to The activities are done by flight attendants in
specific disciplines. airplane such as greeting, giving safety flight
demonstrations, asking for willingness to turn
off the devices.
2 The course book is designed The course book is designed for intermediate
for intermediate or advanced level.
students.
3 The course book is defined to The students understand what they will achieve
meet specific needs of the in the end of the meeting.
students.
4 The topics should be familiar to The students get clear understanding of what
the students. they will learn.
5 The students get more practices. The students practice the skills after having
clear understanding of what should they learn.
6 The instructions are The students get clear instructions.
understandable.
7 The activities should make The students become more confident since they
relevant to the students’ have well-ordered activities.
affective needs.
8 The activities are set in -The activities lead the students to experience
inductive way. the easier to more difficult exercises.
-The students learn the materials from genera;
to the more specific discussions.
9 The students learn the language The students learn the vocabulary, expressions,
features. and grammar.
The researcher decided to design an English course book because a course
book is considered as effective media to teach and learn English. According to
Betsy Parrish (2004) as cited in Weddel (2009, 227), using course book is
beneficial since it “assures a measure of structure, consistency, and logical

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progression in a class, minimizes preparation time for teachers, and allows
learners to review material or preview other lessons.” Parrish (2004, 227) adds
that “course book can help the students to meet their needs of something concrete
to work from and take home or further study.” Course book can also be accessed
whenever without any internet connection or even electricity needs.
1) The Specific Disciplines and Level of Students’ Proficiency
According to Dudley-Evans (1997) as cited in Anthony (2008, 2), “English
for Specific Purposes (ESP) may be related to or designed for specific
disciplines.” The designed English course book is aimed for the specific needs of
flight attendant candidates. The students learn specific materials to prepare them
before working in an aviation industry.
One of the variable characteristics of ESP stated by Dudley-Evans (1997, 2)
is that “ESP is generally designed for intermediate or advanced students.”
According to the interview with the two English teachers of the flight attendant
schools, the students’ level of proficiency is considered as intermediate. They had
English test in written and spoken form before entering the school.
2) Stating the Specific Needs
Before the students start learning the materials, they are informed the
learning objectives that they will achieve in the end of the class. The students
understand what they will achieve so that they become more focused on the
materials. According to Dudley-Evans (1997) as cited in Anthony (2008, 2), “ESP
is defined to meet specific needs of the learners.” The specific needs should be
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known by the students in order to reduce the students’ confusion in learning the
materials.
3) The Familiarity of the Materials
According to Graves (2000, 152), “activities should draw on what students
know (their experience, their current situations) and be relevant to them.” In order
to make the students familiar with what they will learn, the teacher set “Get to
Know the Lesson” part in each topic. In that part of the course book, the students
watch video, discuss the video or discuss their experience related to the topic they
will learn. Therefore, the students get clear understanding on what they should
learn.
4) More Practices
In the designed English course book, the students’ experience various
practices in “Let’s Practice” part in each topic. In this part, the students practice
from the easier to the more difficult exercises. In short, the activities are done in
inductive way. According to Graves (2000, 155), “activities should vary the roles
and groupings, within the class: so that students get different types of practice and
responsibilities, with respect to social context: so that students experience/analyze
different social roles.” Therefore, the students become more aware to their roles
as flight attendant in different situations in the airplane.
5) Understandable Instructions
The students are assigned to do various exercises. In doing any exercises, the
instructions should be understandable so that the students can achieve the learning
objectives properly. According to Aiguo (2007) as cited in Dibanaka and
Hiranburana (2012, 1), “a good command of English language will enable them to
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communicate with their counterparts around the world and serve their customers
better on work-related issues.” The good command here also means that when the
flight attendant gives instructions in the airplane, it should be clear and
understandable. Hence, the instructions in the designed English course book
reflect the instructions the students will give when they work.
6) Students’ Affective Needs
The activities should be well-ordered in order to build the students’
confidence and motivation. The students will be challenged to do more difficult
activities when they have accomplished the easier ones. Moreover, the students
will be more confident if they feel they can do all the activities well. The idea of
sequencing the activities comes from Graves (2000, 152) who says that “activities
should build students’ confidence.” The confidence can be built by doing various
and well-ordered activities.
7) The Language Features
Learning the language features for the flight attendant candidates is
considered essential. The language features in the designed English course book
are focused on the grammar which learned implicitly, the vocabularies, and the
expressions of each topic. The students need to understand and implement the use
of the language features in their daily activities and especially when they have
worked in the airplane. The idea of providing language features as the important
parts of learning is supported by the theory proposed by Nation (2007, 5) who
says that,
language-focused learning will succeed when students have conscious

attention to language features, when they should process the language
features deeply and considerate ways, when there should be chance to
provide spaced and repeated attention to the same features, when the features
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that students learn should be simple and should not depend on the knowledge
that they do not have, and when features in language-focused learning should
also be included in the other three strands frequently.
The students are aware of the language features used in every topic and able to
process the language features. They should practice using the language features
repeatedly in order to gain better understanding and fluent speaking.
In conclusion, the researcher had done the analysis and design phases based
on the ADDIE Instructional Design model. Several phases have been done such
investigating the syllabus of Jogja Flight, considering the real needs, the context
analysis, stating the general goals and specific learning objectives, choosing the
teaching activities, and determining the course book template design. The next
phases are developing, implementing, and evaluating the English course book. In
developing the English course book, the researcher employed all the data obtained
from the analysis and design phases. Therefore, the data for the schematic model
are in line with the course book of the English course book.
B. THE ENGLISH COURSE BOOK
This part presents the process of developing the English course book for
flight attendant schools. The last three phases of ADDIE Instructional Design
model are elaborated. Those three phases are Development, Implementation, and
Evaluation. The product could be accessed in the following Google Drive link:
https://drive.google.com/drive/folders/0B-jz8X8g9wrsbzlxVDMxWmpYTjg.
1. Development
This part discusses the development of the English course book. The units,
topics, and activities were selected based on the real needs of learning English for
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flight attendant candidates. Generally, the discussions are focused on the design of
the English course book.
a. The Course Book Cover
The designed English course book cover is simple and not too colorful. The
main color of the color is blue which represents the sky where the airplane is
flying on. The main pictures are a group of foreign flight attendants and an
airplane. The airplane represents the place where they will work. The foreign
flight attendants represent their jobs which will deal with other foreign crews.
The title is ‘Fly High with English” which means that the students should be
successful flight attendants by achieving high standards of English proficiency.
The English course book is designed for the candidates of flight attendants. The
information about the general content is provided on the cover. The information
covers the functional topics, authentic materials, well-ordered activities, more
speaking activities and language games. The information about the production
year and the designer’s name is also provided. The picture of the cover is shown
in Figure 4.1. While the complete designed course book is attached in the
separated appendix.
Figure 4.1 The Designed English Course Book’s Cover

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b. The Preface
The researcher provides the general information about the English course
book so that the students understand what and why they learn English from the
course book. The general goal of learning English by the course book is stated in
the preface of ‘about the book’ part. The information about the units is also
provided. The topics for each unit are stated clearly. Lastly, the researcher stated
her hope for the students to learn the designed English course book. The picture of
the preface is shown in Figure 4.2.
Figure 4.2 The Preface
c. The Units and Topics
The units and topics are formulated based on the real needs of learning
English to become flight attendants. As the researcher had conducted the needs
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and contexts analysis, the units and topics are determined following by the
activities. The English course book has four units which each unit is taught based
on each step in working as a flight attendant. The first unit focuses on the
students’ skills in greeting and introducing self, asking for willingness to do
something, and giving and performing safety flight instructions. The second unit
focuses on the students’ skills in serving the passengers well in the in-flight
service. The third unit assigns the students to tell time and price correctly and
showing certain directions. The last unit prepares the students to work. The topics
are about aviation terminologies, writing an application letter, and job interview.
d. The Main Activities
The designed English course book has two main activities namely “Get to
Know the Lesson” and “Let’s Practice” which contain activities before and during
the main practices. The students are guided to be familiar with the lesson in the
first main activity and to do more practices in the second main activity. The
researcher modifies the theory proposed by Hammond’s model of teaching and
learning cycle. Hammond proposes four main activities; building knowledge of
field, modeling of text, joint construction of text, and independent construction of
text. The first main activity the researcher has covers the first activity of
Hammond’s model. The second main activity which is “Let’s Practice” covers the
last three activities of Hammond’s model. The sample of the two main activities is
shown in Figure 4.3.

