THE ANALYSIS OF STUDENTS’ NEEDS OF ENGLISH FOR SPECIFIC

PURPOSES FOR TOURISM MAJOR AT VOCATIONAL HIGH SCHOOL

By
RADIATHUL AMELIA SILVIANA

ANTASARI STATE ISLAMIC UNIVERSITY

BANJARMASIN
2022
THE ANALYSIS OF STUDENTS’ NEEDS OF ENGLISH FOR SPECIFIC
PURPOSES FOR TOURISM MAJOR AT VOCATIONAL HIGH SCHOOL

AN UNDERGRADUATE THESIS

Presented to
Faculty of Tarbiyah and Teacher Training
in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan in English Language Education

by

Radiathul Amelia Silviana

180101030443

ANTASARI STATE ISLAMIC UNIVERSITY

FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION DEPARTMENT
BANJARMASIN
2022

ii
 APPROVAL

Tittle : The Analysis of Students’ Needs of English for

Specific Purposes for Tourism Major at Vocational
High School
Name : Radiathul Amelia Silviana
SRN : 180101030443
Faculty : Tarbiyah and Teacher Training
Program : Undergraduate Study (S-1)
Department : English Education Department
Academic Year : 2021/2022
Place/Date of Birth : Sampit, 12 Mei 2000
Address : JL. Yos Sudarso GG. Sulawesi No.75 Sampit,
Kalimantan Tengah
After being checked and revised, the thesis has been approved to be examined in
front of the board of Examiners of Faculty of Tarbiyah and Teacher Training UIN
Antasari Banjarmasin.
Banjarmasin, ........................
Advisor Advisor
Contents and Research Methods Language and Writing Techniques

Drs. Saadillah, M.Pd Nor Izzatil Hasanah, S.Pd., M.Pd

NIP. 196405201992031006 NIP. 201701001

Acknowledged by
Head of English Education Department
Faculty of Tarbiyah and Teacher Training
UIN Antasari Banjarmasin,

Afifah Linda Sari, M.Pd

NIP. 198711102015032004

iii
 VALIDATION

Title : The Analysis of Students’ Needs of English for Specific Purposes for Tourism
Major at Vocational High School Name Radiathul Amelia Silviana SRN
180101030443 has been examined by the board of thesis examiners of Faculty of
Tarbiyah and Teacher Training UIN Antasari Banjarmasin.

Day :
Date :
Stated :
Score :

Dean Faculty of Tarbiyah and Teacher Training

UIN Antasari Banjarmasin

Dr. H. Hamdan, M.Pd

NIP. 196604051993031005

THE BOARD OF EXAMINERS:

Name Signature
1.

(Chairperson)
2.

(Member)
3.

(Member)

iv
 STATEMENT OF AUTHENTICITY

I, the undersigned, Radiathul Amelia Silviana, declare that this undergraduate thesis
is my original work, gathered and utilized specially to fulfil the purposes and
objectives of this study, and has not been previously submitted to any other university
for any degree or other purposes. I also declare that the publications cited in this work
have been properly acknowledged. If someday, it is proven otherwise, I understand
that my degree will be revoked.

Banjarmasin, 15 June 2022

The writer,

Stamp
Rp. 10000 Signature

Radiathul Amelia Silviana

………………..…
Rp.6000

v
 ABSTRACT

Radiathul Amelia Silviana. 2022. The Analysis of Students’ Needs of English for
Specific Purposes for Tourism Major at Vocational High School. Thesis. English
Education Department, Faculty of Tarbiyah and Teacher Training, Antasari State
Islamic University. Advisors: (I) Drs. Saadillah, M.Pd, (II) Nor Izzatil Hasanah,
S.Pd., M.Pd.

Keywords: Needs Analysis, English for Tourism, Vocational High School

ESP has an emphasis on practical outcomes with the aim of preparing learners
to communicate effectively in the tasks prescribed by their study or work situation,
including the students majoring in tourism at vocational high school where their
future work in the field of tourism must need particular skills of English to support
their work performance. However, tourism is a new major at Vocational High School
(SMKN) 4 Sampit, so the teaching and learning process of English subject does not
focus on the use of English language for tourism field. Therefore, this study aims to
conduct a needs analysis to find the student’s needs on English subject for Tourism
Major at Vocational High School (SMKN) 04 Sampit.
This study used qualitative descriptive method to obtain facts about students'
needs on ESP for tourism. 22 students at twelfth grade were involved in the study.
Questionnaire and interview were used as research instruments to collect the data
about students' needs on English subject for tourism major. The data collected were
analyzed through several stages such as data reduction, data display, and conclusion
drawing and verification.
The conclusion of this study specifically answers the research question which
focuses on students’ needs on English subject for Tourism Major at Vocational High
School (SMKN) 04 Sampit. It was found that they really need English learning
activities related to the field of tourism, especially the practice of speaking skill
which focuses on developing students’ fluency, pronunciation, and tourism
vocabularies. Besides, they also need some improvements in the learning system to
help them learn English better, such as in terms of the learning materials, teacher’s
explanation, teaching method, and learning activities. Specifically related to the
learning materials, they confirmed that the world of work is very suitable to be the
general topic of learning materials for ESP courses as they are in vocational high
school which is work-oriented.

vi
 ABSTRAK

Radiathul Amelia Silviana. 2022. Analisis Kebutuhan Siswa Terhadap Bahasa

Inggris untuk Keperluan Khusus Jurusan Pariwisata di SMK. Skripsi. Jurusan Tadris
Bahasa Inggris., Fakultas Tarbiyah dan Keguruan, UIN Antasari Banjarmasin. Dosen
Pembimbing: (I) Drs. Saadillah, M.Pd, (II) Nor Izzatil Hasanah, S.Pd., M.Pd.

Kata kunci: Analisis Kebutuhan, Bahasa Inggris untuk Pariwisata, Sekolah

Menengah Kejuruan

ESP menekankan pada hasil praktis dengan tujuan mempersiapkan peserta

didik untuk berkomunikasi secara efektif, termasuk bagi siswa jurusan pariwisata di
sekolah menengah kejuruan. Namun, pariwisata merupakan jurusan baru di Sekolah
Menengah Kejuruan (SMKN) 4 Sampit, sehingga proses belajar mengajar mata
pelajaran bahasa Inggris tidak terfokus pada penggunaan bahasa Inggris untuk bidang
pariwisata. Oleh karena itu, penelitian ini bertujuan melakukan analisis kebutuhan
untuk mengetahui kebutuhan siswa pada mata pelajaran Bahasa Inggris Jurusan
Pariwisata di Sekolah Menengah Kejuruan (SMKN) 04 Sampit.
Penelitian ini menggunakan metode deskriptif kualitatif untuk memperoleh
fakta tentang kebutuhan siswa terhadap ESP untuk pariwisata. 22 siswa di kelas XII
terlibat dalam penelitian ini. Kuesioner dan wawancara digunakan untuk
mengumpulkan data tentang kebutuhan siswa pada mata pelajaran bahasa Inggris
untuk jurusan pariwisata. Data yang terkumpul dianalisis melalui beberapa tahapan
seperti reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi.
Kesimpulan penelitian ini secara khusus menjawab pertanyaan penelitian
yang berfokus pada kebutuhan siswa pada mata pelajaran Bahasa Inggris Jurusan
Pariwisata di Sekolah Menengah Kejuruan (SMKN) 04 Sampit. Hasil penelitian
menyimpulkan bahwa mereka sangat membutuhkan kegiatan pembelajaran bahasa
Inggris yang terkait dengan bidang pariwisata, terutama praktik keterampilan
berbicara yang berfokus pada pengembangan kefasihan, pengucapan, dan kosakata
pariwisata. Selain itu, mereka juga membutuhkan beberapa perbaikan dalam sistem
pembelajaran untuk membantu mereka belajar bahasa Inggris dengan lebih baik,
seperti dalam hal materi pembelajaran, penjelasan guru, metode pengajaran, dan
kegiatan pembelajaran. Khusus terkait materi pembelajaran, mereka menegaskan
bahwa dunia kerja sangat cocok menjadi topik umum materi pembelajaran mata
kuliah ESP karena mereka berada di SMK yang berorientasi pada kerja.

vii
 MOTTO

“It doesn't matter if you're going slow, as long as you never stop trying”

-Confucius.

viii
 DEDICATION

Thanks to almighty who has given me everything so I can finish this thesis. I dedicate
this thesis for:
1. My beloved parents, Sri Wahyuni and Alfiannur who pray the best for me,
provided me, support me mentally, spiritually, materially during the time of
study and the process of making this thesis.
2. My lovely sibling The late Ms. Gina Alviana.
3. All of my family members who always provide moral and material support.
4. My closest friends especially Ira Iasha, who always gives encouragement in
doing the thesis, and is always together in undergoing the thesis consul
because we are the same supervisor.
5. My best friends during college, especially Selvi Nazarina and Nor Hikmah
who always provide support, enthusiasm and are always troubled.
6. My classmates in EED B 2018 and EED D 2018, Antasari State Islamic
University Banjarmasin, thank you for all the friendships, happiness, and
sadness that made me stronger and better.
7. All of my family and friends in Antasari State Islamic University
Banjarmasin and others, who have given me supports and love for
completing my undergraduate.
8. For someone special in my life, Heri Setiawan Armada, S.AB, thank you for
providing support, enthusiasm, motivation, unrelenting affection and always
praying for me in completing this thesis.
9. To all parties that I cannot mention one by one, who have helped me in the
processof making thesis.
10. Last but not least for myself who was able to keep spirit until now. I wanna
thank me, I wanna thank me for believing in me, I wanna thank me for doing
all this hard work, I wanna thank me for having no days off, I wanna thank me
for never quitting.

ix
 ACKNOWLEDGEMENT

‫الصالة والسال م على اشرف األ نبياء والمر سلين سيدنا‬. ‫ الحمد هلل رب العالمين‬.‫بسم هللا الر حمن الر حيم‬

.‫ اما بعد‬.‫وموالنا محمد وعلى اله وصحبه أجمعين‬

Praise to Allah the Almighty who has been giving me guidance till the writer

finished this thesis entitled “The Analysis of Students’ Needs of English for Specific

Purposes for Tourism Major at Vocational High School”. Peace and salutation always

be upon Prophet Muhammad P.B.U.H and all his friends who struggle for Allah. The

writer like to express appreciation and gratitude to:

1. Dr. H. Hamdan, M.Pd as the Dean Dean of Faculty of Tarbiyah and Teacher

Training of Antasari State Islamic University and all her staff for their help in the

Administrative and matters.

2. Afifah Linda Sari, M.Pd, as the Head of English Education Department for the

assistance and motivation.

3. My academic advisor, Hj. Nur Laila Kadariyah, S.Ag., M.Pd, for the guidance

and encouragement.

4. My thesis advisors, Drs. Saadillah, M. Pd, as the advisor of content and research

methods for the advice, helps, suggestion and correction.

5. Nor Izzatil Hasanah, S. Pd., M. Pd as the advisor of language and writing

techniques for the advice, helps, suggestion and correction.

6. All lecturers and assistants in Faculty of Tarbiyah and Teacher Training for the

priceless knowledge.

x
7. Dr. Saifuddin, M.Ag head of the UIN Antasari Banjarmasin library along with

the staff and managers of the Faculty of Tarbiyah and Teacher Training UIN

Antasari Banjarmasin who helped a lot in terms of lectures and writing in this

thesis.

8. H.Sirojuddin Noor,BA.,S.Pd.,MM as head masters of SMKN 4 Sampit, and all

the English teacher whohave given the chance to do research there.

Finally, the writer hopes that this research will be useful for the next researchers.

The writer admits that this research paper is not perfect yet. Therefore, suggestion

will be expected to make it better.

Banjarmasin, 15 June 2022

Radiathul Amelia Silviana

xi
 CONTENTS

COVER PAGE
LOGO PAGE................................................................................................................ i
TITLE PAGE .............................................................................................................. ii
APPROVAL................................................................................................................ iii
VALIDATION ............................................................................................................ iv
STATEMENT OF AUTHENTICITY ....................................................................... v
ABSTRACT ................................................................................................................ vi
ABSTRAK ................................................................................................................... vii
MOTTO .................................................................................................................... viii
DEDICATION ............................................................................................................ ix
ACKNOWLEDGEMENT .......................................................................................... x
CONTENTS ............................................................................................................... xii
LIST OF TABLES ................................................................................................... xiv
LIST OF APPENDICES........................................................................................... xv

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

A. Background of Study........................................................................... 1
B. Research Questions ............................................................................. 7
C. Objectives of Study ............................................................................. 7
D. Significance of Study .......................................................................... 8
E. Definition of Key Terms ..................................................................... 9
CHAPTER II THEORETICAL REVIEW............................................................. 10
A. Need Analysis ................................................................................... 10
1. The Definition of Need Analysis.................................................. 10
2. The Purposes of Need Analysis.................................................... 13
3. Approaches to Need Analysis ...................................................... 19
4. Elements of Need Analysis .......................................................... 20

xii
 5. Need in ESP.................................................................................. 21
B. English for Specific Purpose (ESP) .................................................. 22
1. The Definition of ESP .................................................................. 22
2. Teaching Material in ESP............................................................. 27
3. Types of ESP ................................................................................ 31
4. Characteristics of ESP .................................................................. 32
5. The Teachers’ Roles in ESP Classroom ....................................... 33
C. Vocational High School .................................................................... 34
1. The Definition of Vocational High School .................................. 34
2. Five Majors in Vocational High School ....................................... 36
D. Review of Previous Studies .............................................................. 40
CHAPTER III RESEARCH METHOD ................................................................. 44
A. Research Design ................................................................................ 44
B. Research Setting ................................................................................ 45
C. Subject ............................................................................................... 45
D. Data ................................................................................................... 45
E. Technique of Data Collection ........................................................... 46
F. Data Analysis .................................................................................... 48
CHAPTER IV FINDINGS AND DISCUSSION .................................................... 50
A. Findings ............................................................................................. 50
B. Discussion ......................................................................................... 64
CHAPTER V CLOSURE ......................................................................................... 70
A. Conclusion......................................................................................... 70
B. Suggestions ....................................................................................... 70