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Figure 4.3 The Main Activities Sample
e. The Language Focus
The language focus in the designed English course book consists of three
language features that the students learn inductively after they have some
practices. The students need to learn the language elements of each topic they
learn. The language features consist of the acquisition of grammar, vocabulary,
and expressions. Pronunciation practice is also provided but it is not included as
the main focus in each topic. The teacher should improve the teaching and
learning process by giving pronunciation practice even though it is not provided in
the English course book. The language focus’ picture is provided in Figure 4.4.
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Figure 4.4 The Language Focus
f. The Daily Expressions
The researcher added an important material in the designed English course
book. The materials consist of information on the daily expressions related to the
students’ role as the flight attendant candidates. The expressions consist of the
questions and the answers or the responses. This additional material is aimed to
improve the students’ speaking fluency. They can practice the expressions in pairs
while they have free time in the dormitory. The students can also construct similar
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expressions in order to enhance their communicative competence. The sample of
the expressions is shown in Figure 4.5.
Figure 4.5 The Daily Expressions
2. Expert Validation (Development and Evaluation)
An evaluation was done after designing the materials. The evaluation for
expert validation uses the theories from Graves (2000) as the main basis. The
other theories are employed from Dudley-Evans (1997), Aiguo (2007), Nation
(2007), Dick and Carey (2009), Moss (2012), and Holden (2015). The theories
were used as the basis to evaluate the designed English course book in a form of
questionnaire. The questionnaires were distributed to two lecturers of English

111
Language Education Study Program, Sanata Dharma University. The first lecturer
has 22 years of teaching experience and has Ph.D. degree. The lecturer has
published a book and many articles related to English education. The second
lecturer has six years of teaching experience and has M.Hum. degree. She wrote
her thesis about designing paragraph writing course using Moodle. She is a well-
experienced lecturer in designing materials.
a. The Descriptive Statistics of Experts’ Opinions on the Designed
English Course book
This part presents the experts’ opinion on the designed English course
book by stating their agreement, disagreement, and doubt. The experts chose one
of the five points of agreement which represented their opinion. The result of the
questionnaires determined the quality of the designed English course book. Table
4.4 shows the result of the questionnaire.
Table 4.4 The Descriptive Statistics of the Experts’ Opinion

No. Statements agreement Tendency Interpretation
1 2 3 4 5 N M
Goals of the Design
The designed English course book
1 0 0 0 1 1 2 4.5 Very Good
improves the students’ performance.
2 0 0 0 1 1 2 4.5 Very Good
facilitates the learning.
Learning Objectives
The learning objectives are in line
3 with the students’ future jobs in 0 0 0 1 1 2 4.5 Very Good
aviation.
4 with the students’ needs in dealing 0 0 0 1 1 2 4.5 Very Good
with a job interview.
5 The learning objectives are specific. 0 0 0 1 1 2 4.5 Very Good
Instructions
The instructions in each activity are
6 0 0 0 2 0 2 4 Very Good
understandable.
Activities
7 The activities in the designed 0 0 0 1 1 2 4.5 Very Good
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1 2 3 4 5 N M
English course book draw on what
the students will experience.
The activities draw their current
8 0 0 0 1 1 2 4.5 Very Good
situations.
The activities are relevant to the
9 students’ needs to work as flight 0 0 0 1 1 2 4.5 Very Good
attendants.
10 0 0 0 1 1 2 4.5 Very Good
students’ affective needs.
The activities allow the students to
11 0 0 1 0 1 2 4 Very Good
solve communication problem.
The activities help the students to
12 0 0 1 0 1 2 4 Very Good
develop their speaking skills.
The activities enhance vocabulary
13 0 0 0 1 1 2 4.5 Very Good
buildings.
The activities enhance grammar rule
14 0 0 0 1 1 2 4.5 Very Good
in an inductive way.
The activities enhance the
15 0 0 1 0 1 2 4 Very Good
acquisition of pronunciation
The activities integrate the four
16 skills of speaking, listening, 0 0 0 1 1 2 4.5 Very Good
reading,
and writing.
The students are provided with
17 0 0 0 1 1 2 4.5 Very Good
authentic texts.
The activities deal with the cultural
18 context so that the students can have 0 0 0 2 0 2 4 Very Good
more confidence in target culture.
The activities enable the students to
19 gain experience with real language 0 0 0 1 1 2 4.5 Very Good
use.
20 The activities reflect authentic tasks. 0 0 1 0 1 2 4 Very Good
The students get different types of
21 0 0 0 2 0 2 4 Very Good
practice and responsibilities.
The English course book contains
22 0 0 0 1 1 2 4.5 Very Good
various engaging activities.
The activities meet different
23 0 0 0 1 1 2 4.5 Very Good
learning needs.
Language Features
The language features are simple to
24 0 0 0 1 1 2 4.5 Very Good
learn.
The language features are familiar to
25 0 0 0 1 1 2 4.5 Very Good
the students.
Assessment
26 The assessment measures the
students’ ability to perform the 0 0 0 1 1 2 4.5 Very Good
objectives
The Design
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1 2 3 4 5 N M
27 The units are learnable. 0 0 0 1 1 2 4.5 Very Good
28 The units are teachable. 0 0 0 1 1 2 4.5 Very Good
Mean 4.4 Very Good
The data show that the experts gave positive opinion on the designed
English course book. It means that the result is satisfying. The researcher found
that the average point of the central tendency is 4.4 from the scale 5.0. It indicates
that the designed English course book is very good. Based on the interpretation
proposed by Best (1970), the designed English course book does not need to be
revised. However, the researcher still improved the designed English course book
based on the experts’ comments and suggestions.
b. The Experts’ Comments and Suggestions on the Designed
English Course Book
This part elaborates the experts’ comments and suggestions on the
designed English course book. The experts answered three open questions related
to their opinion in general, the good things, and what things should be improved.
The experts gave their comments and suggestions freely without any provided
answers so that they could express their own ideas about the designed English
course book.
One of the experts stated the designed English course book is practical as a
whole. The other expert argued that the materials contain examples, explanations,
practices, online sources (video) which are arranged logically. Furthermore, the
real-world applications are relevant to the students. Regarding the good things
about the designed English course book, the experts said that the tasks apply to
the diversity of students and their abilities, interests, and learning styles. The
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designed material facilitates communication activities which encourage students
to engage. In short, the experts stated that the designed English course book has
clear and useful examples and exercises.
The researcher improved the designed English course book based on the
experts’ suggestions about the instructions. The instructions for Task 4 on page 5
should be simplified and understandable. Some grammatical mistakes could still
be spotted. Therefore, the researcher rechecked the course book and revised those
parts. The researcher already revised the sentence on page 13 which did not refer
to flights. The expert’s suggestion to add more pictures is considered unnecessary
since the pictures are already enough and suitable for each topic. Moreover, the
course book’s layout is already full.
The researcher concludes that the experts’ comments and suggestions were
positive. First, the experts agreed that the designed English course book is
practical, useful, and authentic. Second, the materials are clear and facilitates
communication activities which are based on the students’ diverse abilities,
interests, and learning styles. Lastly, the researcher needed to revise some parts of
the designed English course book related to the clarity of instructions,
grammatical mistakes, and suitable expressions.
3. User Validation Result (Implementation)
The researcher did the training or implementation to P3 Nusantara, a flight
attendant training center after conducting some revisions based on the feedback
and suggestions from the experts. The implementation was done two times by
focusing on the first two meetings in Unit 3. The topics were about telling time
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and price. The implementation was attended by fifteen students of P3 Nusantara.
The students’ level of English proficiency was good and considered in the
intermediate level. Therefore, it is in line with the interview result with the
English teachers.
The first meeting was done by learning how to tell the time in American and
British English. The students were so motivated to learn because they knew that
the materials were so useful. The learning objective was successfully achieved.
The students are able to give information about time. The second meeting was
attended by the same students. The students got some difficulties in telling the
price in millions. At the end of the class, the students achieved the learning
objective which was being able to tell the price.
After implementing the materials, the researcher distributed user validation
questionnaires to the students. This phase was included as summative evaluation
of ADDIE Instructional Design model. The aim of distributing the questionnaires
to the students was to gain opinion, feedback, and suggestions to improve the
designed English course book for the final revision. The result of the user
validation questionnaire is shown in Table 4.5.
Table 4.5 The Descriptive Statistics of the Users’ Opinion

1 2 3 4 5 N M
Reactions
The designed English course book is
1 0 0 1 8 6 15 4.33 Very Good
interesting.
2 0 0 1 8 6 15 4.33 Very Good
easy to learn.
3 0 0 0 6 9 15 4.60 Very Good
meets my needs to learn English.
4 I feel satisfied with the training. 0 0 1 8 6 15 4.33 Very Good
5 I feel learning with the training. 0 0 1 6 8 15 4.47 Very Good
The skills taught in the designed
6 0 0 0 5 10 15 4.67 Very Good
English course book are useful.
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1 2 3 4 5 N M
I feel satisfied with the way the
7 0 0 2 3 10 15 4.53 Very Good
teacher teaches us.
The materials are presented in an
8 0 0 1 5 8 15 4.20 Very Good
organized manner.
The materials are presented in
9 0 0 3 4 8 15 4.33 Very Good
coherent manner.
Learning
I acquire the knowledge I need from
10 the designed English course book. 0 0 2 6 7 15 4.33 Very Good
I am able to perform the skills
11 0 0 2 5 8 15 4.40 Very Good
demonstrated in the course.
I have improved my speed in
12 0 0 1 9 5 15 4.27 Very Good
speaking.
13 I have improved my accuracy. 0 0 2 9 4 15 4.13 Very Good
I have improved my technique in
14 0 0 4 6 5 15 4.07 Very Good
speaking.
I feel motivated when learning
15 0 0 2 6 7 15 4.33 Very Good
English with the book.
I feel more interested in learning
16 0 0 1 8 6 15 4.33 Very Good
The book makes me aware of the
17 0 0 2 5 8 15 4.40 Very Good
diversity of the students’ culture.
Transfer
The training is successfully
18 0 0 4 3 8 15 4.27 Very Good
transferred to the class.
Impact
The English course book gives
19 0 0 2 5 8 15 4.40 Very Good
positive impact for my motivation.
20 positive impacts for my 0 0 2 5 8 15 4.40 Very Good
improvement.
Learning Objectives
aviation.
Instructions
24 understandable. 0 0 1 8 6 15 4.33 Very Good
Activities
The activities in the designed
25 English course book draw on what I 0 0 5 2 8 15 4.53 Very Good
will experience.
The activities draw my current
26 0 0 3 7 5 15 4.13 Very Good
situations.
The activities are relevant to my
27 0 0 4 3 8 15 4.27 Very Good
affective needs.
The activities allow me to solve
28 0 0 1 4 10 15 4.60 Very Good
communication problem.
29 The activities help me to develop my 0 0 1 4 10 15 4.60 Very Good
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1 2 3 4 5 N M
speaking skills.
The activities enhance my
30 0 0 1 5 9 15 4.53 Very Good
vocabulary buildings.
The activities enhance my grammar
31 0 0 1 7 7 15 4.40 Very Good
rule in an inductive way.
32 0 0 1 5 9 15 4.53 Very Good
acquisition of pronunciation.
The activities integrate the four skills
33 of speaking, listening, reading, and 0 0 2 7 6 15 4.27 Very Good
writing.
34 0 0 2 5 8 15 4.40 Very Good
authentic texts.
35 context so that I can have more 0 1 4 4 6 15 4.00 Very Good
confidence in target culture.
The activities enable me to gain
36 0 0 1 7 7 15 4.40 Very Good
experience with real language use.
37 The activities reflect authentic tasks. 0 0 1 5 9 15 4.53 Very Good
I get different types of practice and
38 0 0 0 4 11 15 4.73 Very Good
responsibilities.
39 0 0 0 5 10 15 4.67 Very Good
The activities meet different learning
40 0 0 2 6 7 15 4.33 Very Good
needs.
Language Features
41 0 0 1 5 9 15 4.53 Very Good
learn.
42 0 0 1 4 10 15 4.60 Very Good
me.
Assessment
The assessment measures my ability
43 0 0 3 6 6 15 4.20 Very Good
to perform the objectives.
Design
Mean 4.41 Very Good
The students gave their opinions based on the designed English course book
they got and the training or implementation done by the researcher. The students
were expected to evaluate the designed English course book and the teaching
delivered by the researcher. Most of the students agreed and strongly agreed with
each statement. The mean is 4.41 which show that the designed English course
book is very good and has no need to be revised. However, the researcher
considered the students’ comments and suggestions from the open questions.
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There was one student who did not give her comments and suggestions by leaving
the form blank. All of the students stated that the designed English course book is
good and interesting. They implied that the course book is simple to learn, useful,
and related to their needs. They also stated that the course book is learnable.
Moreover, the course book could motivate the students since it has vocabulary
building, grammar focus which learnt inductively, good pictures, contents, and
topics. The students could improve their speaking abilities and understanding in
many styles and ways of speaking English. The things to be improved were about
providing more writing activities, pronunciation audio, and giving the test. The
other suggestions were about the layout, activities that should meet different
learning, and more practicing time.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the research and development
parts. The researcher also provides some suggestions for the English teachers of
flight attendant schools, the students, and for further research. In addition, the
suggestions part reflects the researcher’s comments on the teaching and learning
process.
A. CONCLUSIONS
The goals of the research were to design an English course book to improve
the English performance of the students of flight attendant schools, to give a
meaningful contribution to English language teaching especially for flight
attendant schools, and to improve the quality of human being by conducting this
research, especially for the researcher. The goals came from identifying the
problems of conduction this research. Based on the research’s goals and problems,
two research questions were formulated. The first questions investigated the
schematic model of the designed English course book. The second question asked
about the end product of the research which was the course book.
The first two phases of ADDIE Instructional Design model were
conducted to answer the first question. The first phase is Analysis which aims to
collect the data on the needs and context analysis. The researcher reviewed some
books, articles, and previous related studies to collect the data about the real
needs. The confirmation of the findings was done by interviewing a professional
119
120
flight attendant. To do the context analysis, the researcher conducted interview
with two English teachers of flight attendant schools. In designing the materials,
the researcher formulated the general goals, specific learning objectives, units,
topics, and activities in accordance with the real needs collected from the analysis
phase.
The last three steps of ADDIE Instructional Design model were conducted
to answer the second question of the research. The researcher developed the
English course book, evaluated the first draft to the experts, implemented the
course book and gained the feedback and suggestions from the user validation
questionnaire. The researcher revised the final version of the course book based
on the users’ opinion and suggestions.
The result of the expert and user validation showed that the designed
English course book for flight attendant schools was very good and considered as
practical as a whole. The students were interested in and motivated to learn
English with the course book since it is learnable and useful. The designed
English course book is considered acceptable with a few revisions. The main
revisions were about the clarity of the instructions and the use of suitable
expressions which deal with flights.
The English course book for flight attendant schools is already good,
effective and acceptable. The course book is designed through empirical and
theoretical ways. Therefore, it contributes for the science of the book itself. This
research has the authentic learning materials which is meaningful to the
development of English learning for flight attendant schools. The English teachers
may use this book as one of the references to teach the students with functional
121
topics, various activities, and more speaking practices. The students who use the
course book will get the benefit which is improving their speaking as the main
skill to improve. From the evaluation, the students liked the course book because
of its effectiveness. Lastly, the researcher could improve her quality in designing
an English course through some revisions. The skills in producing materials were
improved by the theories and practice.
B. SUGGESTIONS
This part elaborates the suggestions for the English teachers, students, and
other researchers who might be eager to conduct similar research. The suggestions
reflect the researcher’s evaluation after conducting the research. The aim of giving
the suggestions is to improve the quality of being teachers, students, and
researchers.
1. Suggestions for English Teachers of Flight Attendant Schools
Based on the syllabus investigation, the researcher found out that the goals
of learning are not stated. The goals will break down the learning objectives,
topics, and activities. The English teachers should provide the goals and
objectives so that the students know how and what to learn.
Regarding the goals of learning are to improve the students’ speaking skills,
the researcher suggests using communicative approach which the students do not
only memorize the patterns, structures of certain tenses, or the expressions, but
also motivated to share their own ideas, their stories, and opinions. Therefore, the
designed English course book facilitates the needed learning style that the
students primarily needs.

122
The designed English course book is considered as a useful guideline for the
teachers to learn the authentic materials for the flight attendant candidates. As the
communicative media to instruct the students to speak up, the course book should
be delivered in a good sequence so that the learning objectives can be achieved.
The more successful delivery will be based on a good preparation. Hence, the
teachers should comprehend the theories of communicative approach and read the
syllabus before teaching.
2. Suggestions for the Students
The main goals of the designed English course book are to improve
students’ speaking proficiency and prepare them to join the job interview with
some English tests. To achieve the goals, students are expected to be proactive in
the class. The students should ask to the teachers about the things they do not
understand. When the students are assigned to discuss certain topics, speak more
actively and do not be afraid to make mistakes. The teachers will give feedback on
every detail of the students’ performance. Since the teaching and learning process
is students-centered, the students should cooperatively participate in each activity.
As the benefit of learning English from the “Fly High with English” course
book, the students will improve their speaking skills by learning authentic
materials. By learning consistently, the students will get ready to face several
English tests including the job interview. The students should learn each topic
effectively from the first until the last unit. The topics were arranged based on the
real situations from introducing self, pre-take-off, after landing, until the learning
the job interview tips and practice it.

123
3. Suggestions for Further Research
The designed English course book is developed for the students in
intermediate level. A similar research on the other levels of students’ proficiency
is suggested to conduct. Another course book for beginner level students is also
needed to prepare the candidates of flight attendant before joining the schools.
The researcher also recommends that the future researcher can conduct a
research which implement the whole units of the designed English course book.
The research might take time but it contributes something meaningful to English
education. Therefore, an Ex Post Facto research could be condcuted to find the
effectiveness of the treatment or certain learning model.

124
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128
APPENDICES
Page
Appendix 1 Surat Permohonan Izin Penelitian.............................................129
Appendix 2 Jogja Flight Syllabus..................................................................130
Appendix 3 Interview Blueprint...................................................................133
Appendix 4 Questionnaire Blueprint.............................................................136
Appendix 5 Interview Result.........................................................................144
Appendix 6 Questionnaire Result..................................................................150
Appendix 7 Sample of Questionnaire Result.................................................156
Appendix 8 Syllabus of the Designed English Course Book.......................162
129
Appendix 1 Surat Permohonan Izin Penelitian

130
Appendix 2 Jogja Flight Syllabus
Jogja Flight Syllabus
No Topic Material Activities
1 Introduction - Introduce student self - Practice some useful

- Introduce someone else expressions
- Opening, conducting, and - Role play
closing conversation
- Spell Name
- Greeting
2 Time, Number - Time - Practice some useful “time
& Date - Date expressions”
- Price - Practice some useful “date
expression”
- Practice “buying and
selling” activities
3 Simple Present - Daily Activities - Tell daily activities, hobby,
Tense - Facts and facts
- Exercise
4 Leisure Time - Job - Describing jobs
- Hobby and interest - Tell about hobby and
interest
5 Present - Exercise - Practice to use present
Continuous - Translation continuous tense in
tense sentences orally
- Do exercise to
differentiate between
simple present tense and
present continuous tense
- Translate sentences
6 Simple Future - Plans - Discussion
tense - Exercise - Do exercise
- Speaking - Speaking about Future
Plans
7 Simple Past - Past events - Do exercise
Tense - Exercise - Tell past events
- Regular & Irregular verbs
8 Present - Present Perfect Tense - Questions & Answers
Perfect Tense - Regular & Irregular Verbs - Do Exercise to
- Exercise differentiate between
simple past tense &
present perfect tense
9 Passive Voice - Exercise - Do exercise to change
from active sentence to
passive sentence and vice
versa
131
10 WH-Questions - WH-Questions - Question & Answer

- Exercise - Do exercise
11 Giving - Asking and Giving - Role play in some
Information Information about flight
schedule, number of gate, Situation
number of seat
12 Direction - Asking and Giving Direction - Make up dialogue and

practice
13 On The - Telephoning Expressions - Make up dialogue and

Telephone - Daily conversations on practice
telephone
- Taking order by telephone
- Making reservation by
telephone
14 In Restaurant - Ordering Meals - Make up dialogue and
practice
- Store Tour
- Role Play as a guide on a
store tour
in a restaurant
15 Dealing with - Giving Complaint - Make up dialogue and