REFERENCES .......................................................................................................... 72
APPENDICES ........................................................................................................... 76
CURRICULUM VITAE ......................................................................................... 109

xiii
 LIST OF TABLES

Table 4.1 Purposes of Learning English ..................................................................... 50

Table 4.2 English Topics............................................................................................. 51

Table 4.3 English Skills to Improve............................................................................ 51

Table 4.4 Reason for Choosing Specific Skill to Improve.......................................... 52

Table 4.5 Difficulties in Learning English .................................................................. 52

Table 4.6 English Skill Difficult to Learn ................................................................... 53

Table 4.7 Reason of Difficulty in English Teaching and Learning ............................ 53

Table 4.8 Teacher’s Method in English Class ............................................................ 54

Table 4.9 Teacher’s Explanation................................................................................. 55

Table 4.10 Main Source of English Teaching and Learning ...................................... 55

Table 4.11 Relationship between English Materials and Students’ Target Area ........ 56

Table 4.12 English Material Delivered by the Teacher .............................................. 56

Table 4.13 English Class ............................................................................................. 57

Table 4.14 English Learning Process .......................................................................... 57

Table 4.15 Teacher Lets Students Give Responses .................................................... 58

Table 4.16 Responding to the Teaching and Learning Process .................................. 58

Table 4.17 The Way of Responding to the Learning Process ..................................... 59

Table 4.18 Students’ Opinion toward ESP Courses.................................................... 59

Table 4.19 Students’ Opinion about ESP Program in the School 60

Table 4.20 Hope to the School toward ESP Program 60

xiv
 LIST OF APPENDICES

APPENDIX 1 : Qur’an Literation............................................................................ 76

APPENDIX 2 : Questionnaire ................................................................................. 77
APPENDIX 3 : Interview Guidelines ...................................................................... 82
APPENDIX 4 : School Profile................................................................................. 83
APPENDIX 5 : Research Letter ............................................................................. 93
APPENDIX 6 : Research Recommendation Letter 1 .............................................. 94
APPENDIX 7 : Research Permit Letter 1 ................................................................ 95
APPENDIX 8 : Research Permit Letter 2 ................................................................ 96
APPENDIX 9 : Research Recommendation Letter 2 .............................................. 97
APPENDIX 10 : Research Letter of Statement ......................................................... 98
APPENDIX 11 : Certificate of Completed Research ................................................ 99
APPENDIX 12 : Application Letter for Thesis Title Approval ............................. 100
APPENDIX 13 : Decree of the Appointment of Thesis Advisory Lecturers ......... 101
APPENDIX 14 : Certificate of Thesis Proposal Seminar 1 .................................... 102
APPENDIX 15 : Thesis Proposal Seminar Notes................................................... 103
APPENDIX 16 : Certificate of Thesis Proposal Seminar 2 .................................... 105
APPENDIX 17 : Consultation Notes ...................................................................... 106
APPENDIX 18 : Documentation ............................................................................ 107

xv
 CHAPTER I

INTRODUCTION

A. Background of Study

English for Specific Purposes (ESP) is a learner-centered approach to

teaching English as a foreign or second language and designed to meet the

needs of most learners who have to learn a foreign language for use in their

specific disciplines, such as science, technology, medicine and academic

learning. The requirement of an ESP approach to course design would be

Needs Analysis (NA), since it involves the awareness of a target situation.

According to Hutchinson and Waters (1992), learners know particularly the

reason why they are learning a language and it is the consciousness of a need

that ESP figures out. Needs analysis is a progressive term which is conducted

before, while and after a language program. Scholars have diverse views on

the description of needs analysis; however, several of them perceive needs

analysis as an approach mirroring the requirements, desires and needs of

learners in their subject area (Oktarin, Syahrial, & Harahap, 2019, p. 15).

ESP has an emphasis on practical outcomes with the aim of preparing

learners to communicate effectively in the tasks prescribed by their study or

work situation (Basturkmen, 2010, p. 2). Examples include English for the

hotel reception courses, where students learn the necessary language to carry

1
 2

out the various daily tasks, which comprise their job. In sum, ESP is English

for vocational purposes, where the word vocation is used loosely to include

education and all kinds of professional activity (Ulfa, 2014, p. 69)

English for Specific Purpose (ESP) is program instruction in which the

content and aims of the course are fixed by specific needs of a particular

learner (Richards & Schmdit, 2010). In addition, English for specific

purposes is a term that refers to teaching or learning for a particular career or

for business in general (Dayu & Haura, p. 10).

It prepares learners to use English in academics such as doctors, nurses

and tour guides. ESP is part of regional language teaching but its

implementation is still lacking. In the world of tourism, English is used as an

international language and is the most commonly used language. Therefore,

vocational students majoring in tourism must have English language skills

according to their needs so that graduates are ready to work and have a good

language so that they can make it easier when communicating with foreign

guests or customers. SMK students are prepared for success in the future of

the tourism industry, because SMK graduates are ready to work. Graduates

are expected to be able to carry out and develop businesses in the field of

hospitality services, travel agents or business trips, and also to develop their

professional and industry-related skills.

Analyzing the special needs of a particular group of learners serves as

an important start in the design of an ESP course. Basically, the ESP approach
 3

begins with an analysis of the needs of students (Widodo, 2017). Need

Analysis refers to a course development process where the language and skills

that the learners will use in their target vocational workplace are identified

and considered in relation to the present state of knowledge of the learners,

their perceptions of their needs and the practical possibilities and constraints

of the teaching context (Basturkmen, 2010, p. 19). Additionally, Songhori

(2008) said that needs analysis has a vital role in the process of designing and

carrying out any language course, whether it be English for Specific Purposes

(ESP) or general English course. Other definition of need analysis generally

refers to the activities that are involved in collecting information that will

serve as the basis for developing a curriculum that will meet the needs of a

particular group of students (Evenddy, Prabowo, & Rima, 2020, p. 4)

Those are very reason for researcher to do research about need

analysis in English for Vocational School on Tourism Program. Vocational

School (SMK) is a formal education unit level institution that plays a role in

developing students' skills and talents. Vocational schools prioritize preparing

students to enter employment by demonstrating mastery of science,

technology and high skills. Through the Inpres No. 09 Th. 2016 about the

Revitalization of SMK, it could be implied that English is matter for making

the SMK graduated could be competed in work world of work in global and

local. Just because SMK is a vocational programmed of school in Indonesia,

English is matters for developing of SMK students skills (Lestari, 2019, p. 4).
 4

Basically, English teaching learning at SMK are the same as at other

Senior high schools, such as the use of curriculum, syllabus, and lesson

planning, and the English text books, so there is no basic differences between

English subject taught at SMK and SMA, English is taught by common

topics or materials whether at SMK or SMA, whereas there is a special need

for vocational school students who are different from other schools,

vocational schools are provided by the government to be ready to work in a

certain field., because in vocational education students are equipped with

special skills both in theory and practice in accordance with the selected skills

program.

Based on these special needs, there are several majors provided by

Vocational that should provide English learning for special purposes that will

make these students ready to work where English can help them in carrying

out their work, such as in hospitality, tourism, banks, companies and offices.

In fact, almost all vocational schools in Indonesia still teach general English

language materials to their students that are not appropriate for their future

jobs. This also happened at SMKN 4 Sampit. The school has five study

programs, namely; Agribusiness of Horticulture Food Crops, Agribusiness of

Plantation Crops, Agricultural Processing Technology, Hotel Accommodation

and Tourist Industry.

English language learning materials for each class are related to their

study program but in reality none of the material seems to be related to the
 5

study program. This condition can hinder students from developing their skills

to communicate using English in their field work target situations. If such

conditions occur, the goal of teaching English will not become achieved.

Unfortunately, some majorities which need not only mastery the

knowledge and the skills based on its majorities, but also need English to

support their jobs at the works. Hence the teacher at SMK need to teach the

students English which students who undergraduate and work in tourism can

speak English to foreign tourist. This situation is very important because their

future work as a tour guide for everyone, especially foreigners, really depends

on their English skills, so that they can provide clear and complete

explanation about particular things. The importance of learning foreign

language has also been narrated in Qur’an that tells about a messenger who is

sent to a people. Allah SWT says:

ْ ‫اَّللُ َم ْن يَ َشاءُ َويَ ْه ِدي َم ْن يَ َشاءُ ۚ َوُه َو الْ َع ِز ُيز‬

‫اْلَكِ ُيم‬ ِ ‫ان قَوِم ِه لِي بِّي ََلم ۖ فَي‬
‫ض ُّل ا‬ ِ ِ ٍ ِ
ُ ُْ َ َُِ ْ ‫َوَما أَْر َسلْنَا م ْن َر ُسول إِاَّل بِل َس‬
The verse above talks about the importance of using appropriate

languages in conveying a message to other people. Related to this, English is

considered a lingua franca that can be used as a communicating language

between foreign people. By mastering English well, good communication can

be done between foreign people, especially in the field of tourism.

Teaching learning process must use class time effectively and teach

aspects that are most needed by students. A learner-centered classroom is a

 6

need taken into account as a group as individuals, and they are encouraged to

participate in the learning process all the time (Jones, 2007). In addition, the

ESP courses are designed for the ESP program which focuses mostly on task-

based teaching, and is specifically designed for tourism English. The teaching

and learning process at SMK Negeri 4 Sampit is not very complex according

to what is needed by students because the English taught by the teacher is not

specific such as the skills or vocational chosen by the students but only

general English is taught. The impact for vocational school graduates who do

not master English in accordance with their majors, especially tourism majors,

will be difficult to communicate with foreigners and in tourism deposits, the

use of English plays an important role, especially in guiding activities. This is

because guidance is the delivery of information supported by reciprocal

communication between guides and tourists. Therefore the role of language in

the guiding process is very large, especially English and supported by other

languages. (Masruroh, 2001, p. 40)

This research aimed to explore of the teacher and students obstacles on

English teaching and learning. Those were related to teacher problems in

English language teaching activities automatically, two the most fundamentals

issues of the teacher obstacles are about nothing renewal of curriculum and

development teaching and learning methods. This condition might prevent the

student to develop their skill communicate using English in the target

situation of their field works. In order to achieve the purpose, the researcher
 7

thought that there should be an analysis of learners‟ need in English based on

English for Specific Purpose. In this relation, ESP may play an important role

in successfully promoting English teaching program at SMK and thereby can

satisfy students‟ purposes for entering the program. Researcher did on

observation in classroom setting, one of the most fundamentals problem for

students through English Language Learning is the lack of deep vocabulary

and they learn general English in the learning process. Then the further

obstacle of students there is no ESP in scope of Tourism Course (Lestari,

2019, pp. 2-3).

Based on the explanation above, this study will discuss further about

one particular topic with the title “The Analysis of Students’ Needs of English

for Specific Purposes for Tourism Major at Vocational High School.”

B. Research Questions

Based on the background above, the research question is What are the

students’ needs on English subject for Tourism Major at Vocational High

School (SMKN) 04 Sampit?

C. Objectives of Study

Regarding the research question above, the objective is To find the

students’ need on English subject for Tourism Major at Vocational High

School (SMKN) 04 Sampit.

 8

D. Significance of Study

The results of this research are expected give advantages, such as: The

Significances of the research from the reason why this research was

conducted, those were: First, the research was expected to increase students'

and teachers' knowledge and information about the theories of need analysis

in English for Specific Purpose.

Second, this research was hoped could be the useful reference in

considering the improvement of a renewal of curriculum and the development

of learning method in English for Specific purpose at Vocational School by

analyzing of the needs of tourism students at Vocational high school (SMKN)

04 Sampit in ESP.

The last, the researcher also hoped that this research be useful and

could contribute to provide a clear discussion about how important the

improving the capability of English Language Teaching and Learning for both

teacher and student in making a better of Vocational school quality for

English.
 9

E. Definition of Key Terms

1. Analysis is an activity that contains a number of activities such as parsing,

distinguishing, sorting something to be classified and regrouped according

to certain criteria and then searched for its meaning and interpreted its

meaning (Nugroho, 2020, p. 135).

2. Students’ needs is an information gathering process and very useful to

determine the direction of the learning program more precisely so that the

effectiveness of the ESP program is increasing in aspects teaching

materials, teaching learning activities and teachers’ methods (Rizal, 2017,

p. 495).

3. English for Specific Purposes (ESP) can be defined as teaching and

learning English as a second or foreign language for the purpose of using

it in a particular domain (Otila, 2015, p. 54).

4. Tourism Major means Tourism study program is a study program that

learns all things related to tourism. It usually includes destination

management, tour and travel, and hospitality. Graduates of this department

are expected to be able to provide quality hospitality services.

5. Vocational School means a school offering instruction in one or more

skilled or semiskilled trades or occupations (Hutchinson & Waters, 1987).

In this study, the school where the researcher conducts the research is

Vocational High School (SMKN) 04 Sampit.

 CHAPTER II

THEORETICAL REVIEW

A. Need Analysis

1. The Definition of Need Analysis

Needs analysis (NA) is an information gathering process and very

useful to determine the direction of the learning program more precisely

so that the effectiveness of the ESP program is increasing (Lestari, 2019,

p. 11).

As stated by ESP some experts such as Munby (1978), Hutchinson

and Waters (1987) and Dudley-Evan and St. John (1998) that needs

analysis is the first step that needs to be taken in the preparation of ESP

English learning program. Its emergence in language planning can be

traced back to the 1970s and its widespread proliferation in the domain is

attributable to its adoption by The Council of Europe’s modern language

project (Samira Fateme, 2013) as cited in (Lestari, 2019, p. 11).