Complaint - Resolving Complaint practice
- Apology Expressions
16 Traveling & - Tourism Places -Tell the tourism places
Vacation - Do’S & Dont’s
- Recommend tourism places
- Tell Do’s & Dont’s
17 Selling & - Telling product & price -Role Play

Offering - Offering help, service,
product, etc
18 Foods & - Kind of Foods -Take note
Beverages - Kind of beverages
-Tell Foods & Beverages
19 Weather & - Kind of weather -Tell weather

Season - Kind of season
-Tell season
-Discuss seasonal activities
20 Describing - Appearance -Describe appearance

people - Personality
-Describe Personality
-Do “Guessing” Game

132
21 Training & - Work responsibilities -Ask about work

Safety - Workplace responsibilities
- Equipment & supplies
-Describe the workplace
-Discuss equipment &

supplies
22 Asking & - Asking Opinion -Practice to use asking and

Giving Opinion - Giving Opinion giving opinions
- Agreement
- Disagreement -Practice to use agreement &
disagreement
23 Watching A - English Movies -Watch a movie

Movie
-Understand the movie
-Get information from the

movie
24 Job Interview - Preparing Job Interview - Answer many kinds of

questions in Job
- Telling about student self
Interview Session
- Telling about personality
- Role play on Job Interview
- Telling about family Situation
- Telling about Hometown
- Telling about Motivation
- Telling about Experience
- Job Interview Simulation

133
Appendix 3 Interview Blueprint and Guideline
Interview Guideline Blueprint (For the English Teachers) Adapted from

Graves (2000) Types of Information that can be Gathered when Assessing
Needs
Number of
No Aspects No Questions
Item
A Information about the present
1 What is the students’ age?

How much is the percentage of
2
the students’ gender?
The learners 1, 2, 3, 4
What is their educational
3
background?
4 Is it a multicultural group?
What is their level of
1 proficiency in speaking,
The students’ level of reading, listening, and writing?
5, 6
language proficiency How is their grammar,
2 vocabulary mastery and
pronunciation skills?
What topics do the students like
1 in the teaching and learning
The students’ interests process? 7, 8
What is the students’ attitude
2
toward the topics given by you?
What is the learning and
1 teaching method you use in
class?
What are the activities do the
2 students have in the teaching
and learning process? 9, 10, 11,
The learning preferences
How do the students expect to 12, 13
3
be tested?
How well the students work in
4
groups?
What is your role in the
5
teaching and learning process?
What is their attitude toward
1
themselves as the learners?
The students’ attitude 14, 15
2 What is their attitude toward the
target language and culture?
B Information about what the learners need to learn, want to change

134
Number of
Item
1 What are the goals of learning
The goals and expectation English? 16, 17
of learning 2 What do they expect to learn?
1 What topics will they need to be
The target contexts 18
able to communicate?
Types of communicative 1 For what purpose are they using
19
skills and tasks English?
1 What skills they should improve
Language modalities 20
more?
Interview Guideline Blueprint (For the Flight Attendant of

Garuda Indoenesia)
Adapted from Commercial and Business Aviation (2008), Flight
Attendant Training Standard and Graves (2000) Types of
Information that can be Gathered when Assessing Needs
Number of
Item
A Types of communicative 1 For what purpose are they using
1
skills and tasks English?
B 1 What skills they should improve
Language modalities 2
more?
Is the learning process divided
into three main topics such as
1 pre-take-off service, in-flight
service, and after-landing
service? Why?
Do the students need to learn
about giving a short
2 introduction, job interview,
giving direction, telling time
and date in English? Why?
C Topics confirmation 3, 4, 5, 6
Based on the literature review,
the students will learn about
aviation terminology, greeting,
asking for information about
willingness to do something,
3
giving safety flight
demonstrations, giving
announcement, offering help,
and expressing gratitude
politely. Are those topics
135
Number of
Item
relevant with the flight
attendants’ jobs?
What are the other topics given
4 in the syllabus or the teaching
and learning process?
136
Appendix 4 Questionnaire Blueprint
QUESTIONNAIRE BLUEPRINT OF EXPERT VALIDATION
I. Closed Questions
No. Aspects No. Statements Number of Item

A Goals of the Design
According to Holden (2015, 3), 1 The designed English course 1, 2
“the ultimate goal of designing book improves the students’
instruction is to improve performance.
human performance.” 2 The designed English course
book facilitates the learning
Moss (2012, 2) says that effectively.
“Instructional Design is the
practice of creating instructional
tools and content to help facilitate
learning most effectively.”
B Learning Objectives
Dudley-Evans (1997) as cited in 1 The learning objectives are in 3, 4, 5
Anthony (2008, 2) argues that line with the students’ future
“ESP is defined to meet specific jobs in aviation.
needs of the learners.” 2
The learning objectives are in
Graves (2000, 94, 76),says that line with the students’ needs in
“For this reason, the objective dealing with a job interview.
must relate to the goal.”
“Objectives should be more 3 The learning objectives are
specific than goals.” specific.
C Instructions
Aiguo (2007, 1) as cited in 1 The instructions in each 6
Dibanaka and Hiranburana activity are understandable.
(2012) argue that “a good
command of English language
will enable them to communicate
with their counterparts around the
world and serve their customers
better on work-related issues.”
D Activities
According to Graves (2000, 152- 1 The activities in the designed 7, 8, 9, 10, 11, 12,
155), English course book draw on 13, 14, 15, 16, 17,
“activities should draw on what what the students will 18, 19, 20, 21, 22,
students know (their experience, experience. 23
their current situations) and be 2 The activities draw their
relevant to them.” current situations.
3 The activities are relevant to
“activities should focus on the students’ needs to work as
students’ outside of class needs, flight attendants.
137

if appropriate, so that needs can 4 The activities are relevant to
be met” the students’ affective needs.
5 The activities allow the
“activities should build students’ students to solve
confidence” communication problem.
6 The activities help the students
“activities should allow students to develop their speaking skills.
to problem solve, discover, 7 The activities enhance
analyze” vocabulary buildings.
8 The activities enhance grammar
“activities should help students
develop specific skills and
strategies, so that they can 9 The activities enhance the
transfer skills to other learning acquisition of pronunciation
situations” 10 The activities integrate the four
skills of speaking, listening,
“activities should help students reading, and writing.
develop specific language and 11 The students are provided with
skills they need for authentic authentic texts.
communication” 12 The activities deal with the
cultural context so that the
“activities which are integrated students can have more
the four skills of speaking, confidence in target culture.
listening, reading, and writing 13 The activities enable the
because the four skills mutually students to gain experience
reinforce each other” with real language use.
14 The activities reflect for
“activities should justify how a authentic tasks.
text is constructed so that 15 The students get different types
students can gain access to of practice and responsibilities.
similar text” 16 The English course book
contains various engaging
“good activities deals with “the activities.
cultural context and cultural 17 The activities meet different
differences so the students can learning needs.
have more confidence in target
culture and understand own
culture better”
“ activities should also “enable

students to develop social
awareness so they can navigate
systems in target culture, and be
as authentic as possible so that
students see relationship with real
language use, so that students
gain experience with real
language use”
“activities should aim for

authentic tasks”
138
“activities should vary the roles

and groupings, within the class:
so that students get different
types of practice and
responsibilities, with respect to
social context: so that students
experience/analyze different
social roles”
”activities should employ a

variety of materials, to engage
students, to meet different
learning needs.”
E Language Features
Nation (2007, 5) says that, 1 The language features are 24, 25
“language-focused learning will simple to learn.
succeed when students have 2 The language features are
conscious attention to language familiar to the students.
features, when they should
process the language features
deeply and considerate ways,
when there should be chance to
provide spaced and repeated
attention to the same features,
when the features that students
learn should be simple and should
not depend on the knowledge that
they do not have, and when
features in language-focused
learning should also be included
in the other three strands
frequently.”
F Assessment
According to Dick and Carey 1 The assessment measures the 26
(2009, 6), “based on the students’ ability to perform the
instructional analysis, you objectives.
develop assessments that are
parallel to and measure the
learners’ ability to perform what
you described in the objectives.”
G The design
According to Graves (2000, 76), 1 The units are learnable. 27, 28
“through objectives, a goal is 2 The units are teachable.
broken down into learnable and
teachable units.”
139
II. Open questions
1. What is your opinion to the designed English course book for flight
attendant schools in general?
2. What are the good things related to the designed English course book for
flight attendant schools?
3. What are the things that have to be improved related to the
designed English course book for flight attendant schools?
QUESTIONNAIRE BLUEPRINT OF USER VALIDATION
I. Closed Questions
Number of
No. Aspects No. Statements
Item
A Reactions
Kirkpatrick’s (1994) as cited in Holden 1 The designed 1, 2, 3, 4, 5,
(2015, 14-15) says: English course book 6, 7, 8, 9
Reaction phase “assesses students’ is interesting.
initial reactions to a course, per se, what 2 The designed
did the students think of the training English course book
program and measure students’ is easy to learn.
satisfaction with a course.” 3 The designed
English course book
“if the students like the English meets my needs to
textbook and the relevance to their job” learn English.
4 I feel satisfied with
Affective Reactions deal with the the training.
students’ preference and satisfaction of 5 I feel learning with
using the English course book. Utility the training.
Reactions items assess students’ 6 The skills taught in
perceptions the information and skills the designed
taught were useful and job relevant. English course book
Instructor reactions deal with are useful.
satisfaction with instructor assesses the 7 I feel satisfied with
students’ perceptions of the instructor’s the way the teacher
contributions to learning. Course teaches us.
Delivery Reactions justify the 8 The materials are
satisfaction with delivery assesses presented in an
students’ perceptions the material was organized manner.
presented in an organized and coherent 9 The materials are
manner. presented in
coherent manner.
B Learning
140
Number of
Item
Kirkpatrick (1994) as cited in Holden 1 I acquire the 10, 11, 12,
(2015, 15) says that: knowledge I need 13, 14, 15,
Cognitive Outcomes “include the from the designed 16, 17
acquisition of declarative knowledge English course
the facts and principles presented in the book.
course.” 2 I am able to perform
the skills
Skill-based Outcomes “indicate the demonstrated in the
students’ ability to perform the skills course.
demonstrated in the course.” 3 I have improved my
speed in speaking.
The criteria of evaluating the students’ 4 I have improved my
skills are the “speed, accuracy, and accuracy.
technique.” 5 I have improved my
technique in
The Affective Outcomes “include speaking.
changes in trainees’ attitudes and 6 I feel motivated
motivation levels.” when learning
English with the
The criteria of evaluation for the book.
Affective Outcomes are the students’ 7 I feel more
“organizational commitment, tolerance interested in
for diversity, and self-efficacy.” learning English
with the book.
8 The book makes me
aware of the
diversity of the
students’ culture.
C Transfer
Kirkpatrick (1994) as cited in Holden 1 The training is 18
(2015, 16) says that: successfully
“a behavioral outcomes indicate if the transferred to the
material presented in training is class.
successfully transferred to the
workplace.”
D Impact
Kirkpatrick (1994) as cited in Holden 1 The English course 19, 20
(2015, 16) says that: book gives positive
This level “assesses the results from impact for my
training allows an organization to motivation.
examine the impact of training on 2 The English course
organizational objectives.” book gives positive
impacts for my
improvement.
E Learning Objectives
Dudley-Evans (1997) as cited in 1 The learning 21, 22, 23
Anthony (2008, 2) argues that “ESP is objectives are in line
defined to meet specific needs of the with the students’
141
Number of
Item
learners.” future jobs in
aviation.
Graves (2000, 76, 94) says that, 2 The learning
objectives are in line
“For this reason, the objective must
relate to the goal.” with the students’
needs in dealing
“Objectives should be more specific with a job interview.
than goals.” 3 The learning
objectives are
specific.
C Instructions
Aiguo (2007) as cited in Dibanaka and 1 The instructions in 24
Hiranburana (2012, 1) argue that “a each activity are
good command of English language understandable.
will enable them to communicate with
their counterparts around the world and
serve their customers better on work-
related issues.”
D Activities
According to Graves (2000, 152-155), 1 The activities in the 25, 26, 27,
designed English 28, 29, 30,
“activities should draw on what course book draw 31, 32, 33,
students know (their experience, their on what I will 34, 35, 36,
current situations) and be relevant to experience. 37, 38, 39,
them” 2 The activities draw 40
my current
“activities should focus on students’ situations.
outside of class needs, if appropriate, so 3 The activities are
that needs can be met” relevant to my
affective needs.
“activities should build students’ 4 The activities allow
confidence” me to solve
communication
“activities should allow students to problem.
problem solve, discover, analyze” 5 The activities help
me to develop my
“activities should help students develop speaking skills.
specific skills and strategies, so that 6 The activities
they can transfer skills to other learning enhance vocabulary
situations” buildings.
7 The activities
“activities should help students develop enhance grammar
specific language and skills they need rule in an inductive
for authentic communication” way.
8 The activities
“activities which are integrated the four enhance the
skills of speaking, listening, reading, acquisition of
142
Number of
Item
and writing because the four skills pronunciation.
mutually reinforce each other” 9 The activities
integrate the four
“activities should justify how a text is skills of speaking,
constructed so that students can gain listening, reading,
access to similar text” and writing.
10 The English course
“good activities deals with “the cultural book contains
context and cultural differences so the authentic texts.
students can have more confidence in 11 The activities deal
target culture and understand own with the cultural
culture better” context so that I can
have more
“ activities should also “enable students confidence in target
to develop social awareness so they can culture.
navigate systems in target culture, and 12 The activities enable
be as authentic as possible so that me to gain
students see relationship with real experience with real
language use, so that students gain language use.
experience with real language use” 13 The activities reflect
authentic tasks.
“activities should aim for authentic 14 I get different types
tasks” of practice and
responsibilities.
“activities should vary the roles and 15 The English course
groupings, within the class: so that book contains
students get different types of practice various engaging
and responsibilities, with respect to activities.
social context: so that students 16 The activities meet
experience/analyze different social different learning
roles” needs.
”activities should employ a variety of
materials, to engage students, to meet
different learning needs”
E Language Features
Nation (2007, 5) says that, “language- 1 The language 41, 42
focused learning will succeed when features are simple
students have conscious attention to to learn.
language features, when they should 2 The language
process the language features deeply features are familiar
and considerate ways, when there to me.
should be chance to provide spaced and
repeated attention to the same features,
when the features that students learn
should be simple and should not depend
on the knowledge that they do not have,
and when features in language-focused
learning should also be included in the
143
Number of
Item
other three strands frequently.
F Assessment
According to Dick and Carey (2009, 6), 1 The assessment 43
“based on the instructional analysis, measures my ability
you develop assessments that are to perform the
parallel to and measure the learners’ objectives.
ability to perform what you described
in the objectives.”
G The design
According to Graves (2000, 76), 1 The units are 44, 45
“through objectives, a goal is broken learnable.
down into learnable and teachable 2 The units are
units.” teachable.
II. Open questions
1. What is your opinion to the designed English course book for flight
attendant schools in general?
2. What are the good things related to the designed English course book for
flight attendant schools?
3. What are the things that have to be improved related to the
designed English course book for flight attendant schools?
144
Appendix 5 Interview Result
THE INTERVIEW RESULT OF NEEDS ANALYSIS WITH A FLIGHT

ATTENDANT OF GARUDA INDONESIA
Notes: The interviewee is still working as a flight attendant in Garuda Indonesia.

She has been working in Garuda Indonesia for eight years. She lives in Jakarta
that is why the interview was conducted via WhatsApp conversation.
No. Questions Information

Types of communicative skills and tasks
1 For what purpose are you using English? Melayani tamu.
kayanya sejauh ini gak ada masalah
deh ketika melayani tamu dgn
bahasa inggris..hehe
Language modalities
2 What skills you should improve more? Menurutku speaking menjadi salah
satu skill utama sih utk jadi
pramugari, karena di saat kami
bekerja, kami berinteraksi lgsg
dengan banyak tamu, dari berbagai
propinsi, negara..jadi otomatis
kemampuan speaking dalam
berbahasa Inggris sangat penting
Topics confirmation
3 Is the learning process divided into three Pembagian topiknya menurutku itu
main topics such as pre-take-off service, udah sesuai.
in-flight service, and after-landing
service? Why?
4 Do the students need to learn about giving Yes. Karena penting banget untuk
a short introduction, job interview, giving kasih tau arah toilet, tempat-tempat
direction, telling time and price in di bandara. Apalagi tentang job
English? Why? interview.
5 Based on the literature review, the Sangat relevant.
students will learn about aviation
terminology, greeting, asking for
information about willingness to do
something, giving safety flight
demonstrations, giving announcement,
and offering help. Are those topics
relevant with the flight attendants’ jobs?
6 What are the other topics given in the Maksudnya topik gmn nih? Klo utk
syllabus or the teaching and learning kebutuhan di dunia kerja aku sih ya
process? lebih ke conversation sih..itu bukan
maksud pertanyaan Sisil? Mungkin
145
utk topik budaya bisa dimasukkan,

menurutku itu bagus banget krn kan
Garuda sebagai perusahaan
penerbangan indonesia, dimana
indonesia sendiri punya banyak
kebudayaan, dgn topik budaya yg
dikuasai, sebagai pramugari juga jadi
dapat mempromosikan indonesia ke
dunia luar, terutama di saat
menjalankan penerbangan luar
negeri.
Saran aku agar pembelajaran bhs

inggris itu efektif utk calon
pramugari adalah memperbanyak
latihan berbicara, karena nanti di
lapangan akan berinteraksi lgsg
dengan tamu
146
THE INTERVIEW RESULT OF NEEDS ANALYSIS WITH AN ENGLISH

TEACHER OF JOGJA FLIGHT

Who the learners are
What is the students’ age? 17 – 24 years old. But most of them
1
are 17 and 18 years old.
How much is the percentage of the For flight attendant maybe only 80
2
students’ gender? % of women and 20% of men.
What is their educational background? Actually from vocational and senior
3
high school.
Is it a multicultural group? Yes. From Lubuk Linggau, Borneo,
4
and Java.
The students’ level of language proficiency
What is their level of proficiency in They have good proficiency but they
speaking, reading, listening, and writing? have different proficiency but
actually they quiet good because
they have a test before entering the
5
school. They are in intermediate
level. Quite fluent in speaking. They
don’t need basic grammar. We also
teach some of grammar.
How is their grammar, vocabulary Good in all skills but no for the
6
mastery and pronunciation skills? motivation.
The students’ interests
What topics do the students like in the Interesting topic, English movies,
7 teaching and learning process? current issues, artists, tourism places,
movies, songs, giving direction.
What is the students’ attitude toward the Their motivation. Because it’s a one
topics given by you? year program. They will take lessons
in four months at the beginning and
they will take recruitments, job
training and the students left behind
they don’t have good motivation to
8 study because their friends already
work or also dormitory. I need to
check the dorm. Sometimes I need to
go there. The place, no place in the
dorm, only use the empty space.
The students didn’t come to campus
and I have to go there.
What is the learning and teaching method It’s more on speaking.
you use in class? Communicative method. Their needs
to have an interview. For grammar
9 also but they only need that for
several English tests to pass the
interview. They don’t want to come
to the class because it’s far from
147

their dormitory and they have to
wear high heels.
What are the activities do the students Playing games. Ask some questions
have in the teaching and learning process? about their lives for the warming-up
10
activity. Main activity, I just give
game. After the game we conclude.
11 How do the students expect to be tested? Speaking.
How well the students work in groups? Quite well moreover if they have
12
games.
What is your role in the teaching and My role is as the teacher and
13
learning process? facilitator.
The students’ attitude
What is their attitude toward themselves Lack of motivation.
14
as the learners?
What is their attitude toward the target They don’t think about that.
15
language and culture?
The goals and expectations of learning
What are the goals of learning English? Improving speaking and passing the
16
job interview with the English tests.
17 What do they expect to learn? More speaking practices.
The target contexts
What topics will they need to be able to Usually the students have already
communicate? known their place for example City
Link, they have already known about
18 that. They know better than me.
They just need simple English.
Colors, daily activities, shape of the
things, direction.
19 For what purpose are they using English? Improving their speaking.
Language modalities
20 What skills they should improve more? Speaking.
THE INTERVIEW RESULT OF NEEDS ANALYSIS WITH AN ENGLISH