At first the needs analysis came from ESP, this might be due to the

fact that the needs analysis approach was more useful when learners

'needs are related to' different communication situations. Hutchinson and

Water also state the meaning of need in relation to language teaching as

the ability to comprehend and/or produce the linguistic features of the

10
 11

target situation. Need can be interpreted at least in three categories

(Hutchinson and Water, 1987) as cited in (Lestari, 2019, p. 12).

a. Needs as necessities

Needs as necessities relate to what English needs to be known by

the learners in order to play an active role in the language it learns.

b. Needs as wants (desire)

While the needs as wants (desire) associated with personal goals

is what is wanted.

c. Needs as lacks

Needs as lacks, related to the early knowledge of English

possessed by the learner, that is, what the learner has not learned yet.

The findings on the lacks are very useful to determine the starting

point of the teaching program so that it will create the effectiveness

of the teaching program to achieve the target needs.

At the same time used as part of a program can help in improving the

various components of the program and creation this is more oriented to

the needs of students. From the field of language teaching, needs analysis

is the first step in course design and it provides validity and relevancy for

all subsequent course design activities (Mehdi Haseli Songhori, 2008) as

cited in (Lestari, 2019, p. 12).

 12

Needs analysis refers to the process of determining the needs for

which a learner or group of learners require(s) a language and arranging

the needs according to priorities (Robert Cunnigham) as cited in

(Juliansyah, 2020, p. 19).

Gathering needs analysis under two specific notions, like objective

needs and subjective needs. The objectives of the learning outcomes as

the basis for the objective needs obtained from the personal data of

students (I Ondara Douglas, B.ED) as cited in (Juliansyah, 2020, p. 19).

Therefore, the teacher should really understand about the students’

priority in learning English in their context in order to be really

appropriate for their need in the work place. Then, needs analysis is also

regarded as demand or requirement needs, which has become a necessary

and important stage of course design for either general English course or

English for Specific Purposes (ESP) course. Furthermore, detailed

information about all contextual factors like learning materials, aids, and

environment are included into a more comprehensive needs (Chin-Ling

Lee) as cited in (Juliansyah, 2020, pp. 19-20).

Overall, most of the scholars have a similar vision of the needs

analysis and the importance of this issue.

 13

2. The Purposes of Need Analysis

One of the main purposes of the needs analysis is to understand the

necessary changes which should be done in order to improve the

curriculum by means of content specification in the field of English

language learning. English language needs analysis for students is mainly

carried out in order to obtain deep insights and greater inputs about the

current and future needs of language learners from multiple perspectives,

including subject teachers as well as present and former students to assist

in making well-advised decisions on the objectives and the goals that a

new curriculum should address and to ensure that the curriculum content

matches the students‘ needs as closely as possible (Suad AbdulAziz Al-

Hamlan & Abdallah Ahmad Baniadelrahman) as cited in (Juliansyah,

2020, p. 20).

The purpose of conducting needs analysis explained above leads to

the creation of good instruction for English teaching because it could

generate content specification for English learning, collect multiple

perspectives of students’ language learning needs, and construct learning

materials on the basis of the collected needs. Besides, good instruction is

one of God’s advices in terms of teaching and learning process. Allah

SWT says:
 14

ِ ِ ِ ْ ‫ك ِِب ْْلِكْم ِة والْموعِظَِة‬

َ ‫ك ُه َو أ َْعلَ ُم ِِبَ ْن‬
‫ض ال‬ َ ‫َح َس ُن ۚ إِ ان َربا‬
ْ ‫اْلَ َسنَة ۖ َو َجاد َْلُْم ِِبلاِِت ه َي أ‬ َْ َ َ َ ِِ‫ْادعُ إِ َ َٰل َسبِ ِيل َرب‬
‫ين‬ ِ ِ ِِ ِ
َ ‫َع ْن َسبيله ۖ َوُه َو أ َْعلَ ُم ِبلْ ُم ْهتَد‬
The verse above talks about an advice for making a good instruction

in teaching good values to people. In the context of teaching and learning,

the same principle should be conducted so that it could generate good

values and outcome among the students.

In short, a needs analysis is the first step on the way to the

development and improvement of the teaching materials, enhancing the

learning activities, improving tests and assessment strategies in ESP

program. There are some ways to identify the students’ needs through

analyzing the target needs, learning needs, as Hutchinson and Waters

(1992) divided the students’ needs as follows:

a. Target Needs

Target needs according to Hutchinson and Waters (1987, p. 54)

that is what the learner needs to do in the target situation. Target

needs is something of an umbrella term, which in practice hides a

number of important term such as necessities, lacks and wants.

1) Necessities

Necessity is a type of the need, which determined by the

demands of the target situation, that is what the students have to

know in order to function effectively in the target situation. For

example, a businessman might need to understand business

 15

letters, to communicate effectively at sales conferences, to get

necessary information from sales catalogues and so on. He or she

will also need to know the linguistic features-discourse,

functional, structural, and lexical which are commonly used in

the situations identified.

2) Lacks

To know what the learners knows already, so that we can

decide which of the necessities the learners’ lacks. The target

proficiency needs to be matched against the exiting proficiency

of the learners. The gap between the two can be referred to as the

learners’ lacks.

3) Wants

Wants mean what the learners want or feel they need. Since

the target need only an objective sense with the actual learners

playing no active role, the learner also have a view as to what

their needs are. The awareness of the needs that characterizes the

ESP situation. But awareness is a matter of perception, and

perception may vary according to one‘s standpoint. Learners

may well have a clear idea of the necessities of the target

situation. The students will certainly have view as their lacks.

But it is quite possible that the learners view will conflict with

the perceptions of the other interested parties: course designers,

 16

sponsors, and teachers. Bearing in mind the importance of

learner motivation in the learning process, learner perceived

wants cannot be ignored.

Analyzing the target needs involves far more than simple

identifying the linguistic features of the target situation. There are a

number ways in which information can be gathered about the target

needs, they are: questionnaire, interview, observation, and data

collection e.g. gathering text, informal consultations with sponsors,

learner and others. Hutchinson and Waters (1987, p. 59) argued, the

analysis of target situation needs is in essence a matter of asking 23

question about the target situation and the attitudes towards that

situation of the various participants in the learning process. The

target situation analysis frameworks are:

1) Why is the language needed? (1) For study; (2) for work; (3) for

training; (4) for a combination of these; (5) for some other

purpose, e.g. status, examination, promotion.

2) How will the language be used? (1) Medium: speaking, writing,

reading, or listening; (2) channel: e.g. telephone, face to face; (3)

Types of text discourse; e.g. academic texts, lectures, informal

conversation; (4) technical manuals, catalogues.

 17

3) What will the content areas be? (1) Subjects: e.g. medicine,

biology, mathematic; (2) commerce, engineering; (3) Level: e.g.

technician craftsman, postgraduate, secondary school.

4) Who will the learner use the language with? (1) Native speakers,

non- native speakers; (2) level of knowledge of receiver: e.g.

expert, layman, students; (3) Relationship: colleague, teacher,

customer, superior, subordinate.

5) Where will the language be used? (1) Physical setting: e.g.

office, lecture theater, hotel, workshop, library; (2) Human

context: e.g. alone, meeting, demonstrations, on the telephone;

(3) Linguistic context: e.g. in own country, abroad.

6) When will the language be used? (1) Concurrently with the ESP

course or subsequently; (2) frequently, seldom, in small amount,

24 in large chunks. It is obviously necessary to obtain answers to

the questions from variety of sources, and then to try and

negotiate a satisfactory compromises.

b. Learning Needs

According to Siti Nurfahmi (2013, p. 84-85), to analyze learning

needs that similar checklist used for target situation analysis in

learning need are grouped into inputs, procedures, settings, lecturer

roles and student roles. A framework for analyzing learning needs:

 18

1) Why are the learners taking the course? (1) Compulsory or

optional; (2) Apparent need or covert; (3) Are status, money,

promotion involved? (4) What do learners think they will

achieve? (5) What is their attitude towards the ESP or general

English course?

2) How do the learners learn? (1) What is their learning

background? (2) What is their concept of teaching and learning?

(3) What methodology will appeal to them? (4) What sort of

techniques are likely to bore/alienate them?

3) What sources are available? (1) Number and professional

competence of teachers; (2) Attitudes of teachers to ESP; (3)

Teachers’ knowledge of and attitude to the subject content; (4)

Materials; (5) Aids; (6) Opportunities for out-of-class activities.

4) Who are the learners? (1) Age/sex/nationality; (2) What do 25

they already know about English? (3) What subject knowledge

do they have? (4) What are their interests? (5) What is their

socio-cultural background?

5) What teaching styles are they the culture of the English speaking

world?

6) Where will the ESP or general course take place? (1) Are the

surroundings pleasant, dull, noisy, or cold?

 19

7) When will the ESP or general course take place? (1) Time of

day; (2) everyday/once a week; (3) full-time/part-time; (4)

Concurrent with need or pre-need.

Target situation needs and learning needs must be taken into

account. Analysis of target situation needs is concerned with

language use. Analysis of the target situation can tell us what people

do with the language. What also needs to know is how students learn

to do what they do with language.

3. Approaches to Need Analysis

Dudley-Evans and St John (1998, p. 125) argues, the model of ESP

need focuses on (1) learners‘ professional information, (2) learners‘

personal information, (3) learners‘ language information , (4) learners‘

lacks, (5) learners‘ needs from target course, (6) language learning needs,

and (7) communication information in the target situation, and (8)

environmental information. These aspects of language needs analysis are

as follow:

a. Professional information about the students: the tasks and activities

students are using English for target situation analysis (TSA) and

objectives needs.

b. Personal information about the students: factors which may affect the

way they learn such as previous learning experiences, reasons for

 20

attending the course and expectations of it, attitude to English wants

means subjective needs.

c. English language information about the students: what their current

skills and language use are present situation analysis (PSA)-this

could.

4. Elements of Need Analysis

In need analysis, the designer identifies the learning problem, the

goals and objectives, the audience‘s needs, existing knowledge, and any

other relevant characteristics of students. Analysis also considers the

learning environment, any constraint, the delivery options, and the

timeline for the project. During analysis, the designer develops a clear

understanding of the “gaps” between the desired outcomes, and the

audience's existing knowledge and skills. The questions used during the

analysis phases are:

a. Who is the audience and what are their characteristics?

b. What types of learning constraints exist?

c. What are the delivery options?

d. What are the pedagogical considerations (verbal, visual, tactile,

auditory)?

e. What is the timeline for project completion?

 21

To identify the specific skills that the learner must have mastered is a

prior to beginning the instruction. This is not a listing of all the things

learners can already do, but an identification of the specific skills they

must be able to do in order to begin the instruction. It is also important to

identify any specific characteristic of the learners that may be important

to consider in the design of the instructional activities. The results of

analysis will guide to design the lesson. The areas related to the analysis

include-general characteristics, specific entry competences (knowledge,

skills, and attitudes) and learning styles. Similarly, Casper (2003) states

that a need analysis includes all the activities used to collect information

about the students' learning needs, wants, wishes, or desires. Furthermore,

Munby (1987) proposes the elements of need analysis which are related

to the participants, communication need processor, profile needs,

language skills selector, linguistic encoder, and communicative

competence specification.

5. Need in ESP

English for specific purpose (ESP) emerges from demands of the

brave new world – business expansion and globalization: a revolution in

linguistic tailoring English for real communication usage: and focus on

the learners who have different needs, motivation and interest said

Hutchinson & waters (1987). ESP is designed to meet specific needs of

 22

learners and makes use of underlying methodology and activities of the

disciplines it serves. Moreover Dudley – Evans &ST John (1998) said

ESP is centered on the language skills, discourse and genres appropriate

to these activities. Therefore, ESP is based on needs analysis which aims

to specifically identify what are the target needs and learners’ needs.

Needs in ESP can be classified into 3 main categories which are:

a. Target objective needs: these can be perceived and verified. They

concern professional information about learners: the tasks and

activities where learners will apply their English.

b. Learning / subjective needs: these can be felt and correspond to

cognitive and affective factors. The concerns involve personal

information about learners: previous learning experiences, cultural

aspects, expectations and attitudes.

c. Present needs: the third category concerns learners’ weaknesses and

strengths in terms of language and skills, and what is needed to reach

targeted needs (Sarintom Pongjumpa) as cited in (Juliansyah, 2020,

pp. 20-31).

B. English for Specific Purpose (ESP)

1. The Definition of ESP

English for Specific Purpose (ESP) is teaching of English to students

whose first language is not English but who need it for a particular job,
 23

activity, or purpose. In general, ESP can be defined as the role of English

in a language course or programme of instruction in which the content

and aims of the course are fixed by the specific needs of a particular

group of learners. It means that ESP program is an English learning based

on specific context of education in order to support their professional

activities in a certain work place. Therefore, the teaching and learning

materials of ESP is based on the context of their job or department of

education (Robert Cunningham) as cited in (Juliansyah, 2020, p. 9).

English for Specific Purpose is teaching English that is relevant with

the student. The word specific shows special linguistic need in learning

English and special area as aim why the student learning English. English

for Specific Purpose (ESP) can be defined as teaching and learning

English as a second foreign language for the purpose of using it in

particular domain. Therefore ESP course tries to facilitate the students in

learning English to support them in all activities in special area.

According to Harmer it refers to situations where the student has some

specific reasons to learn a language. The communicative trend in teaching

and learning English has resulted in different reasons for acquiring this

language proficiency (Harmer Jeremy) as cited in (Lestari, 2019, p. 17).

ESP course are based on need analysis, the learning objectives are

more obvious that would be in the case of general ESL course and it can

be assumed that students will be more highly motivated in learning about

 24

topics and texts which are related to their study or work areas. Stem

distinguished for types of ESP teaching objectives: proficiency,

knowledge, affective and transfer. The same principles apply no matter

which language is being learnt and taught.