TEACHER OF P3 NUSANTARA

Who the learners are
What is the students’ age? 17 – 19. Most of them graduate from
1
high schools.
How much is the percentage of the 90% women and 10% women.
2
students’ gender?
What is their educational background? Senior high schools with different
3
majors.
4 Is it a multicultural group? Ya sure. All around Indonesia also
148

Jayapura.
The students’ level of language proficiency
What is their level of proficiency in Very standard. Grammar and writing
speaking, reading, listening, and writing? still beginner. They are basic and
5 intermediate. They had the English
writing and speaking test before but
we put them in the same class.
How is their grammar, vocabulary Just standard.
6
mastery and pronunciation skills?
The students’ interests
What topics do the students like in the Most o them want to know how
7 teaching and learning process? handle interview also about story
telling and games.
What is the students’ attitude toward the They are really interested in the
8
topics given by you? materials.
What is the learning and teaching method A lot of speaking a little bit
you use in class? grammar. And we use also English
dormitory in the small groups but
9 every day I ask them to speak
English. I give them “punishment” if
they don’t want to speak English.
Pay some money.
What are the activities do the students Story telling as ice breaking and
10 have in the teaching and learning process? after that we give game, and
speaking.
11 How do the students expect to be tested? Speaking assessment.
How well the students work in groups? They love to do some homework and
12
activities in groups.
What is your role in the teaching and I think student-centered.
13
learning process?
The students’ attitude
What is their attitude toward themselves The students are still confused.
14 as the learners? When they know when time is
running out then they are not serious.
What is their attitude toward the target Our target is to follow the interview,
15 language and culture? application letter, speaking and
communication in English.
The goals and expectations of learning
What are the goals of learning English? I want them to use English when
they communicate. They will have
self confidence when they talk in
16 English, so they can enjoy and be
confident and fluent. Good grammar
also because certain airlines, they
have written test.
What do they expect to learn? They are not shy anymore. They can
17
speak English confidently.
The target contexts
What topics will they need to be able to Daily conversation. If they speak
18
communicate? English well their confidence is good
149

also.
For what purpose are they using English? Improve their speaking, to be more
19 confident, and to join the job
interview.
Language modalities
20 What skills they should improve more? Speaking.
150
Appendix 6 Questionnaire Result
QUESTIONNAIRE RESULT OF EXPERT VALIDATION
Closed Questions

1 2 3 4 5 N M
Goals of the Design
1 0 0 0 1 1 2 4.5 Very Good
improves the students’ performance.
2 0 0 0 1 1 2 4.5 Very Good
facilitates the learning.
Learning Objectives
aviation.
Instructions
6 0 0 0 2 0 2 4 Very Good
understandable.
Activities
7 English course book draw on what 0 0 0 1 1 2 4.5 Very Good
the students will experience.
The activities draw their current
8 0 0 0 1 1 2 4.5 Very Good
situations.
9 students’ needs to work as flight 0 0 0 1 1 2 4.5 Very Good
attendants.
10 0 0 0 1 1 2 4.5 Very Good
students’ affective needs.
The activities allow the students to
11 0 0 1 0 1 2 4 Very Good
solve communication problem.
The activities help the students to
12 0 0 1 0 1 2 4 Very Good
develop their speaking skills.
The activities enhance vocabulary
13 0 0 0 1 1 2 4.5 Very Good
buildings.
The activities enhance grammar rule
14 0 0 0 1 1 2 4.5 Very Good
in an inductive way.
15 0 0 1 0 1 2 4 Very Good
acquisition of pronunciation
The activities integrate the four
16 skills of speaking, listening, reading, 0 0 0 1 1 2 4.5 Very Good
and writing.
151

1 2 3 4 5 N M
The students are provided with
17 0 0 0 1 1 2 4.5 Very Good
authentic texts.
18 context so that the students can have 0 0 0 2 0 2 4 Very Good
more confidence in target culture.
The activities enable the students to
19 gain experience with real language 0 0 0 1 1 2 4.5 Very Good
use.
20 The activities reflect authentic tasks. 0 0 1 0 1 2 4 Very Good
The students get different types of
21 0 0 0 2 0 2 4 Very Good
practice and responsibilities.
22 0 0 0 1 1 2 4.5 Very Good
The activities meet different
23 0 0 0 1 1 2 4.5 Very Good
learning needs.
Language Features
24 0 0 0 1 1 2 4.5 Very Good
learn.
25 0 0 0 1 1 2 4.5 Very Good
the students.
Assessment
26 The assessment measures the
students’ ability to perform the 0 0 0 1 1 2 4.5 Very Good
objectives
The Design
Mean 4.4 Very Good
Open Questions
No. Name Question 1 Question 2 Question 3

1 Lecturer 1 -Materials contain -Tasks apply to the -Instructions for Task
examples, diversity of students 4 (page 5) should be
explanations, practices, and their abilities, revised.
online sources (video) interests, and learning -Some grammatical
which are arranged styles. mistakes can still
logically. -The designed material be spotted.
-Real-world facilitates
applications are communication activities
relevant to the which encourage
students. students to engage.
2 Lecturer 2 Practical as a whole. Clear and useful -Some examples
examples and exercises. (sentences) are not
about flights. Change
them? See page 13:
Would you come to
my party?
-Add some more
pictures/images?
152
QUESTIONNAIRE RESULT OF USER VALIDATION
Closed Questions

1 2 3 4 5 N M
Reactions
1 0 0 1 8 6 15 4.33 Very Good
interesting.
2 0 0 1 8 6 15 4.33 Very Good
easy to learn.
3 0 0 0 6 9 15 4.60 Very Good
meets my needs to learn English.
4 I feel satisfied with the training. 0 0 1 8 6 15 4.33 Very Good
5 I feel learning with the training. 0 0 1 6 8 15 4.47 Very Good
The skills taught in the designed
6 0 0 0 5 10 15 4.67 Very Good
English course book are useful.
I feel satisfied with the way the
7 0 0 2 3 10 15 4.53 Very Good
teacher teaches us.
The materials are presented in an
8 0 0 1 5 8 15 4.20 Very Good
organized manner.
The materials are presented in
9 0 0 3 4 8 15 4.33 Very Good
coherent manner.
Learning
I acquire the knowledge I need from
10 0 0 2 6 7 15 4.33 Very Good
the designed English course book.
I am able to perform the skills
11 0 0 2 5 8 15 4.40 Very Good
demonstrated in the course.
I have improved my speed in
12 0 0 1 9 5 15 4.27 Very Good
speaking.
13 I have improved my accuracy. 0 0 2 9 4 15 4.13 Very Good
I have improved my technique in
14 0 0 4 6 5 15 4.07 Very Good
speaking.
I feel motivated when learning
15 0 0 2 6 7 15 4.33 Very Good
English by the book.
I feel more interested in learning
16 0 0 1 8 6 15 4.33 Very Good
The book makes me aware of the
17 0 0 2 5 8 15 4.40 Very Good
diversity of the students’ culture.
Transfer
The training is successfully
18 0 0 4 3 8 15 4.27 Very Good
transferred to the class.
Impact
19 0 0 2 5 8 15 4.40 Very Good
positive impact for my motivation.
20 positive impacts for my 0 0 2 5 8 15 4.40 Very Good
improvement.
Learning Objectives
aviation.
22 0 0 0 8 7 15 4.47 Very Good
with the students’ needs in dealing
153

1 2 3 4 5 N M
Instructions
24 0 0 1 8 6 15 4.33 Very Good
understandable.
Activities
25 English course book draw on what I 0 0 5 2 8 15 4.53 Very Good
will experience.
The activities draw my current
26 0 0 3 7 5 15 4.13 Very Good
situations.
The activities are relevant to my
27 0 0 4 3 8 15 4.27 Very Good
affective needs.
The activities allow me to solve
28 0 0 1 4 10 15 4.60 Very Good
communication problem.
The activities help me to develop my
29 0 0 1 4 10 15 4.60 Very Good
speaking skills.
The activities enhance my
30 0 0 1 5 9 15 4.53 Very Good
vocabulary buildings.
The activities enhance my grammar
31 0 0 1 7 7 15 4.40 Very Good
32 0 0 1 5 9 15 4.53 Very Good
acquisition of pronunciation.
The activities integrate the four skills
33 of speaking, listening, reading, and 0 0 2 7 6 15 4.27 Very Good
writing.
34 0 0 2 5 8 15 4.40 Very Good
authentic texts.
35 context so that I can have more 0 1 4 4 6 15 4.00 Very Good
confidence in target culture.
The activities enable me to gain
36 0 0 1 7 7 15 4.40 Very Good
experience with real language use.
37 The activities reflect authentic tasks. 0 0 1 5 9 15 4.53 Very Good
I get different types of practice and
38 0 0 0 4 11 15 4.73 Very Good
responsibilities.
39 0 0 0 5 10 15 4.67 Very Good
The activities meet different learning
40 0 0 2 6 7 15 4.33 Very Good
needs.
Language Features
41 learn. 0 0 1 5 9 15 4.53 Very Good
42 0 0 1 4 10 15 4.60 Very Good
me.
Assessment
The assessment measures my ability
43 0 0 3 6 6 15 4.20 Very Good
to perform the objectives.
Design
Mean 4.41 Very Good
154
Open Questions

1 Student 1 Very good and Easy to learn. More writing
interesting. practice.
2 Student 2 - - -
3 Student 3 It’s already good. It’s simple to learn. It’s simple to learn.
4 Student 4 The book is already Add my vocab I think everything
good. Easy to learn building. Interesting to is good.
and to teach. learn. Easy to
understand. I learn
grammar indirectly.
5 Student 5 The book is very Improved my I think the book is
good. It contains speaking. already good and
materials we need to nothing to change.
be flight attendant.
6 Student 6 Overall the book is Easy to understand and I think audio is
good and help me to make me understand needed to make
work in aviation the use of grammar. It sure our
especially in flight helps me to speak pronunciation is
attendant. formal and informal right.
way in English.
7 Student 7 The book is good I like all the contents, No need to
and it motivates me topics, and pictures. improve. Good. But
to learn English more writing
more better. please.
8 Student 8 I’m very interested I know the difference I think it’s very
in the course book between British and good already.
because it has American, and I know
pictures. Easy to the right
learn. pronunciation.
9 Student 9 Good because eye The template. The The text test. The
catching and easy to content. layout.
understand the
content from the
designed.
10 Student 10 The design English The pictures, the goals -
course book is are provided, the
simple to learn, contents.
useful, and very
related to my needs.
11 Student 11 I think, the book is Easy to learn. Add I think nothing to
good and easy to vocabularies. Very change because the
understand so can be interesting to see from book is good.
learnt well. the cover and makes
me want to learn the
book.
12 Student 12 I think it is so good I love the picture. I can I think Miss Sisil
book. easy understand the should explain this
material and I love book more clear
missnya. and easier.
13 Student 13 It’s easy to learn. The training is useful The activities that
155

for the reader. should meet
different learning
needs.
14 Student 14 I think the book is I like the outline, More writing
very helpful and simple but easy to activities. Too
useful in improving understand. many speakings.
my English.
15 Student 15 The cover is The expressions box is Practicing time.
attractive. The color useful to enrich
of blue represents vocabulary.
the flight attendant
school. The material
is helpful in
improving students’
skill needs.
156
Appendix 7 Sample of Questionnaire Result

157
158
159
160
161
162
Appendix 8 Syllabus of the Designed English Course Book
SYLLABUS
ENGLISH FOR FLIGHT ATTENDANT SCHOOLS
BY SISILIA ENDAH LESTARI
(The English Course Book could be accessed in

https://drive.google.com/drive/folders/0B-jz8X8g9wrsbzlxVDMxWmpYTjg )
No. Topics Objectives Materials Activities Media

1 Hello, -Students a. Social Pre Activity Laptop,
my are able to Function: to -Greeting screen,
name greet and greet and -Watching a video entitled projector,
is respond to introduce self “How to Speak English speaker,
Lucy. greeting and others Confidently”. video file
appropriate appropriately. -Writing down the answers “How to
2 ly. about the video. Speak
meetin -Students b. Text Structure: -Discussing the answers in pairs. English
gs are able to -Casual and -The teacher introduces herself Confident
introduce formal greetings. confidently. ly”,
themselves -Self Introduction -The students write down the English
and others : teacher’s self information; name, course
fluently. My name is Lucy! address, favorite movie, etc. book.
I am 22 years old.
-Introducing Whilst Activity
others: -Introducing self in a group.
Her name is -Introducing others in a group.
Lucy. She is a -Making sentences from the
new flight provided vocabularies.
attendant here. -Identifying the expressions of
introducing self to others and
c. Language introducing friend to others.
Features: -Identifying the use of greetings.
-New -Doing a conversation based on
Vocabularies the expressions in the table.
-Expressions of -Discussing nominal and verbal
introduction sentences of Simple Present
-Greetings Tense.
-Nominal and -With the different group, the
verbal sentences students greet and introduce self
of Simple Present and others in front of the class.
Tense Post activity
-Feedback from the teacher.
-Feedback for the students’
pronunciation.
-Review.
2 Excuse -Students a. Social Pre Activity Laptop,

me, are able to Function: to ask -Greeting screen,
could ask for and for and give -Listening to a pre-flight projector,
you give information about announcement. audio file
turn information willingness to do -Filling in the blanks of the pre- “Pre-
163

off about something. flight announcement. flight
your willingness -Identifying five expressions of announce
mobile to do b. Text Structure asking for willingness to do ment”,
phone? something. -Asking for something. video file
information about “Modal
1 willingness to do Whilst Activity Verbs”,
meetin something: -Making the expressions of speaker,
g Example: Excuse asking for willingness to do English
me, could you something based on the pictures. course
please turn off - Making a dialogue of asking book.
your mobile for and giving information about
phone? willingness to do something
-Giving based on the situations.
information about -Identifying the expressions
willingness to do from the dialogue.
something: -Discussing the expressions.
Example: Sure, I -Watching a video, “Modal
will do it. Verbs”
-Making summary from the
c. Language video.
Features -Explaining the summary in a
Modals: could, group of three.
would.
Post activity
-Feedback from the teacher
pronunciation.
-Review
3 Let’s -Students a. Social Pre Activity Laptop,

fly are able to Function: to -Greeting speaker,
safely. give safety give safety flight -Review the previous materials. audio file
in-flight instructions. -Discussing the experience and “safety in-
1 instructions interest of seeing flight flight
meetin . b. Text Structure attendant giving and instructio
g Imperative demonstrating safety in-flight ns“,
sentence instructions. English
-Instruction: course
Fasten your Whilst Activity book.
seatbelt, please. -Finding the meaning in Bahasa
and explaining the meaning in
c. Language English of the words used in a
Features safety in-flight instructions.
-Bare infinitive. -Listening to an audio about
Example: put, safety in-flight instructions.
fasten. -Underlining the verbs.
-Listening the audio for the
second time.
-Taking a note of the important
information.
-Giving the instructions in pairs.
-Answering the passenger’s
question in a dialogue.
-Acting out the dialogue.
Post Activity
-Giving feedback on the
164

students’ performance.
pronunciation.
-Review
4 May I -Students a. Social Pre Activity Laptop,
help are able to Function: to -Greeting screen,
you? ask for and offer and -Reviewing previous materials. projector,
respond to respond to help. -Matching the expressions of speaker,
2 request. asking for and responding to video file
meetin b. Text structure request. “On the
gs - Which one -Discussing the dialogue; the Airplane”,
would you like to language and the response from English
choose? the passenger. course
-Would you like book.
something to Whilst activity
drink? -Watching a video “On
-Sure. Just give the Airplane”.
me a moment. I'll -Writing down the expressions
be right back after watching the video for
with it. the second time.
-Making short dialogues based
c. Language on four situations.
Features -Performing two short
Modals: may, dialogues in front of the class.
would. -Finding the meaning of some
difficult words.
-Discussing and reading aloud
the expressions.
-Discussing the use of modal
verbs may and would, and the
expression of asking for choice.
Post Activity:
pronunciation.
-Review
5 Ladies -Students a. Social Pre Activity English

and are able to Function: to -Greeting course
gentle comprehen inform the -Reviewing previous materials. book.
men, d the passengers that -Discussing the kinds and
please contextual something is the needs to learn about in-
remain meaning of happening. flight announcements.
seated. in-flight -Listening to the teacher reading
announcem b. Text Structure: the three in-flight
1 ent text. -Announcement: announcements.
meetin -Students turbulence, after
g are able to turbulence, and Whilst activity
give in- descent. -Reading aloud the in-flight
flight announcements fluently in pairs.
announcem Example of -Constructing in-flight
ent the announcements using the
appropriate announcement students’ own words.
ly. text: -Giving in-flight announcements
in front of the class.
Ladies and -Finding out the meaning of
gentlemen, as
we
165

start our descent, some words used in the in-flight
please make sure announcement.
your seat backs -Pronouncing the words
and tray tables correctly.
are in their full -Discussing the text structure of
upright position. the in-flight announcements.
Make sure your -Discussing the use of
seat belt is imperative sentence.
securely fastened
and all carry-on Post Activity:
luggage is -Feedback from the teacher.
stowed -Feedback for the students’
underneath the pronunciation.
seat in front of -Review
you or in the
overhead bins.
Thank you.
www.airodyssey.c
om
c. Language
Features:
-imperative
sentence
6 MID- *prepared by the
TEST teacher
7 We -Students a. Social Meeting 1 Laptop,
will are able to Function: to Pre Activity screen,
arrive give inform the -Greeting projector,
at information time and price -Reviewing previous materials. speaker,
10.00 about time to the -Watching a video entitled the video
a.m. and price. passengers. “Teachers’ Routine.” file about
-Reading a passage about “Teachers
2 b. Text Structure: someone’s routine. ’
meetin -British and -Telling a story about activities Routine”.
gs American format the students do on Saturday in English
of telling time and pairs. course
date. -The teacher chooses book.
-What time is it? three groups to perform
-It’s 07.00 the monologue in class.
o’clock.
Whilst activity
-How much is the -Making seven short dialogues
price? in pairs about situations happen
-It’s Rp 300.000,- in a flight based on the time
given on the picture.
c. Language -The teacher chooses three
Features: groups to perform the
-Expressions of short dialogue in class.
asking for and -Reading aloud the expressions
giving of asking for and giving
information about information about time.
time. -Reading aloud the expressions
- Expressions of of asking for and giving
asking for and information about time in
giving
166