Ten years later, Dudley-Evans et al gives similar definition of ESP

and both authors cooperated to offer absolute and variable characteristics

of ESP. Most researches seem to agree on two characteristics: a) ESP is

based on a particular context; b) ESP is based on the learners; specific

needs (Chondary Zahid Javid, 2015) as cited in (Lestari, 2019, p. 18).

According to Potocar, ESP can be viewed as a special and specific

edition of EGP that incorporates practical linguistic skills to enable

students for the successful performance of professional tasks. The main

goal of introducing ESP in various non-native /international settings is to

equip learners with necessary English language skills to face their

practical situation communication challenges in their future careers.

Anthony (2018, p. 12) argued that “some people described ESP as simply

being the teaching of English for any purpose that could be specified.

Others, however, were more precise describing it as the teaching of

English used in academic studies or the teaching of English for vocational

or professional purposes”.

The fundamental of needs analysis for ESP is first to define the

situation or premises in which the learners will use English and practice
 25

their profession, and then the relevant instruction is aligned accordingly.

While the primary role of an ESP teacher is to design a syllabus based on

realistic goals and evaluating students` performance through the

evaluation of relevant language skills, the EGP teacher does not

necessarily set the goals and objectives of the programmed and teachers

of ESP courses provide authentic and specific language in their students‟

needs to succeed in future career.

Therefore, an ESP teacher is basically involved in a `training

operation` equipping the learners with a `restricted competence` to cope

with defined tasks, an EGP teacher, on the contrary, is involved in an

educational operation` equipping learners with a general capacity, to cope

with undefined eventualities in future (Anthony. 2018) as cited in

(Lestari, 2019, p. 19).

“English for specific purposes is a term that refers to teaching or

studying English for a particular career (like law, medicine) or for

business in general”. (International Teacher Training Organization, 2005).

If we focus on the origin of ESP and its development is closely linked

with learners’ interest in various specific disciplines e.g. ‘Law English’,

‘English for Hotel Industry’ or ´English for Tourist Management’,

English for business, English for medicine, etc.

Students learn English for a specific purpose, represented by studying

subject matter, to gain and develop appropriate knowledge and skills

 26

through English. Students study ESP not only they are interested in

English language but because they have to perform a task in English.

Their command of the English language must be such that they can reach

a satisfactory level in their specialist subject studies. In other words,

students who have studied English for Specific Purposes during their

universities years, would be easy for them to adapt to their work

conditions and would be easily employed in their fields. The fact that

“learners know specifically why they are learning a language”

(Hutchinson and Waters, 1992, p. 6) is a great advantage on both sides of

the process.

The group of ESP learners is going to achieve the same goal in the

field of studying branch, so learners’ motivation, in a form of the same

aim, enables teacher to meet learners’ needs and expectations easier.

Learner and the way of learning (´acquiring language´) are considered to

be the main factors in the whole process. Hutchinson and Waters (1992)

emphasize ESP to be an approach not product that means language

learning not language use is highlighted. They draw the attention to a

‘learning-centered approach´ “in which all decisions as to content and

method are based on the learner’s reason for learning” (Hutchinson and

Waters, 1992, p 19).

In fact, it always comes to our mind such a question, 'What is the

difference between the ESP and “General English” approach?’ According

 27

to Hutchinson, the answer to this question is quite simply, "in theory

nothing, in practice a great deal". At the time, teachers of ‘General

English’ courses, while acknowledging that students had a specific

purpose for studying English, would rarely conduct a needs analysis to

find out what was necessary to actually achieve it. Teachers nowadays,

however, are much more aware of the importance of needs analysis, and

published textbooks have improved dramatically allowing the teacher to

select materials which closely match the goals of the learner. Perhaps this

demonstrates the influence that the ESP approach has had on English

teaching in general. Nevertheless, the line between where ‘General

English’ courses stop and ESP courses start has become very vague

indeed. Although many ‘General English’ teachers can be described as

using an ESP approach, basing their syllabi on a learner needs analysis

and their own specialist knowledge of using English for real

communication, many so-called ESP teachers are using an approach

furthest from that described above. Thus, it can be said that ESP derives

from the need to use language as a tool in facilitating success in

professional life (Bracaj, 2014, p. 42).

2. Teaching Material in ESP

In designing teaching materials in ESP program, the background

information asked for teaching materials covers: the teacher should know
 28

the information about the students related to their age, gender, languages

spoken, whether the student worked or was a student (or both), what they

use English for, how long they had been studying at the school and how

long they planned to continue. It means that teaching materials in ESP

really consider some aspects of the learners, especially their

professionalism in working field. Therefore, ESP-based learning is

usually developed based on an analysis of needs, goals, and learning

activities where English is needed. More precisely it can be explained that

ESP should always be associated with ideally a profession or scientific

discipline which in the learning process the method used is relatively

different from the method used in EGP learning. In detail Dudley-Evans

& St. John as quoted by Rahman outlines three permanent characteristics

of the ESP learning definition. First, ESP learning is designed for

accommodate the specific / specific needs of the learner. Second, that

ESP learning uses methodologies and learning activities that are

appropriate to the discipline / profession carried out by the learner, and

third is that ESP learning is centered on language (grammar, vocabulary,

and register), skills, and specific genres according with activities in the

above scientific disciplines or learning professions.

Besides three absolute characteristics above, Streven (in Rahman,

2015) also describes four characteristics of variables that can be used to

define ESP learning. These characteristics:

 29

a. ESP learning can be linked or designed for specific disciplines,

b. ESP learning (in certain learning situations) can use a methodology

different from EGP,

c. That ESP learning is generally designed for adult learners, both is at

the higher education level and in professional work situations, and

finally.

d. That ESP is generally designed for middle or high level learners,

however it is not closing the possibility of ESP can be done with a

beginner-based learner.

Then, the teacher should also consider the quality of learning

instruction in the classroom in order that the students can reach maximum

advantages. According to Farhady the quality of instruction that the

learners receive in teaching is influenced by learners‟ perceptions of the

course and its objectives; their preferred activity types and their

preferences consequently the context which covers all different facets of

the course in which the objectives are achieved will change (Farhady, H.)

as cited in (Juliansyah, 2020, p. 13).

Teaching materials can be said as one of the most important element

in teaching and learning ESP. That is why Hutchinson and Waters

maintain it an established tradition which helps ESP teachers develop in-

house teaching materials which commonly aim at the students of a

specific institution. Teaching materials of and ESP program must be

 30

tightly related to learners‟ target needs because the very goal of this

program is to expose learners to authentic language the way it is used in

academic contexts (Yasin Khoshhal) as cited in (Juliansyah, 2020, p. 15).

The detail description of ESP materials above lead to the function of

teaching and learning materials. With regard to the role of teaching

materials in an EAP context Hyland outlines four major functions.

a. Materials help students with comprehension of language use. In other

words, materials support the students to develop the control of

various texts and involve them in thinking about and using the

language. Students can get familiar with different language samples

using and being exposed to well-selected and designed materials.

They can have the chance to communicate and decipher salient

linguistic structures using these teaching materials.

b. Materials function as models because of their representative samples

of appropriate language use in different contexts. Learners can

investigate different possible instances of a genre considering

identification of their structure and comprehending their conveyed

meaning.

c. Stimulus materials are texts that consist of a wide range of media

such as video, graphic or audio materials, items of Realia, computer

and/or Internet-mediated resources, lectures, etc. They stimulate

students’ creativity, planning and engagement with others. While

 31

explicit materials, for example a lecture recording, can motivate

language use in a considerably structured way, less explicit materials

for instance Lego bricks help learners to produce divergent

responses.

d. ESP materials eventually consist of reference materials, which

emphasize knowledge rather than practice in opposition to materials

used for scaffolding and modeling. These materials include texts or

17 Web based information, dictionaries, encyclopedias, explanations,

examples of relevant grammatical, stylistic and rhetorical forms and

give the learners self-study experience. University websites can be

another source for these kinds of materials which can come in tips on

academic writing or in different ESP or EAP textbooks (Yasin

Khoshhlal) as cited in (Juliansyah, 2020, p. 16).

3. Types of ESP

Carter (1983) identifies three types of ESP: English as a restricted

language, English for academic and occupational purposes, and English

with specific topics. The language that is used by air traffic controllers

and waiters is example of English as a restricted language. The second

type of ESP identified by Carter (1993) is English for Academic and

Occupational Purposes. In the “tree of ELT” from Hutchinson &Waters

(1987), ESP is broken down into three branches: English for Science and
 32

Technology (EST), English for Business and Economic (EBE), and

English for Social Studies (ESS). Each of these subject areas is further

divided into two branches: English for Academic Purposes (EAP) and

English for occupational Purposes (EOP). An example of EOP for the

EST branch is English for Technician, whereas the example of EAP for

the EST branch is English for Medical studies. The third type of ESP is

English with specific topics. Carter (1983) notes this type of ESP is

uniquely concerned with anticipated future English needs, for example,

scientists requiring English for postgraduate reading studies, attending

conferences or working in foreign institutions. It is an integral component

of ESP courses or programs which focus on situational language. This

situational language has been determined based on the interpretation of

results from needs analysis of authentic language used in target workplace

setting (Carter) as cited in (Trisyanti, 2009, p. 70).

4. Characteristics of ESP

Authentic materials, purpose-related orientation and self-direction are

three features common to ESP courses. If we revisit Dudley-Evans (1997)

claim that ESP should be offered at an intermediate or advanced level,

use of authentic learning material is entirely feasible. Closer examination

of ESP materials will follow, suffice it to say at this juncture that use of

authentic content materials, modified or unmodified in form, are indeed a

 33

feature of ESP, particularly in self-directed study and research tasks.

Purpose-related orientation refers to the simulation of communicative

tasks required of the target setting. Finally, self-direction is characteristics

of ESP courses in that the” point of including self-direction…is that ESP

is concerned with turning learners into users” Carter (1983, p. 134). In

order for self-direction to occur, the learners must have a certain degree of

freedom to decide when, what, and how they will study. (Dudley Evans,

1997) as cited in (Trisyanti, 2009, p. 71).

5. The Teachers’ Roles in ESP Classroom

ESP teachers are different from general English Teacher. ESP

teachers deal with the needs analysis, syllabus design, materials writing or

adaption and evaluation. Before coming to the classroom, there are some

teaching instruction that the teachers must prepare. They must design

teaching materials based on national syllabus. However, it must also

related to the students’ need based on the teacher need analysis in the

preliminary activity. In the ESP teaching and learning process, teachers’

duty is as a language consultant and has an equal status with the learners

who have their own expertise in the subject matter.

The teachers’ duties are not limited only in the classroom. However,

the students can also discuss about their difficulties outside the classroom.

It is for developing students’ activities based on their context of job.

 34

Teaching ESP must be more specific since ESP students will achieve a

certain goal. They need English not just because they are interested in

general English, it is because they need English for their work purpose.

Therefore, need analysis is important activity to do in order to know the

real need of English for students. As the result, the English content or

materials are related to the students’ future professional activities. The

English skill will be useful to support their career in the future (Laela

Febriatun) as cited in (Juliansyah, 2020, pp. 17-18).

C. Vocational High School

1. The Definition of Vocational High School

Vocational education is education that prepares students to be able to

work in certain fields (UU No. 13 Tahun 2003). The meaning of more

specific vocational education is explained in government regulation (PP)

No. 29 Tahun 1990, namely education at the secondary level which

prioritizes the development of students' ability to carry out certain types

of work. In the National Education System UU No. 20 Th 2003 pasal 15

describes that Vocational School as a form of secondary education unit

that prepares students mainly to work in certain fields (UU tentang Sistem

Pendidikan Nasional) as cited in (Lestari, 2019, p. 20).

Vocational high school (VHS or SMK (Sekolah Menengah Kejuruan)

is one of the education institutions responsible for producing skilled

 35

workers with the ability to adapt to the changes in the need of the society

as the effect of the dynamic international economy with the support of

Indonesian demographic bonus. VHS can be a powerful weapon in

improving manpower participation and productivity by taking advantages

of education processes. Pardjono, Sugiyono, and Budiyono (2015) state

that ‘vocational education cannot be removed from existing workforce

development’. Under the same light, in their research, Ramayani, Aimon,

and Anis (2012) conclude that Indonesian government has to support the

efforts made to improve manpower productivity by producing policy that

focuses on education and health and providing more fund in the area

related to human resource building.

In the Law No. 20 of 2003 of Republic of Indonesia concerning

National Education System, VHS is defined as the education institution

responsible for preparing students to work in certain fields of work.

Billett (2011) argues that vocation is ‘personally directed and assented

but often socially derived practices, that reflect an individual’s enduring

aspirations and interests, and are usually manifested in culturally and

historically derived activities that may carry worth for both the individual

and their community’ (p. 66). VHSs then play an important role in

determining the competitive edge of Indonesian manpower by providing

ready-to-work and high quality workers for national and also international

needs. As stated by Komariah (2010), vocational high school is an

 36

education institution responsible to prepare students for labor market and

nation-building effort (Soenarto, Amin, & Kumaidi, 2017, p. 107).

2. Five Majors in Vocational High School

a. ATPH : Agribisnis Tanaman Pangan dan Horticultura Agribusiness

of Food Crops and Horticulture

Agribusiness of Food Crops and Horticulture (ATPH) is a

vocational field of vocational high schools that study agribusiness

discourse in relation to food crops and horticulture. Agribusiness

objects can be plants, animals, or other organisms. Graduates

majoring in ATPH will get job opportunities to become (1)

employees of oil palm plantation companies, rubber etc. (2) Tractor

Operators and agricultural mechanics (3) Farming Well (4)

Agricultural business, civil servants, TNI, POLRI etc.

b. ATP: Agribisnis Tanaman Perkebunan Agribusiness of Plantation

Crops

Plantation Crop Agribusiness Expertise Competency is an

educational program at SMK Pertanian, containing a set of learning

materials that focus on the technical and managerial expertise of

plantation crops, which includes annual plantation crops (oil palm,

rubber, coffee, cocoa, etc.) and annual plantation crops (cotton,

sugarcane, tobacco, etc.)