information about American and British English.
price. -Acquiring the knowledge of
-Prepositions of prepositions of time and days.
time and days. -Discussing the way of telling
time in British English.
-Writing the time (provided).
-Telling the time that the
students have written.
-Discussing the students’ feeling
and preferences of asking for
and giving information about
time.
Post Activity:
-Review
about the students’
performances
Meeting2
Pre Activity
-Greeting
-Reviewing previous materials.
-Warming up activity: “boom
game”. Counting from one until
thirty. Say boom when a student
comes to number 3, 6, 9 and
other numbers which can be
divided by 3. Clap the hands if a
student comes to number 7, 17,
27, and all numbers which have
number 7.
- Saying the price based on the
pictures of money.
Whilst activity
-Telling the price without
pausing.
-Reading aloud the price.
-Discussing the
understanding and experience
of purchasing duty-free
goods.
-Naming the duty-free goods
based on the picture and giving
the price in Rupiah.
-Changing the price into USD.
-The teacher chooses five
students to mention the prices in
USD from number one to six.
-Reading the dialogue of
offering duty-free goods on
board in pairs.
-Underlining the expressions of
asking for and giving
information about price.
-Constructing a dialogue about
offering duty-free goods on
167

board using the provided format.
-Perform the dialogue in class.
The teacher may choose three to
five groups.
Post Activity:
-Review
dialogues and performances.
8 Where -Students a. Social Pre Activity English

is the are able to Function: to -Greeting course
Bagga ask for and inform the -Reviewing previous materials. book.
ge give direction after -Discussing the experience of
Claim? direction landing. giving a direction.
appropriate -Asking for and giving
2 ly. b. Text Structure directions to the four mentioned
meetin -Asking for and places.
gs giving direction:
-Could you show Whilst Activity

me the way to -Reading the dialogues in pairs.
the baggage -Underlining the expressions of
claim? asking and giving directions.
-Sure, just go -Giving directions based on the
along this way, similar questions on the previous
turn right after task.
you find a T- - The teacher chooses four pairs
junction, and just to act out one dialogue for each
follow the signs. pair.
-Reading aloud the
c. Language expressions in pairs.
Features -Writing down the meanings of
-Prepositions of the provided words and
place; in front phrases in Bahasa.
of, behind, -Learning the sequencing words.
under, past, etc. -Learning the prepositions of
places.
-Sequencing -Each student makes one
words; first, sentence based on one
second, then, preposition he/she gets.
next, etc. -The students work in pairs to
construct a dialogue about
asking and giving directions to
the baggage claim.
-Performing the dialogue.
Post Activity
-Review
-Feedback from the teacher for
the students’ performances
pronunciation.
9 Aviati -Students a. Social Pre Activity English

on understand Function: to -Greeting course
Termin the acquire -Reviewing previous materials book,
168

ology: meaning of knowledge of -Matching the travel phrasal laptop,
What the aviation aviation verbs with the meaning. speaker,
should terminologi terminology. -Watching a video entitled “5 and video
I es. Travel Phrasal Verbs” by Lucy. file “5
know? -Students b. Text Structure -Constructing five sentences for Travel
are able to -list of the five same travel phrasal Phrasal
1 pronounce vocabularies in verbs. Verbs”,
meetin the new aviation projector,
g words Whilst Activity screen.
correctly. c. Language -Making groups of two.
Features -Comprehending the meaning
-pronunciation of with the examples of the
the aviation provided vocabularies.
terminology -Gather with the other group to
share the information.
-Putting the tick to the box for
the words which already known,
-Sharing the experience of
the chosen topic in groups.
-Each group will have one
person to share the experience in
front of the class.
Post Activity
-Review.
-Feedback from the teacher on
the students’ performance.
pronunciation.
10 Be -Students a. Social Meeting 1 Laptop,

ready are able to Function: Pre Activity screen,
to get write an -to prepare good -Greeting video file
your application application letter -Reviewing previous materials. entitled
dream. letter -to get ready to -Discussing the experience and “Job
properly. have a job importance of making an Interview
2 -Students interview. application letter. Tips; Tell
meetin are able to -The teacher explains the Me about
gs demonstrat b. Text Structure importance of an application You” by
e ability in -Formal letter; letter. Kaykrizz,
a job Application Letter projector,
interview -List of questions Whilst Activity speaker,
properly. and answers in a -Reading carefully the sample of English
job interview. an application letter with no course
working experience. book..
>Why are you -Deconstruct the text structure.
chosen as the -Writing an application letter
best person for based on the advertisement.
this job? -Submitting the letter to be
>Why do you checked by the teacher.
want to work -Post Activity
for this airline? -Review
>How would you -Feedback for the students’
handle a pronunciation.
situation where
one Meeting 2
passenger Pre Activity
complained about
169

the passenger -Greeting
next to him, -Reviewing previous materials.
snoring too -Giving the feedback on
loudly? the students’ application
>How long do letter.
you see yourself -Watching a video entitled “Job
as a flight Interview Tips; Tell Me about
attendant? You” by Kaykrizz.
>If you had a -Discussing the tips the students
passenger that have got from the video.
couldn't keep -Practicing describing self
calm, due to in class. (Five students will
anxiety of a plane be chosen randomly by the
crash, how would teacher).
you calm them -Reading aloud one’s
down? description .
http://www.mock -Replacing the information by
questions.com/co using the students’ own
mpany/PT+Garud description.
a+Indonesia/ -Reading and learning the tips of
having a job interview by a
c. Language Youtuber, Miss Kaykrizz.
Features
-The questions Whilst Activity
and answers to a -The students work in pairs and
job interview. list five possible questions in a
job interview.
-Practice having a job interview
based on the questions they have
made.
Post Activity
-Feedback on students’
performance.
pronunciation.
-Review
11 FINAL *Prepared by
TEST the teacher

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING AN ENGLISH COURSE BOOK FOR

Presented as Partial Fulfillment of the

Sisilia Endah Lestari

THE GRADUATE PROGRAM OF ENGLISH STUDIES

“Give a man a fish and you feed him a day.

Teach a man to fish and you feed him for a lifetime.

learning, to my beloved parents, two elder brothers, and family,

to my husband and our future children,

to my inspiring supervisors and other lecturers,

and to everyone I love.

As His child, I am so grateful for His blessings for this twenty-six-year

thesis as one of meaningful accomplishments in life. I thank Lord Jesus Christ

all the people sent to me.

I would like to express my sincere gratitude to my thesis advisor, F.X.

keep chasing my dreams. He taught me to think logically to do everything. He

the knowledge and meaningful feedback they have shared.

smart lecturers, Mega Wulandari, S.Pd., M.Hum., and Josephine Pudji

me to conduct my research in Jogja Flight and P3 Nusantara, who always helped

contributed their willingness to participate when I implemented the designed

materials. I thank them for their feedback for my designed materials.

The biggest thankfulness is given to both of my parents, Ibu Christina

teachers, friends, and saviors in everything. I thank my elder brothers,

Willibrodus Sugiono and Agustinus Edi Wibowo, who always support me

life. I am immeasurably grateful to my beloved husband, Bangkit Suharjo Putra

and love in the process I faced in studying. I thank my friends in English

especially who has helped me in accomplishing this thesis.

Sisilia Endah Lestari

CHAPTER II. LITERATURE REVIEW...........................................................11

CHAPTER III. METHODOLOGY..................................................................63

2. Preliminary Field Testing...............................................................81

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS......................86

b. The Experts’ Comments and Suggestion on the Designed

CHAPTER V. CONCLUSIONS AND SUGGESTIONS....................................119

Lestari, S. E. (2017). Designing an English Course Book for Flight Attendant

Keywords: English course book, ADDIE Instructional Design model, flight

Lestari, S. E. (2017). Designing an English Course Book for Flight

Pramugari dan pramugara memiliki kewajiban untuk melayani penumpang

identification, problem limitation, and problem delimitation are discussed. Two

discussed further in this chapter.

Indonesian airlines nowadays have grown advanced. They serve the

passengers to have overseas flights. Foreign passengers come to Indonesia and

attendants are expected to be fluent in English in order to support their jobs

in Dibanaka and Hiranburana (2012, 1) argues that “a good command of English

flight attendants are expected to do some responsibilities like giving instruction,

giving direction, offering help, offering something, handling complaints, and

to be flight attendants, be better prepared for further studies in an industry, be

Flight attendants need to fulfill the requirements of handling the job.

According to a book by the Department of Transport in Canada, entitled Flight

equipment, emergency equipment, and emergency procedures shall verify the

and their ability to accomplish appropriate emergency procedures.” One of the

competency requirements mentioned previously manifests that flight attendants

communication in English is required. Regarding the importance of having good

English skills, Kongsuriyanawin (2011, 1) argues that “flight attendants are

airlines thrive in the industry. Absolutely, a high level of English communicative

competence is strongly required in the FA career.” Consequently, the flight

TOEIC. Another requirement of having a good English communication skill is

stated by McGrath (2015, 1) that flight attendants “must be able to communicate

effectively in the English language” because “in an emergency situation, flight

such as listening, comprehending and giving instructions, reading and writing.

handling a job as the flight attendants.

focused on grammar-based learning. Thus, before designing the English course

learning English for the students.