 37

Graduates majoring in ATP will get job opportunities as

Entrepreneurs / Entrepreneurs, Lecturers (In general) or Academics

or Teaching Staff,

New Commodity Business, Government Agency Employees,

Employees of Agricultural Companies (STATE-OWNED or private)

and Researchers.

c. TPHP : Teknologi Pengolahan Hasil Pertanian Agricultural

Processing Technology

Agricultural processing technology is an activity that utilizes

agricultural products as raw materials, designing and providing

equipment and services for these activities. The processes used

include alteration and preservation through physical or chemical

treatment, storage and distribution.

Typically, TPHP alumni work in the food industry as Staff

Research & D Development (R&D), Quality Control (QC),

production supervisor, and other parts.

d. AP: Akomodasi Perhotelan Hotel Accommodation

Hospitality Accommodation or often abbreviated as AP is a

program of expertise that engages in the field of front office and

housekeeping. The program of activities is enough to make students

know, understand, and implement about those related to both things.

Graduates majoring in hospitality accommodation will get job

 38

opportunities as hotel managers, hospitality graduates will be

responsible for managing all aspects of hotel operations, marketing,

and sales. This job also requires basic knowledge around business,

management, and finance in order to manage the hotel properly.

e. UPW: Usaha Perjalanan Wisata Tourism Industry

Tourism Industry is one of the expertise programs that prepare a

skilled workforce in the field of tourism. Tourism Industry (UPW) is

a study program that studies activities of a commercial nature that

organize, provide, and organize services for a person, a group of

people who travel with the main purpose of traveling. A graduate

majoring in Tourism Industry is needed. Graduates of this department

can work as Tourism Consultants, Tourism Researchers, Travel

Agents, Attraction Managers, Event Managers, work in the tourism

industry or become entrepreneurs in the field of tourism.

Of the five majors above it is very important for these five majors to

master English because English has become a universal language used in

the world of technology, education, politics, trade and even in the tourism

and hospitality industry we have been required to be able to communicate

using English. And like not like, nowadays English has dominated all

aspects in terms of communication.

Likewise, the importance of mastery of English and tourism

knowledge for tourism graduates is:

 39

a. Tourism has developed into a global phenomenon with actors

involving hundreds of millions of people, both from the community,

government, and the tourism industry. In its development, tourism

has undergone various changes, both changes in the pattern, shape

and nature of activities, and the motivation of tourist travel.

b. In developing countries, tourism development is economically

oriented and exploitable. But since the last two decades, there has

been a development of tourism oriented to justice and equality called

alternative tourism and eco-tourism. Sticking to the above concept,

Kusuma Agrowisata develops plantation tourism that not only carries

out its function as a tourist spot, but also as a form of participation in

environmental conservation.

c. Tourism is one of the mainstay sectors to obtain foreign exchange

from non-oil and gas income. In addition to foreign exchange

acquisition, tourism also plays a role in other strategic areas, such as

creating and expanding employment, encouraging environmental

conservation and cultural development of the nation and fostering a

sense of love for the homeland.

d. A person who is on a tourism trip will carry out a series of activities

including the determination of tourist destinations, preparation of

departures, transportation, lodging, and tour guides. Thus, tourism

activities will involve various companies engaged in transportation,

 40

accommodation, food companies, and service companies. Progress in

the field of business will support the development of tourism in

Indonesia.

e. In the tourism sector, mastery of English plays an important role,

especially in driving activities. This is because the core of guidance is

the delivery of information supported by reciprocal communication

between guides and tourists. Therefore, the role of language in the

process of guidance is very large, especially English and supported

by other languages.

f. Tourism knowledge, especially about the objects and attractions of

Indonesian tourism is an important insight for a tour guide in

supporting the professionalism of his work.

D. Review of Previous Studies

Previous research became a reference for researchers in carrying out

research. Based on the results of the review conducted by researchers there

has been no research on “Student's Needs of ESP in Tourism at Vocational

High School 4 Sampit”. Here are previous studies that the authors will list

that are relevant to this study:

1. First, this is a study conducted by Dini Rahmadani (2019). She is a

student majoring in English education at UIN Syarif Hidayatullah Jakarta.

His research discussed “Need Analysis of English Speaking Materials for

 41

Twelfth Grade Students of Tourism Program (A Case Study at SMK

Wisata Harapan Massa in the Academic Year of 2019/2020)”. Regarding

the findings of his research, it can be concluded that it showed that the

school and the English teacher still need more attention to the needs of

tourism students. Speaking materials still have not been sufficient for the

needs of tourism students. In addition, based on classroom observation

and interviews, in teaching process, the teacher needs to find other

techniques and sources to teach speaking for tourism students. Therefore,

the school and the English teacher should provide Speaking materials,

such as techniques and appropriate resources for students who are

students of tourism. (Rahmadani)

2. Second, this is a study conducted by Ira Lestari (2019). She is a student

majoring in English education at IAIN Bengkulu. His research is titled

“Need Analysis of English for Specific Purposes at Vocational School”.

Based on the results of his research, it can be concluded that the results of

this study found that the lack of student motivation is part of the

identification of student learning targets and goals that cannot be

achieved, so that all basic language competence skills are mastered by

students as a problem in student learning, it is represented as a learning

problem for students. This study also found that the factors that indicate

student learning problems are identified into two parts, namely the

teacher as a teacher and students in learning. In student learning

 42

problems, it was found that reading skills consisted of 10 of the total

informants or 19.6%, speaking skills 18 of 51 informants or 35.2%,

listening skills 15 of 51 informants or 29.4% and writing skills 9 of 51

informants or 17.6%. Furthermore, the inability to understand the learning

materials delivered by the teacher in the English Teaching activity was

identified as a factor in student learning problems seen from the teacher's

aspect. The second variable also found data that the aspect of Student

Needs Analysis was the student's goal in learning English, which was

dominated by reasons for communication in Multimedia 41.1%, while an

indication of low motivation was 78% of 51 informants. The students'

desires are 33.3% to read, 35.2 to speak, 25.4% to listen and 5.8% to

write.

3. Third, this is a study conducted by Rezki Atri Oktarin, Syahrial and

Alamsyah Harahap. They are majoring English education at Department

of Language and Art University of Bengkulu. Their research discusses

about “Need Analysis of ESP for Tourism Study Program at SMKN 7

(Senior Vocational School) Bengkulu. Regarding the result of the

research indicate that the needs of the Tourism Study Program student

grade XII of SMKN 7 Kota Bengkulu are materials and activities that

support their activities to work in the tourism field and the existing

English textbook used by Tourism Study Program student grade XII of

SMKN 7 Kota Bengkulu that is English textbook from Kementerian

 43

Pendidikan dan Kebudayaan Indonesia (2015) do not cover the students’

need.

All the previous research above is about the need analysis of ESP.

Therefore, to fill the gap, the researcher tried to do a study entitled "Student's

needs of ESP for Tourism at Vocational High School 4 Sampit" where this

research not only describes the needs analysis but also the shortcomings and

authenticity for ESP for tourism.

 CHAPTER III

RESEARCH METHOD

A. Research Design

This research used qualitative descriptive methods to obtain facts

about students' needs on ESP in tourism. Qualitative research is an approach

to get the deep meaning of individuals or group social issue as well as human

problem, it begins by using theories that can form or affect the research under

study (Gresswell, 2014, p. 4) . Qualitative research is a research approach that

represents the understanding of positivism, while qualitative research is an

approach that represents a familiar naturalistic research (phenomenology)

(Mulyadi, 2011, p. 127).

This research is categorized as a descriptive research. Descriptive

research intends to describe a phenomenon, subject, or area accurately and

factually with its characteristics which the researcher tries to analyze,

interpret, and gives conclusion for current problems from various qualitative

resources (Nassaji, 2015, pp. 129-130).

The descriptive qualitative method in this research was purpose to do a

research about the study in Vocational School (SMK) of English in used and

applied that being a need analysis and English for specific purpose in order to

reach the goals of the objectives and the significances of the study in this

research.

44
 45

B. Research Setting

This research arrangement was set in the 11th grade majoring of

Tourism in Vocational high school (SMKN) 04 Sampit located in JL. H

Arsyad, Mentawa Baru Hulu, District. Mentawa Baru Ketapang, East

Kotawaringin Regency, Sampit City, Central Kalimantan. Researcher is

interested in researching this place because this place is only school that has a

tourism major at Sampit, Central Kalimantan.

C. Subject

The subject of this study is students majoring in tourism in Vocational

High School (SMKN) 4 Sampit who are the main targets of research in a class

12 of 22 students. The reason to choose the majoring tourism because this is

new major in this school.

D. Data

The research data in this study is an analysis of the needs of ESP

students for tourism in SMKN 04 Sampit and the learning materials of

English subject for the students majoring tourism. Furthermore, the data is

collected from interviews and questionnaires.

 46

E. Technique of Data Collection

Arranging instruments is an important step in the pattern research

procedures. The instrument serves as an assistive tool in collecting the

necessary data. The shape of the instrument relates to data collection methods,

e.g. interview methods whose instruments interview guidelines, Questionnaire

method, instrument questionnaires. Test method, the instrument is a test

question, but the observation method, the instrument is named check-list

(Black, 2006) (Sitoyo & M., 2015, p. 78).

Based on these explanations, determining and reporting a thing, means

that descriptive studies occur naturally and researchers have no control over

the condition or site and only the bias of measuring existing ones. Therefore,

researcher several kinds of instruments, namely questionnaires and interviews.

1. Questionnaire

Most research generally uses questionnaires as a method that selected

to collect data. Questionnaires indeed has a lot of goodness as a data

collection instrument. Procedure for preparing questionnaires: (a)

Formulate goals to be achieved with questionnaires. (b) Identify the

variable to target questionnaire. (c) Describe each variable as a sub-

variable that is more specific and singular. (d) Determine the type of data

to be collected, at the same time to determine the analysis techniques.

Determination of samples as questionnaire respondents need to get

 47

attention anyway. If the sample is incorrectly specified, the information

we need perhaps we do not get the maximum (Sitoyo & M., 2015, p. 76).

This technique is used for students to obtain data on student needs in

ESP for Tourism. There are two question sections in the questionnaire,

the first part is the introductory question, and the second part is the 20

questions to get the data on student needs in ESP for Tourism.

This questionnaire was given through a google form link sent through

WhatsApp group to 22 students of grade 12 majoring in tourism at

(SMKN) 04 Sampit. The results were received in AKIN researchers and

supported by interviews.

2. Interview

Interview is a deliberate conversation between a researcher and a

person or a group of people. To start an interview, researchers will use

some questions as discussions and then ask additional questions based on

a person's response (Spaulding & K.H, 2006, p. 125).

Generally, interviews can be conducted with direct and indirect

communication. A live interview means oral or face-to-face

communication, while an indirect interview means sending a list of

questions to the respondent and then answering them in written form.

Interviews are used to collect data on information related to the needs of

ESP students. The interview was conducted to students majoring in

tourism in Vocational high school (SMKN) 04 Sampit. The scope of

 48

interview questions related to students' experience in teaching and

learning activities during learning, then the data can be realized into

several classifications oriented to the fact-oriented approaches and

applied methods used by the teacher indicated “student factors” students

in ESP (English) learning. In drawing verification and interpretation data,

data collected from interviews is also used for student description and

identification‟ lack.

F. Data Analysis

In making the analysis of data technique Miles and Huberman as citted

in (Lestari, 2019, p. 46) defined analysis as consisting of their concurrent

flows of activity:

1. Reduction of data

Reduction refers to resume the data, choosing the main things,

focusing on the important things and look for the theme of the research.

Next steps of these activities would be selecting, focusing, and making

simpler the resource data that has been collected and making of

abstracting and also transforming the data that will be collected. The

reduction steps in this research were: resume of the result the data

collecting from the instrument of the research, including the interview,

and also depth questionnaires.

 49

2. Display the data

Display the data is the collection of information which arranged and

gives possibility to get the conclusion and take the action. In making the

data could be displayed in the best understanding, this was displayed to:

Display the questionnaire and interview data that was done and was

arranged into written text and Display the data from the data has been

collecting.

3. Drawing conclusion and verification

Verification means the processes which are able to answer the

research question and research objectives and also the goals and

significances of the research. On this research, with drawing the

conclusion would do by comparing between questionnaire data and

interview data. Thus, the researcher got conclusion about the application

of English and its needs analysis for tourism students. (Miles and

Huberman) as cited in (Lestari, 2019, p. 46).

 CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

In this section, the data collected from some research instruments are

used to answer the research question in Chapter 1. The researcher has stated

that this study tries to find the student’s need on English subject for Tourism

Major at Vocational High School (SMKN) 04 Sampit, thus the main question

to be answered is what aspects of English subject that these students need

related to their tourism major at vocational high school.

To answer the research question, the researcher used questionnaire and

interview guidelines as the tools for collecting the research data. There were

22 students of Class 12 from Tourism Major at Vocational High School

(SMKN) 04 Sampit who participate in this study.

1. The Result of Questionnaire

Table 4.1 Purposes of Learning English

Options Frequency
I want to communicate using English well in tourism 12
activities
I want to know English better 9
I want to look cool because of my good English 0
I want to do my obligation to follow English class 1
Total 22

The table above tells that more than a half of the students (N = 12)

responded that they need English for mastering good English

50
 51

communication in tourism activities. Besides, almost a half of them (N =

9) also responded that they need English only for learning English better.

However, only one of the respondents said that he learns English just for

doing his obligation to follow English class, and no one responded about

learning English to look cool because of his/her good English.

Table 4.2 English Topics

Options Frequency
The world of work 12
The economic and business 3
The school environment 2
The daily life 5
Others 0
Total 22

In terms of the topics of English that the students want to learn, Table

4.2 confirms that more than a half of them (N = 12) responded that they

need English topics related to the world of work. Some other students

responded variously such as learning English topics related to economic

and business (N = 3), school environment (N = 2), and daily life (N = 5).

Table 4.3 English Skills to Improve

Options Frequency
Listening 1
Speaking 17
Reading 4
Writing 0
Total 22
 52

Related to English skills, the table above informs that almost all

respondents (N = 17) agreed to choose speaking as the most important

skill that they want to improve. Four of them chose reading skill, only one

who chose listening skill, and no one chose writing skill. However, from

the results of another question as shown in Table 4.4, only half of the

respondents (N = 11) answered that they want to improve the skills for

supporting tourism activities. Quite a lot of them (N = 8) answered the

question for the sake of high score in English subject. In addition, two of

them answered that the skill they chose is their favorite skill, and only one

of them chose the skill because it was easy to master.

Table 4.4 Reason for Choosing Specific Skill to Improve

Options Frequency
It is very important in tourism activities 11
It is my favorite skill 2
I want to get a good score 8
It is easy to master 1
Total 22

The table below explains about the difficulties faced by the students

in the process of learning English.

Table 4.5 Difficulties in Learning English

Options Frequency
Always 0
Often 10
Sometimes 12
Never 0
Total 22
 53

From the table above, it can be seen that some of the students (N =

12) responded that they sometimes feel difficult in learning English and

some others (N = 10) often feel difficult. However, no one answered that

they always feel difficult and never feel difficult in learning English.

Therefore, the feeling of difficulty does not come all the time when they

learn English.

Table 4.6 English Skill Difficult to Learn

Options Frequency
Listening 4
Speaking 11
Reading 3
Writing 4
Total 22

Table 4.6 informs that half of the students (N = 11) stated that they

feel difficult in learning speaking skill, and the others have various

answers about the difficult skills to learn such as listening (N = 4),

reading (N = 3), and writing (N = 4). Therefore, speaking skill is the most

difficult skill to learn by the students.

Table 4.7 Reason of Difficulty in English Teaching and Learning

Options Frequency
I don’t understand the teachers’ explanation easily 5
Learning English is boring 2
I am difficult to understand English materials 14
I am not enthusiastic 1
Total 22
 54

Aside from the difficulty in learning English skills, the table above

tells that the students confirmed several reasons why learning English is

difficult for them. More than a half of respondents (N = 14) stated that the

English materials are not easy to understand. Other reasons confirmed by

the students are like the difficulty in understanding teacher’s explanation

(N = 5), English learning is boring (N = 2), and feeling not enthusiastic in

learning English (N = 1).

Table 4.8 Teacher’s Method in English Class

Options Frequency
Very interesting 0
Interesting 5
Not really interesting 10
Not interesting 7
Total 22

About the teaching method used by the teacher, most of the students

think that it was not interesting (N = 7) and not really interesting (N =

10). Only some of them feel interested in the teaching method used by the

teacher (N = 5). In addition, no one thinks the teacher’s method is very

interesting. Therefore, most of the students do not feel really interested in

the teacher’s method.

 55

Table 4.9 Teacher’s Explanation

Options Frequency
Clear and understandable 2
Not really clear but still understandable 4
Not really clear and hard to be understood 13
Unclear 3
Total 22

Table 4.9 confirms that the students also concerned with the

explanation method the teacher used to deliver learning materials. More

than a half of them (N = 13) think that the teacher’s explanation was not

really clear and hard to be understood, even some of them (N = 3)

claimed that the explanation was unclear. Only two of them think that the

teacher’s explanation is clear and understandable, and four of them think

it was still understandable although not really clear.

Table 4.10 Main Source of English Teaching and Learning

Options Frequency
English textbook 0
Teacher 19
Internet 2
Environment 1
Total 22

From the table above, almost all respondents (N =19) stated that the

main source of their English teaching and learning is the teacher. Only

two of them said internet as the source for English teaching and learning,

and only one said environment as the source for English teaching and
 56

learning. Therefore, the students consider the teacher as the only one who

can teach them English well.

Table 4.11 Relationship between English Materials and Students’

Target Area

Options Frequency
Extremely related 2
Related 9
Not really related 9
Unrelated 2
Total 22

About the relationship between English materials used and students’

target area, Table 4.11 informs that the number of those saying both of

them are related (N = 9) is as much as those saying both of them are not

really related (N = 9). Only two respondents said that both of them are

extremely related, and also two respondents said that both of them are

unrelated.

Table 4.12 English Material Delivered by the Teacher

Options Frequency
Very easy to master 1
Easy to master 3
Hard to master 17
Very hard to master 1
Total 22

From the table above, it can be viewed that almost all respondents (N

= 17) confirmed that English material delivered by the teacher was hard

to master, even one of them confirmed the material was very hard to
 57

master. On the other hand, only three of them stated that the material was

easy to master, and even only one stated the material was very easy to

master.

Table 4.13 English Class

Options Frequency
It is very effective 2
It is effective 9
It is not really effective 8
It is not effective 3
Total 22

Table 4.13 confirms that the respondents also consider about the

effectiveness of English class. However, their opinions are almost evenly

split into two sides. Some of them (N = 9) stated that the English class

was effective, and some others (N = 8) stated it was not really effective.

Besides, two of them stated it was very effective, and three of them stated

it was not effective at all.

Table 4.14 English Learning Process

Options Frequency
Really enjoyable 1
Enjoyable 5
Not really enjoyable 7
Not enjoyable 9
Total 22

As presented in the table above, the respondents expressed their

feeling during the English learning process. The results indicated that

almost half of them (N = 9) considered the English learning process was

 58

not enjoyable, and seven of them stated it was not really enjoyable. In

fact, only one student stated that the English learning process was really

enjoyable, and five of them stated the learning process was enjoyable.

Table 4.15 Teacher Lets Students Give Responses

Options Frequency
Always 2
Often 4
Sometimes 13
Never 4
Total 22

About classroom learning activities, Table 4.15 tells that more than a

half of the respondents (N = 13) confirmed that the teacher sometimes lets

them give response toward learning. However, four of them feel that the

teacher never lets them give response toward learning. Also, four students

feel the teacher often lets them give response during the learning process,

and two of them see the teacher always do that. It can be said that their

answers are very various.

Table 4.16 Responding to the Teaching and Learning Process

Options Frequency
Always 1
Often 3
Sometimes 17
Never 1
Total 22

Related to the previous question, the table above tells that many of

the students (N = 17) sometimes responded to the teaching and learning

 59

process because they also confirmed the teacher sometimes lets them give

response toward learning, even one of them stated that they always

responded to the learning and three of them often did that. Only one who

never responded to the learning. Besides, their responses are quite various

as shown in the table below, such as by answering the teacher’s question

slowly (N = 7), asking the teacher about the material (N = 8), or even just

being silent and giving no response to the material (N = 7).

Table 4.17 The Way of Responding to the Learning Process

Options Frequency
I answer the teacher’s question slowly 7
I answer the teacher’s question loudly 0
I ask my teacher about the material 8
I never respond or just keep silent 7
Total 22

The table below presents how the students perceive about ESP

courses in the teaching and learning process.

Table 4.18 Students’ Opinion toward ESP Courses

Options Frequency
Extremely good 6
Good 8
Enough 8
Bad 0
Total 22

The opinions of the respondents about ESP courses were quite

various as shown in Table 4.18. Some of them thought it was extremely

good (N = 6), only good (N = 8), and enough (N = 8), but no one thought
 60

it was a bad course. Thus, their opinion about ESP courses is relatively

good for teaching and learning.

Table 4.19 Students’ Opinion about ESP Program in the School

Options Frequency
Extremely agree 4
Agree 17
Do not really agree 1
Disagree 0
Total 22

Still related to the previous question, the table above informs that

many of the students (N = 17) agreed with the plan if the ESP courses are

provided by the school, even four of them extremely agreed with the plan

and only one who did not really agree with the plan. Hence, this positive

opinion should be followed up seriously.

Table 4.20 Hope to the School toward ESP Program

Options Frequency
The school determines to provide it for all study program 11
The school determines to provide it for tourism program 9
The school determines to provide it for certain program 2
The school does not determine to provide it for any 0
program
Total 22

To be more specific, Table 4.20 confirms that a half of the students

(N = 11) wanted the ESP courses to be provided for all study programs,

but nine of them also wanted the ESP courses to be provided only for

tourism program. Besides, only two of them hoped that the school
 61

determines to provide it for certain program, and none hoped the school

does not determine to provide it for any program.

All the results of the questionnaire above are a very general overview

of how the respondents perceive about the current condition of English

teaching and learning and how they perceive about ESP courses. These

perceptions are considered as the beginning of further investigation by the

researcher to obtain the data related to their needs on English subject for

Tourism Major.

2. The Result of Interview

The next step of data collection process used interview guidelines

consisting of seven questions as a research instrument to get deeper

information from the respondents. Only 17 students were involved in the

interview section as the result of screening their first responses to the

questionnaire. The first question of the interview focuses on how the

students correlate the English learning with their future career in tourism

activities. As can be guessed, most of their answers are related to the use

of English as a foreign language like communicating with foreign tourists

or going abroad for tourism activities. Student C said in the interview:

“Saya pikir untuk bekerja di bidang pariwisata itu pasti akan

berhubungan dengan pelanggan orang asing.”

“I think, to work in the field of tourism must be related to foreign

customers.”

Student N added:
 62

“…karena kegiatan pariwisata tidak selamanya hanya di Indonesia

saja.”

“…because tourism activities are not forever only in Indonesia.”

Their responses above assert the significance of English for tourism

activities in the future. Related to this, some of the students made their

answers clear by stating that they want to be a tour guide so they need to

master English well. Student A, Student L, and Student G have similar

response to the question of how they will use English to support their

tourism activities:

“Dengan menjadi tour guide untuk bule.”

“By becoming a tour guide for foreign tourists.”

From the interview, most of the students clarify the reasons why

many of them chose speaking skill that they want to improve from

learning English. First, they were aware of their lack of speaking skill

when they were asked to speak in the classroom, particularly in terms of

fluency and pronunciation. Student H stated in the interview:

“…karena saya belum terlalu bisa dalam mengucapkan kata bahasa

Inggris dengan benar.”

“…because I am not really capable of pronouncing English words

correctly.”

This reason makes them need to improve the speaking skill more than

other skills. Second, they were aware of the importance of speaking skill

for tourism activities, so they need to improve the speaking skill in order
 63

to be able to help foreign tourists visit local sites. Student R said in the

interview:

“Saya akan memperkenalkan dunia pariwisata lokal ke luar

negara.”

“I will introduce the world of local tourism abroad.”

In case that learning English at school is not enough, some students

mentioned several options that they can get to learn English more outside

the school learning. These options include learning English from the

internet, YouTube videos, music, movies, and most of them also

mentioned following a private course or any additional English courses

outside the school. During the interview, Student I, Student N, Student D,

and Student H have similar answer to the case above:

“Saya akan mengikuti kursus bahasa Inggris di luar sekolah.”

“I will take an English course outside of school.”

About the school’s plan to open ESP courses for each study program,

the students told their expectations through the interview. Some of them

stated that the plan must be actualized into a real course that all students

can learn English more related to their study program. During the

interview, Student Y asserted:

“Harapan saya program ini harus dijadikan, bukan sekadar

harapan.”

“I hope this program must be actualized, not just a wish.”

 64

Besides, some of them also hoped that the learning activities can be

more enjoyable and fun so they can learn English better. Overall, the

students expected that the learning process through ESP courses could

help them improve English skills more proficiently.

B. Discussion

The findings presented above regarding students’ needs on English

subject for Tourism Major at Vocational High School (SMKN) 04 Sampit can

be categorized into two major components of needs analysis; namely target

needs and learning needs (Hutchinson & Waters, 1992). By identifying the

target needs and learning needs of the students, it is easier to formulate the

best answer to the research question of this study, i.e. what are the students’

needs on English subject for Tourism Major at Vocational High School

(SMKN) 04 Sampit?

Three main components of target needs are necessities, lacks, and

wants (Hutchinson & Waters, 1992). The results of questionnaire given to the

students mostly include all these three components. In terms of necessities, it

was very clear that English learning needed by the students is the one related

to their tourism major. Since English for Tourism is considered a part of

English for Specific Purposes (ESP) or specifically of English for

Occupational Purposes (EOP) (Zahedpisheh, Abu Bakar, & Saffari, 2017),

 65

developing students’ communicative competence through English learning is

really necessary (Hortas, 2008).

The importance of communicative competence for tourism activities

was also confirmed by students’ answers in the questionnaire that most of

them need speaking skill more than other skills to support their future career

in tourism business. Furthermore, globalization requires many aspects of

current businesses to be able to compete with the international world, so the

use of English as a lingua franca in international tourism and travel contexts

represents the significance of speaking skill (Zahedpisheh, Abu Bakar, &

Saffari, 2017).

In terms of the lacks, it was surprising to know that the most important

skill to have in tourism activities is the one that most of the students feel

difficult to learn, namely speaking skill. In general, they confirmed through

the interview that lack of proper and interesting learning activities is the main

reason why they could not learn English better, especially the part of English

speaking skill. It can also be seen from the results of several questions in the

questionnaire that tell about students’ perception toward the current teaching

and learning components. Related to the teaching method, most of the

students thought that it was not really interesting, and the explanation method

was not really clear and hard to understand. Besides, almost all the students

confirmed the learning materials are hard to master. Further, many of them

stated that they did not enjoy the learning activities. With the difficult
 66

materials, unclear explanation, uninteresting method, and unenjoyable

learning activities, it is very unlikely that the students could learn better,

especially learning English speaking skill.

Several previous studies which conducted needs analysis for ESP also

confirmed that learning materials provided for ESP learning are not sufficient

to help students improve their language skills (Lestari, 2019). In tourism

major, the learning materials should focus on improving students’ speaking

skill more than other skills, especially in terms of the fluency and

pronunciation as confirmed by the students through the interview. Besides, the

vocabularies to be mastered by the students must be special and related to the

specific field of ESP in order to support their communicative activities in the

field (Dann, 2001).

About the students’ wants from English learning for tourism major,

they specifically talked about the main topic that they want to learn as a guide

for the whole learning materials. Many of them stated that the world of work

is interesting to be the main topic of learning materials because it is related to

their status as students of vocational high school which prepares them mainly

to work in certain fields (Lestari, 2019).

In short, the necessities of students majoring in tourism related to

English learning include several important points that in general must be

related to tourism activities. In relation to that, speaking skill is the one skill

mostly used in the field of tourism so they need sufficient speaking skills to
 67

support their work system in the field, especially in terms of the fluency,

pronunciation, and tourism vocabularies. About the lacks, it turns out that

speaking skill is also the one that the students are still lacking in mastering

due to several shortcomings of the existing learning system such as difficult

materials, unclear explanation, uninteresting method, and unenjoyable

learning activities. In terms of the wants, they want the learning materials to

discuss more about the world of work as they are in vocational high school

which is work-oriented. Therefore, all these target needs are expected to help

the students learn and perform in the target situation more proficiently.

Analyzing the learning needs in a need analysis can be conducted by

using the framework for analyzing learning needs (Hutchinson & Waters,

1992) which consists of several questions. Some of these questions can lead to

identify the learning needs of students or what they need to do in order to

learn. First, the question focuses on the reason of taking the ESP course and

students’ attitude towards it. If the course is finally applied by the school, then

it will be a compulsory subject which replaces the general English subject.

This also confirms why there are still some students who want to learn

English only for the sake of the high score because they don’t feel really

interested in the ESP course. Nevertheless, there are also some other students

with a positive attitude towards ESP who can recognize its importance for

their future career in tourism field.

 68

About students’ method of learning or what they need the teacher to

do as a teaching method, the findings of this study inform that the teacher

needs to make a variation and combination of certain teaching methods to

make the learning process more enjoyable and get the students more interested

in learning. Several studies have proven that variation skill is one of essential

basic skills of teaching that could help the improvement of learning outcomes

(Sugihartini, Sindu, Dewi, Zakariah, & Sudira, 2020). In short, teaching all

the materials with the same method or technique will not make the students

pay attention long enough during the learning because they can get bored

easily. With various methods, teachers can always get students’ attention

every time the method changes.

The quality of a teacher can also determine how good students can

learn. The term quality may include the depth of material understanding, the

attitude towards the students, and of course all the essential basic skills of

teaching such as 1) questioning skill, 2) reinforcement skill, 3) variation skill,

4) explaining skill, 5) opening and closing skill, 6) guiding small group

discussion skill, 7) classroom management skill, and 8) organizing small

group and individual work skill (Helmiati, 2013).

In conclusion, the learning needs of students majoring in tourism

include several important aspects they need in order to learn English better.

First, they need to determine their positive attitude toward ESP course and

believe that mastering English well could help them develop a good future
 69

career in the field of tourism. Second, they need more enjoyable and exciting

learning activities from the implementation of various teaching methods and

techniques by the teacher. Last, they need a quality teacher who is capable of

mastering all basic skills of teaching so the learning process can be conducted

more effectively. Therefore, all these learning needs are expected to facilitate

the students to learn better during the course.

 CHAPTER V

CLOSURE

A. Conclusion

The conclusion of this study specifically answers the research question

which focuses on students’ needs on English subject for Tourism Major at

Vocational High School (SMKN) 04 Sampit. It was found that they really

need English learning activities related to the field of tourism, especially the

practice of speaking skill which focuses on developing students’ fluency,

pronunciation, and tourism vocabularies. Besides, they also need some

improvements in the learning system to help them learn English better, such

as in terms of the learning materials, teacher’s explanation, teaching method,

and learning activities. Specifically related to the learning materials, they

confirmed that the world of work is very suitable to be the general topic of

learning materials for ESP courses as they are in vocational high school which

is work-oriented.

B. Suggestions

From several points concluded above, the present study provides some

suggestions to be implemented by several related parties in the future:

70
 71

1. For the school administrator, the plan to execute ESP program for tourism

major or for all majors should be well prepared in terms of many things

such as the syllabus, teachers, materials, facilities, and etc.

2. For the teachers, the results of this study can be evaluated and considered

as one of resources to develop appropriate instructional components such

as syllabus, methods, media, and so on.

3. For future researchers, the results of this study can be further investigated

with another specific topics or with different research method to obtain

more insight and knowledge related to English for tourism at vocational

high school.
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APPENDICES

75

APPENDIX 1: Qur’an Literation
Transliteration
Wa maaa arsalnaa mir
rosuulin illaa bilisaani
qoumihii liyubayyina
lahum, fa yudhillullohu
may yasyaaa-u wa yahdii
may yasyaaa, wa huwal-
'aziizul-hakiim
Transliteration
Ud'u ilaa sabiili robbika
bil-hikmati wal-
mau'izhotil-hasanati wa
jaadil-hum billatii hiya
ahsan, inna robbaka huwa
a'lamu bimang dholla 'ang
sabiilihii wa huwa a'lamu
bil-muhtadiin
APPENDICES
Ibrahim Verse 4
English Translation
And We did not send any
messenger except
(speaking) in the language
of his people to state
clearly for them, and Allah
sends astray (thereby)
whom He wills and guides
whom He wills. And He is
the Exalted in Might, the
Wise
An-Nahl Verse 125
English Translation
Invite to the way of your
Lord with wisdom and
good instruction, and
argue with them in a way
that is best. Indeed, your
Lord is most knowing of
who has strayed from His
way, and He is most
knowing of who is
(rightly) guided.”
76
Indonesian Translation
Dan Kami tidak mengutus
seorang rasul pun,
melainkan dengan bahasa
kaumnya, agar dia dapat
memberi penjelasan
kepada mereka. Maka
Allah menyesatkan siapa
yang Dia kehendaki, dan
memberi petunjuk kepada
siapa yang Dia kehendaki.
Dia Yang Maha Perkasa,
Maha Bijaksana.
Indonesian Translation
Serulah (manusia) kepada
jalan Tuhanmu dengan
hikmah dan pengajaran
yang baik, dan berdebatlah
dengan mereka dengan
cara yang baik.
Sesungguhnya Tuhanmu,
Dialah yang lebih
mengetahui siapa yang
sesat dari jalan-Nya dan
Dialah yang lebih
mengetahui siapa yang
mendapat petunjuk.
 77

APPENDIX 2 : Questionnaire

Questionnaire

Name :

Student’s number :

Time and Date :

Variable : Need Analysis of ESP for XII Tourism

The following statements are describing your needs in studying English. In

answering these statements, you have to choose one of the provided answers or more
based on your personal needs or situation. If there is no suitable answer for you in the
provided answers, you are allowed to add yours.

The student’s purpose in learning English

1. My purpose in learning English is that...

a. I want to communicate using English well in tourism activities
b. I want to know English better
c. I want to look cool because of my good English
d. I want to do my obligation to follow English class
2. I want to study the topic of English related to...
a. The world of work
b. The economic and business
c. The school environment
d. The daily life
e. Others (Please specify: . . .)

English skills that the students want to improve

3. English skill that I want to improve is...

 78

a. Listening
b. Speaking
c. Reading
d. Writing
4. I want to improve that skill because...
a. It is very important in tourism activities
b. It is my favorite skill
c. I want to get a good score
d. It is easy to master

The students’ difficulties in learning English

5. I feel difficult in English teaching and learning process.

a. Always
b. Often
c. Sometimes
d. Never
6. English skill that I feel difficult to learn is...
a. Listening
b. Speaking
c. Reading
d. Writing
7. I feel difficult in English teaching and learning process because..
a. I don’t understand the teachers’ explanation easily
b. Learning English is boring
c. I am difficult to understand English materials
d. I am not enthusiastic

The students’ opinions toward teaching method used by the teacher

8. The method used by my teacher in English class is...

 79

a. Very interesting
b. Interesting
c. Not really interesting
d. Not interesting
9. My English teacher’s explanation is...
a. Clear and understandable
b. Not really clear but still understandable
c. Not really clear and hard to be understood
d. Unclear

The students’ opinions toward English teaching materials used by the teacher

10. The main source of English teaching and learning in my class is...
a. English textbook
b. Teacher
c. Internet
d. Environment
11. The Relationship between English materials used and my target area is...
a. Extremely related
b. Related
c. Not really related
d. Unrelated
12. The English material delivered by my English teacher is...
a. Very easy to master
b. Easy to master
c. Hard to master
d. Very hard to master

Students’ opinion toward English teaching and learning process

13. My opinion about the English class is that...

 80

a. It is very effective
b. It is effective
c. It is not really effective
d. It is not effective
14. My feeling during English learning process is that it is...
a. Really enjoyable
b. Enjoyable
c. Not really enjoyable
d. Not enjoyable

The students’ responses toward English learning process in the classroom

15. My English teacher lets me give my response.

a. Always
b. Often
c. Sometimes
d. Never
16. I respond to the teaching and learning process.
a. Always
b. Often
c. Sometimes
d. Never
17. The way I respond to the teaching and learning process is that...
a. I answer the teacher’s question slowly
b. I answer the teacher’s question loudly
c. I ask my teacher about the material
d. I never respond or just keep silent

The students’ opinion toward the school’s plan in opening ESP courses for each
study program
 81

18. My opinion toward ESP courses is...

a. Extremely good
b. Good
c. Enough
d. Bad
19. If the school provides ESP program, I...
a. Extremely agree
b. Agree
c. Do not really agree
d. Disagree
20. My hope to the school toward ESP program is that...
a. The school determines to provide it for all study program
b. The school determines to provide it for tourism program
c. The school determines to provide it for certain program
d. The school does not determine to provide it for any program
 82

APPENDIX 3 : Interview Guidelines

1. Do you think learning English will help your future career in tourism activities?
Why do you think so?
2. If it may help your future career, how will you use English to support your
tourism activities?
3. From the questionnaire, you have chosen (listening/speaking/reading/writing)
skill that you want to improve. Why did you choose that skill?
4. How will you improve that skill if learning at school is not enough for you?
5. What do you expect from the school’s plan in opening ESP courses for each
study program?
 83

APPENDIX 4: School Profile

A. IDENTITAS SEKOLAH

1. Kode Registrasi (NSS) : 321140402012

NPSN : 30201384
NPWP : 009226150712000
2. Nama Resmi Sekolah : SMK Negeri 4 Sampit

3. SK. Pendirian : Akta Pendirian Sekolah

a. Nomor SK : No. 36 Tahun 1979
b. Tanggal SK : 12 Mei 1979

4. Akreditasi Program Unggulan

a. Status Akreditasi : Amat baik

1) Jurusan : Agribisnis dan Agroteknologi

a) Mk.025449 (ATPH) / 06 November 2015
b) Mk. 025450(ATP) / 06 November 2015
c) No. 62.18.000710 ( TPHP ) / 02
Desember 2018

2) Jurusan : Pariwisata
a) No. 62.18.000710 ( Perhotelan ) / 02 Desember
2018
b) No. 62.18.000710 ( UPW ) / 02 Desember 2018

5. Alamat Lengkap Sekolah

a. Jalan : H.M. Arsyad Km. 0,5 Sampit
b. Desa / Kelurahan : Mentawa Baru Hulu
c. Kecamatan : Mentawa Baru Ketapang
d. Kabupaten : Kotawaringin Timur
e. Provinsi : Kalimantan Tengah
f. Nomor Telepon : ( 0531 ) 21502
g. E-mail : smk.sppn@gmail.com
6. Identitas Kepala Sekolah :
a. Nama Lengkap : H.Sirojuddin Noor,BA.,S.Pd.,MM
 84

b. NIP : 19620226 198701 1 001

c. Pangkat/ Golongan : Pembina/ IV/a
d. Alamat Rumah : Jl. Suka Bumi Gg. Sawi Manis No 53
Kel. Baamang Hilir Kec. Baamang -
Sampit
e. Telepon Rumah / HP : 0813 4979 4169
f. SK Pengangkatan : 190/Kepsek/SPP/VI/BKD/2017
g. TMT : 14 Juni 2017
h. E-mail : sirojuddinn@gmail.com

B. KEADAAN SEKOLAH
1. Luas Lahan 1 : 10.500 m2
2. Luas Lahan 2 : 15.724 m2
3. Luas Lahan 3 : 1.500 m2
4. Luas Bangunan Sekolah :± 12.000 m2
5. Jumlah Rombel : 21 Ruang
6. Jumlah Ruang Kelas : 14 Kelas
7. Jumlah Ruang Guru : 1 Ruang
8. Jumlah Ruang Administrasi : 1 Ruang
9. Koperasi : 1 Ruang
10. Laboraturium Pasca Panen : 1 Ruang ( 1 ruang untuk ruang
kelas )
11. Laboratorium IPA Biologi : 1 Ruang ( 1 ruang untuk ruang
kelas )
12. Laboratorium Komputer
13. Ruang Praktek Siswa
a. Ruang Praktek Perhotelan : 4 Ruang
b. Ruang Praktik Pertanian : 3 Ruang ( 3 ruang untuk ruang
kelas )
14. Gudang Bahan Alat Praktik : 1 Ruang
15. Geen House : 3 Ruang
16. Mushola : 1 Ruang
17. BK : 1 Ruang ( 1 Ruang di RPS
pertanian )
18. Kantin Sekolah : 5 Kantin
19. Perpustakaan : 1 Ruang ( 1 ruang untuk ruang
kelas )
20. WC Siswa : 4 Ruang
a. WC Putra 4 kamar
 85

b. WC Putri 4 kamar
c. WC Guru 1 kamar
d. WC Mushola
21. Jumlah Guru : 40 Orang
a. Guru PNS : 15 Orang
b. GTT Provinsi : 20 Orang
c. Guru Honor Tidak Tetap Sekolah : 5 Orang
d. Tenaga Kependidikan : 7 Orang

22. Jumlah Siswa

Data siswa berdasarkan program keahlian dan kelas dalam jangka waktu 3
(Tiga ) tahun terakhir

• Tahun Pelajaran 2019/2020

PROGRAM
NO KELAS JUMLAH SISWA TOTAL
KEAHLIAN
Agribisnis X 55
1 Tanaman XI 53 159
Perkebunan XII 53
Agribisnis X 83
2 Tanaman Pangan XI 35 149
& Hortikultura XII 31
Agribisnis X 41
3 Pengolahan Hasil XI 24 83
Pertanian XII 18
X 40
Akomodasi
4 XI 26 78
Perhotelan
XII 35
X 28
Usaha Perjalanan
5 XI 24 101
Wisata
XII 26
JUMLAH KESELURUHAN SISWA 570

• Tahun Pelajaran 2020/2021

 86

PROGRAM
NO KELAS JUMLAH SISWA TOTAL
KEAHLIAN
Agribisnis X 63
1 Tanaman XI 58 172
Perkebunan XII 51
Agribisnis X 32
2 Tanaman Pangan XI 66 133
& Hortikultura XII 35
Agribisnis X 35
3 Pengolahan Hasil XI 35 93
Pertanian XII 23
X 46
Akomodasi
4 XI 38 108
Perhotelan
XII 24
X 23
Usaha Perjalanan
5 XI 27 76
Wisata
XII 26
JUMLAH KESELURUHAN SISWA 582

• Tahun Pelajaran 2021/2022

PROGRAM
NO KELAS JUMLAH SISWA TOTAL
KEAHLIAN
Agribisnis X 60
1 Tanaman XI 63 180
Perkebunan XII 57
Agribisnis X 27
2 Tanaman Pangan XI 31 122
& Hortikultura XII 64
Agribisnis X 21
3 Pengolahan Hasil XI 35 91
Pertanian XII 35
X 50
Akomodasi
4 XI 48 136
Perhotelan
XII 38
X 31
Usaha Perjalanan
5 XI 23 81
Wisata
XII 27
JUMLAH KESELURUHAN SISWA 610
23. Program Keahlian / Kompetensi Keahlian yang telah ada atau telah
dibuka :
a. Program Keahlian Agribisnis Produksi Tanaman
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1) Kompetensi Keahlian : a) Agribisnis Tanaman Pangan dan

Hortikultura
b) Agribisnis Tanaman Perkebunan
c) Agribisnis Pengolahan Hasil
Pertanian
b. Program Keahlian Pariwisata

1) Program Keahlian : a) Usaha Perjalanan Wisata

b) Akomodasi Perhotelan

24. BPP ( Biaya Penyelenggara Pendidikan ) Sekolah

a. Nomor SK Pengangkatan : 421.2/840/14/SMKN-4

SPT/TUS.03/VII/2020
b. Tanggal SK : 15 Juli 2020

DATA JUMLAH SISWA SMK NEGERI 4 SAMPIT

TA. 2020/2021
Update Data Januari 2022

PEREM
ROMBEL KELAS LAKI LAKI TOTAL SISWA KETERANGAN
PUAN
1 X ATP 1 25 5 30
AGRIBISNIS

AGRIBISNIS DAN AGRITEKNOLOGI = 393

2 X ATP 2 25 5 30
108
3 X ATPH 23 4 27
KELAS X JUMLAH
PARIWISATA = 217

4 X APHP 9 12 21 189 LAKI – LAKI = 113 SELURUH

PEREMPUAN =76 SISWA
5 X AP 1 10 15 25 LAKI LAKI =
PARIWISATA

352
6 X AP 2 11 14 25 81 PEREMPUAN
=258
7 X UPW 10 21 31

1 XI ATP 1 24 7 31 KELAS XI
AGRIBIS
NIS

129 200 LAKI-LAKI = 117

2 XI ATP 2 23 9 32 PEREMPUAN = 83
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3 XI ATPH 27 4 31

4 XI APHP 6 29 35

5 XI HOTEL 1 13 11 24
PARIWIS

6 XI HOTEL 2 15 9 24 71
ATA

7 XI UPW 9 14 23

1 XII ATP 1 22 7 29

2 XII ATP 2 26 2 28
AGRIBISNIS

3 XII ATPH 1 27 6 33 156

KELAS XII
4 XII ATPH 2 23 8 31 221 LAKI-LAKI = 122
PEREMPUAN= 99
5 XII APHP 3 32 35
PARIWIS

6 XII AP 16 22 38
ATA

65
7 XII UPW 5 22 27

21 RUMBEL SISWA = 610

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Daftar Pendidik dan Tenaga Kependidikan

SMK NEGERI 4 SAMPIT

T.A 2021/2022

Tanggal
No Nama NUPTK JK Tempat Lahir NIP Status Kepegawaian Tugas Tambahan Agama
Lahir

1 H. SIROJUDDIN NOOR, BA.,S.Pd.,MM 3558740642200022 L Lumajang 1962-02-26 196202261987011001 PNS Kepala Sekolah Islam

2 RUSTAM, S.Pd 2854748650200022 L Sampit 1970-05-22 197005222005011007 PNS - Islam

3 MEITY KRISTIANA CICIE, SP 9837756657300002 P Ramang 1978-05-05 197805052006042040 PNS - Kristen

4 WALUYO, SP 5544747650200113 L Gunung Kidul 1969-12-12 196912122006041017 PNS Waka Kesiswaan Islam

Kepala
5 FARIDA YULIANI, SP.,MM 2040753655300083 P Pagatan 197507082008012015 PNS Islam
1975-07-08 Perpustakaan

6 RUSMANIAH, M.Pd.I 4541752653300023 P Sampit 1974-12-09 197412092007012014 PNS - Islam

7 DIAN SUSANTI WIDIASTUTI, SP 7746755656210102 P Sampit 1977-04-14 197704142009042002 PNS Kaprog Agronomi Kristen

8 DARNIYAH, SP 1252752653220003 P Cilacap 1974-09-20 197409202009042002 PNS Bendahara Sekolah Islam

9 SITI MARDIANA, S.Pd 3534763664300122 P Sampit 1985-03-02 198503022010012004 PNS - Islam

10 DWI ASTUTIK, S.Pd 9034760662210093 P Jember 1982-07-02 198207022011012013 PNS Waka Kurikulum Islam

11 YULIANI, S.Pd 5045764665300093 P Tewang Papari 1986-07-13 198607132011012018 PNS Waka Sarpras Islam

12 IRSAN ROSENO, M.Pd 2239763664120003 L Palembang 1985-09-07 198509072011011013 PNS Waka Humas Islam
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13 INDRIYANI,S.Pd 3544765665300022 P Kotawaringin Timur 12-02-1987 198702122010022002 PNS - Islam

14 RESTI AMINATUN,S.Pd 6137771672230143 P Grobogan 05-08-1993 199308052020122025 PNS Bendahara BPP Islam

1 ROSENANI,S.Pd.I 1533754656300052 P Tangkiling 15-05-1973 197601022007012010 PNS - Islam

15 DEWI PUSPITA SARI, S.Pd 094876663300122 P Sampit 1984-06-16 - GTT Prov Kalteng Bendahara BPP Islam

16 TETISUMAINI, S.Pi 7959753653300002 L Ugang Sayu 1975-06-27 - GTT Prov Kalteng Kalab. Pasca Panen Kristen

17 SITI NURAENI, S.Pd 1536761662300063 P Tuban 1983-12-04 - GTT Prov Kalteng Islam

Tumbang
18 YUYUN NAZWATI NIZAM, S.Pd 3649766667130112 P - GTT Prov Kalteng Islam
Senamang 1988-03-17

19 TONY KURNIAWAN, S.Kom 7444763664130142 L Sampit 1985-01-12 - GTT Prov Kalteng Kalab. Komputer Islam

20 SRI AGUSTINA, S.Pd 5134765666130133 P Palangka Raya 1987-08-02 - GTT Prov Kalteng Islam

21 SITI MUHAJAR, S.Pd 0239765666130163 P Samuda 1987-09-07 - GTT Prov Kalteng Kaprog Pariwisata Islam

22 SIYAM, S.Pd 6834766667130142 L Kalimanah 1988-05-02 - GTT Prov Kalteng Islam

23 NARULITA EKA SARI, S.Pd 5455762666210003 P Sampit 1987-06-15 - GTT Prov Kalteng Kristen

24 PUTRI APRIYANI, A.Md - P Surakarta 1983-04-21 - GTT Prov Kalteng Kristen

25 ERWANSYAH, S.Pd 4947767668130882 L Jaya Karet 1989-06-15 - GTT Prov Kalteng Islam
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Tanggal
Nama NUPTK JK Tempat Lahir NIP Status Kepegawaian Tugas Tambahan Agama
Lahir

26 FITRA RIZALI, S.Pd 1942764667130242 L Tamban 1986-06-10 - GTT Prov Kalteng Islam

27 ARIF JULIANTO, S.Pd 304471671130033 L Sampit 1993-07-12 - GTT Prov Kalteng Dapodik Islam

28 NIKMATUS SHOLICHAH, S.Pd.I - P BLITAR 1993-08-22 - GTT Prov Kalteng - Islam

29 RAHMAT AGUS RIADI, S.Pd.I 7136771672130013 L Bapeang 1993-08-04 - GTT Prov Kalteng - Islam

30 VATRIA STEPHANIE TUNDAN, SH 8356765666130113 P SAMPIT 1987-10-24 - GTT Prov Kalteng - Kristen

31 BINA GUNARI, S.Pd.K 6239748649130113 P Medan 1970-09-07 - GTT Prov Kalteng - Kristen

32 RIA OKTORYNA, S.Pd 2337770671130033 P Sampit 1992-10-05 - GTT Prov Kalteng - Islam

33 HERI SUSANTO, S.ST 1841763665130162 L Paringin 09-05-1985 - GTT Prov Kalteng Kaprog. TPHP Islam

34 IRARIE DIENI, SP 9450758659300072 Kuala Kapuas 18-01-1980 - GTT Prov Kalteng - Kristen

PTT Prov Kalteng

CENDIKIAWAN GILANG NUGRAHA,
35 5759763664130162 L Palangka Raya 1985-04-27 - Kepala Tata Usaha Islam
S.Pd

36 DINI RUKMANA, S.Sos 7253767668230193 P Sampit 1989-09-21 - GTT Prov Kalteng - Islam

37 RISNO - L Cilacap 1965-01-07 - GTT Prov Kalteng Satpam malam Islam

38 TASLAM - L Ciamis 1971-08-21 - GTT Prov Kalteng Satpam pagi Islam

39 SITI ROKAYAH - L - - - GTT Prov Kalteng Kebersihan Sekolah Islam

40 PARDI - L Sampit 08-07-1987 - GTT Prov Kalteng Toolmen Islam

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41 RADIATUL ADAWIAH,S.Pd - P Sampit 03-05-1988 - Honor Sekolah - Islam

42 IR.SRI MURNI 0962745646130072 P Palangka Raya 1967-06-30 - Honor Sekolah - Kristen

43 CICA SAGITA, S.Pd - L Sebabi 1990-12-04 - Honor Sekolah - Hindu

44 TAUFIKUR RAHMAN, S.Tr.P - L Sampit 04-02-1997 - Honor Sekolah - Islam

45 HASIM - L Sampit 10-07-1956 - Honor Sekolah - Islam

46 NURMA RAHMATIYANINGSIH, S.Pd - P Sampit 02-01-1998 - Honor Sekolah - Islam

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APPENDIX 5: Research Letter

 94

APPENDIX 6: Research Recommendation Letter 1

 95

APPENDIX 7: Research Permit Letter 1

 96

APPENDIX 8: Research Permit Letter 2

 97

APPENDIX 9: Research Recommendation Letter 2

 98

APPENDIX 10: Research Letter of Statement

 99

APPENDIX 11: Certificate of Completed Research

 100

APPENDIX 12: Application Letter for Thesis Title Approval

 101

APPENDIX 13: Decree of the Appointment of Thesis Advisory Lecturers

 102

APPENDIX 14: Certificate of Thesis Proposal Seminar 1

 103

APPENDIX 15: Thesis Proposal Seminar Notes

104
 105

APPENDIX 16: Certificate of Thesis Proposal Seminar 2

 106

APPENDIX 17: Consultation Notes

 107

APPENDIX 18: Documentation

108
 109

CURRICULUM VITAE

I. Personal Details

Name : Radiathul Amelia Silviana

Date of Birth : Sampit, mei 29th, 2000

Gender : Female

Material Status : Single

Religion : Islam

Nationality : Indonesian

Father’s Name : Alfiannur

Mother’s Name : Sri Wahyuni

Sibling : The late Ms. Gina Alviana

II. Formal Educational Background

2005-2006 :Halimatus Sa’diyah Kindergarten Sampit

2006-2012 :Sampit State Elementary School 1 Downstream

(SDN-1 MB Hilir)

2012-2015 : PPKP Islamic Junior High school Sampit

(MTs PPKP Sampit)

2015-2018 : Vocational High School 4 Sampit

2018-2022 : English Education Departement of Antasari State

Islamic University Banjarmasin

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III. Organization Experience

2013-2014 : Juvenile Red Cross (PMR)

2013-2017 : Scout

2015-2017 : Drum Band

2018-2022 : Antasari Music Studio Banjarmasin

2018-2019` : LPPQ UIN Antasari Banjarmasin